L5+Stoutamyer,+Bianca

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Bianca Stoutamyer **__Lesson #:__ 5 __Facet:__** Perspective
 * __ Grade Level __**** : 6-8 ** **__Numbers of Days: 2-3__**
 * __ Topic: __**__ Supernova and astronomy. __


 * __ PART I: __**

Students will understand that the constantly changing universe can affect Earth. Students will know how stars die, gravity, asteroids, seasons, supernova, stars, revolution, rotation and history of astronomy. Students will be able to argue the destruction of Earth.
 * __ Objectives __**
 * Product: ** Fakebook

Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Maine Learning Results**
 * Content Area-** Science and Technology
 * Standard Label-** D The Physical Setting
 * Standard-** D1 Universe and Solar System
 * Grade Level**- 6-8
 * Performance Indicators-** a,b and c


 * Rationale: ** This lesson meets the standard because students will be able to explain the movements, location, composition and characteristics of stars and galaxies.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**
 * Section I – **After doing the discussion about the life and death of stars students will fill out their spinning wheel graphic organizers with the correct information given to them from a short powerpoint presentation if they are struggling with information they will have the option to slap it and I will readdress the material.
 * Section II – **Each student will be given a specific astronomer to research and have a specific checklist for each astronomer. They can work together to get this information and peers can help give their opinion on how that astronomer would conduct themselves when interacting with each other. While the students are working I will be answering their questions about their astronomer and giving them feedback on what they have found.
 * __ Summative (Assessment of Learning): __**Students will take on the role of a historical or modern astronomer and create a Fakebook where they will discuss with their fellow astronomers if the destruction of Earth is possible and if so how they believe it to happen. They must research their astronomer and successfully take on their opinion and beliefs of what the solar system and universe is like whether or not that information is not accurate today. Students will be respectful and professional on the Fakebook and no profanities will be tolerated. Sources must be cited and handed in. (Worth 50 points)


 * __ Integration __**
 * Technology: ** The technology that the students are working with during this lesson is Fakebook. Fakebook is a fake Facebook account where students can be an ancient astronomer and have a discussion about the destruction of the universe. Fakebook is a type II technology because students can share the Fakebook with people outside of the classroom.

**History:** Researching and becoming a historical astronomer for the Fakebook product.
 * English: ** Reading, writing and researching for their Fakebook product.


 * __ Groupings __**
 * Section I - **After doing the discussion about the life and death of stars students will fill out their spinning wheel graphic organizers with the correct information given to them from a short powerpoint presentation they will then get into groups of 4 to 6 students and do a round robin brainstorm activity about what the astronomers would believe could happen to Earth.
 * Section II – **Each student will be given a specific astronomer to research and have a specific checklist for each astronomer. They can work together to get this information and peers can help give their opinion on how that astronomer would conduct themselves when interacting with each other.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Visual/Spatial-** Powerpoint of pictures and spinning wheel graphic organizer
 * Intrapersonal-** Option of working alone on the entire assignment.
 * Interpersonal-** Option of working in pairs to research astronomers.
 * Verbal/Linguistic-** Writing down ideas in spinning wheel graphic organizer. Class discussion of stars life and death.
 * Logical/Mathematical-** Researching astronomers and determining what is accurate and what is unreliable. Discussion about life and death of stars.
 * Naturalist-** Pictures of actual supernovas and other "dead" stars.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: **Any student who missed class will have to look at the notes for that class on the class wiki and will have to pick up the graphic organizers, assignments and other papers from the absent work binder. Students will have to come see me concerning the final product for this lesson to get instructions and to learn how to create and use Fakebook. Absent student will be asked to go see a their work buddy to find credible resources. Fakebook product is due the same date as the rest of the class unless a new arrangement has been arranged.


 * __ Extensions __**


 * Type II technology: ** The technology that the students are working with during this lesson is Fakebook. Fakebook is a fake Facebook account where students can be an ancient astronomer and have a discussion about the destruction of the universe. Fakebook is a type II technology because students can share the Fakebook with people outside of the classroom.
 * Gifted Students: ** Modify the Fakebook project so students must include how the astronomer affected astronomy.


