Integrated Science 1-2
Origins
Enduring Understandings:

  • Scientific observations indicate that the "Big Bang" occurred approximately 13.7 billion years ago followed by the formation of Stars, Galaxies, and Solar Systems.
  • The early Universe was composed of mostly Hydrogen, some Helium and Lithium.
  • Nucleosynthesis in the core of stars produce elements up to Fe.
  • Supernovas provided the rest of the naturally occurring elements that are found in the Universe today.
  • Astronomers analyze the properties of the electromagnetic spectrum to to gain a better understanding of the Universe and everything in it.
  • Astronomers can use redshift and blueshift to determine whether an object is moving away from Earth or towards Earth.
  • The Earth (and other planets) formed approximately 4.6 billion years ago after our Sun started converting Hydrogen to Helium during the process of nuclear fusion.
  • The Solar System was formed from a nebular cloud of dust. Solar Nebular Theory. Moon/Asteroid evidence at 4.6 billion years old.

Essential Questions:

  • What did the Universe look like before, during, and after the Big Bang?
  • Where did the calcium in my bones come from?
  • Do Black Holes really exist and if so, what would happen if I were to fall into one?
  • What is light and where does it come from?
  • Does life exist on mars?
  • Is there a connection between the Universe, other stars, and humans?
  • How did planet Earth form? Is Earth unique in the Universe in having carbon based life? Are we unique? Are we alone?
  • What is life?
  • What is our evolutionary path that started with the big bang some 13.7 billion years ago?

Student will know…

  • theories of the origin of the universe.
  • the life cycle of a typical star like our Sun.
  • how atomic nuclei interacts to form additional elements.
  • how large structures form from coalescing matter, and gravitationally interact with one another.
  • the physical properties that explain the relative location of planets in our solar system.
  • how astronomers collect and use spectral data to analyze stars, planets, and deep sky objects.
  • the approximate age of the Universe, Milky Way, and Earth.
  • the theories of the origins of life on Earth.
  • evidence used to support the theory of evolution.
  • the techniques used to obtain absolute age relative and absolute dating.
  • the three-domain system and how living things are classified.

Students will be able to…

  • Design and create a “biography” of the history of the universe, the solar system, and life on Earth.
  • complete nuclear fusion equations in relation to nucleosynthesis.
  • use spectroscopy to analyze continuous, absorption, and emission spectrum of certain elements.
  • simulate the rotation of a neutron star.
  • determine absolute ages by applying half-life values to amount remaining radioactive material in a sample.
  • create a geologic timeline that outlines the history of life on Earth.
  • describe, with supporting evidence, the role of variation, fitness, and natural selection in the evolution of life on Earth.

Performance Assessments:

  1. The Universe: A Biography: Students write a biography of the Universe that is designed to be sent on a NASA spacecraft to the outer reaches of the Universe. The biography is designed to chart the stellar evolution of a white dwarf, brown dwarf, neutron star, or a black hole. (Newspaper/Magazine Article, Editorial, etc).
  2. Mars Launch Platform (Lab/Design). Students design and build a working launch platform to propel a model Mars Exploration Rover one meter (1m=300 million miles) and land on Mars (cup).
  3. Origins of Modern Astronomy Historical Dialogues.

Common Assessments:

  1. Chapter 13 Formative Assessment: Beyond our Solar Systems Multiple Choice Questions 15.
  2. Chapter 14 Formative Assessment: The Sun
  3. Chapter 15 Formative Assessment: Touring Our Solar System
  4. Astronomy Unit Assessment. Chapter 13,14 and 15.
  5. Origins of Life Unit Assessment.
  6. Labs: Spectroscope Lab (Collecting Data from Stars and Planets)

Learning Activities (2011-2012)

