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Name: Alisa Hart
Subject: World History
Grade: 10th
Topic: Scientific Revolution
Essential Question: How has technology changed over the centuries?
General Objectives:
VA SOL:
WHII.6 The student will demonstrate knowledge of scientific, political, economic,
and religious changes during the 16th, 17th, and 18th centuries by
a) describing the Scientific Revolution and its effects
g) describing the expansion of the arts, philosophy, literature, and new
technology
NCSS Standard: VIII Science, Technology, and Society
a) identify and describe both current and historical examples of the
interaction and interdependence of science, technology, and society in a
variety of cultural settings
b) make judgments about how science and technology have transformed the
physical world and human society and our understanding of time, space,
place, and human-environment interaction
c) analyze how science and technology influence the core values, beliefs,
and attitudes of society, and how core values, beliefs, and attitudes of
society shape scientific and technological change
.
Learning Goals:
The student will understand:
1) how society and religion had an effect on how technology and
scientific discoveries were viewed and portrayed
2) Scientific discovery happened over the course of several centuries,
and new discoveries were based on past ones
3) How science has changed since the Scientific Revolution
The student will know:
1) Scientists and their contributions: Brahe, Galileo, Newton,
Copernicus, Kepler
2) Catholic Church made Galileo recant his findings or face
excommunication
The student will be able to:
1) Analyze scientists contributions and discoveries
2) Describe methods used by scientists
3) Create a magazine article on a scientist
This lesson will also include the value of tolerance as students will be working
with one another by group work.
Assessment:
1) Quiz: The students will take a quiz on the previous day’s content after a
short review has taken place. Quiz follows.
2) Magazine Article Webquest: The students will receive the webquest
assignment where they are to research, as a group, one scientist. They
will research one aspect of that persons life and report back to the group
in order to create and write the magazine article. All articles will be
compiled as a “Scientific Revolution Reader” for the students to have and
study from. The webquest, complete with rubric, follows.
Content Outline:
 During Middle Ages most Europeans believed the Earth was flat;
accepted Catholic Church’s view that Earth was center of universe
 Copernicus: Polish, started schooling 1492; believed earth was
round, rotated on axis around the sun and sun was center of
universe; worked in privacy and didn’t publish ideas for fear of
excommunication; theories based on observations because to prove
it wasn’t available at the time; friends helped publish work right
before his death
 Kepler: German astronomer; believed in Copernicus’s theory, but
by end of career refuted all but two of his hypotheses; used math
to prove that planets orbit in ellipses around the sun and planets
move at different speeds than one another; did not fear Catholic
Church because he was Protestant
 Galileo: Italian mathematician; 1609 built first telescope; by
observing moons circling planets convinced him that Copernicus’s
theory about the earth revolving around the sun was correct; 1632
he published his ideas and the Catholic Church banned his book;
Pope Urban VIII demanded Galileo come back to Rome and stand
trial, threats of torture and possible death made Galileo recant his
statements; continued to study and discovered law of inertia
 Newton: used scientific method for science and math; attended
Cambridge and was a below average student, 1665 outbreak of the
plague closed school and Newton went home, where an apple fell
and that led him to the idea of gravity; 1687 published Principia
explaining and expanding the work of Copernicus, Galileo, and
Kepler; book stated Newton’s theory of universal gravitation that
explained the planets movement; to prove theory Newton
developed Calculus
 Brahe: 1500’s; Danish astronomer; nobleman; Kepler was
assistant; had most accurate astronomical calculations of his time;
discovered a supernova; developed heliocentric model of the solar
system, used by Catholic Church for years
Farah, M. Karls, A. (1997). World history: the human experience. McGraw-Hill:
New York.
Teacher and Student Activities (90 minute class):
1) Hook: As the students enter class they will sit in their assigned seats and
answer the question on the board in their interactive notebooks: What
scientist do you like best from the SR? Why? Is it what they
discovered, or the obstacles they had to cross? While students are
answering the question the teacher will take care of administrative duties,
such as attendance. After several minutes the teacher will ask students to
share who they like, if they want to. (15 minutes)
2) Review: After the hook the teacher will hold a short question and answer
session on the previous day’s material. Questions can be formed from the
content outline and contain ones such as: Why did the church not like
Galileo? Why did Galileo recant his findings? Would you? Who
“discovered” gravity? What subject did Newton contribute to? Compare
and contrast Newton and Brahe. How are they so different? (20 minutes)
3) Quiz: After the review session the teacher will hand out quizzes and the
students will complete them. The quizzes pertain to the information that
was just reviewed from the previous day. (15 minutes)
4) Webquest: After the quiz students will receive directions to go to the
computer lab and complete the webquest on the SR. Directions, content,
and rubric can be found on the webquest. The teacher will remain with
students to answer questions, guide them along, and make sure they
remain on topic. The next day the students will be writing their magazine
articles. Today is for research. (35 minutes)
5) Exit Pass: Students will receive an index card and asked to write down
something that they did not already know about their specific scientist
that they are researching. (5 minutes)
Materials:
 Index Cards
 Webquest
 Computer Lab reservation
 Quiz
Extension:
This lesson can be extended outside of the classroom because students
are learning about the history of technology, while using modern technology.
The students may also take an astronomy class and will be learning about the
astronomers, such as Copernicus, more in depth. Students will also hear of
Newton again if they take physics or calculus.
Differentiation:
This lesson has been differentiated in several ways. Students may choose
to research a topic on a scientist based on their interest. For the auditory
learners, they will benefit by having the review in the beginning of class. Visual
learners will benefit by being able to look over the previous days notes during
the review and working on the webquest. Kinesthetic learners will benefit by
having the webquest, where they can go and research for themselves the
different scientists. For ELL students the webquest will benefit them because
they can research online in their own language. Special education students can
work alone, or in groups if they wish to, and meet with others to share what
they found. Gifted learners can also research on their own, and will benefit from
the visual and kinesthetic learning.
Rationale:
I originally wrote a lesson for the Scientific Revolution that I had to teach
in a 10th grade practicum class. I was given the powerpoint to lecture on and
created a graphic organizer to go along with it. I have adapted it to include the
webquest instead of the graphic organizer because it allows for students to
research on their own and what they are interested in. I have not taught this
lesson specifically, but have adapted it so that it meets student’s interest and
incorporated a technology component with it.