I would then ask them for any questions on the material and either answer questions or assign them for extra credit.
I will then have them take out the summary list that they completed the night before. I will tell them to make an idea web of the ideas in the article, using both what they came up with the night before and our in-class discussion. (Including the compare-contrast chart on the board and hand out copies of their answers to why life on other planets is important (that was recorded on the board the previous day)).
I will also have them make a word tree of words that they don’t understand. I will add to this as needed. I will tell them that the idea web and word trees are due the next day as part of their test grade (ex. 10 points on the test…or 5 points and 5 bonus points, etc.)
To see that my three objectives are met:
1. The word tree should help with understanding the meaning of what an exoplanet is.
2. By in class discussion of the planet and notes from the article it should be apparent what the importance of Epsilon Eridani is. The comparison to earth should make point out that it is similar to what some scientists think early earth looked like. If so, will we find life on that planet to? If so, we are not alone in the universe. I hope to prompt them thinking on things like that.
3. This goes along with some of the questions that I just raised in point # 2. If there is definitive proof of life on another planet…does that change our whole belief structure? How does what they believe change this. Do they agree with how some scientists think the earth was formed? I would like to expand out to these questions in further classes.
