Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Andrea Gerrits

Date __10/30___60 min Subject/ Topic/ Theme World History- Revolutions- Scientific Grade:__9__________
I. Objectives

How does this lesson connect to the unit plan?

Students are learning about Political and Intellectual Revolutions, this is the first day of this unit. We will be covering the
Scientific Revolution this day. The first major Revolution of the group. By the end of the unit, the students will understand
different revolutions, what caused them, and what the impacts of these revolutions were.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotiona
l

• Understand the change from traditional authority to higher order complex thinking Understand

• Identify 2 people who intentioned intellectual developments and their accomplishments Remember

Evaluate the role of scientific advancement in correlation to racism Evaluate

X
• Analyze biographies and summarize information
Analyze
• Create powerpoint and present on information to class
Create X X
Common Core standards (or GLCEs if not available in Common Core) addressed:
• 6.2.1  Political Revolutions–Analyze the Age of Revolutions by comparing and contrasting the political, economic,
and social causes and consequences of at least three political and/or nationalistic revolutions

• 5.3.5  Europe through the 18th Century – Analyze the major political, religious, cultural and economic
transformations in Europe 


6.2.1- Analyze
5.2.5- Analyze

II. Before you start

Students need to know what a revolution is. We will talk about it before but students should be able to
have an idea of what a revolution is. Students should be familiar with basic scientific principals like
Identify prerequisite gravity, scientific method, and experimentation but do not need to know anything more than the
knowledge and skills. concept.

Pre-assessment (for learning):

Ask students to talk about revolutions in table groups and create a definition- each table group will give
a definition; define and give examples to the class- see if the students have a general understanding of
what a revolution is.
Formative (for learning):
Check in on students: track with students to make sure they are understanding lecture, drawings
presentations- see if they are taking relevant notes; ask students if they have any questions regarding the
martial.
Outline assessment
activities Formative (as learning):
(applicable to this Students will read biographies, summarize information about figures, and present the information to
lesson) classmates. If the information is inaccurate or they do not present in the group, their understanding may
be lower than students who do present; they will both learn from this experience and I can check for
understanding

1-19-13
 Summative (of learning):
Collect half sheets of paper with students response to the question “How did the Scientific
Revolution eventually led to the justification of racism. This topic is covered in the lecture briefly but
students are asked to make connections; if they were able to make accurate connections, they are more
likely to have understood the material
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
Provide options for self-regulation- expectations, Provide options for comprehension- Provide options for executive functions-
personal skills and strategies, self-assessment & activate, apply & highlight coordinate short & long-term goals,
reflection monitor progress, and modify
There will be visual, verbal, and
Students will be responsible for group written forms information. Visual strategies’
work; if they do not complete their will come from power point Students will be required to pay
parts they will not get a grade pictures, verbal is from my voice attention long term to the
reduction, but receive social stigma of and class discussion, and written presentation and activities but do
laziness information is both in the small actives along the way
biographies and presentation
What barriers might
this lesson present? Provide options for sustaining effort and Provide options for language, Provide options for expression and
persistence- optimize challenge, collaboration, mathematical expressions, and symbols- communication- increase medium of
mastery-oriented feedback clarify & connect language expression
Students will be able to pull Students are able to see different Students are allowed to express
What will it take – information from the biographies at visuals and are able to represent their own words on note sheets, the
neurodevelopmentally, their own level. They will collaborate them on individual note sheets both power point they will create for
experientially, with other students and receive with words and pictures. Students biographies, and talk in table
emotionally, etc., for feedback on presentations and are also asked to connect ideas and groups and in full class discussions
your students to do formative assessment at the end of the vocabulary form other classes throughout the lesson
this lesson? class period (science and math) and lessons.

Provide options for recruiting interest-
choice, relevance, value, authenticity,
minimize threats
This lesson incorporates topics of
scientific history. The opener also
shows religious interest and may
intrigue students who otherwise
do not like history
Provide options for perception-
making information perceptible
There are graphics to show the
different models of heliocentric and
geocentric. There is also a meme
about religion and science to get the
students to understand a concept and
remember it better
Provide options for physical action-
increase options for interaction
The students are asked to work on a
powerpoint and discuss and pick
apart a biography about an
important scientific figure.

Note Sheet: https://docs.google.com/document/d/

1x1EsdGxRyhCztG9zIt2KF8nPtqNxMvaMrxQtGwyPcqI/edit?usp=sharing

6 copies of each Biography: https://docs.google.com/document/d/1g-

Q1bjPZnMeT2hWAkam47boIPobl1nGxE9dsrZxHm0E/edit?usp=sharing
Materials-what
materials (books,
handouts, etc) do you Half sheets of paper
need for this lesson
and are they ready to Presentation: https://docs.google.com/presentation/d/
use? 1yUnWddwwxyHvJgNXpRa27TK_ytODoT8bfyGzObl_5z0/edit?usp=sharing

Writing utensils

1 Laptop per group: 5 total

1-19-13
 Sit in normal table groups- 4 or 3 people to a table.
When students shift to Biography activity, they will be split up into 5 groups, so 8 tables will become 5.

1. J’s Table and table of 4 to the north

2. Front 3 table and 4 to the north
How will your
classroom be set up for One table will split up and join the other 3 tables
this lesson? 3. Front middle
4. Back corner
5. Front Corner

After Presentations, students shift back to normal desks

III. The Plan

Describe teacher activities AND student activities
Componen
Time for each component of the lesson. Include important higher order thinking questions and/or prompts.
ts

2 -“Today we are starting a new unit about political and

Motivation intellectual revolutions. We are going to start with an
(opening/ intellectual revolution. The first part of this unit is The
introductio Scientific Revolution”
n/ - “We know that the ides of the Reformation lead to
7 engagemen movement of the Renaissance. We see a similar
t) parallel with the ideas of the Scientific Revolution
causing the Enlightenment”
- “We are now going to watch a video showing the
9total
vastness of the Universe, which people began to
-Students watch video
discover during this time”

1 Teacher- “The Scientific Revolution is based on

people and ideas that changed the way of thinking. I
want everyone to write down a definition for “What
does it mean to be Revolutionary, or to be a
Revolution?”

3
Students- Talk in table groups about their
Give students 2-3 min to talk and write down a interpretation of Revolution and Revolutionary.
definition
3 Students- Each table gives a definition
Ask Each table group to give definition
Restate or rephrase what they say so the class can hear
3 it again
Take notes on lecture and powerpoint
What exactly was the Scientific Revolution?
- Basing thoughts and beliefs about the physical
world on observations - Using the Scientific Method
- A shift from trusting traditional authority to trusting
observation and experimentation

1-19-13
 10
Science and Society
- Scientists did not want to go against the church
- Luckily, more people started respecting science, so
scientists were more open about their work
-This shift in focus led people also to stop blind faith
in governments and religious leaders

Impacts
-Start of the “Modern era” leading to racial and
cultural separation
-Ideas from the Scientific Revolution led to the
enlightenment

Helio and Geo

-Sun centered: Copernicus and Galileo
-Earth Centered: Church

Developm
ent
10 (the largest
component Students will be split into 5 table groups and each
or main “We are going to split into 5 groups, one for each of table group will be assigned a biography about one
body of the the main figures of this time period." of the contributors. They will first be asked to read,
lesson) Split students up into groups designated in the then discuss the following questions:
classroom set up. -Birth and death years
“You have 10 minutes to answer the following -Where he came from/ their family
questions in a power point form and will present on -Religious beliefs
the information. Only one laptop should be out per -At least 2 contributions
group” -Creative picture or image to symbolize figure
Main contributors- About 10 min in they will then be told they are
Bacon, Galileo, Copernicus, Newton, Kepler presenting on the information on a powerpoint to
the class.
8
Students show presentation and explain picture
-Let students show presentation about their figure and symbolization, the other students fill in the chart
add anything they have missed on the note sheet
4

-Retouch on any ideas the students missed in own

presentation
-Newton and Copernicus were Christians, but were
still able to participate in scientific discoveries

-all of these new thoughts and ideas changed the

intellectual culture. The view of human nature shifted Students talk about hypotheses
from a scripture base to a reliance n math, data, and Each table group shares their hypotheses and
experimentation. predictions
2

“The following clip is from a show called Myth

Busters. They are testing the reaction of a ball falling
off the back of a moving car. I want each table group -Students watch Clip
to come up with a hypothesis about what they think
the ball will do when it is dropped from the truck”

1-19-13
 the ball will do when it is dropped from the truck”
3
-Show Clip -Students raise hands if they had a correct
“So, the ball fell to the ground, like someone just hypotheses
dropped it. What tables got it right?” Allow students to
raise hands. “Now, if we kept going with the scientific
method, we would ask questions about why it did this
and come up with new hypotheses and perform more
experiments”

45
total

4 Closure Hand out half sheets of paper Students must write at least 3 sentences and turn
(conclusion “On this paper, I want each of you to consider how the the sheets in before the end of class.
, Scientific Revolution eventually led to the justification
culminatio of racism”
60 n, wrap-up)
total

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for
improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson,
focus on the process of preparing the lesson.)

-Incorporate more cause and effect into the lesson

-Ask students more questions; have to get rid some information to fit in discussion time
-Add questions into slides or add a slide that offers questions for students to ask

-I would like to lecture less because I am not great at it- I either get too conferrable and forget things or get to
nervous and repeat things 5 times.
-Students who fall asleep in class or are unengaged participated still. One student who never participates
asked 2 really good questions during class discussion
-Give more directions to students so they know what to do; they got a bit confused during the biography
portion and expectations for that
-My transitions were awkward; but I am an awkward person so I don’t know if I can really fix that with a
simple trick
-Highlight information I want students to know so they can learn better note taking skills then just writing
everything down
-Talk slower to allow students to write information down

1-19-13