Teacher: Andrea Anicito

Subject: Integrated Science Grade Level:9

Star Evolution Lesson Plan

Sunshine State Standards, Benchmarks, & Access Points:

SSS SC.E.2.4.1 The student knows that the stages in the development of three categories
of stars are based on mass: stars that have the approximate mass of our Sun, stars that are
2-3 stellar masses and develop into neutron stars, and stars that are 5-6 stellar masses and
develop into black holes.
SSS SC.E.2.4.4, The student understands stellar equilibrium.

Instructional Analysis (Prior Knowledge, Declarative and/or Procedural

Knowledge):

Before instruction begins the teacher must assess and correct, if necessary, the students prior
knowledge of:
• Declarative:
1. Where fusion naturally occurs
2. The Sun is a star
3. Telescopes are technology used to view the solar system
4. The Sun affects life on Earth in various ways
5. The Sun is the center of our solar system
6. Each star has its own solar system formed by gravitational force
• Procedural:
1. How to use PowerPoint
2. How to read and interpret graphs
3. How to blow up a balloon

To assess prior knowledge, the teacher will use a carousel activity where several poster boards
are hung around the room with one question on each. Students will go to each poster board and
answer the questions on the boards. The questions will be:
1. Where does fusion occur?
2. What is the Sun?
3. What do we use to study the solar system?
4. Explain how the Sun affects life on Earth?
5. How is a solar system formed?
6. List words to describe different solar systems.
7. What can you tell me about the above graph? *make sure to put a graph above the question.
Learning Objectives: (total time frame is 9 45-minute class periods)
1. Using pencil and paper, students will answer pre-viewing questions related to United
Streaming video “Universe, The. Vast Frontier”. Following video, students will correct
their answers to the pre-viewing questions. (30 minutes)
2. Using the Chapter 26 Word Chart created in Excel, students will correctly identify
and define all pertinent vocabulary words including, big bang theory p. 837 ,
constellation p. 818, cosmology p. 836 , dark energy p. 839 , dark matter p. 838 ,
galaxy p. 831 , giant p. 825 , light-year p. 821 , Local Group p. 832 , main sequence
 p. 823 , Milky Way p. 831 , photosphere p. 827 , radio telescope p. 821 ,
reflecting telescope p. 820 , refracting telescope p. 819 , solar mass p. 827 ,
spectroscope p. 822, Sunspots p. 828 , white dwarf p. 825 (homework)
3. After viewing PowerPoint lecture (35 minutes),
a. Collaboratively, students will use a 3 circle Venn diagram to compare and
contrast the different types of telescopes. The teacher will review this to ensure
that all students have placed the information in the correct regions on the chart.
(15 minutes)
b. In groups of 2, students will use the textbook, crayons, pencil, and paper to draw
an image of our Sun (which includes all features listed in Chapter 26, section 2
of the textbook), and correctly explain its structure.(15 minutes, finish for
homework)*
c. Using paper, students will correctly draw and label a telescope. (8 minutes,
finish for homework)*
d. Using a H-R graph and pencil, students will correctly answer questions
pertaining to the graph. (homework)
* Student work will be displayed when completed
4. Using paper and pencil, students will correctly explain in their own words how stars are
formed following FCAT Extended response rules. (10-15 minutes – journal entry at
beginning of class, then teacher tells answer)
5. Using PowerPoint, the textbook, and the Internet, groups of 2-3 students will correctly
construct the life cycle of one type of star (35 minutes)
a. Teacher will walk around classroom and inquire about students’ findings to
ensure students are on task.
b. When completed, students will form groups of 4 with each star type represented
and discuss (15 minutes)
i. Because this was done in PowerPoint, each student should keep a copy
in their My Documents folder to share with subsequent groups.
c. Students will print 1 copy so that student work can be displayed
6. Using pencil and paper, groups of 3-4 students will infer the future of our Sun and 3
other named stars (5-8 minutes)
a. Using Figure 8 on p.824, students will decide what will happen to Betelgeuse,
Antares, Proxima Centauri, Vega, and the Sun in the future.
b. Teacher will walk around the room asking pointed questions to keep students on
task.
c. Show United Streaming video segment “Predicting the Future of the Sun” (4
minutes)
7. Using the laptop cart, groups of 2-3 students will evaluate the solar predictions of NASA
for the following ten years, and then decide how this could affect the Earth. (65
minutes)
a. Teacher will walk around classroom and inquire about students’ findings to
ensure students are on task.
b. Each group member will be assigned a job to complete.
i. Reporter*
ii. Typist*
iii. Recorder
 **Groups of 2 will combine Reporter and Typist jobs
c. Students will present information in a group setting and defend their findings with
research found. (35 minutes)
d. Following all presentations, students will collaboratively decide an answer to the
above by participating in a class discussion. (10 minutes)
8. Students will complete the life cycle of stars lab as a class and accurately
identify the stages of each star before, during, and after they are performed
as a group. Following this exercise, students will be able to accurately
answer questions relating to the lab experience. (lab was found at
earthscienceinmi.googlepages.com/StellarEvolution.doc) (45 minutes, finish
for homework)

