Goals & Objectives
Students will list, compare and evaluate the ideas and inventions which emerged during the Scientific Revolution.
California State Content Standards
7.10 Students analyze the historical developments of the Scientific Revolution and
its lasting effect on religious, political, and cultural institutions.
7.10.2. Understand the significance of the new scientific theories (e.g., those of Copernicus,
Galileo, Kepler, Newton) and the significance of new inventions (e.g., the telescope,
microscope, thermometer, barometer).
7.10.3. Understand the scientific method advanced by Bacon and Descartes, the influence of
new scientific rationalism on the growth of democratic ideas, and the coexistence of
science with traditional religious beliefs.
7.11 Students analyze political and economic change in the sixteenth, seventeenth,
and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
7.11.4. Explain how the main ideas of the Enlightenment can be traced back to such movements as the Renaissance, the Reformation, and the Scientific Revolution and to the Greeks, Romans, and Christianity.
its lasting effect on religious, political, and cultural institutions.
7.10.2. Understand the significance of the new scientific theories (e.g., those of Copernicus,
Galileo, Kepler, Newton) and the significance of new inventions (e.g., the telescope,
microscope, thermometer, barometer).
7.10.3. Understand the scientific method advanced by Bacon and Descartes, the influence of
new scientific rationalism on the growth of democratic ideas, and the coexistence of
science with traditional religious beliefs.
7.11 Students analyze political and economic change in the sixteenth, seventeenth,
and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
7.11.4. Explain how the main ideas of the Enlightenment can be traced back to such movements as the Renaissance, the Reformation, and the Scientific Revolution and to the Greeks, Romans, and Christianity.
Lesson Introduction
The teacher will begin the class by asking the students what their understanding of Rene Descartes, famous quote, "I think, therefore I am," means to them. With the class participating in discussion with both the teacher and their peers, the teacher will add to the conversation, "what is rationalism?" "What is skepticism?" "What is scientific method?"
Vocabulary
- Barometer
- Heliocentric
- Inquisition
- Laws of Planetary Motion
- Microscope
- Telescope
- Thermometer
- Universal Gravitation
- Heliocentric
- Inquisition
- Laws of Planetary Motion
- Microscope
- Telescope
- Thermometer
- Universal Gravitation
Content Delivery (Lecture)
The teacher will deliver a lecture presentation on the famous inventors/theorists and their works pertaining to the era of the Scientific Revolution.
Student Engagement
Throughout the lecture and presentation, students will be required to follow along with a guided notes handout worksheet. By completing this guided notes handout, students will have a more concise reference point which will help reinforce the content.
Lesson Closure
The teacher will involve the class in a group discussion on the ideas and inventions which emerged during the Scientific Revolution Era. Students will be asked to participate in sharing with the class their favorite inventor, theory, or understanding which arose from the Scientific Revolution and if these inventions/notions are still prevalent today.
Assessment
Entry Level: Class Discussion
During the Lesson Introduction and Lesson Closure, students will be using their critical-thinking skills and comprehensible understanding of the content by recognizing the inventions/concepts and their connections to present everyday life.
Formative: Journal Entry
Students will choose one theorists/invention to write about in their journal. Students will contribute 6-8 sentences on why they believe this theorist/invention is important and if there are visible traces of the concept or instrument today.
During the Lesson Introduction and Lesson Closure, students will be using their critical-thinking skills and comprehensible understanding of the content by recognizing the inventions/concepts and their connections to present everyday life.
Formative: Journal Entry
Students will choose one theorists/invention to write about in their journal. Students will contribute 6-8 sentences on why they believe this theorist/invention is important and if there are visible traces of the concept or instrument today.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The guided notes, along with a Timeline handout containing the theorists/inventors and their works will provide a scaffolding aid. In addition to this, diagrams and pictures will be included in order to offer a visual representation.