Super Stars

• 
  Author(s):
  
  Cheralyn Gaeddert
  
  Before changing many parts and elaborating on others, this lesson plan was taken from a similar one we did last semester. The creators include: Cheralyn Gaeddert, Sarah Wallace, Kim Baker, and Katie Kerr.
  
  Grade Level:
  
  5th grade
  
  Timeframe:
  6 class periods of 45 minutes each, and 1 class period of 50 minutes, and 1 class period of 1 hour and 10 minutes.
  
  Lesson Description or Explanation:
  
  After already being introduced to the solar system and stars, students will choose a group of four or five other students to work with. There will be a total of four groups. They will then begin researching stars via internet, observation, and non-fiction texts. They will collaborate with group members to learn more about this topic, and then choose a specific area they are interested in investigating further. For example, they may be interested in their color, distance from the sun, etc. Students will then work together to create a presentation incorporating technology, to teach the class about their chosen topic.
  
  
  Indiana Curricular Standards
  
  
  
  Language Arts
  5.7.1 Ask questions that seek information not already discussed.
  5.7.4 Select a focus, organizational structure, and point of view for an oral presentation.
  
  Science
  5.3.2 Observe and describe that stars are like the sun, some being smaller and some being larger, but they are so far away that they look like points of light.
  5.3.3 Observe the stars and identify stars that are unusually bright and those that have unusual colors, such as reddish or bluish.
  
  Art
  5.8.2 Create artwork incorporating concepts, subject matter, technology, or the sign systems of other disciplines that communicates in-depth knowledge gained through integrated study.
  
  
  
  ISTE Standards
  
  
  3. Research and Information Fluency – Students apply digital tools to gather, evaluate, and use information.
  
  4. Critical Thinking, Problem Solving, and Decision Making – Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
  
  Assessments
  Formative/Summative
  
  
  Formative:
  · Pre-project concept map of things they know, or think they know about stars. (This will be revisited at the end of the entire lesson for summative assessment.)
  · Have each student set personal goals for the project. Refer back to their goals to see if they are working to achieve them.
  · Observe students and if they use their time wisely and efficiently.
  · Students will complete an exit slip at the end of each day writing some new inquiries they have, or new information they have learned.
  · Students will keep a log book of what they did that day, and who worked on what. They will also be able to reflect on group participation and cooperation.
  · Observe students and if they are cooperating and actively participating.
  
  Summative:
  · Students will refer back to their goals and complete a self-evaluation.
  · Students will complete a peer evaluation of how well everyone worked together and how much effort each group member contributed.
  · I will evaluate the content, creativity, and organization of each presentation.
  
  
  Prior Knowledge:
  
  
  Curricular Knowledge or Skills: Basic knowledge of stars, solar system from years previous. This will be assessed during a pre-project concept map (graphic organizer) of stars.
  
  Technology Knowledge: Basic computer, internet, and PowerPoint skills. I will go through a quick interactive tutorial of using these materials. Students will quickly remember how to use these tools because they use them frequently. This will just serve as a refresher.
  
  
  Technology:
  
  
  Internet Resources: (please list URLs)
  www.nasa.gov
  www.amazing-space.stsci.edu/resources/explorations
  http://www.freewebs.com/schoolastronomy/constellations.htm
  http://www.kidsastronomy.com
  http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html
  http://www.geocities.com/enchantedforest/tower/1217/third1.html
  http://www.google.com/language_tools?hl=en
  www.manythings.org
  www.assistivemedia.org
  http://www.learnoutloud.com/Free-Audio-Video#directory
  
  Hardware: Computers with internet access, overhead projector that can be hooked up to the computer for students to present on, and headphones.
  
  Software: Microsoft Office, Google Sky, Celestia, Stellarium, Sky Chart.
  
  Materials: Paper, telescopes, markers, books, note cards, writing logs, and magazines.
  
