Learning Targets for Unit 1 (Day 1 Through Seasons)
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1. I can define and properly use the vocabulary terms: circumpolar, azimuth, altitude, zenith, north celestial pole, celestial
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equator, celestial sphere, and ecliptic.
2. I can point out the correct position of the zenith, north celestial pole, and celestial equator in the real or simulated night sky.
3. I can use a planisphere (starwheel) to determine the time or night at which a given star or constellation rises, sets, or transits
the meridian. I can use a planisphere to determine the date at which a star will be in a given position at a certain time. I can
determine the best month of the year to view a particular star or constellation using a planisphere.
4. I can identify from an outline, draw the outline of, and identify the common names of the bright stars in the following
constellations: Ursa Major, Ursa Minor, Cepheus, Cassiopeia, Andromeda, Draco. I can also link each constellation to its
classic mythological equivalent (e.g. Cassiopeia is the Queen.)
5. I can define and properly use the vocabulary terms: right ascension, declination, and celestial coordinates, and relate right
ascension to its analog longitude and declination to its analog latitude.
6. I can use a constellation chart to find the right ascension, declination, or full coordinates of any star, nebula, or galaxy printed
on the chart. I can also find the approximate coordinates of the center of any constellation in the same way.
7. I can use a constellation chart to determine the visual magnitude brightness of any star printed on the chart. I can also compare
the brightness of two or more stars using the chart.
8. I can determine the common name of a star from its Bayer-Flamsteed designation and vice versa.
9. I can use a constellation chart to determine the coordinates of the sun on a given date, and can calculate the altitude of the sun.
I can also determine what constellation the sun is “in” for a given date.
An assessment (test) follows the completion of the constellation chart material.
10. I can identify from an outline, draw the outline of, and identify the common names of the bright stars in the following
constellations: Scorpius, Ophiuchus, Sagittarius, Capricornus, Aquarius, Pisces, Pisces Austrinus, Aries, Taurus, Gemini, Cancer, Leo,
Virgo, and Libra. I can also link each constellation to its classical mythological equivalent (e.g. Taurus is the Bull).
11. I can describe the position of the rising and the setting sun, and the altitude of the mid-day sun for the special days Vernal and
Autumnal Equinox, and Summer and Winter Solstice. I can generally describe how the position of the sun at the same time of day
will change from one day to the next during a given season.
12. I can describe how the positions of the stars change from one night to the next and from season to season.
Learning Targets for Unit 1 (Day 1 through Seasons)
13. I can describe how the sky would look different and would move differently from the north or south pole, or from the equator
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in comparison to how the sky looks/moves in Lancaster, OH, at 40 north latitude.
14. I can describe what an analemma is and how the change in altitude of the sun and the Earth’s elliptical orbit produce the
analemma and the “equation of time.”
15. I can define and properly use the vocabulary terms: season, equinox, solstice, tropic, equator, Tropic of Capricorn, Tropic of
Cancer, Arctic and Antarctic Circle. I can state what calendar days correspond to the Vernal and Autumnal Equinoxes and the
Summer and Winter Solstices, and describe whether the sun is moving north, south, or neither on those days. I can describe
how the high and low altitude points of the ecliptic and the points of intersection between the ecliptic and celestial equator
give rise to these special days.
16. I can define and properly use the vocabulary term: precession. I can explain why the Earth’s axis slowly wobbles like the axis of
a top and can tell how long each wobble takes. Given a star chart of the northern sky, I can determine what bright stars will
become north pole stars during the next precession cycle.
Here’s how to use the boxes to the right of each learning target. These will help you to monitor your own learning and know if you’re prepared for each test.
Mark box 1 when you’re just beginning to learn each of the concepts or skills listed in the target.
Mark box 2 when you feel that you’re progressing beyond the initial stage and you’re understanding the material fairly well.
Mark box 3 when you’ve mastered the material in the learning target. Could you teach this material to someone else? You should be able to at this level.
If you can get all the learning target boxes to “3’s” then you should be able to score well on the tests over this material.