Sinkwine in physics lessons
Everyone shouldn't know this
but it's so interesting!
The use of modern educational technologies is a necessary condition for achieving a new quality of education. The state educational standard in physics requires students to master a number of research, design, information and communication skills, therefore I actively use in the practice of my work elements of the technology for developing critical thinking, information and design technologies.
In my teaching activities, I work on the formation of critical thinking in physics lessons in the context of the transition to the new Federal State Educational Standards LLC.
“Critical thinking is an intellectually organized process aimed at actively understanding, applying, analyzing, summarizing or evaluating information obtained or created through observation, experience, reflection, reasoning or communication as a guide to action or the formation of beliefs” (National Council on development of critical thinking, USA).
Critical thinking is one of the innovative ways to reveal a person’s spiritual potential, as well as a special moral activity consisting in spiritual introspection as a way of relating to life, in the fight against one’s own shortcomings and overcoming doubts about one’s own strengths and capabilities (D. Kluster “What is critical thinking ?). American scientist M. Scriven calls critical thinking an educational value “on par with the ability to read and write.”
The theory of the development of critical thinking by S. A. Terno is based on an idealized object - a model of critical thinking. According to the systems approach, the designed model displays the properties, composition, function and genesis of critical reflection.
The development of critical thinking helps the student learn to learn rather than absorb ready-made knowledge. In physics lessons I use such techniques for developing critical thinking as “I believe - I don’t believe,” clusters, and syncwine.
Sinkwine:
is a five-line poetic form that originated in the United States in the early 20th century under the influence of Japanese poetry;
This is a technique for developing critical thinking through reading and writing.
Writing syncwine is a form of free creativity that requires the author to be able to find the most significant elements in information material, draw conclusions and formulate them briefly. The relative simplicity of constructing a syncwine allows you to quickly get results. This work requires thoughtful reflection based on a rich conceptual stock, as well as developed imaginative thinking. The method is effective both when working with lagging children and when working with gifted children. Every child has a real opportunity to become successful and feel the joy of the learning process. And this is the most important thing in our work.
In the methodology, syncwine is a fast, effective tool for analysis, synthesis and generalization of concepts and information. It teaches you to use concepts meaningfully and determine your attitude to the problem at hand, using just five lines. A child, based on large amounts of information, develops his ability to analyze, composes a relatively small text. Compiling this text requires relatively little time, although it has strict limits on the form of presentation.
1 line-the theme of a syncwine, contains one word (usually a noun or pronoun) that denotes the object or subject that will be discussed.
2 line- two words (most often adjectives or participles), they describe the characteristics and properties of the item or object selected in the syncwine.
3 line-formed by three verbs or gerunds that describe the characteristic properties of an object.
4 line- a four-word phrase expressing the personal attitude of the author of the syncwine to the described object or object.
5 line-one summary word characterizing the essence of a subject or object.
From a pedagogical point of view, the procedure for compiling a syncwine allows you to harmoniously combine elements of all three main educational approaches: informational, activity-based and personality-oriented.
How do I use it in my practice?
Firstly, you can compose a text both at school, in class, and at home, as homework. Children can complete it as an individual task or as an additional task to the main one.
Physics.
Necessary, interesting.
Explores, develops, helps to think.
Physics is the science of nature.
Chikinov Ilya, 7A
Temperature.
Measurable, dependent.
It goes up, it goes down, it changes.
The degree of body heating.
Magnitude.
Kozlov Alexander, 8A
Lens
Convex, concave
Collects, scatters, refracts
Used in optical instruments
Daria Abramova, 11th grade
Secondly, you can work on composing a syncwine either independently, in pairs, or even in a group. After reviewing some theoretical material in class, I suggest, as a reflection, to compose a syncwine together. If a pair contains students with different abilities (and as a rule, this happens), then the stronger student, using the feasible support of the second, analyzes what has been learned. Working in a group is more difficult. Here, in addition to intellectual abilities, the child must also demonstrate communication skills.
Molecule.
Small, mobile.
Moves, attracts, repels.
A molecule is what a substance is made of.
Izotova Rimma, Semenov Ilya, 8B
Thirdly, this technique can be used both to analyze a fairly narrow concept (for example, when considering the concept of “pressure gauge”), and when studying quite voluminous material. Having studied such a complex topic as the laws of conservation and transformation of energy, I give this task as creative.
Pressure gauge.
Liquid, metal.
Measures, clarifies.
Pressure gauge – for measuring pressure.
Tikhonova Anna, 7B
The law of conservation and transformation of energy.
Necessary, useful.
Transforms, persists, does not change.
Energy changes from one type to another.
One of the basic laws of nature.
Izotova Rimma, 8B
Fourthly, you can come up with a huge number of ways to work with ready-made syncwine. For example, you can compose a short story on a given topic, using a cinquain prepared at home as a hint. You can, using all your knowledge on the topic, make corrections and improve the text created by a friend, or a text with deliberately, planned errors. Finally, you can learn to determine the theme of a syncwine with a missing part, for example, without the first line.
