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Fish Camp• Looking For Natural Principles • 2011 IASD Thematic Unit 1 Looking for Natural Principles: Thinking Through The Scientific Method and Cultural Wisdom Text: Socrates and The Slave Boy Proof (from Plato’s Meno) Teacher: Subject: Science, Math and Art Grade Levels: 9 th -12 th Dates: 5-6 days ________________________________________________________________ Overview: The Slave Boy Proof is an excellent text for reading aloud. It sets the stage for considering the origins of logic and the western scientific method. See Note to Teacher, Activity 1. A math activity follows the reader’s circle. The science activity poses a problem that asks students to consider both western and traditional wisdom is solving. The art activities provide further exploration of the natural principle of symmetry. Activities 1. Reader’s Circle: Students and teacher will read together the Slave Boy Proof. (Students who follow will understand the principle behind the Pythagorean theorem as an exercise in reading and logic- not as a mathematical manipulation. Note to Teacher: The teacher takes Socrates part and selects a student to go to the board without the text (the student who feels weakest in math). It is amazing but true: without the text in hand, the student will answer just as the Slave Boy as though the part was memorized! The only requirement is that the student is not easily distracted. It is important for the teacher to set the stage. The other students must follow along to see if the student at the board responds to the teacher (Socrates) exactly as the Slave Boy does. It works because of the simplicity of logic and Socrates questions. 2. Math Practice: This is a small group activity. Figure out the dimensions to double the floor size of a Smoke House using the principle discovered in the Slave Boy Proof. (Two activity pages are provided). Have students discuss the activity and respond to the questions. 3. Science: a. This is a whole group activity. The teacher guides the discussion of the particular problem, Thinking Through The Scientific Method: Crossing the River from Fish Camp. (Five activity pages). b. This is a whole group seminar activity: Discovering and Thinking Through The Traditional Cultural Way: Seminar: Is this how the elders would approach this inquiry? (One activity page). 4. Art Activity Pages: Experimenting with The Principle of Symmetry: black and white paper collage or watercolors Individual project (Four activity pages).

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Page 1: Looking for Natural Principles LP.9th-12thiasdthematicteaching.com/wp-content/uploads/2012/08/Looking-for... · Fish Camp• Looking For Natural Principles • 2011 IASD Thematic

Fish Camp• Looking For Natural Principles • 2011 IASD Thematic Unit

1

Looking for Natural Principles: Thinking Through The Scientific Method and Cultural Wisdom Text: Socrates and The Slave Boy Proof (from Plato’s Meno) Teacher: Subject: Science, Math and Art Grade Levels: 9th-12th Dates: 5-6 days ________________________________________________________________ Overview: The Slave Boy Proof is an excellent text for reading aloud. It sets the stage for considering the origins of logic and the western scientific method. See Note to Teacher, Activity 1. A math activity follows the reader’s circle. The science activity poses a problem that asks students to consider both western and traditional wisdom is solving. The art activities provide further exploration of the natural principle of symmetry. Activities 1. Reader’s Circle: Students and teacher will read together the Slave Boy Proof. (Students who follow will understand the principle behind the Pythagorean theorem as an exercise in reading and logic- not as a mathematical manipulation. Note to Teacher: The teacher takes Socrates part and selects a student to go to the board without the text (the student who feels weakest in math). It is amazing but true: without the text in hand, the student will answer just as the Slave Boy as though the part was memorized! The only requirement is that the student is not easily distracted. It is important for the teacher to set the stage. The other students must follow along to see if the student at the board responds to the teacher (Socrates) exactly as the Slave Boy does. It works because of the simplicity of logic and Socrates questions. 2. Math Practice: This is a small group activity. Figure out the dimensions to double the floor size of a Smoke House using the principle discovered in the Slave Boy Proof. (Two activity pages are provided). Have students discuss the activity and respond to the questions. 3. Science: a. This is a whole group activity. The teacher guides the discussion of the particular problem, Thinking Through The Scientific Method: Crossing the River from Fish Camp. (Five activity pages). b. This is a whole group seminar activity: Discovering and Thinking Through The Traditional Cultural Way: Seminar: Is this how the elders would approach this inquiry? (One activity page). 4. Art Activity Pages: Experimenting with The Principle of Symmetry: black and white paper collage or watercolors Individual project (Four activity pages).

