| Lesson Plan |
| Grade: |
Date: 25/02/2026 |
| Subject: Physics |
| Lesson Topic: Describe the life cycle of a star: (a) a star is formed from interstellar clouds of gas and dust that contain hydrogen (b) a protostar is an interstellar cloud collapsing and increasing in temperature as a result of its internal gravitational attract |
Learning Objective/s:
- Describe the stages of a star’s life cycle from nebula to final remnant.
- Explain the physical processes (gravitational collapse, nuclear fusion, hydrostatic equilibrium) that drive each stage.
- Compare the evolutionary paths of low‑mass and high‑mass stars and predict their end states.
- Interpret a flow‑chart diagram of the stellar life cycle and relate it to observed stellar types.
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Materials Needed:
- Projector or interactive whiteboard
- PowerPoint/Google Slides presentation with diagrams
- Printed worksheet with stage‑matching activity
- Stellar life‑cycle flowchart handout
- Short video clip of a supernova explosion
- Clickers or online poll for quick checks
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Introduction:
Begin with a striking image of a glowing nebula and ask students what they think stars are made of. Recall prior learning about atoms and nuclear fusion, linking it to stellar formation. Explain that by the end of the lesson they will be able to trace a star’s life cycle and justify why different masses lead to different end states.
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Lesson Structure:
- Do‑now (5’) – students label parts of a nebula diagram on a worksheet.
- Mini‑lecture (10’) – present formation and protostar phases using slides, emphasising gravitational collapse.
- Interactive simulation (10’) – explore hydrostatic equilibrium and fusion onset; students answer clicker questions.
- Group activity (12’) – each group creates a flow‑chart of the full life cycle for a low‑mass or high‑mass star, using handouts.
- Whole‑class discussion (8’) – compare the two paths, discuss supernova, neutron star, and black‑hole outcomes.
- Exit ticket (5’) – write one sentence describing why mass determines the final remnant.
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Conclusion:
Summarise how a star’s mass governs its evolutionary track and ultimate fate. Students complete an exit ticket summarising the key difference between low‑mass and high‑mass outcomes. Assign homework to research a real star (e.g., Betelgeuse or Sirius) and map its current stage onto the flow‑chart.
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