5E Lesson Plan

Lesson Title: Types of Stars & Goldilocks Zone (Explore/Explain 2)

Unit/Theme: Astronomy - Exoplanets
Subject/Grade Level: 9th/10th grade Earth & Space Science
Time Needed: 2-3 full class periods (45 min. each - designed for remote learning)

Driving Question(s)
● What is the Goldilocks zone?
● Which type(s) of star(s) would be the best candidates for having habitable, Earth-like planets orbiting them?
● How does orbit shape and location affect if an exoplanet can be habitable?

NGSS Performance Expectations working toward:

● HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to
release energy that eventually reaches Earth in the form of radiation.

● HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce elements

● HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system

Learning Objectives
I can explain what the Goldilocks (habitable) zone is and why it is important.
I can describe the best orbit shape in order for a planet to be habitable.
I can categorize different types of stars based on shared characteristics.
I can predict which stars would be the best candidates for having habitable, Earth-like exoplanets orbiting them.

Prior Student Knowledge

At this point in the unit students understand how the Sun produces heat and light energy through nuclear fusion and that
different elements are created through this process. Students understand that eventually the Sun will run out of fuel and how

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the Sun is critical for life on Earth. Students also understand the concept of exoplanets and that there are many different
galaxies with other stars and exoplanets orbiting those stars in the universe.

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Using Mathematical and Computational ESS1.A : The Universe and Its Stars Patterns
Thinking
The star called the sun is changing and will Empirical evidence is needed to identify patterns.
Use mathematical or computational burn out over a lifespan of approximately 10
representations of phenomena to describe billion years. (HS-ESS1-1) Scale, Proportion, and Quantity
explanations. (HS-ESS1-4) The significance of a phenomenon is dependent
Other than the hydrogen and helium formed at
Constructing Explanations and Designing the time of the Big Bang, nuclear fusion within on the scale, proportion, and quantity at which it
Solutions stars produces all atomic nuclei lighter than occurs. (HS-ESS1-1)
and including iron, and the process releases Algebraic thinking is used to examine scientific
Construct an explanation based on valid and electromagnetic energy. Heavier elements are
reliable evidence obtained from a variety of data and predict the effect of a change in one
produced when certain massive stars achieve a variable on another (e.g., linear growth v s.
sources (including students’ own investigations, supernova stage and explode. (HS-ESS1-2),
theories, simulations, peer review) and the exponential growth). (HS-ESS1-4)
(HS-ESS1-3)
assumption that theories and laws that describe Stability and Change
the natural world operate today as they did in ESS1.B: Earth and the Solar System
the past and will continue to do so in the future. Much of science deals with constructing
(HS-ESS1-2) Kepler’s laws describe common features of the explanations of how things change and how they
motions of orbiting objects, including their remain stable.
Apply scientific reasoning to link evidence to the elliptical paths around the sun. Orbits may
claims to assess the extent to which the change due to the gravitational effects from, or
reasoning and data support the explanation or collisions with, other objects in the solar
conclusion. system. (HS-ESS1-4)

Engaging in Argument from Evidence

Make and defend a claim based on evidence

about the natural world or the effectiveness of a
design solution that reflects scientific knowledge
and student-generated evidence.

Obtaining, Evaluating, and Communicating

Information

Critically read scientific literature adapted for

classroom use to determine the central ideas or
conclusions and/or to obtain scientific and/or
technical information to summarize complex

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evidence, concepts, processes, or information
presented in a text by paraphrasing them in
simpler but still accurate terms.

Compare, integrate and evaluate sources of

information presented in different media or
formats (e.g., visually, quantitatively) as well as in
words in order to address a scientific question or
solve a problem.

Communicate scientific ideas (e.g. about

phenomena and/or the process of development
and the design and performance of a proposed
process or system) in multiple formats (including
orally, graphically, textually, and mathematically).
(HS-ESS1-3)

Analyzing and Interpreting

Analyze data using tools, technologies, and/or

models (e.g., computational, mathematical) in
order to make valid and reliable scientific claims
or determine an optimal design solution.

