Objective Content

Unit

Studying Space

Local Objective

At the end of the unit, students will be able to...

a. Identify the units of a calendar.

b. Describe two early ideas about the structure of the universe.

c. Describe the contributions of Brahe, Kepler, Galileo, Newton, and Hubble to modern astronomy.

d. Compare refracting telescopes with reflecting telescopes.

e. Explain how the atmosphere limits astronomical observations, and explain how astronomers overcome these limitations.

f. List the types of electromagnetic radiation that astronomers use to study objects in space.

g. Explain how constellations are used to organize the night sky.

h. Describe how the altitude of a star is measured.

i. Explain how the celestial sphere is used to describe the location of objects in the sky.

j. Compare size and scale in the universe, and explain how red shift indicates that the universe is expanding.

Objective used to evaluate students

Yes

Assessment Activity

1. The students will be assessed by completing daily independent activities on the objectives of identifying the units of a calendar; describing two early ideas about the structure of the universe; describing the contributions of Brahe, Kepler, Galileo, Newton, and Hubble to modern astronomy; comparing refracting telescopes with reflecting telescopes; explaining how the atmosphere limits astronomical observations, and explaining how astronomers overcome these limitations; listing the types of electromagnetic radiation that astronomers use to study objects in space; explaining how constellations are used to organize the night sky; describing how the altitude of a star is measured; explaining how the celestial sphere is used to describe the location of objects in the sky; comparing size and scale in the universe, and explaining how red shift indicates that the universe is expanding.

2. At the end of the unit, students will complete a unit evaluation testing mastery of identifying the units of a calendar; describing two early ideas about the structure of the universe; describing the contributions of Brahe, Kepler, Galileo, Newton, and Hubble to modern astronomy; comparing refracting telescopes with reflecting telescopes; explaining how the atmosphere limits astronomical observations, and explaining how astronomers overcome these limitations; listing the types of electromagnetic radiation that astronomers use to study objects in space; explaining how constellations are used to organize the night sky; describing how the altitude of a star is measured; explaining how the celestial sphere is used to describe the location of objects in the sky; comparing size and scale in the universe, and explaining how red shift indicates that the universe is expanding.

Level of Expectation

80%

List of concepts and Evaluation Types

Concept	Evaluation Type
Unit Exam	CR
Section Questions	CR
Three-Panel Flip Chart	PE

Learning Activity

The student will:

1. Create a three-panel flip chart. Label each flip-panel "Astronomy," "Telescopes," and "Mapping the Stars." Use this flip chart to write notes during reading.

2. Read a section as a class about the development of the science of astronomy. Understand specific topics such as the development of the calendar and its units; about the two early ideas of astronomy based on the ideas of Ptolemy and Copernicus; as well as other scientists such as Brahe, Kepler, Galileo, Newton, and Hubble.

3. Answer some recall questions from their reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphics.

4. Read a section about the differences between the two main types of telescopes: refracting and reflecting. Gain knowledge of how there are atmospheric limits to astronomical observations and how scientists are working to overcome these limitations. Discuss the types of electromagnetic radiation in space and how scientist classify them by thier waves (radio, micro, infrared, ultraviolet, x-ray, and gamma).

5. Answer some recall questions from their reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphics.

6. Read a section about constellations. Early ideas of constellations have helped early and modern scientists to locate stars, figure altitude of stars, measure stars distance, and use stars to help determine the size and scale of the universe.

7. Answer some recall questions from their reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphics.

8. End the chapter by reviewing their questions. Take a unit exam over the section on studying space. Questions will review the following objectives: identifying the units of a calendar; describing two early ideas about the structure of the universe; describing the contributions of Brahe, Kepler, Galileo, Newton, and Hubble to modern astronomy; comparing refracting telescopes with reflecting telescopes; explaining how the atmosphere limits astronomical observations, and explaining how astronomers overcome these limitations; listing the types of electromagnetic radiation that astronomers use to study objects in space; explaining how constellations are used to organize the night sky; describing how the altitude of a star is measured; explaining how the celestial sphere is used to describe the location of objects in the sky; comparing size and scale in the universe, and explaining how red shift indicates that the universe is expanding.

Instructional Method

The teacher will:

1. Instruct to students how to create a three-panel flip chart. Flip chart will be used to write notes during class reading.

2. Lecture and discuss the section about the development of the science of astronomy. Discuss specific topics such as the development of the calendar and its units; about the two early ideas of astronomy based on the ideas of Ptolemy and Copernicus; as well as other scientists such as Brahe, Kepler, Galileo, Newton, and Hubble.

3. Guide students during the answering of recall questions.

4. Lecture and discuss the section about the differences between the two main types of telescopes: refracting and reflecting. Help students gain knowledge of how there are atmospheric limits to astronomical observations and how scientists are working to overcome these limitations. Students will also discuss the types of electromagnetic radiation in space and how scientist classify them by thier waves (radio, micro, infrared, ultraviolet, x-ray, and gamma).

5. Guide students during the answering of recall questions.

6. Lecture and discuss the section about constellations. Early ideas of constellations have helped early and modern scientists to locate stars, figure altitude of stars, measure stars distance, and use stars to help determine the size and scale of the universe.

