Galileo Rhet2

Blueprints for Biography
STEM Series
Starry Messenger
The Life of Galileo Galilei
BLUEPRINTS FOR BIOGRAPHY

Starry Messenger:
The Life of Galileo Galilei
Blueprint developed by:

BENJAMIN HARDY
EMILY WERNSDORFER
ANN ROBINSON
Blueprints for Biography

Starry Messenger: The Life of Galileo Galilei
January 2015
Blueprints for Biography are dedicated to Maxine Robinson

Jodie Mahony Center for Gifted Education
University of Arkansas at Little Rock
master teacher, perfect mother.
2801 South University, SUA Rm. 101

Little Rock, Arkansas 72204
http://ualr.edu/gifted
Credits:
Ann Robinson, Ph.D.

Director, Jodie Mahony Center for Gifted Education
Blueprints Coordinator: Krista M. Smith

Writers: Benjamin Hardy and Emily Wernsdorfer
Cover: Felicia Hancock
Layout: Krista M. Smith
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Acknowledgements
Contents
Blueprints for Biography Starry Messenger
Blueprints for Biography combine the twin interests of biography as a means of

investigating talent development and as a lively curriculum art.
The decision to create a series of curriculum materials based on biographies written
for children and young adults was influenced by very marvelous people along the
way.
Introduction for Teachers......................................................................................6

About Blueprints for Biography...........................................................................8
About the Person...................................................................................................13
First, I was born into a reading family. Books were everywhere in our home. My
mother, Maxine Robinson, and my father, Frank Robinson, were avid, enthusiastic
and completely open-minded readers. They modeled the intense curiosity that can
be satisfied by reading widely and thinking carefully about what one reads. Trips to
the Platte County Library were an almost daily event throughout my childhood and
adolescence.
About the Book.....................................................................................................15
Second, I had the good fortune to find myself in a doctoral program at Purdue
University. My major professor and lifelong mentor, John Feldhusen, was a
voracious reader of biographies. He introduced me to the joys of examining a life in
print, whether for scholarly investigation or for leisure.
P- Quad: Prompt for Writing................................................................................24
Discussion Questions...........................................................................................16
P- Quad: Portrait Study.........................................................................................21
P- Quad: Primary Source Analysis......................................................................28

P- Quad: Point-of-View Analysis.........................................................................32
Ann Robinson
Little Rock, Arkansas
Experimentation...................................................................................................36
Additional Resources...........................................................................................42
Glossary..................................................................................................................44
References..............................................................................................................46
Feedback Form......................................................................................................47
Introduction for Teachers

Hello, and welcome to Blueprints for Biography. If you are new to Blueprints, please read this
brief introductory section before continuing.
What are Blueprints for Biography?

Blueprints are guides for teachers and students engaged in the study of a specific biography.
The Blueprint you are reading is a part of the STEM Starters series (Science, Technology,
Engineering, and Mathematics). STEM Starters Blueprints introduce readers in the elemenary
grades to the lives of some of historys most influential and memorable scientists and
inventors. By supplementing quality biographies written for children with targeted
discussion questions and relevant activities, we hope to provide teachers with the means
to bring both history and science alive for young students. Blueprints are developed at the
Jodie Mahony Center for Gifted Education at the University of Arkansas at Little Rock.
Who is the audience for this Blueprint?

This Blueprint is designed for primary level teachers whose students are reading Starry
Messenger by Peter Sis. The biography and its accompanying Blueprint activities are suitable
for fluent, advanced readers in elementary school.
How can this Blueprint be integrated into the curriculum?

Starry Messenger could be integrated into a unit of study on physics, math, or the history
of scince. This Blueprint emphasizes themes of independence, nonconformity, intellectual
creativity, and individual worth.
What kinds of lessons are included in a Blueprint?

All Blueprints include discussion questions based on a specific trade book and extension
activities called P-Quads. Each Blueprint in the STEM series also contains a classroom science
experiment related to the person in the biography. Each is outlined below.
Discussion Questions. The discussion questions for a Blueprint are divided into three
sections (Robinson, 2006). The first set of questions, BEFORE THE BOOK, focuses students
attention on the biography to be read and asks them to make predictions. The second
set of questions, BY THE BOOK, includes reading comprehension, vocabulary study, and
textual and graphic analysis. The third set of questions, BEYOND THE BOOK, emphasizes an
understanding of talent development and encourages connections to the readers life.
@Jodie Mahony Center for Gifted Education, UALR. May reproduce for classroom use only.
Introduction for Teachers

P-Quads. P-Quads are four types of activities, so named because each begins with the letter
P (Robinson & Cotabish, 2005). The activities selected as P-Quads focus on skills important
to understanding and appreciating non-fiction texts such as biography.
The first P-Quad is a PORTRAIT STUDY. Whether the portrait is painted, engraved or
photographic, rich comparisons can be made between a biography and a portrait of
the same individual. Portrait Study is best used as group activity, and is accompanied by
suggestions to assist teachers in utilizing these tools.
The second P-Quad is a PROMPT FOR WRITING. Prompts in the Blueprints emphasize
persuasive writing because of its importance throughout life and because persuasive writing
is especially relevant to non-fiction reading. This P-Quad is accompanied by a rubric to assist
teachers in grading student responses.
The third P-Quad is a PRIMARY-SOURCE ANALYSIS. The use of primary sources, documents
or artifacts written or created at the time of an event, is a means of developing historical
thinking and habits of mind in learners. The primary source may be a document such as a
letter, diary entry, newspaper article or cartoon of the period. Other primary sources are
photographs, artifacts, maps, posters, and sound recordings. Primary-Source Analysis is best
used as a group activity and is accompanied by suggestions to assist teachers in utilizing
these tools.
The fourth P-Quad is a POINT-OF-VIEW ANALYSIS. Biography often involves controversy,
conflict and complex situations. Point-of-view activities encourage learners to use critical
thinking and empathy whether they are considering the perspectives of different people
or investigating multiple interpretations of an individual historical event. This P-Quad is
accompanied by a rubric to assist teachers in grading student responses.
Experimentation. A classic science experiment is included with each Blueprint in the
STEM series. These experiments should not be thought of as stand-alone lessons. Rather,
they are intended to complement the reading of the biography by allowing students to step
into the shoes of the scientist aboutwhom they have learned. Whenever possible, the subject
of the experiment reflects a theme, concept, or invention presented in the book itself.
Teachers are encouraged to integrate the lessons communicated by the biography and the
other Blueprint sections into the teaching of the experiment as well.
Other Information. Each Blueprint also contains:
a biographical sketch of the person about whom the biography is written

an annotation of the biography
a list of additional resources for the teacher to consult
a glossary of literary and historical terms
About Blueprints for Biography
...no species of writing seems more worthy of cultivation than biography, since none can be more
delightful or more useful, none can more certainly enchain the heart by irresistible interest, or
more widely diffuse instruction to every diversity of condition. Samuel Johnson, Rambler No. 60
Children selected their own biographies; however, Hollingworth noted that children did not
tend to choose outside the fields of warfare, government and mechanical invention when
left without guidance. Therefore, she provided a list of possible individuals for biographical
investigation and spent time and money to acquire a classroom library.
Why should students read biographies?