Common Core State Standards Connections:

Math:
MP.2 Reason abstractly and quantitatively. (HS-ESS1-1), (HS-ESS1-3), (HS-ESS1-4)
MP.4 Model with mathematics. (HS-ESS1-1), (HS-ESS1-4)
HSN-Q.A .1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas;
choose and interpret the scale and the origin in graphs and data displays. (HS-ESS1-1), ( HS-ESS1-4)
HSN-Q.A .2 Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS1-1), (HS-ESS1-4)
ELA/Literacy:
CCSS.ELA-LITERACY.WHST.9-10.1 Write arguments focused on discipline-specific content
CCSS.ELA-LITERACY.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical
processes. (HS-ESS1-3)
CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 9-10 texts and topics.

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 CCSS.ELA-LITERACY.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or
descriptions. (HS-ESS1-1), (HS-ESS1-2)
CCSS.ELA-LITERACY.RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon,
or concept; provide an accurate summary of the text. (HS-ESS3-5)
CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-LITERACY.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate
information expressed visually or mathematically (e.g., in an equation) into words.
CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (HS-ESS1-3)

Possible Misconceptions:
Students often misinterpret the H-R Diagram to show the physical position of a star in space as opposed to as a graphical
representation of a star’s characteristic at a specific lifestage. Additionally, students often struggle to distinguish between what a
star’s color tells us about is temperature from what they have already learned about redshift and blueshift and mistakenly
believe that a red dwarf star is red because of redshift as opposed to the star’s low temperature. Students also struggle with the
vocabulary for eccentricity and frequently believe the term ‘ellipse’ to be a synonym for circular as opposed to oval. Since Earth’s
orbit is technically an ellipse, students sometimes get confused and believe that it is important for a star’s orbit to be elliptical,
when in fact the eccentricity of Earth’s orbit, 0.017 signifies that it is nearly circular, a critical characteristic for planet habitability.
Students often reference the seasons as evidence of Earth’s orbit being elliptical.
Differentiation of Instruction:
This lesson includes multiple opportunities for students to engage with the same information through mini-lessons, Edpuzzle
videos, and Newsela articles. Embedded questions in the Edpuzzle questions prompt students to self-assess their
comprehension and the Newsela articles are assigned at the students’ demonstrated reading level. Jamboard discussion &
brainstorm activities as a scaffold for students who are unsure to learn from their classmates. The learning activities are
designed for students to collect the scientific information they need in order to complete the CER Scientific Explanation in the
Evaluate phase. Students’ formative assessments are used to determine which students need additional scaffolds like guiding
question and/or sentence starters for the CER Scientific Explanation.
Lesson Procedure:

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 5E Model 5E Objectives

Guiding Questions: What orbit shapes exist in our solar system?

Engage
Procedure:
Introduce the lesson with an
anchoring phenomenon. - Jamboard Discussion (7): Compare the SHAPES of the orbits for the different planets.
Facilitate student questions, - Project image showing the different orbit shapes in our solar system.
discussion, etc. as
appropriate. Learn about Pre-assessment: What shape orbit do you believe Earth travels on around the Sun? (ascertain students’ prior
what students already know knowledge of orbits in our solar system)
and want to know.
Resources: Image of Solar System orbits OR Image of Solar System orbits (dwarf planets)

Guiding Questions: How would a very elliptical orbit affect the characteristics of Earth?
Procedure:
- Watch Video: What If Earth Had a Large Elliptical Orbit
- Prompt students to jot down as they watch the video:
1. How would a very elliptical (oval) orbit affect the characteristics of Earth?
2. Would humans be able to survive? Why?
3. Describe the characteristics of an orbit required for an exoplanet to be habitable.
Explore
Plan for students to engage - Jamboard Discussion (8):
in hands-on activities that 1. How would a very elliptical orbit affect the characteristics of Earth?
are designed to facilitate
2. Would humans be able to survive? Why?
conceptual change.
3. Describe the characteristics of an orbit required for an exoplanet to be habitable.

Independent Learning Activity & Formative Assessment:

- Edpuzzle Video: Watch the assigned video “Goldilocks Zone” (2:32) and answer the multiple choice questions
in the video.
- REVIEW what you now know about (1) the Sun, (2) how the Sun works, (3) Earth’s orbit around the Sun and (4)
the concept of the Goldilocks (Habitable) Zone from this week’s Learning Activities and class discussions.
Using what you know, brainstorm and describe 3 CRITERIA that we need to consider in our search for a
habitable exoplanet.

