Warm-Up: Compare and contrast asteroids, meteors, and comets. 10/19/17—Astronomy Warm-Up: Compare and contrast asteroids, meteors, and comets. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. a. Outline the main arguments and evidence in support of the standard cosmological model. (e.g. elements, solar systems, and universe) c. Compare and contrast the major properties of the components of our solar system. Essential Question What are the similarities and differences amongst the planets? And how are these evidence in support of the evolution of the solar system? Agenda Go over quiz from yesterday Lethal Oceans PBS video activity Homework Pluto & solar system debris quiz Complete objectives/review sheet Study for solar system test Thursday Assessment: formative assessment in PBS video activity Differentiation: homogeneous grouping

Warm-Up: Describe how our solar system was formed. 10/20/17—Astronomy Warm-Up: Describe how our solar system was formed. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. a. Outline the main arguments and evidence in support of the standard cosmological model. (e.g. elements, solar systems, and universe) c. Compare and contrast the major properties of the components of our solar system. Essential Question What are the similarities and differences amongst the planets? And how are these evidence in support of the evolution of the solar system? Agenda Formation of the solar system video Review for test Homework Complete objectives/review sheet Study for solar system test tomorrow Assessment: formative assessment in questions that accompany the formation of the solar system video; formative assessment in review sheet responses; Differentiation: Students grouped by ability based on formative quizzes on terrestrial, jovian, and solar system debris

10/23/17—Astronomy Warm-Up: Write your own warm-up question AND answer the questions written by 2 other students. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. a. Outline the main arguments and evidence in support of the standard cosmological model. (e.g. elements, solar systems, and universe) c. Compare and contrast the major properties of the components of our solar system. Essential Question What are the similarities and differences amongst the planets? And how are these evidence in support of the evolution of the solar system? Agenda Solar system unit test Homework Start next review sheet Assessment: summative assessment of solar system unit; students and teacher assess results Differentiation:

Warm-Up: Write 3 things you know about our sun. 10/24/17--Astronomy Warm-Up: Write 3 things you know about our sun. SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. SCSh3. Students will identify and investigate problems scientifically. SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations. SCSh6. Students will communicate scientific investigations and information clearly. SCSh7. Students analyze how scientific knowledge is developed. SCSh8. Students will understand important features of the process of scientific inquiry. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question What are sunspots and how do they vary with time? Agenda Go over unit 4 Test Unit 5 pre-test Notes: anatomy of the sun and fusion Lab: Constructing graphs of sunspot cycle Solar system video Homework Finish graph and questions if necessary Assessment: formative assessment in student responses and analysis of lab; teacher signs off and checks each students data collection, calculations, and analysis Differentiation: Tiered questioning of students by ability

Warm-Up: Describe how astronomy affected you over your break. SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. SCSh3. Students will identify and investigate problems scientifically. SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations. SCSh6. Students will communicate scientific investigations and information clearly. SCSh7. Students analyze how scientific knowledge is developed. SCSh8. Students will understand important features of the process of scientific inquiry. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question How big is the sun? What does it look like? Agenda notes on the sun Lab: pinhole projection of the Sun and telescope projections Calculate the diameter of the sun. How close is this to the real diameter? Homework Finish lab calculations and conclusion if necessary Assessment: formative assessment in student responses and analysis of lab; teacher signs off and checks each students data collection, calculations, and analysis; formative assessment in student responses to quiz Differentiation: Tiered questioning of students by ability; differentiation in student tasks and responsibilities in lab groups

10/26/17—Astronomy Warm-Up: Describe hydrostatic equilibrium and why it is important to the sun. SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. SCSh3. Students will identify and investigate problems scientifically. SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations. SCSh6. Students will communicate scientific investigations and information clearly. SCSh7. Students analyze how scientific knowledge is developed. SCSh8. Students will understand important features of the process of scientific inquiry. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question What does the Sun look like up close? What kind of energy does the Sun produce? Agenda Continue notes on the sun Lab: rotation rate of the sun lab (new) (analyze the gif images and determine the rotation rate of the sun) (http://sohowww.nascom.nasa.gov/data/realtime/gif/) Homework Assessment: formative assessment in student responses and analysis of lab; teacher signs off and checks each students data collection, calculations, and analysis Differentiation: Tiered questioning of students by ability; differentiation in student tasks and responsibilities in lab groups

Warm-Up: Choose 3 of the sun’s layers and describe each. 10/27/17—Astronomy Warm-Up: Choose 3 of the sun’s layers and describe each. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question How are stars classified? Why? Agenda Solar activity article review Lesson: stellar spectra and classification of stars Intro video (8 min) https://www.youtube.com/watch?v=Bx0SMevn-0c Objectives sheet #1-20 Sun and stars quiz Homework Assessment: formative assessment in star quick check questions and article review students and teacher review results Differentiation:

