1. 8/21/17—Astronomy
Warm-Up: Describe how you feel astronomy has changed since it was first begun in ancient times in 2 sentences.
SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views.
a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe.
b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy.
Essential Question
Why did ancient cultures study astronomy?
How have our views of the universe changes over time?
Agenda
Review Tests
Stonehenge article & questions
Stonehenge video clip 52 min
Homework
Review sheet
Assessment: formative response to Stonehenge questions
Differentiation: varied responses allowed based on student interest and readiness

2. Stonehenge Article
Guided Response Questions Answer the following using complete sentences.
How is Stonehenge connected to astronomy?
What was Stukeley and Lockyer’s opinion of the meaning of Stonehenge’s structure?
How did Hawkins’ views differ?
What did Thom add to Hawkins’ ideas?
Describe Stonehenge as it stands today.
What was the significance of the Aubrey Holes?
What do you think is the author’s point or purpose for writing this article? (Is this persuasive writing? Is this expository/explanatory writing? Is this fictional writing?)
Opinion/Thought Question: How do you think they may have put Stonehenge together? (we will look at this in the video)

3. Warm-Up: Predict reasons Greeks began studying astronomy.
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.
SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views.
a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe.
b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy.
Essential Question
How has the view of the Earth shifted from ancient cultures, to Greek, to Renaissance times?
Agenda
New stuff: Ancient Greek astronomy
Lab: Sundial lab
Homework
Review sheet, finish lab
Assessment: student analysis and responses to motion of the sun; teacher signs off and checks student responses
Differentiation: homologous grouping to enable me to discuss details more with struggling students
Differentiation: Tiered questioning of students during lab

4. 8/23/17—Astronomy
Warm-Up: Describe what phenomenon Ptolemy focused on in his model and how he explained it.
SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views.
a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe.
b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy.
Essential Question
Why did ancient cultures study astronomy?
How have our views of the universe changed over time?
Agenda
Finish up Greek astronomy notes
Lab: Angular sizes, distances, and the Moon
Homework
Finish lab if necessary
Assessment: student analysis and responses during lab; teacher signs off and checks student responses
Differentiation: heterogeneous grouping to ensure strong math students can help with calculations
Differentiation: Tiered questioning of students during lab

5. Warm-Up: Contrast geocentric and heliocentric models of the universe.
8/24/17—Astronomy
Warm-Up: Contrast geocentric and heliocentric models of the universe.
SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views.
a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe.
b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy.
Essential Question
Why did ancient cultures study astronomy?
How have our views of the universe changed over time?
Agenda
New stuff: renaissance astronomy
Start Galileo video
(55 min)
Homework
Objectives sheet #1-10
Assessment: students construct a formative response to quotes by Galileo
Differentiation: student choice for concept map
Differentiation: Tiered questioning of students during research

6. What do you think Galileo meant when he wrote these quotes in a letter
What do you think Galileo meant when he wrote these quotes in a letter? (select one and write what you think it means in your own words.)
“I do not feel obliged to believe that the same God who has endowed us with senses, reason, and intellect has intended us to forgo their use and by some other means to give us knowledge which we can attain by them.”
“I would say here something that was heard from an ecclesiastic of the most eminent degree: ‘The intention of the Holy Spirit is to teach us how one goes to heaven, not how the heavens go.’”
“Scripture cannot err, its expounders and interpreters are liable to err in many ways.”

7. Lessons to be learned…
Do not read religious documents as scientific texts with scientific answers.
Be careful how you argue your points (don’t mock the ones you disagree with).
Scientific reasoning requires evidence in order to considered correct. Note also that if new evidence comes around, then scientific thinking changes.

8. 8/25/17—Astronomy
Warm-Up: Describe Copernicus, Brahe, and Kepler’s contributions to astronomy.
SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views.
a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe.
b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy.
Essential Question
How has the view of the Earth shifted from ancient cultures, to Greek, to Renaissance times?
Agenda
History of Astronomy Quiz
Work on History of Astronomy projects (Due 9/6, WORK 8/25,8/31,9/1, 9/5(after test))
Homework
Review sheet
Assessment: formative quiz on history, project
Differentiation: topics assigned based on readiness, student choice for product
Differentiation: research is differentiated by student interest (and differentiated by ability if teacher directs higher level students toward more mathematical topics/articles)

