1 SEEd-aligned Astronomy Curriculum SEEd-aligned Astronomy Curriculum for High School Students by Celia Nilson A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION with an emphasis in CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah Date: August 24, 2026 Approved Adam Johnston, Ph.D. Ryan Cain, Ph.D. Clay Rasmussen, Ph.D. 2 SEEd-aligned Astronomy Curriculum Abstract High school astronomy teachers in Utah face a significant challenge because comprehensive instructional materials aligned with the Utah Science with Engineering Education (SEEd) supplemental astronomy standards are scarce. This project addressed that need by designing and developing a standards-aligned instructional unit focused on the history of astronomy and the celestial sphere. The curriculum was grounded in three-dimensional learning (3DL) and the Gather–Reason–Communicate (GRC) instructional framework. The unit engages students through phenomenon-based investigations, hands-on modeling, and performance assessments that promote scientific reasoning and conceptual understanding. To evaluate the curriculum, it was presented to science educators at the 2025 Utah Science Teacher Association conference and distributed to additional astronomy teachers for review. Survey feedback from nine educators indicated strong support for the curriculum, with respondents reporting they would implement it with only minor modifications. Classroom implementation alongside a first-year student teacher further informed revisions to improve clarity and teacher support materials. The resulting curriculum demonstrates engaging, standards-aligned astronomy instruction that addresses gaps in existing resources while supporting inquiry, scientific practices, and student-centered learning. This project serves as the foundation for the continued development of a comprehensive, yearlong high school astronomy curriculum aligned with Utah SEEd standards. 3 SEEd-aligned Astronomy Curriculum Table of Contents SEEd-aligned Astronomy Curriculum for High School Students................................................... 5 Literature Review............................................................................................................................ 7 Theoretical Foundations .............................................................................................................. 7 The Three Dimensions ................................................................................................................ 8 Crosscutting Concepts (CCCs) ................................................................................................ 8 Science and Engineering Practices (SEPs) .............................................................................. 8 Disciplinary Core Ideas (DCIs) ............................................................................................... 9 The Next Generation Science Standards (NGSS) ................................................................... 9 Implementation of SEEd in Utah .............................................................................................. 10 Supplemental High School Sciences ..........................................................................................11 Challenges in the Rollout of Supplemental High-School Sciences ....................................... 12 Curriculum Development Best Practices .................................................................................. 13 Project-Based Learning (PBL) .............................................................................................. 13 Review of Existing Astronomy Curriculum .......................................................................... 15 Gaps and Needs ......................................................................................................................... 17 Unit Creation ................................................................................................................................. 18 Content ...................................................................................................................................... 20 Implementation.......................................................................................................................... 23 Discussion ................................................................................................................................. 24 References ..................................................................................................................................... 28 Appendix A ................................................................................................................................... 36 A Comparison of US States That Have Adopted NGSS in Some Form ....................................... 36 Appendix B ................................................................................................................................... 38 Utah Astronomy Standards Compared to Current SEEd and NGSS Standards ........................... 38 4 SEEd-aligned Astronomy Curriculum Appendix C ................................................................................................................................... 41 Availability of Free Online Lesson Plans That Are Aligned to Utah Astronomy Standards ........ 41 Referenced Lesson Plan Sources. .............................................................................................. 41 Appendix D ................................................................................................................................... 44 GRC within a 5E lesson Template ................................................................................................ 44 Appendix E ................................................................................................................................... 45 Post Session Survey at UtSTA Conference ................................................................................... 45 Appendix F.................................................................................................................................... 46 Unit Proficiency Scale .................................................................................................................. 46 Appendix G ................................................................................................................................... 48 The History of Astronomy and the Celestial Sphere Unit Materials ............................................ 48 5 SEEd-aligned Astronomy Curriculum SEEd-aligned Astronomy Curriculum for High School Students At the end of 2015, the Utah State Board of Education (USBE) adopted a new set of science standards inspired by the National Research Council (NRC) recommendations in the 2012 document A Framework for K-12 Science Education (National Research Council, 2012). Nationally, the adoption of the Next Generation Science Standards (NGSS), derived from the NRC document, revolutionized how K-12 teachers teach science. The new methods are researchbased and patterned after the council's three-dimensional science concepts. The new Utah science standards are similar to the NGSS and were branded as Utah Science with Engineering Education (SEEd) (Utah State Board of Education, 2023). With the release of the SEEd standards, science teachers across Utah, starting with grades 6-8, began adapting to teaching science in a new way. During this transition (2016-2020), many districts across the state offered additional training and resources to help teachers revise their curriculum to match the new standards for the 2017-18 school year. Two years later, the release of the Utah SEEd standards continued with changes to the K-5 and high school core science standards. Districts offered training and resources to help with this change. In 2021, amid the pressures of teaching during COVID-19 restrictions, Utah also released supplemental science standards. These supplemental standards covered the elective sciences of astronomy, botany, environmental science, genetics, geology, human anatomy, marine science, meteorology, wildlife biology, and zoology (Utah State Board of Education, 2021). When the supplemental standards were released, training and resources for those standards were not forthcoming. As a high school astronomy teacher, I found it difficult to locate curriculum materials aligned with the new standards. This is problematic because teachers, especially new teachers, who lack the right resources are more likely to leave the profession without those 6 SEEd-aligned Astronomy Curriculum supports (Fuller & Pendola, 2019; Goldring et al., 2014; Lotter et al., 2024). Some of the material currently available for teaching an astronomy course can be drawn from the current Earth and Space Science (ESS) core, where free resources are hosted on various NGSS and state SEEd websites (Next Generation Science Standards-Lessons and Units: Quality Examples of NGSS Design, n.d.; Utah Education Network, n.d.). While ESS standards help teach the astronomy course, they do not cover all the content from the supplemental SEEd standards for astronomy. Some solutions already exist on the NASA and JPL education sites, which offer open-source lesson plans and activities aligned with the NGSS standards (Seidel & Lutz, n.d.; STEM Content - NASA, n.d.). In most cases, these resources are aimed at younger children and are not suitable for high school students. Other resources for teaching astronomy are tied to higher education or college-level astronomy lessons. These plans are usually not presented in formats that blend well with the three-dimensional learning recommended by the NGSS and are too rigorous for the typical high school student (Indiana University Bloomington, 2025; Massachusetts Institute of Technology, 2006). The lack of curriculum resources requires teachers to adapt or write their own curriculum, which can lead to long hours and teacher burnout (Wright et al., 2019). Through this project, I have addressed the lack of resources for the SEEd astronomy curriculum by creating a teaching resource for high school astronomy classes that align with the best practices for three-dimensional science teaching (Krajcik et al., 2014). The unit I created includes all resources, lesson plans, and student and teacher guides. The project was hosted at the Fall, 2025 conference for the Utah Science Teaching Association (UtSTA). Another option to reach those who need it includes posting the lessons online to a website I created for this content www.starstuffclassroom.net. I have also compiled the other units and materials I have created 7 SEEd-aligned Astronomy Curriculum and collected that fall beyond the scope of this project, yet should be mentioned that those can be found on that site as well. Literature Review Theoretical Foundations Three-dimensional science learning (3DL) is explained in the document, A Framework of K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, 2012). This comprehensive document was put together by the National Research Council (NRC) with the purpose of creating national guidelines for science education that will better prepare students with skills of critical thinking, problem solving and real-world application of science. The idea is that by the time they finish 12th grade, students will be better able to continue their learning in science and engineering, be able to understand science in their everyday lives, and possess a basic knowledge to be able to understand public discussions on related topics. All this understanding comes while upholding an “appreciation of the beauty and wonder of science”(National Research Council, 2012). 3DL, as outlined in A Framework for K–12 Science Education, is designed to promote deeper understanding by engaging students in the practices of science rather than merely memorizing content (National Research Council, 2012). 3DL is a teaching approach that integrates three main components and interweaves them in the learning process. The NRC explains these components as: Crosscutting Concepts (CCCs), Science and Engineering Practices (SEPs), and Disciplinary Core Ideas (DCIs). These three concepts reinforce constructivist theories, as articulated by Dewey, Montessori, Piaget, and Vygotsky, by promoting inquiry and project-based learning (PBL) in the science curriculum. The shift to 3DL aligns with constructivist theories, in which students build knowledge through experience and reflection 8 SEEd-aligned Astronomy Curriculum (Alanazi, 2019; Borkowski, 2024). The Three Dimensions The three dimensions of science learning work together as unique facets of how students learn science. Crosscutting Concepts (CCCs) CCCs are structures that help support ideas in science and engineering that cover multiple areas of science content and show how they are related. CCCs are often described with metaphors such as a lens through which students study phenomena, a tool students use as they come to understand science, or a bridge that connects content from one discipline to another (Rivet et al., 2016). The CCCs include seeing patterns, looking for cause and effect, scale and proportion, modeling, understanding the cycle of energy and matter, stability and change, and how structure relates to function in living and non-living things. The NRC calls the CCCs a “connective structure” that supports the understandings that occur in each area of science (National Research Council, 2012; Utah State Board of Education, 2021). Science and Engineering Practices (SEPs) SEPs represent the tools and practices that scientists use as they “do” science. They use these tools to research, organize, and make sense of the world and the data they collect. Some of the practices include asking questions or defining problems, analyzing and interpreting data, and communicating scientifically using appropriate evidence. According to NRC research, this process helps students understand and appreciate the many approaches scientists use to explain the world. Students will come to understand that there is more than one approach to science and that understanding sometimes comes in different ways. Often, some science concepts are more firmly established than at other times, and these practices help students understand why 9 SEEd-aligned Astronomy Curriculum (National Research Council, 2012; Osborne, 2014; Utah State Board of Education, 2021). Disciplinary