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OVERVIEW:
A Hot Beginning Leads to A Cold Ending |
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AUTHOR(S):
Sharon Athey and Mary Weyant |
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VITAL
INFORMATION We are teachers at Wildwood Middle School, 1209 Shenandoah
Junction Rd. Shenandoah Junction, WV 254442.
(304) 728-1988 sathey@access.k12.wv.us or mweyant@access.k12.wv.us |
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Subjects: |
Science
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Unit
and Topic: |
Astronomy and Stars |
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Grade/Level: |
7th |
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Time
Allotment: |
1
hour |
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Pre-Requisite
Skills: |
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Objective(s): |
Students will:
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Summary: |
Guided
questioning will be used to review the properties of a star. This will lead
to a discussion of different stars and how they are categorized by mass. The students will view a web site to lookup
star vocabulary, create a crossword puzzle using EclipseCrossword.com, and
complete each others puzzles. Lastly,
the students will use enchantedlearning.com to arrange teacher made pictures
in the proper sequence. |
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PREPARATION |
Prepare
VRML picture of Sun. Have white board
and dry erase markers set up to write down review of Sun’s properties.
Load crossword puzzle software.
Prepare page of sample vocabulary and website of dictionary to be
used. Prepare pictures, with
definitions on back, of stars life cycles.
Setup computer, LCD projector and screen to display VRML Sun,
EclipseCrossword.com, Dictionary.com, and enchantedlearning.com |
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Instructional
Materials |
Teacher
made star life cycle pictures LCD
projector Lap
top Screen White
Board and dry erase markers Internet
Access Eclipse
Crossword Puzzle Generator |
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Resources: |
Star
Image Sources: White
dwarf http://www.williamsclass.com/EighthScienceWork/ImagesEighth/WhiteDwarf.jpg Supernova
http://plus.maths.org/issue38/outerspace/Keplers_supernova.jpg Sun-like
star http://img.qj.net/uploads/articles_module/104078/hp56948sun-01_qjgenth.jpg Red
giant http://physics.ship.edu/~mrc/pfs/108/star_red_giant.jpg Red
supergiant http://www.dailygalaxy.com/my_weblog/images/2007/08/08/red_giant_4_3.jpg Planetary
nebula http://66.49.141.227/Hubble%20Universe/Planetary%20Nebula%20Mz%203.jpg Neutron
star http://stardate.org/images/gallery/neutron_star.jpg Nebula http://i2.photobucket.com/albums/y10/Brianne_A9/nebula.jpg Huge
star http://upload.wikimedia.org/wikipedia/commons/f/fe/Blue_star.jpg Giant
star http://www.tqnyc.org/NYC063368/GiantStar.jpg Black
hole http://www.bassani.net/wawa/wp-content/uploads/2008/04/black-hole.jpg Black
dwarf http://naasbeginners.co.uk/MESSIEROBJECTS_files/M57.jpg |
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IMPLEMENTATION |
Small
group work , individual work on computers and internet |
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Introduction/Motivation: |
Review
properties of Sun to introduce other stars and their life cycles. |
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Learning
Context : |
Students
are working on 7th grade objectives in a computer lab facilitated
by a science teacher and media specialist. |
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Procedure: |
Review
properties of Sun. Discuss
stars mass differences. Lookup
vocabulary. Generate
a Crossword Puzzle. Complete
a crossword Puzzle. Sequence
life cycle pictures. |
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Differentiated
Instruction: |
Nearly all
educators agree with the goal of differentiating instruction, but teachers
may lack strategies for making it happen. Here are some of the many
strategies—in addition to flexible grouping and tiered
activities—that teachers can use to avoid lockstep instruction: ·
Stations.
Using stations involves setting up different spots in the classroom where
students work on various tasks simultaneously. These stations invite flexible
grouping because not all students need to go to all stations all the time. ·
Compacting.
This strategy encourages teachers to assess students before beginning a unit
of study or development of a skill. Students who do well on the preassessment
do not continue work on what they already know. ·
Agendas.
These are personalized lists of tasks that a student must complete in a
specified time, usually two to three weeks. Student agendas throughout a
class will have similar and dissimilar elements. ·
Complex
Instruction. This strategy uses challenging materials, open-ended tasks, and
small instructional groups. Teachers move among the groups as they work,
asking students questions and probing their thinking. ·
Orbital
Studies. These independent investigations, generally lasting three to six
weeks, revolve around some facet of the curriculum. Students select their own
topics, and they work with guidance and coaching from the teacher. ·
Entry
Points. This strategy from Howard Gardner proposes student exploration of a
given topic through as many as five avenues: narrational (presenting a
story), logical-quantitative (using numbers or deduction), foundational
(examining philosophy and vocabulary), aesthetic (focusing on sensory
features), and experiential (hands-on). ·
Problem-Based
Learning. This strategy places students in the active role of solving
problems in much the same way adult professionals perform their jobs. ·
Choice
Boards. With this strategy, work assignments are written on cards that are
placed in hanging pockets. By asking a student to select a card from a
particular row of pockets, the teacher targets work toward student needs yet
allows student choice.
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Collaboration: |
This
lesson will be taught In partnership with the school media specialist. |
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Author's
Comments & Reflections: |
None at this time |
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STANDARDS
& ASSESSMENTS |
Teacher
will visually check the sequence of pictures to evaluate student’s
knowledge of stars life cycle. |
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Standards |
WV
CONTENT STANDARDS AND OBJECTIVES: SC.S.7.2 Students will demonstrate
knowledge, understanding and applications of scientific facts, concepts,
principles, theories and models as delineated. ·
SC.O.7.2.33 trace the life cycle of a star.
NATIONAL STANDARDS NS.5-8.4
EARTH AND SPACE SCIENCE Earth in
the solar system |
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Assessment/Rubrics |
Visually
access groups sequencing of teacher made pictures. |
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