Grade 8
Science
Unit: 10
Lesson: 01
Suggested Duration: 5 days
Science Grade 08 Unit 10 Exemplar Lesson 01: Light Years and Origins of the Universe
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is
only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be
implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List
of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
In this lesson, students will model and describe how light years are used to measure vast distances in space. Students will develop a scale
drawing that represents the comparative distances in light years between three objects in the universe and include a statement discussing
the advantages and limitations of using a scale drawing to represent large distances. Secondly, students will research scientific theories of
the origin of the universe and develop a timeline including scientists and their supporting evidence.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a
previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?
id=6148.
8.8
Earth and space. The student knows characteristics of the universe. The student is expected to:
8.8D Model and describe how light years are used to measure distances and sizes in the universe.
Supporting Standard
8.8E Research how scientific data are used as evidence to develop scientific theories to describe the origin
of the universe.
Scientific Process TEKS
8.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and
field investigations. The student is expected to:
8.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled
drawings, writing, and graphic organizers.
8.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem
solving to make informed decisions and knows the contributions of relevant scientists. The student is
expected to:
8.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical
evidence, logical reasoning, and experimental and observational testing, including examining all sides of
scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.
8.3B Use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature.
8.3C Identify advantages and limitations of models such as size, scale, properties, and materials.
8.3D Relate the impact of research on scientific thought and society, including the history of science and
contributions of scientists as related to the content.
8.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment
to conduct science inquiry. The student is expected to:
8.4A Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks,
graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers,
calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum.
GETTING READY FOR INSTRUCTION
Performance Indicators
Last Updated 05/14/13
page 1 of 17 Grade 8
Science
Unit: 10
Lesson: 01
Suggested Duration: 5 days
Grade 08 Science Unit 10 PI 01
Make a timeline for discoveries relating to the understanding of the origins of the universe. Include relevant scientists and their supporting evidence.
Standard(s): 8.3A , 8.3D , 8.8E
ELPS ELPS.c.1C , ELPS.c.5B , ELPS.c.5D
Grade 08 Science Unit 10 PI 02
Develop a scale drawing that represents the comparative distances in light years between three objects in the universe. Include a statement discussing the
advantages and limitations of using a scale drawing to represent large distances.
Standard(s): 8.2C , 8.3B , 8.3C , 8.8D
ELPS ELPS.c.1C , ELPS.c.5B , ELPS.c.5G
Key Understandings
Light years are units of time used to measure the distance between objects in the universe.
— Why is a light year a unit of distance rather than time?
— Why do we need to use light years as a way of measuring cosmic distances?
— What is the speed of light?
— How are light years used to measure distances in the universe?
There are several theories regarding the creation of the universe.
— What is a theory?
— What is the theory of the Big Bang?
— Why do some scientists believe that the universe is expanding?
Evidence gathered from the past is used to explain the universe and help predict the future.
— Why do scientists revise theories?
Vocabulary of Instruction
light year (ly)
Big Bang theory
theory
speed of light
Materials
colored pencils or markers
glue or tape (per class)
meter stick (1 per group)
paper (butcher, various colors, multiple per class)
pencil (unsharpened, 1 per group)
rulers (1 per student)
string or yarn (ball per group)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and
are not accessible on the public website.
Teacher Resource: PowerPoint: Light Year (see Advance Preparation)
Handout: Light Year Model PI (1 per student and 1 for projection)
Teacher Resource: Light Year Model KEY
Teacher Resource: Performance Indicator Instructions 01 KEY (1 for projection)
Handout: Big Bang Research Organizer (see Advance Preparation, 1 per student and 1 for projection)
Teacher Resource: Theory Selection Cards (see Advance Preparation, 1 card per student)
Handout: Resource Organizer (1 per student)
Handout: Research Sharing Organizer (1 per student)
Teacher Resource: Performance Indicator Instructions 02 KEY (1 for projection)
Last Updated 05/14/13
page 2 of 17 Grade 8
Science
Unit: 10
Lesson: 01
Suggested Duration: 5 days
Resources
None Identified
Advance Preparation
1. Prior to Day 1:
Print the slide notes from the Teacher Resource: PowerPoint: Light Year for reference during the class discussion.
Perform a web search for an approved site on astronomical distances. (You may find it helpful to include the terms “janus
astronomical distances” in your search.) Input some ages, and view how long it would take to arrive. This will help students develop
some perspective on the concept.
