Inquiry-Based Lab: Key Features of the Celestial
Sphere Model
Duration:
45 minutes (including setup, experimentation, and discussion)
Group Size:
2–4 students
Materials List:
●
●
●
●
●
●
●
●
Ball (e.g., beach ball or soccer ball): Represents the celestial sphere.
Markers or Tape: To label key features on the sphere (e.g., North Pole, South Pole, celestial equator).
String or Yarn: To demonstrate the concept of star patterns or constellations by connecting points on the sphere.
Protractor: For measuring angles between celestial objects.
Ruler: To measure distances between labeled points on the sphere.
Data Sheet: Pre-prepared sheets for students to record observations and measurements.
Scissors: To cut string or yarn if needed.
Paper and Pencils: For taking notes and drawing diagrams.
Procedure and Data Collection:
Step-by-Step Instructions:
1. Formulate a Question:
● What are the key features of the celestial sphere, and how can we represent them physically?
● Discuss in your group what you think the celestial sphere includes.
2. Make Predictions:
● Write down what you think are the main features of the celestial sphere (e.g., poles, equator, constellations).
Why do you think these features are important?
3. Setup the Celestial Sphere:
● Take the ball and label it with markers or tape.
● North Pole: Top of the ball
● South Pole: Bottom of the ball
● Celestial Equator: Middle band around the ball
● Use string or yarn to represent constellations. Stretch it between points you label on the sphere.
4. Measure Angles:
● Use the protractor to measure the angles between the labeled features (e.g., between stars in a constellation).
Record these measurements.
5. Collect Data:
● Use the provided data sheets to record:
● The features identified (e.g., North Pole, South Pole, celestial equator).
● The angles measured and distances between points.
● Any observations about how features relate to each other.
6. Discuss Findings:
● In your groups, talk about what you discovered.
● How do the different features of the celestial sphere help us understand the night sky?
● Write down a brief summary of your discussion on the data sheet.
Safety and Feasibility:
●
●
Ensure that the area is clear to avoid tripping hazards while moving around.
Use scissors carefully, and only when necessary.
Learning Outcomes:
●
●
●
Students will identify and describe key features of the celestial sphere model.
Students will develop skills in hypothesis formation, data collection, and analysis.
Students will engage in collaborative discussions, enhancing their understanding of celestial navigation and astronomy
concepts.
General Information
https://docs.google.com/document/d/1B4yxGMPfzWbn2Xpd6iskyw4c9xtbCzcZqQ61sldIou4/edit
?usp=sharing
KCP Curriculum Map Rubric SY23
AI Prompts for Lesson Planning
Lesson title
1..1.1:
Unit
Unit 1: The Living World:
Ecosystems
Section
1.1 Introduction to Ecosystems
●
Text
Lesson #
4.1
Duration
Subject
Astronomy
Grade
11/12
Unit Essential Questions
1.
2.
3.
4.
Subject Header – Question - (Marzano Higher-Order Thinking Skill Level 3: Analysis)
Subject Header – Question - (Marzano Higher-Order Thinking Skill Level 4: Knowledge Utilization)
Subject Header – Question - (Marzano Higher-Order Thinking Skill Level 4: Knowledge Utilization)
Subject Header – Question - (Marzano Higher-Order Thinking Skill Level 4: Knowledge Utilization)
Unit Learning Targets
Students will be able to:
1. Subject Header – Unit Learning Target - (Marzano Higher-Order Thinking Skill Level 2: Comprehension)
2. Subject Header – Unit Learning Target - (Marzano Higher-Order Thinking Skill Level 3: Analysis)
3. Subject Header – Unit Learning Target - (Marzano Higher-Order Thinking Skill Level 4: Knowledge Utilization)
4. Subject Header – Unit Learning Target - (Marzano Higher-Order Thinking Skill Level 4: Knowledge Utilization)
Module Essential (Driving) Questions
1.
2.
3.
4.
