Why Do We Have to Study Science? Copy

Engaging Questions

• What would you say is the main reason for "studying science?"
• What is the difference between a saying (or story) and a scientific study?
• Do any of the sayings or stories have any scientific basis? If so, which ones and how so?
• Why do you think people invented these stories or sayings?
• Are any of the local sayings the same as sayings from other communities? Why do you think they are?

Teacher Goals

• Students will be able to describe why science is important to their lives.

• Students will compare "sayings" and stories to scientific studies.

• Students will attempt to identify the observations upon which the stories are based.

Required Resources

• Use the checklist Why Study Science? Checklist / Assessment to see what is expected in this lesson.

  • Why Study Science? Checklist / Assessment

• Use this form to share stories.

  • Our Stories

Optional Resources

• Urban Legends

  What is an Urban Legend? Peter van der Linden and Terry Chan state "An urban legend:

  • appears mysteriously and spreads spontaneously in varying forms
  • contains elements of humor or horror (the horror often "punishes" someone who flouts society's conventions).
  • makes good storytelling.
  • does NOT have to be false, although most are. ULs often have a basis in fact, but it's their life after-the-fact (particularly in reference to the second and third points) that gives them particular interest."

• Folklore, Myth and Legend

  This site is filled with resources about folklore, myths, legends, and fables. The site was created by David K. Brown, Director, Doucette Library of Teaching Resources at the University of Calgary.

Steps

1. Interview local community members and write down any "sayings" or stories that they have heard -- or invented. These sayings should answer a question or predict something in the world around us, such as "when the wind is in the west, the fishing is the best," or "the dirt is red in Oklahoma because . . .," etc.
2. Attempt to identify the observations upon which the stories were created.
3. Compare the stories to actual scientific knowledge.
4. In preparation for your essay, answer the "Engaging Questions" found in the Teacher's section of this lesson. Incorporate your answers in your essay.
5. Write a paper on how life might be different if people believed the stories, instead of investigating the "real" causes of the events in the stories.

Teacher Notes

• The class should discuss each saying or story and decide whether it (or parts of it) are based on observations, inferences, experiments, coincidence, or just merely an attempt to explain our world. These discussion are a great way to show students how people have always been curious and attempted to explain why things are the way they are, and how science gives us the method to do just that.

Learner Notes

• Interview as many people as possible in order to find the most interesting stories. If you are unable to find any stories or sayings, you may have to use some other resources, such as local museums, community centers, or the local historical society. Another possibility is to check the web sites listed in the Optional Resources.

Mentor Notes

• You can help your daughter or son by suggesting any stories or sayings you may have heard. Please encourage her or him to think about the reasons the stories may have been invented. Consider what the story attempts to explain. You can also suggest who in the community might be a good resource for stories.