UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name:
Bianca Stoutamyer Lesson #: 4 Facet: Self-Knowledge
Grade Level: 6-8 Numbers of Days: 3-4
Topic: Solar System, Galaxies, and Stars
PART I:
Objectives
Students will understand that there are more galaxies and solar systems than just our own.
Students will know the history of astronomy, the history of telescopes, galaxy, star types, light year, black holes, and types of galaxies.
Students will be able to be aware of the size and complexity of the universe.
Product: Prezi
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
Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.
Performance Indicators a,b and c
Rationale: This lesson will meet the standard because students will know the location, composition and characteristics of galaxies and stars.
Assessments
Formative (Assessment for Learning)
Section I – After students have filled out the four column chart they will do an onion ring activity where I ask questions and the outer ring explains the question to the inner ring. If students are struggling to explain the question I will step in and explain the ideas and concepts to them in a different way.
Section II – Students will have a rubric to enable them to know what will be expected of them on their
Prezi. The first draft of the Prezi will be peer edited and students will give each other advice on their stories. While students are peer editing I will take one student aside to discuss their ideas and look over their outline for the story to make sure their information is correct and give immediate feedback.
Summative (Assessment of Learning): Students will write a story about traveling to a star in our galaxy
(excluding the Sun) or about traveling to another galaxy. They must include how long it would take to get to their destination. Facts about the stars and galaxies must be accurate but the author can be as creative with their traveling as they like. Sources used must be cited and handed in. (Worth 50 points)

Integration
Technology: The technology the students are working with this lesson is a Prezi. Prezi's are a type two technology because it allows students to do something that was unachievable before technology.
English: Students are writing and researching for their project along with reading and determining whether or not a resource is credible.
Math: Students are figuring out how far away galaxies and stars are from Earth.
Groupings
Section I - Students will be given pictures of a multitude of different galaxies in our universe and have to arrange them around the room into the three categories; spiral, cluster, and irregular. After arranging the pictures around the room they will then have to fill out a four column chart on what they notice the galaxies have in common in each category.After students have filled out the four column chart they will do an onion ring activity where I ask questions and the outer ring explains the question to the inner ring. If students are struggling to explain the question I will step in and explain the ideas and concepts to them in a different way.
Section II – Students will be working on a Prezi story about traveling to another galaxy or star. The first draft of the Prezi will be peer edited and students will give each other advice on their stories. While students are peer editing I will take one student aside to discuss their ideas and look over their outline for the story to make sure their information is correct and give immediate feedback.
Differentiated Instruction
MI Strategies
Bodily/Kinesthetic- Students will physically place the galaxies into the three different categories.
Intrapersonal Option to work by themselves on four column chart.
Interpersonal Option to work in groups on four column chart.
Verbal/Linguistic Writing down ideas on the four column chart. Explaining ideas to their peers.
Naturalist Pictures of galaxies. Option of working near the windows.
Logical/Mathematical Conductive reasoning of which picture goes in what category.
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 Prezi. Absent student will be asked to go see a their work buddy to find credible resources. Prezi is due the same date as the rest of the class unless a new arrangement has been arranged.
Extensions