2. Prior to Day 3:
Print on cardstock, laminate, and cut apart the Teacher Resource: Theory Selection Cards, and place them in a bag. There are
ten different theories. You will need one theory card per student.
Arrange for student computer/Internet use for Days 3, 4, and 5.
Locate and preview approved resources for student research including websites, books, periodicals, etc.
Specify and label 11 locations for each theory for the gallery walk.
3. Prepare attachment(s) as necessary.
Background Information
This lesson bundles student expectations that address how to measure distances in space and how they are measured by using light waves. In addition,
students will conduct research on scientific theories of the origin of the universe.
Prior to this unit, students have had little exposure to light years or theories on the origin of the universe. During this lesson, students look at scientific theories
used to describe the origin of the universe. They also describe how light years are used to measure distances and sizes in the universe. Using light years to
express astronomical distances is not an easy concept for students to understand. Students may think of light years as a measure of time. They also may have
difficulty relating to the very large distances involved in space. After this unit, in Grade 8, students will study how the electromagnetic spectrum is used to gain
information about distances and properties of components in the universe. They will also describe components of the universe.
NOTE: The curriculum in this CSCOPE unit is based upon the Texas Essential Knowledge and Skills (TEKS), which are the teaching standards required under
the provisions of the Texas Education Code. During the course of instruction, students may voice diverse viewpoints regarding the topic of the origin of the
universe. Educators are encouraged to consult with district administration to determine how they should best address these varying perspectives so that all
viewpoints are respected and district expectations are met.
STAAR Note:
Modeling and describing how light years are used to measure distances and sizes in the universe (8.8D) will be assessed as a Supporting Standard under
Reporting Category 3: Earth and Space on the STAAR Grade 8 Science Assessment.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Measuring Distance
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Project or write the following speed terms on the board:
a. mph
b. knots
c. mach
d. speed of light
e. warp
2. Ask for student volunteers to describe what the terms measure. Acknowledge
all responses.
3. The following list is in the same order as the list above. Write these answers
beside the above list:
a. miles traveled per hour
b. nautical miles traveled in an hour (One nautical mile is equal to 1.151
Last Updated 05/14/13
page 3 of 17 Grade 8
Science
Unit: 10
Lesson: 01
Suggested Duration: 5 days
miles.)
c. an object's speed divided by the speed of sound
d. the speed of all electromagnetic waves (approximately 300,000 km/s)
e. doesn’t exist, except on Star Trek­speed faster than the speed of light
4. Ask/Say:
How are these terms similar? Acknowledge responses. Students should
note that measurement is a commonality.
In this unit, one way we measure great distances will be explored…
light years. Circle the term, “light years”.
EXPLORE/EXPLAIN – Measuring
Suggested Day 1 (continued)
1. Inform students that they are going to work in pairs to measure distances in
the classroom using the following measuring tools:
1 unsharpened pencil
1 12 inch ruler
1 meter stick
string or yarn
Materials:
pencil (unsharpened, 1 per group)
ruler (1 per group)
meter stick (1 per group)
string or yarn (ball per group)
2. Instruct students to use the yarn to measure distances from: (Demonstrate as
you explain.)
Attachments:
Teacher Resource: PowerPoint: Light Year
(see Advance Preparation)
the classroom door to _____________
a student desk to ________________
the teacher desk to _______________
Instructional Notes:
3. The yarn’s distance can then be measured with each of the measuring tools
(pencil, ruler, meter stick, and yarn).
Print the notes version of the Power Point to present additional
information on most of the slides.
4. Instruct students to design a data table, collect data, and record
measurements in their science notebooks. A sample is shown below.
Students may not be familiar with the idea of a vacuum in
space.
Misconception:
Students may think that a light year is a
measure of time.
STAAR Note:
5. Answer any questions students may have regarding the task.
6. Divide the class into pairs, and distribute all materials.
7. Monitor students while they measure and assist as necessary. Address any
measurement misconceptions as you observe.
8. Facilitate a discussion in which students reflect on the following questions.
Ask:
Which units are best to describe the distances of objects to the
teacher’s desk? Answers may vary, depending on distance.
Which unit was not appropriate for describing the farthest
distance? Why? Pencil, difficult to use
What measurement unit would be used to measure from the
teacher’s desk to your home? (Kilometers) Students may answer in
miles because they do not have a visual idea of km.
