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If students need  help with vocabulary, they can create a flip book that has the term, definition, sentence, and picture.
Attached is an example of what one might look like.

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Students are given the opportunity to work in pairs, as a whole class, or in groups.

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Having students reflect on their learning will let the teacher know what they know and what needs to be reviewed. This also gives student autonomy.

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Students might have difficulty trying to start a conversation.
Attached are potential sentence and discussion starts to get everyone going.

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Anchors charts are a great way to help students visualize and see notes about the topic we are learning.
Attached is an example of an anchor chart that is useful for this lesson.

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Supporting culturally, linguistically, and exceptional diverse students

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Supporting culturally, linguistically, and exceptional diverse students

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Activity #2
Experiment and Graphic Organizer

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Next we will watch a video about why certain stars look bigger and brighter than others.

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Activity #1

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After reading the article I have them watch this minute and a half video.  It a visual summary of the article we just read and helps students make the connection between a star's color and temperature.

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Space Science: Colors of the Stars - Coma Niddy University

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I tell the students we are using our chromebooks to read further about why stars are different colors. Students will popcorn read article, " Why are stars different colors".

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Then I project a video of a fire and ask students:

What do you see when you look at the hottest part of the fire?

What color do you see closest to the wood?

What do you notice when the flames are further away from the wood?

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Fireplace Video (5+ hours longest on YouTube)

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Students will sit in a circle and discuss their findings from the jigsaw and flashlight experiment activity.
Potential Questions (discussion is not limited to only these questions)
- What do star's colors tell us?
- What does the distance of stars tell us?
-What did you learn from the experiment?

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Activity #1:
Students will now complete a graphic organizer where they will walk around the class and learn from their classmates. This cooperative learning activity is called "Jigsaw".
Students will help other students understand the color of stars and how their distance contributes to the brightness that is seen.

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I explain that the colors changed as the temperature did, just like stars. The temperature determines the color: blue stars are hot and bright, red are the coolest and least bright, and yellow stars are in between.

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Sparking Curiosity
Then I say, "lets start off today with three flashlights." I point out that each flashlight has a different colored bulb in it, a red, yellow, and blue.  I position the three flashlights so they shine on the whiteboard. These lights shining are examples of some colors of stars we see in the night sky. Then I ask, where else have you seen these colors emitted with extreme heat and light? I ask students to make an observation and to turn and talk with their group.

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Activating Prior Knowledge
I have students recall our "flashlight activity" from the previous day and have volunteers share what we learned from it.

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Students will explore and discuss  how the Sun's and Star's distance contributes to the brightness that is seen on Earth

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        Science and Engineering Practices

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        Science and Engineering Practices

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Engaging in Argument from Evidence.

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5-ESS1-1 Support an argument that the apparent brightness of the Sun and Stars is due to their relative distances from the Earth.

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Scale, Proportion and Quantity- Natural objects exists from the very small to the immensely large.

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ESS1A: The Universe and its Stars