 * __ Materials, Resources and Technology __**
 * // Projector //
 * // Laptops //
 * // Spinning Wheel Graphic Organizer //
 * // Checklist //
 * // Fakebook account //
 * // Textbook //
 * // Slideshow of Supernova Pictures //


 * __ Source for Lesson Plan and Research __**
 * Class Wiki page
 * Fakebook accounts http://www.classtools.net/fb/home/page
 * History of Astronomy []
 * Historical Astronomers [|http://cnr2.kent.edu/~manley/astronomers.html]
 * Spinning Wheel Graphic Organizer [[file:wheel_eng.pdf]]
 * Supernova Resource http://imagine.gsfc.nasa.gov/docs/science/know_l2/supernovae.html
 * Supernova Resource http://www.space.com/6638-supernova.html
 * Galaxies Resource []
 * Photos of Galaxies []
 * Types of Galaxy Resource []
 * History of Astronomy Resource []
 * Time of Astronomy []


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //


 * Day 1:** (80 minutes)
 * Introduction to today's agenda (5 minutes)
 * Slideshow of Supernova and other dead stars (5 minutes)
 * Class discussion about the life and death of stars (15 minutes)
 * Powerpoint presentation and Spinning Wheel Graphic Organizer (20 minutes)
 * Slap it activity (20 minutes)
 * Research and find examples of Fakebook accounts and discussion (15 minutes)


 * Day 2:** (80 minutes)
 * Introduction to today's agenda (5 minutes)
 * Round robin discussion about historical astronomers (15 minutes)
 * Example of Fakebook account (5 minutes)
 * Create Fakebook accounts (20 minutes)
 * Research and communicate through accounts (35 minutes)

Homework: Finish working on Fakebook account


 * Day 3:** (80 minutes)
 * Introduction to today's agenda (5 minutes)
 * Class discussion about Fakebook accounts (55 minutes)
 * Powerpoint to clarify and explain ideas (20 minutes)

For this lesson the classroom will be set up into table groups. Students will understand that the constantly changing universe can affect Earth. //Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.// To know that even though things have been around for millions of years there is always an end and the Earth is not an exception. The hook for this lesson is a Powerpoint slideshow of supernova and the death of other stars.
 * Where, Why, What, Hook Tailors:** Visual/Spatial, Verbal/Linguistic, Intrapersonal, Interpersonal, Naturalist

Students will know how stars die, gravity, asteroids, seasons, supernova, stars, revolution, rotation and history of astronomy.**(See Content Notes)**Students will have a class discussion about what they know about the lives and deaths of stars. While doing the class discussion they will fill out their spinning wheel graphic organizers. After doing the discussion about the life and death of stars students will fill out their spinning wheel graphic organizers with the correct information given to them from a short powerpoint presentation if they are struggling with information they will have the option to slap it and I will readdress the material. The slap it activity consists of content ideas and concepts being written on the board and when a student wants one readdressed or explained differently they head up to the board and slap it with a fly swatter. I will then see if any of the other students think they can address the question or I will address the question myself.
 * Equip, Explore, Rethink, Tailors:** Interpersonal, Intrapersonal, Logical/Mathematical, Verbal/Linguistic

Students will be able to argue the destruction of Earth. On the first day students will be researching Fakebook accounts but will not be working with the Fakebook product until day two. Each student will be given a specific astronomer to research and have a specific checklist for each astronomer. They can work together to get this information and peers can help give their opinion on how that astronomer would conduct themselves when interacting with each other. Students will then create a Fakebook account for their astronomer and have conversations on Fakebook about the destruction of the universe. While the students are working I will be answering their questions about their astronomer and giving them feedback on what they have found. Students will take on the role of a historical or modern astronomer and create a Fakebook where they will discuss with their fellow astronomers if the destruction of Earth is possible and if so how they believe it to happen. They must research their astronomer and successfully take on their opinion and beliefs of what the solar system and universe is like whether or not that information is not accurate today. Students will be respectful and professional on the Fakebook and no profanities will be tolerated. Sources must be cited and handed in. (Worth 50 points)
 * Explore, Experience, Revise, Refine, Tailors:** Verbal/Linguistic, Logical/Mathematical, Interpersonal, Intrapersonal

