Here I am again with another CLILish lesson for 17 year olds whose level of English is around B1 (CEF).
Lesson: What do we know?
1. In pairs, solve the following popular puzzle.
Once upon a time a farmer went to market and purchased a fox, a goose, and a bag of beans. On his way home, the farmer came to the bank of a river and hired a boat. But in crossing the river by boat, the farmer could carry only himself and a single one of his purchases - the fox, the goose, or the bag of beans.
If left alone, the fox would eat the goose, and the goose would eat the beans.
The farmer's challenge was to carry himself and his purchases to the far bank of the river, leaving each purchase intact. How did he do it?
What type of knowledge did you use to solve the puzzle?
- READING AND VOCABULARY
2. Read the following text taken from http://en.wikipedia.org/wiki/Knowledge
Knowledge acquisition involves complex cognitive processes: perception, learning, communication, association and reasoning. The term knowledge is also used to mean the confident understanding of a subject with the ability to use it for a specific purpose if appropriate.
The development of the scientific method has made a significant contribution to our understanding of knowledge. To be termed scientific, a method of inquiry must be based on gathering observable, empirical and measurable evidence subject to specific principles of reasoning. The scientific method consists of the collection of data through observation and experimentation, and the formulation and testing of hypotheses.
Note that "epistemology" is the study of knowledge and how it is acquired. Science is “the process used everyday to logically complete thoughts through inference of facts determined by calculated experiments. Sir Francis Bacon, critical in the historical development of the scientific method, his works established and popularized an inductive methodology for scientific inquiry. His famous aphorism, "knowledge is power", is found in the Meditations Sacrae (1597).
For biologists, for example, knowledge must be usefully available to the system, though that system need not be conscious. Thus the criteria seem to be:
The system should apparently be dynamic and self-organizing (unlike a mere book on its own).
The knowledge must constitute some sort of representation of "the outside world", or ways of dealing with it (directly or indirectly).
There must be some way for the system to access this information quickly enough for it to be useful.
- What’s the difference between common knowledge and scientific knowledge?
- What’s the role of Epistemology? (you’ve seen this in Spanish already)
- Do you agree with ‘knowledge is power’?
- What’s the difference between induction and deduction?
- Discussion. In small group, discuss the following questions.
- We generally divide sciences into two broad groups. Which are they?
- Give five examples of each category.
- What are the features of each group? What makes them distinctive?
- Why do some people say that Natural Sciences are more scientific and factual even truer than Social Sciences?
- What’s the difference between rationalism and empiricism?
- How do we imagine a typical scientist? Personality? Appearance?
- Why is it said that science and feelings are incompatible?
- What’s the role of education as regards Science?
- How can you ‘murder’ innocence in young learners?
- How important is imagination for you? And for scientists?
- Are you more logical that imaginative or the opposite?
- Browse our sourcebook. What fields or sciences can you spot in the units of this set of worksheets?
- Go to ONE of the following links
Based on your reading of the link chosen, create a diagram which summarises the main contents of it. Present it to your classmates.
This is all for now. Though in fact, the following class we worked on the following song http://www.youtube.com/watch?v=GkpAHK64PG4
LISTEN TO THE FOLLOWING SONG AND EDIT THE LYRICS BELOW.
Q: What connections can you make between the content of it and our topic in this unit?
Q: How is this teacher portrayed? What’s the criticism here?
Well...see you around.
Goodbye Mr A (The Hoosiers, 2007)
There’s a hole in your logic
You who say all the answers
You claim science ain’t simple
And expect me to buy it
Goodbye Mr A
You promised that you would love us
But you knew so much
Goodbye Mr A
You had all the answers but no human feelings
If life is subtraction your number is up
Your life is a fraction it’s not adding up
So busy telling me where I’m wrong
You forgot to switch your feelings on
So so important are you not?
You’d love a little bit but you forgot
Goodbye Mr A
The world was full of wonder
Til you uncovered my eyes
Goodbye Mr A
Wish you hadn’t blown my mind
And murdered the surprise