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E.T. A LOCAL WAY OF LE@NING
Title: INNOVATION WITH LANGUAGE
Author: Jane Ducey
Eulalie R. Rivera Elementary School
Grade Level: 4-6
Concepts: Disciplines:
2.Ecosystems 1.Language Arts
9.Change 2.Art
Objective:
Students shall practice (1) using language in an innovative way in concept
building, and (2) enlarging their vocabulary and the way in which they think of
the natural world through the following exercises.
Rationale:
Long ago the people of the Mediterranean area were well acquainted with the sea-
they knew about currents in the water and the fact that water pressure increases
with depth but they knew nothing about the ways of the weather.
One day, looking at the clouds and sky, someone thought (hypothesis) "If the
atmosphere is an ocean of air and we live at the bottom, perhaps the same
principles of currents and pressure apply", and the science of meteorology was
born.
(Do you recall that Watts fellow who looked at the bobbing lid on his mother's
steaming kettle and got the idea that the pressure generated by steam could be
used to drive his locomotive? or, at least so the story goes).
The ability to observe one phenomenon, make a hypothesis, and transfer the
concept to another medium or purpose is the basis of innovative thinking and
invention. Students should be encouraged to develop this type of thinking and
ability with language: fly a fish, swim a bird, feathers to scales, wings to
fins, etc. Go outside and do the activities.
Materials Needed:
Pencil and paper, keen observation and imagination.
Directions/Activities:
Words help us to grab things with our eyes, ears, etc. Reach out across the
yard with a word. A word pulls various elements out of the conglomerate of the
surroundings and unites the elements into a word unit (concept) e.g., afternoon,
weather, balmy. "Trap" a thought in a "cage" of words.
Building, constructing, taking apart, growing, moving, etc. with words.
E-55
E. T.
INNOVATION WITH LANGUAGE
1.What goes into making a boat?
boom
keel
shrouds sails
sheets
teller
Think of hull words, mast words,
boat.
2. Observe a floating pelican.
Sketch the bird.
{flootinQ
3. What do you know about a soursop (o:
phrases you see in and around the sour
many words, phrases, and ideas can you
pull two words.
etc. Bring the words together and build a
What words are supporting the pelican?
x encijo Y "r j
WJe
A;,f+ ,g
OY'
r any other) tree? Put down words and
sop. Cut down the tree with words. How
pull out of the tree? Pull one word;
4. Scrutinize anything. Fasten it; shape it; color it, etc.; with words.
5.Observe a scene. Draw a word frame around it. What visible words (ideas,
things) are in the scene? What invisible ones?
6.Make a word chain by using a word as a stringer (like a fish stringer). Take
the word "green" and see how many words you can string on it.
hull
mast
E-55
E.T. E-55
INNOVATION WITH LANGUAGE
7. Look at the word for twoness or threeness. For example, You have two feet,
hands, eyes, ears, arms, legs, knees, socks, gloves, perhaps you see two trees
or two pelicans, etc. word? Is "pair" a two
8. Look at the scene and shape it with triangles, squares. Look at the world for
circles; Examples: round, sun, orange, wheel cycles, sea grape leaf...
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