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2019 – 2020 Volusia County Schools

Astronomy Curriculum Map

Regular and Honors

Astronomy Page 3


Parts of the Curriculum Map

The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum

mapping and assessment committees. The following list describes the various parts of each curriculum map:

• Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees.

• Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees.

• Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher

committees according to appropriate cognitive complexities.

• Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE.

• Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the

EOC.

• Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment.

Maps may also contain other helpful information, such as:

• Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to the

standards.

• Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course

descriptions on CPALMS in terms of state assessments.

• Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT

represent all the content that should be taught, but merely a sampling of it.

• Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per week

were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written lab

report with analysis and conclusion.

• Common Labs (CL): Each grade level has one common Lab (CL) for each nine week period. These common labs have been designed by teachers to allow

common science experiences that align to the curriculum across the district.

• Science Literacy Connections (SLC): Each grade level has one common Science Literacy Connection (Common SLC) for each nine week period. These

literacy experiences have been designed by teachers to provide complex text analysis that aligns to the curriculum across the district. Additional SLCs are

provided to supplement district textbooks and can be found on the Edmodo page.

• DIA: (District Interim Assessments) content-specific tests developed by the district and teacher committees to assist in student progress monitoring. The goal

is to prepare students for the 8th grade SSA or Biology EOC using rigorous items developed using the FLDOE Item Specifications Documents.

The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida-specific standards

that may be in the course descriptions.

Appendix Contents

1. Volusia County Science 5E Instructional Model

2. FLDOE Cognitive Complexity Information

3. Florida ELA and Math Standards

Astronomy


2019-2020 Instructional Calendar

Week Dates Days Quarter Week Dates Days Quarter 1

2

3

4

5

6

7

8

9

12 August – 16 August



3 September – 6 September




30 September – 4 October

7 October – 11 October

5

5

5

4

5

4

5

5

5

1st Quarter

(9 weeks)

19

20

21

22

23

24

25

26

27

28

6 January – 10 January




3 February – 7 February




2 March – 6 March

9 March – 12 March

5

5

4

5

5

5

4

5

5

4

3rd Quarter

(10 weeks)

10

11

12

13

14

15

16

17

18



28 October – 1 November

4 November – 8 November



2 December – 6 December



4

5

5

5

4

5

5

5

3

2nd Quarter

(9 weeks)

29

30

31

32

33

34

35

36

37

38

23 March – 27 March

30 March – 3 April

6 April – 10 April



27 April – 1 May Administer FSSA/EOC through 5/15

4 May – 8 May

11 May – 15 May

18 May – 22 May

25 May – 29 May

5

5

5

5

5

5

5

5

5

5

4th Quarter

(10 weeks)

*See school-based testing schedule for the course EOC/FSSA

administration time

Lab Information

Expectations: The National Science Teacher Association, NSTA, and the district science office recommend that all students experience and participate in at least one hands-on-based lab per week. At least one (1) lab per grading period should have a written lab report with analysis and conclusion.

Safety Contract: http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf Safety, Cleanup, and Laws: http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1 http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS