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 Guiding Questions:
● What are the characteristics of our star, the Sun?
● How are different stars similar to and different from our Sun?
Procedure:
- Define eccentricity & ellipse
- Review the eccentricity data for the planets in our solar system
- Use the Interactive virtual H-R Diagram to identify important characteristics of stars including
temperature, luminosity, color, mass, and age (life stage)
- Mini-lesson on the axes & scales of the H-R Diagram, identify the main groups of stars on the diagram
and the Sun
- Differentiate between the Life stages for low and high mass stars
Explain Independent Learning Activity & Formative Assessments:
Facilitate opportunities for - Edpuzzle Video: Watch the assigned video “Types of Stars” (2:06) and answer the multiple choice questions in
students to explain their the video. Replay any sections if you are stuck on the questions.
understanding of concepts - Edpuzzle Video: Watch the assigned video “Main Sequence stars” (3:57) and answer the multiple choice
and processes and make questions in the video. Replay any sections if you are stuck on the questions. In your own words, describe the
sense of new concepts. important characteristics of our Sun based on the information in the Edpuzzle video and our class discussion.
(minimum of 4 characteristics of our Sun, summarized in at least 3 complete sentences)
- Newsela Article: Read the assigned article about the discovery of a new exoplanet called Ross 128 b, Answer
the four multiple choice comprehension questions at the end in the Newsela Quiz, & Summarize the main
idea of the article in the box below. In your own words, what is the main idea of this article? What are the
characteristics of the star and exoplanet that have made scientists excited? (Summarize in 3 - 4 complete
sentences. You should not use quotations in your summary, but summarize the important ideas in your own
words.)
Additional Formative Assessment: Kahoot or Nearpod/Pear Deck quiz assess students’ understanding of the
characteristics of different star types including red dwarf stars, main sequence stars, neutron stars, red and blue
giants, white dwarfs, black dwarfs and supernovae

Elaborate Guiding Questions: How do the life stages of low and high mass stars compare?
Provide applications of Procedure: Star in a Box Activity
concepts and opportunities
to challenge and deep ideas; Description: This simulation visualizes the changes in mass, size, brightness, and temperature throughout the
build on or extend lifecycle of a star. The goal of using this simulation is to help you understand the fate of stars based on their
understanding and skills. initial (starting) masses.

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Objective: I can determine the relationships between the initial mass of a star and its lifespan.
Directions:
1. Open “Star in a Box” from: http://starinabox.lco.global/
2. Click “Open the lid” of your ‘Star in a Box.’
3. On the right panel, you have data about five characteristics of your star.
4. Hover (hold your mouse) over each of the five characteristics to determine what they are.
5. Play around with the simulation for a few minutes and make some observations.
6. Make a prediction.

1. Prediction: Do stars with different masses have a similar lifespan? What do you expect?

Your response:

7. Click the Data Table tab you see on the right to open the Data Table for each
star.
8. Add up the amount of time each star spent in active phases to calculate the
lifespan of the star. As an example, the lifespan of a star with 1 solar mass has already been calculated for
you below.

1 Solar mass star and above 10 Solar mass star 40 Solar mass star and above
(Low/medium mass) (High mass) (Very High mass)

8,992.81 million years

+1,077.05 million years
---------------------------------
10,069.86 million years

Note: The last row, “A very long time,” is

the star’s last stage. It is considered to be
inactive or ‘dead’ in this stage.

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 9. Look back at the prediction you wrote for question #3 above.

2. Did the data for the stars’ lifespans above support or refute your prediction? Explain.

Your response:

Formative Assessment: Question 2 in the activity above

Guiding Questions: Which type(s) of star(s) would be the best candidates for having habitable, Earth-like planets
orbiting them?
Formative Assessment: CER Scientific Explanation for Scientific Question: Based on our current knowledge,
what should we look for in order to find habitable exoplanets in the Universe? Consider the characteristics of
stars, orbits and exoplanets that help prove your claim.
Students receive specific, actionable feedback on their CER in order to improve their science writing skills and to
clarify any content misconceptions in preparation for the unit summative assessment. Students have the
opportunity to revise this CER formative assessment in order to demonstrate a higher mastery score.
Procedure: (Student Directions Below - Assessment posted on Google Classroom)
Evaluate
1. Use the scientific evidence you have collected from our learning activities this unit (this week and previous
Assess students' knowledge, weeks) and our class discussions to write a claim & evidence paragraph that answers the question: Based on
skills and abilities. our current knowledge, what should we look for in order to find habitable exoplanets in the
Universe? Consider the characteristics of stars, orbits and exoplanets that help prove your claim.

