Communicating: Kpli Science Minor Lesson Notes By Sylvester Saimon Simin Smd, Kttc
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COMMUNICATING
KPLI SCIENCE MINOR LESSON NOTES BY SYLVESTER SAIMON SIMIN SMD, KTTC
WHAT? • Communicating is a process of receiving, spreading and sharing of information and ideas.
Sep 8, 2009
SSS_JSM_MPKS
2
EFFECTIVE COMMUNICATION • When describing an object, you can communicate effectively if you: – Describing only what is observed rather than what you infer – Make description brief by using precise language – Communicate information accurately – Consider another’s point of view or position and past experience – Get feedback
Sep 8, 2009
SSS_JSM_MPKS
3
TOOLS OF COMMUNICATION SYMBOLS
MAPS ORAL DESCRIPTIONS
GRAPHS
BODY LANGUAGE
MODELS
COMMUNICATING CONCEPT MAPS
NUMBERS WRITTEN LANGUAGE
CHARTS MUSIC
DRAWINGS DATA TABLES
Sep 8, 2009
SSS_JSM_MPKS
4
ACTIVITY 1 - DESCRIPTORS • Do the following activity alone. After that talk to other students and add to your list of possible descriptors. • Obtain a set of sensory materials. In this activity you will explore a wide variety of objects displaying several different properties. As you observe these objects think about how you would describe the properties to someone else. • Your task is to generate a list of descriptive words (descriptors) that can be used to effectively communicate what you observe (smell, feel, taste, hear and see) to others. Keep in mind you are not attempting to name the objects or describe how you feel about the properties, you are just describing properties. Sep 8, 2009
SSS_JSM_MPKS
5
DESCRIPTIVE WORDS (EXAMPLES) • SMELL – Sweet, rotten, smoky, fresh, spicy, pungent, strong, moderate, weak, lemony, oily, minty, moldy, woody
• TASTE – Sweet, sour, bitter, strong, moderate, weak, rich, spicy, syrupy, acidic
• FEEL – Rough, smooth, feathery, slick, cold, hot, warm, rubbery, prickly, sharp, soft, hard, furry, scaly, bumpy, oily, sticky, wet, dry, moist,slippery, vibrating, jagged
• SOUND – Loud, moderate, soft, high, low, medium pitch, sharp, dull, rattle, ringing, muffled, clear, distinct, scraping, tearing, banging, crashing, dripping, clicking, continuous, sudden, crinkling
• LOOK – Colors, shapes, designs, shiny, dull, clear, cloudy, sparkles, bubbly, bright, intense, continuous, interrupted, muted Sep 8, 2009
SSS_JSM_MPKS
6
ACTIVITY 2 • Look at the figure. Think about how you might describe this figure to someone in sufficient detail so that they could draw it from your description. The artist will need to know what kind of line to draw, where to place them, and how long they should be. • Determine persons to be the artist and do the following: – Look at the figure until you perceive it in a way that is different from how you first perceived it. (There are at least 8 different ways to perceive this figure.) The way you describe something to someone else depends on how you perceive it. – Carefully consider how you wil describe the figure to the artist before you begin speaking. – Without showing the figure to the artist, effectively communicate to that person how to make the lines so that their completed drawing looks as much like the original figure as possible. – The similarity between the figures is a measure of the effectiveness of your communication.
Sep 8, 2009
SSS_JSM_MPKS
7
Sep 8, 2009
SSS_JSM_MPKS
8
ACTIVITY 3 4% 20%
50%
Salt & Vinegar Cheese & Onion Plain Salted Smoky Corn
26%
50 students were asked: What is your favourite flavour of potato chips? The results were recorded in a pie chart as shown. Convert the pie chart to a table, showing the number of students prefering each flavour. Sep 8, 2009
SSS_JSM_MPKS
9
PRACTICE COMMUNICATING • • • • •
Talking while doing science activities Making entries in journals Recording and organizing data Comparing results Sharing findings using tools of communication
Sep 8, 2009
SSS_JSM_MPKS
10
IDEAS FOR YOUR CLASSROOM 1. Place three objects somewhere in the classroom and write description of one of the objects. Construct a map of the room so that a person can find each of the objects (you may wish to use a magnetic compass) 2. Students write what they are learning during science activities. 3. Pick object in the room and describe it to others. Take turns. 4. Communicate using various tools the questions: where does it originate? Where does it go? 5. Gossip 6. Kidnap 7. Labels and advertisments. Sep 8, 2009
SSS_JSM_MPKS
11
KPLI SCIENCE MINOR LESSON NOTES BY SYLVESTER SAIMON SIMIN SMD, KTTC
WHAT? • Communicating is a process of receiving, spreading and sharing of information and ideas.