According to C.N. Parke, biography combines the solid satisfaction of facts with the shaping
pleasures of the imagination (1996, pp. xiii). It is the writing of a life, as its Greek roots
revealbio for life and graph for writing. Because biography combines imaginative literary
elements with historical methods, life writing is emotionally rich, intellectually challenging,
and multidisciplinary. By examining a life, students learn about a real person in an historical
time and place, but they also learn about themselves. The subjects of biographies can
provide role models for their readers. Because biographies often focus on the challenges
faced by people, this kind of reading helps students to recognize and solve problems of their
own. Biography can teach life lessons, and well-written biographies teach life lessons in
exciting and compelling ways. Biographies are a favorite choice of adult readers; biographies
written for children will ignite interests in younger readers, too.
How have biographies been used with high-ability learners in the

past?
Biography has a documented history in the field of gifted education. For example, the
famous Terman studies included a research volume by Catharine Cox (1926) based on the
analysis of three hundred and one biographies of eminent figures in history. Insights on the
development of talent over the course of a persons life were drawn by a team of researchers
reading the biographies.
In terms of school programs and services, Leta Hollingworth used biography to enrich the
curriculum of the elementary school, for young, intellectually gifted children as early as
1923. Funded by the Carnegie Corporation, Hollingworth worked with two classes of highability students in New York City to investigate how young learners pursued their studies and
how they benefited from the study of biography in the elementary school (Hollingworth,
1926).
Hollingworths students, who were eight to ten years old, organized much of their own
instruction. After an introduction to the meaning of biography in the fall of the year, children
began spring discussions of their self-selected biographies every Tuesday morning for forty
minutes. Two biographies were considered each week and managed by a committee of
children elected by the class.
Instruction was organized like a seminar with children reading or reporting orally on their
biographical figure and leading a discussion. Student questions were so numerous that the
class instituted a box for questions not addressed during the time allotted for the seminar.
After working with students for a year, Hollingworth decided that one hour per week for a
year should be devoted to the study of biography with high-ability learners.
How can a teacher use Blueprints in the classroom?

Blueprints are adaptable to a variety of instructional arrangements in the classroom. They
may be used with individual learners, with small groups, or with a whole class of learners.
Study Guide or Gloss for Independent Reading. An individual student with an
intense interest can be guided toward specific biographies for reading outside the classroom
or as part of an independent reading program. The discussion questions of the Blueprint can
be provided to the student as he or she reads independently. The questions include three
sections: BEFORE THE BOOK, BY THE BOOK and BEYOND THE BOOK. Each section is separate
to allow teachers to pace individually guided instruction. Teachers can also schedule an
individual reading conference to follow up with students or can assign particular questions
to be answered in writing as part of a reading journal.
Learning Centers. Biographies enrich learning centers, and the discussion questions
and activities included in a Blueprint can be placed on task cards for a center. The P-Quad
extension activities found in a Blueprint focus on four general areas: PROMPTS FOR WRITING,
POINT-OF-VIEW ANALYSIS, PORTRAIT STUDY, and PRIMARY SOURCE ANALYSIS, including the
analysis of photographs. Lessons include reproducible prompts and facsimiles of primary
sources.
Reading buddies or reading dyads. Teachers can include biographies as part of the
reading buddy program in which pairs of students take turns reading aloud and asking
questions of one another. Again, the discussion sections, BEFORE THE BOOK, BY THE BOOK
and BEYOND THE BOOK, can be used to guide student questions and answers.
Silent Sustained Reading. A good selection of biographies can be part of the
How does this Blueprint align to the Next Generation Science

Standards and Common Core State Standards?
classroom Silent Sustained Reading program (known also as Drop Everything and Read). The
biographies for which Blueprints are developed were selected for their merit and provide
choices for students casting about for something interesting to read. Busy teachers can use
the Blueprints series as a source for promising titles for their classroom libraries.
Small-group instruction. Blueprints can be used by the teacher for small-group
This Blueprint aligns to the following Next Generation Science Standards and Common Core
State Standards. The information in parentheses lists which activity in the Blueprint fulfills
that standard.
instruction in reading or in social studies. The questions can be used by the teacher as he
or she leads a discussion of a book all students have read. Prompts can be used to develop
childrens writing skills, particularly in the area of persuasive writing which is often included
on state accountability exams. Blueprint PROMPTS FOR WRITING provides students with
opportunities to develop expertise in organizing their thoughts and using evidence to
support their arguments.
Next Generation Science Standards
Whole-class instruction. Blueprints are developed for biographies available in
NGSS 5ESS1: Earths place in the universe. (Experimentation)
paperback for reasonable prices as well as for hard cover texts. The reasonably-priced
biographies can be used as class sets just as easily as fictional paperbacks in a whole-class
setting. In addition, the P-Quads focused on point-of-view analysis and primary sources can
be implemented in small groups or with the whole class.
NGSS 3PS2-2: Make observations and/or measurements of an objects motion to provide

evidence that a pattern can be used to predict future movement. (Experimentation)
NGSS 4PS3-4: Apply scientific ideas to design, test, and refine a device that converts energy
from one form to another. (Experimentation)
Science and Engineering Practices: Asking questions and defining problems; Planning and
carrying out investigations; Constructing explanations and designing solutions; Engaging in
argument from evidence. (Experimentation)
Crosscutting Concepts: Energy and Matter; Cause and Effect; Patterns; Scale, Proportion, and
Quantity. (Experimentation)
English Language Arts Common Core State Standards

