Lesson Plan: P2.6.04


LESSON PLAN
Teacher Subject Period Date Year Ability LSA/Other Support
Science

Context and
Landmark
Assessment		 P2.6.04
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
What evidence is there to support the Big Bang Theory?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. (Physics only) Students should be able to explain qualitatively the red-shift of light from galaxies that are receding
  2. (Physics only) There is an observed increase in the wavelength of light from most distant galaxies. This effect is called red-shift.
  3. (Physics only) The further away the galaxies, the faster they are moving and the bigger the observed increase in wavelength.
  4. (Physics only) The observed red-shift provides evidence that space itself (the universe) is expanding and supports the Big Bang theory.
  5. (Physics only) The Big Bang theory suggests that the universe began from a very small region that was extremely hot and dense.
  6. (Physics only) Since 1998 onwards, observations of supernovae suggest that distant galaxies are receding ever faster.
  7. (Physics only) Students should be able to explain that the change of each galaxy's speed with distance is evidence of an expanding universe
  8. (Physics only) Students should be able to explain how red-shift provides evidence for the Big Bang model
Think about how you can match the needs of ALL students
Keywords:
  • Receding: Moving further away from its original position. (1)
  • Expanding Universe: Idea that Universe itself is increasing in size. (1)
  • Light: electromagnetic waves that transfers energy, even through a vacuum. (1)
  • Galaxies: A galaxy can contain many millions of stars, held together by the force of gravity. (1)
  • Wavelength: The distance between two successive crests or troughs of a wave. (1)
  • Red-shift: When an object moves away from an observer, the light has its wavelength stretched, 'shifting' it to the red end of the visible spectrum. (1)
  • Big-Bang Theory: Theory that states the universe as we know it started with a small singularity, that inflated over the next 13.8 billion years to the cosmos that we know today. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. (Physics only) What happens to the red-shift of receding galaxies and why?
    (Physics only) Astronomers have found that the further from us a star is, the more its light is red-shifted. This tells us that distant galaxies are moving away from us, and that the further away a galaxy is, the faster it's moving away.
  2. (Physics only) What is red-shift?
    (Physics only) Red-shift is the observed increase in a wavelength of light from most distant galaxies.
  3. (Physics only) What makes red-shift increase?
    (Physics only) The further away the galaxies, the faster they are moving and the bigger the observed increase in wavelength.
  4. (Physics only) How does red-shift support the Big Bang theory?
    (Physics only) The observed red-shift provides evidence that space itself (the universe) is expanding and supports the Big Bang theory.
  5. (Physics only) What does the Big Bang theory suggest?
    (Physics only) The Big Bang theory suggests that the universe began from a very small region that was extremely hot and dense.
  6. (Physics only) What have scientists observed of distant galaxies since 1998?
    (Physics only) Since 1998 onwards, observations of supernovae suggest that distant galaxies are receding ever faster.
  7. (Physics only) What evidence is there of an expanding universe?
    (Physics only) The fact that the speed of a galaxy changes as it gets further away supports the idea that the universe is expanding.
  8. (Physics only) How does Red-shift provide evidence for the Big Bang model?
    (Physics only) Astronomers have found that the further from us a star is the more its light is red shifted. This tells us that distant galaxies are moving away from us, and that the further a galaxy is the faster it is moving away. This is evidence for a generally expanding universe. It suggests that everything is moving away from everything else.
Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes
Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS
Starter Activity Differentiation and Challenge question/task
  • Students to copy and complete the keywords.
  • Teacher reveals missing letters; Students correct mistakes;
  • Discuss the scientific meanings of the words.
  • Students to write down the definitions of the most important / new keywords.
  • Discuss the 'Memory Anchor'.
    • What does it show?
    • How does it relate to the what we are learning about today (title)?
Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension
Remember to give time to apply knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension


Plenary Differentiation and Challenge question/task
  • Students to answer the 'Key Questions' with learning partners.
Progress Check
  • Teacher to reveal and discuss the answers to the questions.
 Extension
  • What have learnt about the 'Big Ideas' today?

Homework Differentiation and Challenge question/task