The Life and Death of Stars

Show and Explain how stars are born, create new elements through nuclear fusion, and then die, and how scientists can determine what stars are made of using their stellar
“fingerprint”. Be sure to include all of the listed vocabulary words as you create your visual model. Use the learning targets below to guide your model.

Learning Targets Vocabulary

Fingerprinting the Stars
 
o I can explain how elements emit and absorb specific wavelengths of light
o I can identify the unknown elements in a star based on their absorption spectra
Gravity Black Hole
Stellar Fusion  Emission Spectra  Neutron Star
o I can model and explain how fusion is the mechanism for element formation in stars when  Spectral Lines  White Dwarf
the nuclei of atoms come together
o I can explain how energy, in the form of EM radiation, is released as a bi-product of fusion
 Photon  Black Dwarf
The Life Cycle of Stars  Spectroscope  Main Sequence
o I can explain how matter in the universe, with the help of gravity, comes together to start  Fusion  Red Giant
fusion and form a star
o I can model the life cycle of a star and determine its final destiny based on its original mass
 Hydrostatic Equilibrium  Red Super Giant
 Star  Hertzsprung-Russel (HR) Diagram

Modelling Rubric Content Rubric

4 --Above Standard 3—At Standard 2—Approaching Standard 1--Well Below Standard 4 --Above Standard 3—At Standard 2—Approaching Standard 1—Needs Improvement

 Students complete All 5 bullets  Model addresses the life,
for Level 3 AND death and composition of
 Students evaluate the competing stars
models and make revisions to  Model can be used to make
their own predictions about the fate of
 Students develop one or more a star
testable questions based on your  Model can be
evidence from stars revised/revisable based on
new information
 Model is based
on empirical data and
evidence from HR Diagram
and known-element spectra
 Model describes
the relationship between
components
 Students successfully  Students successfully
incorporate 3-4 of the 5
bullet points in Level 3
Model addresses all six learning
incorporate 1-2 of the targets completely and in a clear and
bullet points in Level 3 cohesive way using pictures and
words that communicates how stars
work and how we know what they are
composed of.
Neatness, Color and Creativity (non-standards bearing)
4 --Above Standard
Model is exceptionally neat, well
thought out, easy to read and full of
color
Model addresses all six learning
targets accurately using pictures
and words that communicates
how stars work and how we
know what they are composed
of. Some details may be missing.
3—At Standard
Model is neat, well thought out
and is easy to read
Model addresses 4-5 of the
learning targets accurately using
pictures and words that
communicates how stars work
and how we know what they are
composed of.
2—Approaching Standard
Model is somewhat neat and
easy to read
Model addresses fewer than 4
of the learning targets
accurately using pictures and
words to communicate how
stars work and how we know
what they are composed of.
1—Needs Improvement
Model creativity and clarity
needs improvement