http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf

http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1

http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS

Astronomy


2019-2020 Full Instructional Calendar

August 2019

Sun Mon Tue Wed Thu Fri Sat 1

2

3

4

5

6 Teachers Report

7 Preplanning

8

9

10

11

Week 1

12 First Day for Students

13

14

15

16

17

18

Week 2

19

20

21

22

23

24

25

Week 3

26

27

28

29

30

31

September 2019


Week 4

2 No School Labor Day

3

4

5

6

7

8

Week 5

9

10

11

12

13

14

15

Week 6

16 PD Day

17

18

19

20

21

22

Week 7

23

24

25

26

27

28

29

Week 8

30

October 2019


2

3

4

5

6

Week 9

7

8

9

10

11 End of 1st Grading Period

12

13 Week 10

14 Teacher Duty Day

15

16

17

18

19

20 Week 11

21

22

23

24

25

26

27 Week 12

28

29

30

31

November 2019


2

3 Week 13

4

5

6

7

8

9

10 Week 14

11 No School Veterans Day

12

13

14

15

16

17 Week 15

18

19

20

21

22

23

24 *Hurricane makeup days 25/26

25 No School

26 No School

27 No School

28 No School Thanksgiving

29 No School

30

December 2019

Sun Mon Tue Wed Thu Fri Sat 1 Week 16

2

3

4

5

6

7

8 Week 17

9

10

11

12

13

14

15 Week 18

16

17

18 End of 2nd Grading Period

19 Teacher Duty Day

20 Winter Break Begins

21

22

23 No School

24 No School

25 No School

26 No School

27 No School

28

29

30 No School

31 No School

January 2020


No School

2 No School

3 No School

4

5 Week 19

6 Classes Resume

7

8

9

10

11

12 Week 20

13

14

15

16

17

18

19 Week 21

20 No School MLK Day

21

22

23

24 Set-Up Tomoka Sci Fair

25 Tomoka Sci/Eng Fair

26 Week 22

27

28

29

30

31

Astronomy


2019-2020 Full Instructional Calendar (continued)

February 2020


2 Week 23

3

4

5

6

7

8

9 Week 24

10

11

12

13

14

15

16 Week 25

17 No School Presidents Day

18

19

20

21

22

23 Week 26

24

25

26

27

28

29

March 2020

Sun Mon Tue Wed Thu Fri Sat 1 Week 27

2

3

4

5

6

7

8 Week 28

9

10

11

12 End of 3rd Grading Period

13 Teacher Duty Day

14

15

16

No School Spring Break

17 No School

18 No School

19 No School

20 No School

21

22 Week 29

23 Classes Resume

24

25

26

27

28

29 Week 30

30

31

April 2020


2

3

4

5 Week 31

6

7

8

9

10

11

12 Week 32

13

14

15

16

17

18

19 Week 33

20

21

22

23

24

25

26 Week 34

27

28

29

30

May 2020


2

3 Week 35

4

5

6

7

8

9

10 Week 36

11

12

13

14

15

16

17 Week 37

18

19

20

21

22

23

24 Week 38

25 No School Memorial Day

26

27

28

29 Last Day for Students

30

31

June 2020

Sun Mon Tue Wed Thu Fri Sat

1

2 Last Day for Teachers

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Legend and Contacts:

-

Contact Mike Cimino (386)734-7190 x25029 for questions about the science Canvas sites, DIAs, and resources -

For questions about Project IBIS, Envirothon, etc. contact Louise Chapman at (386)299-9819 -

STEM Questions and concerns can be directed to the Volusia STEM Specialist, Amy Monahan x20314 For office related questions contact Felecia Martinez at x20686 Jeremy Blinn, the District Science Specialist can be reached at x20553

Astronomy


Teaching to the Demand of Standard - Core Action 1: Science Instructional Practice Guide (IPG)

The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical thinking.

The levels—Level 1, Level 2, and Level 3—form an ordered description of the demands a test item may make on a student. Instruction in the classroom should match, at a minimum, the demand of standard of the learning target in the curriculum map.

Level 1: Recall Level 2: Basic Application of Concepts & Skills Level 3: Strategic Thinking & Complex Reasoning

The recall of information such as a fact, definition, or term, as well as performing a simple science process or procedure. Level 1 only requires students to demonstrate a rote response, use a well-known formula, follow a set well-defined procedure (like a recipe), or perform a clearly defined series of steps. Standards that lend themselves to simple word problems that can be directly translated into and solved by a formula are considered Level 1.

Includes the engagement of some mental processing beyond recalling or reproducing a response. The content knowledge or process involved is more complex than in Level 1. Level 2 requires that students make some decisions as to how to approach the question or problem. Level 2 activities include making observations and collecting data; classifying, organizing, and comparing data; representing and displaying data in tables, graphs, and charts. Some action verbs, such as “explain,” “describe,” or “interpret,” may be classified at different DOK levels, depending on the complexity of the action. For example, interpreting information from a simple graph, requiring reading information from the graph, is at Level 2. An activity that requires interpretation from a complex graph, such as making decisions regarding features of the graph that should be considered and how information from the graph can be aggregated, is at Level 3.

Requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. The cognitive demands at Level 3 are complex and abstract. The complexity does not result only from the fact that there could be multiple answers, a possibility for both Levels 1 and 2, but because the multi-step task requires more demanding reasoning. In most instances, requiring students to explain their thinking is at Level 3; requiring a very simple explanation or a word or two should be at Level 2. An activity that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. Experimental designs in Level 3 typically involve more than one dependent variable. Other Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve non-routine problems.

Some examples that represent but do not constitute all of Level 1 performance are:

• Recall or recognize a fact, term, or property.

• Represent in words or diagrams a scientific concept or relationship.

• Provide or recognize a standard scientific representation for simple phenomena.

• Perform a routine procedure such as measuring length.

• Identify familiar forces (e.g. pushes, pulls, gravitation, friction, etc.)

• Identify objects and materials as solids, liquids, or gases.

Some examples that represent, but do not constitute all of Level 2 performance, are:

• Specify and explain the relationship among facts, terms, properties, and variables.

• Identify variables, including controls, in simple experiments.

• Distinguish between experiments and systematic observations.

• Describe and explain examples and non-examples of science concepts.

• Select a procedure according to specified criteria and perform it.

• Formulate a routine problem given data and conditions.

• Organize, represent, and interpret data.

Some examples that represent, but do not constitute all of Level 3 performance, are:

• Identify research questions and design investigations for a scientific problem.

• Design and execute an experiment or systematic observation to test a hypothesis or research question.

• Develop a scientific model for a complex situation.

• Form conclusions from experimental data.

• Cite evidence that living systems follow the Laws of Conservation of Mass and Energy.

• Explain how political, social, and economic concerns can affect science, and vice versa.

• Create a conceptual or mathematical model to explain the key elements of a scientific theory or concept.

• Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth.

• Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.

*Adapted from: http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx

http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx

Astronomy


Demand of Standard and Item Complexity

On any assessment, there is a difference between item complexity and item difficulty. Item complexity is the level of thinking that is required to answer a question, whereas item difficulty is the percentage of students who get the item correct or incorrect. High complexity items are not always difficult and low complexity items are not always easy. Every standard is assigned a demand of standard (DOS) indicator. The teaching and assessment of that standard must reflect the rigor of the DOS.

Low (Level 1) Moderate (Level 2) High (Level 3) Students will:

• retrieve information from a chart, table, diagram, or graph

• recognize a standard scientific representation of a simple phenomenon

• complete a familiar single-step procedure or equation using a reference sheet

Students will:

• interpret data from a chart, table, or simple graph

• determine the best way to organize or present data from observations, an investigation, or experiment

• describe examples and non-examples of scientific processes or concepts

• specify or explain relationships among different groups, facts, properties, or variables

• differentiate structure and functions of different organisms or systems

• predict or determine the logical next step or outcome

• apply and use concepts from a standard scientific model or theory

Students will:

• analyze data from an investigation or experiment and formulate a conclusion

• develop a generalization from multiple data sources

• analyze and evaluate an experiment with multiple variables

• analyze an investigation or experiment to identify a flaw and propose a method for correcting it

• analyze a problem, situation, or system and make long-term predictions

• interpret, explain, or solve a problem involving complex spatial relationships

Sample EOC Level 1 Item Sample EOC Level 2 Item Sample EOC Level 3 Item A marine food web is shown below.

Which of the following organisms is a consumer in this food web?

A. seaweed B. sea grass C. clam worm D. phytoplankton

A marine food web is shown below. Which of the following organisms is found in the trophic level with the greatest biomass that sustains the ecosystem represented by this food web? A. amphipod B. heron C. redfish D. seaweed

A marine food web is shown below. Which of the following is a long-term effect on the removal of the redfish from the ecosystem represented by this food web?

A. The Osprey population will increase.

B. The amphipod population will increase.

C. The clam worm population will increase. D. The phytoplankton population will increase.

*Adapted from Webb’s Depth of Knowledge and FLDOE Specification Documentation, Version 2.

Astronomy


Volusia County Science 5E Instructional Model - Core Action 2: Science Instructional Practice Guide (IPG)

Description Implementation

Enga

ge

Students engage with an activity that captures their attention, stimulates their thinking, and helps them access prior knowledge. A successful engagement activity will reveal existing misconceptions to the teacher and leave the learner wanting to know more about how the problem or issue relates to his/her own world.

