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Scientific Literacy Thinking By

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Scientific Literacy Thinking By Powered By Docstoc
					Today you may
“walk on the back of a
beetle, slide down the
throat of a foxglove, wade
through the hairs on a bean
sprout, or traipse over the
back of your own hand.”

(Ruef, 2003, p. 3)
How to “LOUPE”
            Hold the loupe so the wide
             end cups the eye
            It must touch the bones
             around the eye
            Close your other eye
            Hold something up and
             bring closer to the loupe
             until it is focused
    TRY IT:
   Look closely at the back
    of your hand
   Make a list of 10 things
    your hand reminds you
    of
   Be prepared to share
   If you get stuck, look at
    if from a different angle
Two Important Questions ~

  What ELSE does it
   remind me of?

              What ELSE does
               it look like?
Student Observations of Their Hand
                      class list
   A maze                        Tree branches
   Cactus                        Reptile skin
   Desert sand                   Close up picture of a
   Crumpled paper                 fly
   Pattern                       Pottery
   Sand/sandpaper                Pencil
   Baby’s head with tiny         Pool tile
    hairs sprouting               Fabric
   Rock                          Spider’s web
   Tree bark                     Icing on a cake
                                  Craters
Sandwich Poem
 1. Write the bones-for-a-poem list (the analogies
    in the forms of metaphors and similes)
 2. Put the name of your topic as the title and the
    same word as the last line.
 3. The title and last line become the “bread” of
    the sandwich
 4. The sandwich is filled with analogies.
 5. You don’t have to use every comparison from
    your loupe-list.
 6. Edit and revise as needed.
                                           My hand –
                                       A complex maze
My Hand                             Like an old man’s hand.
                                         Like fish gills,
By Ben, 3rd grade, Decatur
       Private Eye                 And stars mixed together.
                                       Deep, deep holes,
                                        Tall mountains,
                                         Small valleys,
                                  Crevasses in the mountains.
                             A bloody river as wide as the Red Sea,
                              Wide rivers with under water caves,
                                  Craters made by a meteor.
                                   Looking over jagged cliffs.
                                           My hand.
Increasing Scientific Literacy:
Thinking By Analogy


          Katie Hart
          Denton ISD
          Khart@dentonisd.org
       First, before
    everything else
comes the seeing of
   nature with your
  own eyes, that is,
     experiencing it
           yourself.

- Abraham H. Maslow
    Psychologist
 “Scientific Literacy” is

the knowledge and understanding of
   scientific concepts and process
   required for personal decision making,
   participation in civic and cultural affairs,
   and economic productivity.

(National Research Council, 1996)
Scientific Literacy is also…
   the skill of “reading” the natural or
    manmade world.
   the skill of theorizing about the world by
    looking closely
(Ruef, 2003, p. 51)


           The whole of science is nothing more than a
           refinement of everyday thinking.
                                  -Albert Einstein
               Analogies
   Analogies are a kind of magnifier!

   Analogies will become the bones-for-
    poems, the beginnings of short stories,
    naturalist essays, and more.
   Thinking by analogy is the MAIN
    TOOL of scientist, writer, visual artist,
    mathematician.
“Scientists would get rid of all their
hardware, their fancy billion dollar
labs, before they could afford to get
rid of this habit of mind, thinking by
analogy, for it’s the way the majority
of scientific breakthroughs have
always come and will come.”
(Ruef, 2003, p. 25)
Use of Analogies Examples:
          Leopard seal
          Catfish
          Rhinoceros Beetle
          Macaroni Penguins
          Ringed Seals
Why a LOUPE?
   Look closely at the world
   Think by analogy
   Change scale and theorize
   Simple Questions to develop higher
    order thinking skills, creativity, and
    scientific literacy.
The most beautiful thing
we can experience is the
mysterious. It is the
source of all true art and
science.
- Albert Einstein
SSL (Silent Sustained Louping)
1.   Choose an object from the basket
2.   Create a list of at least 10
     comparisons
3.   If you finish early, continue your list.
4.   Keep asking:
        What ELSE does this remind me of?
        What ELSE does it look like?
Student Observations of a Sponge
   Corral                       Bee hive
   Grass
                                 Swiss cheese
   Spider’s Web
   Craters                      Mars
   Watermelon                   Cotton candy
   Mouth talking                Jelly bean
   Pound cake
   Yolk
                                 Rice Krispys
   Honeycomb
    by Madison, third grade       by Bailey, third grade
Sandwich Poem
 1. Write the bones-for-a-poem list (the analogies
    in the forms of metaphors and similes)
 2. Put the name of your topic as the title and the
    same word as the last line.
 3. The title and last line become the “bread” of
    the sandwich
 4. The sandwich is filled with analogies.
 5. You don’t have to use every comparison from
    your loupe-list.
 6. Edit and revise as needed.
     Daisies
These daisies remind me of a
   yellow and white hat.
The stems are as rough as
   gravel and as green as
   grass.
Each leaf has zig-zag edges.
Some stems are wavy like
   waves in the ocean.
The pedals are shaped like
   small ovals and they are as
   white as snow.
The center is like a yellow
                                 Written by Danielle,
   pillow.
                                 Third grade

    Daisies
Red Yucca
It’s blossoms are redder than boiling lava,
And the stem is darker than oak tree bark.
Although it’s as tall as I,
The stem is as thin as a pea pod.
With leaves like a palm’s
All covered with thread,
While the newest blossoms as as small as an
    apple seed.
The flowers are shaped like a tulip,
With the center golder than gold.
The Red Yucca’s inside petals are a sun-shiny
    yellow,
It’s flower is close to a hollow bucket, and a
    skinny wine glass,
It has so many flowers and blossoms that it is
    like a hive full of bees.

Red Yucca
                     Written by Kylie, third grade
References
Lesson adapted from

Ruef, K. (2003) The Private Eye (5X): Looking and Thinking by
   Analogy. Lyle, Washington.

For more information and order forms
www.theprivateeye.com



Other sources:

National Research Council. (1996). National Science Education
    Standards. Washington, D.C.: National Academy Press.

				
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