Direct Instruction

Presentation w/ Adv Organizer

Concept Attnment

Cooperative Learning

Inquiry Teaching

Presentation with Advance Organizer Lesson Plan (10 pts)

Your Name: Megan Glass and Jacob Schmudlach Subject: Science Lesson Title: The Stages of a Star Materials Needed: Chart of stages of the stars compared with human life Blank Flipbooks Pencils Science Notebooks Colored Pencils/Markers Pictures of the stars at each stage Prerequisite Skills: The students should have solid background knowledge on the life cycle of humans and how we transform the older we get. This will allow them to understand the lifecycle of a star better. They should also already have an idea of what gravity is and they will be able to discuss it a little bit. Lesson Objective: After the fourth grade students are presented information on the lifecycle of a star they will be able to correctly identify the order of the stages of a stars life and a characteristic for each stage within 90% accuracy. 1. Present objectives: (What are students going to learn?) Time: 5 Today students will be learning about the lifecycle of a star. They will first learn about general characteristics of a star. Next they will learn about each specific stage in the lifecycle of a star and characteristics of the star at each stage. 2. Present advance organizer: (A metaphor or logical connection?) Time: 5 Today we are going to learn about the lifecycle of a star. We can use what we know about our own human lifecycle to help us remember the different stages a star goes through in its life. We all know that we start out inside our mothers stomachs before we are born. Eventually we are born as babies and then grow into children, like all of you. You will continue to grow and turn into teenagers and adults. Once we all become adults were not done growing. All adults still keep getting older and changing. Eventually we all grow older into old men and women. Just like as we grow and change through our lives so does a star. However unlike a human life which may last at the most a little over a hundred years, the lifecycle of a star can take millions and even billions of years. 3. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 15 Today we are going to learn about the lifecycle of a star. We can use what we know about our own human lifecycle to help us remember the different stages a star goes through in its life. Now lets start by everyone getting out their science journals. As I am talking about the stages of the star please write down the names of the stages and something to help you remember each stage. Stars are a really hot ball of gas that gives off heat and light. Can anyone name a star that is very important to all of our existence? How about the Sun? The Sun is the largest object in the Solar System and contains 99.8% of all the mass in the Solar System. Most scientists believe that the Sun has been around for Grade Level: 4th

approximately 4.6 billion years and has enough fuel in it to last another 5 billion years. The Sun is very important to us here on Earth and within our Milky Way Galaxy, but compared to many of the other stars out there it is actually average. Here is picture showing the cycles of our stars and how they line up with the cycle of human life.

A Star is Born! Protostar Stars begin out of a nebula. A nebula is a cloud of dust composed of 97% hydrogen and 3% helium. Within the nebula gravity causes the gas and dust to clump together. What can anyone tell me about what they know about gravity and why it is important to us here on earth? Gravity is what keeps us all on the ground and from floating into space like the astronauts floating on the moons! Once a star is created it is initially known as a protostar. In the protostar stage the star is being born and just developing much like when we are all born as babies. Here is a picture of what a nebula cloud and protostar look like. The Main Sequence In the next stage of the star we are going to see it start to grow up and become an adult star. We discussed how within a star is hydrogen and helium which are both types of gases. When these gases are burned they push outward while the forces of gravity push inward. When both of these are equal a star is stable. The most important thing to remember at this stage is that the star is a state stability. I am going to show you an example of what it means to be stable. Everyone stand up and face the person seated next to you. One of you will be partner A and one will be partner B. Now clasp the hands of the other person and push against each other. Did everyone notice that it kept both of your bodies stable while doing this? This is how hydrogen and helium work within a star at this stage. They emit equal force on each other just like you and your partner were doing. In the main sequence stage the star is starting to get really hot. At the main sequence of a stars life it has grown from a little kid to an adult. We can think of this stage that the star is growing up from a child to a teenager and into early adulthood. Our sun is in the main sequence of its life and here is a picture of our sun.