The diagram below shows how the elements of the 5E model are interrelated. Although the 5E model can be used in linear order (engage, explore, explain, elaborate and evaluate), the model is most effective when it is used as a cycle of learning.

Each lesson begins with an engagement activity, but evaluation occurs throughout the learning cycle. Teachers should adjust their instruction based on the outcome of the evaluation. In addition, teachers are encouraged to differentiate at each state to meet the needs of individual students.

Exp

lore

Students explore common, hands-on experiences that help them begin constructing concepts and developing skills related to the learning target. The learner will gather, organize, interpret, analyze and evaluate data.

Exp

lain

Students explain through analysis of their exploration so that their understanding is clarified and modified with reflective activities. Students use science terminology to connect their explanations to the experiences they had in the engage and explore phases.

Elab

ora

te

Students elaborate and solidify their understanding of the concept and/or apply it to a real-world situation resulting in a deeper understanding. Teachers facilitate activities that help the learner correct remaining misconceptions and generalize concepts in a broader context.

Eval

uat

e

Teachers and Students evaluate proficiency of learning targets, concepts and skills throughout the learning process. Evaluations should occur before activities, to assess prior knowledge, after activities, to assess progress, and after the completion of a unit to assess comprehension.

*Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.

Engage Explore

Elaborate Explain

Discuss

and

Evaluate

Astronomy


Science And Engineering Practices - Core Action 3: Science Instructional Practice Guide (IPG)

Asking Questions and Defining Problems Using Mathematics and Computational Thinking A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world(s) works and which can be empirically tested. Engineering questions clarify problems to determine criteria for successful solutions and identify constraints to solve problems about the designed world. Both scientists and engineers also ask questions to clarify ideas.

In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; solving equations exactly or approximately; and recognizing, expressing, and applying quantitative relationships. Mathematical and computational approaches enable scientists and engineers to predict the behavior of systems and test the validity of such predictions.

Developing and Using Models Constructing Explanations and Designing Solutions A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations. Modeling tools are used to develop questions, predictions and explanations; analyze and identify flaws in systems; and communicate ideas. Models are used to build and revise scientific explanations and proposed engineered systems. Measurements and observations are used to revise models and designs.

The end-products of science are explanations and the end-products of engineering are solutions. The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories. The goal of engineering design is to find a systematic solution to problems that is based on scientific knowledge and models of the material world. Each proposed solution results from a process of balancing competing criteria of desired functions, technical feasibility, cost, safety, aesthetics, and compliance with legal requirements. The optimal choice depends on how well the proposed solutions meet criteria and constraints.

Planning and Carrying Out Investigations Engaging in Argument from Evidence Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters. Engineering investigations identify the effectiveness, efficiency, and durability of designs under different conditions

Argumentation is the process by which evidence-based conclusions and solutions are reached. In science and engineering, reasoning and argument based on evidence are essential to identifying the best explanation for a natural phenomenon or the best solution to a design problem. Scientists and engineers use argumentation to listen to, compare, and evaluate competing ideas and methods based on merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims

Analyzing and Interpreting Data Obtaining, Evaluating and Communicating Information Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data. Scientists identify sources of error in the investigations and calculate the degree of certainty in the results. Modern technology makes the collection of large data sets much easier, providing secondary sources for analysis. Engineering investigations include analysis of data collected in the tests of designs. This allows comparison of different solutions and determines how well each meets specific design criteria— that is, which design best solves the problem within given constraints. Like scientists, engineers require a range of tools to identify patterns within data and interpret the results. Advances in science make analysis of proposed solutions more efficient and effective.

Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity. Communicating information and ideas can be done in multiple ways: using tables, diagrams, graphs, models, and equations as well as orally, in writing, and through extended discussions. Scientists and engineers employ multiple sources to obtain information that is used to evaluate the merit and validity of claims, methods, and designs.

