Astronomy Layered Curriculum - cspams.weebly.com · I can compare the Earth to other planets and moons in terms of supporting life. I can describe, compare, and explain the motion

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

Sun 40

Moon 40

Inner Planets 40

Outer Planets 40

Astronomical Math 40

Comets/Asteroids/Meteors 40

Space Travel/Rockets 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 – Introduction to 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 Extended Essay 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

The Sun 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

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

Video: https://goo.gl/8dG8o9

16 points Create an artistic and informative sun brochure using scientific,

factual information. Your brochure must include general information (diameter, size, temperature, type of star, age, and

layers) and at least 10 facts about the sun.

18 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 five important facts.

National Geographic Page: http://goo.gl/yWSAa

18 points Construct a flipbook that describes the six layers of the sun. Each

layer (corona, photosphere, chromosphere, convection zone, radiation zone, and core) should be illustrated on the front of a

flap. Behind each flap, be sure to thoroughly explain/describe the layer in your own words, including at least 5 facts about each

layer.

20 points After doing some research about the sun on your own, create a test (with an answer key) demonstrating your knowledge of its 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 and illustrate a children’s book that explains the yearly

cycles of the seasons on Earth, caused by the tilt of the Earth’s axis as it revolves around the sun. Include a page that explains the affect the tilt of the Earth’s axis has on the heat and light received

by Earth as it revolves around the sun.

**22 point option Build a colorful, labeled 3D model of the sun that illustrates all six layers, as well as solar flares and solar prominences. The thickness of each layer in your model must correspond to the layer’s actual

thickness – in other words, your model must be to scale.

Points Earned ___________

Teacher Initials ____________ Date ____________



https://goo.gl/8dG8o9

http://goo.gl/yWSAa

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



Read Section 4 “Earth’s Moon” in the science book and answer the section 4 review questions.

Science Book: https://goo.gl/bKxswB

16 points It is the year 2050, and space travel is commonplace! Design a travel brochure for a vacation to the moon. Although the trip is

imaginary, the scientific facts you incorporate should be realistic, including sites to visit, a map, and travel tips for the vacationers.

18 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

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

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

20 points The moon changes shape every day. Sometimes you can only see part of the moon, while other times you can see the entire moon.

Why does this happen? Complete the first five missions of the WebQuest to examine why the moon is always changing.

WebQuest: http://goo.gl/72wLu





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



Read the “Exploring Inner Planets” article and answer the questions attached to the article.

Article: https://goo.gl/6lgt0N

16 points Produce four “planetary trading cards” for each of the inner planets

using the provided template.

18 points Watch the Inner Planets Video and complete the quiz.

Video: https://goo.gl/M9QH9G Quiz: https://goo.gl/oz6NiE

18 points Create an illustrated astronomical acrostic poem for the four inner planets using scientific key characteristics for each of the planets.

20 points Read the Universe Today “The Inner Planets” article at and

complete the Review questions at the end of the article.

Article: https://goo.gl/Ydxhvt

20 points If humans were forced to vacate Earth, which of the inner planets

would be the next best place in our Solar System for us to live? Write a 3 paragraph summary comparing and contrasting the three

inner planets (other than Earth) and developing a hypothesis of which is most likely to support life and why.





https://goo.gl/bKxswB

http://goo.gl/HUUZxK

http://goo.gl/673aRp

https://goo.gl/WsH4Pi

http://goo.gl/72wLu

https://goo.gl/6lgt0N

https://goo.gl/M9QH9G

https://goo.gl/oz6NiE

https://goo.gl/Ydxhvt

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



Watch the “Explore the Solar System: The Gas Giants” video and write down at least five facts about each of the four gas giants.

Video: https://goo.gl/1rXMnF

16 points Design four small “Planet Wanted” posters for each of the outer planets. Each poster should include a photo of the planet and its

major defining characteristics (such as gravity, atmosphere, temperature, distance from sun and size compared to Earth, number

of moons, etc.).

18 points Watch the “Encyclopedia Galactica: The Gas Giants” video and take

notes on each planet, their moons that are discussed, and the probes that have visited these locations. You should have a minimum of 15-

20 notes/facts.

Video: https://goo.gl/g2asb1

18 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.

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: http://goo.gl/0MZhwq

20 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 five 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.





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



To gain a basic understanding of the scale of the universe, watch Khan Academy’s “Scale of the Large” video. As you watch, copy down

Khan’s labeled diagram of the 13 items.

Video: https://goo.gl/wJterj

16 points Visit the Astronomical Distances site. Choose a speed, then click

“Launch!” Write a set of directions using illustrations like you would find on Google Maps that describe the journey you would take at that

speed.

Site: http://goo.gl/DpWWl

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 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.

20 points Read the “How to Picture the Size of the Universe” article. Write 1-2 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 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.





https://goo.gl/1rXMnF

https://goo.gl/g2asb1

http://goo.gl/0MZhwq

https://goo.gl/wJterj

http://goo.gl/DpWWl

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 Produce a detailed, illustrated Venn Diagram comparing/contrasting two of the three (comets/asteroids/meteors). Each section should

include at least five facts.

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 Choose comets, asteroids, OR meteors and create an informative poster. 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.

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 Research a minimum of three misconceptions (one about

comets/asteroids/meteors) and enlighten your audience with the truth about each using text and visual representations.





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



Read the “Space Science” article. As you read, write down at least 5 new things you learned, and respond to this question: Why do you

think it is important that we understand all the definitions of the words we read?

Article: http://goo.gl/JDHS4

16 points Produce a dictionary of ten vocabulary words you believe are

important for someone to know about space travel (you might start by reading “Space Science”). Each word should include a definition in

your own words and a hand-drawn picture or illustration.

18 points 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

18 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.

20 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

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/xHeJ5H

http://goo.gl/JDHS4

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

https://goo.gl/OxVAAu

http://goo.gl/QaYjRT

http://goo.gl/9X4J6I

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



Read the “Types of Telescopes” article and complete the quiz.

Article: https://goo.gl/VXQ03U Quiz: https://goo.gl/QorcxH

16 points From the moment the telescope was turned towards the heavens,

it has been an instrument to show us our origins and fate. Produce an illustrated timeline depicting at least ten major

advancements in telescopes from Galileo’s Telescope in 1609 through today.

18 points Listen to the “Tools of Astronomy Song” then complete the “Tools

of Astronomy” chart. Song: https://goo.gl/xEWQzq Chart: https://goo.gl/3e75IG

18 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.

20 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

20 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.





_________________

https://goo.gl/VXQ03U

https://goo.gl/QorcxH

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 a scientific 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 - 89 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

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

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

Essential Astronomy Terms Dictionary For this project, you will be creating an illustrated dictionary of the

essential astronomy terms listed below. You will need to give a written definition of the word, in a complete sentence and in your

own words. Additionally you will need to create an illustration which is representative of the meaning of the word.

Rubric: https://goo.gl/ZmTlYq

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/D3a1VL

https://goo.gl/dKTqrq

https://goo.gl/ZmTlYq

https://goo.gl/Ph6Pqc

https://goo.gl/2r9kAk

Astronomy Layered Curriculum - cspams.weebly.com · I can compare the Earth to other planets and moons in terms of supporting life. I can describe, compare, and explain the motion

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