Subject Header – Module Driving Question - (Marzano Higher-Order Thinking Skill Level 2: Comprehension)
Subject Header – Module Driving Question - (Marzano Higher-Order Thinking Skill Level 3: Analysis)
Subject Header – Module Driving Question - (Marzano Higher-Order Thinking Skill Level 4: Knowledge Utilization)
Subject Header – Module Driving Question - (Marzano Higher-Order Thinking Skill Level 4: Knowledge Utilization)
Module Learning Targets (Objectives)
Students will be able to:
1. Subject Header – Module Learning Targets - (Marzano Higher-Order Thinking Skill Level 2: Comprehension)
2. Subject Header – Module Driving Question - (Marzano Higher-Order Thinking Skill Level 3: Analysis)
3. Subject Header – Module Driving Question - (Marzano Higher-Order Thinking Skill Level 4: Knowledge Utilization)
4. Subject Header – Module Driving Question - (Marzano Higher-Order Thinking Skill Level 4: Knowledge Utilization)
Lesson Essential (Focus) Question
1. Subject Header – Lesson Essential (Focus) Question - (Marzano Higher-Order Thinking Skill Level 1: Retrieval)
2. Subject Header – Lesson Essential (Focus) Question - (Marzano Higher-Order Thinking Skill Level 3: Analysis)
3. Subject Header – Lesson Essential (Focus) Question - Marzano Higher-Order Thinking Skill Level 5: Synthesis)
Lesson Learning Target (Objective)
1. Subject Header – Lesson Learning Target (Objective) - (Marzano Higher-Order Thinking Skill Level 1: Retrieval)
2. Subject Header – Lesson Learning Target (Objective) - (Marzano Higher-Order Thinking Skill Level 3: Analysis)
3. Subject Header – Lesson Learning Target (Objective) - (Marzano Higher-Order Thinking Skill Level 5: Synthesis)
Enduring Understandings
●
Enduring Understanding ERT-1 Ecosystems are the result of biotic and abiotic interactions
Understandings of Big Ideas
●
Possible Student Misconceptions
●
●
●
Misconception: Misconception Written out
○ Misconception:.
○ Clarification:
Misconception: Misconception Written Out
○ Misconception:.
○ Clarification:
Misconception: Misconception Written Out
○ Misconception:.
○ Clarification:
○ Clarification: Stars within galaxies can interact with each other, and galaxies themselves can collide and merge,
influencing their structures and behaviors. These interactions are significant for understanding the dynamics
and evolution of galaxies.
NGSS Standards
NGSS
Standards
(Topic Title)
NGSS Essential
Question
NGSS
Performance
Expectations
(PEs)
NGSS
Disciplinary
Core Ideas
(DCIs)
NGSS Science
and
Engineering
Practices (SEPs)
NGSS
Crosscutting
Concepts
(CCCs)
NGSS Evidence
Statements
●
HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light
spectra, motion of distant galaxies, and composition of matter in the universe.
●
Core Idea ESS1: Earth’s Place in the Universe
o What is the universe, and what is Earth’s place in it?
●
ESS1.A: THE UNIVERSE AND ITS STARS
o What is the universe, and what goes on in stars?
● HS-PS4-1: Use mathematical representations to support a claim regarding relationships among the
frequency, wavelength, and speed of waves traveling in various media.
● HS-ESS1-2: Construct an explanation of how astronomical evidence of light spectra is used to identify
the composition and movement of stars, galaxies, and the universe.
● HS-ESS1-3: Communicate scientific ideas about the way stars, over their life cycles, produce elements.
● PS4.B: Electromagnetic Radiation - The characteristic properties and behaviors of electromagnetic
waves are used to study the universe.
● ESS1.A: The Universe and Its Stars - Observations of light spectra from stars are key to understanding
their properties, compositions, and movements.
● Analyzing and Interpreting Data: Using spectroscopic data to identify elements and understand
celestial movements.
● Constructing Explanations and Designing Solutions: Developing explanations about the composition
and movement of galaxies using spectroscopy evidence.
● Using Mathematics and Computational Thinking: Employing mathematical tools to analyze spectral
data and calculate redshifts.
● Obtaining, Evaluating, and Communicating Information: Gathering, assessing, and presenting findings
related to spectroscopy data and astronomical research.
● Patterns: Observing patterns in spectra helps to identify elements and infer properties of stars and
galaxies.
● Cause and Effect: Understanding redshift as a result of the Doppler effect illustrates the relationship
between light behavior and the motion of galaxies.
● Scale, Proportion, and Quantity: Exploring the vast scales of distance and time in the universe.
● HS-PS4-1 Students use mathematical representations to connect wavelength, frequency, and wave
speed in the context of light spectra. Evidence of redshift analysis supports understanding wave
behavior in relation to galaxy motion.
