MADISON PUBLIC SCHOOLS
Astronomy
Authored by: Jennifer Freeman
Reviewed by: Mr. Tom Paterson K12 Supervisor of Science and Technology Date: September 10, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
James Novotny
Kevin Blair
Thomas Haralampoudis
David Arthur
Shade Grahling
Linda Gilbert
Superintendent of Schools: Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
This inquiry-based one-semester course is designed to introduce students to the inner
workings of the universe. Topics will include but are not limited to the solar system,
galaxies, evolution of stars, comets, asteroids, and space exploration. Lab exercises and
observations will allow students to experience key concepts first-hand.
II.
RATIONALE
Students will have the opportunity to examine and explain phenomena they regularly
observe such as seasons, phases of the moon, and the night sky. They will be able to apply
their knowledge of physics, chemistry, and biology as they explore the composition of stars,
physical laws governing the motion of celestial bodies, and the possibility of life on other
planets.
III.
STUDENT OUTCOMES (New Jersey Core Curriculum Standards)
5.1 Science Practices: All students will understand that science is both a body of
knowledge and an evidence-based, model-building enterprise that continually
extends, refines, and revises knowledge. The four Science Practices strands
encompass the knowledge and reasoning skills that students must acquire to be
proficient in science.
5.2 Physical Science: All students will understand that physical science principles,
including fundamental ideas about matter, energy, and motion, are powerful
conceptual tools for making sense of phenomena in physical, living, and Earth
systems science.
5.4 Earth Systems Science: All students will understand that Earth operates as a set
of complex, dynamic, and interconnected systems, and is a part of the allencompassing system of the universe.
IV.
COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS AND
LITERACY IN SCIENCE
Reading
Students will:
1. Cite specific textual evidence to support analysis of science and technical texts,
attending to important distinctions the author makes and to any gaps or
inconsistencies in the account.
2. Determine the central ideas or conclusions of a text; summarize complex concepts,
processes, or information presented in a text by paraphrasing them in simpler but
still accurate terms.
3. Follow precisely a complex multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks; analyze the specific results
based on explanations in the text.
4. Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to
grades 11–12 texts and topics.
5. Analyze how the text structures information or ideas into categories or hierarchies,
demonstrating understanding of the information or ideas.
6. Analyze the author’s purpose in providing an explanation, describing a procedure, or
discussing an experiment in a text, identifying important issues that remain
unresolved.
7. Integrate and evaluate multiple sources of information presented in diverse formats
and media (e.g., quantitative data, video, multimedia) in order to address a question
or solve a problem.
8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical
text, verifying the data when possible and corroborating or challenging conclusions
with other sources of information.
9. Synthesize information from a range of sources (e.g., texts, experiments,
simulations) into a coherent understanding of a process, phenomenon, or concept,
resolving conflicting information when possible.
10. By the end of grade 12, read and comprehend science/technical texts in the grades
11–12 text complexity band independently and proficiently.
Writing
Students will:
1. Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among
the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for
each while pointing out the strengths and limitations of both claim(s) and
counterclaims in a discipline-appropriate form and in a manner that
anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the
argument presented.
2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of
the text, create cohesion, and clarify the relationships among ideas and
concepts.]
d. Use precise language and domain-specific vocabulary to manage the
complexity of the topic and convey a style appropriate to the discipline and
context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
f.
Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
3. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
4. Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
5. Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology’s capacity to link to other
information and to display information flexibly and dynamically.
6. Conduct short as well as more sustained research projects to answer a question
(including a self generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
7. Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation.
8. Draw evidence from informational texts to support analysis, reflection, and research.
9. Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
V.
ESSENTIAL QUESTIONS AND CONTENT
Human Perspective of the Universe
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How could people 200 years ago have though the Earth was in the center of the solar
system?
How do astronomers learn about places in the universe they cannot visit?
What is the importance of astronomy to the general public?
Why does Earth have seasons?
Skywatching
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How can the position and motion of celestial bodies be used to understand what we see
in the night sky?
Why do we see only one side of the moon?
Differentiate between what we see in the winter versus in the summer.
What predictable, observable patterns occur as a result of the interaction between the
Earth, Moon, and Sun? What causes these patterns?
Motion, Energy and Light
 What predictions can be made on the motion of an object based on Newtonian
mechanics?
 What keeps a planet rotating and orbiting the Sun?
 How can the laws of physics be used to explain the changes we see in stars, galaxies,
and the universe?