Developed by NSTA using information from Appendix F of the Next Generation Science Standards © 2011, 2012, 2013 Achieve, Inc

Astronomy


Body of Knowledge: The Nature of Science Week 1 – 2 Topics Learning Targets and Skills Standards

Ast

ron

om

y as

a S

cien

ce

Students will:

• explain that science is the study of the natural world

• explain what astronomers study

• differentiate between science and non‐science

• explain why something would fail to meet the criteria for science

• identify which questions can be answered through science and which questions

cannot • explain that scientific knowledge is both durable and robust and open to

change. Scientific knowledge can change because it is often examined and re‐examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.

• explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships.

• recognize that theories do not become laws, nor do laws become theories but theories are well‐supported explanations and laws are well‐supported descriptions.

SC.912.N.2.1 (Level 3) Identify what is science, what clearly is not science, and what superficially resembles science but fails to meet the criteria for science SC.912.N.2.2 (Level 3) Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing- art/philosophy/religion SC.912.N.2.3 (Level 1) Identify examples of pseudoscience (astrology/phrenology) in society. SC.912.N.2.4 (Level 3) Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability. SC.912.N.3.3 (Level 2) Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships. SC.912.N.3.4 (Level 2) Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions.

Students will: • design a controlled experiment on a physics topic

• use tools (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs)

• collect, analyze, and interpret data from the experiment to draw conclusions

• determine an experiment’s validity and justify its conclusions based on: o control group o limiting variables and constants o multiple trials (repetition) or large sample sizes o bias o method of data collection, analysis, and interpretation o communication of results

• describe the difference between an observation and inference

• use appropriate evidence and reasoning to justify explanations to others

SC.912.N.1.1 (Level 3) Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: Pose questions about the natural world, Conduct systematic observations, Examine books and other sources of information to see what is already known, Review what is known in light of empirical evidence, Plan investigations, Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), Pose answers, explanations, or descriptions of events, Generate explanations that explicate or describe natural phenomena (inferences),Use appropriate evidence and reasoning to justify these explanations to others, Communicate results and Evaluate the merits of the explanations produced by others. SC.912.N.1.2 (Level 2) Describe and explain what characterizes science and its methods. SC.912.N.1.3 (Level 1) Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. SC.912.N.1.4 (Level 3) Identify sources of information and assess their reliability according to the strict standards of scientific investigation. SC.912.N.1.6 (Level 2)

Astronomy


Body of Knowledge: Astronomical History Weeks 3 – 6

Topics Learning Targets and Skills Standards

His

tory

of

Ast

ron

om

y

Students will: • relate the history of and explain the justification for future space exploration and

continuing technology development

• Recognize the role of creativity in constructing scientific questions, methods and explanations.

SC.912.E.5.7 (Level 3) Relate the history of and explain the justification for future space exploration and continuing technology development.

SC.912.N.1.7 (Level 1) Recognize the role of creativity in constructing scientific questions, methods and explanations.

Students will:

• analyze the broad effects of space exploration on the economy and culture of Florida

• describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.

SC.912.E.5.9 (Level 3) Analyze the broad effects of space exploration on the economy and culture of Florida. SC.912.N.2.5 (Level 3) Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.

Ligh

t an

d W

aves

Students will: • describe the measurable properties of waves and explain the relationships among

them and how these properties change when the wave moves from one medium to another

• qualitatively describe the shift in frequency in sound or electromagnetic waves due to the relative motion of a source or a receiver

• describe the quantization of energy at the atomic level

• Explain how scientific knowledge and reasoning provide an empirically‐based perspective to inform society's decision making

SC.912.P.10.20 (Level 3) Describe the measurable properties of waves and explain the relationships among them and how these properties change when the wave moves from one medium to another. SC.912.P.10.21 (Level 2) Qualitatively describe the shift in frequency in sound or electromagnetic waves due to the relative motion of a source or a receiver. SC.912.P.10.9 (Level 2) Describe the quantization of energy at the atomic level.

SC.912.N.4.1 (Level 2) Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.

