TEACHER NOTE:
- Purpose: Full 5E sequence slides for "Star Life Cycles."
- Student-facing content only on slides; teacher prompts and flow in comments.
- Accessibility: read aloud key prompts; describe images verbally; coordinate with TVI (Ms. Loyche) for tactile/alt text as needed for Keira.
TEACHER NOTE:
- Set context: connects to prior 5E "How the Sun Works."
- Mention stability of energy over ~4–5 billion years.
TEACHER NOTE:
- Project the visualization/video; narrate.
- If students don’t mention gravity, nuclear fusion, or nebula formation, seed those ideas.
- For Keira: provide verbal description of the visualization and printed Braille/tactile summaries.
TEACHER NOTE:
- Facilitate Domino Discover. Capture top 3 class-relevant questions to carry forward.
TEACHER NOTE:
- Model link: https://starinabox.lco.global/
- Clarify computational models are evidence-based.
- Conferring questions: Which stages change least/most? Relation of mass to lifespan and stability?
TEACHER NOTE:
- If key observations didn’t surface, run a demo and prompt with questions.
- Differentiate: sentence starters in “See” column; sample responses for tables.
TEACHER NOTE:
- Emphasize Patterns CCC; color–temp–luminosity relationships.
- Address outliers (not on main trend line) later during Explain/Extension.
TEACHER NOTE:
- Capture the list on chart paper for reference in Explain and Evaluate.
TEACHER NOTE:
- Facilitate causal reasoning: how/why stars change.
- Use Natural Reader for ELL/below-level readers.
- Video: Star Formation by Collapse of Molecular Clouds—students note gravity-driven collapse.
TEACHER NOTE:
- Elevate key points on a shared HR diagram.
- If needed, assign “Why do some stars not fall on the main trend line?” as extension.
TEACHER NOTE:
- Choose claims that advance understanding.
- Link back to Patterns across scales (solar system, cluster, atomic).
TEACHER NOTE:
- Use Think–Talk–Open Exchange to articulate ideas.
- Video: Stephen Hawking – Supernovas to close phenomenon loop.
- Assess CCC Patterns across scales (supercluster, Sun, atomic).
TEACHER NOTE:
- Collect for formative assessment; highlight the multi-scale reasoning.
TEACHER NOTE:
- Provide rubric, sample composite work, peer review flow.
- Emphasize evidence-based claims using patterns, stability, and nucleosynthesis reasoning.
TEACHER NOTE:
- Transition to next investigation; capture questions for planning.
TEACHER NOTE:
- Prepare printed/large-font versions; alt text packets for TVI coordination.
- Verify Star in a Box access; poster supplies for HR graphing.
TEACHER NOTE:
- Use this slide for admin/observer context or students’ reflection.
TEACHER NOTE:
- Collect as summative checkpoint; align to argument rubric.