9. Students will demonstrate understanding of SC.E.2.4.1 and SC.E.2.4.4

principles by completing Chapter 26 test. (45 minutes)

Assessment Plan:
Formative:
1. Chapter 26 word chart
2. Graphic organizer of telescope designs
3. Image of Sun
4. PowerPoint life cycle of star
5. Presentations of NASA solar predictions (webquest) and discussion
6. Lab
Summative:
1. Chapter 26 Test – created with EVPRO test generating software

Learner Analysis:
This lesson is targeted toward high school freshmen between the ages of 13 and 16 years.
Many learning styles will be addressed during this lesson, including visual, auditory, and
kinesthetic, so all learning style preferences will be covered and students will also have
experience in other learning styles. Because of the school’s high percentage of free and reduced
lunches, the majority of students will be from low socioeconomic backgrounds. Many different
cultures are represented, including close to 50% Caucasian, 30% Hispanic, 15% African-
American, and 5% mixed or other cultures. My classroom is inclusive, so exceptional students
will be intermingled with mainstream students. Most of the IEPs are for learning disabilities or
language impairments which mostly call for extended time on tests and projects. Other
exceptional students have 504 plans. A few of the students are diabetic and the 504 plan calls for
the teacher to have candy, etc. on hand at all times; other 504 plans provide for open passes to
use the restroom, etc. In addition to exceptional students, ESOL students are also present in
various classes. We do not have a paraprofessional to assist with ESOL students, so many
kinesthetic activities are necessary to include these students. Also, ESOL students will be paired
with others of similar backgrounds in hope of students being able to communicate better.
After speaking with my students, their biggest motivation for attendance is to see friends
while their biggest motivations for performance are fun activities and rewards. Since my
classroom has a variety of ages and different genders, there is a huge difference in the
psychological and emotional development of the students. Also, the students’ ages lend them to
having various physical developmental differences and issues related to this development. Part
of their developmental stages contributes to their desire for constant communication with friends
via MySpace, Face Book, YouTube, and other internet communication sites in addition to text
messaging and face-to-face communication.

Instructional Strategies:
1. Cooperative learning and group work
a. Each group member will have a job for each assignment.
b. Teacher must walk around the room and ask students questions about what their
work to ensure students are on task
2. Excel spreadsheet vocabulary graphic organizer
3. PowerPoint lecture
4. PowerPoint and Internet research project
5. PowerPoint 3 circle Venn diagram
6. Discussions
7. United Streaming
8. Graph interpretation
9. Lab activity
1. Active involvement and
Learning Activities: discussion of lab
1. While lecturing, students will take notes using 2-column activity, including
notes
answering questions
2. Students will be actively participating in assigned task.
a. Ch 26 Word Chart Vocabulary related to lab activity for
b. Comparing/Contrasting Telescopes homework
c. Pictorial image of Sun
d. Pictorial image of Telescope Materials & Resources (30 students):
e. Interpretation of graphs 1 Laptop cart with 15 laptops connected
to Internet with PowerPoint or
f. Star formation in their own words journal entry
g. Life cycle of stars PowerPoint construction OpenOffice2.0
h. Stars’ future research and discussion 10 boxes 12-count crayons or colored
pencils
30 Pencils
60 Blank computer paper or Construction paper
30 Chapter 26 Word Chart
30 Compare/Contrast Graphic Organizer
30 H-R diagrams with questions
30 Glencoe Physical Science with Earth Science Textbook
30 Life Cycle of Stars lab sheet
12 Red balloons
12 Yellow balloons
2 Blue balloons
4 White balloons
2 Skittles Candy
4 SweeTARTS Candy
24 Peppermint Disks Candy

Self-Evaluation:
1. Students using PowerPoint is a double edged sword because it is a good tool for
Weaknesses: them to know how to use and essential for future use; however, most of them do
not have the program at home to finish their assignment, so sufficient time must
be given during class to complete the assignment. Also, the teacher will spend more time
helping students who do not know how to use the program than students who need help
with the assignment.
1. I would like to show a pod cast to students, but I am not sure how to do this.
Strengths:
I
will be signing up for a podcasting professional development within the next year.
1. Cooperativ
2. I would like the students to study more about other stars and the planets related e learning
to those stars, but there is not much concrete evidence found. is stressed
3. Gaming would also be a great way to have the kids engaged, but we do not throughout
currently have a gaming program or access to anything that would support this the unit.
effort. 2. There are
several
different opportunities for the students to show their creativity.
3. Relevant work is portrayed with the research project on the effects of the Sun on the Earth.
4. Students are given opportunities to work in their preferred learning style as well as their
non-preferred learning styles.
5. Strong foundations are built by exercises that follow all levels of Blooms Taxonomy
6. Using graphic organizers reinforces organizational skills.
7. Student work is authentic and displayed.
8. Good use of technological and hands-on lessons engages students.