9. Warm-Up: Describe each of Kepler’s laws.
8/28/17--Astronomy
Warm-Up: Describe each of Kepler’s laws.
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
c. Mathematically apply Newtonian gravity to celestial bodies to determine their masses and explain their motion (e.g. Kepler’s Laws)
SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views.
a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe.
b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy.
Essential Question
What were Newton’s discoveries and how did these change astronomy?
Agenda
Review Quizzes
New stuff: Newton, gravity
Lab: Kepler’s laws and gravitation (ellipse with string)
Homework
Complete objectives sheet #1-16
Assessment: student responses and analysis during lab; teacher checks student responses and signs off on student work.
Differentiation: tiered questioning of students during lab, heterogeneous grouping for lab

10. 8/29/17--Astronomy
Warm-Up: Explain the significance of Galileo showing that the sun is an “imperfect celestial body.”
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
c. Mathematically apply Newtonian gravity to celestial bodies to determine their masses and explain their motion (e.g. Kepler’s Laws)
SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views.
a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe.
b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy.
Essential Question:
What were Newton’s discoveries and how did these change astronomy?
Agenda
Lab: Kepler’s laws and gravitation (computer simulation)
Finish up gravity notes
Homework
Review sheet and project
Assessment: student responses and analysis during lab; teacher checks student responses and signs off on student work.
Differentiation: tiered questioning of students during lab, heterogeneous grouping

11. 8/30/17—Astronomy
Warm-Up: Describe Copernicus’ contributions to astronomy. What was the church’s response and why?
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
c. Mathematically apply Newtonian gravity to celestial bodies to determine their masses and explain their motion (e.g. Kepler’s Laws)
SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views.
a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe.
b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy.
Essential Question
Why are there tides on Earth? What does this have to do with the Moon?
Agenda
Tides graph and analysis
New stuff: tides and gravity
Quiz on renaissance astronomy
Homework
Test Tuesday on history (ch.4), and motion(ch.5)
Assessment: renaissance quiz formative; students and teacher assess quizzes, formative graphing activity

12. 8/31/17—Astronomy
Warm-Up: Describe tides and how they are formed. How many high tides occur daily and why?
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos.
b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor).
d. Discuss how spectroscopy provides information about the inherent properties and motions of objects.
e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts).
Essential Question
How has our view of astronomy shifted over time?
Agenda
Go over renaissance astronomy quiz/finish discussion
Test review/review sheets
Work on Projects
Homework
Study for test!
Assessment: formative assessment in practice problems worksheet; teacher signs off and checks student responses
Differentiation: number of questions reviewed depends on student readiness

13. 9/1/17—Astronomy
Warm-Up: Describe gravity and how it affects the motion of celestial objects.
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
c. Mathematically apply Newtonian gravity to celestial bodies to determine their masses and explain their motion (e.g. Kepler’s Laws)
SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views.
a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe.
b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy.
Essential Question
How have experimental contributions advanced astronomy from ancient times to the present?
Agenda
Quiz on Newton, Gravity, and Motion
Work on Projects
Homework
Review sheet
Assessment: formative gravity quiz; students and teacher review results following day, formative history projects
Differentiation: student choice for product, topic assigned based on readiness

14. 9/5/17—Astronomy
Warm-Up: write and answer 3 questions based on greek astronomy, renaissance astronomy, and gravity.
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
c. Mathematically apply Newtonian gravity to celestial bodies to determine their masses and explain their motion (e.g. Kepler’s Laws)
SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views.
a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe.
b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy.
Essential Question
How have experimental contributions advanced astronomy from ancient times to the present?
Agenda
Review Quizzes
History of Astronomy test
Homework
Finish project
Assessment: summative assessment in unit test on history of astronomy; students and teacher review results following day
Differentiation:

15. Warm-Up: Describe how your product represents your project topic.
9/6/17—Astronomy
Warm-Up: Describe how your product represents your project topic.
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
c. Mathematically apply Newtonian gravity to celestial bodies to determine their masses and explain their motion (e.g. Kepler’s Laws)
SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views.
a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe.
b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy.
Essential Question
How have experimental contributions advanced astronomy from ancient times to the present?
Agenda
Review tests
Project Day!!!!!!
Homework
Unit 3 review sheet
Assessment: summative assessment in unit test on history of astronomy; students and teacher review results following day, formative projects
Differentiation: student choice on product, topic assigned based on readiness

16. Warm-Up: Write what you know about spacetime.
9/7/17—Astronomy
Warm-Up: Write what you know about spacetime.
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
c. Mathematically apply Newtonian gravity to celestial bodies to determine their masses and explain their motion (e.g. Kepler’s Laws)
SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views.
a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe.
b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy.
Essential Question
How is Einstein’s view of gravity different from Newton’s view of gravity?
Agenda
General relativity article and summary
Lesson: gravity, tides,Einstein, spacetime
Video clip: einstein and gravity and spacetime
Homework
Test Tuesday on history (ch.4), and motion(ch.5)
Assessment: gravity and motion quiz; students and teacher assess quizzes
Differentiation:

17. General Relativity
Read the following article on general relativity and Einstein.
Write a summarizing paragraph of 4 to 5 sentences.
Consider these questions…
How did Einstein change our view of gravity?
What is spacetime and how does mass affect it?
What is the experimental evidence that supports the theory?