Core Ideas (DCIs) DCIs are the fundamental ideas behind scientific literacy. This knowledge is traditionally associated with each specific area of earth, life, and physical science. These core ideas are rooted in specific domains of earth and space science (ESS), biology, and physical science. Students draw upon this core knowledge to construct models or explanations of how things work (Moulding & Bybee, 2017). The goal is not for students to memorize every scientific concept, but rather to develop an understanding of how scientific practices generate and validate that knowledge. Students should learn to critically evaluate the methods and tools used in SEPs to understand science, enabling them to make informed decisions and continue constructing knowledge beyond the classroom. Ultimately, this empowers them to engage with science meaningfully as lifelong learners and informed citizens (Utah State Board of Education, 2021). The Next Generation Science Standards (NGSS) The Next Generation Science Standards (NGSS) were developed and introduced in 2013 from the NRC framework document (Bybee, 2014). The NGSS is a set of national science standards that promote learning through 3DL processes. As stated on the home web page for NGSS under a “Why” section on using these standards, “A high-quality science education means that students will develop an in-depth understanding of content and develop key skills— communication, collaboration, inquiry, problem solving, and flexibility—that will serve them throughout their educational and professional lives” (Next Generation Science Standards, n.d.). The NGSS approach to science education is intended not only to help students learn scientific concepts but also to develop science skills and critical thinking to apply that knowledge 10 SEEd-aligned Astronomy Curriculum (McLeod, 2025). Teachers in various studies report that students are gaining a deeper understanding of the topic with 3DL (He et al., 2023; Holthuis et al., n.d.; May et al., 2022). While each state is allowed to decide its standards for science, many states in the United States adopted either the NGSS in its entirety or created similar science standards based on the ideas and recommendations of the NRC. Appendix A shows which states adopted or adapted the standards (Simplify Science Standard Alignment, n.d.). Implementation of SEEd in Utah Since the release of the NGSS in 2013, many states have adopted or adapted the NGSS to align with their state science standards (see Appendix A). With the adoption of these standards, or a variation of them, science teachers across the United States began to shift how they approach curriculum, instruction, and assessment, placing greater emphasis on active learning methods such as hands-on, discovery, and inquiry rather than traditional passive learning through lectures, textbook readings, and memorization (Mance, 2021). In response to the release of the NGSS, the Utah State Board of Education (USBE) adopted its own state-specific standards, Utah Science with Engineering Education (SEEd). The SEEd standards are heavily influenced by the NRC recommendations on three-dimensional learning (Utah State Board of Education, 2023). The SEEd standards were first implemented in grades 6-8 during the 2017-18 school year. The second phase of implementation continued in the 2019-20 school year, with SEEd rolling out the K-5 and 9-12 grades (Cortez, 2019). Efforts were made to ensure a smooth transition to SEEd. Resources from the USBE and school districts across Utah are in place to support the transition to SEEd standards and the introduction of three-dimensional learning practices (Alpine School District, n.d.; Dickson & Throndsen, n.d.; Utah Science Curriculum Consortium, 2015). Many school districts across Utah 11 SEEd-aligned Astronomy Curriculum provided professional development opportunities, workshops, training sessions, and access to resources designed to help teachers during this transition (University of Utah, n.d.; USBE, n.d.). In addition to district training, new teaching strategies were accompanied by resources for teachers in grades 6-8 statewide on an online platform (Utah Science Curriculum Consortium, 2015). Studies document that teacher development sessions can improve an educator’s ability to integrate science and engineering practices into their curriculum and increase their confidence in making sustainable shifts in how they teach (Akella, 2016; Christian et al., 2021; Parmin et al., 2024). In addition to the trainings mentioned, two years after the change in Utah science standards, science teachers in Davis School District were provided with a copy of Ambitious science teaching (AST), a book that offers strategies for aligning their curriculum with the student-centered and student-investigation standards(Windschitl et al., 2018). Science teachers were encouraged to enroll in a self-guided professional development course to better understand the teaching skills in the book. A review of AST methods indicates that the structure of this book helped in teacher training programs and in the transition to new teaching practices (Burleigh, 2020; Gerber & Milo, 2024). The successful implementation of these new standards in Utah relied heavily on the availability of training and resources, which helped ease the transition. Supplemental High School Sciences Before 2021, formal state-approved standards for supplemental science in Utah did not exist. The Utah State Boards of Education (USBE) requested the creation of official standards for the content in those elective sciences. Teachers who currently taught those subjects were polled for feedback on what to include in those standards and the supplemental science standards were drafted from that feedback in the same format as the other SEEd standards(Utah State Board of 12 SEEd-aligned Astronomy Curriculum Education, 2021). The supplemental standards were formalized in May of 2021 and Utah adopted the supplemental science standards for SEEd. The supplemental standards include state standards for the following courses: astronomy, botany, environmental science, genetics, geology, human anatomy, marine science, meteorology, wildlife biology, and zoology (Utah State Board of Education, 2021). Challenges in the Rollout of Supplemental High-School Sciences The 2021 expansion of the SEEd curriculum to the supplemental sciences occurred during the COVID-19 pandemic, a period of stress for teachers and administrators (Utah State Board of Education, 2025). During this time, teachers were dealing with teaching in conditions that required in-class instruction to shift to online instruction. Educators spent vast amounts of time training to use various technologies to create and adjust curriculum for remote access (Lotter et al., 2024). On top of this extra work, teachers accommodated health concerns by enforcing compliance with health and safety protocols, such as social distancing and wearing masks. They were also teaching under unconventional hybrid schedules (Utah State Board of Education, 2025). All this contributed to the crisis of teacher retention that took the focus of most districts and administrators across the nation (GBAO, 2022; Lotter et al., 2024; Robinson, 2024). Amid these social distractions, teachers of elective sciences, like astronomy, were left with little to no resources or guidance at the release of those supplemental standards in 2021. The lack of professional development and instructional resources for these courses placed an additional responsibility on teachers of supplemental sciences to create curriculum that aligned with the new science teaching methods and standards. In a study on professional development for teachers integrating NGSS in their curriculum, teachers identified a lack of time and resources to plan curriculum as a limiting factor in their ability to implement new ways of teaching (Christian 13 SEEd-aligned Astronomy Curriculum et al., 2021). Teachers of the supplemental sciences in Utah did not receive the critical resources needed to ease the transition into the new 3DL teaching methods. Curriculum Development Best Practices The 3DL framework was originally developed for K–12; however, it has been successfully adapted to various disciplines, including undergraduate physics laboratories (May et al., 2022). This highlights the flexibility and effectiveness of 3DL across different content areas and supports its use in designing curriculum for elective high school science courses such as astronomy. Many terms, methods, and programs for curriculum instruction have been developed and used in 3DL learning, as outlined by the NRC. The emphasis on coherence among scientific practices, core concepts, and reasoning tools, as stated by May et al. (2022), reinforces the necessity of designing instructional sequences that purposefully build understanding over time. This instructional design process, which complements 3DL, offers many possibilities that seem to meet the needs of curriculum development. A few of these terms and methods are described below. Project-Based Learning (PBL) PBL stems from the work of John Dewey in the early 1900s, when he promoted handson, student-directed learning. This approach to learning was promoted into the mid-1900s as a way to help students fit into an industrialized nation and become competent workers (Maida, 2011). PBL is an approach to science education that makes it easier to incorporate the 3DL method of the framework for science education. Holthuis et al. (2018), in a study that interviewed teachers who were incorporating PBL into their NGSS instruction, found that 14 SEEd-aligned Astronomy Curriculum students appeared more interested and motivated while learning science content. A clear, standards-aligned PBL system can significantly impact students’ interest and development in science. science (Holthuis et al., n.d.; May et al., 2022). Inquiry-Based Design Inquiry-based learning guides students toward personal discovery by generating questions and constructing answers. Through this method, students engage in a continuous cycle of planning, retrieving, sharing, processing, and evaluating while reflecting continuously. Inquiry design may be highly structured by the teacher or free-ranging in the classroom to allow students freedom to explore (Ismail & Eliasalias, 2006; National Research Council, 2000). BSCS 5E Instructional Model The original BSCS (Biological Sciences Curriculum Study) developed the 5E model based on research by Johann Friedrich Herbart, John Dewey, Heiss et al., and the Atkin-Karplus Learning cycle (Bybee et al., 2006). The 5Es are designed to guide students through an entire concept or a series of lessons for a unit by following the steps described in the BSCS document as: • Engagement: activate prior knowledge, spark curiosity, and define learning outcomes • Exploration: learning activities that generate new ideas and build on prior knowledge • Explanation: identify areas for growth and new learning, and develop learning skills and processes • Elaboration: apply understanding to a new or more advanced concept, achieving a deeper and broader understanding • Evaluation: assess understanding and evaluate progress The 5E model, additionally described in the book, Teaching science is phenomenal (Moulding & 15 SEEd-aligned Astronomy Curriculum Bybee, 2017), is a modern approach to student learning, grounded in research and aligned with the current science education framework outlined in the NRC report. Gather, Reason, Communicate (GRC) As described in Moulding and Bybee’s book (2017), GRC is a sequence for guiding students’ learning. Its purpose is to engage students in sense-making and in forming explanations based on evidence. This process promotes critical thinking and requires students to formulate and communicate their ideas. Students are usually provided with a natural phenomenon, which encourages them to ask questions and investigate. During the reasoning stage, students construct models and organize relationships. When communicating their ideas, they are expected to use evidence in their arguments. All of these practices are seen in the 3DL model (Moulding & Bybee, 2017). All these strategies share a common approach that puts science in the hands of the learner and makes learning student-centered. Teachers act as guides or facilitators, helping their students create their own educational experience and giving them purpose and direction in their learning (Gill, 2024). Review of Existing Astronomy Curriculum Finding lesson plans that meet the 3DL standards for teaching science is challenging, especially for the elective science of astronomy. There are many resources from planetariums, JPL, and NASA sites that support the ESS standards for NGSS, but they do not cover all the material for an astronomy class. Some of the standards for the astronomy course overlap with existing curricula built for the ESS units of NGSS and SEEd, but not all. These were analyzed and documented in Appendix B in order to justify and support this project. The lessons and curricula available online do not always cover all the topics required under the SEEd standards 16 SEEd-aligned Astronomy Curriculum for astronomy. A careful review of existing free or open-access science lesson material was conducted on lesson-plan resources on various educational sites such as NASA, JPL, and other college and district websites. If lesson plans on the evaluated site included a topic from the astronomy standards, it was noted in the data table listed in the appendix (see Appendix C). Only lesson topics were noted in the table; the lessons were not fully evaluated for 3DL alignment. In general, the results of this review showed the following: Most lesson plan sites for NGSS websites such as BYU’s Three-Dimensional Science with Rural Science Teachers website (3D-RST), OpenSciEd, and Cal Academy offer very limited high school astronomy content with three or fewer astronomy resources (Alpine School District, n.d.; BYU 3D-RST, n.d.; High School - OpenSciEd, n.d.; High School Science Lesson Plans | California Academy of Sciences, n.d.). The eight sites listed in Appendix C were the ones with the most astronomy resources that were found. The Utah Science Curriculum Consortium SEEd Storyline webpage reveals an abundant number of resources for grades K-5 and 6-8, but a lack of resources for the high school core sciences of earth science, physics, biology, and chemistry. (Utah