Page 2: Looking for Natural Principles LP.9th-12thiasdthematicteaching.com/wp-content/uploads/2012/08/Looking-for... · Fish Camp• Looking For Natural Principles • 2011 IASD Thematic

Fish Camp• Looking For Natural Principles • 2011 IASD Thematic Unit

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Curriculum Materials Each student needs: a copy of the Slave Boy Proof (pg. 14-21) from Plato’s Dialogue, Meno. Begin with Meno’s line: Yes, Socrates; but what do you mean by saying that we do not learn, and that what we call learning is only a process of recollection? Can you teach me how this is? ; copies of activity sheets: black and white construction paper; glue; scissors; pens and pencils, watercolors, brushes, watercolor paper and water containers, tape, paper cutter. There are notes for teachers included on Doubling The Size of the Smoke House Floor that might be relevant to students. Assessment and Evaluation Student accuracy of understanding will be assessed by results of the activity sheets. Group work will be assessed by effectiveness, and contribution to the whole. Additional math practice will be made available to individual students until accuracy is achieved. Students will be assessed on progress of innovation and creative qualities by means of a learning rubric. Understanding of the differences between the Scientific Method and cultural wisdom will be evaluated by short essay that includes personalizing. Individual completion of art projects with an emphasis on presentation will be self-evaluated by students. Curriculum Goals For Finding Natural Principles

Math. B.1.Students will use computational methods and appropriate technology as problem solving tools; M.B.2. Students will use problem solving to investigate and understand mathematical content; M.B.5. Students will check results against mathematical rules; M.B.6. Students will apply what was learned to new situations. Science.A. Students should understand and be able to apply the processes and applications of scientific inquiry; Sci.B. Students should understand and be able to apply...principles and facts that explain the physical world. English.D. Students will think logically and reflectively in order to present and explain positions based on relevant and reliable information. Art.A.1. Students will participate in visual arts. Arts.C.1. Students will know the criteria used to evaluate the arts; these will include craftsmanship, organization, originality, technique, and theme�

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9>7�?>�D8?C5�G1<;9>7��D85�D9=5�D85I�G1<;�=978D�F1BI� �*55��97��� � +85B56?B5�D85�F1B912<5C�?6�49CD1>35�1>4�D9=5�>554�D?�25�3?>C945B54�G85>�45D5B�

=9>9>7�D85�25CD�1>7<5�D?�G1<;�?B�D?�@144<5�13B?CC�D85�B9F5B�'

Fig."1:'Beginning'point,'A,'and'end'point',B,'are'the'sameO'distances'vary'and'angles'to'the'horizon'line'vary.''The'orange'path'is'most'direct'but'more'severe.'The'blue'path'zigzags'and'presents'a'less'severe','zigzag'approach'to'the'top.'Can'you'predict'which'path'took'less'time'with'the'information'provided?''What'are'some'factors'you'would'include'before''making'such'a'prediction?'

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'''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''

Pg.'3'of'5'

Drawings"of"Possible"Paths"Across"The"River"With"3"Turns"(in"preparation"for"making"a"hypothesis)"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""Establish'points'and'label'the'diagram'you'make'in'the'space'below.'Finally,'based'on'what'you'have'been'thinkTing'so''far,'select'the'path'you'think'is'most'efficient'and'state'why'you'made'the'choice'beneath'your'diagram.'Draw'4'possible'paths'in'the'space'below.'

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Pg.'4'0f'6'

������� �������������������� ������������ ���������� ���������������������������������������������������������what"we"know,"arrange"the"information"and"articulate"what"we"still"need"to"find"out"."

"Use"the"table"below.""Include"more"information"needed"to"make"a"good"hypothesis."""""""""""""""""""""""""""""""