● HS-ESS1-2 Students construct explanations using spectral data to identify composition and
movement of stars and galaxies.
●
●
●
Claims about universal expansion and galaxy properties are supported by redshift and composition
analysis.
HS-ESS1-3 Students communicate how stars produce elements through nuclear fusion, connecting
spectral evidence to stellar processes.
Evidence of hydrogen and helium abundance ties to Big Bang nucleosynthesis and stellar evolution.
●
●
NGSS
Connections to
other DCIs in
this gradeband
●
●
●
●
PS3.D: Energy in Chemical Processes and Everyday Life Electrons absorb/release energy, forming
spectral lines, and stars generate energy through fusion.
PS4.C: Information Technologies and Instrumentation Spectroscopes and computational tools analyze
light spectra and extract information about celestial bodies.
ESS1.C: The History of Planet Earth Big Bang nucleosynthesis explains the formation of the universe's
first elements, leading to the formation of Earth and other planets.
ESS2.A: Earth Materials and Systems Elemental composition in stars connects to Earth's materials,
linking cosmic and terrestrial processes.
ESS3.A: Natural Resources Formation of heavy elements in stars contributes to Earth's natural
resources.
ESS3.D: Global Climate Change Discussions of universal expansion and galaxy formation set a
foundation for understanding long-term changes on planetary systems.
Other Standards
ILLINOIS LEARNING STANDARDS (ISBE)
Illinois Priority Learning Standards
●
●
●
CCSS.ELA-LITERACY.RST.11-12.1: Cite specific textual evidence to support analysis of science texts:
Students analyze spectroscopy data and cite evidence from lab observations to support conclusions
about the composition and motion of galaxies.
CCSS.ELA-LITERACY.RST.11-12.3: Follow precisely a complex multistep procedure: The lab's step-bystep methodology (e.g., observing spectra, calculating redshift) ensures students develop procedural
literacy.
CCSS.ELA-LITERACY.RST.11-12.7: Integrate and evaluate multiple sources of information: Students
utilize spectroscope data, research databases (e.g., Sloan Digital Sky Survey), and secondary
resources to draw conclusions.
CCSS.ELA-LITERACY.WHST.11-12.2: Write informative/explanatory texts, including scientific
procedures or experiments: Students present findings through structured research presentations,
supporting scientific discourse.
CCSS.ELA-LITERACY.WHST.11-12.9: Draw evidence from informational texts to support analysis,
reflection, and research: Students link observational data with theoretical frameworks (e.g., Big Bang
theory), enhancing their scientific arguments.
CCSS.MATH.CONTENT.HSN-Q.A.1: Use units as a way to understand problems. Students measure
wavelengths (nanometers) and perform calculations for redshift analysis, applying correct units.
CCSS.MATH.CONTENT.HSF-IF.C.8.B: Use a function to model relationships. Students relate redshift
data to the motion of galaxies using the Doppler effect equations.
CCSS.MATH.CONTENT.HSS-ID.C.7 Interpret the slope of a linear model. Students interpret redshift
calculations and correlate the slope of observed versus expected wavelengths.
Science: HS-ESS1-2: Use astronomical evidence to understand the universe's composition and
motion.
ELA: L.11-12.4: Determine the meaning of scientific terminology within a text.
Math: MP.2: Reason abstractly and quantitatively.