  1. Integrated Science Course Syllabus
  2. Got Milk?
  3. KWL:Introduce Enduring Understandings and Essential Questions(W)
  4. How to Make a Billion Real(M)
  5. The Universe(A)Reading Assignment.
  6. Bell Quiz #2: Compare and contrast the three different types of galaxies?
  7. Video: Hubble Deep Field and Cosmic Collisions(A)
  8. Cosmic Collisions?(M)
  9. Origins: Back to the Beginning(E)
  10. Quick Write: Evidence for the Big Bang
  11. Stellar Evolution: Life Cycle of Star.
  12. Quiz Review
  13. Quiz: The Life Cycle of a Star.
  14. The Study of Light(A)
  15. Spectroscope Lab(M)
  16. Origins: The Earth is Born(A)
  17. Formation of the Solar System(A)Reading
  18. Quickwrite: Why are we luck to be alive?
  19. Touring the Solar System?
  20. Is it Alive?
  21. Earth's Early History(A)
  22. Origins: How Life Began?
  23. NASA Proposal(T) Performance Assessment
  24. Patterns of Evolution(M)
  25. Quick Write: How does Evolution Work? Summarize Darwin's theory of Evolution?(M)
  26. Understanding Geologic Time and Mass Extinctions (PPT)(A)
  27. Natural Selection Simulation Punchbug Lab(M)

Learning Activities (2010-2011)

  1. Hubble Top 10 Image Powerpoint.(A)
  2. Introduce Enduring Understandings and Essential Questions(W)
  3. How to Make a Billion Real (E)
  4. Video: Milky Way (Worksheet Included) or Origins: Back to the Beginning(E)
  5. Worlds Without Ends (Article Reading/Class Reading)(E)
  6. Development of the UniverseActivity(E)
  7. Introduce Performance Assessment/Project: Biography of a Universe.
  8. Chapter One Outline (Universe):Biography of a Universe.
  9. Introduction to Wavelengths and Red/Shift (E)
  10. Spectroscope Lab
  11. Stellar Evolution (Life Cycle of a Star/Laptops Needed)
  12. Simulating the Rotation of a Neutron Star
  13. Chapter 2 Outline (Star):Biography of a Universe
  14. Video: Origins Earth is Born (Worksheets Included)
  15. Earth's Early Atmosphere: Extension Activity: Lovelady Powerpoint
  16. Introduce Fossils, Radioactive Decay, and Geologic Timeline
  17. Radioactive Decay Lab (90:00)
  18. Geologic and Biologic Scaled Timeline (180:00)
  19. Chapter 3 Outline (Earth):Biography of a Universe
  20. Mass Extinctions Activity (Reading)
  21. Video: Origins How Life Began (worksheet included)
  22. Introduce Darwinian Evolution
  23. Punchbug Lab
  24. Introduce Classification/Notes (Activity Needed/Shoe Classification/Worksheet)
  25. Chapter 4 Outline (Life):Biography of a Universe

Learning Activities (2009-2010)

  1. Hubble Top 10 Image Powerpoint. (A)
  2. 5 Facts and Three Questions about each: Sun, Our Solar System, Beyond or Solar System, and Life. (W) KWL
  3. Introduce Enduring Understandings and Essential Questions (W)
  4. Slideshow Chapter 13.1, 13.2, and 13.3: Beyond Our Solar System. Prepared Slideshow and Images. One section per day.(E)
  5. DVD: Hyperspace: Star Stuff. Video/Class Notes Big Bang, Stellar Evolution, and Supernovas. (E)
  6. Homework/Reading Questions: Chapter 13 Assessment Questions(E)
  7. Periodic Table and Stellar Evolution Handout (E)
  8. SlideShow. Size of the Solar System. (E)
  9. Simulating the Rotation of a Neutron Star (Lab) (E)
  10. Memoirs of a Star (Writing Assignment) (E2)/(R)
  11. DVD: Monsters of the Milky Way (E)
  12. Homework/Reading Questions: Chapter 14: The Sun. Assessment Questions. Worksheet/Reading Strategies (E)
  13. Spectroscope Lab (E)
  14. Solar Structure Poster (E)
  15. Chapter 14: The Sun. Formative Assessment. Multiple Choice and Short Answer.
  16. Homework/Reading Questions: Chapter 15: Touring Our Solar System. Assessment Questions. Worksheet/Reading Strategies (E)
  17. DVD: Roving Mars (W)Status of Spirit and Opportunity (LA Times Article 1/27/2010)
  18. Mars Launch Pad (Lab/Design) (E)
  19. Chapter 15: Touring the Solar System. Homework/Reading Questions (E)
  20. Modeling the Solar System Lab (E)
  21. DVD: Origins: Earth is Born and How Life Began (E/R)

