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Science lesson plan · 10th grade (Year 11 in England) · 30 minutes

The life cycle of stars

Space

CCSS NGSS.HS-ESS1-1CCSS NGSS.HS-ESS1-3England: KS3 Physics: Space physicsEngland: KS4 Physics: Space physics (separate science)

Objective and success criteria

Students will: The life cycle of stars.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: The scale of the universe

Leads to: The expanding universe and the Big Bang

Materials: Torch and ball for a Sun-Earth-Moon model, Space images, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (The scale of the universe). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Light travels about 300 000 km every second. How far does it travel in 10 seconds, in km? → 3000000 kmPrompt: distance = speed × time
  2. Which is the nearest star to Earth? (the Sun / the North Star (Polaris) / Proxima Centauri / Sirius) → the SunPrompt: You see it every day.
  3. The Sun is about 150 000 000 km away. Light travels at about 300 000 km/s. How many seconds does sunlight take to reach Earth? → 500 sPrompt: time = distance ÷ speed

Hook · 3 min

  • Ask why we see the Moon change shape over a month.
  • Share the objective: The life cycle of stars. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: In the life cycle of a star much more massive than the Sun, what comes straight after "nebula"?
  • Step 1: nebula → protostar → main sequence star → red supergiant → supernova → neutron star or black hole
  • Step 2: So the answer is: protostar
  • Answer: protostar
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. In the life cycle of a star much more massive than the Sun, what comes straight after "nebula"? (protostar / main sequence star / neutron star or black hole / supernova) → protostarPrompt: Very massive stars end their lives far more violently than the Sun.
  2. Where were elements heavier than iron made? (in the Earth's oceans / by plants / in ordinary fires / in supernova explosions and neutron-star collisions) → in supernova explosions and neutron-star collisionsPrompt: Huge energies are needed.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. In the life cycle of a star much more massive than the Sun, what comes straight after "protostar"? (neutron star or black hole / main sequence star / nebula / red supergiant) → main sequence starPrompt: Very massive stars end their lives far more violently than the Sun.
  2. Where were elements heavier than iron made? (in ordinary fires / by plants / in the Earth's oceans / in supernova explosions and neutron-star collisions) → in supernova explosions and neutron-star collisionsPrompt: Huge energies are needed.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: The scale of the universe.
  • Use concrete materials: torch and ball for a sun-earth-moon model.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: The expanding universe and the Big Bang.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-10.

Free lesson plan from eurekami.com/lesson-plan-builder

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The life cycle of stars

Name

Date

Score/ 6

  1. Question 1

    What will the Sun become at the end of its life?

    • A. a white dwarf
    • B. a black hole
    • C. a planet
    • D. a supernova

  2. Question 2

    In the life cycle of a star like the Sun, what comes straight after "main sequence star"?

    • A. protostar
    • B. white dwarf
    • C. red giant
    • D. nebula (cloud of dust and gas)

  3. Question 3

    Why is a main sequence star stable for billions of years?

    • A. It stops fusion
    • B. Gravity pulling in is balanced by pressure from fusion pushing out
    • C. It is cold inside
    • D. It has no gravity

  4. Question 4

    In the life cycle of a star like the Sun, what comes straight after "protostar"?

    • A. white dwarf
    • B. nebula (cloud of dust and gas)
    • C. red giant
    • D. main sequence star

  5. Question 5

    What process releases energy in the core of a star?

    • A. nuclear fission of uranium
    • B. chemical reactions with oxygen
    • C. nuclear fusion of hydrogen into helium
    • D. burning coal

  6. Question 6

    In the life cycle of a star much more massive than the Sun, what comes straight after "main sequence star"?

    • A. nebula
    • B. protostar
    • C. red supergiant
    • D. supernova

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Answer key: The life cycle of stars

  1. 1. A. a white dwarf

  2. 2. C. red giant

  3. 3. B. Gravity pulling in is balanced by pressure from fusion pushing out

  4. 4. D. main sequence star

  5. 5. C. nuclear fusion of hydrogen into helium

  6. 6. C. red supergiant