OVERVIEW:    A Hot Beginning Leads to a Cold Ending

AUTHOR(S):   Sharon Athey and Mary Weyant

VITAL INFORMATION        We are teachers at Wildwood Middle School in Jefferson County, WV at 1209 Shenandoah Junction Road, Shenandoah Junction, WV 25442, 304-728-1988, and can also be reached at sathey@access.k12.wv.us and mweyant@access.k12.wv.us .

 

Subjects:

Science  (life cycles and stars)

Unit and Topic:

Unit:  astronomy; Topic:  stars

Grade/Level:

7th grade

Time Allotment:

1 hour

Pre-Requisite Skills:

Students must have basic knowledge of:

  • the solar system and its contents
  • computers
  • the X and Y axes functions on a graph

Objective(s):

The students will be able to:

  • navigate at a very basic level through VRML in a TextPad screen in order to make changes in VRML code.
  • move star stage images on a computer screen in TextPad so that they appear in order in VRML
  • create a concept map

Summary:

As a class, review the basic parts of a graph using virtual whiteboard software allowing the use of a graphing background along with the images of the stages of star life.  Using pre-made TextPad screens, show the students the VRML code that specifically delineates the X and Y axis values as it relates to the pictured images of the star stages on the VRML preview screens.  Next, have students change the X axis values so that they make the pictured star stages resemble the teacher-made sequences of star life cycles that are hanging in the room.  Students will complete the first two sets of star life cycles in this manner.  To address the third star stage, students will be asked to change the Y axis values in order to make the progression of star stage images appear vertically along the Y axis from top to bottom. 

 

 Explore how to create a concept map in Inspiration 8.  Teach students how to create areas of the concept maps, link them together with arrows, and add pictures and words.  Finally, ask students to create a concept map focusing on one of the types of star life cycles. 

 

PREPARATION

Create texture mapped images in TextPad of the various elements of the three major star stages(see “Star Image Sources”) .

 

Create VRML files in TextPad which enable the display of the stages of a star

 

Create a virtual whiteboard screen file for the motivational exercise.  This screen will have a graph background and will enable you to insert actual star stage pictures that the students viewed in lesson 1, and with which they will continue to work with throughout the lesson.

 

Create a rubric for a concept map.

 

(before lesson begins) Load the TextPad files on the student computers.  Open up TextPad on the student computers.

 

 

 

Instructional Materials

·         VRML files which depict star stages in both correct life cycle form and mixed-up stage form

·         Virtual whiteboard file with graph background for easy illustration of movement of star stage images along X axis

·         LCD projector

·         laptop

·         screen

 

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

 

IMPLEMENTATION

 

Introduction/Motivation:

Ask:  What do you think of when you hear the word “graph”?  Guide conversation toward the graph students use in math class with X and Y coordinates.  Onto the screen, project a virtual whiteboard file that has been made to look like a graph.  Ask students to locate the X and Y axis.  Ask students how they can tell where the positive and negative numbers will lie on the graph.  Show students how to move the star stage images at the side of the graph so that they fall along the X axis in order.  Let students move them into the correct progression for the sun-like star cycle. 

 

Learning Context :

The learning context is comprised of students who are studying a 7th grade curriculum in a library media center/computer lab setting through the facilitation of a collaborating 7th grade science teacher and library media specialist.

 

Procedure:

1. Complete Introduction/Motivation exercise (above). 

 

2. Model how to open up the program TextPad, and then how to open some files that have been created in TextPad for the students to use:  “mixedupstages,”  “2mixedupstages,” and “3mixedupstages.”  Show students how to “preview” these files in VRML.  The spheres in “mixedupstages” can be manipulated to depict the sun-like star life cycle.  The spheres in “2mixedupstages” can be moved to portray the huge star life cycle.  Also, the spheres in “3mixedupstages” can be placed in the correct order to form the giant star life cycle.  Show students how changing the first number, or the x axis, in the Translation command in VRML will change the order of the various star stage images on their preview screens.  Assign students the task of putting elements (star stage images) of all 3 files—e.g., “mixedupstages,” “2mixedupstages,” and “3mixedupstages”-- in order using VRML so that their finished products resemble the files in “stages,” 2stages,” and “3stages.”  As a visual check, have students trade places and then check each other’s work.