Each student will be given a specific astronomer to research and have a specific checklist for each astronomer. They can work together to get this information and peers can help give their opinion on how that astronomer would conduct themselves when interacting with each other. While the students are working I will be answering their questions about their astronomer and giving them feedback on what they have found. Following the class discussion on the third day of this lesson I will grade each Fakebook based on the checklist. Each checklist will be different due to the fact that each astronomer had different views and accomplishments. The graded feedback will be returned to the students during the next class period.
 * Evaluate, Tailors:** Verbal/Linguistic, Visual/Spatial, Interpersonal, Intrapersonal


 * __ Content Notes __**

>
 * Students will know how stars die, gravity, asteroids, seasons, supernova, stars, revolution, rotation and history of astronomy.
 * Supernova Types
 * Type I supernova: star accumulates matter from a nearby neighbor until a runaway nuclear reaction ignites.
 * Type II supernova: star runs out of nuclear fuel and collapses under its own gravity.
 * History of Astronomy and Historical Astronomers
 * Nicolaus Copernicus developed a heliocentric model of the solar system that explained planetary retrograde motion and overturned the ancient Greek astronomy.
 * Tycho Braye observed a supernova and made the most precise observations of stellar and planetary positions.
 * Galileo performed fundamental observations, experiments, and mathematical analyses in astronomy and physics; discovered mountains and craters on the moon, the phases of Venus, and the four largest satellites of Jupiter: Io, Europa, Callisto, and Ganymede.
 * Johannes Kepler established the most exact astronomical tables then known; established the three laws of planetary motion.
 * Edmond Halley accurately predicted the comet of 1682 that later became known as Halley's Comet.
 * Charles Messier discovered 19 comets and compiled a famous catalog of deep-sky objects.
 * Caroline Herschel discovered several comets and was the first woman to ever discover a comet.
 * Galaxies (like our own) contain billions of stars and are shaped in a few different ways.
 * Spiral Galaxies (Like the Milky Way) have a center, a supermassive black hole is suspected of being at the center of the Milky Way galaxy. Spiral galaxies have three main components: a bulge, disk, and halo (see right). The bulge is a spherical structure found in the center of the galaxy. This feature mostly contains older stars. The disk is made up of dust, gas, and younger stars. The disk forms arm structures.
 * Irregular galaxies have no regular or symmetrical structure. They are divided into two groups, Irr I and IrrII. Irr I type galaxies have HII regions, which are regions of elemental hydrogen gas, and many Population I stars, which are young hot stars. Irr II galaxies simply seem to have large amounts of dust that block most of the light from the stars. All this dust makes is almost impossible to see distinct stars in the galaxy.
 * Elliptical Galaxies are shaped like a spheriod, or elongated sphere. In the sky, where we can only see two of their three dimensions, these galaxies look like elliptical, or oval, shaped disks. The light is smooth, with the surface brightness decreasing as you go farther out from the center. Elliptical galaxies are given a classification that corresponds to their elongation from a perfect circle, otherwise known as their ellipticity.
 * History of Telescopes
 * In 1609 an Italian physicist and astronomer named Galileo became the first person to point a telescope skyward. Although that telescope was small and the images fuzzy, Galileo was able to make out mountains and craters on the moon, as well as a ribbon of diffuse light arching across the sky -- which would later be identified as our Milky Way galaxy. After Galileo's and, later, Sir Isaac Newton's time, astronomy flourished as a result of larger and more complex telescopes. With advancing technology, astronomers discovered many faint stars and the calculation of stellar distances. In the 19th century, using a new instrument called a spectroscope, astronomers gathered information about the chemical composition and motions of celestial objects.
 * Types of telescopes
 * A reflector telescope uses a mirror as its objective. The mirror is close to the rear of the telescope and light is bounced off (reflected) as it strikes the mirror.
 * The refractor telescope uses a lens to gather and focus light. The first telescopes built were refractors. The small telescopes sold in department stores are refractors, as well as, those used for rifle scopes.