 How does the strength of the Moon’s gravitational pull affect the tides on Earth?
 How does energy flow affect our Universe?
 How does light tell us the composition and temperature of planets and stars?
 How does light tell us the speed of a distant object?
Our Solar System
 How do the features of our solar system explain its formation?
 What makes the Earth’s atmosphere unique?
 What are the fundamental differences between objects in our solar system?
 What is the importance of cosmic collisions?
Other Planetary Systems
 Why is it important to explore other planets and other planetary systems?
 How do we detect extrasolar planets?
Stars
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What happens to the Sun’s mass as it burns?
How are elements heavier than hydrogen and helium formed?
How do the inward and outward forces acting on a star affect its size?
What is the relationship between a planetary nebula, white dwarf, black dwarf and nova?
What is the evidence for the existence of a black hole?
What is left behind after a star dies?
Galaxies
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How are galaxies in the Universe different from each other?
What accounts for the distribution of mass in the Milky Way and other galaxies?
Birth of the Universe
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How can we estimate the age of the Universe?
How does the Big Bang differ from an ordinary explosion in space and in time?
Life in the Universe
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What assumptions do we make about what makes an astronomical body suitable for the
origin and evolution of intelligent life?
How might we discover life elsewhere in the solar system or elsewhere in the universe?
VI.
STRATEGIES
Exploration of concepts takes place in several thematic but interconnected units. Each unit
is designed around hands-on activities and collaborative learning experiences. Students use
inquiry-based labs to explore conceptual themes. Students form their understanding in the
context of concepts previously covered in Physics, Chemistry, and Biology. Demonstrations
and internet-driven computer simulations and interactions are utilized to encourage student
engagement to discover, apply and verify, and extend concepts. Students learn to develop
models to represent their understanding. Assessment of student learning, both formative
and summative, is approached to fully value each student’s abilities.
VII.
EVALUATION
May include:
1. Individual and group projects
2. Graded classwork and homework
3. Student presentations
4. Lab reports
5. Performance Assessments
6. Quizzes and tests
7. Final exams
VIII. TECHNOLOGY INFUSION
May include:
1. SmartBoards
2. Laptops
3. YouTube Video Analysis
4. Smartphones and tablet applications
5. Web-based simulations
IX.
REQUIRED RESOURCES
Textbook for course:
The Cosmic Perspective, Bennett, Donahue, Schneider, and Voit
X.
SCOPE AND SEQUENCE
Human Perspective of the Universe (3 Cycles)
1. Geocentrism vs. Heliocentrism
2. Observing the universe
i. Properties of telescopes
ii. Space exploration
3. Scale
i.
ii.
iii.
of the universe
Orders of magnitude
Distances between planets in our solar system
Distances between stars and galaxies
4. Value of Astronomy
i. Past discoveries – seasons, laws of physics, effects of devastating
collisions
ii. Future discoveries – fusion, origin of life on Earth
5. Motion of Earth
Skywatching (2 Cycles)
1. Stars and Planets in the Sky
2. Constellations
3. Moon Phases and Eclipses
4. Seasons, Clocks, and Calendars
Motion, Energy and Light (2 Cycles)
1. Newton’s Laws of Motion
2. Law of Universal Gravitation
3. Energy Conservation
4. Orbits
5. Tides
6. Properties of Light
7. The Doppler Effect
Our Solar System (3 Cycles)
1. Origin of the Solar System
2. Terrestrial Planets
3. Jovian Planets
4. Asteroid Belt
5. Kuiper Belt
6. Comets, Asteroids, Meteors
Other Planetary Systems (1 Cycle)
1. Detecting Extrasolar Planets
2. Characteristics of Extrasolar Planets
Stars (3 Cycles)
1. The Sun
i. Fusion
ii. Effect of solar activity on humans
2. Properties of Stars
3. Types
i.
ii.
iii.
iv.
of Stars
Main Sequence Stars
Giants
Supergiants
White Dwarfs
4. Stellar Life Cycles
5. Black Holes
Galaxies (3 Cycles)
1. The Milky Way
2. Types of Galaxies
i.
Spiral
ii.
Elliptical
iii.
Irregular
3. Measuring Galactic Distances
4. Dark Matter and Dark Energy
Birth of the Universe (2 Cycles)
1. Big Bang Theory
i.
Evidence
ii.
Inflation
iii.
Observing the evidence
Life in the Universe (1 Cycle)
1. Requirements for Life
2. The Search for Extraterrestrial Intelligence