Type II technology: The technology the students are working with this lesson is a Prezi. Prezi's are a type two technology because it allows students to do something that was unachievable before technology.
Gifted Students: Modify the Prezi story so that the students have to include at least 5 obstacles that they will run into when traveling to their star or galaxy. The 5 obstacles must be scientifically accurate and be different.
Materials, Resources and Technology
 Projector
 Laptops
 Photos of Galaxies
 Solar System Model
 Textbook
 Four Column Chart
 Rubric
 List of questions for Onion Ring activity
Source for Lesson Plan and Research
 Class Wiki Page
 Galaxies Resource http://science.nasa.gov/astrophysics/focus-areas/what-are-galaxies/
 Photos of Galaxies http://hubblesite.org/gallery/album/galaxy/
 Types of Galaxy Resource http://www.astro.cornell.edu/academics/courses/astro201/galaxies/types.htm
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History of Astronomy Resource
Time of Astronomy http://casswww.ucsd.edu/archive/public/tutorial/History.html
http://www.windows2universe.org/the_universe/uts/timeline.html
Resource for types of stars http://www.enchantedlearning.com/subjects/astronomy/stars/startypes.shtml
 Timeline on Telescopes http://ngm.nationalgeographic.com/2009/07/telescopes/telescopes-
 interactive
Light year definition http://www.astrologyweekly.com/dictionary/light-year.php
and http://www.heavens-above.com/glossary.aspx?lat=0&lng=0&loc=b&alt=0&tz=cet&term=lightyear
 Black hole resource http://www.nasa.gov/audience/forstudents/k-4/stories/what-is-a-black-holek4.html
 History of Astronomy http://curious.astro.cornell.edu/history.php
 Historical Astronomers http://cnr2.kent.edu/~manley/astronomers.html
 Prezi Website http://prezi.com/
 Four Column Chart
4column.pdf
o o o
Details
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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)
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Introduction to today's agenda (5 minutes)
 Hook presentation (10 minutes)
Powerpoint presentation about Stars (15 minutes)
 Galaxy activity/ Four Column Graphic Organizer filled out (20 minutes)
 Onion Ring activity (25 minutes)
 Homework assigned (5 minutes)
Homework: Research a Red Giant star and find out how far away from Earth it is.
Day 2: (80 minutes)
 Introduction to today's agenda (5 minutes)
 Class discussion about Red Giants (10 minutes)
 Powerpoint presentation about galaxies, black holes, and light years (15 minutes)
 Introduction to Prezi (10 minutes)
 Research and find Prezi's (30 minutes)
 Class discussion on Prezi's (10 minutes)
Homework: Write first draft of a story about traveling to another star or galaxy.
Day 3: (80 minutes)
 Introduction to today's agenda (5 minutes)
 Create Prezi accounts (15 minutes)
 Work on Prezi assignment (60 minutes)
Homework: Continue to work on Prezi
Day 4: (80 minutes)
 Continue working on Prezi story/Peer Editing/ Teacher Feedback (60 minutes)
 Begin presenting Prezi's if done (20 minutes)
Homework: If not finished complete the Prezi for next class.
For this lesson the classroom will be set up into table groups. Students will understand that there are more galaxies and solar systems than just our own.
Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.
To see that there is more to the world and to the Universe than our individual lives.After going over what is on today's agenda students will interact with the solar system model that is as proportional as possible to our solar system. Following the hook students will do an activity where they place photos of galaxies into three different groups. The students can communicate with each other while trying to place the pictures into the correct category. Students will be looking for similarities and differences between the photos in order to do the activity.

Where, Why , What, Hook Tailors: Bodily/Kinesthetic, Visual/Spatial, Logical/Mathematical,
Intrapersonal, Interpersonal
Students will know the history of astronomy, the history of telescopes, galaxy, star types, light year, black holes, and types of galaxies. (See Content Notes) Information about the stars, galaxies and astronomy will be given during two different Powerpoint presentations. Students will be given pictures of a multitude of different galaxies in our universe and have to arrange them around the room into the three categories; spiral, cluster, and irregular. After arranging the pictures around the room they will then have to fill out a four column chart on what they notice the galaxies have in common in each category. After students have filled out the four column chart they will do an onion ring activity where I ask questions and the outer ring explains the question to the inner ring. If students are struggling to explain the question
I will step in and explain the ideas and concepts to them in a different way. Students will then participate in an onion ring activity after the galaxy activity and four column chart have been completed. I will ask questions like the following; "What classifies a star as a specific type?" "What similarities did we find amongst the pictures?" "What made you group certain pictures together?" "What type of star is our Sun?"
"What is a supergiant?" etc.
Equip, Explore, Rethink, Tailors: Visual/Spatial, Verbal/Linguistic, Interpersonal, Intrapersonal
Students will be able to be aware of the size and complexity of the universe. On the second day of the lesson students will be researching Prezi's in order to see what they like/dislike and can do with their future Prezi's. Students will have a class discussion where they will discuss what they found, along with their likes/dislikes and what they are going to attempt to do with their Prezi's. On day three students will create a Prezi account and begin creating their stories and presentation. Students will have a rubric to enable them to know what will be expected of them on their Prezi. Students will write a story about traveling to a star in our galaxy (excluding the Sun) or about traveling to another galaxy. They must include how long it would take to get to their destination. Facts about the stars and galaxies must be accurate but the author can be as creative with their traveling as they like. Sources used must be cited and handed in. (Worth 50 points) The first draft of the Prezi will be peer edited and students will give each other advice on their stories. While students are peer editing I will take one student aside to discuss their ideas and look over their outline for the story to make sure their information is correct and give immediate feedback.
Explore, Experience, Revise, Refine, Tailors: Verbal/Linguistic, Interpersonal, Intrapersonal,
Visual/Spatial
Students will have a rubric to enable them to know what will be expected of them on their Prezi. The first draft of the Prezi will be peer edited and students will give each other advice on their stories. While students are peer editing I will take one student aside to discuss their ideas and look over their outline for the story to make sure their information is correct and give immediate feedback. After students have completed and presented their stories the stories will be graded by the rubric given to the students at the beginning of the project. The feedback and grade of the final completed project will be given back during the next class period. Students have started to work with the universe as a whole and they will continue to do so for the following lessons.
Evaluate, Tailors: Verbal/Linguistic, Visual/Spatial, Interpersonal, Intrapersonal
Content Notes
 Students will know the history of astronomy, the history of telescopes, galaxy, star types, light year, black holes, and types of galaxies.
 A light year is the distance light travels in one year. Meaning if you could travel at the speed of light it would take you that many years to reach a specific destination.