Honors: 1. explore the theory of electromagnetism by comparing and contrasting the different

parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications

2. explain that all objects emit and absorb electromagnetic radiation and distinguish

between objects that are blackbody radiators and those that are not

SC.912.P.10.18 (Level 3) Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications. SC.912.P.10.19 (Level 3) Explain that all objects emit and absorb electromagnetic radiation and distinguish between objects that are blackbody radiators and those that are not.

Astronomy


Body of Knowledge: Astronomical Tools Weeks 7 – 9


Ast

ron

om

ical

To

ols

Students will: • connect the concepts of radiation and the electromagnetic spectrum to the use of

historical and newly‐developed observational tools

• distinguish the various methods of measuring astronomical distances and apply each in appropriate situations

SC.912.E.5.8 (Level 3) Connect the concepts of radiation and the electromagnetic spectrum to the use of historical and newly-developed observational tools.

SC.912.E.5.11 (Level 3) Distinguish the various methods of measuring astronomical distances and apply each in appropriate situations.

Students will: • construct ray diagrams and use thin lens and mirror equations to locate the images formed

by lenses and mirrors.

SC.912.P.10.22 (Level 3) Construct ray diagrams and use thin lens and mirror equations to locate the images formed by lenses and mirrors.

Honors: 1. identify examples of technologies, objects, and processes that have been modified to

advance society, and explain why and how they were modified. Discuss ethics in scientific research to advance society (e.g. global climate change, historical development of medicine and medical practices).

2. discuss how scientists determine the location of constellations, celestial spheres, and sky

maps. Compare and contrast the celestial coordinate system (equatorial system) to the use of latitude and longitude to specify locations on Earth. Recognize the use of right ascension and declination in the location of objects in space, including stars and constellations.

SC.912.N.4.2 (Level 3) Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental. SC.912.E.5.10 (Level 2) Describe and apply the coordinate system used to locate objects in the sky.

Astronomy


Body of Knowledge: Systems outside the Earth Weeks 10 – 18


Co

mp

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Students will: • explain the formation of planetary systems based on our knowledge of our Solar System

and apply this knowledge to newly discovered planetary systems

• connect surface features to surface processes that are responsible for their formation

• Describe the function of models in science and identify the wide range of models used in science.

• Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

• Explain how scientific knowledge and reasoning provide an empirically‐based perspective to inform society's decision making

SC.912.E.5.5 (Level 3) Explain the formation of planetary systems based on our knowledge of our Solar System and apply this knowledge to newly discovered planetary systems. SC.912.E.6.2 (Level 2) Connect surface features to surface processes that are responsible for their formation. SC.912.N.3.5 (Level 2) Describe the function of models in science, and identify the wide range of models used in science. SC.912.N.1.5 (Level 2) Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome. SC.912.N.4.1 (Level 2) Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.

Students will: • develop logical connections through physical principles, including Kepler's and Newton's

Laws about the relationships and the effects of Earth, Moon, and Sun on each other

• analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time

• describe how the gravitational force between two objects depends on their masses and the distance between them

• qualitatively apply the concept of angular momentum

SC.912.E.5.6 (Level 3) Develop logical connections through physical principles, including Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon, and Sun on each other. SC.912.P.12.2 (Level 3) Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time. SC.912.P.12.4 (Level 2) Describe how the gravitational force between two objects depends on their masses and the distance between them. SC.912.P.12.6 (Level 3) Qualitatively apply the concept of angular momentum.

Students will: • identify, analyze, and relate the internal (Earth system) and external

(astronomical) conditions that contribute to global climate change

SC.912.E.7.7 (Level 3) Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.

Honors: 1. interpret and apply Newton’s three laws of motion.

2. recognize that Newton’s laws are a limiting case of Einstein’s Special Theory of

Relativity at speeds that are much smaller than the speed of light.

3. recognize time, length, and energy depend on the frame of reference.

SC.912.P.12.3 (Level 3) Interpret and apply Newton's three laws of motion. SC.912.P.12.8 (Level 1) Recognize that Newton's Laws are a limiting case of Einstein's Special Theory of Relativity at speeds that are much smaller than the speed of light. SC.912.P.12.9 (Level 1) Recognize that time, length, and energy depend on the frame of reference.