What measurement could be used to measure from the teacher’s
desk to the next city? To the Moon? Hundreds or thousands of
kilometers
Last Updated 05/14/13
Modeling and describing how light years are used to measure
distances and sizes in the universe (8.8D) will be assessed
as a Supporting Standard under Reporting Category 3: Earth
and Space on the STAAR Grade 8 Science Assessment.
Check For Understanding:
The reflective questions may be used as an informal
assessment.
Science Notebooks:
Students create data tables, record data and vocabulary, and
answer reflective questions in their notebooks.
page 4 of 17 Grade 8
Science
Unit: 10
Lesson: 01
Suggested Duration: 5 days
What if we have to measure vast distances from Earth to another
galaxy? Could we use centimeters, meters, kilometers, miles, and
feet? Yes, we could use those units, but it wouldn’t be reasonable. The
numbers would be extremely large.
What type of measuring unit would we need for distances across
space? Answers may vary, as students haven’t studied light years yet.
They may say km or light years.
9. Project the Teacher Resource: Power Point: Light Year. Present additional
information found on the notes view of the PowerPoint to students. Continually
reinforce that a light year is a unit to measure distance, not time.
10. Instruct students to take notes in their notebooks during the PowerPoint
discussion. Students should record the definition of light year and any relevant
information.
11. Project a teacher selected website on astronomical distances (see Advance
Preparation).
12. Following the PowerPoint and website exploration, ask students to work with a
partner to reflect on the following questions in their notebooks.
Ask:
Why is a light year a unit of distance rather than time? It measures
the distance light travels in a vacuum in one year - 9.5 trillion km or 5.880
trillion miles.
Why do we need to use light years as a way of measuring cosmic
distances? If we used conventional measurements, the numbers would be
huge and difficult to calculate.
What is the “speed of light”? The rate at which light travels through
empty space - 299,792,458 meters/second or 186,000 miles/second.
How are light years used to measure distances in the universe? If
we know how fast light can travel from a particular distance (the Sun), we
can apply this to other objects in our universe.
ELABORATE/EVALUATE – Performance Indicator 01
Suggested Day 2
Grade 08 Science Unit 10 PI 02
Materials:
Develop a scale drawing that represents the comparative distances in light years between
three objects in the universe. Include a statement discussing the advantages and limitations
of using a scale drawing to represent large distances.
Standard(s): 8.2C , 8.3B , 8.3C , 8.8D
ELPS ELPS.c.1C , ELPS.c.5B , ELPS.c.5G
rulers (1 per student)
colored pencils (per student)
1. Refer to Teacher Resource: Performance Indicator Instructions 01 KEY
for information on administering the performance assessment.
Attachments:
EXPLAIN – Big Bang Research
Suggested Day 3
1. Present the following questions to the class. Instruct students to record the
answers to these questions in their notebooks as you facilitate a discussion on
the Big Bang theory.
Ask/Say:
What is a theory? Theories are the most accepted explanation- based on
information from research.
What is the theory of the Big Bang? (Students may have no prior
knowledge of this theory.)
This theory is based on the observation that other galaxies are
moving away from our Milky Way galaxy at great speeds in all
directions.
Last Updated 05/14/13
Handout: Light Year Model PI (1 per student
and 1 for projection)
Teacher Resource: Light Year Model KEY
Teacher Resource: Performance Indicator
Instructions 01 KEY (1 for projection)
Materials:
glue or tape (per group)
Attachments:
Handout: Big Bang Research Organizer
(see Advance Preparation, 1 per student and 1
for projection)
page 5 of 17 Grade 8
Science
Unit: 10
Lesson: 01
Suggested Duration: 5 days
Why do some scientists believe that the universe is expanding? It
is based on the idea that galaxies are moving away from us.
Why do scientists revise theories? Theories can change if the
evidence supports the change.
2. Project the Handout: Big Bang Research Organizer, and explain the
expectations for the research activity to students (see Advance Preparation).
3. Answer any questions students may have.
4. Distribute the Handout: Big Bang Research Organizer to each student.
Allow students to read the information on the handout.
5. Say:
Instructional Notes:
Students will use Handout: Big Bang Research Organizer
(see Advance Preparation) as a model for their theory
research.
NOTE: The curriculum in this CSCOPE unit is based upon the
Texas Essential Knowledge and Skills (TEKS), which are the
teaching standards required under the provisions of the Texas
Education Code. During the course of instruction, students
may voice diverse viewpoints regarding the topic of the origin
of the universe. Educators are encouraged to consult with
district administration to determine how they should best
address these varying perspectives so that all viewpoints are
respected and district expectations are met.
