Lesson Plan

The Big Bang Theory: An Evidence-Based Argument

Subject Area

Science

Grade(s)

9, 10, 11, 12

Overview

This lesson will require students to research the Big Bang Theory and the three main pieces of scientific evidence that support this theory. After students complete their research, they will engage in all steps of the writing process, including prewriting, outlining, revising, and editing. At the conclusion of the lesson, students will create a five paragraph argumentative essay to examine the Big Bang Theory and the scientific evidence that supports this theory.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

Content Standards

Science (2015) Grade(s): 09-12 - Earth and Space Science

SC15.ESS.2
Engage in argument from evidence to compare various theories for the formation and changing nature of the universe and our solar system (e.g., Big Bang Theory, Hubble’s law, steady state theory, light spectra, motion of distant galaxies, composition of matter in the universe).

Unpacked Content

Vocabulary

electromagnetic spectrum
spectral lines
emission spectra
absorption spectra
redshift
blueshift
Hubble's Law
scientific theory
evidence
cosmology
hot Big Bang
Steady State
cosmic microwave background radiation
Big Bang nucleosynthesis
dark matter
dark energy

Knowledge

Students know:

The stars' light spectra and brightness may be used to identify compositional elements of stars, their movements, and their distances from Earth.
Energy cannot be created or destroyed-only moved between one place and another place.

Skills

Students are able to:

Develop a claim based on valid and reliable evidence obtained from a variety of sources.
Identify and describe evidence supporting the claim.
Use examples to construct oral and/or written logical arguments.

Understanding

Students understand that:

A scientific theory is a substantiated explanation of some aspect of the natural world. Based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted.
If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.
The universe is a vast single system in which basic laws are consistent.

Scientific and Engineering Practices

Engaging in Argument from Evidence

Crosscutting Concepts

Stability and Change

Interdisciplinary Connections

Learning Objectives

Primary Learning Objectives

Students will research the Big Bang Theory and the scientific evidence that supports this theory.
Students will analyze and evaluate the current scientific research that supports the Big Bang Theory.
Students will compose an argumentative essay that details the evidence that supports the Big Bang Theory.

Additional Learning Objective(s)

Students will engage in the writing process, including the steps of prewriting, outlining, revising, editing, and final publication.

Procedures/Activities

Before Strategy/Engage: 15 minutes

1. Give students two to three minutes to brainstorm a list of scientific theories they have heard of in the past on their sheet of notebook paper.

2. Ask for student volunteers to share one idea from their brainstorm and create a class list on the board.
Ask students, “What is a scientific theory?”

3. After allowing students to respond and discuss this question, tell students “A scientific theory is an explanation of an event that is observed in our world that is supported by evidence.”

4. Explain to students that during this lesson they will be introduced to the Big Bang Theory, which is one idea of how our universe was created. (See background information for tips on handling this theory with sensitivity to student beliefs.)

5. Show students the following video clip from YouTube: “The Beginning of Everything” (5:54). As students view the video, they should jot down important names and vocabulary words they hear during the video.

During Strategy/Explore & Explain: 60+ minutes

1. Students will need access to the articles listed in the materials section. Students may use a printed copy of the article or access the article online using an internet-capable device.

2. Students will read the articles while completing the Big Bang Theory Research Graphic Organizer (see attachments). This graphic organizer will require students to research the Big Bang Theory, as well as the three main pieces of supporting evidence. (See attachment for specific instructions on completing the graphic organizer.)

Note: Reading the articles in the following order will match best with the attached graphic organizer:

“Origins of the Universe: An Expanding World” from National Geographic

“What is the Evidence for the Big Bang?” from Universe Today

“Hubble’s Law” from Universe Today

“Cosmic Microwave Background: Big Bang Relic Explained” from space.com

“Tests of Big Bang: The Light Elements” from NASA

Note: Depending on students’ abilities, the teacher may wish to read the articles and complete the graphic organizer as a whole class, or model this skill one time before allowing students to read the articles independently or with a partner or small group. In addition, the teacher may wish to require students to cite the articles used during the lesson in MLA or APA format to include in a bibliography page for students' final essay.

After Strategy-Explain & Elaborate-60+ minutes

1. After reading the articles and completing research notes using the graphic organizer, students will begin to develop their argumentative five paragraph essay. The teacher may wish to present the students with the grading rubric before they begin writing: Persuasion Rubric from readwritethink.org. The teacher should decide in advance if he or she will allow students to present their personal opinion of the Big Bang Theory, or require a strictly scientifically-based argumentative essay. The rubric does require students to state a personal opinion. The teacher could remove this from the rubric if needed.