Astronomy


Body of Knowledge: The Sun Week 19 – 28


The

Sun

Students will: • explain the physical properties of the Sun and its dynamic nature and connect them

to conditions and events on Earth

• differentiate among the four states of matter

• explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom

• describe the function of models in science and identify the wide range of models used in science.

SC.912.E.5.4 (Level 3) Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth. SC.912.P.8.1 (Level 2) Differentiate among the four states of matter.

SC.912.P.8.4 (Level 3) Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom.

SC.912.N.3.5 (Level 2) Describe the function of models in science, and identify the wide range of models used in science.

Honors: 1. compare the magnitude and range of the four fundamental forces

(gravitational, electromagnetic, weak nuclear, and strong nuclear)

2. describe heat as the energy transferred by convection, conduction, and radiation, and

explain the connection of heat to change in temperature or states of matter

3. explain and compare nuclear reactions (radioactive decay, fission and fusion), the

energy changes associated with them and their associated safety issues

SC.912.P.10.10 (Level 2) Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear).

SC.912.P.10.4 (Level 3) Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter. SC.912.P.10.11 (Level 3) Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues.

Stel

lar

Evo

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Students will: • describe and predict how the initial mass of a star determines its evolution

SC.912.E.5.3 (Level 2) Describe and predict how the initial mass of a star determines its evolution.

Astronomy


Body of Knowledge: The Universe and Matter Week 29 – 36 Topics Learning Targets and Skills Standards

Th

e U

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Students will: • cite evidence used to develop and verify the scientific theory of the Big Bang (also known

as the Big Bang Theory) of the origin of the universe

• identify patterns in the organization and distribution of matter in the universe and the forces that determine them

• recognize that nothing travels faster than the speed of light in vacuum which is the same for all observers no matter how they or the light source are moving

• recognize the role of creativity in constructing scientific questions, methods and explanations.

• explain how scientific knowledge and reasoning provide an empirically‐based perspective to inform society's decision making

• explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena thus, a scientific theory represents the most powerful explanation scientists have to offer.

• describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.

• describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

• describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.

• describe the function of models in science and identify the wide range of models used in science.

SC.912.E.5.1 Level 3) Cite evidence used to develop and verify the scientific theory of the Big Bang (also known as the Big Bang Theory) of the origin of the universe.

SC.912.E.5.2 (Level 2) Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.

SC.912.P.12.7 (Level 1) Recognize that nothing travels faster than the speed of light in vacuum which is the same for all observers no matter how they or the light source are moving.

SC.912.N.1.7 (Level 1) Recognize the role of creativity in constructing scientific questions, methods and explanations.

SC.912.N.4.1 (Level 2) Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.

SC.912.N.3.1 (Level 3) Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.

SC.912.N.3.2 (Level 2) Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.

SC.912.N.1.5 (Level 2) Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

SC.912.N.2.5 (Level 3) Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations. SC.912.N.3.5 (Level 2) see previous page for standard

