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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
Layer B Extended Essay
Layer B Extended Essay
Layer B Extended Essay
Layer B Extended Essay
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 ____________
Points Earned ___________
Teacher Initials ____________ Date ____________
The Moon 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
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
Points Earned ___________
Teacher Initials ____________ Date ____________
Points Earned ___________
Teacher Initials ____________ Date ____________
Inner Planets 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
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.
Points Earned ___________
Teacher Initials ____________ Date ____________
Points Earned ___________
Teacher Initials ____________ Date ____________
Outer Planets 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 “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.
Points Earned ___________
Teacher Initials ____________ Date ____________
Points Earned ___________
Teacher Initials ____________ Date ____________
Astronomical Math 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
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.
Points Earned ___________
Teacher Initials ____________ Date ____________
Points Earned ___________
Teacher Initials ____________ Date ____________
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
defend your knowledge in order to earn your points.
LEARN IT SHOW IT 16 points
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.
Points Earned ___________
Teacher Initials ____________ Date ____________
Points Earned ___________
Teacher Initials ____________ Date ____________
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
defend your knowledge in order to earn your points.
LEARN IT SHOW IT 16 points
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.”
Points Earned ___________
Teacher Initials ____________ Date ____________
Points Earned ___________
Teacher Initials ____________ Date ____________
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
defend your knowledge in order to earn your points.
LEARN IT SHOW IT 16 points
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.
Points Earned ___________
Teacher Initials ____________ Date ____________
Points Earned ___________
Teacher Initials ____________ Date ____________
_________________
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
_________________