CCSSELA-Literacy W.2.1; W.3.1; W.4.1; W.5.1: Write opinion pieces in which they introduce
the topic or book they are writing about, state an opinion, supply reasons that support the
opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and
provide a concluding statement or section. (Point of View)
CCSSELA-Literacy W.3.3; W.4.3; W.5.3: Write narratives to develop real or imagined
experiences or events using effective technique, descriptive details, and clear event
sequences. (Prompt Writing)
CCSSELA-Literacy RI 2.3 & 3.3: Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text. (Primary Source
Analysis)
CCSSELA-Literacy RI 4.3: Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on specific information
in a text. (Primary Source Analysis)
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CCSSELA-Literacy RI 4.6: Compare and contrast a firsthand and secondhand account of the
same event or topic; describe the differences in focus and the information provided. (Primary
Source Analysis)
CCSSELA-Literacy RI 5.3: Explain the relationship or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or technical text based on
specific information in the text. (Primary Source Analysis)
CCSSELA-Literacy RI 5.6: Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they represent. (Primary Source
Analysis)
CCSSELA-Literacy RI 2.1: Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text. (Discussion questions)
CCSSELA-Literacy RI 3.1: Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers. (Discussion questions)
CCSSELA-Literacy RI 4.1: Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text. (Discussion questions)
CCSSELA-Literacy RI 4.3: Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on specific information
in the text. (Discussion questions)
CCSSELA-Literacy RI 4.6: Compare and contrast a firsthand and secondhand account of
the same event or topic; describe the differences in focus and the information provided.
(Discussion questions)
CCSSELA-Literacy RI 5.1: Quote accurately from a text when explaining what the text says
explicitly and when drawing inference from the text. (Discussion questions)
CCSSELA-Literacy RI 5.3: Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or technical text based on
specific information in the text. (Discussion questions)
CCSSELA-Literacy RI 5.6: Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they represent. (Discussion
questions)
Math Common Core State Standards

CCSS.Math.MP.2: Reason abstractly and quantitatively. (Experimentation)
CCSS.Math.MP.3: Use appropriate tools strategically. (Experimentation)
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About the person

Galileo Galilei, 15641642

Galileo Galilei was born into a modest family in the Duchy of Tuscany (a part of modern-day
Italy). As a young man, he considered a career in medicine, art, or the priesthood, but he
never completed enough school to receive a university degree. Nonetheless, through his
talents and personal contacts, he secured a job as a professor of mathematics at the age of
25. He taught for many years while also performing research in the fields of math, physics,
astronomy, and applied technology.
The early death of his father forced Galileo to take financial responsibility for his younger
siblings. Concerned about money, he supplemented his professors salary with the creation
of practical inventions, including a vastly improved version of the telescope. Although crude
telescopes had been invented in Holland years earlier, Galileos instrument was refined
enough to allow discovery of heavenly phenomenon invisible to the naked eye: the moons
of Jupiter, sunspots, features on the surface of the Moon, and more. Such observations made
him famous across Europe, and he shrewdly translated his celebrity into a lifelong court
appointment as mathematician and philosopher to the ruler of Tuscany, the Grand Duke.
Galileos discoveries caused great controversy because they challenged long-held beliefs
about the universe. Most scientists in 17th-century Italy primarily drew their scholarly
knowledge from the writings of ancient philosophers such as Aristotle, but Galileo focused
on mathematics and experimentation.
His observations of the night sky supported the idea that the Earth revolves around the
Sun, a hypothesis named the Copernican theory, after the Polish-German astronomer
Nicolaus Copernicus. This directly contradicted the widely accepted assumption that the Sun
revolves around a stationary Earth (the Ptolemaic theory, named for the Greek philosopher
Ptolemy). The debate became deadly serious when authorities in the Catholic Church began
questioning whether Copernican theory ran contrary to the Bible. Many Church leaders
supported Galileo and his ideas, but they were drowned out by the voices accusing him of
heresy. In 1616, the Roman Inquisition ordered Galileo to refrain from forwarding the ideas of
Copernicus.
A devout Catholic, Galileo did not believe that his discoveries contradicted the Bible. In fact,
he was deeply concerned that the Vaticans refusal to accept scientific discoveries would
harm the credibility of the Church in the long run. Despite the 1616 prohibition, Galileo
continued to attempt to forward his ideas.
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About the person
About the Book
Galileo Galilei, 15641642 continued
Title:
Starry Messenger
He published a book in 1632 titled Dialogue on the Two World Systems that advocated the
Copernican system and drew the fury of the Churchs censors. Galileo was summoned to trial
in the Vatican and forced upon threat of torture to reject his own theories as heretical. He
lived the rest of his days under house arrest but continued to write, conduct experiments,
and make new discoveries well into his seventies. He died in 1642.
Author:
Peter Sis
Naess, A. (2005) Galileo Galilei: When the World Stood Still. Germany: Springer Berlin
Heidelberg.
Illustrator: Peter Sis

Publisher: Frances Foster Books
Date: 1996
Subjects: Galileo Galilei
Length:
40 pages
Annotation:
Starry Messenger traces the life of the 17th-century Italian scientist Galileo Galilei in brief
words and lavish illustrations. The biography touches on Galileos most famous scientific
triumphs, including the creation of his homemade telescope and the discovery of the
moons of Jupiter. However, it focuses on the episode that eventually led to Galileos trial
by the Roman Inquisition: his endorsement of the idea that the Earth revolves around the
Sun, rather than the other way around. Much of the story is conveyed in the books complex
illustrations, which blend the authors drawings with supplementary historical information
and primary source material from Galileos own writings.
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Before the Book