(Internal combustion engine).
Common, thermal.
It lets in, squeezes, works, releases.
Converts internal energy into mechanical energy.
(Thermal movement).
Chaotic, changeable.
They fluctuate, move, accelerate.
Temperature depends on speed.
Movement of molecules.
(Voltage).
Variable, constant.
Changes, measures, characterizes.
Charge transfer work.
Potential difference.
I actively use writing syncwines already in the 5th grade (I teach the course “Introduction to Natural Science Subjects”). While studying the topic “Pressure of solids, liquids and gases,” students in each lesson received a syncwine on the lesson topic as homework.
Pressure.
High, low.
Change, measure, calculate.
The action of force on a support.
Physical quantity.
Strativnaya Alena, 5B
Pascal's law.
Necessary, important.
Explains, shows, works.
The pressure is the same in all directions.
Hydraulic Press.
Parshina Anastasia, 5A
After studying the topic, they completed a creative project: “Synquains on the topic “Pressure” should be presented in the form of a baby book.
As part of the city seminar, I conducted it together with Russian language teacher L.G. Rubtsova. master class “Cinquain in physics lessons.”
I use Sinkwine not only in class, but also in extracurricular activities. For example, the lesson “Learning to write syncwine” in 6th grade, where I am the class teacher:
Energetic, kind.
They study, play, participate.
A group of people.
Ilyinsky Nikita
Daddy.
Smart, hard-working.
Loves, cares, swears.
Dad can do anything.
Family man.
Martynova Sofia
Stone, wooden.
Stands, protects, preserves.
A house is a cozy place to live.
Byzova Ekaterina
Class hour on the topic “Who am I? What am I?”, as a result of which 6th grade students wrote syncwines about themselves:
Nikita
Kind, active.
I study, develop, walk.
I like myself.
Elmail
Kind, friendly.
He makes friends, worries, jumps.
Wants to know a lot.
Smart, beautiful.
Studying, singing, dancing.
Anya is the class commander.
Girlfriend.
Mother's Day event:
Mother.
Beautiful, kind.
Feeds, clothes, loves.
Mom's hands are warm.
Ozhiganova Anna
Mother.
Kind, cheerful.
Protects, helps, cares.
Mom is my beloved.
Parent.
Obotnin Vasily
Mother.
Smart, kind.
Cooks, cleans, helps.
Mom is the best advisor.
Yumatova Marina
Parent meeting on the topic “My Family”:
Family.
Happy, responsible.
We walk, we play, we live.
It's fun to walk together.
Kondratyeva Svetlana Yurievna
Family.
Friendly, strong.
Supports, helps, inspires.
I, you, he, she are a friendly family together.
Novikova Natalya Vladimirovna
Family.
Friendly, sporty.
We have fun, we help, we rejoice.
Together we can do anything.
Obotnin Alexey Anatolievich
The lesson involves working in groups of 4-5 people (5 groups). Each group receives a specific task, completes it, enters the results into a table and draws a conclusion. The groups then report their results and a general conclusion is drawn.
Download:
Preview:
Development of physics lesson notes
In 7th grade on the topic
"Exploring Archimedean Force"
with the application of a technological lesson map
Mironova Svetlana Nikolaevna
physics teacher MBOU
"Kingisepp Secondary School No. 1"
2016
Lesson summary on the topic “Archimedes’ power”
7th grade
Lesson objectives:
Educational: establish on what factors the buoyancy force depends; find out the floating conditions of the bodies.
Developmental – develop the ability to learn independently; develop the ability to experimentally determine the Archimedes force when changing values; develop the ability to apply the formula for calculating Archimedean force; develop the ability to draw conclusions based on the learned educational material, the development of logical thinking.
Educational – to create positive motivation for studying physics, bringing educational material closer to real-life situations; cultivate independence on the one hand and the ability to work in a team on the other.
Lesson type: lesson - workshop.
Leading Technology:technology of dialogue interaction.
Methods:
For didactic purposes and teaching aids:
training – heuristic
teaching - reporting
teachings – partially search, research
According to the source of information:
verbal - conversation, work with didactic material;
visual - demonstration, organization of observation of the experimental process;
practical – independent work in groups (experimental research)
Laboratory equipment for demonstrating experiments on the teacher’s desk:
A vessel with ordinary water, a vessel with salt water, a cork, a potato ball, a plasticine ball, a boat made of the same plasticine.
Laboratory equipment for conducting experiments on students' desks:
Each group has its own equipment.
Planned learning outcomes.
Based on the knowledge gained and research conducted be able to explain the appearance of the Archimedean force, its dependence on the volume of the body and the density of the liquid, the conditions of floating of bodies, nat manifestation of Archimedean power in everyday life.
Parameters for assessing students' knowledge:
active work in the classroom;
quality of presentation of experimental results.
DURING THE CLASSES
I. Organizational part(greeting, checking readiness for the lesson, emotional mood)
Hello guys!