●
●
IOD 201: Select one piece of data from a simple data presentation (e.g., a simple food web diagram)
IOD 202: Identify basic features of a table, graph, or diagram (e.g., units of measurement)
●
●
IOD 301: Select two or more pieces of data from a simple data presentation
IOD 304: Determine how the values of variables change as the value of another variable changes in a
simple data presentation
●
●
SIN 402: Understand the methods used in acomplex experiment
SIN 403: Identify a control in an experiment
●
Common Core
State
Standards –
ELA CCSS - ELA
●
●
●
●
Common Core
State
Standards Math
Illinois Priority
Learning
Standards
ACT Science
College and
Career
Readiness
Standards
●
●
●
(Score Range 1315)
ACT Science
College and
Career
Readiness
Standards
(Score Range 1619)
ACT Science
College and
Career
Readiness
Standards
(Score Range 2023)
ACT Science
College and
Career
Readiness
Standards
●
●
SIN 503: Determine the experimental conditions that would produce specified results
EMI 501: Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with
two or more data presentations, models, and/or pieces of information in text
●
IOD 601: Compare or combine data from a simple data presentation with data from a complex data
presentation
IOD 602: Determine and/or use a complex (e.g., nonlinear) mathematical relationship that exists
between data
(Score Range 2427)
ACT Science
College and
Career
Readiness
Standards
●
(Score Range 2832)
ACT Science
College and
Career
Readiness
Standards
●
●
IOD 701: Compare or combine data from two or more complex data presentations
IOD 702: Analyze presented information when given new, complex information
(Score Range 3336)
IL SEL
Standards
Vision and
Change Biology
Standards
Ecology
Learning
Framework
Wildlife
Learning
Framework
Science Process
Skills Learning
Framework
Developmental
Biology
Learning
Framework
Cell Biology
Learning
Framework
Genetics
Learning
Framework
●
Ecology Learning Framework
Wildlife Learning Framework
Science Process Skills Learning Framework.docx
FileDevelopmental_Biology_Learning_Framework (CoreSource).pdf
FileCell Biology Learning Framework.pdf
GSA Genetics Learning Framework 2015.pdf
By the end of this section, you will be able to:
Knowledge and Skills Alignment
Prior Grade or
Level
Knowledge and
Skills
(Prerequisite
Content)
Current Grade
or Level
Knowledge and
Skills
Next Grade or
Level
Knowledge and
Skills
(More Complex
Content)
Current Grade
or Level
Knowledge and
Skills
Declarative Knowledge
Ecosystem Definition: Understanding what an ecosystem is and its components (biotic and abiotic
factors).
Basic Ecosystem Concepts: Understanding of what ecosystems are and the components they include
(producers, consumers, decomposers).
Types of Organisms: Familiarity with different types of organisms, including producers, consumers,
and decomposers.
Basic Food Webs: Knowledge of food chains and food webs, including the roles of predators and
prey.
Symbiosis Types: Awareness of the three types of symbiosis: mutualism, commensalism, and
parasitism.
Types of Symbiotic Relationships: Familiarity with mutualism, commensalism, and parasitism.
Food Chains and Food Webs: Knowledge of how energy and nutrients flow through ecosystems,
including the roles of various organisms.
Predator-Prey Dynamics: Awareness of how predator and prey populations interact and influence
each other.
Procedural Knowledge
Data Analysis Skills: Ability to interpret graphs and data related to population dynamics and resource
availability.
Experimental Design: Skills to design simple experiments or observations to study interactions within
ecosystems.
Analyzing Relationships: Skills in identifying and analyzing relationships between different species
within an ecosystem.
Conceptual Knowledge
Resource Availability: Recognizing how the availability of resources impacts species interactions and
ecosystem dynamics.
Resource Partitioning: Understanding the concept of resource partitioning and its significance in
reducing competition between species.
Ecological Balance: Grasping the importance of maintaining ecological balance and how various
interactions contribute to this stability.
Interdependence: Understanding how species depend on one another and their environment for
survival.
Declarative Knowledge:
Understanding of basic astronomy concepts, such as:
● The structure of atoms and molecules
● The composition of gas and dust in space
● The lifecycle of stars (e.g., birth, main sequence, death)
Procedural Knowledge:
● Ability to interpret scientific diagrams related to star formation
● Skills in basic data analysis (e.g., interpreting temperature and pressure data)
● Experience with scientific inquiry and the scientific method
Conceptual Knowledge:
● Comprehension of how gravity influences the formation of celestial bodies
● Knowledge of the physical conditions that affect star formation (temperature, pressure, and
density)
● Understanding of the role of metallicity in stellar evolution
General Grasp of the Scientific Method and How Models Are Used in Scientific Inquiry:
● Understanding the steps of the scientific method, including observation, hypothesis
formation, experimentation, and analysis.
● Knowledge of how scientific models are used to represent and predict astronomical
phenomena.
● Awareness of the importance of modeling techniques in studying the formation and
evolution of galaxies and stars.
Skills:
●
Next Grade or
Level
Knowledge and
Skills
(More Complex
Content)
Interpreting Diagrams: Ability to read and interpret basic diagrams of galaxy structures and
formation processes.
● Using a Spectroscope: Skills in using a spectroscope or understanding its function in
analyzing light.
● Applying the Scientific Method: General grasp of how to use the scientific method and
models in scientific inquiry.