 History of Astronomy and Historical Astronomers o Nicolaus Copernicus developed a heliocentric model of the solar system that explained o o 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 o 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. o o o
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. o 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 o 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 o 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 o 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 o
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,
 Types of Stars as well as, those used for rifle scopes.

 o o
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.
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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 o o o
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 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. o 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.
Handouts
 Four Column Chart
 Pictures of Galaxies
 Rubric
 Prezi Tutorial http://prezi.com/learn/getting-started/
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 rubric to organize the Prezi project. Four column chart used to help organize

thoughts, ideas and concepts about galaxies.
Microscope: Students must research the star or galaxy they are traveling to. Students must use logical thinking in order to group galaxies into categories.
Puppy: Environment allows for students to speak their mind and have ideas that differ from their classmates. There are no stupid questions and students can receive peer and teacher feedback on stories.
Beach Ball: Freedom to choose whichever star or galaxy you wish to travel to. Story has creative freedom as long as all scientific aspects are accurate.
Rationale: Overall this lesson meets the standard by allowing students to research, compare and contrast galaxies, the freedom to be as creative as they wish, a comfortable environment, and a set rubric of what is being asked of them.
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: Students will be doing an activity called an onion ring. The students will be grouped into two circles that face each other and one circle will be asked to explain a concept or define a word to the other circle. If I see students struggling I will step in and readdress the material.
Summative: Students will write a story about traveling to a star in our galaxy (excluding the Sun) or about traveling to another galaxy. They must include how long it would take to get to their destination.
Facts about the stars and galaxies must be accurate but the author can be as creative with their traveling as they like. Sources used must be cited and handed in. (Worth 50 points)
Rationale: The formative and summative assessments during this lesson allows me to get a good understanding of what my students know or mastered and how they can communicate that knowledge to their peers or to me through writing or an oral explanation.
Rationale:
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
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
Students explain the movements and describe the location, composition, and characteristics of our solar

system and universe, including planets, the sun and galaxies.
Performance Indicators a,b and c
Rationale: This lesson will meet the standard because students will know the location, composition and characteristics of galaxies and stars.
Facet: Students will be able to be aware of the size and complexity of the universe. (Self-Knowledge)
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:
Bodily/Kinesthetic- Students will physically place the galaxies into the three different categories.
Intrapersonal Option to work by themselves on four column chart.
Interpersonal Option to work in groups on four column chart.
Verbal/Linguistic Writing down ideas on the four column chart. Explaining ideas to their peers.
Naturalist Pictures of galaxies. Option of working near the windows.
Logical/Mathematical Conductive reasoning of which picture goes in what category.
Type II Technology: The technology the students are working with this lesson is a Prezi. Prezi's are a type two technology because it allows students to do something that was unachievable before technology.
Rationale: This lesson incorporates six of the eight Multiple Intelligences by allowing students to participate in an activity, reason with material, work in groups or by themselves, verbalizing ideas, and seeing pictures of what they are learning about. This lesson incorporates a type II technology by having the students able to do more with the material than a simple word document and they can share these
Prezi's with people outside of the classroom.
NETS STANDARDS FOR TEACHERS
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.
a. Promote, support, and model creative and innovative thinking and inventiveness 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 be creative while also staying true to the scientific facts.
The technology used allows the story to be innovated and different than any story they write in an English class.
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.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity 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
Rationale: This lesson promotes students to assess their own progress and manage their own learning by giving them a rubric to go by in order for them to know if they have included all of the necessary material
needed for their Prezi stories.