Brian's+Lesson+Plan


 * Lesson Plan Draft **
 * Brian Williams **
 * Social Studies **


 * Standard: **The student will demonstrate knowledge of the scientific, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by describing the Scientific Revolution and its effects.


 * Anticipatory Set: **Students will respond to this question in their journals at the beginning of class. Three to five minutes will be allowed for this activity.

// Imagine you discover something that nobody else would believe. Would you be willing to share that discovery, especially if the discovery could get you in trouble or even lead to your death? //


 * Objective: **Students will explain how the discoveries of Copernicus, Kepler, and Galileo gave rise to the modern scientific model and the impact of the scientific model on religion.

**Instructional Input: **Students will do a brief search on the terms “geocentrism” and “heliocentrism.” They will put the concept into their own words and enter on Wiki page.

Students will take notes on Wiki page on following individuals and associated concept.

//Copernicus// proposed the heliocentric theory based on observation. The theory changed the belief that the earth was the center of the universe. The particular element of the Scientific Revolution which emerged from this theory was that observation and reasoning are essential components of scientific method. //Reasoned observation// leads to theory.

//Kepler// used the science of mathematics to prove that the orbits of the planets around the sun were elliptical rather than concentric. The use of math as proof is another essential component of the scientific method. Theory leads to //reasoned proof.//

//Galileo// used the telescope to support the proof of heliocentric theory. The third important component of scientific method is that of //proving a hypothesis//. Galileo used technology to support the validity of the reasoned proof.

**Modeling: **Teacher will demonstrate the logical connection and progression of concepts leading to the emergence of the scientific model. “Notice the logical progression of thought from Copernicus to Kepler to Galileo.”


 * Guided Practice: **Students will form small groups of 4-5 individuals and be asked to find //or// be shown diagrams of how the universe was perceived //before// Copernicus (ancient vision of universe), //by// Copernicus, and //afte//r Copernicus (modern view of universe). In comparing these diagrams they will discuss how the natural progression of the scientific model correlates to the progression of the diagrams.


 * Checking for Understanding and Guided Practice: **Students will be asked to demonstrate understanding of the three different models of the universe. In a cleared area of the room, they will be asked to arrange themselves in the way that ancient people saw the universe. Next, they will rearrange themselves in the way that Copernicus saw the universe. Finally, they will be asked to demonstrate the way that Kepler modified Copernicus’ basic proposal. As they are standing in place for each configuration, they will be asked what basic component of the Scientific Revolution corresponds with that particular shape of the universe. Diagrams here would be helpful


 * Instructional Input: **Using Copernicus as the basic reference point, a brief lecture will be given as to the impact of the heliocentric theory on religion. Copernicus was both a theologian and a scientist. His theory was perceived as a grave threat to the religious community of the time. Undoubtedly, Copernicus had friends in both the scientific and religious community. The religious community of that day was particularly threatened by the implications of Copernicus’ theory. The possibility that the earth was not truly the center of the universe could have a devastating impact on religious beliefs.


 * Guided Practice**: The class will return to their small groups. Each group will be asked to discuss why they think Copernicus’ theory could be perceived as a threat to the popular religious thinking of the day. Given the fact that Copernicus’ theory could bring about harm to him and disruption to the world in which he lived, each group will be asked to decide whether they think Copernicus should make his theory public. Five to seven minutes will be allotted for this group activity. Will there be a guide sheet for them


 * Instructional Input: **The story of what Copernicus in fact decided to do with his research and theory will be shared.


 * Closure:** Students will be asked to draw in their notebooks what the basic vision of the universe would looked like before the Scientific Revolution and what it looks like since the Scientific Revolution. Why are these diagrams so revolutionary?


 * Closure (alt.)** What was so revolutionary about Copernicus proposal? What would you have done if you were Copernicus?


 * Independent Practice: ** Students will be challenged to think of ways in which Copernicus’ theory impacts their daily life. What would life look like if Copernicus had never pursued his theory? What are some of the ways that the heliocentric perspective shapes our understanding of the world or influences daily life? Is this perspective still a threat to religious views?


 * Independent Practice (alternative).** Students may choose to spend 25-30 minutes looking into the night sky. Try to imagine what Copernicus saw and thought as he looked into the sky. Somewhere in the night sky is a Hubble telescope exploring vast regions of our universe. In what ways does the scientific method make it possible to discover other parts of the universe? Can you imagine a discovery that would alter the way that we think about our universe?

This is designed as think time. Students will not be asked to research or read for this particular assignment. The goal is for students to have time, space, and permission to think imaginatively about the impact of the Scientific Revolution on their lives.

personal issue - having to deconstruct one ingrained method of teaching to conform to hunter model spontaneity??? best way to get students in touch with diagram of Copernican world move through 3 movements of instructional input students arrange themselves - meaningful? discussion? transitioning from scientific model itself to impact on religion relevancy