Theories are the most accepted explanation, based on information
from research. Theories can change if the evidence supports the
change.
While the Big Bang theory is the most popular and widely accepted
Misconception:
theory about the beginnings of the universe and supported by all
the observational evidence, there are other theories that explain
Students may think that there was a huge
the evidence equally well. But, until further evidence supports a
explosion, rather than rapid expansion, that
change, this theory is the currently accepted one.
began the solar system, galaxies, and the
You will be researching one of 10 other theories. This handout
universe.
models the information you will need to gather. You may summarize
the information about the description of the theory and the
evidence, but try to find all the types of information listed on the
sample.
Science Notebooks:
Please do NOT plagiarize. Paraphrase information in your own
Students record vocabulary, answer questions, and affix the
words.
Handout: Big Bang Research Organizer.
6. Instruct students to affix the Handout: Big Bang Research Organizer to their
notebooks.
EXPLORE/EXPLAIN – Theory Research
Suggested Days 3 (continued) and Day 4
1. Allow students to select a Theory Selection Card (see Advance Preparation) Attachments:
from the bag of cards prepared prior to class.
Teacher Resource: Theory Selection Cards
2. Once students have selected their theory, distribute the Handout: Resource
(see Advance Preparation, 1 card per student)
Organizer to each student. Refer students back to the Big Bang Research
Handout: Research Organizer (1 per student)
Organizer to remind them how to complete the information requested.
Handout: Research Sharing Organizer (1
Additionally, remind them that they will need to compare the Big Bang theory to
per student)
the other theories researched.
3. Monitor and assist as students complete their research. You may wish to
group students in pairs to accommodate access to computers.
4. When students have completed their research, instruct them to post their
research in a specified location for their selected theory (see Advanced
Preparation). Be sure to display the Big Bang Research Organizer as well.
5. Explain the procedure for a gallery walk to collect information on other
theories. There will be 11 theories posted. If a group is at a theory that one of
the group members researched, they will explain it to the others.
Instructional Notes:
Answers to the final question will vary, as this is student
opinion (not necessarily their beliefs) based on the research
presented. There is no correct or incorrect answer.
Make sure students are fully aware of this as the origin of the
universe discussion may be a sensitive topic in some
communities and student viewpoints should be respected.
6. Answer any questions students may have about the gallery walk.
7. Distribute the Handout: Research Sharing Organizer to each student.
8. Divide the class into groups of 2–3, and allow them to rotate through the
gallery walk at your signal.
9. Monitor students as they rotate to ensure they are recording accurate
information.
10. Instruct students to answer the question at the bottom of the chart individually,
not as a group. Answers will vary, as this is student opinion based on the
research presented. There is no correct or incorrect answer (see Instructional
Notes).
Last Updated 05/14/13
Consider providing partially completed or more structured
templates for students who require differentiation with writing
tasks.
Science Notebooks:
Students affix the Handout: Research Sharing Organizer.
page 6 of 17 Grade 8
Science
Unit: 10
Lesson: 01
Suggested Duration: 5 days
11. Instruct students to affix the organizer in their notebooks.
ELABORATE/EVALUATE – Performance Indicator 02
Suggested Day 5
Grade 08 Science Unit 10 PI 01
Materials:
Make a timeline for discoveries relating to the understanding of the origins of the universe.
Include relevant scientists and their supporting evidence.
Standard(s): 8.3A , 8.3D , 8.8E
ELPS ELPS.c.1C , ELPS.c.5B , ELPS.c.5D
1. Refer to Teacher Resource: Performance Indicator Instructions 02 KEY
for information on administering the performance assessment.
paper (butcher, various colors, multiple per
class)
colored pencils or markers (per pair)
ruler (1 per pair of students)
glue or tape (per class)
Attachments:
Handout: Research Organizer (previously
distributed)
Handout: Research Sharing Organizer
(previously distributed)
Teacher Resource: Performance Indicator
Instructions 02 KEY (1 for projection)
Last Updated 05/14/13
page 7 of 17 Grade 8
Science
Unit: 10 Lesson: 01
Light Year Model PI
Relatively Close Objects
Sun
Scale: 1 light year = .5 cm
Directions:
1. Develop a scale drawing that
represents the comparative
distances in light years between the
following three objects in the
universe:
Proxima Centauri (4 light years
away)
Sirius (9 light years away)
Solar Neighborhood
(33 light years away)
2. Write a statement discussing the advantages and limitations of using a scale drawing to
represent large distances.