Declarative Knowledge:
1. In-depth Knowledge of Universe Evolution:
○ Advanced understanding of the large-scale structure of the universe, including concepts such
as dark matter and dark energy.
○ Detailed knowledge of the cosmic microwave background radiation and its significance in
cosmology.
○ Comprehensive understanding of the different types of galaxies and their unique properties,
including active galaxies and quasars.
2. Advanced Concepts of Astrophysics:
○ Knowledge of the formation and evolution of complex astronomical structures, such as black
holes and neutron stars.
○ Understanding of the principles behind stellar nucleosynthesis and the formation of heavy
elements.
○ Awareness of high-energy astrophysical phenomena, such as gamma-ray bursts and
supernovae.
3. Cosmological Theories and Models:
○ Familiarity with advanced cosmological theories, including the Big Bang theory and
inflationary models.
○ Understanding of the role of gravitational waves in the study of the universe.
○ Knowledge of the mathematical models used to simulate the evolution of the universe.
Procedural Knowledge:
1. Advanced Data Analysis:
○ Ability to conduct sophisticated data analysis using computational models and simulations to
study galaxy formation and evolution.
○ Skill in interpreting data from large-scale surveys and astronomical databases.
○ Proficiency in using statistical methods to analyze and interpret astronomical data.
2. Professional Astronomical Tools:
○ Proficiency in operating advanced astronomical instruments, such as space telescopes,
ground-based observatories, and spectrometers.
○ Skill in using software tools for processing and analyzing astronomical images and spectra.
○ Competence in designing and conducting astronomical observations to gather and analyze
data.
3. Research Methodologies in Astrophysics:
○ Ability to design and conduct original research in astrophysics, including formulating
hypotheses, conducting experiments, and analyzing results.
○ Skill in writing scientific papers and presenting research findings at conferences.
○ Competence in collaborating with other scientists and researchers to conduct large-scale
studies and share data.
Conceptual Knowledge:
1. Complex Theoretical Models:
○ Understanding and applying complex theoretical models to explain the behaviors and
interactions of galaxies and stars.
○
○
Knowledge of the dynamics of galaxy clusters and the large-scale structure of the universe.
Familiarity with the theoretical frameworks used to study cosmic evolution and structure
formation.
2. Interdisciplinary Connections:
○ Awareness of the connections between astrophysics and other scientific disciplines, such as
particle physics, quantum mechanics, and general relativity.
○ Understanding of how astronomical research can inform and be informed by advancements
in other fields of science and technology.
○ Knowledge of the interdisciplinary nature of modern astronomical research and its impact on
broader scientific understanding.
3. Innovative Research Techniques:
○ Ability to develop and apply innovative research techniques to study complex astronomical
phenomena.
○ Skill in using emerging technologies, such as machine learning and artificial intelligence, to
analyze astronomical data.
○ Competence in exploring new frontiers in astrophysical research, including the search for
exoplanets and the study of the interstellar medium.
Skyline Articulation
Skyline Science Curriculum Map
https://docs.google.com/spreadsheets/d/1e4LGEbWXrhvz05HiQe_tob1PQHPc2RKV/edit?usp=drive_link&ouid=117404135161379590031&r
tpof=true&sd=true
MATERIALS
Teacher
Student
TECHNOLOGY
SAMR Level
Substitution
Augmentation
Modification
Redefinition
LANGUAGE DEMANDS
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing,
listening, and/or speaking to demonstrate their understanding.
Language
Function
●
Students will observe and read the academic language syntax and vocabulary when researching their
assigned projects.
●
Students will use vocabulary in the academic language when creating and presenting their research
presentations.
●
Students will use the appropriate academic vocabulary, syntax, and function by interpreting their
research data and summarizing it for the class.
●
Students will explain different components of the Big Bang, including, “red shift,” “electromagnetic
radiation,” and ”light spectra/spectroscopy.”
●
Students will define the key scientific vocabulary presented in the lesson.
DISCOURSE
Discourse and/or
Syntax:
●
By watching the videos, students will hear how scientists and researchers describe the Big Bang
Theory; they will read and witness how they describe it in their PowerPoint research and other
scientific concepts related to the lesson.
●
From the lesson, students will be able to use and define the scientific vocabulary used by scientists
and researchers regarding the topic.
●
Students will participate in scientific discourse through discussions with their lab partners and the
class.
Syntax
Planned Language
Supports
●
Students will use syntax while appropriately gathering their research material and using that material
to create their PowerPoint presentation.
