Lesson Plan

The History of the Development of Scientific Study: Interactive Map

Students will examine and determine how both Western and Eastern cultures contributed to modern scientific thought
Darrell W.
Classroom teacher
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My Grades 9, 10, 11, 12
My Subjects Math, Social Studies
Objectives

Students will understand the basic development of modern analytical study. Students will gain an awareness and understanding of how various fields of thought and study shaped and molded the scientific process. Students will also create interactive, or multi-media, maps that show historically geographic and cultural connections with the development of modern comprehensive scientific thought and theories.

Subjects
English Language Arts
Science
Social Studies
Grades 9 - 11
All Notes
Teacher Notes
Student Notes

1 Content Front-loading: Direct Instruction/Student Subject Matter Research

Activity: Investigating

Teachers must choose the best information materials and direct teaching, or student research requirements, that best prepares their student population to successfully address the following:

1. Student will know how science developed in various parts of the world. Specifically in Wetsern and Eastern cultures.

2. Students will gain an appreciation for the impact various cultures have had on the development of scientific thought.
Students will see how modern science developed from a broad array of fields of study.

3. Students will demonstrate the ability to use critical thinking and analysis in multiple contents.

4. Students will compare and contrast the impacts of various cultures on the development of scientific thought.

Student Instructions

How students complete the following is dependet on how the instructor decides to either deliver, or have students access the related information:

1. Student will know how science developed in various parts of the world. Specifically in Wetsern and Eastern cultures.

2. Students will gain an appreciation for the impact various cultures have had on the development of scientific thought.
Students will see how modern science developed from a broad array of fields of study.

3. Students will demonstrate the ability to use critical thinking and analysis in multiple contents.

4. Students will compare and contrast the impacts of various cultures on the development of scientific thought.

2 Information Selection and Mapping

Inspiration Maps
Free to Try, Paid

Teacher uses Inspiration Maps application to generates two sample information maps. One that features at least 5 scientifically significant individuals from Wetsern culture related to the foundations of scientific practices, thoughts, and/or theories; and another that features 5 such individuals from Eastern culture.

Based on the number of devices available, an instructor may choose to create an information map template for students to fill out in pencil. The option to print information maps and templates is found through the "share" icon in the upper center to right hand corner of the application. 

*For this activity, and for the remaining project, it is suggested that you use the English - Biography template, but change the outline to match the following:

Name: Western (or Eastern) Culture: Individual's with significant scientific practices, theories, or discoveries.

*When using an iPad, It is easier to input the following information in the outline form, rather than the information map. Switch between the information map and the outline by tapping on the corresponing icons in the top left hand corner of the application. Any information inputed in the outline will automatically transfer over to the information map.

**After students have been given time to decide which individuals will be featured on their information maps, it is advised that the teacher model how students should write a concise summary about the works and influence of an individual.

1. (the name of the 1st chosen individual, such as Plato)
a. name of actual works
b. long-term influence

2. (the name of the 1st chosen individual, such as Aristotle)
a. name of actual works
b. long-term influence

3. (the name of the 1st chosen individual, such as Johannes Guten)
a. name of actual works
b. long-term influence

4. (the name of the 1st chosen individual, such as Nicolaus Copernicus)
a. name of actual works
b. long-term influence

5. (the name of the 1st chosen individual, such as Galileo Galilee)
a. name of actual works
b. long-term influence

Student Instructions

1. Students either create or fill-in their own information maps. One information map will focus on 5 scientifically significant individuals from Wetsern culture related to the foundations of scientific practices, thoughts, and/or theories; and the will focus on 5 such individuals from Eastern culture.

2. Students will write rough draft synthesis of each individual the chose to include on their information maps/

3. Each information map must also include the following for each individual listed:
a. name of actual works
b. long-term influence

3 Creating a Interactive Map with Thinglink

*If students are already familar with Thinklink, it is suggested that an instructor increases the requirement of this project by requiring students to add additional links that enhance and support the information being presented--such as including videos or articles.

1. Review the general information that should have been included on the student created/completed information map for both Western and Esatern culture.

2. Show students how to access Google Maps, and to complete the following:
a. find a sateltie image of a geographic region (such as Europe or the MIddle East).
b. Then how students can 
SCREEN CAPTURE such an image, or how to save it to their device. *If you use screen shot, you will also need to show students how to open and crop/edit that image. 

3. Show students how to visit, create, and/or access a Thinglink.com account, or how to access any account(s) that you have already created.

4. Either read as a class, or individually, over general instructions for using Thinglink, and drop in your image.

5. Instruct studetns to use information from the information maps for the text that they will include in their Thinglinks.

6. Review how student can gather other relevant individual images from appropriate websources and web-based sources.

7. Show students how to share the link for the Thinklink that was created.

8. Provide student work time to complete the project, and provide trouble-shooting support to students.

 

Student Instructions

1. Students review the general information that should have been included on their indiviually created/completed information maps for both Western and Esatern culture.

2. Students access Google Maps, and to complete the following:
a. find a sateltie image of a geographic region (such as Europe or the MIddle East).
b. SCREEN CAPTURE a relevant stalelite image, and crop/edit that image. 

3. Students visit, create, and/or access a Thinglink.com account.

4. Students read over general instructions for using Thinglink, and drop in your image.

5. Students sse information from the information maps for the text that they will include in their Thinglinks.

6. Students gather other relevant individual images from appropriate websources and web-based sources.

7. Students share the link for the Thinklink that they created.