Day 9: Other Important People of the Scientific Revolution
Rita Wahba World History, 9th Grade Period 3, 50 minutes
Subject of lesson: Scientific Revolution – Other Important People/Discoveries
OVERVIEW / RATIONALE
Continuing with our theme of progress and change, this lesson 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 primary and secondary sources relating to the Scientific Revolution.
Students will complete a graphic organizer on the contributions of various people to the Renaissance.
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8.4.12 B - Evaluate historical documents, material artifacts and historic sites important to world history since 1450.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
PowerPoint Slides
Video Links
Graphic Organizer
Promethean Board and Pen
OPENER
Do Now: Describe “New Science” and the different attitudes towards science that existed in Europe during the 16th and 17th centuries. (3 minutes)
Review Do Now and the difference between Old Science and New Science. A student will present his or her answer to the Do Now and teach the class. I will ask questions as necessary. Other students will have the opportunity to respond and share their answers and comments as well.
BODY OF THE LESSON
As a class, we will review the different scientific contributions. Some of this will be accomplished through direct instruction with questions and answers. See the slides for more information
Galen vs. Andreas Vesalius
See Slide. How did Andreas Vesalius improve the understanding of human physiology?
William Harvey, 1628
Blood circulation
Bacon vs. Descartes
Teacher will explain the difference between induction and deduction. Students will come up with examples of each in order to demonstrate that they understand the difference between the two.
Isaac Newton, 1687
Gravity and Calculus
Women during the Scientific Revolution
•Generally not written about / published during the 16th century
•Played a greater role in the Enlightenment and 17th and 18th centuries
•Some relatives of male thinkers played a role in the Scientific Revolution
I will ask the girls in the class how this makes them feel. Do any of them want to be scientists? How would they have acted during this time?
Students will then be given 2-3 minutes to fill in their graphic organizer after discussing each category. This will help them gain the appropriate note taking skills. I will help them come up with a summary of the information, if necessary.
John Wallis, 1678
Question: How does the follow quote from mathematician John Wallis express the philosophy of scientists during the Scientific Revolution?
A student will read the quote out loud and explain it as he/she reads it. Students will then try to understand what Wallis meant by these words.
What does this say about their understanding of past and future scientists?
How do we see that people took his message seriously? Do scientific discoveries still happen today? (Obvious answer – yes!)
See if students know about any of these.
CLOSURE
How do we continue to see that Europe experienced a Scientific Revolution?
Students will answer the question using specific examples from class.
ASSESSMENT/EVALUATION
Students will complete a graphic organizer about the “stars” of the Renaissance.
I will also see how the students analyze, explain, and react to the different sources that they read/see since my goal is to improve critical thinking skills.
Possible homework – have the students research current ideas in science and find a connection between the Scientific Revolution and current times.
Subject of lesson: Scientific Revolution – Other Important People/Discoveries
OVERVIEW / RATIONALE
Continuing with our theme of progress and change, this lesson 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 primary and secondary sources relating to the Scientific Revolution.
Students will complete a graphic organizer on the contributions of various people to the Renaissance.
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
PowerPoint Slides
Video Links
Graphic Organizer
Promethean Board and Pen
OPENER
Do Now: Describe “New Science” and the different attitudes towards science that existed in Europe during the 16th and 17th centuries. (3 minutes)
Review Do Now and the difference between Old Science and New Science. A student will present his or her answer to the Do Now and teach the class. I will ask questions as necessary. Other students will have the opportunity to respond and share their answers and comments as well.
BODY OF THE LESSON
As a class, we will review the different scientific contributions. Some of this will be accomplished through direct instruction with questions and answers. See the slides for more information
Galen vs. Andreas Vesalius
See Slide. How did Andreas Vesalius improve the understanding of human physiology?
William Harvey, 1628
Blood circulation
Bacon vs. Descartes
Teacher will explain the difference between induction and deduction. Students will come up with examples of each in order to demonstrate that they understand the difference between the two.
Isaac Newton, 1687
Gravity and Calculus
Women during the Scientific Revolution
•Generally not written about / published during the 16th century
•Played a greater role in the Enlightenment and 17th and 18th centuries
•Some relatives of male thinkers played a role in the Scientific Revolution
I will ask the girls in the class how this makes them feel. Do any of them want to be scientists? How would they have acted during this time?
Students will then be given 2-3 minutes to fill in their graphic organizer after discussing each category. This will help them gain the appropriate note taking skills. I will help them come up with a summary of the information, if necessary.
John Wallis, 1678
Question: How does the follow quote from mathematician John Wallis express the philosophy of scientists during the Scientific Revolution?
A student will read the quote out loud and explain it as he/she reads it. Students will then try to understand what Wallis meant by these words.
What does this say about their understanding of past and future scientists?
How do we see that people took his message seriously? Do scientific discoveries still happen today? (Obvious answer – yes!)
See if students know about any of these.
CLOSURE
How do we continue to see that Europe experienced a Scientific Revolution?
Students will answer the question using specific examples from class.
ASSESSMENT/EVALUATION
Students will complete a graphic organizer about the “stars” of the Renaissance.
I will also see how the students analyze, explain, and react to the different sources that they read/see since my goal is to improve critical thinking skills.
Possible homework – have the students research current ideas in science and find a connection between the Scientific Revolution and current times.