 * Types of Stars
 * Main sequence stars are the central band of stars on the Hertzsprung-Russell Diagram. These stars' energy comes from nuclear fusion, as they convert Hydrogen to Helium. Most stars (about 90%) are Main Sequence Stars. For these stars, the hotter they are, the brighter they are. The sun is a typical Main Sequence star.
 * Dwarf stars are very small stars and can be evidence of a dying main sequence or giant star.
 * Red dwarf stars are the most common type of main sequence star in the universe. They are small, cool stars that are not overly bright.
 * White dwarf stars are small, very dense and made up of mostly carbon. They are what remains after a star begins to die. Our Sun will most likely become a white dwarf star. White dwarf stars are about the size of the Earth but are much heavier.
 * Black dwarf stars are dead stars that are producing no nuclear fusion and are what white dwarfs become.
 * Brown dwarf stars have no nuclear fusion occurring in the core of the star. They are not very luminous.
 * Red giant is a relatively old star that burns brightly. This star is not what it originally was and is usually 20 times the stars original size.
 * Blue giant is a huge, hot star that is burning helium.
 * Supergiants are extremely rare stars that can be the size of our entire solar system. When these stars die they supernova and can become black holes.
 * Black holes are a place in space where gravity pulls so much that even light can not get out. The gravity is so strong because matter has been squeezed into a tiny space. This can happen when a star is dying. Because no light can get out, people can't see black holes. They are invisible. Space telescopes with special tools can help find black holes.
 * The largest black holes are called "supermassive." These black holes have masses that are more than 1 million suns together. Scientists have found proof that every large galaxy contains a supermassive black hole at its center. The supermassive black hole at the center of the Milky Way galaxy is called Sagittarius A. It has a mass equal to about 4 million suns and would fit inside a very large ball that could hold a few million Earths.
 * That bright star isn't actually a star, at least not anymore. The brilliant point of light is the explosion of a star that has reached the end of its life, otherwise known as a supernova. Supernovas can briefly outshine entire galaxies and radiate more energy than our sun will in its entire lifetime. They're also the primary source of heavy elements in the universe.
 * Asteroids are rocky airless worlds that orbit our sun but are too small to be considered planets. Tens of thousands of these worlds are gathered in our Asteroid Belt. Asteroids could cause mass destruction of Earth if a large enough one collides with our planet. Asteroid if big enough could have a large enough gravitational force to pull part of the Earth away from itself. It is suspected that is how the moon was created.
 * The Earth's seasons are not caused by the differences in the distance from the Sun throughout the year (these differences are extremely small). The seasons are the result of the tilt of the Earth's axis. The Earth's axis is tilted from perpendicular to the plane of the ecliptic by 23.45°. This tilting is what gives us the four seasons of the year - spring, summer, autumn (fall) and winter. Since the axis is tilted, different parts of the globe are oriented towards the Sun at different times of the year. Summer is warmer than winter (in each hemisphere) because the Sun's rays hit the Earth at a more direct angle during summer than during winter and also because the days are much longer than the nights during the summer. During the winter, the Sun's rays hit the Earth at an extreme angle, and the days are very short. These effects are due to the tilt of the Earth's axis. There are two solstices per year, the winter solstice is the shortest day of the year and occurs when the sun is at its farthest northern or southern declinations. The second solstice occurs during the summer and is the longest day of the year. While solstices are when the sun is at its northern most or southern most declination equinoxes are when day and night are the exact same duration. They occur when the sun crosses the celestial equator, the two equinoxes occur during the spring and fall. Rotation describes the spinning of the Earth on its axis resulting in the twenty-four hour phenomenon of day and night on Earth. Revolution is the Earth's path around the Sun and takes 364.25 days to complete the revolution. Due to rotation there is a change in time across the world.