Science Curriculum Consortium, 2015). NASA and JPL websites offer a wealth of material that can be used in lesson creation and development; however, many of the lessons posted do not quite follow any 3DL supporting model, such as the 5E’s or GRC formats (Seidel & Lutz, n.d.; STEM Content - NASA, n.d.). The #Going3D w/GRC website has resources for teachers that cover the structure of GRC and 5E. They include templates to help teachers create their curriculum and lay its foundations. They also offer many lessons posted in this research-based format for the core high 17 SEEd-aligned Astronomy Curriculum school areas of earth and space science, physics, chemistry, and biology. However, they are missing resources for the supplemental sciences, including astronomy (#going3Dw/GRC, n.d.). Gaps and Needs While a direct body of research linking lack of curriculum resources to teacher attrition is limited, not having sufficient curriculum resources could reasonably be considered a component of the broader category of "teacher supports" often cited in the literature. Multiple studies suggest that inadequate support systems, especially for early-career or elective course teachers, contribute significantly to teacher dissatisfaction and attrition (GBAO, 2022; Robinson, 2024). Although the specific connection between curriculum availability and teacher turnover warrants further study, existing research provides a strong rationale for addressing this gap. Our astronomy standards in their entirety do not have complete lessons available online, and there is a need for more lesson plans and guides for teachers that cover each of the supplemental standards. Specifically, the website analysis (Appendix C) notes shortfalls (two or fewer lessons) for standards 1.2, 1.3, 1.5, 2.2, 3.3, 4.3, and 4.4. This project aims to support new and current high school astronomy teachers by developing a comprehensive, SEEd-aligned instructional unit grounded in 3DL that fills a portion of this gap that exists. By providing highquality, accessible curriculum resources, this project seeks to alleviate one of the burdens faced by under-supported educators and contribute to broader efforts to improve retention and instructional quality in elective science education. Methods This project focuses on designing and conducting an initial evaluation of standards ASTR 1.2 and ASTR 1.3 in the SEEd astronomy curriculum. I developed a unit of study that covers the celestial sphere, the visibility of celestial objects, and historical influences on astronomy. 18 SEEd-aligned Astronomy Curriculum Students conduct an investigation and then evaluate and communicate the information they gather. The unit incorporates 3DL by using a GRC format in the plan. See Appendix D. The methodology of a curriculum design project was chosen because it allows for the development and refinement of the curriculum based on real-world feedback. Participants in the feedback process included attendees at the Utah Science Teacher Association conference in September 2025. Those who attended the session, “Implementing SEEd Standards in the High School Astronomy Classroom,” had the opportunity to review and provide feedback on the created unit. Attendees of this conference are science teachers, preservice teachers, and administrators working in Utah, and they are usually typically members of the Utah Science Teaching Association (UtSTA), though membership is not required to attend the conference. Unit Creation The astronomy standards this unit will incorporate are stated as follows: Standard ASTR.1.2 Plan and carry out an investigation using the celestial sphere to explain how latitude and time of year affect the visibility of constellations, planets, and other celestial objects. Standard ASTR.1.3 Obtain, evaluate, and communicate information about how patterns in ancient structures, instruments, philosophies, and civilizations influenced the study of astronomy. Examples of philosophies could include astronomical models (e.g., geocentric, heliocentric), Aristotelian physics, or Ptolemaic models with epicycles. (Utah State Board of Education, 2021). 19 SEEd-aligned Astronomy Curriculum The unit covers approximately 6 to 8 - 70 minute class periods and includes background information and teacher- and student-facing documents, such as worksheets, assessments, and rubrics. The intent is to provide everything a teacher would need to complete the entire unit of study. The history of astronomy and the celestial sphere unit is designed using the GRC (gather, reason, communicate) pattern, as detailed Moulding and Huff on their Phenomenal GRC lessons website(#going3Dw/GRC, n.d.). A short review of the expected prior knowledge of the students and unit expectations can be found in Figure 1. Figure 1 Unit Standards and Prior Knowledge 20 SEEd-aligned Astronomy Curriculum The unit also incorporates a proficiency scale, as recommended by Marzano and Yanoski (Marzano et al., 2016). There are 6 sections to the lesson, including an optional extension that will progress students through levels 1-4 of the proficiency scale with each lesson. The proficiency scale listed in Appendix F lists all the performance expectations for students as they progress along the unit. Content Activities in this unit culminate in a final project in which students will demonstrate their proficiency with the standards by either researching an ancient astronomer or a structure, or by creating a star chart or sky journal for their own neighborhood skies. The unit progression and alignment can be viewed in Figure 2. The unit begins with a launching phenomenon that introduces the mystery of the analemma. Video links and images are shared to prompt students to question why this phenomenon occurs the way it does. Activities A1 and A2 prompt students to consider how ancient people may have tracked the sun's movement with rudimentary tools, and then to track the sun's movement using a computer simulation. Students begin to see the sunrise and sunset locations change as the seasons change. At this point in the unit, students should be working toward a proficiency target of 2.0 (describe/illustrate). The idea is to get students to think about the analemma's shape and how it appears in shadows and on the horizon. In Activity B, students are introduced to the celestial sphere and the terms we use to measure in the sky. They practice using their hands to measure degrees in the sky and begin to understand how the stars change over the course of the night. Students can now see how the latitude and longitude lines on Earth help us in the sky. At this point in the unit, students use balls to represent the sun and Earth and 21 SEEd-aligned Astronomy Curriculum paper to model the direct line of solar intensity to learn where the Tropic of Cancer and Capricorn come from. Students will now be working toward a proficiency target of 3.0 (compare/contrast/analyze). Activity C1 introduces constellations as a way to track stars and motion in the sky. In C2, students are shown images of the same portion of the sky over the course of a year and are asked to look for patterns and begin to define what happens during the precession of the Earth. In Activity D, students begin to focus on ancient astronomers and their beliefs about how the Sun, Earth, and stars move. Different models are introduced, and students begin to demonstrate how the idea of heliocentrism came to be. Activities in this unit culminate in a final project in which students will demonstrate their proficiency with the standards by either researching an ancient astronomer or a structure, or by creating a star chart or sky journal for their own neighborhood skies. Figure 2 Unit alignment for Celestial Sphere and Historical Contributions to Astronomy Unit progression/ alignment Materials included Proficiency Scale Opening Phenomenon-The Teacher guide and proficiency Score 2.0 Analemma Mystery Student facing unit goal (Describe / Reading Illustrate) SEP: Asking questions or defining Student worksheet with links Problems Key CCC: Patterns Activity A Introduction Score 2.0–2.5 Student worksheet: Activity A1Sun (Describe / SEP: Developing and using models Observations Caveperson Style Explain) CCC: Patterns, Stability and Activity 22 SEEd-aligned Astronomy Curriculum Change Student work example Student worksheet: Activity A2- Observing the rising sun with Stellarium Student worksheet with teacher notes GRC quiz for Activity A Activity B Teacher activity guide Score 2.0–2.5 SEP: Developing and using models Measuring angles graphic (Describe / CCC: Patterns, systems and system Student worksheet: Activity B- The Explain) models celestial sphere Student Worksheet: The sky above text reading questions GRC quiz for Activity B Activity C Intro to Constellations and Asterisms Score 2.0–2.5 SEP: Developing and using models activity teacher guide (Describe / CCC: Patterns, systems and system Student form Explain) models Teacher notes for Stellarium Student Worksheet: Activity C Stellarium Exploration Constellation cards GRC quiz for Activity C Activity D Teacher notes Score 3.0 SEP: Developing and using models, Student worksheet: Ancient (comparing Constructing explanations astronomers reading models, tracing CCC: Patterns, systems and system Student worksheet: Activity D development). models Timeline activity Performance assessment options Performance assessments Score 4.0 -Ancient Astronomer / Structure descriptions (investigating & Report Performance assessment scaffolds deciding using -Constellations in Our Performance assessment instructions evidence). Neighborhood Project Scoring rubrics SEP: Planning and carrying out Slides used throughout unit for 23 SEEd-aligned Astronomy Curriculum investigation students to see patterns CCC Structure and function, Patterns Implementation The curriculum was presented at the Utah Science Teacher Association (UtSTA) Fall conference in 2025 during a session titled, “Implementing SEEd Standards in the High School Astronomy Classroom.” Approximately 20 teachers and administrators attended. In addition, recent attendees of an astronomy training conducted by the Davis School District were notified via email about the curriculum and asked to review it and complete the survey. See the full survey in Appendix E. The survey had 9 respondents, consisting of science teachers and content-area specialists. See Figure 2 for a full list of survey respondents. Figure 2 Survey Respondents Six of the respondents in the UtSTA survey stated they would use the curriculum with 24 SEEd-aligned Astronomy Curriculum only minor changes to make it work for their class. Two respondents said much of it did not apply to their classes, and only one participant stated they would make many changes before using it. While at the conference, I was approached by a few teachers who were excited about what I presented. One first-year teacher said it would help them narrow down the standards. Another conference attendee described the resource as a lifesaver. In the survey, the comments were overwhelmingly positive, with responses like: “I think this is a great layout.” “I’m excited to try this out!” “I would want to reorganize how the material would be presented (videos, slides, handouts), but the majority of the content is fantastic.” “There are a lot of great 3D activities for students on the website! I’m excited to try some of the hands-on tools you have on there.” In Fall 2025, I had a student teacher who worked with me and co-taught this unit to three astronomy classes at Farmington High School in Farmington, Utah. Having a preservice teacher work through the material while I was assisting was tremendously helpful as I was able to find where the weaknesses were in the instructions for teachers and refine the notes. I was also able to see where trouble spots popped up for students, and I could edit wording or processes as they worked through it. I was able to organize lesson names and structure the flow of the lessons to support implementation. With the input of the student teacher, I was able to review student interactions in the lessons and made many small adjustments along the way. Discussion The unit created for this project demonstrates a small part of what will become a full year of curriculum for the high school astronomy classroom. This curriculum is intended to be 25 SEEd-aligned Astronomy Curriculum academically rooted in current science teaching practices for 3DL and fulfills the aim of this project. As I reflect on where this will lead, I am reminded of why I started this project. The students who come to my astronomy classroom are not always the typical crowd of science students. Students often have specific learning disabilities or struggle with learning in general due to executive functioning challenges. Some students enroll in my class because they may have a strong aptitude and are super interested in space studies, but most are students who don’t yet know how exciting science can be. They don’t have enough interest in science to find it exciting, have been told by peers and their communities that science is hard, or tell themselves they are not good at science. For example, I sat with a student once who needed some extra help understanding the seasons. This student had major gaps in their knowledge. She had a mostly blank activity worksheet on the seasons and started the conversation with the statement, “I don’t know the answers; I’m not good at science.” I asked her if she had ever noticed that it got darker earlier in the winter. She hadn’t ever noticed. I pointed out how I used to go out and walk my dog about 8 pm, but in the winter, not only was it too cold, but it was too dark. I asked her why she thought that was based on what we could see with our model. Using a few balls and a tilted earth, we were able to talk through it. By the end of the discussion, she was surprised at how easily it was explained, and that her own mindset was making it seem hard. The job as a science teacher is to show students that science is possible, to meet them on their level, and to open a world (or universe) for them to investigate, question, and wonder. As part of that process, not knowing all the answers is sometimes how it goes. It is what we do about not knowing the answers that shows how simple and fun science can be. The students I’m reaching out to with this curriculum are 16- to 18-year-olds, and from 26 SEEd-aligned Astronomy Curriculum what I understand, they are very different from the engaged and curious 8- to 10-year-olds in 3rd- and 4th-grade science classes. At this adolescent age, students are ready to be pushed harder and to think more deeply, but they don’t yet know how or don’t want to. Finding a curriculum to support this journey has become my passion project over the last 8 years and has specifically led to the design of this unit. This project, which started with the lack of a proper age-appropriate astronomy curriculum, has opened a door to a larger area of need in the broader teaching community. I hope that my influence here has been or will be useful to the community of secondary school astronomy teachers. While creating this unit on the celestial sphere and history of astronomy for this project, I found that it sparked a desire to start from the beginning. There was a gap just before the unit on the celestial sphere that needed background and a firmer foundation for learning. I found myself immersed in creating a unit on astronomy foundations and the motions of the earth, moon, and sun. I used the conspiracy of flat-earthers as a phenomenon. The same science learning methods used in this project were applied there as well. I felt I had to complete this before working on the units covered in this project. The Utah STEM Action Center provided a space and funding for me to expand my curriculum in the Secondary Educators Innovators (SEI) program. Through the SEI program, I was able to reach out to other science teachers to help “think tank” how this should look. While in this program, I created a website called StarStuff Classroom, found at www.starstuffclassroom.net. Here, I have placed the curriculum and resources I have been developing over the last few years. I now have units using this same GRC method in: Foundations in the Earth, Moon, and Sun, History of Astronomy and the Celestial Sphere, The Solar System, Gravity, and Light. Next on my list is to continue revising units that cover the universe and stars, including stellar life cycles, exoplanets, and galaxies. 