Star Gazer (Updated)
I, Galileo by Christensen, Bonnie — Alfred A. Knopf, 2012--520; Int Lvl: 3-6; Rd Lvl: 6.3 Offers a brief introduction to the life and work of Italian astronomer Galileo. Young students can be introduced to Galileo in this appealing book with great resources. This child-friendly biography is told in the first person, in Galileo’s voice. Children will feel like Galileo is talking directly to them. The illustrations bring Galileo to life and take us back in time to “watch” Galileo’s life unfold. This story shares Galileo’s thinking, understandings, and inventions; it’s an excellent example of how “out-of-the box” thinking can happen even in the face of adversity. NSTA 2013.
AND
Starry messenger : a book depicting the life of a famous scientist, mathematician, astronomer, philosopher, physicist, Galileo Galilei by Sis, Peter — Farrar, Straus, Giroux, c1996 p2000--520; Int Lvl: K-3; Rd Lvl: 5.1 Describes the life and work of Galileo who changed the way people saw the galaxy by offering objective evidence that the earth was not the fixed center of the universe. Caldecott Honor Book
Book Reading from Recorded Books http://www.teachingbooks.net/book_reading.cgi?id=2568
Common Core Guide from Macmillan https://www.teachingbooks.net/media/pdf/macmillan/PetersSis_TG.pdf
Lesson Plan from Eduscapes http://eduscapes.com/library/s/starry_messenger.htm
Rationale: The two books scream out--compare me. That is what will happen in Grades 5-8. The first person presentation in I, Galileo invites us to have Galileo time travel to the current day for an interview. That is what will happen in Grades 3-6. Both skills, comparisons and oral presentation are part of Common Core skills and language arts and social studies skills. Include this lesson when studying the careers of scientists and/or inventors in science classes or when studying the Renaissance and its people in world history class. Since biographies of more people will be added to the study of scientists, I’ve simply shared a lesson outline here appropriate for a small group. Other groups could learn about other scientists, using a similar format. Other scientists that could be included in this study are Copernicus, Einstein, Edison, Curie, etc., for there are multiple quality titles about those scientists.
Grades 3-6 Meet Mr. Galileo
Background: I have had students in Grades 3-6 do many comparisons, and they could compare the two books here, too, but I have added aspects of the comparison in Grades 5-8 that often have not been discussed in Grades 3-6, namely style, mood, perspective and theme. For that reason, I use these two books for Grade 5-8 for a more nuanced comparison than is possible with younger students.
This lesson, like the one for Grades 5-8, serves as an outline to use for the study of biographies. Two persons are assigned to each of the scientists. One of the students takes on the persona of the scientist, the other of a TV interviewer for a version of Face the Nation or Meet the Press. Half way through the interview, the two exchange roles. You could even require appropriate costumes. Introduce this long range project at the beginning of the year. Many students will have a favorite scientist from the year’s study that they would like to research and/or impersonate.
Preparation: Gather as many books about the scientists you want to study as possible. Collective biographies and science experiments and history of the times could also be useful. The two people doing research about Galileo use the two Inspiration Books to begin their research.
Find a YouTube video of Face the Nation or Meet the Press or other interview TV show to introduce the concept of interviewing.
Computer with Internet access and projection ability.
Chart paper or whiteboard.
Introduction: The video clip we’re going to watch is an example of an interview news show. (Show video you have chosen.)
You are going to become a TV star. You and a partner will travel back in time to Italy to the time of Galileo Galilei, a physicist, an astronomer, an inventor. It will be your job to learn so much about Galileo that you can pretend to be him in an interview. Midway through the interview you and your partner will swap roles; the person who was Galileo will become the interviewer and vice versa.
Think about your audience--other students, older students, younger students, adults, scientists. What do you think your audience might like to know about a famous scientist? Let’s jot down some of the ideas. Let’s also make a note about who the audience might be. (Allow time.)
I have copies of two books that have won awards and are about Galileo. On display I have other books about Galileo. Your first job will be to decide your audience, write 5-10 interview questions, read the two books, answer your questions as thoroughly as possible in writing, then practice. Who can answer which question better without looking at the notes. Assign those questions to that person. I’ll have the cameras rolling for your TV interview. You could even dress in appropriate costumes. News programs have deadlines. We have a deadline, too. You will have today to choose your audience and begin the books, another two days to read the books, a day to take notes, and a day to practice.
