TCNJ Lesson Plan

Stars and Apparent Brightness

Student Name: Emily Anderson & Kayla Taylor Grade Level: 5

Guiding and/or Essential Questions:

What is a star?
Why does the sun seem to be brighter and larger than other stars in the sky?
What factors affect how bright a star looks from Earth?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,

possible misconceptions, prior lesson content)
Students will have participated in an introductory lesson on gravity. However, students may have
misconceptions about the sun, and may not know the sun is a star. Additionally, students have no
prior knowledge of apparent brightness. Students are familiar with the difference between
observations and claims.

Standards:
ESS1.A: The Universe and its Stars- The sun is a star that appears larger and brighter than other
stars because it is closer. Stars range greatly in their distance from Earth.

5-ESS1-1: Support an argument that differences in the apparent brightness of the sun compared
to other stars is due to their relative distances from Earth.

NGSS Cross-Cutting Concepts: Scale, Proportion, and Quantity

Learning Objectives and Assessments:

Learning Objectives Assessment

Students will be able to identify the properties The teacher will assess for correct
of a star. identification of properties of stars through a
whole class discussion.

Students will be able to experiment with The teacher will assess for appropriate
apparent size and compare their results to comparison between the distance evaluation
stars in the sky. and stars in the sky by looking at student
answers on the apparent distance worksheet.
 Students will be able to experiment with
apparent brightness and compare their results
to stars and the sun.
The teacher will assess for student’s ability to
make conclusions about the apparent
brightness of stars after the investigation,
using the apparent brightness worksheet.
The teacher will also assess for
comprehension of the connection between
apparent size and apparent brightness during
the closing class discussion.

Materials/Resources: (List materials, include any online or book references and resources)
Opening: choice board shared with the students via Google Drive, post-it notes, YouTube video
Investigations: Flashlights (3), tissue paper, flashlight worksheets, distance worksheets, rulers

Plan for set-up/distribution/cleanup of materials:

Size YouTube video pulled up on computer, pass out worksheets after stating directions, collect
worksheets after the centers are completed.

Step by Step plan:

1. Lesson beginning- What is a star?
a. Students write on a post-it note, and stick to the front whiteboard, anything they
might know about stars in the sky, share some of the ideas out loud to class
i. Emily: “Hello 5th graders! How has your day been so far? Today we are
going to be learning about stars and their brightness! To start out everyone
will write something they already know about stars on a post-it note, and
when you are done place it on the front board.”
b. Student choose one reading on choice board to understand “stars” then one person
from each reading shares to the class what they learned
i. Emily: “To gain a better understanding of stars we will be using a choice
board. So, each person will read a short article about stars, which will
help them become experts on that topic, and then as an expert you will
share that information out to the class.”
2. Size Comparison
a. Show this short video to the class to help with the idea of size in the sky- Stop at
1:25
i. https://www.youtube.com/watch?time_continue=141&v=HEheh1BH34Q
3. Apparent Brightness Brainstorm
a. Within groups, students brainstorm ideas on what makes some stars appear
brighter than others, then share out ideas as a class
b. Explain that the students will investigate the answer to this during two quick
activities
4. Apparent Brightness Centers
a. Students will rotate between the two investigation centers. The class will be split
in half to fill the centers. The class will be divided based on tables, since they
have assigned seating. The size and distance center will contain smaller groups to
complete the activity, while the flashlight center will be completed as a larger
group. Miss. Anderson will be with one group and Miss. Taylor with the other.
i. Kayla: “We are going to split into groups to do two investigations. Miss
Anderson will be doing a distance investigation in the classroom and I will
be doing a brightness investigation in the hallway. Before we split into
groups, please listen carefully to some directions. For Miss Anderson’s
investigation, you will only need a pencil. She will pass out your
worksheet before you start. For my investigation, you will need a pencil
and a book or folder to use to write on top of, since we will be in the
hallway. I will pass out worksheets before we start too. Any questions?”
b. Size and Distance Investigation (in the classroom)
i. Miss. Anderson will explain the directions
1. Emily: “For this investigation we will be comparing size and
apparent size. What is size? And apparent size is how big
something is from a certain perspective or place/ point-of-view. In
your groups you will each find 3 objects in the room, such as a
cup, book, or ball, this should be something that can stand up on a
table, not a pencil that lays down. After you find the objects you
will measure them with the ruler close to the object, and then
holding the object up in the air from 2 yards away.
ii. Students will place an object (ball, cup, etc.) on a desk/table and measure
the objects length/ width and record the measurements.
iii. Then students will move at least 2 yards away from the object and hold up
a ruler to measure the “apparent” size of the object from the new position.
iv. Students fill-out worksheet to record measurements, and answer questions
about how the size of the object appears different when viewed from a
new distance, and how this can relate to stars in our sky.
1. Answers will contain evidence and reasoning from the activity,
give directions on how to include evidence and reasoning
c. Flashlight Investigation (in the hallway)
i. Students will bring a pencil and a book or folder to provide support while
writing (as included in previous directions).
ii. Students should sit along the wall on both sides of the hallway, leaving the
middle open.
iii. Miss Taylor will pass out the worksheets.
1. “Why does the worksheet say distance from the observer?”
 a. The star is the constant, the observers can move.
iv. Three students will be chosen to hold flashlights for Trial 1. The students
will stand at the 4m mark and turn on their flashlights. The students will
step back to the 6m mark, then the 2m mark. We will discuss the the terms
“very bright, bright, and dim” (as used on their worksheet). The students
holding flashlights will return to the 4m mark and the rest of the students
will record their observations.
v. Three different students will be chosen to hold flashlights for Trial 2. The
students will each stand at one mark (2m, 4m, 6m) and turn on their
flashlights. The students will record their observations for each flashlight.
vi. The students will think about and answer the concluding questions on their
worksheets, before returning to the classroom. If time allows, we will
discuss the concluding questions.
5. Closing
a. Miss Taylor will lead a discussion about the two investigations.
i. “Everyone go back to your tables so we can talk about the investigations.
So now you’ve done two different investigations, one about distance and
one about brightness. Using what you learned from both investigations,
what is apparent brightness of stars? How does it affect how we see stars
from Earth? Why does the sun appear to be the brightest star?” As
students answer, a teacher will write their answers on the board.