27 SEEd-aligned Astronomy Curriculum “Why do we have to know this?” is a question from students that teachers, including myself, sometimes struggle to answer. With this lesson format, I have noticed that this particular question seems to disappear, and many other, more productive questions appear instead. These questions often lead to more discussion and high levels of engagement in the classroom. The curriculum provides a way for students to understand the question of why we have to know before they even think of asking why, and they are often well on their way to an answer before they even realize they have learned the process. The details and facts we are learning may not always be useful in every area of life; however, the skills of reasoning, questioning, and investigation are all utilized in these lessons and are skills that students do need to know and will use in every area of their lives. As I have worked through this curriculum, studied the effects of GRC learning, and observed how students have responded, I have begun to apply this same process to other content areas I teach. It is the hope of this author that the curriculum provided here will serve as a launching point for the reader, not only to make lesson planning for astronomy a little more effortless and organized, but also to support and give help through example to the reader’s own craft as they work with challenging students throughout their teaching careers. 28 SEEd-aligned Astronomy Curriculum References Achieve. (2013). Next Generation Science Standards. https://www.nextgenscience.org/ Akella, S. D. M. (2016). The impact of Next Generation Science Standards (NGSS) professional development. Southern Connecticut State University. Alanazi, A. (2019). A critical review of constructivist theory and the emergence of constructionism. American Research Journal of Humanities and Social Sciences, 2. https://www.researchgate.net/publication/331627180 Alpine School District. (n.d.). ASD Science - Resources. 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Microteaching to develop prospective biology teachers’ basic teaching skills following next generation science standards (NGSS). Journal of Biology & Biology Education, 16(3), 394–402. https://doi.org/10.15294/biosaintifika.v16i3.10264 33 SEEd-aligned Astronomy Curriculum PBS & WGBH Educational Foundation. (2025). Earth And Space Science . https://utah.pbslearningmedia.org/subjects/science/earth-and-spacescience/?rank_by=recency Rivet, A. E., Weiser, G., Lyu, X., Li, Y., & Rojas-Perilla, D. (2016). What Are Crosscutting Concepts in Science? Four Metaphorical Perspectives In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). In Singapore: International Society of the Learning Sciences (Vol. 2). Robinson, K. (2024). Where’s my teacher? Factors influencing teacher retention/attrition in a post-COVID landscape. Seidel, D., & Lutz, O. (n.d.). K-12 Educator Resources . Jet Propulsion Laboratory. 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(2015). Utah Seed Storylines. https://www.seedstorylines.org/ Utah State Board of Education. (2021). Utah high school supplemental SEEd Standards. https://www.schools.utah.gov Utah State Board of Education. (2023). Utah science with engineering education (SEEd) standards. Utah State Board of Education. https://www.schools.utah.gov Utah State Board of Education. (2025). Coronavirus (COVID-19) information and resources. https://schools.utah.gov/coronavirus Vantassel, N. (n.d.). An NGSS-aligned earth and space science curriculum | iExploreScience. Retrieved June 2, 2025, from https://iexplorescience.com/earth-science-curriculum/ Windschitl, M., Thompson, J., & Braaten. Melissa. (2018). Ambitious Science Teaching. Harvard Education Press. 35 SEEd-aligned Astronomy Curriculum Wright, D. S., Balgopal, M. M., Sample McMeeking, L. B., & Weinberg, A. E. (2019). Developing Resilient K-12 STEM Teachers. Advances in Developing Human Resources, 21(1), 16–34. https://doi.org/10.1177/1523422318814483 36 SEEd-aligned Astronomy Curriculum Appendix A A Comparison of US States That Have Adopted NGSS in Some Form NGSS State Standards based on NGSS States Not Aligned with NGSS Arkansas Alabama Florida California Alaska North Carolina Connecticut Arizona Ohio Delaware Colorado Pennsylvania* Hawaii Georgia Texas Illinois Idaho Virginia Iowa Louisiana Kansas Massachusetts Kentucky Minnesota Maine Mississippi Maryland Missouri Michigan Montana Nevada Nebraska New Hampshire New York New Jersey North Dakota New Mexico Oklahoma Oregon South Carolina Rhode Island South Dakota Vermont Tennessee 37 SEEd-aligned Astronomy Curriculum Washington Utah West Virginia Wisconsin Wyoming * Pennsylvania will be adopting NGSS-based standards for 2025-26 school year Adapted from (Simplify Science Standard Alignment, n.d.) 38 SEEd-aligned Astronomy Curriculum Appendix B Utah Astronomy Standards Compared to Current SEEd and NGSS Standards The table below compares the Utah High School Supplemental SEEd standards for Astronomy with corresponding Earth and Space Science standards from both the Utah SEEd core and the NGSS. This comparison highlights areas of overlap, as well as gaps where no corresponding standards exist (Achieve, 2013; Utah State Board of Education, 2021, 2023) Utah Astronomy SEEd Utah SEEd Earth & Space NGSS Standard (HS- Standard (ASTR) Science Standard (ESS) ESS)** ASTR.1.1 - Earth, Sun, — — — — — — ESS.1.2 — — — — — Moon relationships and observable phenomena ASTR.1.2 - Celestial sphere and visibility of constellations ASTR.1.3 - Historical influences on astronomy ASTR.1.4 - Telescopic data and EM spectra ASTR.1.5 - Historical and future space exploration ASTR.2.1 - Solar system object structure and 39 SEEd-aligned Astronomy Curriculum properties ASTR.2.2 - Formation — — — HS-ESS1-4 ESS.1.4 HS-ESS3-3, HS-ESS3-6 ESS.1.1 HS-ESS1-1, HS-ESS1-3 ESS.1.1* HS-ESS1-1, HS-ESS1-3* ESS.1.3 HS-ESS1-3 ESS.1.2 HS-ESS1-2 ESS.1.2 HS-ESS1-2 — — — — and matter distribution in solar system ASTR.2.3 - Gravitational modeling in the solar system ASTR.2.4 - Human colony design challenge ASTR.3.1 - Stellar evolution process ASTR.3.2 - H-R diagram and stellar properties ASTR.3.3 - Stellar remnants based on mass ASTR.4.1 - Big Bang theory and evidence ASTR.4.2 - Early universe and formation of first stars/galaxies ASTR.4.3 - Dark matter and dark energy ASTR.4.4 - Galactic 40 SEEd-aligned Astronomy Curriculum evolution through mergers and collisions * Partial alignment: ASTR.3.2 may relate to ESS.1.1 in terms of stellar properties, but its focus on the Hertzsprung-Russell diagram is unique to the astronomy standard. ** Several key astronomy standards, especially those involving gravitational modeling (ASTR.2.3), stellar evolution (ASTR.3.1, ASTR.3.3), and cosmology (ASTR.4.1, ASTR.4.2), are addressed within the NGSS. However, most of the astronomy standards have no direct equivalent in NGSS, indicating the need for supplemental instructional materials to fully cover the Utah SEEd Astronomy curriculum. 41 SEEd-aligned Astronomy Curriculum Appendix C Availability of Free Online Lesson Plans That Are Aligned to Utah Astronomy Standards Note. Check marks (√) indicate that a relevant lesson plan is available on the specified site. A dash (–) indicates no relevant lesson was identified. All resources are NGSS- or SEEd-aligned and designed for middle or high school levels. Referenced Lesson Plan Sources. 1. Utah Education Network (UEN) (Utah Education Network, n.d.) 2. NASA for Educators (National Aeronautics and Space Administration, 2025) 3. iExploreScience (Vantassel, n.d.) 4. JPL Education Resources (Seidel & Lutz, n.d.) 5. The Wonder of Science (The Wonder of Science, n.d.) 6. NSTA Astronomy Resources (National Science Teaching Association, 2025) 7. HS GRC lessons (#going3Dw/GRC, n.d.) 8. Utah PBS Learning Media (PBS & WGBH Educational Foundation, 2025) Utah Astronomy SEEd Standard 1 2 3 4 5 6 7 8 ASTR.1.1 – Earth, Sun, Moon – √ – √ – √ √ √ – √ – – – √ – – – – – – – – – √ √ √ √ √ – √ √ – relationships and observable phenomena ASTR.1.2 – Celestial sphere and visibility of constellations ASTR.1.3 – Historical influences on astronomy ASTR.1.4 – Telescopic data and EM spectra 42 SEEd-aligned Astronomy Curriculum ASTR.1.5 – Historical and future space – √ – √ – – – – – √ – √ – √ – √ – √ – √ – – – – – √ √ √ √ – – – – √ √ √ – – – – ASTR.3.1 – Stellar evolution process √ √ √ – √ √ √ √ ASTR.3.2 – H-R diagram and stellar √ – √ – – √ √ – √ – √ – – – – – √ – √ √ √ – √ √ – – √ – – – √ √ – – – √ – – – – – √ – – – – – – exploration ASTR.2.1 – Solar system object structure and properties ASTR.2.2 – Formation and matter distribution in solar system ASTR.2.3 – Gravitational modeling in the solar system ASTR.2.4 – Human colony design challenge properties ASTR.3.3 – Stellar remnants based on mass ASTR.4.1 – Big Bang theory and evidence ASTR.4.2 – Early universe and first stars/galaxies ASTR.4.3 – Dark matter and dark energy ASTR.4.4 – Galactic evolution through 43 SEEd-aligned Astronomy Curriculum mergers/collisions 44 SEEd-aligned Astronomy Curriculum Appendix D GRC within a 5E lesson Template The template used in this curriculum is adapted from the following template: https://docs.google.com/document/d/14HJUj9t8Pmbu1DTcgHsMCWTDQD8bgLn4IEufhloHYn o/edit?usp=sharing (#going3Dw/GRC, n.d.). 45 SEEd-aligned Astronomy Curriculum Appendix E Post Session Survey at UtSTA Conference 1- What subjects do you teach? (check all that apply) ▪ Earth science- grade 9-12 ▪ Astronomy- grade 9-12 ▪ Astronomy- grade 6-8 ▪ General Science K-5 ▪ General Science- grade 6-8 ▪ Other 2- Do you think you will use the Astronomy resource presented? ▪ Yes, with minor changes to make it work for my class ▪ Yes, with many changes to make it work for my class ▪ Parts of it will get used, but the rest did not apply to me ▪ No, I don’t plan to use this resource 3- Please explain your response to the previous question. What changes or parts of this resource would or would not work for your class? 4- If you plan to teach this lesson (in full or in part) would it be okay for me to contact you? Please leave me your name and email so I may contact you for feedback. 46 SEEd-aligned Astronomy Curriculum Appendix F Unit Proficiency Scale High School Astronomy Score 4.0 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Score 3.5 In addition to score 3.0 performance, partial success at score 4.o content Score 3.0 The student will: Performance Expectations (Standard): ASTR 1.2: Plan and carry out an investigation using the celestial sphere to explain how latitude and time of year affect the visibility of constellations, planets, and other celestial objects. Performance Expectations (Standard): ASTR 1.3: Obtain, evaluate, and communicate information about how patterns in ancient structures, instruments, philosophies, and civilizations influenced the study of astronomy. Examples of philosophies could include astronomical models (e.g., geocentric, heliocentric), Aristotelian physics, or Ptolemaic models with epicycles. Score 2.5 No major omissions in 2.0 content and partial success with 3.0 content Score 2.0 The student will: Performance Expectations (Standard): ASTR 1.2: • Use provided models, diagrams, or simulations to make observations • Descriptions may be incomplete, focus on one variable (latitude or time of year), or include minor misconceptions 47 SEEd-aligned Astronomy Curriculum • Requires scaffolding to plan or carry out an investigation Performance Expectations (Standard): ASTR 1.3: • Identify basic features or examples (e.g., a model or structure) but may not fully explain influence on astronomy • Connections between cultural developments and astronomical understanding may be unclear or incomplete • Requires guidance to evaluate sources or clearly communicate ideas Score 1.5 Score 1.0 With help, partial success at score 2.0 and 3.0 content Score 0.5 Score 0.0 Partial success at score 2.0 content. Major omissions at 3.0 content With help partial success at 2.0 content but not 3.0 Even with help, no success 48 SEEd-aligned Astronomy Curriculum Appendix G The History of Astronomy and the Celestial Sphere Unit Materials This appendix includes the full unit from the launching activity to the final project (See figure 2), including student-facing and teacher-facing documents and presentations. This resource may also be found on www.starstuffclassroom.net. Unit progression/ alignment Materials included Opening Phenomenon-The Analemma Mystery • Teacher guide and proficiency • Student facing unit goal • Reading • Student worksheet with links • Key SEP: Asking questions or defining Problems CCC: Patterns • Introduction • Student worksheet: Activity A1Sun Observations SEP: Developing and using models Caveperson Style CCC: Patterns, Stability and • Activity Change • Student work example Student worksheet: Activity A2- Observing the rising sun with Stellarium • Student worksheet with teacher notes • GRC quiz for Activity A Activity B • Teacher activity guide SEP: Developing and using models • Measuring angles graphic CCC: Patterns, systems and system • Student worksheet: Activity B- The celestial sphere models • Student Worksheet: The sky above text reading questions • GRC quiz for Activity B Activity C • Intro to Constellations and Asterisms activity SEP: Developing and using models teacher guide CCC: Patterns, systems and system • Student form models • Teacher notes for Stellarium • Student Worksheet: Activity C Stellarium Exploration • Constellation cards • GRC quiz for Activity C Activity D • Teacher notes SEP: Developing and using models, • Student worksheet: Ancient astronomers reading Constructing explanations • Student worksheet: Activity D Timeline activity CCC: Patterns, systems and system models Performance assessment options • Performance assessments descriptions -Ancient Astronomer / Structure • Performance assessment scaffolds Report • Performance assessment instructions -Constellations in Our • Scoring rubrics Neighborhood Project • Slides used throughout unit for students to see SEP: Planning and carrying out patterns investigation CCC Structure and function, Patterns Activity A 49 Proficiency Scale Score 2.0 (Describe / Illustrate) Score 2.0–2.5 (Describe / Explain) Score 2.0–2.5 (Describe / Explain) Score 2.0–2.5 (Describe / Explain) Score 3.0 (comparing models, tracing development). Score 4.0 (investigating & deciding using evidence). 