UA Secondary Social Studies Lesson Plan Scientific Revolution- Sydney Haag

Compelling Question: How did Reason lead to Revolution?

This will guide instruction because this lesson looks at how the Scientific Revolution paved the way
for the Age of Enlightenment. The achievements and ideas of the scientists and philosophers of this
time created new ideas that led to revolution. Through completing the blendspace, fakebook activity,
and science prism experiment, students will be able to answer this question.

Students will know how to navigate the fakebook website and use the iPads. The
Context idea of enlightenment will be presented to the students the day before. Students
will also know about the scientific revolution.
Supporting - Who was Sir Francis Bacon and what did he encourage other scientists to
Question follow?
(This lesson’s - What are the six steps of the scientific method?
central focus) - Who was Nicolaus Copernicus and what did he create?
- What is the difference between the Geocentric Theory and the
Heliocentric Theory?
- Who was Galileo Galilei and what caused him to be placed under house
arrest?
- Who was Sir Isaac Newton?
- What are Sir Isaac Newton’s three laws of motion?
- Who explained the law of gravity?
- In what subjects did the scientific revolution inspire new ways of
thinking?
Given the information in a blendspace, students will be able to identify significant
Objectives ideas and achievements of scientists and philosophers of the Scientific Revolution
by completing this module.

Given the completion of a blendspace activity, students will be able to create

“fakebooks” as a scientist in the Scientific Revolution on an iPad by following
oral instructions and a specific rubric.

Given the information presented in this class, students will be able to experiment
color, refraction, and prisms in science class based off of an experiment first
completed by Sir Isaac by participating in a lab, completing the experiment, and
writing a lab report.
I will assess the extent that students met this objective through examining their
Evaluation formative quiz at the end of the blendspace activity and through the students’
“fakebooks” following the guidelines outlined in the rubric (attached at the
bottom of this lesson plan).
-5 posts and 3 comments
-pictures on the wall
-minimum of 6 facts and enlightenment thinkers
-source citations
- at least 6 friends

1 HAAG
 UA Secondary Social Studies Lesson Plan Scientific Revolution- Sydney Haag

Social Studies:
Featured Blendspace
Resources Fakebook
iPads
Printed notes
Science:
Lab outline and information obtained from the following website
https://www.nasa.gov/pdf/350512main_Optics_Discovering_Color.pdf
Glass or plastic prism
Light sources including an incandescent lamp, fluorescent lamp, cadmium lamp
Social Studies: To begin the lesson, students will answer the bellringer on the
Introduction board that ties together the lesson from the previous day to this lesson. After
answering the bellringer, students will be called up one group at a time to get their
assigned iPads. After the students receive their iPads, they will get a brief
overview of how to navigate the app, join the lesson with the code on the board,
and then begin completing the blendspace with their partner.
Science: To begin the lesson, students will be called upon to see what they know
about Sir Isaac Newton and his three laws of motion. The instructor will then
show them this web-page on the screen in the classroom.
https://hti.osu.edu/sites/hti.osu.edu/files/newton_prism_experiment_engraving.pdf
The instructor will read the photo’s caption out loud to the class and then pass out
the lab information and materials needed for the experiment.

Body of the Social Studies: Scientists in the Scientific Revolution:

Lesson 1. Instructor will present a brief (30 minute) overview of how to navigate
blendspace. The following will be highlighted in the blendspace:
a. Scientific Revolution
b. Sir Francis Bacon
c. Scientific Method
d. Nicolaus Copernicus
e. Galileo Galilei
f. Geocentric Theory
g. Heliocentric Theory
h. Sir Isaac Newton
i. Three Laws of Motion
f. Law of Gravity

The blendspace contains multiple choice questions, free response, and a mini quiz
at the end.
url: https://www.tes.com/lessons/A6GpWLbNWxYYRA/edit

2. Fakebook Activity: after students finish the blendspace, they will receive a
hard copy of the blendspace notes printed out.
a. the students will be directed to go to classtools.net and click on Fakebook.
b. after all of the students are on the fakebook website, I will show them the
Fakebook I created as a scientific revolution thinker (Galileo Galilei). After
showing the students the fakebook, I will ask them to come up with an example of
what one of Galileo’s friends may post on their wall. The students may give an
2 HAAG
 UA Secondary Social Studies Lesson Plan Scientific Revolution- Sydney Haag

example of the Catholic Church posting something about Galileo’s house arrest or
Copernicus supporting the Heliocentric Theory. Maybe even one of the laws that
another scientists Isaac Newton created. The students will know how to navigate
the site so this serves as a refresher. https://www.classtools.net/FB/1901-dMkvmt
c. After showing them the fakebook, I will pass out the rubrics and read it aloud
with the class. I will ask if they have any questions.
d. Then the students will be able to begin working on their fakebooks with a
partner.
e. Whatever is not finished in class will be finished the following day in class.
f. After the students finish their fakebooks, they will need to SAVE the fakebook
and write down their web address on their rubric when they turn it in.

