Metaphor in Science
Metaphors are comparisons that show how two things that are not alike in most ways are similar in one important way. Metaphors are a way to describe something. Authors use them to make their writing more interesting or entertaining.
Unlike similes that use the words “as” or “like” to make a comparison, metaphors state that something is something else.
Google "metaphor" and you will get a plethora of good sites that can be adapted to a quick lesson for learners new to this literary figure of speech.
A common metaphor for the structure of planet Earth is an egg. The crust, mantle and core can be related to the shell, egg white and yolk. There are many metaphors for all sorts of science concepts. This activity is a challenge for learners to move away from recitation and into deep and meaningful learning.
There are some expectations that must be paid prior to this assignment.
- Students have been explicitly taught Bloom’s Taxonomy or higher order thinking levels as a way of understanding their own learning and information processing.
- Students have had some instruction and opportunity to practice metaphor development and usage.
- Explicitly include elements of a scoring guide if this activity is to be used as an assessment tool.
Rationale:* This assignment is focused on learner understanding. This is a creative activity that involves design, and higher order thinking and is a synthesis project. Include a brief paragraph of the general concept with a few details of where students can access more information about the concept.
Evidence of Effectiveness:
The value of looking at art or creating art is as a means to cultivate thinking dispositions. Research in cognition support that art is uniquely qualified to support commitments to habits of thinking that are not hasty, narrow, fuzzy and sprawling. Art calls forth personal involvement. Art draws on various types and levels of cognition and encourages connections with other domains of human experience. David Perkins (1994). The Intelligent Eye: Learning to Think by Looking at Art. Harvard Project Graduate School of Education
1) On a piece of 8.5 x 11, oriented in portrait position 2). Create and illustrate a central metaphor that encapsulates your view of (select any one of the subtopics associated with the Evolution of Earth 3) Create a poem to articulate the metaphor you have selected.
Function:* This will become the cover sheet, back cover or a page in the student pop up book