●
The students will watch videos about the Big Bang that will utilize the vocabulary and language in
audio and visual forms related to the Big Bang Theory and astronomical phenomena. This will assist in
learning the vocabulary in an alternative way.
●
The “Big Bang” PowerPoint will contain pictures, diagrams, and graphics of the Big Bang Theory and
other complex concepts and vocabulary related to the lesson.
●
The students will create appropriately cited PowerPoint presentations on their group’s assigned topics
and then present them to the class. Students will be instructed to include vocabulary and definitions in
visual and written form.
●
All videos presented for the lesson will utilize closed captioning.
DISCIPLINARY LITERACY
Science
Literacy
Content
Vocabulary
Absorption Spectrum
Analyte
Atom
Calibration
Composition
Continuous Spectrum
Cosmic Microwave
Background (CMB)
Dark Matter
Diffraction Grating
Emission Spectrum
Element
Evolution
Frequency
Galaxy
Galaxy Formation
Ionization Energy
Light Spectrum
Modeling
Photon
Redshift
Spectral Line
Spectroscope
Spectroscopy
Wavelength
LV3.1, DI3.1.1
●
●
Benchmarks
for Science
Literacy
ACT Prep
Vocabulary
Language
Demands
Planned
Language
Supports
Disciplinespecific reading
strategies
Disciplinespecific writing
strategies
Disciplinespecific thinking
strategies
LV3.1, DI3.1.1
●
4F/H2: Electromagnetic radiation interacts with matter, influencing how we perceive and study the universe.
11B/H4: Tools and techniques, such as spectroscopes, extend human ability to observe and measure
phenomena in space.
Spectroscopy-related terms: Emission spectrum, absorption spectrum, wavelength, redshift.
● Strongly aligned with the lab’s vocabulary list and activities analyzing spectral lines.
Big Bang-related terms: Hydrogen, helium, cosmic abundance.
● Aligned with discussions on the Big Bang and elemental composition
Academic Vocabulary Use:
● Students must understand and use terms like "redshift," "wavelength," and "spectral line" in their
observations and explanations.
Scientific Discourse:
● Students engage in group discussions and Socratic seminars to explain findings and critique peer
analyses.
Visual Supports:
● Diagrams of spectra and elements support comprehension of abstract concepts.
Multimodal Resources:
● Flipped classroom videos and closed captions enhance accessibility to complex scientific language.
Structured Presentations:
● Students synthesize findings into PowerPoint slides, reinforcing written and spoken academic
language.
Analyzing Diagrams and Data Tables:
● Students interpret spectroscopy data tables and graphs to identify patterns and trends.
Synthesizing Multiple Texts:
● Research from databases (e.g., Sloan Digital Sky Survey) combines with lab findings to form
conclusions.
Explanatory Writing:
● Students write detailed explanations of spectroscopy findings, connecting observations to theoretical
concepts.
Data-Driven Arguments:
● Written presentations require students to support claims with quantitative data (e.g., redshift
calculations).
Pattern Recognition:
● Identifying recurring spectral lines for specific elements.
Cause-and-Effect Reasoning:
● Connecting redshift to galaxy movement and universal expansion.
Model-Based Thinking:
● Using spectroscopy as a model to infer properties of distant galaxies.
Instructional Strategies, Sequence, and Learning Tasks
UDL Makeovers: Science Lesson Plans (novakeducation.com)
Teacher Activity Description
Student Activity Description
1. Teacher posts “Intro Activity” Google Classroom.
1. Students complete “Intro Activity” and submit in Google
Classroom.
2.
2.
3. 3.1 In-class Activity: Spectroscopy and Galaxies: Analysis
3.
4. Copy of 3.1 In-class Activity: Spectroscopy and Galaxies:
Analysis
4.
5. 3.1 Lab Activity: Spectroscopy Exploration
5.
6. Teacher post “exit ticket” Google Classroom.
(HW/IW) Lecture Video:
●
6. Students complete “exit ticket” and submit in Google
Classroom.
(HW/IW) Lecture Video:
ContentRelated
Pedagogy
Teacher’s plans reflect a
range of effective
pedagogical approaches
suitable to student learning
of the content/skills being
taught.
Hands-On Exploration:
● The lab utilizes spectroscopy stations where students physically observe light spectra, fostering
engagement and practical understanding of abstract concepts.
