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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.