7. Guide students during the answering of recall questions.

Content Standards

SC 6, SC 7, SC 8

Process Standards

1.6, 3.4, 2.1, 1.2, 1.5, 4.6, 1.4

Equity/Workplace Readiness

MSIP Code	MSIP Indicator
T	Technology
R/I	Research/Information Skills

Resources

Holt Science & Technology

Correction Exercise

Corrections

Tutoring/Peer Coaching

Enrichment Exercise

Labs/Experiements

Chapter 1 Enrichment Readings

Special Needs

Assignment Modifications

Alternative Testing

Tutoring/Peer Coaching

GLEs v1.0

GLE Code	Discipline	Strand	Big Idea	Concept	Grade Level/Course	GLE
SC/6UN/1/C/07/b	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	The universe has observable properties and structure	Most of the information we know about the universe comes from the electromagnetic spectrum	Grade 7	Scope and Sequence Objects and Their Motion in the Solar System Compare the distance light travels from the Sun to Earth to the distance light travels from other stars to Earth using light years
SC/6UN/2/A/07/b	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces	The apparent position of the Sun and other stars, as seen from Earth, changes in observable patterns	Grade 7	Scope and Sequence Objects and Their Motion in the Solar System Describe the pattern that can be observed in the changes in number of hours of visible sunlight, and the time and location of sunrise and sunset, throughout the year
SC/6UN/2/A/07/d	Science	Composition and Structure of the Universe and the Motion of the Objects Within It	Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces	The apparent position of the Sun and other stars, as seen from Earth, changes in observable patterns	Grade 7	Scope and Sequence Objects and Their Motion in the Solar System Recognize, in winter, the Sun appears to rise in the Southeast and set in the Southwest, accounting for a relatively short day length, and, in summer, the Sun appears to rise in the Northeast and set in the Northwest, accounting for a relatively long day length
SC/8ST/2/B/06-08/b	Science	Impact of Science, Technology and Human Activity	Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time	Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity	Grade 6-8	Scope and Sequence - All Units Recognize explanations have changed over time as a result of new evidence
SC/8ST/3/B/06-08/a	Science	Impact of Science, Technology and Human Activity	Science and technology affect, and are affected by, society	Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technology	Grade 6-8	Scope and Sequence - All Units Describe ways in which science and society influence one another (e.g., scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social priorities often influence research priorities through the availability of funding for research)
SC/7IN/1/B/07/a	Science	Scientific Inquiry	Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking	Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations	Grade 7	Scope and Sequence - All Units Make qualitative observations using the five senses
SC/7IN/1/B/07/b	Science	Scientific Inquiry	Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking	Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations	Grade 7	Scope and Sequence - All Units Determine the appropriate tools and techniques to collect data
SC/7IN/1/B/07/c	Science	Scientific Inquiry	Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking	Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations	Grade 7	Scope and Sequence - All Units Use a variety of tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders, stopwatches)
SC/8ST/1/C/06-08/a	Science	Impact of Science, Technology and Human Activity	The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs	Technological solutions to problems often have drawbacks as well as benefits	Grade 6-8	Scope and Sequence - All Units Describe how technological solutions to problems (e.g., storm water runoff, fiber optics, windmills, efficient car design, electronic trains without conductors, sonar, robotics, Hubble telescope) can have both benefits and drawbacks (e.g., design constraints, unintended consequences, risks) (Assess Locally)
SC/8ST/2/A/06-08/a	Science	Impact of Science, Technology and Human Activity	Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time	People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations	Grade 6-8	Scope and Sequence - All Units Describe how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity (e.g., George Washington Carver, Thomas Edison, Thomas Jefferson, Isaac Newton, Marie Curie, Galileo, Albert Einstein, Mae Jemison, Edwin Hubble, Charles Darwin, Jonas Salk, Louis Pasteur, Jane Goodall, Tom Akers, John Wesley Powell, Rachel Carson) (Assess Locally)
SC/8ST/2/B/06-08/a	Science	Impact of Science, Technology and Human Activity	Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time	Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity	Grade 6-8	Scope and Sequence - All Units Recognize the difficulty science innovators experience as they attempt to break through accepted ideas (hypotheses, laws, theories) of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding (e.g., Darwin, Copernicus, Newton)

Objective Notes/Essential Questions

Date	Note/Question
6/18/2007 8:43:20 AM	Could you explain the concepts of a year, a month, and a day to a small child? How would you explain those concepts? What was Copernicus's theory about the structure of the universe? How did Newton's theories explain why planets orbit the sun and why moons orbit planets? Have you ever bent or slowed down light? How? What limits the size and magnification of a refracting telescope? What is the advantage of linking radio telescopes? Is it possible to determine the direction of the North Pole by looking at the stars? What is the celestial equator? Why is using the celestial sphere a better way to indicate the position of a star than using altitude is?

Date

Note/Question

6/18/2007 8:43:20 AM

Could you explain the concepts of a year, a month, and a day to a small child? How would you explain those concepts? What was Copernicus's theory about the structure of the universe? How did Newton's theories explain why planets orbit the sun and why moons orbit planets? Have you ever bent or slowed down light? How? What limits the size and magnification of a refracting telescope? What is the advantage of linking radio telescopes? Is it possible to determine the direction of the North Pole by looking at the stars? What is the celestial equator? Why is using the celestial sphere a better way to indicate the position of a star than using altitude is?