Red Giant The next stage of the life of a star is a Red Giant. Here the star is going to get really hot and big. The star has begun to run out of fuel and as it begins to cool it contracts and gets bigger. The core or middle of the star begins to get really hot because the gravity is pushing on the star. Everyone stand up again and find your same partner. This time I want you both to clasp hands. Only this time I want student A to relax and Student B push towards Student A. Now each of you switches roles. This time you should notice that the forces are unbalanced and unstable. This is how the forces of gravity and the forces of the gas are at the Red Giant stage of a star. At the Red Giant stage of a stars life is much like the middle age of a persons life. For those people with children this may be the stage where their kids are adults and have grown out of the house. They still have a lot of energy and are doing many of the fun things they want to in life. This is similar to the Red Giant stage of a star and would what we call a middle aged star. Next is where the star starts to grow old and become a dwarf star. Now lets take a look at what a star looks like at the Red Giant Stage. White Dwarf Can anyone remember how much hydrogen and helium I said a star is made of? That is right a star is 3% Helium and 97% Hydrogen. At this stage the star is still using up all of its helium and creating carbon. When it runs out of helium it is no longer hot enough to be able to burn the carbon it has created. This is where it turns into a white dwarf. At this point the star gets a lot smaller and becomes about e size of the earth. Can we all remember back to when we were learning about the planets last week and how much bigger the sun was than the earth? So now imagine how much smaller the star must get to be the size of Earth. A star is getting old and starting to die at this stage and will get dense and compact. It gets really hot, even hotter than a red giant, and stays that way for a long time. Here we can see a photo of a star at the White Dwarf stage and how much smaller it is compared to this picture of the Red Giant. Has anyone ever seen a picture of your grandparents and noticed that they were shorter than when they were young. I remember once seeing a picture of my Grandfather when he was a young man and thinking how tall he was compared to what I knew of him. Well much like how people may shrink when they get older so do the stars. We can think of the white dwarf stage as being our grandparents that they are getting older and smaller. Black Dwarf Finally stars turn into Black Dwarf. This is when a star cools and has no more fuel. We cannot see the stars at this point so I brought in a blank picture of space. This would be equal to death in the human world. 4. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they get it??) Time: 10 Ok, so we have talked about all of the different stages of a star and related them with the ages of humans in our life cycle. What are the stages we have talked about so far? (Protostar, Main Sequence, Red Giant, White Dwarf and Black Dwarf) I want everyone to take out a piece of paper and right each one of these down. Now find one partner and together you will right the age the humans would be in comparison to the stages of stars. Along with that you will right one fact about each stage that we have talked about in class. Example: The Protostar would be known as a newborn baby in the human life cycle. I will walk around to help any of you that have questions and after this we will all discuss what we got for our answers and why. 5. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) Time: 15

You will be making a flipbook showing the lifecycle of the star. I have provided you each with a blank flipbook for this project. On each page I want each of you to write the name of each of the five stages of a star. Under each name of the stage I want your draw a picture of what a star would look like at this stage and write a sentence with one characteristic of each stage. You can use your science journals, where you were all hopefully taking notes while I was talking, to help you with this project. Here is a copy of the flipbook I made. On the first page I put a picture of a cloud in space which is the nebula the protostar is made from. Underneath I wrote that a star is made from a cloud called a nebula. A nebula cloud is made of hydrogen and helium. Again notice I labeled my page with the name of the stage the star is in, drew a picture on my page and wrote a sentence to describe a characteristic. I will be walking around to assist you if you need help.
CATEGORY Required Elements 4 The flipbook includes ll required elements s !ell s ddition l inform tion" All f cts in the flipbook re ccur te" 3 All required elements re included on the flipbook" ''(')* of the f cts in the flipbook re ccur te" There is 1 error in c pit li. tion or punctu tion" 2 All but 1 of the required elements is included on the flipbook" +'(+)* of the f cts in the flipbook re ccur te" There re 2 errors in c pit li. tion or punctu tion" /sed some of the time !ell durin% e ch cl ss period" There ! s some focus on %ettin% the pro0ect done but occ sion ll& distr cted others" 1 #e$er l required elements !ere missin%"

Accur c&

,e!er th n +)* of the f cts in the flipbook re ccur te" There re more th n 2 errors in c pit li. tion or punctu tion" 2id not use cl ss time to focus on the pro0ect OR often distr cted others"

-ech nics

C pit li. tion nd punctu tion re correct throu%hout the poster" /sed time !ell durin% e ch cl ss period" ,ocused on %ettin% the pro0ect done" 1e$er distr cted others"

/se of Cl ss Time

/sed time !ell durin% e ch cl ss period" /su ll& focused on %ettin% the pro0ect done nd ne$er distr cted others"

This project will be worth a total of 12 points. 6. Adaptation for students who need extra help, time, or attention? For students that need more help, time or attention, I will personally give them printed out pictures of each star sequence and each stage of the life cycle humans go through. I will guide them through this activity and help them match the stages of the stars to the similar stages of the human life cycle. This will help them see the correlation between the two better. Extension for students of high ability? As an extension for students of high ability, I will have these students do the assigned work but along with that these students will have an opportunity to draw the exact stages of the stars to what they look like in each sequence. They will draw the stars correctly and also label them with their most important fact about them that we learned in class. This will allow a greater understanding by actually seeing the correlation

rather than just writing things down on a piece of paper. If this isnt enough for them, I will have books on gravity and our solar system they can read when finished.

TOTAL LESSON TIME: __50 minutes____

7. References Consulted: (Curriculum books in Drake SOE curriculum lab, teacher resources, websites, etc): We used our prior knowledge of what the stages of life our. To create the curriculum we needed to learn about the stages of the star and what each stage was constituted of. Most of the information came from these two websites. http://aspire.cosmic-ray.org/labs/star_life/starlife_proto.html
http344te chers"net4lessons4posts43+51"html

We also used knowledge that we had seen in my practicum classrooms on helpful teaching techniques. We thought it would be helpful to do a demonstration with the students to help show them what stability was. This is also a way to get students moving and out of their seats and be interactive with the lesson. Human Star Chart http://science89.files.wordpress.com/2009/05/star_human.jpg Rubric http://rubistar.4teachers.org/ Beisser, 2000