1 00:00:05,680 --> 00:00:11,200 The NASA Spotlite lessons are developed following the 5E model of learning. 2 00:00:11,400 --> 00:00:15,240 If this model is new to you, you will find more information about this constructivist 3 00:00:15,360 --> 00:00:20,180 approach to planning and teaching on the NASA eClips™ website. 4 00:00:20,320 --> 00:00:24,000 The third E, Explain, is the stage where the learners communicate 5 00:00:24,140 --> 00:00:29,480 what they have learned. The NASA Spotlite lessons use a Frayer Model at this stage 6 00:00:29,600 --> 00:00:35,700 to help the students organize and analyze the information they have learned about the key vocabulary. 7 00:00:36,000 --> 00:00:40,920 The Frayer Model is a graphic organizer that prompts students to think about and describe 8 00:00:41,200 --> 00:00:46,860 the meaning of a word from four angles: the word's characteristics, examples of the word, 9 00:00:47,060 --> 00:00:52,180 non-examples of the word, and then summarize by a definition of the word. 10 00:00:52,740 --> 00:00:57,480 Let's take a look at an example of a student's Frayer model for the word "stratosphere." 11 00:00:57,920 --> 00:01:01,500 As we're looking at this example we'll use the Frayer Model vocabulary rubric 12 00:01:01,500 --> 00:01:05,480 to assess the student's conceptual understanding of the word "stratosphere." 13 00:01:07,220 --> 00:01:12,060 You see that the student has placed the word "stratosphere" in the center of the Frayer Model. 14 00:01:14,860 --> 00:01:20,160 We suggest that you guide students to first list characteristics of this word 15 00:01:20,340 --> 00:01:25,240 in the upper right-hand corner of the Frayer Model. Some of the words the student listed are 16 00:01:25,240 --> 00:01:32,620 "ozone," "has gases," and "as altitude increases temperature increases." 17 00:01:32,900 --> 00:01:38,140 Using the rubric, how would you assess the student's list of characteristics? 18 00:01:38,840 --> 00:01:43,820 Do you see three or more facts and illustrations that reflect understanding of the word or concept? 19 00:01:44,780 --> 00:01:48,200 Do you see a solid understanding of the word based upon this work, 20 00:01:48,660 --> 00:01:51,800 or is a characteristic missing that you think is essential? 21 00:01:52,320 --> 00:01:56,260 In our opinion the student's list of characteristics would earn the student 22 00:01:56,380 --> 00:01:59,720 an exemplary assessment for this indicator. 23 00:02:00,180 --> 00:02:03,140 Let's consider the student's list of examples next. 24 00:02:03,740 --> 00:02:08,780 The drawing lets you see that the student understands that the stratosphere is one layer of the atmosphere. 25 00:02:09,260 --> 00:02:13,260 The troposphere is the layer below the stratosphere closest to Earth 26 00:02:13,260 --> 00:02:15,900 and the mesosphere is above the stratosphere. 27 00:02:16,160 --> 00:02:20,040 How does the student's work measure up compared to the rubric? 28 00:02:20,220 --> 00:02:25,140 While there aren't actually three or more examples, does the drawing show that the student understands 29 00:02:25,200 --> 00:02:28,000 the concept with clarity? We'd say yes. 30 00:02:28,180 --> 00:02:32,480 In a similar way, look closely at the student's non-examples. 31 00:02:32,640 --> 00:02:37,960 Some of the words the students have listed are "troposphere," "ionosphere," "thermosphere." 32 00:02:38,140 --> 00:02:43,260 You'll want to make note for the student that "ionosphere" isn't spelled correctly, 33 00:02:43,260 --> 00:02:48,500 but what do you think about the students listing the layers of the atmosphere that are not the stratosphere? 34 00:02:48,960 --> 00:02:52,300 Thinking up logical non-examples isn't easy. 35 00:02:52,440 --> 00:02:55,120 How do you think the student's work measures up? 36 00:02:55,200 --> 00:03:00,360 Does the non-example show the student's understanding of what the concept is not? 37 00:03:00,900 --> 00:03:04,680 In our opinion the student has hit a bull's-eye with the non-example. 38 00:03:04,680 --> 00:03:08,920 This work shows a deeper conceptual understanding of how the stratosphere 39 00:03:09,140 --> 00:03:12,680 fits into the layers of the atmosphere with this entry. 40 00:03:12,680 --> 00:03:18,720 Finally, guide the student to pull all this information together to create their own definitions for stratosphere. 41 00:03:18,800 --> 00:03:23,660 The student summarizes with this definition: "the second-closest layer of the 42 00:03:23,660 --> 00:03:27,400 atmosphere to the surface of the Earth." What do you think? 43 00:03:27,560 --> 00:03:30,500 Is this the full meaning of the word or concept? 44 00:03:30,700 --> 00:03:36,480 At this point, we think the students have fallen down and included only a portion of the meaning. Do you agree? 45 00:03:36,740 --> 00:03:43,400 For us, we assessed the definition as satisfactory. Writing a definition as the last piece 46 00:03:43,400 --> 00:03:48,120 of the Frayer Model should push the students to synthesize the other three sections. 47 00:03:48,180 --> 00:03:53,320 This level of analysis also increases their level of critical thinking. 48 00:03:55,380 --> 00:04:00,520 We urge you to consider allowing students to work together to collaboratively complete the Frayer Model. 49 00:04:00,820 --> 00:04:05,720 This also helps to deepen their conceptual understanding of the key vocabulary. 50 00:04:07,060 --> 00:04:11,880 You will find interactive Frayer Models in all versions of our Spotlite Lessons. 51 00:04:12,280 --> 00:04:15,660 You can also find the rubric of the Frayer Model on our website. 52 00:04:19,480 --> 00:04:21,540 music 53 00:04:48,200 --> 00:04:50,260