 * __ Handouts __**
 * // Spinning Wheel Graphic Organizer //
 * // Checklist //


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //**// Students have a checklist in order to make sure they are including everything in their Fakebook accounts. Students know what is expected of them. //


 * // Microscope: //**// Students are researching their historical astronomer and investigating their views and beliefs. //


 * // Puppy: //**// Students have the freedom to interpret ideas and the environment is welcoming. There are no stupid questions and students have the freedom to slap things that they do not understand. //


 * // Beach Ball: //**// Students have the freedom to make the Fakebook however they see fit. Students get to choose which historical astronomer they want to be. //


 * // Rationale: //**// This lesson meets the four learning styles because it gives set guidelines while also allowing the students to have freedom to make the Fakebook however they see fit along with having a comfortable environment and having the students researching historical astronomers. //


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**


 * // Formative: //**After doing the discussion about the life and death of stars students will fill out their spinning wheel graphic organizers with the correct information given to them from a short powerpoint presentation if they are struggling with information they will have the option to slap it and I will readdress the material.Each student will be given a specific astronomer to research and have a specific checklist for each astronomer. They can work together to get this information and peers can help give their opinion on how that astronomer would conduct themselves when interacting with each other. While the students are working I will be answering their questions about their astronomer and giving them feedback on what they have found.
 * // Summative: //**Students will take on the role of a historical or modern astronomer and create a Fakebook where they will discuss with their fellow astronomers if the destruction of Earth is possible and if so how they believe it to happen. They must research their astronomer and successfully take on their opinion and beliefs of what the solar system and universe is like whether or not that information is not accurate today. Students will be respectful and professional on the Fakebook and no profanities will be tolerated. Sources must be cited and handed in. (Worth 50 points)


 * // Rationale: //** This lesson meets the standard because it allows for me to check the students understanding during the lesson and allows me to get a feeling for their mastery of the content they are studying.


 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // Content Knowledge: //** See Content Notes

Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.
 * // MLR or CCSS: //**
 * Maine Learning Results**
 * Content Area-** Science and Technology
 * Standard Label-** D The Physical Setting
 * Standard-** D1 Universe and Solar System
 * Grade Level**- 6-8
 * Performance Indicators-** a,b and c


 * // Facet: //**// Perspective //
 * Rationale: ** This lesson meets the standard because students will be able to explain the movements, location, composition and characteristics of stars and galaxies.


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**


 * // MI Strategies: //**
 * Visual/Spatial-** Powerpoint of pictures and spinning wheel graphic organizer
 * Intrapersonal-** Option of working alone on the entire assignment.
 * Interpersonal-** Option of working in pairs to research astronomers.
 * Verbal/Linguistic-** Writing down ideas in spinning wheel graphic organizer. Class discussion of stars life and death.
 * Logical/Mathematical-** Researching astronomers and determining what is accurate and what is unreliable. Discussion about life and death of stars.
 * Naturalist-** Pictures of actual supernovas and other "dead" stars.


 * // Type II Technology: //** The technology that the students are working with during this lesson is Fakebook. Fakebook is a fake Facebook account where students can be an ancient astronomer and have a discussion about the destruction of the universe. Fakebook is a type II technology because students can share the Fakebook with people outside of the classroom.


 * // Rationale: //**// This lesson meets the standard by including six of the eight Multiple Intelligences to appeal to a wide variety of students in the classroom. It meets the intelligences by allowing students to work together or alone, having visuals, verbal discussions, research, and pictures of real supernovas. This lesson also meets the standard by including a type II technology that allows the students to connect and get feedback from people outside of the classroom. //

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//**Rationale:** This lesson encourages students to investigate real world issues such as the end of the world from others point of views and allows them to do this digitally through Fakebook.//

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

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 * //Rationale://** //This lesson meets the standard by having both formative and summative assessments that not only allow me to see the students understanding of the content but also uses technology in order to do that.// ||  ||   ||
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