Inquiry-Based Learning:
● Students begin with their own questions about spectroscopy and its applications, guiding the focus of
the lab through student-driven curiosity.
Socratic Seminar:
● Students lead a structured discussion about their spectroscopy findings, encouraging critical thinking,
peer interaction, and knowledge synthesis.
Flipped Classroom Model:
● Pre-lab videos introduce key concepts, allowing class time to focus on deeper exploration and
application of spectroscopy principles.
Data-Driven Research:
● Students analyze real-world spectroscopy data (e.g., from Sloan Digital Sky Survey) to draw
conclusions about galaxy composition and movement.
Marzano's Higher-Order Thinking:
● The lab incorporates multiple Marzano levels:
○ Comprehension: Explaining principles of spectroscopy.
○ Analysis: Comparing spectral data to identify elements.
○ Utilization: Applying findings to explain galaxy properties and evolution.
Marzano
Instructional
Strategies for
Learning
Instruction
Strategies Used
Explicit Instruction:
● Key concepts like redshift, spectroscopy, and the Doppler effect are directly taught through flipped
classroom videos and pre-lab discussions.
Guided Inquiry:
● Students explore spectroscopy data through structured lab stations, using prompts and guiding
questions to analyze spectral lines and identify elements.
Collaborative Learning:
● Group work at spectroscopy stations and during the creation of comprehensive spectral charts
fosters collaboration and peer-to-peer learning.
Scaffolded Learning:
● Support is provided through pre-lab activities (e.g., vocabulary definitions, video lectures) that
prepare students for the more complex tasks of data collection and analysis.
Modeling and Demonstration:
● Teachers demonstrate how to use spectroscopes and interpret spectral data before students conduct
their observations.
Differentiated Instruction:
● Activities vary in complexity, ranging from introductory concepts in flipped videos to advanced data
analysis and research presentations, accommodating diverse learning needs.
Use of Formative Assessments:
● Teachers check for understanding during group discussions, Socratic seminars, and while students
analyze and compare data at stations.
Technology Integration:
● Handheld spectroscopes, spectrum tubes, and online resources like the Sloan Digital Sky Survey are
incorporated to enhance learning and provide real-world applications.
Student-Led Learning:
● Students take ownership of their learning by generating questions, leading discussions in Socratic
seminars, and presenting research findings.
Real-World Applications:
● Spectroscopy’s role in understanding the universe is tied to real-world phenomena, such as galaxy
composition and Big Bang theory evidence.
Data Analysis and Interpretation:
● Students analyze spectral data to identify elements, calculate redshift, and relate their findings to
astronomical theories.
Socratic Seminar:
● Students engage in higher-level discussion, questioning, and peer feedback to deepen their
understanding of spectroscopy and galaxy analysis.
Project-Based Learning:
● Students research a specific galaxy or star, analyze real spectroscopy data, and present findings to
the class, integrating multiple skills.
Visual and Kinesthetic Supports:
● Use of spectroscopes, spectrum charts, and hands-on equipment ensures engagement for diverse
learning styles.
Engagement
Strategies
●
Background-knowledge probes
●
open-ended questions
●
think-pair-share
●
UDL
Engagement
Guidelines &
Checkpoints
●
*UDL Guidelines
Educator
Worksheet
*UDL Guidelines
full text
●
Questioning
and Discussion
Techniques
Differentiated Instruction
Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to
meet a variety of learning needs..
Gifted and
Talented:
ELL:
Other Special
Needs:
Assessment
Formative
Assessment
Summative
Assessment
ACI Component
REACH DOMAIN CRITERIA AND ALIGNMENT
CPS Reach Handbook
https://drive.google.com/file/d/1WDQv1NNdKjV2pAOdh1kffvsy_6xLJ2o7/view?usp=drive_link
FFT at a glance
https://drive.google.com/file/d/1QAvU1Pi2p05mS1K6juJXSftWWcqgB95r/view?usp=drive_web&authuser=0
The CPS Framework for Teaching
https://drive.google.com/file/d/11k3m9-7XY-z_cqAfG655bydyZH1bN7Qs/view?usp=drive_web&authuser=0
Classroom Look Fors Tool: Literacy Grades K-12
https://docs.google.com/document/d/1rC1kuXNw8r8TpHKESR9omlum_Nti7NP/edit?usp=drive_link&ouid=117404135161379590031&rtpof=true&sd=true
Reflection
Future lesson
modifications
Student
Engagement
Assignment
Scores
Assessment
Scores
Student Survey
Results
Marzano Teacher Self-Evaluation Scale for Reviewing Content in a CBE Classroom
Reviewing
Content
4 Innovating
3 Applying
2 Developing
1 Beginning
0 Not Using
I engage in all
behaviors at the
Applying level. In
addition, I identify
those students who do
not have a correct and
complete
understanding of the
previously learned
content. I design
alternate activities and
strategies to meet
their specific needs,
leading to almost all
students having a
correct and complete
I engage students in
activities to review
content and most
students have a
correct and complete
understanding.
