Astronomy Layered Curriculum - cspams.weebly.com · Scientists are finding new planets around distant stars all the time. In a 3 – 5 paragraph response, answer which planets are

Astronomy

Layered Curriculum

First Term Science 2018-19

Name: _________________ Advisory: ___________

I can compare the Earth to other planets and moons in terms of

supporting life.

I can describe, compare, and explain the motion and observation of solar

system objects.

I can describe and explain how objects in the universe are formed.

I can explain how technology and

scientific inquiry help us learn about the universe.

I can generate questions to

research, organize, and construct a scientific research paper.

Layered Curriculum Guidelines

For this science unit, we will be utilizing a layered curriculum format. This is a three level process where you will have the choice of a variety of activities within each level to gain knowledge and demonstrate your understanding of the material. The following are guidelines and procedures you will need to follow to ensure your success:

All students must start with Layer C where you will build a strong foundation of facts, vocabulary, and basic concepts. You will follow with Layer B where you will expand your knowledge and depth of understanding by completing an extended essay on a particular area of your interest in the solar system. Finally, you will complete a Layer A summative project to clearly demonstrate your mastery of the learning objectives.

This packet includes your activity selections for each layer, and will also act as your progress record of your accomplishments and accumulated points for the unit. KEEP IT IN YOUR SCIENCE BINDER. (Seriously, this is not something you want to lose! )

In order to be successful this term, we are asking that you self-select a group that will provide you with the appropriate amount of organizational and time-management support:

o Guided Layered Curriculum Group (1): This group is best for students who feel they may

need some teacher support to stay organized and "on track" throughout each layer. If you choose this group, you will be working with a teacher on a daily basis to complete activities that will allow you to earn all required points in class.

o Supported Layered Curriculum Group (2): This group is a good fit for students who are comfortable managing their time wisely and would like some independence working through each layer at their own pace. If you choose this group, you will be responsible for choosing and completing assignments to demonstrate mastery, and you may need to finish work outside of class.

o Independent Layered Curriculum Group (3): This group is an option for students who have a firm grasp on the content and feel confident working completely independently. If you choose this group, you will be responsible for choosing and completing assignments to demonstrate mastery, and you will most likely need to finish work outside of class.

You make the choice of the activities you complete and the grades you receive – however to earn credit in science you must earn a minimum of an 80% on each layer.

Progress Tracking Chart

Layer Category Possible Points

Points Earned

C

Planets of the Solar System

40

Stars 40

Comets/Asteroids/Meteors 40

The Moon 40

Astronomical Math 40

Space Travel/Rockets 40

The Universe 40

Tools of Astronomy 40

TOTAL 320

B Research Paper 200

A Cumulative Project 100

TOTAL 620

Science Calendar – October/ November Monday Tuesday Wednesday Thursday

15 16 17 18

Revolutionary Thought Kickoff!

Layer C 1 – Learn about the Sun

2 – Class will focus on the Sun 3 – Individual Choice Work Time

Layer C 1 – Learn about the Moon

2 – Class will focus on the Moon 3 – Individual Choice Work Time

Layer C 1 – Learn about the Inner Planets 2 – Class will focus on the Inner

Planets 3 – Individual Choice Work Time

22 23 24 25

Layer C 1 – Learn about the Outer Planets 2 – Class will focus on the Outer

Planets 3 –Individual Choice Work Time

Layer C 1 – Learn about

Comets/Asteroids/Meteors 2 – Class will focus on

Comets/Asteroids/Meteors 3 – Individual Choice Work Time

Layer C 1 – Learn about Space Travel 2 – Class will focus on Space

Travel 3 – Individual Choice Work Time

Layer C 1 – Learn about Astronomy Tools 2 – Class will focus on Astronomy

Tools 3 – Individual Choice Work Time

29 30 31 Nov - 1

Layer C 1 – Learn about Astronomy Math 2 – Class will focus on Astronomy

Math 3 – Individual Choice Work Time

LAYER C Work Day

LAYER C DUE

(at the end of class)