2. Your claim is your answer to the scientific question.

3. You should support your claim with a minimum of four pieces of scientific evidence and note where you
gathered the evidence from. The more evidence and detail the better! In order to thoroughly answer the
question you would need to write at least 6 complete sentences. You may need to write two paragraphs to
completely explain your evidence and connect your evidence to your claim using scientific reasoning.

Modifications:

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 ● Important vocabulary to consider using in your paragraph(s): Sun, Earth,star, main sequence, red
dwarf, giant, fusion, energy, light, heat, luminosity/brightness, temperature, mass, color, galaxy/galaxies,
exoplanet, orbit, circular, elliptical/eccentric/oval, habitable zone/Goldilocks zone
● Students are able to use their previous learning activities as resources for their scientific evidence and
reasoning

Mastery Skill Rubrics

Visual Interpretation
I can identify, interpret, apply and synthesize relevant information presented visually.
Professional (4) Practitioner (3) Apprentice (2) Novice (1)
I can synthesize the relevant I can accurately identify, interpret I can identify relevant information I can identify relevant information
information with outside and apply relevant information and make basic interpretations of related to a question or problem.
knowledge to address a question presented visually (in a chart, the relevant information
or solve a problem. graph, diagram, image, etc.). presented visually (in a chart,
graph, diagram, image, etc.).

Claim & Evidence

I can state a detailed claim to answer a scientific question and provide relevant and sufficient scientific evidence to support that
claim.
Professional (4) Practitioner (3) Apprentice (2) Novice (1)
States specific, detailed claim States detailed claim that States basic claim that answers States basic claim that answers
regarding complex relationships accurately and completely the scientific question. part of the scientific question;
that accurately and completely answers the scientific question. AND may provide non-scientific or
answers the scientific question. AND Supports claim with some unrelated evidence.
AND Supports claim with sufficient appropriate, but insufficient
Supports claim with extensive relevant scientific evidence. scientific evidence; may include
relevant and varied scientific some inappropriate evidence.
evidence.

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Scientific Communication
I can clearly, accurately, and completely communicate scientific ideas using scientific language.
Professional (4) Practitioner (3) Apprentice (2) Novice (1)
Fluently and accurately Clearly and accurately Communicates mostly accurate Communicates general scientific
communicates complex scientific communicates detailed scientific scientific information or ideas ideas that are mostly accurate.
information or ideas in a information or ideas with with some minor errors in
professional manner with consistent scientific language. scientific language.
consistent scientific language.

Reflection & Revision

I can revise and improve my own work through reflection and incorporating feedback.
Professional (4) Practitioner (3) Apprentice (2) Novice (1)
I can thoroughly revise my own I can revise my own work using I can revise parts of my own work I can revise parts of my own work
work using the criteria in the the criteria in the mastery rubrics using the criteria in the mastery using the criteria in the mastery
mastery rubrics and feedback I and feedback I receive. I can show rubrics and feedback I receive. I rubrics and feedback I receive.
receive. I can show detailed evidence of reflection and can show some evidence of
evidence of reflection and revision to improve the quality of reflection and revision to improve
revision to improve the quality of my work. the quality of my work.
my work.

References
Bybee, R., J. Taylor, A. Gardner, P. Van Scotter, J. Carlson, A. Westbrook, and N. Landes. 2006. The BSCS 5E instructional model:
Origins, effectiveness, and applications. Colorado Springs, CO: BSCS.

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
Retrieved from: www.nextgenscience.org/next-generation-science-standards

National Governors Association Center for Best Practices & Council of Chief State School Officers. 2010a. Common Core State
Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC:
Authors. Retrieved from: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

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National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of
Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

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