I engage students in
activities to review
content without
making significant
errors or omissions.
Evidence for this level
of performance
includes: 1. I utilize
summarizing. 2. I ask
review questions.
I engage students in
activities to review
content, but I make
significant errors or
omissions, such as
not reviewing
content that is
important to the
upcoming lessons
and not making
connections to
broader concepts
and generalizations.
I do not engage in
activities to review
content with
students.
Source: Adapted from Marzano 2011, 2012; Marzano & Toth, 2013.
Instruction Strategies
Classroom Teaching: Strategies used directly to engage students and facilitate learning.
Online Learning: Techniques adapted for virtual classrooms and digital learning environments.
Blended Learning: Combining traditional classroom methods with online educational materials and opportunities for
interaction.
Project-Based Learning: Strategies that involve students in real-world and meaningful projects.
Flipped Classroom: Involves students learning new content at home and applying it in the classroom through interactive
activities.
Inquiry-Based Learning: Encourages students to ask questions, conduct investigations, and build new understandings.
Differentiated Instruction: Tailoring teaching methods to meet the diverse needs of individual students.
Collaborative Learning: Strategies involving students working in groups to achieve learning objectives.
Culturally Responsive Teaching: Techniques that recognize and respect the diverse cultural backgrounds of students.
Assessment and Feedback: Strategies for evaluating student learning and providing constructive feedback.
Experiential Learning: Learning through direct experience, such as field trips, labs, and simulations.
Problem-Based Learning (PBL): Students learn by solving complex, real-world problems.
Scaffolding: Providing temporary support to students as they develop new skills and understanding, gradually removing the
support as they become more competent.
Socratic Seminar: Using questioning techniques to stimulate critical thinking and dialogue among students.
Gamification: Incorporating game elements into the learning process to increase engagement and motivation.
Universal Design for Learning (UDL): Creating flexible learning environments that can accommodate diverse learners' needs.
Constructivist Teaching: Emphasizing students' active role in constructing their own understanding and knowledge through
experiences.
Direct Instruction: A teacher-centered approach involving explicit teaching of specific skills or concepts.
Peer Teaching: Students teaching and learning from each other through collaborative activities and discussions.
Service Learning: Integrating community service with academic learning to enhance students' civic responsibility and real-world
skills.
Flipped Learning: Students learn new content at home through videos and readings, and then engage in hands-on activities and
discussions in the classroom.
Inquiry-Based Learning: Students develop questions and investigate topics through hands-on experiments and research.
Differentiated Instruction: Tailoring teaching to meet the diverse needs, skills, and interests of students.
Cooperative Learning: Structured group work where students collaborate to achieve common goals.
Multiple Intelligences: Teaching strategies based on Howard Gardner's theory of multiple intelligences, catering to different
strengths such as linguistic, logical-mathematical, and spatial.
Storytelling: Using stories and narratives to teach concepts and engage students emotionally.
Design Thinking: An iterative process that involves problem-solving and creativity, often used in STEM education.
Authentic Learning: Connecting classroom learning to real-world problems and scenarios.
Metacognitive Strategies: Teaching students to think about their own thinking and learning processes.
Adaptive Learning: Using technology to provide personalized learning experiences based on student performance.
Socratic Questioning: Using targeted questions to encourage deep thinking and discussion.
Self-Directed Learning: Encouraging students to take charge of their own learning through goal-setting and independent study.
Holistic Education: Focusing on the development of the whole child, including emotional, social, and intellectual growth.
Experiential Education: Learning through direct experiences, such as internships, apprenticeships, and outdoor education.
Mindfulness in Education: Incorporating mindfulness practices to improve focus, emotional regulation, and overall well-being.