SEL / Science Grade 9 – Late 2nd Quarter Badar Jabeen

SEL Lesson Plan

Grade Level: 9 Subject(s): Physical Sciences

Standards: Benchmark H Trace the historical development of scientific theories and ideas, and describe emerging issues in the study of
physical sciences.

SEL Strand:
Strand 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships and caring communities.

Strand 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

SEL Competencies Addressed: Social awareness, relationship skills and responsible decision making
1. I can research various people and locations of significance to the historical development of scientific theories and
Learning Targets ideas.
2. I can use this background information, and plan an itinerary for an imaginary science vacation, visiting eight sites
of historical, scientific importance.
3. I can have the opportunity to use a variety of media/formats (e.g., postcards, computer multimedia, or a diary) to
present their research and to make connections between important events and contributions of people and the
resulting impact.

SEL Objectives
1. I can express empathy for others.
2. I can recognize how changing our behaviors impact others.
3. I can take responsibility for mistakes.
4. I can follow classroom and school rules.
5.I can participate in class meeting to develop a class policy .

Materials Needed  Access to the Internet for research

 science history books
 Paper
 Pencil
SEL / Science Grade 9 – Late 2nd Quarter Badar Jabeen
 Notebook/Journals
 Computer multimedia

Pre-Assessment:
Procedures Informally assess students’ prior knowledge of scientists or events significant to physical sciences. Ask each student
to name three people or events along with a short characterization or explanation about the person or event. Facilitate
a whole-class discussion while compiling this information on chart paper.

Instructional time:4 class periods(320 minutes)

Activity #1: Collecting Background Information for Historical Time Line.
1. Have students work in groups to construct a time line for an historical era defined by the teacher (e.g., 1700-2000).
Instructional Tip: To help groups function efficiently, it may be advisable to assign group roles, such as facilitator,
timekeeper, recorder, researchers and supplies manager. Have students rotate jobs after a specified period of time.
2. Using a variety of resources and instructional materials, have each group research the development of ideas in a
defined area of physical science (e.g., periodicity, atomic theory, polymers). The research should address prominent
scientists, their discoveries and other significant events that occurred during the same time span.
3. Have students construct time lines on banner paper so that the time lines are large enough for viewing in a whole-
classroom setting.
4. Have each group present their findings to the class. Ask students to summarize in their journals the findings of the
group presentations, including the people, events, significance of the contribution to the development of a scientific
idea and the relevance to society.
Activity #2: Interview
5. Have students select a twentieth century product (penicillin, nylon, semiconductors, vinyl, copier, polio vaccine)
and interview at least two different generations of adults/community members who will voluntarily discuss the
impact (benefits and potential risks) of the development of that product on their lives.
6. Prior to conducting the interviews, have the whole class brainstorm and come to consensus on potential interview
questions to help ensure some consistency in follow-up discussions on the topic. Sample interview questions might
include: a. What was life like without (name the product)?
b. Did this discovery impact your life or others positively?
c. Are there any negative factors for this product?
d. What were some of the events going on in the world at the time (WWII, Vietnam War, space race, cold war,
building or fall of the Berlin Wall)?
e. What personal story (anecdote) can you tell about the use of (name the product)?
7. After conducting these interviews, have students research the product. The research should include the chemical
structure (if applicable), physical science principles which apply to this product and a comparison between their
research findings and their interview results.
8. Select, or have students select, the format for student presentations (traditional paper, a poster, or computer
SEL / Science Grade 9 – Late 2nd Quarter Badar Jabeen
generated presentation).

1.Have students develop an itinerary for an imaginary vacation to visit eight sites in the United States which are
Assessment associated with the development of scientific ideas and how chemistry has contributed to changing American society
during the last 200 years
2. Have the students explain the impact the ideas had on how people live and/or how scientific theories change.

Reflection Have students complete a reflection page, responding to the following questions:
1. Why did you choose these sites? What is relevant to you about the scientific discovery or significance of the sites
you visited?
2. What did you learn by completing this assignment?
3. After completing this imaginary trip, what other sites/locations would you like to visit?
SEL / Science Grade 9 – Late 2nd Quarter Badar Jabeen
Rubric

Parameter Level 4 Level 3 Level 2 Level 1

Depth of Scientific information and ideas
Understanding are accurate, thoughtfully
explained and linked to major
scientific themes or unifying
concepts for the eight sites
selected for the science vacation
itinerary.
Scientific information and ideas
are accurate and linked to major
scientific themes or concepts for
the eight sites selected.
Scientific information contains
some inaccuracies or is
simplified or fewer than eight
sites are selected for the
itinerary.
Scientific information has major
inaccuracies or is overly
simplified.

Communication: Scientific
information is
communicated
Clearly and precisely but may also
include inventive/expressive
dimensions. The format selected
(postcards, computer presentation,
or diary) is effectively focused and Information about the scientific
well organized and contains
labeled pictures or diagrams.
Information about the scientific
significance of the site is well
organized and effectively
presented.
Relevance to Society: Background information provides
understanding of the relevance of
the scientific idea/discovery to
present day society. Student
reflections are thorough.
Scientific
Information is communicated
clearly.
The presentation method
selected is focused and
organized. Pictures and
diagrams are included.
significance of the site is
organized and presented.
Background information
identifies some applications to
personal and societal issues.
Student reflections are included.
Scientific information has some Scientific information is unclear.
clarity. The presentation has
some focus and organization.
Some
Pictures/diagrams may have
been included. Information
about the scientific significance
of the site is included.
Background information
implies relevance of the
scientific idea/ discovery to
personal and present day
society. Student reflections are
included.
The presentation lacks focus and
organization. Information about
the scientific significance of the
site is loosely included.
Background information is
unclear or absent regarding the
relevance of the scientific idea/
discovery to present day society.
Student did not include
reflections.