Warm-Up: Describe why it is important to study the spectra of stars. 10/30/17—Astronomy Warm-Up: Describe why it is important to study the spectra of stars. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question How bright is a 100W light bulb compared to the Sun? Agenda New stuff: parallax and brightness ; Absolute magnitude vs. apparent magnitude Practice problems with stellar classification and brightness (worksheet) Homework Finish practice problems with classification and brightness worksheet Assessment: formative assessment in student responses on practice problems; teacher signs off and checks each student’s data collection, calculations, and analysis Differentiation: higher mathematical ability students complete full distance calculations using magnitudes only

10/31/17--Astronomy Warm-Up: Contrast apparent and absolute magnitude. Why is it important to know both? SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question What is the HR diagram? What does it tell us about stars? Agenda Go over parallax and brightness wksht Lab: graphing properties of nearest 20 stars and the brightest 20 stars HR diagram notes Homework Quiz tomorrow on properties of stars Assessment: formative assessment in student responses on HR graph and analysis questions; teacher signs off and checks each student’s data collection, calculations, and analysis Differentiation: tiered questioning of students during lab

11/1/17—Astronomy Warm-Up: Explain how parallax is used in astronomy. What does a larger parallax angle indicate? SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question To what group do the majority of stars belong on the HR diagram? Agenda Quiz: classification of stars quiz (spectral class, parallax, absolute and apparent magnitude) HR diagram notes Group activity: Constructing HR diagram Homework If you haven’t finished the HR graph and questions, finish that tonight Test on the sun, stars, and classification on Friday Assessment: formative assessment in student responses on quiz; teacher and students review assessment Differentiation: heterogeneous grouping for activity

11/2/17--Astronomy Warm-Up: Choose 2 star types on the HR diagram and contrast them in 3 ways. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question What information can be gathered from the light curve of a binary star system? Agenda HR diagram worksheet HR diagram interactive (computer simulation) Homework Complete objectives/review sheet Assessment: formative assessment in student responses on lab and worksheet Differentiation: tiered questioning of students during lab

Warm-Up: Describe how mass relates to the lifespan of a star. 11/3/17--Astronomy Warm-Up: Describe how mass relates to the lifespan of a star. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question What information can be gathered from the light curve of a binary star system? Agenda Binary star systems and apparent magnitude graph Review for test-worksheet Homework Complete objectives/review sheet Assessment: formative assessment in student responses on light curves of Algol; teacher signs off and checks each student’s data collection, calculations, and analysis, formative review Differentiation: student review based on formative review quiz results

11/6/17--Astronomy Warm-Up: Describe 3 things you found interesting or you learned in this unit on stars and the sun. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question What is the relationship between the energy produced by fusion in stars to the luminosity? Agenda Turn in objectives sheet test on stars and classification Homework Start unit 6 review sheet Assessment: summative assessment in unit test; teacher and students review test results following day; Differentiation:

11/7/17—Astronomy Warm-Up: How do you think a red giant, blue giant, white dwarf, and red dwarf differ? SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. b. Describe the life cycle of a star and explain the role gravity and mass play in the brightness, life span, and end-stages of stars. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question How is the life cycle of a star similar to that of humans? How is it different? Agenda Go over stars and classification test Group activity: life cycle of stars vs. humans Discussion of group activity Homework Assessment: formative assessment in student responses on group work for project; teacher signs off and checks each students data collection, calculations, and analysis Differentiation: tiered questioning of students during group work; heterogeneous grouping

11/8/17—Astronomy Warm-Up: Describe how the life of a star is similar to the life of a human. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. b. Describe the life cycle of a star and explain the role gravity and mass play in the brightness, life span, and end-stages of stars. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question How does a human life cycle compare to the Sun’s life cycle? Agenda New stuff: stellar evolution for low mass stars like our Sun Finish up life cycle activity Diagrams and explanations of our Sun’s life matched up with the human life cycle (group work) Star life cycle intro video (10 min) https://www.youtube.com/watch?v=ld75W1dz-h0 Homework Objectives sheet #1-10 Assessment: formative assessment in student responses on group work for project; teacher signs off and checks each students data collection, calculations, and analysis Differentiation: tiered questioning of students during group work; heterogeneous grouping