50 The Analemma Mystery Unit: Analemma, Ancient Astronomy, and the Celestial Sphere​ Target Proficiency: Score 2.0 (Describe / Illustrate)​ Time: ~50–60 minutes Key Ideas: ●​ The analemma is the figure-8 pattern of the Sun’s position when recorded at the same time each day over a year.​ ●​ Caused by Earth’s axial tilt (23.5°) and elliptical orbit.​ ●​ High point = June solstice, low point = December solstice.​ ●​ Observation skills: careful recording, sketching, comparing patterns.​ Vocabulary: ●​ Analemma​ ●​ Axial tilt​ ●​ Solstice​ ●​ Equinox​ ●​ Observation​ Diagram to Practice: Draw a figure-8 and label June & December solstice points. Practice Question:​ Why doesn’t the Sun return to the exact same spot at noon every day? ●​ (Answer: Earth’s tilt & elliptical orbit)​ 51 Unit Goal: I can explain how humans have observed, modeled, and measured the sky to understand Earth’s motion and place in the universe. Score 4.0 (A level) – Knowledge Utilization ​ I can plan and carry out an investigation using Stellarium or a celestial sphere model to test how season and latitude affect constellation visibility. ​ I can decide which tool or model (sextant, telescope, heliocentric vs. geocentric) best explains or measures a sky phenomenon.​ Score 3.0 (B level)– Analysis ​ I can compare and contrast geocentric, heliocentric, and Keplerian models of the solar system. ​ I can trace the development of astronomy from Aristotle and Ptolemy to Copernicus, Galileo, and Kepler. ​ I can evaluate which model or idea best explains retrograde motion and seasonal changes.​ Score 2.0 (C level) – Comprehension ​ I can describe how the celestial sphere is used to measure positions in the sky. ​ I can illustrate or diagram how ancient structures (like Stonehenge or Mayan temples) tracked the Sun or stars. ​ I can explain why constellations are visible only in certain seasons. ​ I can use a star chart to locate constellations in my local sky.​ Score 1.0 (D level) – Retrieval ​ I can identify from a list the Zodiac constellations and key sky terms (zenith, nadir, meridian). ​ I can list ancient astronomers (Aristotle, Ptolemy, Copernicus, Galileo, Kepler) and their contributions.​ ​ I can recognize different ways ancient people tracked the sky (paintings, bones, stone circles). Score 0.0 – Incomplete ​ ❌ I am not yet able to describe, explain, or analyze the patterns, models, or tools of astronomy without help.​ 52 Unit 1.2-3 Plan and carry out an investigation using the celestial sphere to explain how latitude and time of year affect the visibility of constellations, planets, and other celestial objects. Obtain, evaluate, and communicate information about how patterns in ancient structures, instruments, philosophies, and civilizations influenced the study of astronomy. Examples of philosophies could include astronomical models (e.g., geocentric, heliocentric), Aristotelian physics, or Ptolemaic models with epicycles. Unit targets: Visibility of constellations through the year: ● understanding the Zodiac ● How to look at a star chart for local area Celestial sphere ● how early observations were made (using angles measured with hands or sextent, Zenith/meridian/Nadar) ● Constellations and Asterisms Ancient people ● How did they track the motions of the sky ● Building and structures ● Ancient astronomers and their ideas ○ Aristotle ○ Ptolemy ○ Copernicus ○ Galileo ○ …? ● Geocentric and Helio centric models of the Universe ● Kepler and ellipses? Final assessment: Report on Ancient Astronomer or structure Final assessment: Constellations in our neighborhood Learning Progression ● ● ● ● Lessons 1–3: Students operate at Score 1.0–2.0 (retrieval & comprehension). Lessons 4–7: Students move into Score 2.0–3.0 (explaining & analyzing patterns). Lessons 8–9: Students reach Score 3.0 (comparing models, tracing development). Lesson 10 + Final Assessments: Students reach Score 4.0 (investigating & deciding using evidence). 53 Score 4.0 Knowledge utilization Students can design investigations or make evidence-based decisions using models of the sky. ● ● Task: Plan and carry out an investigation with the celestial sphere to explain how latitude and season affect constellation visibility. Task: Decide which astronomical model (geocentric, heliocentric, or Kepler’s ellipses) best explains retrograde motion, defending with evidence. 3.5 Score 3.0 Students can analyze and compare models, philosophies, or sky patterns. analysis ● ● Task: Compare and contrast the geocentric, heliocentric, and Keplerian models, noting strengths and weaknesses. Task: Trace the development of astronomical ideas from Aristotle → Ptolemy → Copernicus → Galileo. 2.5 Score 2.0 Students can describe, illustrate, and explain core patterns and tools. Comprehensio n ● ● Task: Describe how the celestial sphere and ecliptic explain seasonal visibility of constellations. Task: Diagram or illustrate how ancient structures (like Stonehenge or Mayan temples) tracked the Sun or stars. 1.5 Score 1.0 Students can recall facts, vocabulary, and simple procedures. retrieval ● ● Task: Identify from a list the Zodiac constellations or basic sky terms (zenith, nadir, meridian). Task: List major ancient astronomers and their contributions. 0.5 Score 0 No evidence of learning, or misconceptions remain even with support. 54 Reading: Q: What are the accepted proofs that Earth revolves around the Sun? When did this realization take place? A: We had no direct view of Earth until the dawn of the Space Age. Finding physical evidence that our planet revolves around the Sun took some clever thinking to prove that this [sun-centered] model of our solar system represents reality. The idea is ancient… without direct proof that Earth moves, Aristotle’s Earth-centered universe remained the dominant model for centuries. In 1610, Galileo turned his new telescope toward Venus. To his amazement, he saw the planet pass through phases just like the Moon. Galileo correctly surmised that this could happen only if Venus had an orbit closer to the Sun than Earth’s orbit. With improved telescopes, astronomers started looking for another proof of Earth’s motion around the Sun, stellar parallax. Earth’s orbit is huge — some 186 million miles (300,000,000 kilometers) in diameter. If an astronomer measures the position of a nearby star, and then measures it again six months later, the star’s apparent position against the background of more distant stars should shift a tiny amount. Adapted from https://www.astronomy.com/science/when-did-we-realize-that-the-earth-orbits-the-sun/ Name ___________________________________________________________ Per__________ 55 Unit 2: The Analemma Mystery As a class, watch: 3 year timelapse https://youtu.be/Deli5COMJhs and Moon analemma: https://www.hpwren.ucsd.edu/news/20250212/index.html then look at this: https://apod.nasa.gov/apod/ap250320.html and read: https://docs.google.com/document/d/10jgahl9lVyz5aJyGi-Ek4SreZbjEJHW7Etzes2Z9oGk/edit ?usp=sharing Discuss with class the Analemma: What do you notice? Why might this happen? As a class, brainstorm a list of questions that arise from viewing these resources. Don't discount and/or ignore anyone's ideas, all ideas can be discussed and considered. With your group: Pick 3 of the questions from the class list of questions. Write them here: 1- 2- 3- Brainstorm: What would you need to know in order to figure out the answer to the above questions? 56 If you could not get the information from a textbook or internet, what tools or materials would you need to verify or find evidence for the answer to your questions. Think of tools that are within your realm of existence (you can’t use stuff like rocket ships or space telescopes) 1-​ Do you think Ancient People (the first humans) understood Analemma? Why or why not? 2-​ How do you think the motion of the Sun and stars in the sky might help us to understand the Earth rotates around the Sun? 57 3-​ How do you think the invention of the telescope changed the ideas of astronomers when it came to understanding the orbit of Earth? (what would they see that would or would not change their ideas?) 4- Using stellarium or other source, sketch the shape of an analemma and label the following 4 times on it: Spring Equinox, Summer Solstice, Fall Equinox, Winter Solstice 58 Name of Group members____________________________________________________________ Per__________ Unit 2- Launching Phenomenon As a class, watch: 3 year timelapse https://youtu.be/Deli5COMJhs and Moon analemma: https://www.hpwren.ucsd.edu/news/20250212/index.html then look at this: https://apod.nasa.gov/apod/ap250320.html and read: https://docs.google.com/document/d/10jgahl9lVyz5aJyGi-Ek4SreZbjEJHW7Etzes2Z9oGk/edit ?usp=sharing Discuss with class the Analemma. What do you notice? Why might this happen? As a class, brainstorm a list of questions that arise from viewing this phenomenon. Don't discount and/or ignore anyone's ideas, all ideas can be discussed and considered. Don’t let students answer the questions yet. There will be some students in class who will want to explain why or what the answer is or even look it up online. Remind them that you just want them to list questions for now and not to try to answer them yet. Discussions from class will hopefully produce questions such as: ●​ Do the Stars/Planets/Moons do this or is it just the sun? ●​ How does the tilt of Earth affect this? ●​ Do we have to be going around the Sun in order for this to occur? ●​ How did we figure out that we were actually going around the sun? ●​ How did a photographer get these images? (how careful would they need to be?) ●​ Did people know about this before there were cameras to film it? ●​ Does the Sun move around Earth, or does Earth move around the Sun? ●​ Why isn’t the Sun in the exact same place every day at noon? ●​ What repeating patterns can you identify? Anticipated Responses ●​ Misconception: “The Sun is wobbling.” ●​ Expected: Students suggest Earth’s tilt/orbit as causes. As instructor, your job is to help the students have these questions ( A tricky job indeed! ) Sometimes a “wonder aloud” could help stimulate the student’s questions about it. 59 With your group: Pick 3 of the questions from the class list of questions. Write them here: 1-Answers Vary 2Answers Vary 3-Answers Vary Brainstorm: What would you need to know in order to figure out the answer to the above questions? Answers here will vary depending on the questions they pick, but hopefully they are thinking about time of day to look at sun background or reference stars More questions about time or timing of orbits They might want to make a model or simulation They might speculate on what the ancients knew about revolution of Earth If you could not get the information from a textbook or internet, what tools or materials would you need to verify or find evidence for the answer to your questions. Think of tools that are within your realm of existence (you can’t use stuff like rocket ships or space telescopes) Students may want to use cameras or telescopes to recreate an analemma, Or they may want to measure angle of things in the sky Or they might want to mark the horizon the sunrise/sunset locations They may want to track the Stars motions better. 