Name:__________________________________________

23=A 22=B 21=C 20=D 19 or less = F

(1) To learn how to use simple tools to observe and make predictions about celestial
objects. The student will ...
.

(a) Tell time using Solar time, Standard Time, Daylight Savings Time, and
Universal Coordinated Time.

(3) To learn about the basic physical characteristics of stars, the nuclear processes
that fuel stars, the evolution in time of stars, and the evolution in time of the universe.
The student will ...
.

(b) Using a planisphere or planetarium software, predict when a given star,

planet or constellation will be visible and where to locate it.

(c) For at least one constellation, be able to relate the mythology of the star
grouping in a manner appropriate for a K-8 audience.

(d) While observing the sky, identify at least five constellations.

(e) While observing the sky, identify the moons phase

(d) While observing the sky, identify one of the five planets visible without
a telescope.

(a) Describe how apparent brightness, absolute brightness, size and

distance are related for stars, estimate a stars temperature relative to the
sun by observing its color, and identify atomic constituents of a star based
on spectrum of light.

(b) Classify a star as main sequence, white dwarf or red giant on the basis
of its brightness and color. State the physical characteristics of various
stars (i.e., Sol, main sequence, white dwarfs, red giants).

(c) Describe the nuclear processes that fuel a star in terms appropriate for
a K-8 audience.

(4) To learn about the structure of the universe and the evolution in time of the
universe. The student will

(2) To learn how to explain the origin of the moons phases, earths seasons, solar and
lunar eclipses, and how our solar system is arranged based upon observations one
could make with the naked eye or a small telescope. The student will ...
.

(a) Explain astro-photography and relate it to the experiments we use to

gain information about the formation and evolution of the universe

(a) Conclude from data gathered about the moons appearance and motion,
why the moon exhibits phases and how the moon moves, relative to the
earth and sun. State the relationship between the phase of the moon and
the tides, and when solar and lunar eclipses occur, and describe why solar
and lunar eclipses are relatively rare.

(b) Explain key evidence in a astronomical model to explain the formation

of our solar system

(c) Explain key evidence in a galactic model to explain the formation and
structure of our galaxy

(b) Conclude from data gathered about the suns daily and annual motion
(altitude, azimuth, maximum altitude, time above and below the horizon)
why it is warm in the summer and cold in the winter for a given location on
earth.

(d) Explain key evidence in a cosmological model to explain the evolution

and components of the Universe.

(e)Classify solar system objects based on properties, including planets,

dwarf planets, asteroids, comets and moons.

(f) Tell how data from distant stars can be used to identify planetary
systems outside the solar system.

(4) To become familiar with national and state science education standards, and key
on-line and electronic resources for learning about and teaching astronomy. The
student will...

(c) Describe what key observations allow one to conclude that the sun is
the center of the solar system,

.
(d) Construct a relative scale model of the planets using observational data.

(a) Use reputable online sources to gather information about location and
appearance of sun and moon for various times of year and various
locations on earth.

(b) Locate astronomy content in Michigan GLCES and Next Generation

Science Standards.

(c) Identify sources of interactive online content, (eg. Applets, Apps ) and
appropriate ways to integrate interactive online content into 5E lesson
structures.

(d) Identify fun and easy ways to engage children in astronomy content.

Bonus: Guess my Hidden Curriculum objectives.

PHY 205 Portfolio checklist