1. 11/28/17—Astronomy
Warm-Up: Write 3 things you know about the Milky Way galaxy. Bring laptops/project materials MONDAY!!
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).
SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe.
d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies.
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 does our own Milky Way galaxy look like?
Agenda
Center of galaxy graphing activity
Begin Milky way notes
Homework Finish graph if necessary, review sheet
Assessment: formative assessment in student responses on activity; teacher signs off and checks each students data collection, calculations, and analysis
Differentiation: tiered questioning of students during lab;

2. Warm-Up: Describe the Milky Way in 3 ways.
11/29/17—Astronomy
Warm-Up: Describe the Milky Way in 3 ways.
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.
d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. 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
Where are we in the universe? What else is out there?
Agenda
Finish milky way notes
Powers of 10 video clip
Interactive located at
(journal reactions to the powers of 10 and our place in the universe???)
Begin Galaxy Classification group activity
Work on final projects DO NOT HAVE COMPUTERS!!!!!!!! Due Friday!
Homework
Objectives sheet
Finish activity
Assessment: formative responses to galaxy activity
Differentiation:

3. Warm-Up: How do you think galaxies are classified?
11/30/17—Astronomy
Warm-Up: How do you think galaxies are classified?
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.
d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. 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 are galaxies classified?
Agenda
New stuff: galaxies and classification notes
Finish galaxy classification activity
Homework
Review sheet
Assessment: formative assessment in student responses to galaxy classification activity, formative quiz
Differentiation:

4. Warm-Up: Contrast the 3 types of galaxies in at least 2 ways.
12/1/17—Astronomy
Warm-Up: Contrast the 3 types of galaxies in at least 2 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).
SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe.
d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies.
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 are the types of galaxies? How are they different? What is dark matter and how do we know it exists?
Agenda
Galaxy article reading and summary
Lab: dark matter interactive
Work on final project-due?
Homework
Review sheet and finish activity
Assessment: formative assessment in student responses on article summaries and lab; teacher signs off and checks each students data collection, calculations, and analysis, responses to article questions and lab
Differentiation: tiered questioning of students during lab

5. Warm-Up: Describe dark matter and how we know it exists.
12/4/17—Astronomy
Warm-Up: Describe dark matter and how we know it exists.
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.
d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. 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 do we know dark matter exists in galaxies?
How do we know the universe is expanding?
Agenda
Milky Way quiz
Discuss Hubble’s Law
Lab: expansion of the universe
Homework
Revew sheet
Finish activity (?)
Assessment: formative assessment in student responses on lab; teacher signs off and checks each students data collection, calculations, and analysis, responses to video
Differentiation: tiered questioning of students during lab;

6. Warm-Up: Describe Hubble’s law and evidence that supports it.
12/517—Astronomy
Warm-Up: Describe Hubble’s law and evidence that supports it.
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.
d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. 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 did the universe begin? How will the universe end?
Agenda
Present final projects
Review quizzes
Homework
Review sheet
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;

7. 12/6/17—Astronomy
Warm-Up: Do you think we should invest time and money into finding exoplanets? 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.
d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. 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 is the Hubble Law?
Agenda
Lesson: cosmology, exoplanets, habitable zone, astrobiology
Lab: exoplanet simulation
Homework
Review sheet
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;

8. Warm-Up: Describe 3 ways we can detect exoplanets.
12/7/17—Astronomy
Warm-Up: Describe 3 ways we can detect exoplanets.
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.
d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. 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 did the universe begin? How will the universe end?
Agenda
Unit 5 test
Galaxies video or Space discoveries documentary (45 min-AWESOME!!)
Homework
Review sheet
Assessment: formative assessment in student summaries of video (ticket out the door)
Differentiation:

9. 12/8/17—Astronomy
Warm-Up: Describe features of a planet that make it habitable. 3 minimum.
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.
d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. 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 features make a planet habitable?
Agenda
Review tests
Habitable zone simulation
Homework
Review sheet
Assessment: formative assessment in student summaries of video (ticket out the door)
Differentiation:

10. Warm-Up: What has been your favorite topic to study this year?
12/11/17—Astronomy
Warm-Up: What has been your favorite topic to study this year?
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.
SAST6: Students will explore connections between cosmic phenomena and conditions necessary for life.
a. Characterize the habitable zone in solar systems and habitable planetary bodies in our own and other solar systems.
b. Describe the tools and techniques used to identify extrasolar planets and explore extrasolar planetary atmospheres.
c. Describe signatures of life on other worlds and early Earth.
d. Explain how astronomical hazards and global atmospheric changes have impacted the evolution of life on Earth.
Essential Question
Is there life on other planets or moons?
Agenda
Final exam review
Astrobiology video
Homework
Review sheet
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;