Kickoff Layer B – Extended Essay

Layer B Extended Essay

Monday Tuesday Wednesday Thursday

5 6 7 8





12 13 14 15

Layer B

Extended Essay Layer B

Extended Essay

Kickoff Layer A Project

LAYER B EXTENDED ESSAY DUE

Layer A

26 27 28 29

Layer A LAYER A PROJECT DUE Presentations in Advisory

Layer A Presentations

In Advisory Unit Assessment and

Reflection

Layer C Due

Tuesday, October 30

Layer B Research Paper Due

Wednesday, November 14

Layer A Project Due Tuesday, November 27

You must choose one activity from the “LEARN IT” section and one from the “SHOW IT” section for each category. Each activity is worth either 16 (80%), 18 (90%) or 20 (100%) points based on the challenge of the task, although the score you earn is based on the overall quality and oral defense of your work. As there are eight categories in Layer C which are each worth a maximum of 40 points, Layer C has a total of 320 points. Remember to choose your activities wisely as you must earn an 80% overall to earn credit in science.

288 – 320 points = Exceeds Mastery

256 – 287 points = Mastery 255 and below = Not Yet Meeting Mastery

Planets of the Solar System

Circle your activity choice in each column. Bring your work to a teacher when completed, where you will be asked to orally defend your knowledge in order to earn your points.

LEARN IT SHOW IT 16 points

Read the Universe Today “The Inner Planets” article and complete the Points to Consider Questions.

Video: https://goo.gl/Ydxhvt

16 points Compose a one-page diary entry from the perspective of Pluto

describing your thoughts and feelings about no longer being considered a planet. Be sure to include at least five scientific reasons comparing yourself to other planets that explain why

your new classification is (or is not) appropriate.

18 points Explore all 8 planets at NASA’s website. Click on each planet and

write down at least 5 facts about each of the 8 planets. Be sure to compare and contrast the planets in your notes.

Website: https://goo.gl/mJmWhj

18 points Create an Instagram feed for one of the space probes that have

visited the outer planets (such as Voyager 1 and 2, Galileo, Cassini or New Horizons) with at least 5 pictures (hand-draw or digital)

and detailed descriptions (minimum of 1 paragraph each) of what the probes saw. Be scientific yet creative, and feel free to come

up with your own new hashtags.

20 points Read the article about Voyager 2 findings. Produce a graphic

organizer that displays the major goals, timeline, and findings of the Voyager 2 mission. Your graphic organizer should include at

least 20 entries.

Article: www.space.com/17693-voyager-2.html

20 points Scientists are finding new planets around distant stars all the

time. In a 3 – 5 paragraph response, answer which planets are worth pursuing in the search for life in space. Think about

conditions that would make a planet more or less habitable. Water may be one criterion for life, what are other factors

scientists should consider?

Points Earned ___________

Teacher Initials ____________ Date ____________



https://goo.gl/Ydxhvt

https://goo.gl/mJmWhj

http://www.space.com/17693-voyager-2.html

The Moon Circle your activity choice in each column. Bring your work to a teacher when completed, where you will be asked to orally defend your

knowledge in order to earn your points.


Read “Which Phase of the Moon is Best for Stargazing?”. Be sure to click through all eight phases of the moon on the site, then create hand-drawn color poster that diagrams the phases of the moon

with appropriate labels. Article: http://goo.gl/HUUZxK

16 points The moon is made of cheese? There is a man on the moon? Throughout human history there have been many myths about the moon, however,

science has debunked many of these myths. Pick 3 myths about the moon and explain how science has been used to correct these falsehoods about

the moon (at least one paragraph per myth).

18 points Watch the video “Phases of the Moon” then complete the quiz.

Video: http://goo.gl/673aRp Quiz: https://goo.gl/WsH4Pi

18 points Everyone loves looking at the full moon, but are some days better

than others for stargazing? Can the moon interfere with certain astronomical observations? Pick three phases of the moon and

describe in three paragraphs the benefits and challenges of looking at the stars during that particular phase of the moon.