  
  Procedure
  
  Day 1:
  · Go to the computer lab so all students have a computer with internet access.
  · Give students a tutorial on how to use the internet, and find the information they are searching for.
  · Allow students about10 minutes to explore independently.
  · Stop the students, and begin a tutorial on how to use PowerPoint in case they choose to use it in their presentation. Show them some of the different features it has to offer.
  · Allow students about 10 minutes to explore for independently.
  
  Day 2:
  · To pre-assess some of their knowledge, the entire class will gather on the carpet to create a concept map about the things they already know, or think they know about stars.
  · Teacher will introduce students to the requirements and expectations of the project.
  · Teacher will also talk about the different software available, as well as give some suggestions for the different websites to use for research.
  · They will then form groups of four.
  · They will go back to their seats to fill out personal goals for themselves.
  · Students will regroup and begin researching through the internet and library. There will be a list of resources on the board to get children started.
  · Near the end of the lesson, they will come together and fill out their exit cards and logs.
  
  Day 3:
  · Students will continue investigating, but talk as a group about what they would like to explore further, and teach to the class.
  · I will conference with each group to hear their plans to make sure they are on the right track.
  · After being conferenced with, students will continue researching and collaborating.
  · Students will come together at the end of the lesson to fill out their exit cards and logs.
  
  Day 4:
  · Students will continue researching their specific area.
  · They will compile all of their information they have at this time.
  · They will decide how they will present to the rest of the class.
  · I will once again conference with each group to hear how they are planning to present to the rest of the class.
  · They will begin working on their presentations.
  · They will come together at the end to fill out their exit cards and logs.
  
  Day 5:
  · Students will continue researching their topic area.
  · Students will continue working on their presentations.
  · Students will come together at the end to fill out their exit cards and logs.
  
  
  Day 6:
  · Students will finish up their presentation.
  · They will run through it a few times to make sure it will run smoothly when they present it to their classmates.
  · Students will come together at the end to fill out their exit cards and logs.
  
  Day 7:
  · Group 1 will have 5 minutes to set up their presentation.
  · They will have 20 minutes to give their presentation.
  · Group 2 will have 5 minutes to set up their presentation.
  · They will have 20 minutes to give their presentation.
  
  Day 8:
  · Group 3 will have 5 minutes to set up their presentation.
  · They will have 20 minutes to share their presentation.
  · Group 4 will have 5 minutes to set up their presentation.
  · They will have 20 minutes to share their presentation.
  · Students will refer back to goal sheet they filled out before starting the project and reflect on how they did.
  · Students will also fill out a peer evaluation on how much everyone contributed and how well everyone cooperated.
  · We will regroup as a class and create a new concept map.
  
  Differentiated Instruction
  
  ESL
  
  In many of the software programs an option is available to change the language. For example, Stellarium software offers 22 different languages and Sky Chart software is available in nine different languages. This makes reading and learning more accessible for ESL students. I will also give students a tutorial on how to use Google Language Tools. This way they can use it if they want to change the website’s language to better support their needs. I will also introduce them to the website www.manythings.org because it offers a translation dictionary and also slang expressions to help students communicate with their peers more easily.
  
  
  Challenge/Extend
  
  
  The openness of the activity will help to challenge and extend the project. For example, because students are able to choose what they want to present and how they want to present it, they are also choosing the project’s level of difficulty. They will also be able to work at their own speed within the specified timeline. For example, some students may finish one form of presentation, and decide they want to include a handout with it. This will add extra activities for the students who finish ahead of schedule. Students can also work with a partner in their group that may need more support and assistance.
  
  
  Special Needs
  
  
  I plan to make sure there are many resources available to students with special needs. For example, using ShowSounds when exploring a vocal interactive website for students who have difficulty hearing. Also, activating the Narrator feature so students that have trouble seeing can explore websites and also work on their PowerPoints, or whatever presentation they choose. This will also help students who are emergent readers to research more effectively. Students will also have access to audio books and magazines. Because the activity is extremely open-ended, students will be able to work at their own pace and choose their level of difficulty. I will also increase my level of support as needed. Students in need of further support will also have a buddy that can provide assistance with reading, technology, etc. Also, the project is one where there is strong visual support for students who are visual learners.