Science: Discovering Color with a Prism

1. Instructor will give the students the lab titled “Discovering Color with a
Prism”. Then the instructor will read the objective aloud as well as the
theory about Sir Isaac Newton.
2. After, the instructor will ask the students to recount the steps of the
scientific method as they go over the lab procedures, observation, data,
and conclusions section present in the lab.
3. The instructor will then tell the students to get into their lab groups and
wait for the materials to be passed out to them before starting the lab.
4. The students will complete the lab by following the steps of the scientific
method and answering the questions that the lab details.
5. After the completion of the lab, the instructor will allow the lab groups of
students to create a comic strip detailing Sir Isaac Newton’s prism
experiment based on the photo at the beginning of class and allowing them
to research on the iPads through the website,
http://www.newtonproject.ox.ac.uk/ . Anything not finished in class will
be finished the following day.
Conclusion The fakebooks will share the connections the students have made about scientific
revolution thinkers ideas and achievements. Also, the students’ responses in the
blendspace activity will also lead to a greater understanding through analyzing
quotes, asking students opinions, giving them free response sections, and through
a mini quiz at the end. The science experiment in the science classroom allows
for the students to apply their knowledge about a scientist and complete an
experiment done by Sir Isaac Newton himself. This allows students to see the
practicality of learning about figures in history because their impact is still
important today in multiple disciplines and in everyday life. The blendspace, the
fakebook, and the experiment lend themselves to the supporting questions and the
compelling question by scaffolding information from the scientific revolution, to
the age of enlightenment and its thinkers which allows students to see the big
picture of how reason led to revolutionary ideas.
Differentiated Social Studies differentiation of instruction…
Instruction - The blendspace allows for students to work at their own pace and lets me
see the student progress in a low stakes environment
- I am able to look at the iPads screens as students are working to make sure
all students are on task
- Giving the students printed out notes after completing the blendspace
3 HAAG
 UA Secondary Social Studies Lesson Plan Scientific Revolution- Sydney Haag

helps students remember information and re-read at their own pace

- The fakebook allows for a lot of freedom for advanced students and lower
level students.
- Having many forms of learning in this lesson helps students who have
varying learning styles
Science differentiation of instruction:
- The instructor will read the instructions of the lab aloud
- Instructor will define any words the students need
- The instructor allows students to work in groups
- Tactile and hands-on learning for students while also showing them
pictures and text
- Gives students access to research with iPad technology
6. Identify significant ideas and achievements of scientists and philosophers of
the Scientific Revolution and the Age of Enlightenment.
ALCOS Examples: Scientific Revolution—astronomical theories of
Nicolaus Copernicus and Galileo Galilei, Sir Isaac Newton’s law of gravity
Age of Enlightenment—philosophies of Charles de Montesquieu, François-Marie
Arouet (Voltaire), and
Jean-Jacques Rousseau

10. Plan and carry out investigations that evaluate the mathematical explanations
ALSDE of light as related to optical systems (e.g., reflection, refraction, diffraction,
intensity, polarization, Snell’s law, the inverse square law).

3. Knowledge Constructor: Students critically curate a variety of resources

using digital tools to construct knowledge, produce creative artifacts and make
ISTE meaningful learning experiences for themselves and others.

3c. Students curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful connections
or conclusions.

Academic Social Studies: Enlightenment, reason, Scientific Revolution, scientific method,

Language geocentric theory, heliocentric theory, gravity, motion

Science: refraction, prism, optical, vacuum, incandescent, fluorescent, cadmium,

spectrum

4 HAAG
 UA Secondary Social Studies Lesson Plan Scientific Revolution- Sydney Haag

“fakebook” Scientific Revolution Assignment

Scientific Revolution key figures: Sir Francis Bacon, Nicolaus Copernicus, Galileo Galilei, Sir
Isaac Newton, Heliocentric Theory, Scientific Method
● Create a fakebook page using the website https://www.classtools.net/FB/home-page
● Make sure you SAVE your fakebook before leaving class and WRITE DOWN YOUR WEB
ADDRESS:
● Your fakebook must meet the requirements of the following rubric:
FAKEBOOK RUBRIC

EXCEEDS MEETS BELOW

Attributes
EXPECTATIONS EXPECTATIONS EXPECTATIONS

● Includes more than the
WALL required number of posts
(6) and replies (3)
9 Possible Points ● Demonstrates a thorough
understanding of
Scientific Revolution Key
Figures
● Wall includes at least 3
relevant pictures
● Includes all required
INFO PAGE information plus some
additional information
6 Possible Points ● Lists a minimum of 6
facts and Scientific
Revolution thinkers
● Has source citations
● Includes more than 6
FRIENDS AND friends with profile pics
HOBBIES ● Includes more than 6
hobbies
6 Possible Points ● Selections demonstrate a
thorough understanding
of Scientific Revolution
ideas
● Includes the required ● Includes less than the
number of posts and (5) required number of
replies (3) posts and/or replies
● Demonstrates basic ● Does not clearly
understanding of demonstrate an
Scientific Revolution understanding of
Key Figures Scientific Revolution
● Wall contains 2 Key Figures
pictures ● No pictures are
included.
● Includes all required ● Missing some or all of
information the info page
● Lists 4 facts and information
Scientific Revolution ● Lists 2 facts
thinkers
● Has source citations
● Includes 6 friends with ● Includes less than 6
profile pics friends with profile
● Includes 6 hobbies pics
● Selections demonstrate ● Selections do not
an understanding of demonstrate an
Scientific Revolution understanding of
ideas Scientific Revolution
ideas

***** MAKE SURE YOU INCLUDE LINKS IN FAKEBOOK TO CITE WHERE YOUR INFO IS
FROM*****

http://rubistar.4teachers.org/index.php

5 HAAG