20 points Explore all the “Missions to the Moon.” Create a graphic organizer

of your choice to display information for the 8 missions to the moon, when they occurred, what was the purpose/reason for the

mission, what we learned and was it successful.

Website: http://goo.gl/G8W5da

20 points Why does the Earth have only one moon, while other planets

have several moons? In 3 – 4 paragraphs explain the conditions required to create a moon and why the Earth only has one moon,

while some other planets have more.





Stars Circle your activity choice in each column. Bring your work to a teacher when completed, where you will be asked to orally defend your

knowledge in order to earn your points.


Visit the “Sun” National Geographic page. Review the introduction then click “interactive feature.” Create a poster comparing the sun to a planet

with the information provided with at least 5 important facts.

Website: http://goo.gl/yWSAa

16 points Construct a flipbook that describes at least six different types of stars in our Universe. Each page should include information about the star. Be sure to

thoroughly explain/describe the star classification in your own words, including at least 5 facts about each star type.

18 points On a clear night, you have surely noticed that some stars are

brighter than others. Complete “How is a Star’s Color Related to Its Temperature?” worksheet (see teacher), graph stars on a HR

Diagram and answer the corresponding questions.

18 points Identify a star (not the Sun) in the Milky Way and produce a PowerPoint that describes the life-cycle of that star. Your PowerPoint should include:

the name of the star, the star location on a H-R Diagram, the star’s spectral class/luminosity class, the mass (compared to the Sun), the luminosity

(compared to the Sun), the star’s temperature, the size of the star, age, how long it will take to go through all its life states, and the stages of evolution

the star will go through based on its mass.

20 points After doing some research about stars on your own, create a test

(with an answer key) demonstrating your knowledge of their major characteristics. Be sure to include at least 15 questions consisting

of multiple choice, true/false, and at least one short answer question.

20 points Write a “biography” of a hydrogen atom “living” inside a star. Each

biography should include a description of at least one of the hydrogen nuclear reactions, descriptions of the forces the influence the atom’s

activity and descriptions of what happens to the atom during at least two solar events (sunspot, prominence, solar flare, fusion, etc).





http://goo.gl/HUUZxK

http://goo.gl/673aRp

https://goo.gl/WsH4Pi

http://goo.gl/G8W5da

http://goo.gl/yWSAa

The Universe Circle your activity choice in each column. Bring your work to a teacher when completed, where you will be asked to orally

defend your knowledge in order to earn your points.


Watch “What is Dark Matter and Dar Energy?” and take the equivalent of 1 – 2 paragraphs of notes.

Video: https://goo.gl/98Lr1M

16 points Create a 10 – 15 frame comic strip where your current self meets up with a version of yourself from a parallel universe. Be sure to discuss

the Multiverse Theory in your comic strip.

18 points Watch NASA’s Astrophysics Page. Read the description of Black Holes and view 3 recent discoveries. Take notes on black holes and 3 recent

discoveries. You should have a minimum of 15 – 20 note/facts. Website: http://goo.gl/rpsVEw

18 points Create a mock interview with Stephen Hawking regarding the topic of

black holes. Include 15 – 20 questions you would ask Stephen Hawking and use research about black holes to answer the questions.

20 points Read “Parallel Universes.” Write 3 paragraphs discussing how your perception of the known universe and idea of the Multiverse has

changed after reading this article. Article: http://goo.gl/HMVw1e

20 points Scientists have multiple theories about Dark Matter and Energy and

what secrets lie in the Universe. Come up with a few theories of your own and create your own TED Talk to discuss your theories.