��

�9F5>���9C8��1=@��I?E��D85�251B�D81D�49C1@@51B54��D85�B9F5B��1����6D�31>?5�G9D8�1���6D�B?@5��<965�:13;5D��@144<5��I?EB�?G>�DG?�<57C��

+?�4?���B?CC�D85�B9F5B�6B?=�?>5�@?9>D�D?�1>?D85B�@?9>D�� �

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Once'you'have'researched''a'bit'more,'you'are'ready'to'make'a'hypothesis'.'Then'the'fun'begins!'

Name:______________________'Date:________________'

Know" Need"to"Know" Plan"for"Research"

Example:"I"can"use"rope"to"line"the"canoe"upNriver."

Is'30'ft'enough'to'line'a'canoe'from'the'Fish'Camp'side'of'the'river?'Is'the'water'shallow'

enough?'Do'I'have'to'wade'out?'Do'I'need'to'combine'portaging'

with'lining?'Etc.'

'

A.' Look'at'the'river'bank''at'Fish'Camp'after'school.'Ask'others'with'experience'after'school...'

B.' Internet'research'during'lunch.'

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Pg.'5'of'6'

The'Scientific'Method'begins'with'a'question'or'problem'for'further'inquiry.'You'have'thought'through'the'ideas'and'selected'the'hypothesis.'Now'you'can'design'the'experiment'and'the'method'of'recording'the'data'you'collect'and'

the'results'you'get!'

VI.'Fill'in'the'spaces'below,'use'additional'paper'as'necessary."

I."Question"or"Inquiry:"(You'could'make'an'interesting'question'out'of'the'To'Do'Statement'on'page'1)'

__________________________________________________________________________________'

__________________________________________________________________________________'

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II."Hypothesis:"

__________________________________________________________________________________'

__________________________________________________________________________________'

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III."Test"your"hypothesis:'(With'classmates,'design'an'experiment'that'tests'your'hypothesis)'

�� What'will'you'test?'Time?'Angle'of'Approach?'Distance?'If'so,'these'are'the'variables'and'need'to'be'stated.''

�� What'will'be'constant?'Points'A'and'B'do'not'change.'What'else'would'be'constant?'These'need'to'be'stated.'

�� How'many'times'will'you'test?''

�� (Keep'a'separate'list'of'things'needed'to'conduct'the'experiment:'how'will'you'measure'the'angle'of'approach,'keep'time,'estimate'distance...).'

_________________________________________________________________________________'

_________________________________________________________________________________'

_________________________________________________________________________________'

_________________________________________________________________________________'

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IV."Data"(How'will'you'keep'track'of'the'data'you'gather?'Tables?'Charts?)'

__________________________________________________________________________________'

__________________________________________________________________________________'

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V."Conclusion"('What'were'the'results'of'your'experiment?'How'will'you'communicate'your'results?)'

__________________________________________________________________________________'

__________________________________________________________________________________'

'Is'there'a'mathematical'approach'that'might'help'in'finding'the'best'way'to'cross'the'river?'

Name:__________________________'Date:_________________'

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Pg.'6'of'6'

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Name:_________________________'Date________________'

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The'diagonal'line'within'a'square'or'other'rectangle''is'also'referred'to'as'a''line'of'symmetry.'It'divides'the'figure'in'half'.'The'first'two'examples'have'mirror'images'on'either'side'of'the'diagonal'line.'The'next'two'examples'suggest'diagonal'lines'and'the'last'two'depend'on'other'lines'of'symmetry.'Can'you'define'them?'Which'are'more'appealing'to'you?'

Page'1'of'4'

Fig.'1' Fig.'2'

Fig.'3'Fig.'4'

Fig.'5' Fig.'6'

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Fig.'1' Fig.'2'

Fig.'3'

Fig.'4'

Fig.'5'

With'your'pencil,''draw'the'lines'of'symmetry'in'the'examples'below.'Which'are'most'pleasing''lines'to'you,'the'viewer?'You'may'prefer'the'object'in'one'example'and'lines'of'symmetry'in'another.'How'would'you'draw'the'object'you'like'with'your'favorite'lines'of'symmetry?'Make'notes'on'this'page'for'reference.' Pg.'2'0f'4'

Name:__________________'Date:'________'

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