1. What is a messenger? Have you ever delivered a message to someone? Have you ever had
a message delivered to you? What are some of the responsibilities that come with being a
messenger?
A messenger is someone who brings news or information from one person to
another. He or she is responsible for telling the truth and making sure that the
message is delivered correctly and on time. Answers will vary.
2. Galileo is famous today for his science experiments and useful inventions. He is probably
best known for the discoveries he made using his homemade telescope. What is a telescope?
What is it used for, and by whom? Can you think of other things that work similarly to a
telescope?
A telescope is an invention that makes distant things look like they are closer.
We use telescopes to look at far away objects, including stars and planets
in outer space. Professional astronomers use telescopes, but so do ordinary
people who are interested in the stars. Because telescopes help us to see, they
are similar to binoculars, microscopes, eyeglasses, magnifying glasses, and
other optical tools.
3. Look at the illustrations on the front and the back covers. What do you see? Why would
these pictures be in a book about stars and the sky?
On the front is a picture of the Moon and a man (Galileo) looking through a
telescope. There are also many odd-looking drawings of animals and people.
Since ancient times, astronomers have imagined that the stars are arranged
in patterns that look like animals and people. These patterns, which are called
constellations, are used as a map by people who observe the sky.
By the Book
1. There are two different ideas about the earth presented at the beginning of this book. One
is the Ptolemaic system (pronounced tol-eh-MAY-ik) and one is the Copernican system
(pronounced ko-PER-ni-kan). What is the main difference between these two ideas? Which
one is correct? Which one was more popular when Galileo was alive? Why?
The Ptolemaic system says that the Sun, Moon, and planets revolve around
the Earth. The Copernican system, which is correct, says that the Earth and the
other planets revolve around the Sun. However, most people in Galileos time
believed the Ptolemaic system was correct simply because that theory was a
part of their traditions.
2. Look at the illustrations of Galileo as a baby and a young boy. How does the artist use
pictures to show that Galileos life will be different from those of most other people?
The illustrations show Galileo clothed in a baby blanket covered in stars, while
the other infants wrappings show different professions, such as soldiers,
musicians, and priests. Galileo is shown drawing stars as a child while the other
children play.
3. The cursive handwriting in some of the illustrations is copied from Galileos own writing
about what he saw through his telescope. Find the illustration of Galileo looking at the Moon
and list three discoveries he describes on this page or the next few pages.
Galileo discovered four moons of Jupiter, which he named the Medicean
Stars. (The moons also are sometimes referred to as planets in Galileos book,
but only because people were confused about what they really are. Moons are
neither planets nor stars.) He also discovered that the Milky Way is made up of
clusters of stars, that the surface of the Moon contains mountains and valleys,
and that there are spots on the surface of the sun.
4. Galileos discoveries were controversial, which means they were celebrated by some
people and hated by others. Which of his ideas was the most controversial? Who especially
disliked this idea, and for what reason?
His most controversial idea was that the Earth revolves around the Sun. The
Church disliked this idea because many people in the Church believed that the
Bible and ancient philosophers such as Aristotle taught that the Sun revolves
around the Earth. They accused Galileo of going against the Churchs teachings.
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By the Book
5. Look at the illustrations of Galileo alone in jail and in court. Compare them with one of the
pictures earlier in the book when Galileos discoveries were still being celebrated. How do
you think he feels in each picture? Why?
Answers for the earlier pictures may include happy, excited, popular,
successful, etc. For the later pictures, answers may include sad, afraid, lonely,
upset, etc.
6. The book says that Galileo was tried in the Popes court. What does it mean when
someone is tried? What was the result of his trial? Were Galileos ideas about the universe
eventually proven right?
When someone is tried, they are accused of a crime in front of a court. Galileo
was found guilty of the crime of going against the Churchs teachings and was
sentenced to spend the rest of his life under house arrest. Today, though, we
know for a fact that the Earth revolves around the Sun, and the Church has now
admitted that Galileos ideas were correct.
Beyond the Book

1. Who or what was the Starry Messenger? What was the message? Why was this message
important?
Answers will vary. Students may interpret the messenger to be either Galileo
himself or his book. Galileos discoveries were a message which helped
to prove that the Earth revolves around the Sun. This message changed
everyones understanding of the universe.
2. Galileo was punished for saying the truth about how the universe really works. Have you or
anyone you know ever been punished when you did nothing wrong? How did it feel?
Answers will vary. Being unjustly punished may make you angry, upset,
frustrated, confused, etc.
3. Albert Einstein, the famous physicist, said Galileo was the father of modern science. This is
not only because of Galileos inventions and discoveries, but also because of the special way
he thought and the way he solved problems. Judging from what youve read about Galileo,
what are some good qualities in a scientist? Some people also consider Galileo a role model
or a hero. What about his story do you think people find inspiring?
Answers to both questions may include curiosity, intelligence, creativity,
patience, independence, a willingness to challenge accepted ideas, a desire to
experiment, a dedication to the truth, thinking outside the box, etc.
4. Much of the story in this book is told in the illustrations. Do you like this style of
storytelling? Do you like these types of drawings? Why or why not?
Answers will vary. The drawings are interesting and attractive, but they also
may be confusing to some readers.
5. Most of this book takes place in a time that was very different from our own. In the last
pages, though, the author brings the story to the present day. Compare the pictures from
inside the front cover and the back cover. Which one represents Galileos time and which
represents our own? What are the differences between the two pictures? What stays the
same? Do you think Galileo would be treated differently in our time than in his own time?
The front inside cover shows a skyline that looks like a medieval city with
towers and castles, representing Galileos time; the back inside cover shows a
modern city skyline and represents our own time. The sketches in the margins
reflect the respective time period each drawing represents. In both, however,
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Beyond the Book

there is a person in a window looking at the starry sky through a telescope.
Answers to the last question will vary.
6. There are many sources that explain Galileos discoveries in more detail. Visit http://www.
pbs.org/wgbh/nova/galileo/experiments.html to get a closer look at some of his experiments
and perform at least two of the simulations yourself. Describe in one or two sentences what
the experiment shows.
Portrait Study
NAME:_______________________________________________________________________
This famous portrait of Galileo was painted around 1639, several years after his trial. Analyze
this portrait by answering the prompts on the following page.
Answers will vary.

7. In the last pages of the book, the author mentions that the Galileo spacecraft was
launched in 1989. Galileo was a spacecraft created by scientists to collect information
about the planet Jupiter and its moons. Visit the mission website at http://solarsystem.nasa.
gov/galileo/gallery/index.cfm to view pictures taken by the spacecraft. Why do you think
scientists chose to name the spacecraft after Galileo? How do you think Galileo would feel if
he could see these pictures?
NASA chose the name in honor of Galileos important discoveries about
astronomy, especially the discovery of Jupiters four biggest moons. Galileo
might be amazed and very proud of the discoveries that have been made in his
name.
NGCC/CCSS alignment: This activity fulfills guidelines of the CCSS. See pages 1112.
Portrait by Justus Sustermans, circa 1636

Retrieved from http://www.nmm.ac.uk/mag/pages/mnuExplore/PaintingDetail.cfm?ID=BHC2700
on July 22, 2009
Portrait Study, designed at the Jodie MahonCenter for Gifted Education is adapted from Morris, S., Teachers Guide to
Using Portraits, English Heritage, 1989.
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May be reproduced for classroom use only.
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Portrait Study
Portrait Study for Teachers