Note: Depending on students’ experiences in writing in an argumentative format, the teacher may wish to provide more or less scaffolding during this portion of the lesson.

2. Students will begin the writing process by planning in their essay using the Persuasion Map Graphic Organizer from readwritethink.org. Alternatively, the students may complete this persuasion map in an online format using this website: Persuasion Map Student Interactive from readwritethink.org.

Note: The "thesis" should contain a statement about the Big Bang Theory and list the three main pieces of evidence. The "main reasons" and "facts or examples" should be the three pieces of evidence that support the Big Bang Theory and facts about these pieces of evidence students learn during their research. The "conclusion" should summarize the most important details of the student's argument.

3. After completing the Persuasion Map, students should begin writing their essay. The teacher may require students to hand write or type their rough draft.

4. After completing the rough draft, students should review their own writing using the Evidence-Based Argument Checklist from readwritethink.org. Students should also switch papers with a partner to allow a classmate to complete the same checklist. (The teacher may wish to make a two-sided copy of the Evidence-Based Argument Checklist, so students can use one side for a self-check and one side for a peer-check.) As students review their essay and their peer's essay, they should also be editing spelling and grammatical mistakes.

5. After each student has revised and edited their own essay and had at least one peer revise and edit their essay, the student should complete a final draft of their essay. The teacher could require this to be handwritten or typed.

Learning Activity (Before)

Learning Activity (During)

Learning Activity (After)

Assessment Strategies

Formative Assessment

The students will be informally assessed during the class discussion during the before strategy. The teacher should assess students' research by reviewing their Big Bang Theory Research Graphic Organizer. The teacher should informally assess students' rough draft writing by reviewing the Evidence-Based Argument Checklist.

Summative Assessment

The students will be formally assessed on their final draft of their argumentative essay using the Persuasion Rubric from readwritethink.org.

Acceleration and Intervention

Acceleration

After completing the final draft of their essay, students can present their research in an infographic using the following website: https://piktochart.com/.

Note: You must create an account to use this website and creating an account is free.

Students may also create a presentation of their argumentative essay using PowerPoint or Prezi and present their research to the class.

Intervention

The teacher may wish to provide additional scaffolding to those students requiring extra assistance during the after strategy of the lesson. The teacher could also pair struggling students with a peer.

The teacher may reduce the length requirement for the essay (for example, from five paragraphs to three paragraphs). The teacher may also provide additional time for the writing process for those students who require it.

Approximate Duration

Total Duration

Greater than 120 Minutes

Background and Preparation

Background/Preparation

Students need not be familiar with the Big Bang Theory, as this lesson will introduce students to this scientific concept. Students should have experience in developing argumentative writing pieces. If students have not had experience in this area, the teacher may wish to introduce this skill prior to teaching this lesson. The following website introduces strategies to teach this writing skill: Developing Persuasive Writing Strategies from readwritethink.org

The teacher should be familiar with the Big Bang Theory and the three main pieces of evidence that support this theory. The Big Bang Theory is the idea that approximately 13.8 billion years ago the entire universe exploded from an infinitesimally dense, hot mass. This theory is supported by the following pieces of evidence: Hubble’s Law, cosmic microwave background radiation, and big bang nucleosynthesis. Hubble’s Law states that all galaxies are moving away from each other, which indicates that an explosion happened in the distant past to begin this galactic movement. Cosmic microwave background radiation is a type of electromagnetic radiation that can be detected from every direction in space. This is thought to be “leftover” energy from the explosion of the big bang. Big bang nucleosynthesis refers to the idea that after the initial explosion of the big bang, the matter began to cool, and protons and electrons began to join together to form helium. Since helium was the first element to form in our universe, we would expect to find that helium is the most abundant element in our universe. Scientists have found that the majority of ordinary matter (24%) is in fact, helium.

The teacher should also be aware that the theory of the creation of the universe can be a controversial topic for some students. Therefore, it is important for the teacher to remain sensitive to students’ personal beliefs. This can be done by stressing the idea that the Big Bang Theory is just that, a theory. A theory is a scientific idea that is supported by evidence. Although the big bang is the most widely-accepted scientific theory of the universe’s creation, it is not the only theory and students are not required to consider this theory true if it is in opposition to their current beliefs. The following video clip provides a detailed explanation of scientific theory and can be used for teacher or student background knowledge: Theory vs. Scientific Theory on YouTube (4:19).