60 1- Do you think Ancient People (the first humans) understood Analemma? Why or why not? Answers Vary 2- How do you think the motion of the Sun and stars in the sky might help us to understand the Earth rotates around the Sun? Answers Vary 3- How do you think the invention of the telescope changed the ideas of astronomers when it came to understanding the orbit of Earth? (what would they see that would or would not change their ideas?) Answers Vary Name__________________________________________________________________ per______ 61 Sun Observations- Caveperson style Introduction Imagine you have just now emerged from the cave of human existence. Your daily duties involve making weapons, hunting for food, gathering edible berries and greens, finding good water and keeping the fire going. Occasionally you may meet up with other nearby tribes and trade goods. You might also have just started keeping animals in pens and raising gardens to supplement your hunter gathering lifestyle. Some things are important to know: ●​ ●​ ●​ ●​ You want to know how much time you have to hunt before it will be too dark. You might also want to know when the best time for a night-time hunt is. You will want to know when to plant your food so that it harvests before it freezes You will want to know what time to meet up with other groups of nomads. But remember! You have no watch, you have no calendar, there is no TIME as we know it. You have only what basic nature can provide, good solid land, lovely streams and lakes, and three lights in the sky. The Sun, the Moon, and the Stars. Cavepeople at this time did not have many tools to study the sky with. They were limited to their hands, rocks, and sticks. Today you will brainstorm ways of telling time for ancient humankind. To do this you will need to watch for patterns. These patterns could range from one day to many years long. Think of something that you can test using a stick and rocks and a lifetime of observing. What will you watch for? What can you learn from it? What other observations would need to be made to create predictions? Name__________________________________________________________________ per______ 62 Activity A1- Caveperson Astronomy Brainstorm With your group’s help, list out as many astronomy patterns that the earliest people could have observed. These are patterns that repeat and become predictable and may involve movements of the Sun, Moon, and Earth. (think back to the last unit for ideas here) Minimum of 4 ideas should be present here. Pick one of the phenomena listed above How do you think Ancient people came to understand the pattern better? What types of observations would they need to make? How long would observations need to be made to understand the pattern? Let's do one of the experiments a caveperson would have done to understand time and seasons better… the Sun dial. In our modern-day world, we have as a scientific community come up with some conventions to make our understanding of time better. One of them is that there are 24 hours in a day, 60 minutes in an hour and 60 seconds in a minute. We know the sun rises in the East and sets in the West. Hours, minutes, days, West and East are all terms that have been defined and named by generations of scientists. Name__________________________________________________________________ per______ 63 Today you will use a simulation to create a sundial as an ancient person might have but while using modern knowledge to help see how a “clock” for the cavepeople might have looked. ​ Go to www.suncalc.org Navigate to Farmington high school on your screen (like the image below). Click on “at an object level [m]” and set it to 99 m. Click “Take On” Click on Local time and start animation or use a slider at the top of the page to progress the time. The yellow line is the sun's rays hitting a pole that is 99m high. The black line represents the shadow that would be cast and its direction and length. Center your shadow in Farmington High like you see in the image. Start the animation and mark on the picture below where the shadow is every other hour through the day. Draw a black line. Be accurate with the length of the shadow as it goes through the day. Connect the tips of the shadows into a smooth line. In different colors, repeat for the Winter solstice and again for the Summer solstice. The resulting pattern should show an analemmic sundial ( curve up and curve down) Name__________________________________________________________________ per______ 64 What patterns did you notice as you collected data? Is there a day of the year that the shadow would be longer at mid day? If yes, what day?_____________________ Is there a day of the year the shadow would be shorter at midday? If yes, what day?________________________ Class discussion: Imagine that, as a cave person, you were able to have an animal skin with all of these markings and a stick. Could you figure out what time it was approximately at any time of the day? And how? Describe in detail how that would work. How would you place the animal skin? Be detailed in your description. (Think about cardinal directions in your explanation) Now that you have finished this, let's take a look at some ancient time pieces and structures as a class. Student work example 2 65 66 Name___________________________________________________________ per________ Activity A2- Observing the Rising Sun with Stellarium Objective Use Stellarium to observe and record how the Sun’s rising position on the horizon changes throughout the year. Open Stellarium at stellarium-web.org Center East or the “E” at the horizon at your home location and progress the time to watch the sun rise and pause. Now progress through an entire year one month at a time, adjust the time so that the sun is at the eastern horizon Write down your observations. Background The Sun does not rise in the same spot every day. Instead, its rising position shifts north and south along the horizon. At the solstices, the Sun rises at its most extreme northern or southern points. At the equinoxes, the Sun rises almost due east. This pattern is caused by Earth’s axial tilt. Procedure 1. Open Stellarium and set your location to a city at the Equator (Ecuador is a good location) 2. Change the date to: ○ January 1 ○ March 21 (spring equinox) ○ June 21 (summer solstice) ○ September 21 (fall equinox) ○ December 21 (winter solstice) 3. For each date, advance the time until the Sun first appears above the horizon. 4. Record the azimuth angle of the sunrise - Click on the Sun and look at Az value. It measures in Degrees (°) and minutes (‘) 5. Note whether the Sun rises north of east, due east, or south of east. 6. Fill in the data table on the next page. 67 Data Table Date Event Jan 1 Winter Mar 21 Spring Equinox Jun 21 Summer Solstice Sep 21 Fall Equinox Dec 21 Winter Solstice Sunrise Azimuth Angle in Degrees (°) and minutes (‘) Position on Horizon (N, E, S) Time of sunrise Analysis Questions 1.​ How does the Sun’s rising position change between solstices and equinoxes? 2.​ Which dates show the Sun rising the farthest north and farthest south? 3.​ How does Earth’s axial tilt (23.5°) explain this pattern? What is the change in Az angle? 4.​ Why might ancient civilizations have tracked the Sun’s rising points? 68 5.​ What would happen to the Sun’s rising position if Earth had no tilt? . 6. How do you think this pattern would change from different locations? Try running the same simulation from your location and the north and south pole areas. Pay close attention to the dates/times of the Solstice and Equinox dates. What observations can you add? Research and diagram one ancient structure that tracked the Sunrise locations of the sun through a year 69 Observing the Rising Sun with Stellarium (TEACHER NOTES) Objective Use Stellarium to observe and record how the Sun’s rising position on the horizon changes throughout the year. Open Stellarium at stellarium-web.org Center East or the “E” at the horizon at your home location and progress the time to watch the sun rise and pause. Now progress through an entire year one month at a time, adjust the time so that the sun is at the eastern horizon Write down your observations. Background The Sun does not rise in the same spot every day. Instead, its rising position shifts north and south along the horizon. At the solstices, the Sun rises at its most extreme northern or southern points. At the equinoxes, the Sun rises almost due east. This pattern is caused by Earth’s axial tilt. Procedure 1. Open Stellarium and set your location to a city at the Equator (Ecuador is a good location) 2. Change the date to: ○ January 1 ○ March 21 (spring equinox) ○ June 21 (summer solstice) ○ September 21 (fall equinox) ○ December 21 (winter solstice) 3. For each date, advance the time until the Sun first appears above the horizon. 4. Record the azimuth angle of the sunrise - Click on the Sun and look at Az value. It measures in Degrees (°) and minutes (‘) 5. Note whether the Sun rises north of east, due east, or south of east. 6. Fill in the data table on the next page. Data Table 70 Date Event Jan 1 Winter Mar 21 Spring Equinox Jun 21 Summer Solstice Sep 21 Fall Equinox Dec 21 Winter Solstice Sunrise Azimuth Angle in Degrees (°) and minutes (‘) Position on Horizon (N, E, S) Time of sunrise Questions Analysis – Sample Answers 1.​ How does the Sun’s rising position change between solstices and equinoxes?​ ●​ It shifts north of east at the summer solstice and south of east at the winter solstice. At both equinoxes, it rises almost exactly due east.​ 2.​ Which dates show the Sun rising the farthest north and farthest south?​ ●​ Farthest north = June 21 (summer solstice).​ ●​ Farthest south = December 21 (winter solstice).​ 3.​ How does Earth’s axial tilt (23.5°) explain this pattern? What is the change in Az angle?​ ●​ Earth’s 23.5° tilt makes the Sun appear higher in the sky in summer and lower in winter. This tilt causes the shifting sunrise positions along the horizon.​ 4.​ Why might ancient civilizations have tracked the Sun’s rising points?​ ●​ To create calendars, predict seasons, guide agriculture, and for religious or cultural ceremonies.​ 5.​ What would happen if Earth had no tilt?​ ●​ The Sun would always rise due east and set due west. There would be no seasonal shift and no solstices/equinoxes as we know them. 71 6. How do you think this pattern would change from different locations? Try running the same simulation from your location and the north and south pole areas. Pay close attention to the dates/times of the Solstice and Equinox dates. What observations can you add? 72 GRC- A- Prehistoric Astronomy Completed Individually after class investigations for section A- Prehistoric Astronomers Gather: Complete Sun observations and observations of the horizon activities along with Ancient Astronomy presentation Reason: How would an ancient person, without a camera, “see” and track an analemma? How long do you think it would take to begin to see a pattern that could be tracked in ancient astronomy? Communicate: Describe one of the ways that Astronomers tracked the skies in ancient times, be detailed and include images in your descriptions. 73 Celestial Sphere Basics – Mapping the Sky Unit: Celestial Sphere and Observing the Sky textbook https://openstax.org/books/astronomy-2e/pages/2-1-the-sky-above ​ Target Proficiency: Score 2.0–2.5 (Describe / Explain)​ Presentation Outline Title: Celestial Sphere Basics – How do we map the sky? ●​ Phenomenon Prompt: Show a star‑trail photo circling Polaris. Ask: Why do the stars make circles? ●​ Engage Questions: ○​ How can we imagine the sky as a giant sphere around Earth? ○​ What points or lines do we need to define for orientation? Gather – Key Concepts: ●​ ●​ ●​ ●​ Celestial Sphere Model: Stars projected onto a sphere around Earth. Celestial Poles & Equator: Extensions of Earth’s axis/equator. Zenith, Nadir, Horizon: Local reference points. Meridian: North–South line overhead. Reason: These reference points allow consistent mapping of sky positions anywhere on Earth. Communicate (Student Task): ●​ Draw the celestial sphere with horizon, zenith, meridian, celestial poles. ●​ Label Polaris near the North Celestial Pole. ●​ Write a short explanation of why stars appear to move in circles. Celestial Sphere Key Ideas: ●​ Celestial sphere: model of sky around Earth. ●​ Zenith: point overhead; Nadir: point below. ●​ Meridian: line north-south through sky. 74 Vocabulary: ●​ ●​ ●​ ●​ Zenith Nadir Meridian Ecliptic​ 5/22/26, 6:49 PM B- measuring angle with hands https://drive.google.com/drive/folders/1WjL5NAt692MpGWcyST5jZbN-JbVBH-q3 75 1/1 Name_________________________________________________________ Per______ 76 B- The Celestial Sphere Part 1 – Look at the photo of star trails. What do you notice about the shapes of the trails? With your group, open the program Stellarium and go full screen. Make sure you location is set to Farmington Utah and point yourself North. Turn off the atmosphere so you can clearly see the star in relation to the horizon. Click on Polaris. (You can search for it if needed.) Click on the Azimuthal grid to turn it on. Now progress the time by clicking the minute progression button and holding it down.. What do you observe? Now change the location to Longyearbyen, Norway (closest inhabited city to the North pole) and repeat the experiment. (You may want to point yourself up instead of North. What do you observe? Now change the location to Pontianak, Indonesia (Considered the city most squarely on the equator) and repeat the experiment. What do you observe? 77 Why do the stars appear to move in circles around a point? Part 2 – Explain You are outside late one night and look up into the sky, you notice a VERY unusual red star. You immediately turn to your friend next to you, how do you describe where the star is so that he can look at it too? After you stare at the star with your friend, you decide to call your aunt who is an astrophysicist and ask her what the star is. Your aunt lives 2 time zones away in Georgia. How do you describe to her what/where the star you are looking at is? Stop here and have a class discussion about ways to observe in the sky (the sky above presentation) Part 3 –Draw the celestial sphere with these features labeled: horizon, zenith, nadir, meridian, celestial equator, celestial poles. 78 Name __________________________________________________________________ Per____ The Sky above Read Chapter 2.1 : https://openstax.org/books/astronomy/pages/2-1-the-sky-above Answer the following: 1-Describe what the Earth’s Axis is. Where does it start and end and what does it point at? 2- What is the Celestial equator and how does it relate to the equator on the earth? 3- What does it mean for a star to be circumpolar? 4- While visiting the beautiful Hawaiian islands, you are out one night at midnight and you see a beautiful Comet directly over your head. You immediately call your best friend who lives in Alaska and tell them to look at the comet too. Where in the sky will it be for them? Give approximate locations (high in sky, near East horizon, near North horizon, not visible, etc. ) 5- From where on Earth could you observe all of the stars during the course of a year? 6- What fraction of the sky can be seen from the North Pole? ​ 7- How many degrees does the Sun move per day relative to the fixed stars? How many days does it take for the Sun to return to its original location relative to the fixed stars? ​ 79 8- How many degrees does the Moon move per day relative to the fixed stars? How many days does it take for the Moon to return to its original location relative to the fixed stars? ​ 9- Explain how the zodiacal constellations are different from the other constellations. ​ 10- Is the ecliptic the same thing as the celestial equator? Explain. ​ Math Bonus: From your reading, you discovered that the speed of an object can be discovered if you know the angle it moved in the sky in a certain time. (see example 2.1) Assume you tried the experiment to measure the Moon’s speed. You take note of where the moon is at 10 pm. At 1 AM (3 hours later) you notice that it has moved 1.6 degrees. How long will it take the moon to return to the original location? (show your work) 80 Activity B GRC Completed Individually after class investigations for section B- The Celestial Sphere Gather: Complete the celestial Sphere Activity and The Sky Above reading questions Reason: Why do the stars appear to move in circles? How does the celestial sphere model help us describe where stars are in the sky? Communicate: Draw the celestial sphere with horizon, zenith, meridian, celestial poles. 