Astronomical Math Circle your activity choice in each column. Bring your work to a teacher when completed, where you will be asked to orally



Watch “The Known Universe.” After watching the video, come up with 4 questions the video prompted you to ask and research the

answers to those questions. Video: https://goo.gl/V0SrKI

16 points Using online sources to aid you, develop an “analogy” for the sizes of

the eight planets, the moon, and the sun in our solar system. For example, if the Earth were the size of a grape, how big would the

other planets be? Once you have established your analogy, create a poster that displays and describes the size of each object.

18 points Explore the “Magnifying the Universe” interactive site. Once you have

had a chance to explore and read the text below the infographic, create a diagram from small to large of the 20 items you feel best

represent the scale of the universe. Include each item’s size.

Site: http://www.numbersleuth.org/universe/

18 points If you haven’t already, watch/skim “Scale of the Large” at Khan

Academy (16 point Learn It). Then produce your own 2-3 minute video (or 8-10 slide Power Point) where you display and explain the

scale of “large” in your own terms.

20 points Read the “How to Picture the Size of the Universe” article. Write 2 - 3 paragraphs discussing how your perception of the solar system and

beyond has changed after reading the article.

Article: http://www.wired.com/2011/12/universe-size/.

20 points On average, Mars is 14 light minutes away from Earth. This means, we

technically are looking 14 minutes into the past when we look at Mars. Create a Public Service Announcement or news report to

explain to the CSA community why when you are looking at the stars you are looking back in time.





https://goo.gl/98Lr1M

http://goo.gl/rpsVEw

http://goo.gl/HMVw1e

https://goo.gl/V0SrKI

http://www.numbersleuth.org/universe/

http://www.wired.com/2011/12/universe-size/

Comets/Asteroids/Meteors Circle your activity choice in each column. Bring your work to a teacher when completed, where you will be asked to orally



Watch the “Meteors: Crash Course Astronomy” video and take the equivalent of 1-2 paragraphs of notes.

Video: https://goo.gl/3wxcRf

16 points Create an informative poster of one of the celestial bodies. On the

poster, include a labeled diagram of the object, the object’s size and shape, composition, origin, location in the solar system, examples of

the object scientists have discovered, and at least one fun fact.

18 points Read the article on comets, asteroids, meteorites, and impacts and

write the equivalent of a 1 paragraph summary on each type of celestial body.

Article: http://goo.gl/xHeJ5H

18 points Visit the site Solar System Collisions. Select 1 target, 2 different

projectile compositions, select different diameters and velocities to see the effects of different solar system collisions. Create a graphic

organizer of your choice to display the information you learned. Site: http://goo.gl/uJMf75

20 points Read the article on comets, asteroids, meteorites, and impacts and

answer at least eight of the questions at the top of the article in complete sentences.

Article: http://goo.gl/xHeJ5H

20 points Comets, asteroids and meteors are composed of many elements,

which could be helpful to life on Earth. Come up with a 3 – paragraph proposal for NASA consisting of a plan to acquire resources from

celestial bodies.





Space Travel/Rockets Circle your activity choice in each column. Bring your work to a teacher when completed, where you will be asked to orally



Watch “Space Race: 20th Century Timeline and Firsts” and then “Space Timeline.” As you watch, take the equivalent of 1-2

paragraphs worth of notes and respond to this question: Why are timelines important and how do we use them in our everyday lives?

Video 1: http://watchmojo.com/video/id/10642/ Video 2: https://goo.gl/OxVAAu

16 points Create an illustrated timeline showing at least 10 major events in the history of space travel and exploration. Be sure to include a brief (1

paragraph) explanation of each event which describes its importance to the discovery of space.

18 points Read “A Brief History of Space Exploration” and “Our Future in Space: Space Exploration and Travel.” For both articles, take notes on what

the author(s) want to us to understand about space exploration, including the relevant facts and details that help support these main

ideas. You should take 20-25 notes total.

Article 1: http://goo.gl/QaYjRT Article 2: http://goo.gl/9X4J6I

18 points After doing some research in the “Learn It” section, pick 15 major

technology advancements NASA developed for space travel that you believe are the most important. Create a space catalog of those advancements. Identify when each item was created, why it was

created and how it can be used.

