1. 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

2. 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

3. 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:

4. 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

5. 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

6. 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) (
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

7. 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)
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:

8. 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

9. 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

10. 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. 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

12. 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

13. 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:

14. 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

15. 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)
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

16. 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;

17. 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:

18. 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

19. 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

20. 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:

21. 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.

22. 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:

23. 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

24. 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