[World History]: [Impact of the Scientific Revolution on Society and Culture] Plan

Global Academic Essentials Teacher Institute 2014: MSU

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Lesson Plan
Subject/Grade Level: World History 10th
Lesson Title:
A New Way of Thinking: The Birth of Modern Science
Lesson Duration: 2 block days

Performance Objective: Upon completion of this lesson, the student will be able to write an essay describing the
significance of the Scientific Revolution and how these discoveries influence science and technology today.


Specific Objectives:
Describe how astronomers changed the way people viewed the universe.
Explain the steps of the new scientific method.
Describe the advances that Newton and other scientists made.

Preparation

Framework Strand: Culture

Content Standard Competencies/Objectives: (8.) Understand the cultural trends, religious ideologies and artistic
expressions of various world cultures through time and place. (a.) Assess the impact of the Scientific Revolutions
on society and culture. (DOK 3)

MS CCR/CCSS: WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.

Instructional Aids: PowerPoint presentation on Scientific Revolution, Handouts: Scientific Revolution notes outline,
Baseball Cards Rubric/Checklist, Prevailing Superstition article

Materials Needed: highlighters, 4x6 index cards (lined and unlined), markers, pens, textbook

Equipment Needed: Teacher computer, Promethean board/projector, external speakers, electronic device for
each student (cell phone, I Pad, laptop)

Desired Student Prerequisites: Prior to beginning lesson, students will be required to read article Prevailing
Superstition for homework and must identify any logical fallacies (false beliefs). Students will circle each fallacy
and submit article to teacher for homework grade.

Introduction/Anticipatory Set
Listen to my Audio Boo at https://audioboo.fm/boos/2281636-small-pox. Lead students in a discussion about the
faulty logic that was used in the audio clip. Reveal to students that prior to scientific understanding, cultures from
around the world attributed causes of diseases to spiritually based superstitions. Ask students about which logical
fallacies they were able to identify in the article Prevailing Superstition. Ask students what other myths are
associated with existing diseases (i.e. HIV/AIDS only affects homosexuals, skin cancer only affects Caucasians). Be
sure to correct and dispel any of these myths/stigmas.
Lesson Outline/Procedures: Instructor Notes:
1. Pretest: Students will go to the following website and take a pretest on the
Scientific Revolution. http://www.indepthinfo.com/history/scientific-revolution-
quiz.htm. After completing the quiz, students will email me their results.
Students will need to access
their electronic devices and
be connected to school Wi-Fi.
[World History]: [Impact of the Scientific Revolution on Society and Culture] Plan
Global Academic Essentials Teacher Institute 2014: MSU
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2. Vocabulary Cards: On lined 4x6 index cards, each student will use format below:


For each key term, students
will complete a vocabulary
card:
1. heliocentric
2. scientific method
3. hypothesis
4. gravity
5. calculus

Allow 10 minutes to
complete.
Students will place
finished cards in binder
pocket.

3. Didactic Lecture: The students will receive a copy of notes outline and will follow
along with lecture notes from Power Point presentation. Students will fill-in-the-
blanks as teacher delivers notes on the Scientific Revolution. Students will also use
highlighters to indicate key terms and people. Teacher will use Polleverywhere.com
to collect multiple-choice responses to questions as a type of informative
assessment. If 90% of students get correct, we will move ahead. If NOT, then we will
discuss further.



1) What is the first step of the
scientific method?
a) State a conclusion.
b) Form a hypothesis.
c) Analyze the data.
d) State the problem.
2) Who proposed the law of
gravity?
a) Robert Boyle
b) William Harvey
c) Isaac Newton
d) Ambroise Pare

4. Essay Composition: Once the graphic organizer is complete, have students write
an essay describing the significance of the discoveries and how these discoveries
influence science and technology today. Ask volunteers to share their essays with
the class. Facilitate any resulting class discussion, and check for student
understanding and accuracy of information presented in the essays.

Scientists: Nicholas
Copernicus, Tycho Brahe,
Johannes Keppler, Galileo
Galilei, Isaac Newton, Robert
Boyle, William Harvey,
Andreas Vesalius, Ambroise
Pare, Anthony von
Leeuwenhoek
Application

Guided Practice: Using their notes and above list of scientists, students will create a graphic organizer and should
include the native origin, the area of contribution, scientific discovery, and any well-known published works of the
assigned scientists. The graphic organizer is printed on backside of notes outline handout for students to fill in.

Independent Practice: The Scientific Revolution to the Enlightenment: Baseball Cards Project
Divide the class into 3-4 groups. Distribute names of 10 Scientists equally among members of each group. Each
student is responsible for the research on his or her people. Only the chosen topic should be subject of any
discussion in group. Each group will receive a group grade that indicates how well they were on task and worked
together. Each student will need 10 unlined 4x6 index cards.
On front of the card, put the person name in fairly large letters. Decorate to reflect the ideas of the person.
Divide the back into 3 sections: (must have 2 items in each section) 1) Major Achievements 2) Quotes 3) Any
Published Materials. Each member must have all 10 cards in their deck, but they are to use the research of other
members for the information. Accuracy, importance of facts chosen, and creativity will be part of your grade. See
Rubric/Checklist.

Summary
Lesson Closure: Students will compose a blog entry using http://kidblog.org/home/. Blog entry must be reflective
about the lesson and address the following prompt: (What do you think was the most important discovery of the
Scientific Revolution? Justify your answer.)
Key Term
Characteristics
Definition
Illustration Example
[World History]: [Impact of the Scientific Revolution on Society and Culture] Plan
Global Academic Essentials Teacher Institute 2014: MSU
3
Evaluation
Informal Assessment/Review: Immediately after covering new content (lecture), I will use Edmodo.com to
capture their open-ended responses to a guiding question prompt: (Describe 3 ways that the Scientific Revolution
impacted society and culture.) After their responses are submitted, I will generate a report to ensure that students
have grasped the main concept.
Formal Assessment: Once the chart is complete, have students write an essay describing the significance of the
discoveries and how these discoveries influence science and technology today. Ask volunteers to share their
essays with the class. Facilitate any resulting class discussion, and check for student understanding and accuracy
of information presented in the essays.
Lesson Extension
Extension/Enrichment:
Take students on a field trip to local hospital. Arrange for a tour of the operating room and demonstration of
laser/robotic devices.
Accommodations/Differentiation:
Audio CD provided to Resource students to listen to section content from textbook.

References:
http://www.indepthinfo.com/history/scientific-revolution-quiz.htm
http://hti.osu.edu/scientificrevolution/lesson_plans/copernicus_and_galileo