Instructional Approach(s): Introduce the essential question and the standard for the lesson.

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Suggested Instructional Approach(s): See pages 1-2 of the Theory Challenge Activity on the
resource page to provide instructions and suggestions for implementation.

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Instructional Approach(s): Teacher provides definition of a scientific theory and the
students record the definition on their notes.

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Instructional Approach(s): Teacher asks the students “why do theories change?” and gather
a few responses from students. If students cannot come up with responses, let them pair
up and possible discuss with another student. However, do not spend more than 2-3
minutes discussing why theories change. After discussions, allow students to answer the
question on their notes.

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Instructional Approach(s): Teacher reads the slide as a transition to the theories of the
universe.

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Instructional Approach(s): Teacher reads that slide as a transition to the Big Bang Theory.

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Suggested Instructional Approach(s): This is an optional demonstration called the Balloon
Bang [do not give the students the actual name of the demonstration because it will give
away the answer before you are ready to discuss it]. Balloon Bang – Have students stand up
and form a large circle. Without saying a word, go to the center of the circle and blow up a
balloon filled with colored confetti. Hold the balloon high enough for all students to see
clearly. Pop the balloon, still not saying a word. Ask the students “What happened? What
event in the history of the universe could this represent?”

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Instructional Approach(s): The teacher introduces the Big Bang Theory and the students
answer a question on their notes about the Big Bang Theory.

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Instructional Approach(s): Teacher uses the picture to show how the universe was formed
over time in the Big Bang Theory

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Instructional Approach(s): See the Big Bang Theory Demonstration on the resource page to
provide instructions and suggestions for implementation.

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Instructional Approach(s): Click on the link provided to show a visualization of the Big Bang
Theory. o Another analogy that the students might be able to understand is the
spinning ice skater. Ask students how many of them have seen an ice skater do a spin. Have
students describe it. Show a video clip of an ice skater spinning. You might have noticed
that when the twirling ice skater pulls in her arms, she spins faster. The same thing occurs
when a cloud of gas, ice, and dust in a nebula contracts. As mass moves toward the center
of the cloud, the cloud rotates faster.

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Instructional Approach(s): The teacher selects a video clip to show to the class from the
resource list.

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Instructional Approach(s): Teacher reads or has students read the information on the slide.
Possibly discuss briefly with the class about the impact of technology and how quickly
technology changes. Additionally, theories may change more quickly now than in the
centuries before because of the constant changes in technology and the new evidence that
might be discovered.

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Instructional Approach(s): Allow students to turn to a partner (without getting out of their
seat), either one they select or if necessary one the teacher assigns, to discuss the Big Bang
Theory and why it is a theory. Additionally, have students record on their notes an
illustration or example of the formation of the universe by the Big Bang Theory (Balloon
Bang, Big Bang Demonstration with the glitter in the water bottle, Ice Skater, or another
example).

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Instructional Approach(s): The teacher reads through the information or has students read
the information. The third bullet is the “big idea” of the slide. The students should answer
the question on their notes about “another theory that is closely associated with the Big
Bang Theory”.

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Instructional Approach(s): The teacher uses the illustration of cooking raisin bread as an
example of the expansion of the universe. Students should explain on their notes how
cooking raisin bread demonstrates the expansion of the universe. Another approach is to
conduct the Expanding the Universe on a Balloon Demonstration. See “Expanding the
Universe on a Balloon Demonstration” on the resource page with teacher directions for
conducting the demonstration.

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Instructional Approach(s): Teacher reads the slide to transition to the next concept.

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Instructional Approach(s): The teacher should slowly take the students through the
animated ppt slide describing what happened after the “big bang”. At the end of the slide,
an “in short” box summarizes the events that led to the formation of other objects in our
solar system. The students should record how other parts of the universe were formed on
their notes.

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Instructional Approach(s): Teacher should read the first bullet slide that leads to the next
activity, Great Debate! Model of the Solar System Activity.

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Instructional Approach(s): See the resource page for the Great Debate Activity. The teacher
should follow the directions in the Great Debate activity to facilitate the first courtroom
scene. After the first courtroom scene, the teacher should show the ppt slide on Ptolemy’s
Model and Copernicus’ Model of the solar system. Students should record the important
information on their notes and draw a simple diagram of each model.

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Instructional Approach(s): The teacher should facilitate the last scenes of the Great Debate
activity.

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Instructional Approach(s): The teacher should pose the question to the class. Either have
students do Think, Pair, and Share or have an open classroom discussion about why the
theory changed.

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Instructional Approach(s): The teacher should show each short clip or animation to
reinforce the difference between the two models.

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Instructional Approach(s): The students should complete the distributed summarizer
individually as a type of formative assessment. The teacher should read the student
responses to determine if the students understand the model of the solar system.

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Instructional Approach(s): The students should complete the summarizer.

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