This lesson assumes that the students have some background knowledge on the topic already, including: (if not every student knows all of these facts, it will be okay!)

• Atoms are the smallest building blocks of all matter- everything in the universe is made up of them.
• Each atom is made up of protons, neutrons, and electrons.
• Atoms can join together to form molecules.
• Most atoms were created inside stars, and when stars explode these atoms scatter across space.
• The Earth is a planet in the solar system that orbits the Sun.
• The Sun is a star, which is one of billions of stars in our galaxy (the Milky Way).
• The Milky Way is one of billions of galaxies in the universe.

In this lesson, students will engage with philosophical quotations about atoms and the structure of the universe. They will work on the skill of interpreting what other people say and asking questions about it.

Lesson Prep

• Write each quotation (see below) in the middle of an individual poster board (anchor chart paper) in black (1 quote per paper). Leave enough space for students to be able to write on the sides.
  • For an example, see the “Resources” section (you will use this to model the process for the students).
  • Pick the quotations that you think are most engaging for your students.
• Hang these around the room. At each station, leave one blue, one red, and one green marker for students to write with.

Quotations

• “The cosmos is within us. We are made of star-stuff. We are a way for the universe to know itself.” -Carl Sagan
• “The most remarkable discovery in all of astronomy is that the stars are made of atoms of the same kind as those on Earth.” -Richard P. Feynman
• “I, a universe of atoms, an atom in the universe.” -Richard P. Feynman
• “Every one of us is precious. If a human disagrees with you, let him live. In a hundred billion galaxies, you will not find another.” -Carl Sagan
• “Nothing exists except atoms and empty space; everything else is opinion.” -Democritus
• “Every atom in your body came from a star that exploded. The atoms in your left hand probably came from a different star than the ones in your right hand.” -Lawrence M. Krauss
• “Somewhere, something incredible is waiting to be known.” -Carl Sagan
• “By convention, sweet is sweet, bitter is bitter, but in reality, atoms and void are all that exist.” -Democritus
• “The atom is a little solar system in miniature.”
• “We are part of this universe; we are in this universe, but perhaps more important than both of those facts is that the universe is in us.” -Neil deGrasse Tyson
• “The universe is under no obligation to make sense to you.” -Neil deGrasse tyson

Lesson Flow – “Quotation Carousel”

To put students in a feeling of cosmic awe and remind them about atoms and the structure of the universe, play this short video. (It does not have narration, but is great to give a sense of scale.)

Introduce the directions of the “Quotation Carousel” to the students. Show them the example of how the posters will be added to after each rotation.

“Quotation Carousel”

Group students into small groups of 2-4, depending on the size of your class and how many quotes you will use.

In these groups, the students will have 4 minutes at each quotation to discuss what they think the quote means and any questions they have about the quote. The first group will write their interpretation of the quote in their own words in blue and their question in red on the poster paper.

Put a 4 min. timer on the board and have the students rotate to the next quote after time is up.

After the first group kicks things off, at every subsequent quote, the students get to choose how they respond: with an interpretation, question, or comment on previous points. They should write at least two new things at each station.

• Write an interpretation if you disagree with other interpretations on the board or you want to add to it.
• Write a question if you have a different question that is not on the board.
• Write a comment to directly respond to existing interpretations and questions.

After the timer is up, have the students rotate. Repeat these latter questions.

Post-Carousel Discussion

Depending on how long the “Quotation Carousel” takes, you may conduct this part in a different session/ lesson block.

• Once all groups have been to all stations, reflect with your class about different quotes.
• Choose posters that have multiple interpretations and interesting questions.
  • Ask students to share their interpretations of the quote with the class.
  • Note: When there are different interpretations, sometimes one of them is factually incorrect, but sometimes they are both right even though they came at it from different angles. It is important that you use judgment in how you frame certain differences. (Not all interpretations are valid, and not all different perspectives mean contradiction!)
  • Ask students to share their questions that came up with the class.
    • If they present a philosophical question, use it as an opportunity to conduct a mini-inquiry with the class.
    • If they present a scientific question, use it as an opportunity to clarify the academic content.
  • Use your discretion on student energy and class time to determine how many posters you want to review.

Exit Ticket (Optional)

To close out the lesson, have students respond to this prompt on a half piece of paper:

• Choose one quote that makes you think about the universe in a new way. How did this quote change your perspective?