Grace M.

Colon-Merced Kaitlyn Herrmann

Science Centered Lesson Plan (Stem)

Science standards:
● CPALMS
○ SC.3.E.5.1- Explain that stars can be different; some are smaller, some are larger,
and some appear brighter than others; all except the Sun are so far away that they
look like points of light.
○ SC.3.E.5.3- Recognize that the Sun appears large and bright because it is the
closest star to Earth.

Technology standards:
• CPALMS
◦ SC.35.CS-CS.1.4- Create a simple model of a system (e.g., flower or solar
system) and explain what the model shows and does not show.

Mathematics standards:
● CPALMS (B.E.S.T.)
○ MA.3.DP.1.1- Collect and represent numerical and categorical data with whole-
number values using tables, scaled pictographs, scaled bar graphs or line plots.
Use appropriate titles, labels and units.

Due Date: Sept. 21, 2021

Rubric:

Each section of the W.H.E.R.E template is 10 points total – 2 for each W.H.E.R.E
clearly and with sufficient detail to understand section
the lesson activities.

Lesson outline demonstrates clearly how 5 points

primary STEM discipline content will be
developed using effective disciplinary
instruction.

Lesson outline demonstrates clearly how 5 points

additional STEM discipline(s) will support
students in understanding the primary STEM
discipline content.
Grace M. Colon-Merced Kaitlyn Herrmann

W.H.E.R.E Lesson Plan: Stars

What are the desired results, including the big ideas, content standards, knowledge, and skills?
W ● Content standards:
○ SC.3.E.5.1- Explain that stars can be different; some are smaller, some are larger, and
some appear brighter than others; all except the Sun are so far away that they look like
points of light.
○ SC.3.E.5.3- Recognize that the Sun appears large and bright because it is the closest
star to Earth.
○ SC.35.CS-CS.1.4- Create a simple model of a system (e.g., flower or solar system)
and explain what the model shows and does not show.
○ MA.3.DP.1.1- Collect and represent numerical and categorical data with whole-
number values using tables, scaled pictographs, scaled bar graphs or line plots. Use
appropriate titles, labels, and units.
● The students will be able to explain how stars are different in size and how bright they are.
They will also be able to recognize that the sun is a massive star itself.

Why would the students care about this knowledge and these skills?
● Driving questions:
o Why do we need stars?
o Does distance affect brightness and size of stars?
● Essential questions:
o Is the sun a star or a planet?
o What makes the sun seem so large on earth?
o Why are there different sizes of stars?

How are STEM disciplines being integrated in this lesson?

H ● Primary and secondary STEM discipline(s):
o The primary stem discipline is science because we are learning about the different
sizes of stars and to understand that our sun is a star as well.
o The secondary stem disciplines are technology and math. For technology we will use
tools like Google Earth and Arloon Solar System to show the kids what the stars in
space look like, and the sun. We will also watch a brain pop video about stars. For
math we will collect data of the sizes, distances, and brightness of stars (comparing
them to earth).
● How the secondary STEM discipline(s) support student learning of the primary content:
o The secondary stem disciplines support the primary learning content by connecting
them with tools that will aid students to discover more about stars. For example, with
videos based on our primary discipline we can show our visual learners what a star is
and learn more about how stars are created or what makes them bright.

How do I plan to meet this goal?

● Major tasks and milestones that result in answering the driving question:
o Driving questions: Why do we need stars? Does distance affect brightness and size of
stars?
o Major tasks: Collect data on what students know about stars to address
misconceptions, allow students to collect data on stars for learning and exploration of
their characteristics, make concluding thoughts about stars through group discussions
and whole-class explanations, and an assessment of knowledge through a project.

What Evidence of learning will be used, and how will I Evaluate the final product or project?
E
Grace M. Colon-Merced Kaitlyn Herrmann

Pre-assessment. What prior knowledge is needed for this task?

● Identify the prerequisite skills and understandings:
o Students should be able to tell where stars are and have an idea of what they look like.
After a read-aloud, students will draw what they think stars look like.
o Then, students will answer a few questions as a whole group about what they already
know about stars. For example: what are Stars? Where do stars come from? What are
stars made up of?
o Students will also be asked about their own experience with stars, they will be asked
“have you ever seen a star? where? what did you notice?”

Formative. How will I measure student progress toward understanding?

● Assessment tools to monitor and inform instruction:
o Students will be given a test to see what they learned from the lesson and submit an
exit slip with any remaining questions they may have on the subject.

Summative. What criteria are needed for students to demonstrate understanding of the standards,
content, and skills?
● Create a checklist of criteria for use in a rubric.
o Students will be able to represent stars using visuals to show their understanding of
size, brightness, and distance. These visuals include a pre-assessment of drawings and
a post-assessment of a digital model of the earth and where some of the stars they
learned about are.
o Students will be able to collect data on stars and make conclusions on what they
observed.

Rigor
R How can I increase students’ cognitive thinking?
● Identify tasks that can elevate student thinking, improve inquiry, and increase conceptual
understanding.
o Students will be given the chance to have group discussions on their findings after
collecting star data in stations. This will provide them with the opportunity to form
questions, share ideas and findings, and increase their understanding in a collaborative
environment.
o Students will be asked important questions to tie their learning together.

Relevance
Does the learning experience provide for relevant and real-world experiences?
● “NASA Model Describes Nearby Star which Resembles Ours in its Youth”
o https://www.nasa.gov/feature/goddard/2021/nasa-model-describes-nearby-star-which-
resembles-ours-in-its-youth
o Excerpt from the article on the sun: “Many people dream of meeting with a younger
version of themselves to exchange advice, identify the origins of their defining traits,
and share hopes for the future. At 4.65 billion years old, our Sun is a middle-aged star.
Scientists are often curious to learn exactly what properties enabled our Sun, in its
younger years, to support life on nearby Earth. Without a time machine to transport
scientists back billions of years, retracing our star’s early activity may seem an
impossible feat. Luckily, in the Milky Way galaxy – the glimmering, spiraling
segment of the universe where our solar system is located – there are more than 100
billion stars. One in ten share characteristics with our Sun, and many are in the early
stages of development.”
● This article will allow students to learn about the sun and its early stages, the star that gives
warmth and light to us on earth.

Engage
E What is the hook to excite the learner?
Grace M. Colon-Merced Kaitlyn Herrmann

● ELA connection: Students will listen to a read-aloud book about the sun to introduce the
subject of stars.

o Our Universe: Sun!- Stacy McAnulty

● Students will then be asked to draw stars, this will provide the opportunity for a summative
assessment to collect data on what the students already know about stars. This will also serve as
a tool for identifying student misconceptions on stars.

Explore
How will students be cognitively engaged throughout the unit?
● STEM practices that will be used as evidence:
o Math connection: Students will go through stations and record data on stars. The data
will include star sizes, brightness, and distances from earth.
o Technology connection: Once the students have this data, they will be able to make
conclusions on why the sun appears bigger and brighter to us. This will lead us to the
explain portion of the lesson and allow students to be assessed on their understanding
of the stars.

Explain
What activities will help students in making sense of the content and in addressing the driving question?
● Questions that will help students in developing deeper understandings of the content and skills:
o Students will be asked why the sun is bigger and brighter than other stars. They will
also be asked these questions:
▪ What can you conclude about the stars’ brightness?
▪ What can you conclude about stars’ size?
▪ What can you conclude about the sun compared to other stars?
● Students will then be able to show their understanding of what they’ve learned by making a
simple digital model of the earth and where some of the stars they learned about are. This will
allow students to show the different sizes, distances, and brightness of stars and how those are
all connected.