Day 8: Scientific Revolution
Rita Wahba World History, 9th Grade Period 3, 50 minutes
Subject of lesson: Scientific Revolution: Astronomy (may take 2 lessons)
OVERVIEW / RATIONALE
Continuing with our theme of progress and change, the next few lessons will examine how Europe underwent a scientific revolution during the 16th and 17th centuries.
ENDURING UNDERSTANDINGS/ ESSENTIAL QUESTIONS
How did the Scientific Revolution change people’s attitude and opinions regarding the physical universe?
How did the Scientific Revolution represent a break with past beliefs and understandings?
How did the Scientific Revolution impact world history?
GOALS/OBJECTIVES
Students will be able to explain how Europe experienced a Scientific Revolution during the 16th and 17th centuries.
Students will be able to analyze how primary sources about astronomy and how astronomy changed from Aristotle to Galileo.
Students will be able to complete a TABA chart while participating in a Gallery Walk on the evolution of astronomy.
STANDARDS
8.1.9 A - Analyze chronological thinking.
8.1.9 B - Analyze and interpret historical sources.
8.4.12 A - Evaluate the significance of individuals and groups who made major political and cultural contributions to world history since 1450.
8.4.12 B - Evaluate historical documents, material artifacts and historic sites important to world history since 1450.
8.4.12 C - Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450.
MATERIALS
TABA Chart
Gallery Walk Papers
PowerPoint Slides
Video Links
Promethean Board and Pen
OPENER
What is science? Why is it important? (3 minutes)
Review Do Now (3 minutes)
BODY OF THE LESSON
Setting the Stage
Old Science vs. New Science (4 minutes)
What is considered the ancient scientific heritage?
Question: Based on what we learned about the Middle Ages and other knowledge that you have, what do you think the old sciences relied on?
Answers I have – ancient authorities, church teachings, common sense à explain the physical world
New Science
Question: What do you think the new scientific traditions focused on? What did we learn that would support this idea?
Answers that I have: observation, experimentation, and scientific reasoning à conclusions about the physical world
Quote (3 minutes)
After our discussion on what is science and how science develops, I will post the following quote on the board:
“If I have seen further than others, it is by standing on the shoulders of giants.”
-Isaac Newton
I will ask a student to read the quote and see if the students can understand what it means. I will work with them as they answer to ensure that they understand the meaning of the quote.
Then, I will ask the students if they can think of another example where current thinking is based on prior understanding.
Video to introduce Scientific Revolution (5 minutes)
To introduce students to the Scientific Revolution, I will show this video:
http://www.history.com/shows/mankind-the-story-of-all-of-us/videos/mankind-the-story-of-all-of-us-scientific-revolution#mankind-the-story-of-all-of-us-scientific-revolution
We will watch the video and I will ask the students to react to the video.
ASTRONOMY
One of the main areas that changed was astronomy. I will ask them to break down the word to see if they can make meaning of the word. After the students understand that astronomy is the branch of science that deals with celestial objects, space, and the physical universe as a whole.
Gallery Walk (15-20 minutes)
Students will then complete a Gallery Walk to understand the transformation of astronomy from Aristotle through Galileo. While the students are examining each image/paper that is posted around the room, they will be completing their TABA chart on the various astronomers.
Aristotle
See Slide
Ptolemy
See Slide
Use http://www.polaris.iastate.edu/EveningStar/Unit2/unit2_sub1.htm to show students the animation of Ptolemy’s model when we review as a class.
Copernicus
See Slide
Tycho Brahe
See Slide
Johannes Kepler
See Slide
Galileo Galilei
See Slide
Slides will be posted on both sides of the room so that students can split up and not be crowded around the same space. They will examine each image and text and write down how each scientist contributed to the study of astronomy. While the students are walking around, I will also be waking around to make sure that the students are on task and to answer any questions that they may have about the sources.
Review of Gallery Walk (10-15 minutes)
After the students complete their charts, we will review the information as a class. I will ask one student to present/summarize their findings about a scientist to the class so that the students are the ones doing the teaching, which demonstrates that they are the experts in the classroom.
Galileo’s Trial (Note: When I teach, this may extend into a second class. However, for purposes of this assignment and to keep similar topics together, it will be included in this lesson.)
I will then ask the students how they think people responded to these new scientific achievements. I expect that they will be able to draw a connection between the Church’s reaction to Martin Luther and the Church’s reaction to these new findings. I will then show a video that describes Galileo’s trial.
http://www.history.com/shows/the-universe/videos/beyond-the-big-bang-galileo-galilei#beyond-the-big-bang-galileo-galilei
http://www.youtube.com/watch?v=WTA5vmY30NE “Galileo on Trial”
Galileo was accused of heresy, and he recanted his theory out of fear of torture. He was sentenced to house arrest.
I will ask the students if they can think of a similar instance of this today. I will ask the students if they think this was a fair trial/punishment? Did Galileo deserve to be punished for saying these things? Students will break up into pairs. One person will represent the role of the Church and the other will represent Galileo. The students should use their position to argue with one another and understand why each side thought that they were correct. At the end, we can have one or two groups present their ideas if they want to share it with the class.
CLOSURE
Recap the contributions of each scientist and how astronomy evolved over time.
Teacher will name a scientist and students will describe his findings.
ASSESSMENT/EVALUATION
I will see how the students complete the TABA charts and whether they are able to accurately describe and interpret the different sources that are hanging around the room.