81 Constellations & the Zodiac Target Proficiency: Score 2.0–2.5 (Describe / Explain) Objective: Students will explain why constellations are seasonal and illustrate the Zodiac path.​ Gather: Stellarium simulation of seasonal sky shifts.​ Reason: Discuss Earth’s orbit causing changing constellations.​ Communicate: Students model the ecliptic/Zodiac path with the model in class.​ Key Ideas: ●​ Constellations: official star patterns; Asterisms: smaller patterns. ●​ Zodiac: constellations along ecliptic. ●​ Constellations shift through the year because Earth orbits the Sun.​ Vocabulary: ●​ ●​ ●​ ●​ Constellation Asterism Zodiac Ecliptic​ Teacher prep: Print out the Mini constellation cards (on cardstock works best) for student groups to fill out and use with the Earth and Sun models to show where each of the constellations are in the background.​ 82 To introduce This section on Constellations Teachers should provide the following images: https://docs.google.com/presentation/d/1Rh11gFz6jhLDdSbvh4hdcftjUPLsp0C5EJP5VHHPGdA/edit?usp=shar ing You can decide if you want to include the entire set or just parts of the set. Printing out the images could make it easier for students to lay them side by side and notice subtle differences. Students should come to the realization that the stars change through the course of a year, (help them come to this idea through prompts and questioning, do not show them this outright) Have students make a list of observations and wonderings. You can have student groups do it individually then together as a class. Example student form: Observations Wondering? I noticed that…. I wonder if that means…….? Show the students how the night sky changes over the course of one day/.night cycle: https://somup.com/cTQ2Fk89RY Students should observe the star change is much the same over the course of a year. (help them come to this idea through prompts and questioning) Introduce the idea of the background stars, tell them the stars are so far in the distance that they appear to be fixed images in the background around our Earth-Sun system. You may want to discuss how we use those background stars as reference points to help us know when we are at different parts of our yearly cycle. If you are teaching this is September, Fomalhaut is a good star to use as an example of a star that changes with the season: https://www.nbcnews.com/id/wbna27724861 or https://www.space.com/fomalhaut-autumn-star-skywatching.html 83 Intro to Constellations and Asterisms Observations Inferences or Wondering I noticed that…. Because I saw ____I wonder if that means____? Intro to Constellations and Asterisms Observations Inferences or Wondering I noticed that…. Because I saw ____I wonder if that means____? 84 Complete the activity that introduces the students to the Zodiac with stellarium: C2-stellarium exploration.docx After the stellarium exploration lesson: Have students create a model of the Zodiac by completing as a group the constellation mini cards.docx Cut them out and fold them so the picture is on one side and the dates on the other. Have students work as a group to place the constellations in the background around an Earth-Sun System (the models from last unit) If groups are struggling with this have them move the earth around the course of a year until the sun is in alignment with their birthday constellation (the same way it was in the Stellarium activity) Afterward, a discussion about which dates to follow on the cards should be had. You can watch the following videos to discuss the inclusion of Ophiuchus and the differences between Astrology and Astronomy https://www.cbsnews.com/news/nasa-has-not-discovered-a-new-zodiac-sign-ophiuchus/ https://youtu.be/VJYef_SOKco ** use caution here as Astrology is a common belief system for many, you don’t want to belittle it. Simply show that in this class we are not focusing on belief systems but on the science process.** 85 Name ________________________________________________________________ period ______ Stellarium exploration- Your Birthday Constellation For this assignment, you’ll have a few videos to watch to introduce you to constellations. They are all 5 min or less. PART 1: Where do all the constellations come from? Watch https://www.youtube.com/watch?v=pnElrRrIbkA In the box below, summarize the content of the 5 min clip, Star Gazers - Where Did All These Constellations Come From How many total constellations are there in the entirety of the sky? Now watch this 5 min video: https://www.youtube.com/watch?v=5D0hdrTgr4s Is the big dipper a constellation? Describe what the big dipper is and a little about its motion. In the video from History Channel found here: https://www.youtube.com/watch?v=QXeEAQtC75g they introduce the Zodiac constellations. How many of the zodiac constellations are there?(hint this could be a trick question, check out this site for more information https://spaceplace.nasa.gov/constellations/en/ ) Why are zodiac constellations considered “Touched by the Sun”? 86 Consult this Zodiac Astrology chart, Which Zodiac constellation is considered your birthday constellation? PART 2: Now that you have researched a little about the stars and the constellations, I would like you to go ahead and explore using the program called Stellarium www.stellarium-web.org Use the bottom left date to change the date to midnight on the day and year you were born. Turn on the constellation and artwork, Do you see your zodiac constellation in the sky? Toggle the earth on and off, where is it in the sky? Take “snip” or screenshot of your birthday constellation at noon (12:00PM) of your birthday and have your teacher check it. You may need to turn off the atmosphere to see the stars clearly. Be sure to include anything in the sky around or near it (horizons, sun, moon, etc.) Now change the year to our current year slowly one click at a time. Observe your constellation each time you progress 1 year. What changes do you see about your birthday constellations from year to year? Can you predict where the changes may be after 100 years? 500 years? 1000 years? (check this by changing the date on stellarium) What is the definition of precession when talking about the Earth’s tilt? (look it up) 87 How is precession affecting the location of your birthday constellation each year? Watch the following video clips with your class: Evidence of Earth’s precession (wobble) North star this year- https://somup.com/cTQ2Fk89RY North star in 3025- https://somup.com/cTQ2FG89Rg North star in 4025- https://somup.com/cTQ2F589Rx North star in 9725- https://somup.com/cTQ2Fz89RQ Explain in words why the traditional dates of the Zodiac established in 400 BCE do not apply to the constellations today. Describe why and how you think Astrology and Astronomy are different when it comes to the Zodiac 88 Note: Astronomical Zodiac accounts for the Earth's axial precession and maintains the alignment between constellations and the Sun (the IAU -International Astronomical Union way) https://www.inaoep.mx/~frosales/html/zodiac/index.html Astrology Dates: Jan 21 to Feb 19 Astronomical Dates: 17 Feb to 11 Mar Description of shape: “water-carrier” Represents the god, Ea, holding an overflowing vase Astrology Dates: Astronomical Dates: Description of shape: Astrology Dates: Astronomical Dates: Description of shape: Astrology Dates: Astronomical Dates: Description of shape: Astrology Dates: Astronomical Dates: Description of shape: Astrology Dates: Astronomical Dates: Description of shape: 89 Astrology Dates: Astronomical Dates: Description of shape: Astrology Dates: Astronomical Dates: Description of shape: Astrology Dates: Astronomical Dates: Description of shape: 90 Astrology Dates: Astronomical Dates: Description of shape: Astrology Dates: Astronomical Dates: Description of shape: Astrology Dates: Astronomical Dates: Description of shape: 91 Astrology Dates: Astronomical Dates: Description of shape: 92 93 C- GRC (digital student form)- Constellations and the Zodiac Completed Individually after class investigations for section C- Constellations and the Zodiac Gather: Complete the Stellarium Explorations and Constellation Mini Cards Reason: How do constellations change through the year? Where do the Zodiac Constellations come from? Why have they changed over the years? Communicate: Include a picture of your group's Zodiac model. Make sure the Sun and Earth line up appropriately with each constellation. (Have your teacher check this) If you did not complete this with your group, include a diagram of how the Zodiac line up at different times of the year. 94 Learning Objectives - Activity D By the end of this lesson, students will be able to: ● ● ● ● Describe early examples of astronomy from various cultures (Egyptian, Babylonians, Mayan, Chinese, Polynesian, etc.). Explain how Greek astronomers deduced that Earth is spherical and measured its size (e.g. Eratosthenes). Describe the phenomenon of precession of Earth’s axis. Understand Ptolemy’s geocentric system (deferents, epicycles, equant) and why it endured. Key Vocabulary ● ● ● ● ● Babylonian, Assyrian, Egyptian, Mayan astronomy Parallax & stellar parallax Eratosthenes & measurement of Earth’s size Precession Geocentric model, epicycle, deferent, equant (Ptolemaic system) Materials ● Text/display of OpenStax 2.2 Ancient Astronomy ● Stellarium or sky simulation tool ● Diagrams of: Earth’s shadow during lunar eclipse, Eratosthenes method, Ptolemaic epicycle model ● Student handouts / worksheets ● Whiteboard and markers Lesson Activities (GRC Framework) Phase Activity Details 95 Gather Read and/or project parts of OpenStax 2.2. Focus on early calendars (Egyptian, Babylonian, Mayan), Greek astronomy (Aristotle, Eratosthenes), precession, Ptolemy’s model. Use diagrams. Stellarium / Demo Using Stellarium or simulation, explore the sky: pick a star catalog, see how stars’ positions change over centuries (if possible) or simulate precession conceptually. Reason In small groups, discuss: Why did the geocentric model persist for so long even though observations had discrepancies? Also: What evidence allowed Eratosthenes to measure Earth’s circumference? Communicate Students complete worksheet: diagram Eratosthenes’ method, describe Ptolemy’s epicycle model, explain precession. Then share their answers. 96 Name______________________________________________________________ Period________ Ancient Astronomers Reading Read Section 2.2 and Section 2.4 from the textbook and review this powerpoint. Then answer the following questions. Define the following terms. Parallax: Retrograde motion: Epicycle: Heliocentric: Geocentric: Complete the Following chart with important facts from the reading about each person Aristotle (384–322 BCE) Aristarchus of Samos (310–230 BCE) Eratosthenes (276–194 BCE), 97 Hipparchus (150 BCE,) Claudius Ptolemy (140) Al Battani (877-919) Nicolaus Copernicus (1543) Galileo Galilei (1564–1642) 98 Tycho Brahe 1546-1601 Johannes Keppler 1571-1630 Isaac Newton 1661-1687 99 Name________________________________________________________________ Period____ D- Timeline activity- Development of Heliocentrism How did evidence change models over time? Complete the presentation with your teacher on ancient astronomy and/or the readings from chapter 2. Using the paper roll at least 2 meters in length to create a timeline of astronomers with contributions and errors. Draw mini diagrams of what each astronomer understood as the correct model of the Earth-moon-Sun system. Check this off with your teacher: 1.​ How did each astronomer’s ideas build upon, challenge, or correct the models that came before?​ 2.​ Which changes in the models were most dramatic, and why?​ 3.​ What role did new evidence (observations, data, technology) play in forcing a shift from one model to another? 4.​ Every astronomer made contributions—but also errors. How do errors help us understand the process of science? 5.​ How is the process of changing models in astronomy similar to how science works today in other fields? 100 Final Assessment 1: Ancient Astronomer / Structure Report Prompt: Research an ancient astronomer (e.g., Aristotle, Ptolemy, Copernicus, Galileo, Kepler) or an ancient structure (Stonehenge, Chaco Canyon, Mayan temples, etc.). In a written report or presentation, explain: 1. The contributions of this astronomer/structure to astronomy. 2. How their ideas/tools/structures shaped our understanding of the sky. 3. The strengths and limitations of their model or approach. Example Rubric 4.0 Goes beyond description — takes a position or decision. Example: Defends which astronomer or structure had the most lasting impact, supporting with multiple sources. Shows how evidence or models shifted scientific thinking. 3.0 Analyzes and compares contributions. Accurately traces development of ideas, explains key evidence (e.g., Galileo’s telescope, Copernicus’ heliocentrism), and evaluates strengths/weaknesses. 2.0 Describes contributions with some explanation. Summarizes who the astronomer was or what the structure did, with basic details. May illustrate or diagram how it worked. 1.0 Recalls simple facts. Lists the astronomer’s name, structure’s location, or basic vocabulary without connecting to astronomical significance. 0.0 Work is missing or inaccurate. 101 Final Assessment 2: Constellations in Our Neighborhood Project Prompt: Create a Stellarium slideshow, star chart, or sky journal that explains: 1. Which constellations are visible in your local sky this season. 2. How visibility changes by month or latitude. 