20 points Read the article “The Martian’ Shows 9 Ways NASA Tech Is Headed to Mars.” Take notes on the 9 ways NASA Tech was used in the movie.

Find one of the ways and search the internet for one other article on that subject.

Article: http://goo.gl/db87aQ

20 points Write a 3-4 paragraph letter to NASA in which you analyze the costs and benefits of space exploration based on the information you read in the “Learn It” activity. Develop your point of view by stating your opinion on whether the costs outweigh the benefits, or vise versa,

based on evidence (facts and details) that logically support your claim. You must cite at least 3 pieces of evidence from the article you

read in “Learn It.”





https://goo.gl/3wxcRf

http://goo.gl/xHeJ5H

http://goo.gl/uJMf75

http://goo.gl/xHeJ5H

http://watchmojo.com/video/id/10642/

https://goo.gl/OxVAAu

http://goo.gl/QaYjRT

http://goo.gl/9X4J6I

http://goo.gl/db87aQ

Tools of Astronomy Circle your activity choice in each column. Bring your work to a teacher when completed, where you will be asked to orally



Listen to the “Tools of Astronomy Song” then complete the “Tools of Astronomy” chart.

Song: https://goo.gl/xEWQzq Chart: https://goo.gl/3e75IG

16 points In the tradition of the “Dummies” series, create a “Telescopes for Dummies” book which clearly demonstrates your knowledge of both optical and non-optical telescopes included clearly labeled

diagrams of each type of instrument.

18 points Read the “Tools of Astronomy” article then complete the Points

to Consider questions.

Article: https://goo.gl/QWAwd7 Points to Consider Questions: https://goo.gl/BiQGzn

18 points Telescopes are our eyes into the universe. Finding a suitable site

is an important part of any project to build a new telescope, large or small. On a world map, mark the location of all observatories

built before 1900 with one color or symbol, and all built after 1900 using another. Look for any patterns in the locations of the

newer versus older telescopes, and compile a list of these characteristics that define pre- and post-1900 observatories.

Consider factors such as elevation, annual cloud cover, strength and direction of prevailing winds, local population density, and geographic setting (mountains, valleys, plains, rivers, oceans, lakes, etc.). Create a Power Point or poster that displays your

labeled map, compiled list of characteristics, and a clear summary of factors that are important in locating telescopes past and

present.

20 points Choose 3 National Geographic articles (see Mrs. Maniace), note

how any tool of astronomy is used, and write a review of those 3 articles, making sure to mention how scientists use tools of

astronomy.

20 points Ancient astronomers could measure the distance to other stars. They could also distinguish between stars and planets. They did

both tasks without the use of the telescope. Discover the link between distance and perspective used to measure the stars. Create a journal with illustrations for terms and steps for any

procedures you need to complete the task.





_________________

https://goo.gl/xEWQzq

https://goo.gl/3e75IG

https://goo.gl/QWAwd7

https://goo.gl/BiQGzn

Layer B provides you the opportunity to explore an astronomical topic of interest at a deeper level through the completion of an extended essay. You will receive a separate rubric and more direction for Layer B when we reach this stage of the layered curriculum, but keep your mind open to possible topic ideas as we work through Layer C. Layer B is worth a total of 100 points, and you must earn a minimum of an 80% to earn credit in science.

180 - 200 points = Exceeds Mastery 160 - 179 points = Mastery

159 and below = Not Yet Meeting Mastery

Brainstorming for Extended Essay Topic Ideas: Factual discussion of a planet in our solar system, or a star in our galaxy

Review of necessities for life and what planets exist in the universe that might support life

Brief history of space travel and what the future might bring

Exploration of what the goals of New Horizons were and what it was able to accomplish

Argument of whether (or not) it would be possible to colonize Mars, and what technology we would

need to make this happen

Summary of the Big Bang Theory and how it explains the formation of the universe

______________________________________________________________

______________________________________________________________

_________________

You must choose one project from the six choices below that will demonstrate your understanding at a deep level of what you have learned this term about space and astronomy. Select a project that is interesting and

relevant to you and that challenges you at an appropriate level. Layer A has a total of 200 points and you must earn an 80% overall on this layer to earn credit in science.