FACE
Explain the persons
facial expression
or mood.
AROUND THE PORTRAIT

As you look all around the portrait, what details or ideas do you see?
CLUES
The act of studying portraiture encourages students to think of the subject of a biography as
a real human being. Students should first be introduced to the idea of a portrait as a study
of a particular person. A person who poses for a portrait is called the sitter. But a portrait
is more than a picture of the sitter it is about that person and who he or she really is. A
portrait should capture something special about the sitter and his or her life. One could
think of a biography as a kind of portrait in words (or, one could think of a portrait as a kind
of biography in picture form).
It should be explained to students that studying the portrait of the subject of a biography
can give us a better understanding of the person. Sometimes, a picture can express
something about a person that words cannot. Also, taking a long and thoughtful look
at a picture can provide us with information that we might miss otherwise. Encourage
students to draw connections between the book they have read and the portrait they are
investigating.
The FACE portrait analysis tool on the preceding page is intended to be used as part of a
classroom discussion. If possible, project the image onto a screen for the entire class to see.
Instruct students to stand up and assume the pose of the sitter for fifteen seconds (including
his or her facial expression, perhaps). Then, use the FACE method to discuss the portrait.
Think about the biography you just read. In what ways does the
information in the portrait add to your understanding of the person?
EXCITING NEWS!
What did you learn from studying this portrait?
FACE created by Dr. Christine Deitz.

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Prompt for Writing

NAME:_______________________________________________________________________
Choose one of the two prompts below:

A. The Smithsonian Institution is the largest museum in the United States. Imagine it is trying
to pick a great scientist to honor. Write a letter to the Smithsonian to persuade them that
Galileo would be a good choice. Include specific examples of his discoveries and why they
are important to our understanding of the world.
B. Science can be hard work and can take a lot of time and money. To build his telescopes
and do his research, Galileo sought help from universities and from rulers such as the young
Grand Duke of Tuscany (you can find a picture in the book showing Galileo and the Grand
Duke). Scientists today no longer seek help from dukes, but they do often find support for
their work at universities. Imagine you have been working on an invention that could change
the world, like Galileos telescope. Write a letter to a university explaining your invention and
persuading them to help you build it. Include details about what it does and how it can be
used.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Prompt for Writing

NAME:_______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
24
25
Prompt for Writing for Teachers
Prompt for Writing for Teachers
Students responses to the first prompt may take either position. Responses to the second
prompt should give specific details about traits, activities, or accomplishments of the
person the student chooses. The teacher may wish to require students to choose someone
who embodies a positive quality. The following rubric may also assist in evaluating writing
responses.
Category
4: Above Standards
3: Meets
Standards
2: Approaching 1: Below
Standards
Standards
Position
The student shows a
and
clear understanding of
Perspective both sides of the issue
and demonstrates
some sympathy
towards both.
The student
shows general
understanding
of both sides of
the issue.
The student
shows some
understanding
of both sides of
the issue.
Point-ofView
The response is The response

mostly written in is sometimes
written in
character.
character, or
only one of the
two positions
is written in
character.
The response is
consistently written
in character for both
points-of-view.
The student
shows
understanding
of only one
side of the
issue or of
neither side.
The student
does not
adopt a
characters
point-of-view
for either
position.
Category
Support
for
Arguments
4: Above Standards
3: Meets
Standards
The student provides The student
provides at
at least one clear
and compelling
least one
argument or piece of argument
supporting evidence or piece of
for both positions.
evidence for
both positions.
One or both of the
positions directly
address points that
are raised by the
opposing position.
2: Approaching
Standards
The student
provides
arguments or
evidence for only
one position.
1: Below
Standards
The student
does not
include
compelling
arguments for
either position.
Sentence
Structure
All sentences are

Most sentences About half the
Most sentences
are wellsentences are
are not wellwell-constructed,
constructed.
well-constructed. constructed.
and there is some
variation in sentence
structure.
Grammar
&
Spelling
The student makes

no more than one
error in grammar or
spelling that distract
the reader from the
content.
Caitalization The student makes

&
no more than one
Punctuation error in capitalization
or punctuation that
distract the reader
from the content.
The student
makes 2-3
distracting
errors in
grammar or
spelling.
The student
makes 4-5
distracting errors
in grammar or
spelling.
The student
makes 5 or
more distracting
errors in
grammar or
spelling.
The student
makes 2-3
distracting
errors in
capitalization
or punctuation
.
The student
makes 4-5
distracting errors
in capitalization
or punctuation
The student
makes
more than 5
distracting
errors in
capitalization or
punctuation
26
27
Primary Source Analysis 1

NAME:_______________________________________________________________________
Quotation Analysis
This book contains many quotations from Galileo himself. Find the page where Galileo is an
old man under guard in his house, and read the cursive sentences written there. Read these
phrases carefully and rephrase them in your own words.
In the sciences the authority of thousands of opinions is not worth as much as one
tiny spark of reason in an individual man.

Today, Galileo is considered to be a hero by people in his hometown of Florence, Italy. The
museum at Florence keeps many of his original instruments which are now over 350
years old. You can see some of these instruments, as well as paintings of Galileo and other
interesting objects by visiting http://brunelleschi.imss.fi.it/museum/esim.asp?c=500143
One of those objects at the Museo Galileo is one of Galileos fingers! As an item on display,
it demonstrates how Galileo is a martyr (someone who suffered or was persecuted for their
beliefs) in the field of science. Answer the following questions about this unusual display.
http://catalogue.museogalileo.it/object/MiddleFingerGalileosRightHand.html
With regard to matters requiring thought: the less people know and understand
about them, the more positively they attempt to argue concerning them.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
28
29

NAME:_______________________________________________________________________
Step 1. Observation
1. Study the finger display as a whole for at least one minute. What interesting details do
you notice about this object, the base, and the way it is displayed? List at least five things
you notice about this exhibit.
Step 2. Inference
1. In what year was the inscription on the base written?
2. Why do you think the finger is pointing upwards towards the sky?
Primary Source Analysis for Teachers