Key Questions (that you will ask):

Why can stars with the same brightness appear dimmer or brighter than they actually are?
How does a lights brightness appear to change with distance?
What is apparent brightness of stars?
How does it affect how we see stars from Earth?
Why does the sun appear to be the brightest star?

Logistics:
Flashlights and tissue paper will be prepared ahead of time, choice board will be already shared
with students. Groups will be chosen based on the tables the students already sit at.

Timing:
57-minute class periods
● 10-minute beginning
● 15 minutes for each investigation- 33 minutes total, including the switch between groups
● 10-minute closing
● 4 minutes extra for transitions and questions
Transitions:
Students will be brought to a whole-group setting before the start of the lesson. Students will be
placed into 2 groups and will either stay in the classroom or go out in the hallway depending on
which group they are in. Transitions will be monitored by Miss Anderson and Miss Taylor.

Classroom Management:
All directions will be given before the students receive their materials or move locations. To gain
whole class attention, the hand clapping method will be utilized. Students are aware of the
classroom clean up procedures but will be reminded to hand their worksheets in before leaving.

Differentiation:
For higher level students- https://www.space.com/23286-brightest-stars-night-sky.html
Students who may struggle with the topic will be supported through teacher guidance and peer
support. Miss Anderson and Miss Taylor will redirect students who get distracted or disengaged,
possibly engaging them by giving them a job (holding the flashlight).
Some classes are much larger than others, so we may decide to do the two investigations as
whole class or extend the lesson into Friday.
 Stars Choice Board

Which star is closest to us?
http://coolcosmos.ipac.caltech
.edu/ask/208-Which-star-is-
closest-to-us
Why are some stars bright Is the sun the largest star?
and others dim?
http://coolcosmos.ipac.caltech
http://coolcosmos.ipac.caltech .edu/ask/6-Is-the-sun-the-
.edu/ask/213-Why-are-some- largest-star
stars-bright-and-others-dim

What is a star? What are stars made of? How many stars do you see at
night?
http://coolcosmos.ipac.caltech http://coolcosmos.ipac.caltech
.edu/ask/204-What-is-a-star .edu/ask/205-What-are-stars- http://coolcosmos.ipac.caltech
made-of .edu/ask/206-How-many-
stars-can-you-see-at-night

How far away are the stars?

http://coolcosmos.ipac.caltech
.edu/ask/215-How-far-away-
are-the-stars

*If you finish early* https://www.space.com/23286-brightest-stars-night-sky.html

 Size and Distance Investigation

Directions:
Choose four objects in the room. Place object on a table and measure the length and width.
Record your observations. Stand 2 yards away, hold the ruler in the air and measure the apparent
size of the object. Record your observations. Answer the questions on the back of the worksheet
after you record your measurements.

Object Size (length and width) Apparent Size (from 2 yards

away)

1.

2.

3.

4.

5. (If extra time)

Standard-
ESS1.A: The Universe and its Stars- The sun is a star that appears larger and brighter than other
stars because it is closer. Stars range greatly in their distance from Earth.
How does the size of the object appear different when viewed from a new distance?

Claim:

______________________________________________________________________________

______________________________________________________________________________

Evidence:

______________________________________________________________________________

______________________________________________________________________________

Why do you think the appearance of the size changes?

Claim:

______________________________________________________________________________

______________________________________________________________________________

Reasoning:

______________________________________________________________________________

______________________________________________________________________________

How can this relate to the stars we see in the sky?

Claim:

______________________________________________________________________________

______________________________________________________________________________

Reasoning:

______________________________________________________________________________

______________________________________________________________________________
 Apparent Brightness Investigation
Directions:
● Trial 1: Observe the flashlights at the 4m mark and record your observations.
● Trial 2: Record the distance of each flashlight from the observers. Observe the brightness
of each flashlight and record your observations.
After recording all observations, answer the concluding questions on the back of this sheet.

Trial 1:
Flashlight # Distance from Observer Observed Brightness (very
bright, bright, or dim)

Trial 2:
Flashlight # Distance from Observer Observed Brightness (very
bright, bright, or dim)

(Standard) 5-ESS1-1: Support an argument that differences in the apparent brightness of the sun
compared to other stars is due to their relative distances from Earth.
Describe the brightness of the flashlights in Trial 1.

______________________________________________________________________________

______________________________________________________________________________

Describe the brightness of the flashlights in Trial 2. Are there any changes?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

How does the distance from the observer affect the brightness of the flashlight?
Observation:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Claim:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Which flashlight in Trial 2 could represent the Sun? Explain.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________