When you’re ready, I’ll video your interview. We’ll watch the newscast videos of all of you next week and evaluate them, then, too.
Related Books:
Galileo : scientist and stargazer by Mitton, Jacqueline Follett eBook — Oxford University Press, 1997. Dewey: 520; Int Lvl: K-3. Describes the life and work of the scientist who offered objective evidence that the earth was not the fixed center of the universe.
The magic school bus and the science fair expedition by Cole, Joanna — Scholastic, 2006--509.2; Int Lvl: 3-6; Rd Lvl: 3.3 Ms. Frizzle and her students go to the new science museum to get ideas for their science fair projects, but a cardboard bus display provides Ms. Frizzle with the perfect vehicle to take the kids on a tour of scientists throughout history.
Galileo's leaning tower experiment : a science adventure by Macdonald, Wendy — Charlesbridge, 2009--531; Int Lvl: 3-6; Rd Lvl: 3.4 Galileo, having observed a young boy dropping food from a bridge into his uncle's boat, conducts several experiments to study gravity.
Galileo's journal, 1609-1610 by Pettenati, Jeanne Follett eBook — Charlesbridge, 2006. Dewey: -Fic-; Int Lvl: 3-6; Rd Lvl: 4.4. This fictional journal is from the year in which Galileo constructed his own telescope and began to record his astronomical discoveries. Includes additional nonfiction biographical information.
Galileo and the telescope by Lin, Yoming S — PowerKids Press, 2012--520.92; Int Lvl: 3-6; Rd Lvl: 4.8 Galileo's view of the universe -- Young Galileo -- Life after school -- Galileo's science experiments -- The great telescope -- The big question -- Galileo gets in trouble -- The father of modern science -- Timeline -- Inside the science. Describes the life of Galileo Galilei and discusses his scientific discoveries and inventions.
Galileo : the genius who faced the Inquisition by Steele, Philip, 1948- — National Geographic, 2005--520; Int Lvl: 3-6; Rd Lvl: 6.3 Chronicles the life of sixteenth-century Italian astronomer and physicist Galileo Galilei, who changed the world with his discovery that Earth is not the center of the universe but, rather, revolves around the sun.
Grade Level 5-8 Same Person, but Two very Different Books
Background: Even though the topic of both books is astronomer, physicist, philosopher Galileo Galilei, the two authors present different aspects of Galileo’s life. To stretch the comparison of the two books beyond searching out the basic facts, students will also note mood and style and illustrations and theme aspects of literature students often miss or skip when reading on their own.
Preparation:
You and/or the teacher need to divide the students into small groups of 3-4. Determine the criteria you will use for group selection.
Gather sufficient copies of each book for half the small group. After reading one book, students exchange books.
Design a columnar comparison page that nudges the students to find more information than who, what, where, and why. One column should be labeled I, Galileo the other Starry Messenger. Then down the side write: Biography facts (birth, death, location, education), point of view, mood, style, illustrations, accomplishments, strengths, weaknesses, author’s opinion(s). Make enough copies for students in the group.
Introduction: Galileo was an astronomer who changed the way people looked at and thought about the world and space. Sometimes biographies of scientists are difficult and boring to read, but the two books we’re going to read, are certainly not dull. Both are about Galileo, but the authors present his life and times very differently. In your small group, you will read each book and take notes, filling out the comparison chart (Show and explain chart). You may want to indicate the page(s) where you found your information.
How and where your group decides to read is up to you. Each of you could read by yourself, exchange books, take the books home. That’s your choice. You will have a week of science/social studies/ library time to read and complete the comparison page. Next week, your group will have a panel discussion about the books.
Allow time.
Week later:
Introduction: Which book was better? Why? That’s what we’re going to discuss today. Each of you will be a member of our discussion panel. I’ll ask you to tell me about each of the categories you took notes on and why one book or the other was better in that category. Before we have our discussion, you have ten minutes to decide in your group who will answer for each category when I call out the category and think about how you will answer. Every member of your group must respond at least twice. For example, if I ask about strengths, you might answer, I, Galileo said ___were his strengths, but Starry Messenger added ___these strengths. Overall, ___ gave more information about Galileo’s strengths.
(Allow the ten minutes of time, then do the panel discussion. Watch the time for each discussion. Take no more than 10 minutes. Within two days you should be able to complete each group’s panel discussion.)
Related Books:
