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Playing with Language in Science – Some Examples of Holistic V Analytic Activities Odd One Out – a classification exercise using key vocabulary related to characteristics but one or more do not comfortably fit. They need to justify their choices with scientific reasons. Examples: o Which is the odd one out in the following lists and explain why you think that: Igneous, basalt, granite, marble, sedimentary, limestone, sandstone Sodium carbonate, magnesium carbonate, calcium carbonate, copper carbonate Cation, anion, ion, sodium ion, chlorine ion, carbon molecule Precipitate, gas, solution, element, reaction Brainstorming – think of and discuss as many solutions or examples in a specified time period generally about 6 – 8 minutes: Examples o What affects the rate of reaction between a metal and the environment? o What is happening to the surface of a metal when you polish it? o What is happening to the gas molecules inside a football during a game of football? o Why should the appearance of wax change when it melts? o Why does water get bigger when it is frozen while other materials get smaller? o How does water climb up blotting paper and can we make it go faster? Mind Movies – students are asked to close their eyes place their heads down, (this cuts distraction and reduces self-consciousness) and listen as you read them a real account of something. They need to imagine the account in their heads. After finishing reading, tell them to keep their eyes closed and keep the movie running in their heads – ‘What Happens Next?’ Put them into pairs to discuss their movies. The other person must take notes which are to be shared between two groups of pairs by considering: What is similar between the two student accounts? What was different between the four student accounts? What was surprising different about the accounts? Examples: o Storyline 1: I placed the mercuric oxide into a small container open to the air. This I placed on a platform above a pool of mercury metal in a dish with high sides. I placed a bell jar over the whole setup so that air could not get to the mercuric oxide. I measured the level of the liquid mercury inside the jar and marled the top of the level. I placed a magnifying glass in a clamp positioned so the sun could shine www.realproject.org.uk 1 o through it. I then moved the stand with the magnifying class until the sunbeams were focused on the surface of the mercuric oxide describe what happened next. Storyline 2 Sitting at home, just wasting time a student took two grapes and a straw. They pushed a grape onto the end of the straw and then did the same to the other end of the straw. They then placed the middle of the straw with the grapes on to a pin and moved the grapes gently until it balanced and could spin around on the pin. They steadied the straw until it was still. Then to their surprise the grape moved to the right. The reason was close to the grape was a powerful ceramic magnet. Interested in this the student turned the magnet around until the other pole was facing the grape. What happened next and why? Concept or Target mapping sometimes called bubble mapping. These are useful tools for helping students to identify the relationship between important ideas and other details. At the centre is the key concept. The ideas or details are linked to the centre by arrows and on the arrow the reason for the link. In a target map there drawn consecutive circles containing the concept(s) at the centre and in the next circle are the keywords and the outer circles contain the examples. Ice Water Steam Solid Liquid Gas Matter www.realproject.org.uk 2 In a bubble map the structure is similar with the central shape containing the key concept and connected to this shape are other shapes (joined by lines) that contain the details and key features. Example of a Recount Target or bubble Map constructed by a student using 2-Simple software: Clustering Cluster is a thinking tool designed to help you write a discussion more easily and it works in this way: First as individuals, you research and find out as much as you can about the topic. As you do that, you make quick short notes on a number of small pieces of paper, ‘notelets’, or magnetic note-lets. After 5 – 8 minutes, you stop and in groups of threes, you cluster all those ideas or notes into one mass collection. Now you separate and put together those that are related to each other. Each cluster is given a name to describe the collection. The different clusters of notes are put into a sequence. Each sequence can be written up into sentences and then into paragraphs to form a discussion piece on the topic. Tree diagrams – main ideas are at the top of the tree while below on the branches are linked ideas and below that are the details e.g. Rocks Igneous Types Sedimentary Qualities Types Types www.realproject.org.uk Metamorphic Qualities Qualities 3 The same can be done using propositions to form an argument. The statement is at the top followed by the first propositions and first level linked concepts, then the succeeding propositions follow leading to a chain of logic exposing the interacting parts of an argument. Try with the following: o Animals or plants can be grouped by characteristics o There are different types of waves and each has different properties o Elements can be metal non-metal Exploration grids An exploration grid allows the student to explore different factors and the relationship between the factors and purpose allowing the student to