Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 75683
Star Scatter Plots
In this lesson, students plot temperature and luminosity data from a provided star table to create a scatter plot. They will analyze the data to
sequence the colors of stars from hottest to coolest and to describe the relationship between temperature and luminosity. This lesson does not
address differentiation between absolute and apparent magnitude.
Subject(s): Mathematics, Science
Grade Level(s): 8
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Interactive Whiteboard, Probes for Data Collection,
Overhead Projector, Microsoft Office
Instructional Time: 50 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: star, luminosity, temperature, Hertzsprung-Russell Diagram, scatter plot
Resource Collection: FCR-STEMLearn Earth Systems
ATTACHMENTS
Summative Assessment HR Diagram with Key.docx
HR Lesson PowerPoint.pptx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to...
1. describe the physical properties of stars.
2. create a scatter plot diagram using data for these properties.
3. analyze the scatter plot patterns to describe the relationships between the properties.
Prior Knowledge: What prior knowledge should students have for this lesson?
A. Vocabulary
1. mass - The amount of matter that makes up an object, measured in grams (g).
2. luminosity (aka absolute magnitude) - The actual brightness of a star, measured in comparison to brightness of the Sun.
3. temperature - The average kinetic energy of particles, measured in K.
4. radius - The distance from the center to any point on the circumference of a circular or spherical object, measured in km.
B. Content
1. In previous lesson(s), students will have demonstrated mastery of the following standard:
SC.8.E.5.2 recognize that the universe contains many billions of galaxies and that each galaxy contains billions of stars.
C. Prerequisite Skills
1. Measurement using a meter stick
page 1 of 5 2. Graphing - Plotting points, labeling axes, specific title
3. Interpret positive and negative correlations on a graph
4. Identify relationships - correlation, causation, positive, negative, etc.
5. Determine the mode of a data set
6. Phonetic Alphabet (not essential, but helps with ease of labeling)
Misconceptions
1. Temperature/color - In their everyday experiences, students associate red with "hot things" and blue with "cold things"; for example, the color indicators on a sink
faucet. Teacher will address this misconception with the mnemonic device "opposite of the faucet" during the lesson.
Guiding Questions: What are the guiding questions for this lesson?
How can we make meaning out of numbers?
Possible answers:
We can use numbers to describe relationships.
We can use numbers to identify patterns.
We can use numbers for sequencing.
We can use numbers to communicate when an even occurred.
We can make a graphical representation of numbers.
Teaching Phase: How will the teacher present the concept or skill to students?
A teacher guided PowerPoint for lesson implementation
Teacher will:
1. Provide Formative Assessment of vocabulary terms (mass, luminosity, radius, temperature) through bell ringer (see formative assessment).
2. State daily objectives for students (visual on board/ppt).
3. Facilitate Brainstorming: Describe properties of ourselves - teacher facilitates brainstorming session and lists student ideas on board as they volunteer answers.
4. Provide Task Directions and Develop agreements for measurements and chart- teacher provides guidance and lists student suggestions for measurements and
makes chart on chart paper or using smart board.
Put name, height, and foot size on sticky note
How will you measure height and foot size (method and units)? - on chart paper, meter sticks, pencils, hold meter stick parallel to floor, shoes off
Why wouldn't we use shoe size? - shoe sizes vary depending on manufacturer, gender, shoe style
Shoes on or off? - shoes off for more precise measurements
Which part of the foot are you measuring? longest part of foot from toe to heel
What range should be used on the axis? - use numbers just below shortest student and just beyond tallest student
Which property will be graphed on which axis? - height is represented on the x-axis, foot size represented on the y-axis
Which place value will you record data? - Estimate to the 100ths place
Next: Go to steps 1 and 2 in guided practice
5. Facilitate Discussion of relationships - (after Data Collection and Check Data) causation, correlation, positive, negative
what causes the properties that we measured? - our DNA, environmental conditions such as die
does height cause shoe size or vice versa? - no... they both depend on DNA and environmental factors
When two variables are related to one another, but one doesn't cause the other it is called a correlation
when we describe the temperature, color, and brightness of a star could we say that one causes the other or do they depend on something else? - they depend
on something else
what is the property that all of these other properties depend on? - mass
6. Clarify Summative task directions - teacher discusses directions for completing star scatter plot and checks for any student questions.
Plot and label the stars on the graph using the correct colors to indicate the color of the stars.
Label the Axes of the graph (include units).
Title the graph to clearly state the relationship shown by the data.
Clearly communicate answers to the analysis questions using complete sentences and scientific vocabulary.
Complete the self-assessment rubric (in summative assessment packet).
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Data Collection - While students are making measurements with lab partner, teacher checks measurement methods and accuracy - when teacher gives "ok" to post
data, each student posts his/her sticky note on the chart individually.
2. Check data - teacher calls out data on each sticky note, and students give thumbs up if they agree with the placement or thumbs down if they disagree.
Next: go to "Discuss Relationships" in Teaching Phase
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Students will complete the Summative Assessment Task Packet independently.
Before students begin their independent work, teacher will:
ensure that all students have necessary supplies (pencil, color pencils, ruler).
discuss directions and check for student questions.
1. Plot and label the stars on the graph using the correct colors to indicate the color of the stars.
2. Label the Axes of the graph (include units).
3. Title the graph to clearly state the relationship shown by the data.
4. Clearly communicate your answers to the analysis questions using complete sentences and scientific vocabulary.
5. Complete the self-assessment rubric to check your work before you turn it in.
While students are working, teacher will circulate to check that students are plotting the points correctly.
Students will likely need to complete this assignment for homework.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
page 2 of 5 Students complete 5 multiple choice "check your understanding" questions using clickers or individual white boards/markers. Answer choices are included on the HR
Powerpoint.
1. What is the term that describes the brightness of a star? - luminosity
2. What is the property that determines temperature, brightness, and color of a star? - mass
3. What is the relationship between height and foot size? positive correlation
4. Human is to DNA as star is to ____________________. mass
5. Which color stars are hottest? - blue
Summative Assessment
Students will complete the following tasks in the HR Diagram Summative Assessment Packet.
1. Plot and label the stars on the graph using the correct colors to indicate the color of the stars.
2. Label the Axes of the graph (include units).
3. Title the graph to clearly state the relationship shown by the data.
4. Clearly communicate answers to the analysis questions using complete sentences and scientific vocabulary.
5. Complete the self-assessment rubric (in the summative assessment packet).
Formative Assessment
A. Before Lesson Recall: Bell Ringer on PowerPoint Think- Write-Pair-Share
Describe each of the following properties of stars in your own words, and identify the unit used to measure each: mass, luminosity, radius, temperature.
1. Think - Students read and think about question individually.
2. Write - Students complete an individual written response on their bell ringer sheets.
3. Pair - Students discuss responses with their elbow partners and provide peer feedback.
4. Share - Whole class shares and discusses answers using cold call (random selection of students).
B. Scatter Plot Practice
Inquiry: How can the relationship between foot size and height be graphically represented?
1. Whole class - Make class agreements about how to collect and record data.
2. Collaborative groups - Each student will measure and record his/her height and foot size (in cm) on a sticky note. Each student will work with his/her lab partner to
measure height.
3. Individual activity - Each student will place his/her sticky note (with data recorded) on a scatter plot (chart paper or smart board) to show the correlation between
height and shoe size.
4. Whole class - Class discusses features of the graph, with the teacher calling on students randomly to give input.
C. 5 question "Check your Understanding" using clickers or white boards for quick response-(last five minutes of class on PowerPoint) - The purpose
of this formative assessment is to 1)check that students have mastered the objectives and 2) check that students understand the concepts sufficiently to complete the
remainder of the summative assessment at home without guidance.
1. What is the term that describes the brightness of a star? - luminosity
2. What is the property that determines temperature, brightness, and color of a star? - mass
3. What is the relationship between height and foot size? - positive correlation
4. Human is to DNA as star is to ____________________. - mass
5. Which color stars are hottest? - blue
Feedback to Students
A. Before Lesson Recall: Bell Ringer Think-Pair-Share
1. Students give peer feedback and discuss answers "Agree/Disagree".
2. Teacher does oral question response with elbow partners; student response to these questions will vary.
Which terms did you agree on?
Which terms did you disagree on?
On the terms you disagreed, were you able to determine who was correct?
How did you determine who was correct?
3. Teacher will facilitate whole class discussion using cold call (random selection)
What is another term for luminosity? - absolute magnitude
What is another property we can use to describe stars? - color, density, volume
What is the difference between mass and weight? - mass describes the amount of matter that makes up the object while weight measures the force of gravity
acting on an object
Which property has the greatest influence on all the other properties? - mass has the greatest influence on the other properties
B. Scatterplot practice
1. Whole Class Graph Development - teacher facilitates development of agreements using probing questions.
How will you measure height and foot size (method and units)? chart paper, meter stick
Why wouldn't we use shoe size? shoe sizes vary by manufacturer, gender, shoe style
Shoes on or off? - off
Which part of the foot are you measuring? longest part, from toe to heel
Which property will be graphed on which axis? height
Which place value will you record data? 100ths
What should we use for the range (mins and maxes?) just below the shortest student to just above the tallest student
On which axes should each variable be placed? - height on x axis, foot size on y-axis
Form a hypothesis: what kind of relationship do you think the data will show? - answers may include positive or negative correlation
2. Collaborative Group Data Collection - Teacher circulates and monitors student measurement methods, redirects as necessary, checks written measurements written
on sticky notes.
3. Individual activity plotting points - Teacher asks students to volunteer by raising hand when they think they are ready to place their sticky note data on the graph.
Teacher encourages peer conferences for students who can't complete the task individually. All other students will give a thumbs up/thumbs down to indicate if they
page 3 of 5 agree with data placement on the graph.
4. Whole class graph evaluation- Teacher facilitates discussion (questions below also in HR PowerPoint)
Is there an independent and dependent variable? there is not an independent/dependent variable because the relationship is not causal
Is this relationship most likely a causation or correlation? Why? correlation because one factor does not cause the other
Do you think there will be a positive or negative correlation? Why? Answers may be positive or negative correlation depending on student's understanding.
What did you notice that was unusual about the x-axis? The values were reversed compared to the standard format, with higher values to the left of lower
values
C. End of Class Wrap-up
1. 5 question "Check your Understanding" - teacher evaluates student answers and asks higher order questions to further student understanding.
2. Teacher reminds students to write HW assignment in planner.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students with ADD/ADHD and/or Executive Function Disorder
1. Use sheet of paper to cover parts of data table.
2. Use highlighter to mark data points after they have been plotted.
3. Rephrase directions, have students repeat directions.
4. Break assignment into chunks, group stars by color when plotting.
5. Redirect students during independent work time.
6. Use a ruler to align points on scatter plot.
7. Teacher encourages peer support during collaborative time.
Students with visual impairment
1. Print a hard copy of the PowerPoint.
2. Allow students to move close to board during plotting of data on class chart.
Students with auditory processing deficit
1. Print a hard copy of the PowerPoint.
Grouping
1. Student elbow/lab partners and groups are assigned based on mixed ability skill levels. Each lab group of 4 students has individuals representing the full spectrum
of skills/abilities. Within each group, the two highest and two lowest students are partnered together.
Extensions:
Advanced/Gifted:
Formative - present students with higher order questioning during "cold call."
Summative task - Higher order analysis questions included in task
Extenstion
Students complete individually: ASPIRE Interactive Online Lab.
Students navigate through the tutorial and answer true/false and multiple choice questions independently.
Students receive immediate feedback and a brief explanation if answers are incorrect.
Students answer the written response questions and are prompted to enter their names on the last screen.
Students print answers and turn in to teacher.
When finished with the interactive lab, students print and turn in their answer sheet.
Suggested Technology: Computer for Presenter, Interactive Whiteboard, Probes for Data Collection, Overhead Projector, Microsoft Office
Special Materials Needed:
Student Materials
Bell ringer sheet
Individual white boards and dry erase markers if clickers are not available (or index cards with A, B, C, D answer choices)
Sticky notes/markers for plotting data on chart
Color Pencils for plotting data points on assessment sheet
Rulers to align points on graph
Meter Sticks
Chart Paper to hang on walls - height measurement
For Teacher
Chart paper for class graph of height/foot size (or use template on Ppt)
Markers
copies of Summative Assessment Task Packet (1 for each student)
Hard copies of PowerPoint for students with visual and/or auditory processing deficiencies
page 4 of 5 Further Recommendations:
It is likely that students will not complete the Summative Assessment Task in class. Plan to assign as Homework.
With approx 5 minutes remaining in class, stop individual assessment to complete the 5 question assessment. Evaluate and reflect on whether the daily objectives
have been met. Give students time to write the homework assignment in their planners.
Additional Information/Instructions
By Author/Submitter
The scatter plot that students create in this assessment uses actual star data. The names of the stars have been modified for this experiment in order to prevent students
from plotting data points based on background knowledge of stars. After completing the activity, you can reveal the identities of the actual stars and discuss that the
scatter plot that students made is a Hertzsprung Russell Diagram.
This lesson addresses the following Mathematical Practice Standard: MAFS.K12.MP.4.1: Model with mathematics.
SOURCE AND ACCESS INFORMATION
Contributed by: Angela Buchanan
Name of Author/Source: Angela Buchanan
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.8.E.5.5:
MAFS.8.SP.1.1:
Description
Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size,
and luminosity (absolute brightness).
Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two
quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and
nonlinear association.
page 5 of 5