18. 9/8/17—Astronomy
Warm-Up: List and describe 2 different types of waves on the electromagnetic spectrum. Do your best!!!
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.
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos.
b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor).
d. Discuss how spectroscopy provides information about the inherent properties and motions of objects.
e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts).
Essential Question
How quickly does light fade out as it goes through space? Why is it so hard for astronomers to see distant objects in space?
Agenda
New stuff: electromagnetic spectrum
Lab: measuring light intensity at various distances
Graph and analysis of data
Homework
Finish graph and analysis
Finish history of objectives sheet on history of astronomy (see past notes on blog)
Assessment: formative assessment in student responses to lab; teacher signs off and checks each students data collection, calculations, and analysis
Differentiation: Tiered questioning of students by ability, heterogenous grouping

19. Brightness lab
1. graph your data; label and units on both axes 2. Interpret your graph in a sentence. What does this show? 3. In looking at the data, why is it so difficult for astronomers to measure the light from stars that are light years away (trillions of miles)?

20. 9/11/17—Astronomy
Warm-Up: Draw and label the electromagnetic spectrum with waves, high and low energy, long and short wavelength.
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos.
b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor).
d. Discuss how spectroscopy provides information about the inherent properties and motions of objects.
e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts).
Essential Question
What is light and how is it produced?
Agenda
Lesson: the atom and spectroscopy notes
Class demo/lab: spectrum tubes and analyzing different spectra of elements
Light objectives/review sheet
Homework
Review sheet
Assessment: formative assessment in student responses to essential question (question of the day)/daily check
Differentiation:

21. Warm-Up: Describe how spectroscopy is used in astronomy.
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.
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos.
b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor).
d. Discuss how spectroscopy provides information about the inherent properties and motions of objects.
e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts).
Essential Question
How do astronomers identify the composition of celestial objects? How do we know what the Sun is made of?
Agenda
Lesson: finish notes on spectroscopy
Lab: spectroscopy simulation
(identifying elements in celestial objects using their light curves)
Homework
Finish lab and analysis 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, homogeneous grouping to ensure lower students learn info

22. 9/13/17—Astronomy
Warm-Up: Describe how astronomers can tell if an object is moving toward or away from them.
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos.
b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor).
d. Discuss how spectroscopy provides information about the inherent properties and motions of objects.
e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts).
Essential Question
What kinds of telescopes do astronomers use to “see” the universe?
Agenda
Finish light notes
Light and electromagnetic spectrum questions
Quick check
Introduce Telescope Super Bowl Project-List of 3 telescopes due Tuesday after break, Due:9/22
Work: 9/13,9/15,9/20,9/21
Homework
Review sheet
Assessment: formative assessment in student responses to worksheet; teacher and students review responses in class
Differentiation:

23. 9/14/17—Astronomy
Warm-Up: describe how an astronomer can determine the composition of an object.
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos.
b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor).
d. Discuss how spectroscopy provides information about the inherent properties and motions of objects.
e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts).
Essential Question
Why do astronomers use telescopes?
Agenda
Light quiz
Lesson: Telescopes notes—why are telescopes used? Anatomy of telescopes.
Looking through telescopes outside—basic anatomy, observations, calculations
Homework
Review sheet
Assessment: formative assessment in student responses to practice calculations
Differentiation:

24. 9/15/17—Astronomy
Warm-Up: A telescope has 200-f/5 stamped on it. What is its aperature length? Focal length? What is the magnification f the eyepiece is 50mm?
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.
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos.
b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor).
d. Discuss how spectroscopy provides information about the inherent properties and motions of objects.
e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts).
Essential Question
How are simple refracting telescopes constructed?
Agenda
Finish any other telescope notes if necessary—anatomy of telescopes, calculations using f-number and magnification, CCDs, and observing problems
Work on projects
Homework
Objectives sheet due Tuesday
Telescopes project due Monday (Oct. 1)
Light and telescopes test on Tuesday (Oct. 2)
Assessment: formative assessment in student responses in lab analysis; teacher signs off and checks student responses
Differentiation: tiered questioning of students