make a decision, e.g. Activity Aerodynamic Factors How aerodynamic factor helps Good materials for the sport/object How aerodynamics and material help in the sport Boomerang Curved shape Shape creates lift Wood Smooth Spinning keeps it stable High Density plastic Lightness helps lift and shape helps lift and stability Round edges Context Connection Organiser An approach that focuses upon analysis skills and synthesis skills by linking facts gleaned from the text linked to personal views and has the following structure: Title Subtitles Associations or first thoughts after a quick read I think this text is about Contextual Connections Self – Any personal experiences or things you have heard related to the text Society and Community – How does it relate to the classroom, School, society? Literature – What else have I read, seen on television or Internet related to this? History – Is there any pattern that have been repeated in the world at large or in the past? www.realproject.org.uk 4 Summary of the text in your own words Herring Bone Diagrams These are an effective way to organize information; they are used to describe events or relate concepts in terms of six questions: What; What they do; How, When or where; Why; A sentence is composed as a backbone and the chains of concepts are drawn off from this sentence as ribs to form a herring bone skeleton. It is a refined concept map giving some sense to the lateral relationship of linked concepts and is useful for the gifted student since they can summarise texts and materials and use them for revision purposes. An example for cells is shown below. Small chemical factories in which mitochondria release energy from sugars by respiration Secrete an oily substance called sebum poisonous to microorganisms Have nucleus, cytoplasm mitochondria inside a cell membrane Epidermal cells are protective cells filled with keratin on the surface of the body Smallest living unit of animals and different from plant cells Animal cells Skin tissue Cells are the building blocks of tissues that are the building blocks of organs Plant cells Leaf tissue Smallest living unit of a plant and different from animal cells Have vacuole, nucleus, cytoplasm mitochondria, and cell membrane inside a rigid cell wall Stomata cells are cells with holes that can control water loss Changes in humidity, temperature, and pressure affect the stomata and the hole changes size Small chemical factories in which light helps chloroplasts produce energy storing sugars and mitochondria release energy from sugars Try with the following sentences: www.realproject.org.uk 5 Compounds are made from ions or they can be made from molecules Reactions are affected by the collisions, the energy and the number of molecules Flow Charts Flow charts are useful for organizing spatial information, chronological information, cause and effect relationships, and process information. Force A push or pull acting on a body Gravity A downward force pulling things towards the centre of the earth F=mxa Force = mass x acceleration F = G m1 x m2 Objects fall towards the Earth’s surface D2 Force = Gravity constant x (mass of body 1 x mass of body 2 divided by the square of the distance between them Earth’s gravity pulls things towards its surface Try with developing the following ideas: o o o o o Ions Molecules Mole Viscosity Bonds Vee Heuristic diagram Developed by Novak and Gowin (1984) i to show the links between conceptual and methodology and how they interact. It is a useful technique for the analysis of documents, practical sessions, and lectures. Thinking Theoretical/ Conceptual Doing Focus Question(s) Philosophy/Accepted views Theories Principles/ Constructs/Paradigm Concepts www.realproject.org.uk Methodology Value/Claims Knowledge/ claims Transformations/Changes Facts/Records 6 Events/objects An example of the use of the Vee Heuristic in laboratory investigation of cells is shown below: Theory: Organisms are made up of cells. Cells are small living units. Animal and plant cells are different. Principles: Living things include bacteria, plants, and animals so all must be made of cells. Concepts – Words: cell, living, microscope, similar, different, stains, organelles Claims: You can tell the difference between animal and plant cells by looking at them down a microscope Question: Can you collect cells, stain them, and see differences between animal and plant cells? Knowledge claims: cells contain certain bits the same like nucleus, cytoplasm but there are different bits like cell walls and organelles. Transformations: Animal cells do not have a cell wall or vacuole – the hole in the middle but all have the large blob called a nucleus Record: see drawings drawn from the microscope Objects and events: We have cells in our cheeks. We can remove those cells by scraping. They can be stained and put under a microscope. Onions have cells in the layers. We can remove a thin strip of that layer. It can be stained and put under the microscope. By looking at both and using a book for reference, I can see the difference in the animal cell (mine) and the plant cell (onion). The big differences are easy but some differences are difficult to see so we must accept without our own personal evidence. Try with the following: i Acids an alkalis form ions and the strength is related to the amount of ionisation Hydrocarbons reactions are determined by the number of bonds between the carbon atoms Novak, J.D. and Gowin, D. (1984) Learning How to Learn Cambridge: Cambridge University Press www.realproject.org.uk 7