Beyond Einstein: A Compare and Contrast Discussion
Another sweet discussion on the origin of the universe. This is a compare and contrast exercise. See attached lesson... see more
Grade Level: Eighth Grade
Objectives: 1. Students will compose a short report. 2. Students will understand
that we explore the universe (and why we do it). 3. Students will communicate
in writing (with short but concise sentences). 4. Students will compare theories
with each other.
CDE Language Arts: 2.3 Record important ideas, concepts, and direct quotations
from significant information sources and paraphrase and summarize all
perspectives on the topic, as appropriate. Use a variety of primary and
secondary sources and distinguish the nature and value of each.? Organize and
display information on charts, maps, and graphs.
CDE Science: Earth in the Solar System (Earth Sciences) 4: The structure and
composition of the universe can be learned from studying stars and galaxies and
their evolution. As a basis for understanding this concept: 4a: Students know
galaxies are clusters of billions of stars and may have different shapes. 4b:
Students know that the Sun is one of many stars in the Milky Way galaxy and that
stars may differ in size,
temperature, and color. 4e: Students know the appearance, general composition,
relative position and size, and motion of objects in the solar system, including
planets, planetary satellites, comets, and asteroids.
CDE-ELL Literacy Component: Writing Strategies and Applications (Intermediate):
Organization and Focus, Revising and Evaluating Following a model given by the
teacher, write a short paragraph of at least four sentences. Write legible,
simple sentences that respond to topics from language arts and other content
areas (e.g., math, science,
history/social science). Create cohesive paragraphs that develop a central idea
with consistent use of standard English grammatical forms even though some rules
may not be in evidence. Write simple sentences about an event or character from
a written text.
Produce independent writing thatis understood when read regardless of the
inclusion of some inconsistent use of standard grammatical forms.
BTSA Component: Use for Standard 19 compliance.
Anticipatory Website: http://universe.nasa.gov/
Critical Tasks: (in any order) 1. Students should create visual images in order
to support their understanding. 2. Allow for one-on-one instruction as well as
group collaboration. 3. When implementing lesson, follow the objectives. 4.
Teacher must model fluent reading of the text. 5. Practice own and student ORAL
delivery of content. 6. Pre-teach concept of the existence of a universe and the
NASA space program (use multiple images). 7. Teacher and students are to be
involved in guided reading. 8. Students must report (orally) what they
understand. 9. Introduce Albert Einstein.
Informally through observation and formally through the rubric building website
located at http://rubistar.4teachers.org/index.php