25. 9/18/17—Astronomy
Warm-Up: A telescope has 700-f/8 stamped on it. What is its aperature length? Focal length? What is the magnification f the eyepiece is 25mm?
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.
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos.
b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor).
d. Discuss how spectroscopy provides information about the inherent properties and motions of objects.
e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts).
Essential Question
What do the numbers mean on the side of the telescope?
Agenda
Telescope notes—anatomy of telescopes, calculations using f-number and magnification, CCDs, and observing problems
Telescope virtual lab-From the Ground Up
Homework review sheet
Assessment: formative assessment in student responses in lab analysis; teacher signs off and checks student responses
Differentiation: tiered questioning of students based on student data, heterogeneous grouping

26. 9/19/17—Astronomy
Warm-Up: How does the image change when you shorten the eyepiece from 50mm to 10mm with a 1000mm focal length? Show your calculations and compare.
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos.
b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor).
d. Discuss how spectroscopy provides information about the inherent properties and motions of objects.
e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts).
Essential Question
What are some of the problems astronomers encounter when using telescopes?
Agenda
Finish any other notes on telescopes and yesterday’s virtual lab
Lab: telescope simulation (choosing best image; calculating magnification)
Worksheet review of telescopes
Homework
light and telescopes test Tuesday, review sheet
Assessment: formative assessment in telescope quiz;
Differentiation:

27. 9/20/17—Astronomy
Warm-Up: Explain how astronomers determine the composition and movement of objects in space.
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos.
b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor).
d. Discuss how spectroscopy provides information about the inherent properties and motions of objects.
e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts).
Essential Question
What have been the major discoveries from the Hubble telescope?
Agenda
Telescopes quiz
Work on Projects
Homework
light and telescopes test Tuesday
Review sheet
Assessment: formative assessment in telescope quiz;
Differentiation:

28. 9/21/17—Astronomy
Warm-Up: Explain why astronomers use different types of telescopes to take images of objects.
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos.
b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor).
d. Discuss how spectroscopy provides information about the inherent properties and motions of objects.
e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts).
Essential Question
How are simple refracting telescopes constructed?
Agenda
Finish any other notes on telescopes
Review for light and telescopes test
Work on Projects-Due tomorrow
Homework
Study for light and telescopes test tomorrow!
Finish objectives sheet if necessary
Assessment: formative assessment in student responses in review; teacher and students evaluate responses for remediation and review
Differentiation: students review area of weakness based on formative review results

29. Warm-Up: Describe 3 things you learned about light and telescopes.
9/22/17—Astronomy
Warm-Up: Describe 3 things you learned about light and telescopes.
SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects.
a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos.
b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor).
d. Discuss how spectroscopy provides information about the inherent properties and motions of objects.
e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts).
Essential Question
What kinds of things can we learn from the light of stars?
Agenda
Test on Light and telescopes
Present Projects
Homework
Start next review sheet
Assessment: summative assessment in student tests; teacher and students evaluate responses
Differentiation: differentiated assessments based on IEP needs

30. Warm-Up: Write 3 things you know about our solar system.
10/2/17—Astronomy
Warm-Up: Write 3 things you know about our solar system.
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.
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
How are the planets similar? How are the planets different?
Agenda
Review light and telescopes test
Introduce and assign solar system project topics
Solar system research and presentation construction: Due 3/11, Slides Due 10/3 by end of block, work 10/2,10/3,10/4 Homework
Read the chapter on your planet
Assessment: formative assessment in student research, teacher signs off and checks each student’s progress at the end of class daily
Differentiation: heterogeneous grouping, groups choose planet

31. Warm-Up: List 3 things you have learned about your planet.
10/3/17—Astronomy
Warm-Up: List 3 things you have learned about your planet.
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.
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
How are the planets similar? How are the planets different?
Agenda
Solar system research and presentation construction: remember: 1 image on each slide, each person responsible for 6 slides total-5 content, 1 citations slide in APA format
Slides due by end of block today
Homework
Read chapter on your planet
Continue research and powerpoint
Assessment: formative assessment in student research; teacher signs off and checks each student’s progress at the end of class daily
Differentiation: heterogeneous grouping, groups choose topic

32. Warm-Up: Contrast the outer planets and inner planets in 3 ways.
10/4/17—Astronomy
Warm-Up: Contrast the outer planets and inner planets in 3 ways.
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.
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
How are the planets similar? How are the planets different?
Agenda
Solar system research and presentation construction
Continue research and powerpoint today; merge your slides; make sure you each have an APA citation slide; notes page for the group (1 page, 1 side)
Homework
Assessment: formative assessment in student research; teacher signs off and checks each student’s progress at the end of class daily
Differentiation: heterogeneous grouping, groups choose topic