90 - 100 points = Exceeds Mastery 80 - 90 points = Mastery

79 and below = Not Yet Meeting Mastery

Project Options Space Colony Project

You have been asked to create a proposal to put a colony of humans somewhere in our solar system (sorry - not on Earth or our moon) as

a test of whether it might be possible to someday do large scale colonization. The colony may be put on any other planet or moon, or may be put in orbit around the sun or a planet or moon in our solar

system. The colony you design is to be self sufficient - you will only be allowed to bring enough materials to start your colony. This means

that, once your colony is built and working, it must provide everything the colonists need. Other than what you brought, whatever is in the

station must be made new, fixed easily, grown or recycled. Once your colony is operational, you are on your own.

Rubric: https://goo.gl/RgLuf6

Space Inaccuracies in Film Hollywood has created countless motion pictures following astronomical themes. Although many have won Oscars for their costumes, stunning settings, visual effects and music,

many been criticized for inaccuracies and perpetuating unfound myths. Using your research you have gathered this term you will review a movie or TV episode that focuses on

astronomy. In your movie review, you will address the science accuracies and inaccuracies in the movie/episode. At the end of the review, make a suggestion of improvement/revisions

the film can undergo. Your teacher must approve the movie/episode you view before you watch it.

Rubric: https://goo.gl/j1izIa

Crash Course: CSPA Astronomy Crash Course was created by John and Hank Green to provide free, high-quality online educational videos to learners of all kinds. Your goal in completing this project is to create your own Crash Course

movie: a 3-5 minute video – live action, animation, or a combination of the two – that thoroughly demonstrates your understanding of the “I can…” statements (everything we have learned this term) below in

a clear, creative way for young adults.

Rubric: https://goo.gl/dKTqrq

Curator of the Kennedy Space Center Museum Congratulations on being named the curator of the Kennedy Space Center Museum! Your first assignment is to create a display for the main lobby of the museum. The basic premise of the display would be to capture the viewer’s interest through the innovative thought

of astronomy. You could choose to incorporate: a banner that would hang at the entrance; a hands-on activity or interactive video

showpiece; a 3-D scale or interactive model of objects found in the universe; a cosmic timeline; or anything else that would captivate

and educate museum visitors and demonstrate your understanding.

Rubric: https://goo.gl/D3a1VL

Constellations in Space and Mythology A constellation is simply a collection of stars, imaginatively linked

together to represent a person, animal or object. In this way we were able to organize the heaves into some recognizable form. The location of many different constellations in the night sky is important as they often relate stories from around the world of mythology and legend.

If you choose this project, you will be producing an illustrated children’s book of the mythology and scientific information behind

ten of your favorite constellations.

Rubric: https://goo.gl/Ph6Pqc

The Life of Stella: Space Journal Stella has entered ‘interstella’ space. This NASA spacecraft is leaving Earth and traveling farther than anyone, or anything, in history! As

an astronaut, your duty is to report back to the Johnson Space Center with journal entries that document all your encounters in

space. In your journal, you will include diary entries from the perspective of an astronaut for each planet you visit and any space

probes you come across. Your journal will provide a detailed account of your travels for generations to come.

Rubric: https://goo.gl/2r9kAk

_________________

https://goo.gl/RgLuf6

https://goo.gl/j1izIa

https://goo.gl/dKTqrq

https://goo.gl/D3a1VL

https://goo.gl/Ph6Pqc

https://goo.gl/2r9kAk

Documents

Astronomy Layered Curriculum - cspams.weebly.com · Scientists are finding new planets around distant stars all the time. In a 3 – 5 paragraph response, answer which planets are