Subject of lesson: Scientific Revolution: Astronomy (may take 2 lessons)
OVERVIEW / RATIONALE
Continuing with our theme of progress and change, the next few lessons will examine how Europe underwent a scientific revolution during the 16th and 17th centuries.
ENDURING UNDERSTANDINGS/ ESSENTIAL QUESTIONS
How did the Scientific Revolution change people’s attitude and opinions regarding the physical universe?
How did the Scientific Revolution represent a break with past beliefs and understandings?
How did the Scientific Revolution impact world history?
GOALS/OBJECTIVES
Students will be able to explain how Europe experienced a Scientific Revolution during the 16th and 17th centuries.
Students will be able to analyze how primary sources about astronomy and how astronomy changed from Aristotle to Galileo.
Students will be able to complete a TABA chart while participating in a Gallery Walk on the evolution of astronomy.
STANDARDS
8.1.9 A - Analyze chronological thinking.
8.1.9 B - Analyze and interpret historical sources.
8.4.12 A - Evaluate the significance of individuals and groups who made major political and cultural contributions to world history since 1450.
8.4.12 B - Evaluate historical documents, material artifacts and historic sites important to world history since 1450.
8.4.12 C - Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450.
MATERIALS
TABA Chart
Gallery Walk Papers
PowerPoint Slides
Video Links
Promethean Board and Pen
OPENER
What is science? Why is it important? (3 minutes)
Review Do Now (3 minutes)
BODY OF THE LESSON
Setting the Stage
Old Science vs. New Science (4 minutes)
What is considered the ancient scientific heritage?
Question: Based on what we learned about the Middle Ages and other knowledge that you have, what do you think the old sciences relied on?
Answers I have – ancient authorities, church teachings, common sense à explain the physical world
New Science
Question: What do you think the new scientific traditions focused on? What did we learn that would support this idea?
Answers that I have: observation, experimentation, and scientific reasoning à conclusions about the physical world
Quote (3 minutes)
After our discussion on what is science and how science develops, I will post the following quote on the board:
“If I have seen further than others, it is by standing on the shoulders of giants.”
-Isaac Newton
I will ask a student to read the quote and see if the students can understand what it means. I will work with them as they answer to ensure that they understand the meaning of the quote.
Then, I will ask the students if they can think of another example where current thinking is based on prior understanding.
Video to introduce Scientific Revolution (5 minutes)
To introduce students to the Scientific Revolution, I will show this video:
http://www.history.com/shows/mankind-the-story-of-all-of-us/videos/mankind-the-story-of-all-of-us-scientific-revolution#mankind-the-story-of-all-of-us-scientific-revolution
We will watch the video and I will ask the students to react to the video.
ASTRONOMY
One of the main areas that changed was astronomy. I will ask them to break down the word to see if they can make meaning of the word. After the students understand that astronomy is the branch of science that deals with celestial objects, space, and the physical universe as a whole.
Gallery Walk (15-20 minutes)
Students will then complete a Gallery Walk to understand the transformation of astronomy from Aristotle through Galileo. While the students are examining each image/paper that is posted around the room, they will be completing their TABA chart on the various astronomers.
Aristotle
See Slide
Ptolemy
See Slide
Use http://www.polaris.iastate.edu/EveningStar/Unit2/unit2_sub1.htm to show students the animation of Ptolemy’s model when we review as a class.
Copernicus
See Slide
Tycho Brahe
See Slide
Johannes Kepler
See Slide
Galileo Galilei
See Slide
Slides will be posted on both sides of the room so that students can split up and not be crowded around the same space. They will examine each image and text and write down how each scientist contributed to the study of astronomy. While the students are walking around, I will also be waking around to make sure that the students are on task and to answer any questions that they may have about the sources.
Review of Gallery Walk (10-15 minutes)
After the students complete their charts, we will review the information as a class. I will ask one student to present/summarize their findings about a scientist to the class so that the students are the ones doing the teaching, which demonstrates that they are the experts in the classroom.
Galileo’s Trial (Note: When I teach, this may extend into a second class. However, for purposes of this assignment and to keep similar topics together, it will be included in this lesson.)
I will then ask the students how they think people responded to these new scientific achievements. I expect that they will be able to draw a connection between the Church’s reaction to Martin Luther and the Church’s reaction to these new findings. I will then show a video that describes Galileo’s trial.
http://www.history.com/shows/the-universe/videos/beyond-the-big-bang-galileo-galilei#beyond-the-big-bang-galileo-galilei
http://www.youtube.com/watch?v=WTA5vmY30NE “Galileo on Trial”
Galileo was accused of heresy, and he recanted his theory out of fear of torture. He was sentenced to house arrest.
I will ask the students if they can think of a similar instance of this today. I will ask the students if they think this was a fair trial/punishment? Did Galileo deserve to be punished for saying these things? Students will break up into pairs. One person will represent the role of the Church and the other will represent Galileo. The students should use their position to argue with one another and understand why each side thought that they were correct. At the end, we can have one or two groups present their ideas if they want to share it with the class.
CLOSURE
Recap the contributions of each scientist and how astronomy evolved over time.
Teacher will name a scientist and students will describe his findings.
ASSESSMENT/EVALUATION
I will see how the students complete the TABA charts and whether they are able to accurately describe and interpret the different sources that are hanging around the room.