Name:  Thomas Cutonilli

Type of Lesson:  Tools

Lesson Plan Title:  Summary: Life Cycle of Stars

Discipline and Topic:  Regents Earth Science, Introductory Astronomy, Technology

Target Population:
Grade Level:  High School (10th - 12th grade)
Population Characteristics:  This lesson is designed for a typical class of twenty to twenty-four high school students with a mixture of ability and experience.  Typically, some guidance will be required and students are benefited by pairing weaker students with stronger students.
Lesson Groupings:  Students will work in groups of three to four to brainstorm ideas.  Students will work in pairs using laptop computers in developing their own concept maps.

Curriculum Links:  This lesson is a summary/review excersice for students on how stars evolve from birth to death.  A concept map will be developed by each student as a means of deepening student understanding of how and why stars go through various stages of evolution, how each stage is linked to the previous stage, and that all stars that can be seen represent stars at various stages of evolution.  Students will gain further knowledge and demonstarte transfer by using real world examples within their concept maps.  This lesson comes after lessons on the Sun and the physical nature of stars (including how they are catagorized).  The lessons that followwill address how stars reside in larger structures (galaxies) and are used as tools to determine the physical parameters of the universe.

Meets New York State Science Standard 4, performance indicators 1.1a and 1.2b

Objectives:  Students will be able to...

• Generate ideas on stellar evolution from previously gained knowledge.
• Design a concept map to show the relationship between observed data/phenomena to the stages of evolution of stars.
• Conduct research using the internet to discover real world examples.
• Work collaboratively and effectively with others in completing an assigned task.
  

Media Literacy Objectives:

• 7. Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
• 8. Select and apply  technology tools for research, information analysis, problem solving, and decision making in contentt learning.
• 10. Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

Materials and Timing:  Laptop computer with internet connection and printer, Inspiration concept mapping software, and an activity worksheet.

This lesson can be done in one lab period block (two 45 minute class periods)

Scope and Sequence:

1. Teacher will start lesson by asking students to recall the class lessons/discussions on stellar evolution.  Students will be instructed that they will be completing a review excercise (making a concept map) on stellar evolution to help galvanize in them the concepts discussed.  Teacher will pass out the directions worksheet to each student.
2. Teacher will assign students into groups of three to four (mix abilities) for students to "brainstorm" ideas for the main concepts/processes/information to be used/included on their concept maps.  Students will spend approximately ten to fifteen minutes within their brainstorming groups.  Each student will record their "thoughts" on the activity worksheet to refer to later.
3. Students will then be paired (one laptop per pair) and utilize the remaining class time to develop a concept map on stellar evolution based upon the brainstorming excercise and previous knowledge
   using Inspiration software.  Students will be instructed to utilize the internet to search/research examples for each stage to be hyperlinked within their concept map.  Students should be able to complete the excercise in approximately 60 minutes.  Students are to save their completed assignments onto a common class folder and print their concept maps and associated outline to be turned in to the teacher in addition to the activity worksheet with the brainstormed ideas.
4. Class will discuss the results of the activity together and compile a "master" concept map for all to use:  Each pair of students will present their maps utilizing the projector and SmartBoard for the class to discuss and analyze.  Discussion will center on what the main stages of evolution are, what processes lead to a change in stage, what additional information is pertinent to know at each stage, and an analysis of type example for each stage.

Supplemental Materials:  Class will require a projector and SmartBoard for final presentation/discussion.

Evaluation of Students:  students will be evaluated both formally and informally.  A completed worksheet and concept map as well as student participation will be considered.  Grading will be based on the following rubric:

Objectives	0 Points	1 Point	2 Points
Generate ideas on stellar evolution from previously gained knowledge	Worksheet not completed/less than five stages identified No processes of information included	Worksheet completed with five to nine major stages identified Processes or information identified for some of those stages identified	worksheet completed with ten to eleven major stages identified Several processes or information included for each
Design a concept map to show the relationship bewteen observed data/phenomena to the stages of evolution of stars	Concept map not completed Processes previously identified not included in notes for each stage Pertinent information previously identified not included in notes for each stage	Concept map completed with all major stages identified included Processes previously identified shown in wrong relation Pertinent information previously identified included on only some of the stages Some stages have incorrect information	Concept map completed with all major stages identified included Processes previously identified shown appropriately Pertinent information previously identified included in notes for each stage
Conduct research using the internet to discover real world examples	No hyperlinks included to pertinent examples Hyperlinks included are not appropriate for stage	Hyperlinks included for most of the stages on the concept map Hyperlinks included are appropriate	Hyperlinks included for each stage on the concept map Hyperlinks included are appropriate
work collaboratively and effectively with others in completing an assigned task	Did not work with others to complete the assignment Did not utilize time effectively Did not contribute to class discussion or compilation of master concept map	Relied on others for generating most ideas Contributed a few ideas/information towards the discussion and compilation of master concept map	Worked well with group in generating ideas Worked well with partner to develop a concept map Contributed ideas and information towards the discussion and compilation of master concept map

Evaluation of Lesson:  I have never implemented this lesson in practice; I have only been recently introduced to Inspiration software and am pleased with its potential.  The amount of time required to complete the tasks is highly dependant upon (and may need modification based upon) the student's knowledge and expertise in using Inspiration.  The lesson will be deemed as successful if students are able to work collaboratively towards the class goal of creating a "master" concept map that everyone can utilize to summerize/reinforce taught concepts.  Student willingness, enthusiasm, and feedback for such a project will also be considered.  The use of hyperlinks to real world examples should reinforec the relationship between the evolutionary stage a star is in and the processes associated with each stage.  A comparison of what the students turned in to what they will have learned through the discussion and compilation of the master concept map will be accomplished througha unit test on the material - any change in performance may indicate the effectiveness of such a lesson as a review/summary.  This lesson acts as an anchor to show hopw a few basic processes and forces relate and interact with one another; these same processes and forces are at play when discussing the next topics of galaxies, galaxy formation, and cosmology.

Brainstorming Activity worksheet

"Master" Concept Map

Outline of Concept Map