Primary sources are valuable instructional tools for many reasons. Historical artifacts
whether written documents, videos, photographs, or some other objects or pieces of media
allow students to connect with the past in an immediate way. When used to supplement a
biography, primary sources can breathe life into the subject of the biography, transforming
him or her from simply another character in a book into a real person. Focusing on a primary
source also encourages observation and inference on the part of students.
The worksheet on the preceding page is intended to be used as part of a classroom
discussion. Words on the worksheet such as infer or inscription may need to be defined
for students beforehand. The teacher should project the image onto a screen for the class to
view, if possible. Students should be encouraged to think as historians in order to gather
information from the document and answer the questions as a group.
Finally, if teachers are interested in including more primary-source material to further
supplement the biography, many other photographs and documents about Thomas Edison
are available online at the sources listed under the Additional Resources section at the end
of this Blueprint. Further information about teaching with primary source documents can be
found at the National Archives at http://www.archives.gov/education
Step 3. Questions
1. What do you think the inscription on the base says? What language is it in?
2. Where might you find the answers to the two questions above?
3. If you had designed this exhibit, what would you make the inscription say?
30
31
Point-of-View Analysis
NAME:_______________________________________________________________________
Before the time of his trial, the Church had warned Galileo several times that his ideas about
the universe could get him into trouble. He was ordered to stop teaching students that the
Earth revolved around the Sun. However, Galileo was so eager to tell the world about his
discoveries that he decided to disobey the Church and publish a book full of his ideas! This
book is the reason that he was eventually put on trial.
Point-of-View Analysis
NAME:_______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
First, imagine you are an old friend of the scientist. You have heard that he is planning to
publish this dangerous book, and you are concerned for his safety. Write Galileo a letter
trying to convince him that publishing the book is a bad idea and that he should obey
the Churchs rules. Then, pretend you are Galileo. Write a letter in response to your friend
explaining why you want to publish the book and are willing to disobey the Churchs orders.
_____________________________________________________________________________
___________________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________________

___________________________________________________________________________________
32
_____________________________________________________________________________
_____________________________________________________________________________
33
Point-of-View for Teachers
Point-of-View for Teachers
Students should use evidence from the book to argue for both sides of their issue in turn and
may or may not favor one position over the other. In the first prompt, both responses should
reference the same event of Albert frightening his tutor. In the second prompt, Alberts letter
may mention his great talents in math and the fact that he finds it hard to learn a subject he
does not love. The teachers letter should warn Albert that he may fail to get into college if he
neglects his studies. Responses may also include different arguments entirely. The following
rubric may assist in evaluating writing responses.
Category
4: Above Standards
3: Meets
Standards
2: Approaching 1: Below
Standards
Standards
Position
The student shows a
and
clear understanding of
Perspective both sides of the issue
and demonstrates
some sympathy
towards both.
The student
shows general
understanding
of both sides of
the issue.
The student
shows some
understanding
of both sides of
the issue.
Point-ofView
The response is The response

mostly written in is sometimes
written in
character.
character, or
only one of the
two positions
is written in
character.
The response is
consistently written
in character for both
points-of-view.
The student
shows
understanding
of only one
side of the
issue or of
neither side.
The student
does not
adopt a
characters
point-of-view
for either
position.
34
Category
Support
for
Arguments
4: Above Standards
3: Meets
Standards
The student provides The student
provides at
at least one clear
and compelling
least one
argument or piece of argument
supporting evidence or piece of
for both positions.
evidence for
both positions.
One or both of the
positions directly
address points that
are raised by the
opposing position.
2: Approaching
Standards
The student
provides
arguments or
evidence for only
one position.
1: Below
Standards
The student
does not
include
compelling
arguments for
either position.
Sentence
Structure
All sentences are

Most sentences About half the
Most sentences
are wellsentences are
are not wellwell-constructed,
constructed.
well-constructed. constructed.
and there is some
variation in sentence
structure.
Grammar
&
Spelling
The student makes

no more than one
error in grammar or
spelling that distract
the reader from the
content.
Caitalization The student makes

&
no more than one
Punctuation error in capitalization
or punctuation that
distract the reader
from the content.
The student
makes 2-3
distracting
errors in
grammar or
spelling.
The student
makes 4-5
distracting errors
in grammar or
spelling.
The student
makes 5 or
more distracting
errors in
grammar or
spelling.
The student
makes 2-3
distracting
errors in
capitalization
or punctuation.
The student
makes 4-5
distracting errors
in capitalization
or punctuation
The student
makes
more than 5
distracting
errors in
capitalization or
punctuation
35
Experiment
Experiment
Introduction for Students

Galileo is best remembered for his discoveries about astronomy, but his work in physics
was just as important. In fact, the science of physics is very closely related to the science
of astronomy. Physics is the study of how objects move and interact with one another. All
objects move according to certain mathematical rules, whether they as small as a grain of
sand or as large as a planet. So, when Galileo tried to show that the Earth moves around the
Sun, he used his knowledge of physics to do so.
Physics is related to astronomy in the same way that spelling is related to writing. If you
cannot spell, it is very difficult to write well. If you do not learn physics, it is very difficult to
really understand astronomy.
In this experiment, you will copy Galileos own experiments with the movement of
pendulums. A pendulum is a weight attached to the end of a string or stick that hangs
down from a single point, called a pivot. You can find one example of a pendulum on most
playgrounds a swing set. The person sitting on a swing is the pendulums weight, and the
pivot is the point where the swing is attached to the top bar of the swing set.
Galileo was one of the first people to realize that pendulums work in very interesting and
surprising ways. In the book, you can find an illustration of a famous scene from Galileos life
in which he realizes how pendulums work. In the picture, Galileo is in a large room watching
a lamp that hangs from the ceiling. The lamp is swinging back and forth. Therefore, it is a
pendulum.
What exactly did Galileo realize about pendulums? The answer has to do with the
pendulums period, which is the amount of time that it takes for the pendulum to swing back
and forth a single time.
How long does it take for a pendulum to swing from its highest point on the left to its
highest point on the right and all the way back to its highest point on the left?
Perform the experiment and then answer the questions on the following page.
NAME:_______________________________________________________________________
6-inch (light) 6-inch (heavy)

1st time
2nd time
3rd time
4th time
5th time

1st time
2nd time
3rd time
4th time
5th time

1st time
2nd time
3rd time
4th time
5th time
36
37
Experiment
Experiment for Teachers
1. Based on what you have seen, what makes the period of a pendulum longer or shorter
its weight, its release height, or its length? Does this surprise you?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Do you think that this rule will be the same for pendulums of other sizes and weights? Why
or why not?
NOTE: The current generated by the batteries in this experiment is too small to cause injury,
but, children should be given a safety talk beforehand about the dangers of household
electricity. Batteries are fine to experiment with, but wall sockets are not!
Materials

A long length of strign or twinw
Several small weights you might try nuts, large washers, or fishing weights
A stopwatch
A pencil or pen (to serve as a pivot)
Tape