 

3. Show students how to navigate with the software program Inspiration 8.  Using a laptop and LCD projector, show students how to create symbols that will comprise their concept maps, and then link together the symbols to create a logical progression.  Then, show students how to add/change text and fonts.  Next, show students how to add pictures.  Share concept map rubric with students before they begin their assignment.  Explain the following assignment to students:  students will select one of the three star cycles (sun-like stars, huge stars, and giant stars) and create a concept map to explain it.  Students will use sufficient text and pictures to create a concept map that flows logically and is easy to read.  Students who finish should create a concept map for another star cycle for extra credit.  As students work on concept maps, teacher will mingle among students and work to provide clarification of both the assignment and the rubric expectations.

 

 

Differentiated Instruction:

Moving the star images to their correct order of progression on the virtual whiteboard graph may appeal to those students who like to draw on their body-kinesthetic intelligences.  Using graphing skills to arrange the star stage images in order from left to right on the VRML preview screen may engage those students who are visual/spatial learners.  Those students whose learning styles are mathematical/logical and visual/spatial may enjoy creating the concept map.  This lesson could be implemented in groups of twos in order to pair students at higher learning levels with those at lower levels, or in order to appeal to students who draw upon high degrees of interpersonal intelligences. 

 

Sample Student Products:

Sample student projects would include concept maps and VRML depictions of the correct order of the various stages in the life cycle of stars.

Collaboration:

A 7th and 8th grade science teacher is collaborating on this unit.

Author's Comments & Reflections:

When I implement these activities, I will have the use of an Intelliboard, which will further engage students. 

 

 

STANDARDS & ASSESSMENTS

 

Standards

WV CONTENT STANDARDS AND OBJECTIVES:

SCIENCE

SC.S.7.2
Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives.

SC.O.7.2.33
The student will trace the life cycle of a star

TECHNOLOGY

21C.S.5-8.2 The student will demonstrate the ability to explore and develop new ideas, to intentionally apply sound reasoning processes and to frame, analyze and solve complex problems using appropriate technology tools.

21C.O.5-8.2.TT2 Student collaborates with peers, experts, and others using telecommunications and collaborative tools

to investigate curriculum related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.

 

USA - 21ST CENTURY LEARNING SKILLS & ICT LITERACY

Exercising sound reasoning in understanding.

Framing, analyzing and synthesizing information in order to solve problems and answer questions

Accessing information efficiently and effectively, evaluating information critically and competently and using information accurately and creatively for the issue or problem at hand

NATIONAL STANDARDS

NS.5-8.4 EARTH AND SPACE SCIENCE

As a result of their activities in grades 5-8, all students should develop an understanding

  • Structure of the earth system
  • Earth's history
  • Earth in the solar system

 

Assessment/Rubrics

RUBRICS

After the students have placed their stars in the correct order on their VRML graphs, have them trade seats with someone and check each other’s work visually.

The concept maps will be assessed with the following rubric:

CATEGORY

Exemplary

Proficient

Adequate

Marginal

Content

All information is accurate and clearly stated.  Focus of map is evident.

Most information is accurate and clearly stated.  Focus of map is evident.

Some information is accurate and clearly stated. Focus of map is evident.

Most information is not accurate nor clearly stated.  Focus of map is not evident.

Grammar and Spelling

Map contains no spelling or grammatical errors

Map contains 1-3 spelling or grammatical errors

Map contains 4-5 spelling or grammatical errors

Map contains over 5 spelling or grammatical errors

Graphics and Design

Total design is visually appealing; font is clearly understandable; amount of text is appropriate and accurately describes pictures.

Design is visually appealing; most font is clearly understandable; most text amounts are appropriate; text describes pictures

Some sections of concept map depict a design; some font is understandable; most text describes pictures.

Design is spotty; font is difficult to read; text does not fully describe pictures.

Logic

Easy-to-read map flows in clear and logical progression.

Map flows in clear and logical progression.

Map flows in logical progression most of the time.

Map does not flow in logical progression.