concepts of wavelength and frequency, students will discover and verify the relationship between Wavelength and Frequency of the Electromagnetic Spectrum by conducting the lab . Use to guide learning during lab. Week 7 February 18 February 22 – Learning Standards Instruction Resources Products, Projects, Labs Assessment Earth and space. The Vocabulary Gateways to Science 8th EVALUATE: student knows Use the following grade Unit 4 Lesson 2 characteristics of the Law, theory, Big Bang theory, Steady State theory, lessons to support Create a book without universe. The student is Oscillating theory comets, meteorite, asteroids, meteors, understanding Distances in Space T.E words (picture book) that students’ expected to: galaxy, compressed, elongated. and knowledge by using 258 261 illustrates a theory about – Students will participate of the origin of the Science Starter 82 the later part of this lesson universe. research how scientific Theories and Laws to investigate and make a data are used as ENGAGE daily using one of the following model of the Big Bang evidence to develop Theory Reflection scientific theories to Asking students, evidence do we have that Students will write down “What describe the origin of the the universe is in a journal reflection constant change?” universe. 8.8E answering the following This site provides question, does the EXPLAIN / ELABORATE Watching the segment The Big Bang from the video “How students the opportunity Students will create a to balloon and the dot in order for students to get a better understanding of to view components of write down information relate to the Universe The Big Bang theory and how it is the most the universe. related to the theories of the and apply to the Big established scientific theory of how the universe origins of the universe. Bang began. Theory?” Gateways to science 8th Students will draw a picture or a diagram to assist in It is important to emphasize that the "big bang" was understanding each . not an explosion - it was just the time when the Big Bang Theory universe started expanding. Have students think Steady State Theory about the differences between the explosion model and the big bang model. Ask, could you tell, Oscillating Theory “How based only on what you can see and measure from Earth, which model correctly describes our Remind students that the process of universe?” deciding between models based on observable evidence is at the heart of the scientific method Provide students with a copy of ; students will discuss this discovery with a partner or with the group to share the importance of discovery Hubble’s
concepts of wavelength and frequency, students will discover and verify the relationship between Wavelength and Frequency of the Electromagnetic Spectrum by conducting the lab . Use to guide learning during lab. Week 7 February 18 – February 22 Learning Standards Instruction Resources Products, Projects, Labs Assessment Earth and space. The student knows characteristics of the universe. The student is expected to: research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe. 8.8E Vocabulary Law, theory, Big Bang theory, Steady State theory, Oscillating theory comets, meteorite, asteroids, meteors, galaxy, compressed, elongated. ENGAGE daily using one of the following Asking students, “What evidence do we have that the universe is in constant change?” Watching the segment The Big Bang from the video in order for students to get a better understanding of The Big Bang theory and how it is the most established scientific theory of how the universe began. It is important to emphasize that the "big bang" was not an explosion - it was just the time when the universe started expanding. Have students think about the differences between the explosion model and the big bang model. Ask, “How could you tell, based only on what you can see and measure from Earth, which model correctly describes our universe?” Remind students that the process of deciding between models based on observable evidence is at the heart of the scientific method Provide students with a copy of ; students will discuss this discovery with a partner or with the group to share the importance of Hubble’s discovery Use the following lessons to support students’ understanding and knowledge by using Science Starter 82 Theories and Laws This site provides students the opportunity to view components of the universe. Gateways to science 8th Gateways to Science 8th grade Unit 4 Lesson 2 Distances in Space T.E 258 – 261 Students will participate of the later part of this lesson to investigate and make a model of the Big Bang Theory EXPLAIN / ELABORATE Students will create a to write down information related to the theories of the origins of the universe. Students will draw a picture or a diagram to assist in understanding each . Big Bang Theory Steady State Theory Oscillating Theory EVALUATE: Create a book without words (picture book) that illustrates a theory about the origin of the universe. Reflection Students will write down a journal reflection answering the following question, “How does the balloon and the dot relate to the Universe and apply to the Big Bang Theory?”
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