A piece of posterboard or cardboard to mark the height of the pendulum
_____________________________________________________________________________
Procedure
_____________________________________________________________________________
This is an experiment for small groups or individuals. Divide students into groups and
distribute materials. See student section on previous page for step-by-step instructions.
_____________________________________________________________________________
_____________________________________________________________________________
Guide students as necessary to secure their batteries together and attach the wires to their
bulb sockets. After students have cut their lengths of wire in step 4, go around the room and
strip off another half-inch of insulation from the two new loose ends.
Conclusions
Students should observe that some objects conduct electricity and some do not. They may
have an intuitive sense beforehand that objects made of metal make better conductors
although they should also observe that some metals seem to work better than others.
Also, some nonmetal materials make good conductors: a lemon slice, for example, should
complete the circuit.
NGSS/CCSS alignment: This activity fulfills guidelines of the NGSS and CCSS. See pages
1112.
38
39
Experiment 2 for Teachers
Experiment 2 for Teachers
Materials

A long length of strign or twinw
Several small weights you might try nuts, large washers, or fishing weights
A stopwatch
A pencil or pen (to serve as a pivot)
Tape

A piece of posterboard or cardboard to mark the height of the pendulum
Procedure
1. Cut the string into different lengths. Create two lengths of 6 inches, two lengths of 12
inches, and two lengths of 18 inches. Attach a light weight to the end of one of the 6-inch
strings and a heavy weight to the end of the other 6-inch string; repeat this process with
the other lengths. You should end up with six pendulums, one of each weight/length
combination.
8. If you wish, you may bring the students outside to replicate this experiment using a
playground swing set. Although the fixed length of each swing prevents you from varying
the length of the pendulum (i.e., the swing), you can vary the weight and the release
height. Instruct students that they are to simply release the person (the weight) from a
given height rather than push them. As with the in-class experiment, record the results of
each test and repeat several times to make sure the observed results are consistent.
Conclusions
Students should observe that the period significantly varies only with the length of the
string, not with the weight or height. The same holds true with all simple pendulums
including playground swing sets. Galileo observed this fact over 400 years ago and realized
the period of a pendulum could be used to accurately measure time.
NGSS/CCSS alignment: This activity fulfills guidelines of the NGSS and CCSS. See pages
1112.
2. Attach a pencil or pen to the top of a table using tape. This is your pivot. Allow a portion of
the pivot to jut from the tables edge. See the diagram on the previous page for a guide.
3. Place the posterboard behind the table and secure it to the tables edge using tape.
4. Tie a loop onto the free end of the 6-inch string with the light weight and snug it down
over the protruding tip of the pivot.
5. Release the weight from a certain height after marking that height on the posterboard.
Have a student use the stopwatch to time the period of the pendulums swing (the
amount of time until it swings back to the point where it was originally released).
Record this time in the table on the next page, and repeat four times at the same height.
Repeating the experiment ensures that your results are consistent.
6. Now, pull the pendulum to a different height along the arc. Ask students to make
predictions about how the length of this period will compare to that of the shorter height.
Release the weight, record the times, and repeat.
7. Repeat steps 5 and 6 with the other 6-inch pendulum (with the heavy weight) and then
with the other lengths, asking students for predictions each time.
40
41
Additional Resources
Additional Resources
Published Resources
The Galileo Project, Rice University, http://galileo.rice.edu/index.html

Extensive biographical information on Galileo and other scientists and notable figures
of his time.
Bixby, W. (1964) The Universe of Galileo and Newton. New York: American Heritage.
A basic discussion of Galileo accompanied by large, full-color pictures. Nonfiction.
Reading level: Young adult.
Galileos Battle for the Heavens, PBS, http://www.pbs.org/wgbh/nova/galileo/

A companion to the NOVA documentary about Galileo that includes teachers guides,
interactive simulations of Galileos physics experiments, and more.
Christensen, B. (2012) I, Galileo. New York: Knopf Books for Young Readers.
Recommended as a supplemental source for this Blueprint. This biography is a detailed
account of the life, inventions, and experiments of Galileo, written from the point of
view of Galileo himself. This book includes a chronology of Galileos life, a list of his
accomplishments, and resources for further study. Biography. Reading level: 8 & up.
Panchyk, Richard. (2005) Galileo for Kids: His Life and Ideas. Chicago: Chicago Review Press.
Recommended for teachers as a classroom resource and a detailed introduction
to Galileo. This biography is full of illustrations, historical information, and over 20
childrens activities related to Galileo and his era. Biography. Reading level: 9 & up
Naess, A. (2005) Galileo Galilei: When the World Stood Still. Germany: Springer Berlin
Heidelberg.
An excellent medium-length treatment that details the personal and political power
struggles that framed Galileos life and works. Biography. Reading level: Adult.
Sobel, D. (1999) Galileos Daughter: A Historical Memoir of Science, Faith, and Love. New York:
Walker & Company.
Instructional Resources
College Board Pre-AP. (2002). The AP vertical teams guide for English (2nd ed.). New York:
College Board.

The definitive source on literary analysis, close reading, rhetoric, and writing tactics.
Jackdaw Publications, www.jackdaw.com

This company offers for sale thematic collections of authentically reproduced
documents with support materials.
Library of Congress, www.loc.gov/teachers
A government source that provides free, downloadable lesson plans and activities with
media analysis tools for more than 10 million primary sources online.
National Archives, www.archives.gov/education
A government source that provides free, downloadable primary sources, lesson plans,
activities, analysis tools, and teacher training.
An engaging biography of Galileo centering on the correspondence between the

scientist and his cloistered daughter. Biography. Reading level: Adult.
Internet Resources
Galileo Portal, Institute and Museum of the History of Science in Florence, http://www.imss.
fi.it/index.html
An extensive interactive site that includes a virtual tour of the museums Galileo
collection, interactive exercises explaining Galileos inventions, and detailed
slideshows and video.
42
43
Glossary
Glossary
Autobiography is a biography of a person written by that person.
Mood is the atmosphere or predominant emotion in a literary work.
Bias is a personal and often unreasoned preference or an inclination, especially one that
inhibits impartial judgment.
Narration is the telling of a real or invented story in speech or writing.
Biography is an account of a persons life written, composed, or produced by another.

Constructed conversation is undocumented, created dialogue between characters in a
biography.
Corroboration is the process of strengthening or supporting with evidence that some fact
or statement is true.
Point of view is the perspective from which a narrative is told.