Future Learning Activities
Memoir of a Universe: Big Bang (H,He,Li), First Stars (H to Fe), and Supernovas (H to U).
Preview other Astronomy Articles from Magazines. (Memoir Assignments)
DVD: Cosmic Collisions (Short)
Exploration Lab (EC)
Sunspots and Geomagnetic Storms (Extra Credit Web Activity)
Measuring the Diameter of the Sun (Lab)
Sunspots and Geomagnetic Storms (Extra Credit Web Activity)
Newtonian Mechanics

Honors: Exploring Ellipses (Lab)
Honors: Life on Mars. (Proposition Paper)
Universe at Different Wavelengths (Slideshow)

Red Shift Advanced:

Red Shift Advanced:

Learning Activities Key :

What learning experiences and instruction will enable students to achieve the desired results? How will the design:

W = Where are we going? Why? What is expected?

What are the goals and standards towards which we are working?

Expectations. Relevance and Value. Diagnosis (Prior knowledge)

H = How will we hook and hold student interests?

Odd fact, provocative question, mystery, challenge, problem, experiment, role-play, personal experiences, student choice.

E = How will we equip students for expected performances?

Equip students, help them experience the key ideas, and explore the issues?

Experiential learning: concept attainment, research, experiments, historical investigation, problem-based, creative expression, project, socratic seminar, simulation.

Direct Instruction: Compare ideas, research, evaluate ideas/info, generate and test hypotheses, lecture, reading.

Homework: Practicing skills, reading with a purpose, studying and synthesizing, reflecting on ideas, process, or product, revising work.

Rely in the 6 facets of understanding.

R = How will we help students rethink and revise?

Provide opportunities to rethink and revise their understandings and work?

What big ideas do we want students to rethink? How to encourage students to reflect upon their learning? thinking? strategies? evolution of their understanding?

Shift perspective, re-examine, introduce new information, drafting, editing sessions, peer critiques, rehearsals, self-assessments.

E = How will students self evaluate and reflect on their learning?

Allow students to evaluate their work and its implications?

Self evaluation: What do you really understand about _____? What do you have questions about? What grade or score did you deserve? What folow-up work is needed?

T = How will we tailor learning to varied needs, interests, and styles?

Content: Pre-test, open-ended opportunities, variuos modalities, variety of resources.

Process: Individual or group work, develop own research questions.

Product: Allow student choice and options.

O = How will we organize and sequence the learning?

What sequence will offer the most engaging and effective learning?

Coverage: Logical step-by-step instruction, textbook sequence.

Uncoverage: Unfolding, surprising and less predictable sequence, cycle of model, practice feedback, and adjustment.

The Six Facets of Understanding:

  • Explanation: i.e., students' ability to support claims and assertions with evidence.
  • Interpretation: i.e., students' ability to construct personal meaning from learning activities and life experiences, using that meaning to create new forms of expression.
  • Application: i.e., students' ability to use what they have learned in new, unanticipated, or creative ways.
  • Perspective: i.e., students' ability to describe and analyze differing points of view and attitudes related to debatable or controversial ideas, issues, events, and creative products.
  • Empathy: i.e., students' ability to "walk in the shoes" of others, describing and expressing how they would feel and experience the world if they were in another's situation or circumstances.
  • Self-Knowledge: i.e., students' ability to self-evaluate, self-monitor, and revisit, revise, rethink, and refine their own thinking and learning processes

AMT
Acquire Information
Construct Meaning: What do these facts imply? When would I use this skill (or not)? What is the value? importance?sense?
Transfer: How should I apply my prior facts, skills, and ideas effectively in this particular situation? The situation must be new and uncharted? The goal is independent transfer.
Stage 1: Established Goals:
TUHSD Course of Study

  • Students will understand theories and evidence for the origin of the universe, galaxies and solar systems.
  • Students will understand the EM spectrum (including visible light) and how it is used to collect data on the size, age and motion of the universe.
  • Students will understand the Earth’s history from its formation through the development of its biosphere.
  • Students will investigate the historical development of theories behind the origin and classification of life.
  • Students will learn how to study the life in the past by understanding fossils, dating techniques and evolutionary theory.
  • Students will investigate evolutionary theory as it relates to organisms from the origin of life through the evolution of chordates.