The NASA Spotlite lessons are developed following the 5E model of learning.
If this model is new to you, you will find more information about this constructivist
approach to planning and teaching on the NASA eClips™ website.
The third E, Explain, is the stage where the learners communicate
what they have learned. The NASA Spotlite lessons use a Frayer Model at this stage
to help the students organize and analyze the information they have learned about the key vocabulary.
The Frayer Model is a graphic organizer that prompts students to think about and describe
the meaning of a word from four angles: the word's characteristics, examples of the word,
non-examples of the word, and then summarize by a definition of the word.
Let's take a look at an example of a student's Frayer model for the word "stratosphere."
As we're looking at this example we'll use the Frayer Model vocabulary rubric
to assess the student's conceptual understanding of the word "stratosphere."
You see that the student has placed the word "stratosphere" in the center of the Frayer Model.
We suggest that you guide students to first list characteristics of this word
in the upper right-hand corner of the Frayer Model. Some of the words the student listed are
"ozone," "has gases," and "as altitude increases temperature increases."
Using the rubric, how would you assess the student's list of characteristics?
Do you see three or more facts and illustrations that reflect understanding of the word or concept?
Do you see a solid understanding of the word based upon this work,
or is a characteristic missing that you think is essential?
In our opinion the student's list of characteristics would earn the student
an exemplary assessment for this indicator.
Let's consider the student's list of examples next.
The drawing lets you see that the student understands that the stratosphere is one layer of the atmosphere.
The troposphere is the layer below the stratosphere closest to Earth
and the mesosphere is above the stratosphere.
How does the student's work measure up compared to the rubric?
While there aren't actually three or more examples, does the drawing show that the student understands
the concept with clarity? We'd say yes.
In a similar way, look closely at the student's non-examples.
Some of the words the students have listed are "troposphere," "ionosphere," "thermosphere."
You'll want to make note for the student that "ionosphere" isn't spelled correctly,
but what do you think about the students listing the layers of the atmosphere that are not the stratosphere?
Thinking up logical non-examples isn't easy.
How do you think the student's work measures up?
Does the non-example show the student's understanding of what the concept is not?
In our opinion the student has hit a bull's-eye with the non-example.
This work shows a deeper conceptual understanding of how the stratosphere
fits into the layers of the atmosphere with this entry.
Finally, guide the student to pull all this information together to create their own definitions for stratosphere.
The student summarizes with this definition: "the second-closest layer of the
atmosphere to the surface of the Earth." What do you think?
Is this the full meaning of the word or concept?
At this point, we think the students have fallen down and included only a portion of the meaning. Do you agree?
For us, we assessed the definition as satisfactory. Writing a definition as the last piece
of the Frayer Model should push the students to synthesize the other three sections.
This level of analysis also increases their level of critical thinking.
We urge you to consider allowing students to work together to collaboratively complete the Frayer Model.
This also helps to deepen their conceptual understanding of the key vocabulary.
You will find interactive Frayer Models in all versions of our Spotlite Lessons.
You can also find the rubric of the Frayer Model on our website.
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