Portrait is a painting, drawing, or photograph for which there was a consciously posed
person or group and in which the sitters identity is the main object of study.
Primary sources are original works in various media that are recorded at the time of an
event.
Diary is a personal daily record of events, experiences, and observations.
Secondary sources are works that record an event which are removed from that event by
time or place.
Diction is word choice intended to convey a certain effect.
Self-portrait is a portrait in which the artist is the subject.
Document analysis is the process of critically inspecting artifacts, cartoons, written

documents, maps, photographs, posters, or sounds and making connections and inferences
regarding them.
Setting is the time and place of the action in a story, novel, play, or poem; also, surroundings
or environment.
Engraving is a print made from an engraved or etched plate or block.

Foreshadowing is the use of hints or clues in a narrative to suggest future action.
Group biography is a biography of a collective number of individuals sharing a common
characteristic.
Sitter is a person who poses or models as the subject of a portrait.

Tone is the attitude a literary work or author takes toward its subject and theme.
Unreliable narrator is a speaker whose version of the details of a story are consciously or
unconsciously deceiving; such a narration is usually subtly undermined by details in the story
or the readers general knowledge of facts outside the story.
Historical fiction is a story set in a specific time period, having characters, setting and plot
which are both imaginary and historically documented. Where fictional, the characters,
settings and plot events are portrayed authentically as if they actually could have happened.
Imagery is the written representation of people, objects, actions, feelings or ideas through
works or phrases which appeal to the senses.
Letter is a written message addressed to a person or organization.
Memoir is a written account of the personal experiences of an individual.
Milieu is an environment or setting.
Glossary terms adapted from the following sources: AP Vertical Teams Guide for English (College
Board, 2002), www.dictionary.com, http://www.wwnorton.com/college/english/litweb/glossary,
http://www.gale.com/warehouse/glossary/
44
Glossary terms adapted from the following sources: AP Vertical Teams Guide for English (College
Board, 2002), www.dictionary.com, http://www.wwnorton.com/college/english/litweb/glossary,
http://www.gale.com/warehouse/glossary/
45
References
Feedback Form
Cox, C. (1926). The early mental traits of three hundred geniuses. Stanford, CA: Stanford
University Press.
Hollingworth, L.S. (1925). Introduction to biography for young children who test above 150
Please provide us with feedback about this Blueprint! If you have any comments about
Blueprints, copy this page and send it to the address below. Please be specific about the
items to which your comments apply.
I.Q. Teachers College Record, 2, 277287.

Parke, C. (1996). Biography: Writing lives. New York, NY: Twayne.
____ I use biography in my curriculum in the following ways:
Robinson, A. (2009). Blueprints for biography: Differentiating the curriculum for talented
readers. Teaching for High Potential, Fall, THP-78.
Robinson, A. & Cotabish, A. (2005). Biography and young gifted learners: Connecting to
commercially available curriculum. Understanding Our Gifted, Winter, 36.
_____I would like to recommend a childrens or young adult readers biography as a subject
for a Blueprint. My recommendation(s) follows:
Robinson, A. & Schatz, A. (2002). Biography for talented learners: Enriching the curriculum
across the disciplines. Gifted Education Communicator, Fall, 1215, 3839.
Additional photo credits
_____I have comments about the questions and/or activities in this Blueprint:
Back cover: Electric lamp patent to Thomas Edison, National Archives, retrieved from http://
www.ourdocuments.gov May 20, 2009.
Sketches by Charles Darwin, Leonardo Da Vinci, and Galileo Galilei, retirved from http://
commons.wikimedia.org July 10, 2009.
Date:
Your name and address (optional):
46
47
Feedback Form
Please send your feedback to:

Dr. Ann Robinson
Jodie Mahony Center for Gifted Education
University of Arkansas at Little Rock
2801 South University, SUA Rm 101
Little Rock, AR 72204
Email: giftedcenter@ualr.edu
Visit us at ualr.edu/gifted
48
STEM Series Blueprints for Biography are guides

for teachers and students engaged in the
study of a specific biography of a great figure
in science, mathematics, or engineering. Each
Blueprint contains questions, activities, and
resources to be used in the classroom.
For more information, please contact the Jodie
Mahony Center for Gifted Edication at the
University of Arkansas at Little Rock.

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Blueprints for Biography

The Life of Galileo Galilei

BLUEPRINTS FOR BIOGRAPHY

Blueprint developed by:

Blueprints for Biography

Blueprints for Biography are dedicated to Maxine Robinson

master teacher, perfect mother.

2801 South University, SUA Rm. 101

Ann Robinson, Ph.D.

Blueprints Coordinator: Krista M. Smith

Blueprints for Biography combine the twin interests of biography as a means of

Introduction for Teachers......................................................................................6

About the Book.....................................................................................................15

P- Quad: Prompt for Writing................................................................................24

P- Quad: Primary Source Analysis......................................................................28

Introduction for Teachers

What are Blueprints for Biography?

Who is the audience for this Blueprint?

How can this Blueprint be integrated into the curriculum?

What kinds of lessons are included in a Blueprint?

Introduction for Teachers

Experimentation. A classic science experiment is included with each Blueprint in the

Other Information. Each Blueprint also contains:

a biographical sketch of the person about whom the biography is written

About Blueprints for Biography

About Blueprints for Biography

Why should students read biographies?

How have biographies been used with high-ability learners in the

How can a teacher use Blueprints in the classroom?

Study Guide or Gloss for Independent Reading. An individual student with an

About Blueprints for Biography

About Blueprints for Biography

Silent Sustained Reading. A good selection of biographies can be part of the

How does this Blueprint align to the Next Generation Science

Small-group instruction. Blueprints can be used by the teacher for small-group

Next Generation Science Standards

Whole-class instruction. Blueprints are developed for biographies available in

NGSS 5ESS1: Earths place in the universe. (Experimentation)

NGSS 3PS2-2: Make observations and/or measurements of an objects motion to provide

English Language Arts Common Core State Standards

About Blueprints for Biography

Math Common Core State Standards

About the person

Galileo Galilei, 15641642

About the person

About the Book

Blueprints for Biography Starry Messenger

Blueprints for Biography Starry Messenger

Galileo Galilei, 15641642 continued

Illustrator: Peter Sis

Before the Book

Beyond the Book

Beyond the Book

Answers will vary.

Portrait by Justus Sustermans, circa 1636

May be reproduced for classroom use only.

Portrait Study for Teachers

AROUND THE PORTRAIT

FACE created by Dr. Christine Deitz.

May be reproduced for classroom use only.

May be reproduced for classroom use only.

Prompt for Writing