115 Module 3

1) What are the learning targets for this lesson? What do you want students to know, understand or be able to do after this lesson?

SWBAT:
understand that stars have a life cycle of steps similar to a living thing
describe that stars form from gas and dust spinning in space
name at least one of the steps or types of stars in a life cycle (yellow dwarf, white dwarf, etc.)
understand that a star can “die” when they explode into supernovas and/or collapse into black holes
retell the life cycle of a star using a GLAD narrative input chart by putting the steps in order and reading vocabulary from the lesson
take notes on the most important points from the life cycle of a star

2) What technological resources do you have available that relate to these learning targets?
I used several resources to gather information for this lesson. I searched for images of each step of the star life cycle using Google image search to print out and use as visual aids during the lesson and for the narrative input chart that students can use later. I found simplified descriptions of the star’s life cycle on the Alabama Learning Exchange website and based my lesson partially off of one posted (http://alex.state.al.us/lesson_view.php?id=16526). I used YouTube to find an animation of the life cycle of a star to show students what it looks like when the steps in the life cycle are connected (http://www.youtube.com/watch?v=HfqcZdNnQ6s).

3) How will these technological resources enhance the students’ learning—in other words, what does technology allow you to do in relation to these learning targets that isn’t possible without it?
Technology allows me to provide visual aids (pictures, the YouTube video) for my students that will help them better understand the concepts of the lesson and the vocabulary included in it. Using visual aids is a best practice for English Language learners and will help all students get a stronger grasp of these difficult scientific concepts. Students can link the visuals to each step which will help visual learners better remember the steps and put them in order when working on the narrative input chart later on. If I had found the visuals without technology, as in a book, it would be harder for students to manipulate the pictures (put them in order, hold them, pass them around individually) and see the movement of the star from step to step. Finding materials online helps me become informed on a topic I don’t know much about and helps me find a way to more easily explain these complicated concepts to my students. Without using the internet and the lesson plan as research tools, it would be harder for me to find an age-appropriate summary of the star’s life cycle and an activity to go with it.

4) Post your lesson plan to the site.

Intro (3 minutes): Activate prior knowledge about life cycles. Students should Think Pair Share about what they already know about life cycles of plants, animals, or humans. Then I’ll explain that a star also has a life cycle made up of steps that go in order just like other life cycles, even though a star is not actually a living thing. It must be created or born, and end or die over billions of years.
Instruction (12 minutes): I will read the narrative input chart that I’ve created about the life cycle of a star. Each step will have a short paragraph and a photograph of the step that I will place on a poster in order. Afterwards, I will show students the YouTube video with an animation of the life cycle of a star.
Guided Practice (6 minutes): Together, we will review the steps of the star’s life cycle by naming the type of star in each cycle and coming up with TPR (hand motions) for each step based on what is happening to the star. I will also ask students to discuss with a partner and share with the class: How is a star’s life cycle like that of a human or other living thing? How is it different? What is a star made of? How does it die?
Independent Practice (8 minutes): Students will take notes in their learning logs of the most important information they’ve learned about a star’s life cycle that day. Students can independently choose what they think are the most important facts they’ve learned about the star’s life cycle.
Closing: (3 minutes): Randomly choose students to share what they’ve written down about the life cycle of a star. Remind students of most important lesson points: that a star’s life cycle is made up of steps, that a star is born and dies similar to a living thing, and that a star is made of gas and dust.