11/9/17—Astronomy Warm-Up: Contrast red giant, red dwarf, blue giant, and white dwarf stars. SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. SCSh3. Students will identify and investigate problems scientifically. SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations. SCSh6. Students will communicate scientific investigations and information clearly. SCSh7. Students analyze how scientific knowledge is developed. SCSh8. Students will understand important features of the process of scientific inquiry. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. b. Describe the life cycle of a star and explain the role gravity and mass play in the brightness, life span, and end-stages of stars. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question How does mass affect the lifetime of a star? Agenda Lab: Computer simulations for stellar masses (evolutionary tracks on the HR Diagram) Homework Objectives sheet #10-20 Assessment: formative assessment in student responses on lab; teacher signs off and checks each students data collection, calculations, and analysis Differentiation: tiered questioning of students during lab;

11/10/17—Astronomy Warm-Up: Describe main sequence stars. Include what determines where a star lies on the main sequence. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. b. Describe the life cycle of a star and explain the role gravity and mass play in the brightness, life span, and end-stages of stars. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question How does a human life cycle compare to the Sun’s life cycle? Agenda New stuff: high mass stars and evolutionary sequence Star video Homework Objectives sheet Assessment: formative responses to video Differentiation:

Warm-Up: Trace the life of a large mass star on the HR diagram. 11/13/17—Astronomy Warm-Up: Trace the life of a large mass star on the HR diagram. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. b. Describe the life cycle of a star and explain the role gravity and mass play in the brightness, life span, and end-stages of stars. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question How does mass affect the lifetime of a star? Agenda Stellar evolution quiz Lives of Stars Play activity Homework Objectives sheet Assessment: formative assessment based on quiz, formative acting activity Differentiation: roles assigned based on readiness

Warm-Up: Trace the life of a small mass star on the HR diagram. 11/14/17—Astronomy Warm-Up: Trace the life of a small mass star on the HR diagram. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. b. Describe the life cycle of a star and explain the role gravity and mass play in the brightness, life span, and end-stages of stars. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question What is a black hole? Agenda New stuff: pulsars and black holes Finish lives of stars activity Homework Test on Friday on stellar evolution Assessment: formative assessment in daily check questions during/after video; formative assessment in death of stars quiz; teacher and students review results of play activity Differentiation: roles assigned based on readiness

11/15/17—Astronomy Warm-Up: Contrast the death of a small mass star with a large mass star. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. b. Describe the life cycle of a star and explain the role gravity and mass play in the brightness, life span, and end-stages of stars. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question How do stars evolve over their lifetimes? Agenda Death of stars quiz Sequencing stellar evolution tracks with real images and descriptions Test review Homework Test on Friday on stellar evolution Assessment: formative assessment in student responses during sequencing activity Differentiation:

Conclusion questions (use the stellar evolution flow chart and/or your notes) What is similar about how all stars start their lives? What is different about how all stars live their lives? In their cores, what do all main sequence stars have in common? In their cores, what do all red giants have in common? Which star is younger, a red giant or a blue supergiant? Explain. For the giant, most massive stars, what are the two possible objects that the stars will become after a supernova? Draw and describe each object. (Hint: look at the notes we did yesterday.) In general, explain how massive star life cycles are different from mid-sized star life cycles.

11/16/17—Astronomy Warm-Up: Contrast the lifespan of small mass stars and large mass stars. Explain. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. b. Describe the life cycle of a star and explain the role gravity and mass play in the brightness, life span, and end-stages of stars. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question What is a gamma ray burst? Agenda Go over death of stars quiz Gamma ray burst article (reading and questions) Video: Death Star Test review Homework Test on Friday on stellar evolution Assessment: formative assessment in daily check questions during/after video and quizzes Differentiation:

11/17/17—Astronomy Warm-Up: Describe hydrostatic equilibrium and why it is important to stars. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. b. Describe the life cycle of a star and explain the role gravity and mass play in the brightness, life span, and end-stages of stars. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question How does gravity and nuclear fusion affect the life span of a star? Agenda Stellar evolution test Intro final project Homework Finish objectives sheet (this is due tomorrow at the beginning of class) Test tomorrow on Stellar Evolution and Death of Stars Assessment: student responses to objectives sheets or scavenger hunt; teacher checks student responses Differentiation: ability grouping and student choice based on quiz performance

11/2717—Astronomy Warm-Up: What 2 things did you find most interesting when studying stars? SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. b. Describe the life cycle of a star and explain the role gravity and mass play in the brightness, life span, and end-stages of stars. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. a. Relate nuclear fusion reactions and mass-energy equivalence to the life cycle of stars. b. Explain the relationship between the energy produced by fusion in stars to the luminosity. c. Analyze the energy relationships between the mass, power output, and life span of stars. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. Essential Question How does gravity and nuclear fusion affect the life span of a star? Agenda Review tests Work on Final Projects second half Homework Work on unit review sheet Assessment: summative assessment in stellar evolution test;, formative projects Differentiation: student choice for project