Astronomy


2019-2020 Astronomy 1 Tier 3 Academic Vocabulary

Week(s) Unit Academic Language

1 – 2 Astronomy as a Science Precession Sidereal Ecliptic

Angular diameter Zenith

Minutes of arc Seconds of arc Circumpolar

Perihelion Aphelion

Milankovich cycles Node

Apogee Perigee

Saros cycle Path of totality

Synodic Penumbra

Eclipse Umbra Parallax

Heliocentric Geocentric Eccentricity

3 – 6 Astronomical History Adaptive optics Diffraction Diffraction

Diffraction grating Focal point

fringe infrared

Light pollution

Light ray Microwave Nanometer Observatory

Radio reflecting telescope

refracting telescope Resolving power

Seeing Spectrograph

Telescope UV

Visible x‐ray

7 – 9 Astronomical Tools Absorption spectrum Balmer series

Blackbody radiation Blueshift

Cassegrain focus Chromatic aberration

Emission lines Emission spectrum

Excited state Frequency

Ground state Helium‐alpha

Interferometry Lyman series

Newtonian focus Objective lens Paschen series

Polar axis

Primary Lens Primary Mirror Radial velocity

Redshift Transition series

Transverse velocity Wavelength

10 – 18 Systems outside the Earth Accretion Albedo

Angular momentum problem Asteroid

Atmosphere Basalt

Bowshock Comet

Differentiation Dwarf planet

Extrasolar planets Global warming

Gravitational collapse Greenhouse effect

Heavy bombardment Kirkwood gaps Magnetic field

Magnetosphere Nebular hypothesis

Occultation Outgassing Ozone layer

Primeval atmosphere

Protoplanet Radiant Regolith

Rift valley Roche limit

Secondary atmosphere Seismic waves

Shearing Tidal forces

Van allen belts

Astronomy


19 – 28 The Sun 21‐cm radiation molecular cloud Absolute visual magnitude

Binary stars Black hole

Coulomb barrier Distance modulus

Dynamo effect Emission nebula

Flux Forbidden line

Giant HII region

Interstellar medium Light curve

Luminosity class Magnetostar

Magnitude‐distance formula Maunder minimum

Nebula Neutron star

Parsec

Proper motion Proton‐proton chain

Reconnection Red dwarf

Reflection nebula Spectroscopic class

Stellar parallax Supergiant

White dwarf Zeeman effect

26 – 36 The Universe and Matter Accretion Disk Cepheid variable

Chandrasekhar Limit Closed universe

CNO Cycle Variable star

Dark Energy Supercluster Dark Matter (Hot/Cold) Density Wave Theory

Elliptical galaxy

Event horizon Gamma Ray Burst Globular Clusters Gravitational Lens Hubble Constant Irregular Galaxy

Isotropy / Anistrophy Lagrangian Point

Nova Olber’s Paradox Steady‐state Theory

Open universe

Planetary Nebula Population I/II star

Quasar Radiogalaxy

Schwarzschild Radius Singularity Sloan Wall

Spiral Galaxy Super Nova Supernova

Type I/II Pulsar Void Filament

Astronomy


Grades 9 ‐ 10 ELA Florida Standards

LAFS.910.RST.1.1 – Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of the explanations or descriptions.

LAFS.910.RST.1.3 – Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

LAFS.910.RST.2.4 – 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 9 – 10 texts and topics.

LAFS.910.RST.2.5 – Analyze the structure of the relationship among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy.)

LAFS.910.RST.3.7 – Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematical (e.g., in an equation) into words.

LAFS.910.RST.4.10 – by the end of grade 10, read and comprehend science / technical texts in the grades 9 – 10 text complexity band independently and proficiently.

LAFS.910.WHST.3.9 – Draw evidence from informational texts to support analysis, reflection, and research.

LAFS.910.WHST.1.2 ‐ 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).

Grades 9 ‐ 12 Math Florida Standards (select courses)

MAFS.912.A‐CED.1.4 – Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

MAFS.912.S‐IC.2.6 – Evaluate reports based on data.

MAFS.912.N‐VM.1.1 – Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes.

MAFS.912.N‐VM.1.2 – Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.

MAFS.912.N‐VM.1.3 – Solve problems involving velocity that can be represented as vectors.

Astronomy


Grades 11 ‐ 12 ELA Florida Standards

LAFS.1112.RST.1.1 – Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and any gaps or inconsistencies in the account.

LAFS.1112.RST.1.3 – 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.

LAFS.1112.RST.2.4 – 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.

LAFS.1112.RST.3.7 – 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.

LAFS.1112.RST.4.10 – By the end of grade 12, read and comprehend science / technical texts in grades 11 – 12 text complexity band independently and proficiently.

LAFS.1112.WHST.3.9 – Draw evidence from information texts to support analysis, reflection, and research.

LAFS.1112.WHST.1.2 ‐ Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant 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 complex ideas and concepts.

d. Use precise language, domain‐specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Grades 9 ‐ 12 Math Florida Standards (all courses)

MAFS.912.F‐IF.3.7 ‐ Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

b. Graph square root, cube root, and piecewise‐defined functions, including step functions and absolute value functions.

c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.

d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.

e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.

MAFS.912.N‐Q.1.1 – Use units as a way to understand problems and to guide the solution of multi‐step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

MAFS.912.N‐Q.1.3 – Choose a level of accuracy appropriate to limitations measurement when reporting quantities.

Astronomy