Use a scale of 1 light year = .5 cm
Your diagram should include both an
illustration and labels.
©2012, TESCCC
05/13/13
page 1 of 1
Grade 8
Science
Unit: 10 Lesson: 01
Light Year Model KEY
Relatively Close Objects
Sun
Proxima Centauri
(4 ly)
Sirius
(9 ly)
Solar Neighborhood
(33 ly)
Scale: 1 light year = .5 cm
Directions:
1. Develop a scale drawing that
represents the comparative
distances in light years between the
following three objects in the
Universe:
 Proxima Centauri (4 light years
away)
 Sirius (9 light years away)
 Solar Neighborhood
(33 light years away)
2. Write a statement discussing the advantages and limitations of using a scale drawing to
represent large distances.
Use a scale of 1 light year = .5 cm
Limitations
In a scale model, you can usually only focus on one aspect of the model at a time. For
example, you could make a model to represent distance, or you could make a model
to represent size, but it is a challenge to make a model that accurately represents
both.
Your diagram should include both an
illustration and labels.
©2012, TESCCC
Advantages
A scale drawing is used so that relative sizes are correctly represented. The scale is
chosen both to ensure the whole system will fit on the specified paper and to show
the required amount of detail.
When you are trying to visualize something that is REALLY BIG, sometimes it is
helpful to build a scale model. In a scale model, we make everything smaller by the
same proportional amount.
10/25/12
page 1 of 1
Grade 8
Science
Unit: 10 Lesson: 02
Performance Indicator Instructions 01 KEY
Performance Indicator
Develop a scale drawing that represents the comparative distances in light years between
three objects in the universe. Include a statement discussing the advantages and limitations of
using a scale drawing to represent large distances.
(8.2C; 8.3B, 8.3C; 8.8D)
1C; 5B, 5G
Materials:
rulers (1 per student)
colored pencils (per student)
Attachments:
Handout: Light Year Model PI (1 per student and 1 for projection)
Teacher Resource: Light Year Model KEY
Instructional Procedures:
1. Project the Handout: Handout: Light Year Model PI, and present the expectations to students.
2. Distribute the Handout: Light Year Model PI to each student.
3. Monitor and assist students as necessary.
©2012, TESCCC
05/13/13
page 1 of 1
Grade 8
Science
Unit: 10 Lesson: 01
Big Bang Research Organizer
Sample
Sources: Use appropriate resources such as the Internet, encyclopedias, books, journals, etc. Cite each source by the
name and date of the periodicals or website. You must use at least two resources. See your teacher for approved
websites and resources.
URL of website and date retrieved
Name of periodical and date of publication
Name of book and copyright date
Name of Theory: Big Bang Theory
Date of Theory: 1927
Scientist(s) Responsible for Theory:
Georges Lemaître, a Belgian priest, was the first to theorize that the universe came from a single atom. Albert Einstein’s
theory of relativity added to this idea. Observations that galaxies are moving away from our own galaxy were made by
Edwin Hubble. Cosmic microwave radiation was discovered by Arno Penzias and Robert Wilson.
Pictorial Representation or Sketch of Theory: (cite images)
http://en.wikipedia.org/wiki/File:Universe_expansion2.png
Description of Theory:
The most well-known theory of the origin of our universe is the Big Bang theory. The universe is thought to have originally
consisted of a very small volume with very high density and high temperatures. The idea comes from observations that
galaxies are moving away from our own. The phenomena is compared to an explosive force, hence “Big Bang.”
The Big Bang theorizes that space itself began expanding like the surface of an inflating balloon. The Big Bang is not like
an explosion of matter. It carried matter with it as it expanded. There was no explosion; only an expansion that still
continues. Imagine an extremely tiny balloon expanding to the size of our current universe.
Evidence to Support Theory:
The universe had a beginning.
Most galaxies are moving away from us. This is called "Hubble's Law", named after Edwin Hubble (1889–1953).
If the universe was very hot in the beginning, there should be some evidence of this heat. Cosmic microwave
radiation was discovered in 1965 by radio astronomers Arno Penzias and Robert Wilson.
The large amount of hydrogen and helium found in the universe.