Sep 8, 2009
SSS_JSM_MPKS
2
EFFECTIVE COMMUNICATION • When describing an object, you can communicate effectively if you: – Describing only what is observed rather than what you infer – Make description brief by using precise language – Communicate information accurately – Consider another’s point of view or position and past experience – Get feedback
Sep 8, 2009
SSS_JSM_MPKS
3
TOOLS OF COMMUNICATION SYMBOLS
MAPS ORAL DESCRIPTIONS
GRAPHS
BODY LANGUAGE
MODELS
COMMUNICATING CONCEPT MAPS
NUMBERS WRITTEN LANGUAGE
CHARTS MUSIC
DRAWINGS DATA TABLES
Sep 8, 2009
SSS_JSM_MPKS
4
ACTIVITY 1 - DESCRIPTORS • Do the following activity alone. After that talk to other students and add to your list of possible descriptors. • Obtain a set of sensory materials. In this activity you will explore a wide variety of objects displaying several different properties. As you observe these objects think about how you would describe the properties to someone else. • Your task is to generate a list of descriptive words (descriptors) that can be used to effectively communicate what you observe (smell, feel, taste, hear and see) to others. Keep in mind you are not attempting to name the objects or describe how you feel about the properties, you are just describing properties. Sep 8, 2009
SSS_JSM_MPKS
5
DESCRIPTIVE WORDS (EXAMPLES) • SMELL – Sweet, rotten, smoky, fresh, spicy, pungent, strong, moderate, weak, lemony, oily, minty, moldy, woody
• TASTE – Sweet, sour, bitter, strong, moderate, weak, rich, spicy, syrupy, acidic
• FEEL – Rough, smooth, feathery, slick, cold, hot, warm, rubbery, prickly, sharp, soft, hard, furry, scaly, bumpy, oily, sticky, wet, dry, moist,slippery, vibrating, jagged
• SOUND – Loud, moderate, soft, high, low, medium pitch, sharp, dull, rattle, ringing, muffled, clear, distinct, scraping, tearing, banging, crashing, dripping, clicking, continuous, sudden, crinkling
• LOOK – Colors, shapes, designs, shiny, dull, clear, cloudy, sparkles, bubbly, bright, intense, continuous, interrupted, muted Sep 8, 2009
SSS_JSM_MPKS
6
ACTIVITY 2 • Look at the figure. Think about how you might describe this figure to someone in sufficient detail so that they could draw it from your description. The artist will need to know what kind of line to draw, where to place them, and how long they should be. • Determine persons to be the artist and do the following: – Look at the figure until you perceive it in a way that is different from how you first perceived it. (There are at least 8 different ways to perceive this figure.) The way you describe something to someone else depends on how you perceive it. – Carefully consider how you wil describe the figure to the artist before you begin speaking. – Without showing the figure to the artist, effectively communicate to that person how to make the lines so that their completed drawing looks as much like the original figure as possible. – The similarity between the figures is a measure of the effectiveness of your communication.
Sep 8, 2009
SSS_JSM_MPKS
7
Sep 8, 2009
SSS_JSM_MPKS
8
ACTIVITY 3 4% 20%
50%
Salt & Vinegar Cheese & Onion Plain Salted Smoky Corn
26%
50 students were asked: What is your favourite flavour of potato chips? The results were recorded in a pie chart as shown. Convert the pie chart to a table, showing the number of students prefering each flavour. Sep 8, 2009
SSS_JSM_MPKS
9
PRACTICE COMMUNICATING • • • • •
Talking while doing science activities Making entries in journals Recording and organizing data Comparing results Sharing findings using tools of communication
Sep 8, 2009
SSS_JSM_MPKS
10
IDEAS FOR YOUR CLASSROOM 1. Place three objects somewhere in the classroom and write description of one of the objects. Construct a map of the room so that a person can find each of the objects (you may wish to use a magnetic compass) 2. Students write what they are learning during science activities. 3. Pick object in the room and describe it to others. Take turns. 4. Communicate using various tools the questions: where does it originate? Where does it go? 5. Gossip 6. Kidnap 7. Labels and advertisments. Sep 8, 2009
SSS_JSM_MPKS
11
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