3. Why constellations are seasonal (connection to Earth’s orbit/ecliptic/Zodiac). Rubric example 4.0 Designs and carries out an investigation. Uses Stellarium or observations to test how constellation visibility changes with season or latitude. Decides which model/tool is best for explaining the results and justifies reasoning. 3.0 Analyzes constellation patterns. Compares sky in different seasons, explains why constellations shift, and links findings to celestial sphere and Earth’s orbit. 2.0 Describes visibility patterns. Identifies 2–3 constellations, illustrates their positions on a star chart, and explains their seasonal appearance. 1.0 Recalls names of constellations or Zodiac. Identifies them from a list or points them out in Stellarium without deeper explanation. 0.0 Work is missing or inaccurate. 102 THIS SHEET IS INTENDED TO HELP YOU CREATE THE FINAL PRODUCT- THIS DOES NOT GET TURNED IN Performance Assessment 1: Ancient Astronomer / Structure Report – Scaffold Worksheet Step 1: Choose Your Focus Pick one of the following options:​ • Astronomer: Aristotle, Ptolemy, Copernicus, Galileo, or Kepler​ • Structure: Stonehenge, Chaco Canyon, Mayan temples, or another ancient observatory Chosen Topic: _______________________________________________​ Step 2: Research Organizer Guiding Question Notes from Research Source (with citation info) • What did this person or structure contribute to our understanding of astronomy?​ ​ ​ ​ ​ ​ ​ ​ ​ ​ • How did their ideas, tools, or structures shape how people understood the sky? • What were the strengths and weaknesses of their model or approach? Use at least two reliable sources (books, articles, or reputable websites). Record them here for your citation slide. 103 THIS SHEET IS INTENDED TO HELP YOU CREATE THE FINAL PRODUCT- THIS DOES NOT GET TURNED IN Step 3: Presentation Structure Slide 1: Introduction​ • Name of astronomer/structure​ • Time period and culture​ • Why this person or structure is important Slide 2–3: Contributions​ • What they added to astronomy (discoveries, models, methods, structures) Slide 4: Impact​ • How did their work or ideas influence later astronomers or civilizations? Slide 5: Strengths and Limitations​ • Strengths: What worked well or was accurate​ • Limitations: What was later proven incorrect or incomplete Slide 6: Conclusion​ • Summarize their importance​ • Take a position: Whose ideas had the most lasting impact on astronomy? Why? Slide 7: Citations​ • List your sources in MLA or APA style Step 4: Visuals Include at least two images or diagrams, such as:​ • A model or diagram of the astronomer’s theory​ • A photo or map of the structure​ • A timeline or comparison chart THIS SHEET IS INTENDED TO HELP YOU CREATE THE FINAL PRODUCT- THIS DOES NOT GET TURNED IN 104 Performance Assessment 2: Constellations in Our Neighborhood Project – Scaffold Worksheet Step 1: Project Choice You will create:​ ☐ A Stellarium slideshow (screenshots with explanations) as a digital presentation (Google Slides, PowerPoint, Canva) Date/Season Observed: _____________________________________ Step 2: Investigation Planner Guiding Question Your Observations / Notes Evidence (Stellarium screenshot, chart, or sketch) • Which constellations are visible in our local sky this season?​ ​ ​ ​ ​ ​ ​ ​ ​ ​ • Which constellations are visible in our local sky in 6 Months? • How does constellation visibility change by month? • Why do these changes occur? (Earth’s orbit, ecliptic, Zodiac) THIS SHEET IS INTENDED TO HELP YOU CREATE THE FINAL PRODUCT- THIS DOES NOT GET TURNED IN 105 • What patterns or connections do you notice between location, time, and visibility? Use Stellarium’s date and location tools to compare months or latitudes. Step 3: Explanation Framework Use these prompts to guide your writing or presentation explanations:​ Introduction​ • What is a constellation?​ • Why do we see different constellations during different times of the year? Evidence​ • Describe 2–4 constellations visible this season. (Don’t forget to mention the time it can be seen and the location of it in the sky) • Describe 2–4 constellations visible in another season here. (Don’t forget to mention the time it can be seen and the location of it in the sky) • Include labeled visuals (screenshots, charts, or sketches). Explanation​ • Explain why constellations are seasonal using Earth’s orbit, tilt, and the celestial sphere.​ • Connect to the ecliptic and Zodiac if relevant. Conclusion​ • Summarize what your investigation showed.​ • Optional: Explain which constellations you find most interesting or easiest to observe and why. Step 4: Visuals and Citations Include at least 3–5 visuals with:​ • Titles or labels (e.g., “Winter Sky – Orion rising in the East”)​ • Clear indication of direction (N, S, E, W)​ • Stellarium screenshots or personal sketches​ ​ If you use outside sources (other than Stellarium), cite them on your final slide or page. Name_____________________________________________________________ per_________ 106 Performance Assessment 1: Ancient Astronomer / Structure Report Your Task Choose one ancient astronomer (Aristotle, Ptolemy, Copernicus, Galileo, Kepler) OR one ancient structure (Stonehenge, Chaco Canyon, Mayan temples, etc.). You will research and create a written report or presentation that explains: 1.​ Contributions – What did this astronomer or structure add to our understanding of astronomy?​ 2.​ Impact – How did their ideas, tools, or structures shape the way people understood the sky?​ 3.​ Strengths and Limitations – What worked well about their model or approach, and what were its weaknesses? Requirements ●​ Use at least two reliable sources (books, articles, or reputable websites).​ ●​ Organize your work clearly (introduction, body, conclusion).​ ●​ If presenting, include visuals (slides, diagrams, or images).​ ●​ Cite your sources. Scoring Rubric (How You Will Be Graded) ●​ 4.0 (Exceeds Expectations) – Goes beyond description. Takes a position or makes a claim (e.g., argues which astronomer/structure had the most lasting impact). Supports ideas with multiple sources. Explains how evidence or models shifted scientific thinking.​ ●​ 3.0 (Meets Expectations) – Analyzes and compares contributions. Accurately traces development of ideas. Explains key evidence (e.g., Galileo’s telescope, Copernicus’ heliocentrism). Evaluates strengths and weaknesses.​ ●​ 2.0 (Approaching Expectations) – Describes contributions with some explanation. Summarizes who the person was or what the structure did. May include illustrations or diagrams.​ ●​ 1.0 (Needs Improvement) – Recalls only basic facts (name, location, or simple vocabulary) without connecting to astronomy.​ ●​ 0.0 (Incomplete/Incorrect) – Work is missing or inaccurate. Name ________________________________________________________ Period__________ 107 Performance Assessment 2: Constellations in Our Neighborhood Project Your Task This project will help you explore the constellations in our local sky and understand why they change with the seasons. You will create one of the following: ●​ A Stellarium slideshow (digital presentation of screenshots and explanations),​ ●​ A star chart (annotated sky map) Your project must explain: 1.​ Which constellations are visible in our local sky this season.​ 2.​ How visibility changes by month or by latitude (different places on Earth).​ 3.​ Why constellations are seasonal, connecting to Earth’s orbit, the ecliptic, and the Zodiac. Requirements ●​ Use Stellarium, a star chart, or personal sky observations as your main tool.​ ●​ Include visuals (screenshots, charts, or drawings) with clear labels.​ ●​ Write or present explanations in your own words.​ ●​ Organize your work so it flows clearly (intro, evidence, explanation, conclusion). Tips for Success ●​ Use Stellarium’s date and time settings to explore how the sky changes month to month.​ ●​ Compare what you see at different latitudes (e.g., change your location in Stellarium).​ ●​ Ask yourself: Why do some constellations disappear while others appear?​ ●​ Clearly explain how Earth’s orbit around the Sun causes these seasonal changes. 108 Scoring Rubric ●​ 4.0 (Exceeds Expectations) – Designs and carries out an investigation. Uses Stellarium or observations to test how constellation visibility changes with season or latitude. Chooses the best model/tool for explanation and justifies reasoning.​ ●​ 3.0 (Meets Expectations) – Analyzes constellation patterns. Compares the sky in different seasons, explains why constellations shift, and connects findings to the celestial sphere and Earth’s orbit.​ ●​ 2.0 (Approaching Expectations) – Describes visibility patterns. Identifies 2–3 constellations, shows their positions, and explains their seasonal appearance.​ ●​ 1.0 (Needs Improvement) – Recalls names of constellations or Zodiac. Identifies them from a list or points them out in Stellarium without deeper explanation.​ ●​ 0.0 (Incomplete/Incorrect) – Work is missing or inaccurate.​ 109 Final Assessment 1: Ancient Astronomer / Structure Report Prompt:​ Research an ancient astronomer (e.g., Aristotle, Ptolemy, Copernicus, Galileo, Kepler) or an ancient structure (Stonehenge, Chaco Canyon, Mayan temples, etc.). In a written report or presentation, explain: 1.​ The contributions of this astronomer/structure to astronomy.​ 2.​ How their ideas/tools/structures shaped our understanding of the sky.​ 3.​ The strengths and limitations of their model or approach. Example Rubric 4.0​ Goes beyond description — takes a position or decision. Example: Defends which astronomer or structure had the most lasting impact, supporting with multiple sources. Shows how evidence or models shifted scientific thinking. 3.0​ Analyzes and compares contributions. Accurately traces development of ideas, explains key evidence (e.g., Galileo’s telescope, Copernicus’ heliocentrism), and evaluates strengths/weaknesses. 2.0​ Describes contributions with some explanation. Summarizes who the astronomer was or what the structure did, with basic details. May illustrate or diagram how it worked. 1.0​ Recalls simple facts. Lists the astronomer’s name, structure’s location, or basic vocabulary without connecting to astronomical significance. 0.0​ Work is missing or inaccurate. 110 Final Assessment 2: Constellations in Our Neighborhood Project Prompt:​ Create a Stellarium slideshow, star chart, or sky journal that explains: 1.​ Which constellations are visible in your local sky this season.​ 2.​ How visibility changes by month or latitude.​ 3.​ Why constellations are seasonal (connection to Earth’s orbit/ecliptic/Zodiac). Rubric example​ 4.0​ Designs and carries out an investigation. Uses Stellarium or observations to test how constellation visibility changes with season or latitude. Decides which model/tool is best for explaining the results and justifies reasoning. 3.0​ Analyzes constellation patterns. Compares sky in different seasons, explains why constellations shift, and links findings to celestial sphere and Earth’s orbit. 2.0​ Describes visibility patterns. Identifies 2–3 constellations, illustrates their positions on a star chart, and explains their seasonal appearance. 1.0​ Recalls names of constellations or Zodiac. Identifies them from a list or points them out in Stellarium without deeper explanation. 0.0​ Work is missing or inaccurate. 111 North 2027 Monthly look at sky- Midnight local time Simulated view from Salt Lake City Utah With Constellations Note. Daylight savings runs Mar 14-Nov 7. “Midnight” during those months is on daylight savings time Chereau, F., & Chereau, G. (n.d.). Stellarium web online star map. Stellarium Labs and Noctua Software Ltd. Retrieved June 10, 2025, from https://stellarium-web.org/ Jan 1- midnight Feb 1- midnight Mar 1- midnight 112 Apr 1- midnight May 1- midnight 113 June 1- midnight July 1- midnight 114 Aug 1- midnight Sep 1- midnight 115 Oct 1- midnight Nov 1- midnight 116 Dec 1- midnight Jan 1- midnight 117 118 South 2027 Monthly look at sky- Midnight local time Simulated view from Salt Lake City Utah With constellations Note. Daylight savings runs Mar 14-Nov 7. “Midnight” during those months is on daylight savings time Chereau, F., & Chereau, G. (n.d.). Stellarium web online star map. Stellarium Labs and Noctua Software Ltd. Retrieved June 10, 2025, from https://stellarium-web.org/ Jan 1- midnight Feb 1- midnight Mar 1- midnight 119 Apr 1- midnight May 1- midnight 120 June 1- midnight July 1- midnight 121 Aug 1- midnight Sep 1- midnight 122 Oct 1- midnight Nov 1- midnight 123 Dec 1- midnight Jan 1- midnight—2028 124 125 Yearly changes in southern sky with and without constellations Year 2027-2031 Note. Daylight savings runs Mar 14-Nov 7. “Midnight” during those months is on daylight savings time Chereau, F., & Chereau, G. (n.d.). Stellarium web online star map. Stellarium Labs and Noctua Software Ltd. Retrieved June 10, 2025, from https://stellarium-web.org/ June 1- midnight 2027 June 1- midnight 2028 June 1- midnight 2029 126 June 1- midnight 2030 June 1- midnight 2031 127 June 1- midnight 2027 Jun 1- midnight—2028 128 June 1- midnight 2029 June 1- midnight 2030 129 June 1- midnight 2031 130 131 Yearly changes in northern sky with and without constellations Year 2027-2031 Note. Daylight savings runs Mar 14-Nov 7. “Midnight” during those months is on daylight savings time Chereau, F., & Chereau, G. (n.d.). Stellarium web online star map. Stellarium Labs and Noctua Software Ltd. Retrieved June 10, 2025, from https://stellarium-web.org/ June 1- midnight 2027 132 June 1- midnight 2028 June 1- midnight 2029 133 June 1- midnight 2030 June 1- midnight 2031 134 June 1- midnight 2027 June 1- midnight 2028 135 June 1- midnight 2029 June 1- midnight 2030 136 June 1- midnight 2030 June 1- midnight 2031 137 Showing the Earth Wobble- Precession Chereau, F., & Chereau, G. (n.d.). Stellarium web online star map. Stellarium Labs and Noctua Software Ltd. Retrieved June 10, 2025, from https://stellarium-web.org/ June 1- midnight 3025 138 July 1- midnight 3025 Aug 1- midnight 3025 139 Sep 1- midnight 3025 Oct 1- midnight 3025 140 Nov 1- midnight 3025 Dec 1- midnight 3025 141 Jan 1- midnight 3026 Feb 1- midnight 3026 142 Mar 1- midnight 3026 Apr 1- midnight 3026 143 May 1- midnight 3026 Evidence of Earth’s precession (wobble) North star this year- https://somup.com/cTQ2Fk89RY North star in 3025- https://somup.com/cTQ2FG89Rg North star in 4025- https://somup.com/cTQ2F589Rx North star in 9725- https://somup.com/cTQ2Fz89RQ Chereau, F., & Chereau, G. (n.d.). Stellarium web online star map. Stellarium Labs and Noctua Software Ltd. Retrieved June 10, 2025, from https://stellarium-web.org/