©2012, TESCCC
05/14/13
page 1 of 1
Grade 8
Science
Unit: 10 Lesson: 01
Theory Selection Cards
Flat Earth Theory
Flat Earth Theory
Flat Earth Theory
Flat Earth Theory
Ptolemy Universe Theory
Ptolemy Universe Theory
Ptolemy Universe Theory
Ptolemy Universe Theory
Copernicus Universe Theory
Copernicus Universe Theory
Copernicus Universe Theory
Copernicus Universe Theory
Kepler’s Universe Theory
Kepler’s Universe Theory
Kepler’s Universe Theory
Kepler’s Universe Theory
Steady State Universe Theory
Steady State Universe Theory
Steady State Universe Theory
Steady State Universe Theory
Friedmann Universe Theory
Friedmann Universe Theory
Friedmann Universe Theory
Friedmann Universe Theory
Anthropic Universe Theory
Anthropic Universe Theory
Anthropic Universe Theory
Anthropic Universe Theory
Inflationary Universe Theory
Inflationary Universe Theory
Inflationary Universe Theory
Inflationary Universe Theory
No Boundary Universe Theory No Boundary Universe Theory No Boundary Universe Theory No Boundary Universe Theory
Oscillating Universe Theory
©2012, TESCCC
Oscillating Universe Theory
Oscillating Universe Theory
10/25/12
Oscillating Universe Theory
page 1 of 1
Grade 8
Science
Unit: 10 Lesson: 01
Research Organizer
Sources: Use appropriate resources such as the Internet, encyclopedias, books, journals, etc. Cite each source by the
name and date of the periodical or website. You must use at least two resources.



Name of Theory:
Date of Theory:
Scientist(s) Responsible for Theory:
Pictorial Representation or Sketch of Theory:
Description of Theory:
Evidence:
©2012, TESCCC
10/25/12
page 1 of 1
Grade 8
Science
Unit: 10 Lesson: 01
Research Sharing Organizer
Name of Theory: Big Bang (Refer to the handout affixed to
your notebook.)
Name of Theory:
Date of Theory:
Date of Theory:
Scientists Involved:
Scientists Involved:
Summary:
Summary:
Evidence:
Evidence:
Name of Theory:
Name of Theory:
Date of Theory:
Date of Theory:
Scientists Involved:
Scientists Involved:
Summary:
Summary:
Evidence:
Evidence:
©2012, TESCCC
10/25/12
page 1 of 3
Grade 8
Science
Unit: 10 Lesson: 01
Name of Theory:
Name of Theory:
Date of Theory:
Date of Theory:
Scientists Involved:
Scientists Involved:
Summary:
Summary:
Evidence:
Evidence:
Name of Theory:
Name of Theory:
Date of Theory:
Date of Theory:
Scientists Involved:
Scientists Involved:
Summary:
Summary:
Evidence:
Evidence:
©2012, TESCCC
10/25/12
page 2 of 3
Grade 8
Science
Unit: 10 Lesson: 01
Name of Theory:
Name of Theory:
Date of Theory:
Date of Theory:
Scientists Involved:
Scientists Involved:
Summary:
Summary:
Evidence:
Evidence:
Including the Big Bang theory and theories researched, which is the most reasonable theory to you? Explain your
reasoning. (There is no right or wrong answer to this question, as this is your opinion.)
©2012, TESCCC
10/25/12
page 3 of 3
Grade 8
Science
Unit: 10 Lesson: 02
Performance Indicator Instructions 01 KEY
Performance Indicator
Make a timeline for discoveries relating to the understanding of the
origins of the universe. Include relevant scientists and their supporting evidence.
(8.3A, 8.3D; 8.8E)
1C; 5B, 5D
Materials:
paper (butcher, various colors, multiple per class)
colored pencils or markers (per pair)
ruler (1 per pair of students)
glue or tape (per class)
Handout: Research Organizer (previously distributed)
Handout: Research Sharing Organizer (previously distributed)
Instructional Procedures:
1. Present the expectations of the Performance Indicator to the students, and answer any questions
they may have.
2. Using the Research Organizer and Research Sharing Organizer affixed in notebooks from the
previous day, students are to construct a timeline for discoveries for the origins of the universe.
Include the following: theory, date, scientist(s), and evidence. Remind students to include the Big
Bang theory as a part of their timelines.
3. Divide the class into pairs to complete the activity.
4. Monitor groups, and assist as necessary.
©2012, TESCCC
05/13/13
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