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Artistic Expression of the Scientific Revolution

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Keywords: scavenger hunt, annotation, jigsaw, baroque, painting, scientific revolution, history, world history
Subject(s): Art, Social Studies, Social Skills, Technology, History, Reading
Grades 9 through 10
NETS-S Standard:
  • Creativity and Innovation
  • Communication and Collaboration
  • Research and Information Fluency
  • Critical Thinking, Problem Solving, and Decision Making
View Full Text of Standards
School: Smithville High School, Smithville, MO
Planned By: Lauren Hanrion
Original Author: Lauren Hanrion, Smithville
Subject: World History Grade Level: 10
Class Length: 1 hour and 20 minutes

Specialty Area (MoSTEP):
• 3 Continuity and Change in the History of Missouri, the United States, and the World
o 3.5 Current and historical examples of the interaction and interdependence of science, technology, and society in a variety of cultural settings.
• 7 Relationships of Individuals and Groups to Institutions and Cultural Traditions
o 7.5 How diverse individuals, groups, institutions, and cultures change over time
o 7.6 The tensions that occur when the goals, values, and principles of institutions or groups conflict.
• 1 Culture
• 2 Time, Continuity, and Change
• 3 People, Places, and Environments
• 8 Science, Technology, and Society

Instructional Input:

Materials: 2 beach balls, 6 Baroque paintings on printed paper, 1 jigsaw Baroque painting, 15-20 personal smart phones with the “Smartify App”, 30 handouts of the “Baroque Art” article and activity questions.

Technology: Smart Technology (Smart Board) for instructional presentation, 1 Docu Camera for the end review activity, partner smart phones for the “Smartify” app

Anticipatory Set: (5-7 minutes) In a quick review from the last lesson, students will play a “hot potato” variation with music and two beach balls. When the music stops, the two students with the beach balls will answer the Scientific Revolution-related question posted on the board (Questions will pertain to the following topics: the Scientific Method, reasons why the Revolution occurred, thinkers such as Newton and Copernicus, and Galileo. They may collaborate as partners if one does not know the answer.

Activity 1: (20 minutes) Students will be given a Baroque Art handout which contains a brief article regarding the style and influence of the Scientific Revolution. At first, students will perform a Kagan Strategy in which partners will take turns reading each paragraph to each other. After each partner reads a paragraph, the other partner will circle the sentence or keywords they found to be most important. This strategy will continue until the article is completed.
As a class, the teacher will project the article onto the board with the Docu Camera. To encourage students to be more physical in the classroom, the teacher will ask two partner groups (one at a time) to approach the Docu Camera and circle the phrase or keywords they found most important. This will continue until the entire article has been annotated. Upon completion, the teacher will leave the annotated article on the board and ask the students to identify the characteristics of Baroque art in 1-2 sentences at the bottom of the handout. As a reference-check, the teacher will also write down key phrases and keywords for students to recognize by using the Docu Camera.

Activity 2: (30 minutes) Once the traits of Baroque art have been established by the article handout, the students will then be given the directions for the mini-scavenger hunt using the smartphone app “Smartify.” Each group of 5-6 students will be given a sheet with a series of images showing five locations around the school. Students will be expected to go to that location with their Baroque art article handout and find the Baroque image. Using the Smartify app, students in the group will identify the art/artist on the handout. After giving a brief description of the image on the handout, each student will also briefly explain what influences or traits they recognize from the Scientific Revolution. After all five images are located, students will return to the classroom. (Differentiated instruction—Process: Students will express their learning and knowledge of the content by analyzing images and being physically engaging).

Activity 3: (20 minutes) By this point, students should be fairly familiar with the influence of the Scientific Revolution on Baroque art. When everyone returns to the class, the teacher will once again use the Docu Camera to project an empty screen with one puzzle piece of a final painting example of a Baroque masterpiece. Using the Docu Camera for the jigsaw activity, students in groups will see a question projected onto the board regarding the Scientific Revolution and Baroque art. As each question is asked, the student groups that raise their hands collectively first and answer correctly will have a representative come up to the Docu Camera and place a puzzle piece into the correct spot. As students continue this activity, the painting will gradually become clear. Students will be encouraged to use their Smartify app to properly identify the painting. Whichever group identifies the painting first will win the game.

Closure: (5 minutes): In the last remaining minutes of class the teacher ask four students at random to circle one detail in the painting that is Scientific Revolution-related and will be asked to explain their reasoning. The teacher will explain that in the next lesson, students will look into museums and music as other forms inspired by the Scientific Revolution.

Modeling: After the students write their own summaries regarding the traits of Baroque art and its influences from the Scientific Revolution, the teacher will also circle key words and phrases that might have been missed to ensure students understand how to properly annotate (Activity 1). The teacher will also imitate for students how to use the “Smartify” app by projecting the process onto the smart board (Activity 2)

Assignments: All students are expected to complete the handout assignment by the end of the lesson to turn in. Any students who are absent will be given the materials to do so on their own.

Guided Practice: While students take the time to read the article handout, the teacher will monitor each student’s annotations of the readings to ensure the key points are acknowledged. While students complete the scavenger hunt in Activity 2, the teacher will walk around the room and make further clarifications on the directions and expectations to each partner/group, if necessary. Most of the teacher’s time will be dedicated to helping students understand the influence of science and philosophy on Baroque art.

Independent Practice: Virtually None; this is a generally collaborative lesson in which students work with their groups of 2-6 students to complete tasks.
As I have larger classes (27-31 students), using a Docu Camera would greatly benefit everyone's ability to engage in the material as I often have to work with groups one-on-one to assist them in fully understanding the topics that cannot be displayed by the projector.
Cross-Curriculum Ideas
Science and English Language Arts, combined with Social Studies
In the following lesson, we would be dedicating time to exploring virtual museums (such as the Hunterian in London) and formulaic music created during the Scientific Revolution.
Materials: Networked Projectors, Projector Screens, Bags and Cases, Student Resources
Other Items: 1 Docu Camera, $200 each, total of $200.00