Greet each other.
And I am glad to welcome you to the lesson, where we will continue to open new pages of physics. Interesting discoveries await us ahead.
Ready?
Yes!
Then let's get started...
II. Goal setting and motivation
I will start the lesson with an excerpt from A.P.’s story. Chekhov's "Steppe". He will help us formulate the topic of the lesson and the goal.
“Egorushka... took a running start and flew from a height of one and a half feet. Having described an arc in the air, he fell into the water, sank deeply, did not reach the bottom, some force, cold and pleasant to the touch, picked him up and carried him back up.”
What kind of power are we talking about?
It is called Archimedean force in honor of the ancient Greek scientist Archimedes, who first pointed out its existence and calculated its value.
What is the topic of today's lesson?
Studying Archimedean force - writing the topic of the lesson.
How can you find the magnitude of the buoyancy force acting on Yegorushka?
F high = P in air - P in liquid
Our goal?
Find out what Archimedean force depends on.
Problematic question. Suggest what factors will influence the value of the buoyant force.
Possible assumptions: (hypotheses)
- body volume
- body density
- body shape
- fluid density
- immersion depth
III. Experimental tasks.
Assignment to the first team.
Equipment: a vessel with water, a dynamometer, aluminum and copper cylinders on threads.
Progress:
1. Write down the densities of bodies and compare them.
2. Using equipment, determine the Archimedean forces acting on the cylinders.
3. Compare Archimedean forces.
5. Draw a conclusion about the dependence (independence) of the Archimedean force on the density of the body.
Report form
Conclusion:
Assignment to the second team.
Equipment: a vessel with water, a dynamometer, two plastic cylinders of different volumes on threads.
Progress:
1. Using equipment, determine the Archimedean forces acting on the cylinders.
3. Compare Archimedean forces.
4. Enter the results in the report form.
5. Draw a conclusion about the dependence (independence) of the Archimedean force on the volume of the body.
Report form
Conclusion:
Assignment to the third team.
Equipment: a vessel with clean water, a vessel with salt water, a vessel with sunflower oil, a dynamometer, an aluminum cylinder on a thread.
Progress:
1. Write down the densities of these liquids and compare them.
2. Using equipment, determine the Archimedean forces acting on the cylinder in each fluid.
3. Compare Archimedean forces.
4. Enter the results in the report form.
5. Draw a conclusion about the dependence (independence) of the Archimedean force on the density of the liquid.
Report form
Liquid | Liquid density, kg/m3 | Weight of the cylinder in the air, N | Weight of the cylinder in liquid, N | Archimedes force, N |
The water is clean | ||||
Salty water | ||||
Vegetable oil |
Conclusion:
Assignment to the fourth team.
Equipment : vessel with water, dynamometer, aluminum cylinder on a thread.
Progress:
1. Using equipment, determine the Archimedean forces acting on the cylinder, immersing it to depths h1, h2, h3.
3. Compare Archimedean forces.
4. Enter the results in the report form.
5. Draw a conclusion about the dependence (independence) of the Archimedean force on the depth of immersion of the body.
Report form
Immersion depth | Weight of the cylinder in the air, N | Weight of the cylinder in water, N | Archimedes force, N |
Conclusion:
Assignment to the fifth team.
Equipment: a vessel with water, a dynamometer, plasticine bodies of different volumes in the shape of a ball, cube, cylinder on threads.
Progress:
1. Using equipment, determine the Archimedean forces acting on bodies of different shapes.
3. Compare Archimedean forces.
4. Enter the results in the report form.
5. Draw a conclusion about the dependence (independence) of Archimedean force on the shape of the body.
Report form
Bodies | Body weight in air, N | Body weight in water, N | Archimedes force, N |
Ball | |||
Cube | |||
Cylinder |
Conclusion:
After receiving the results, each group verbally reports on its work and reports its conclusions. The conclusions are written down by students in notebooks, and by the teacher on the board in the form of a table:
What will the formula look like to calculate the Archimedes force?
Fa=pжgvт
Problem at the board:
What is the Archimedean force acting on a body with a volume of 134 cm 3 in water and kerosene?
Answer: 1.34 N; 1.072 N – Conclusion?
IV. Fizminutka: The teacher reads the poem and shows the exercises, and the children repeat while sitting behind him.
V. Determining the floating conditions of the bodies.
What forces will act on a body immersed in a liquid?
The force of gravity directed vertically downward and the force of Archimedes directed vertically upward.
How big can these forces be?
More, less or equal to each other.
Then we establish the behavior of the body in the liquid depending on the ratio of these forces.
Drawing on the board:
An excerpt from Ivanov’s novel “Primordial Rus'” tellshow the scout warrior Ratibor is going to quietly cross to the other side of the river. To do this, he took a long reed. “To breathe underwater. The swimmer covered his nostrils and ears with yellow wax... Holding the end of the reed with his lips, he disappeared under the water and with both hands lifted a stone the size of a cow’s head. Having tied the load with a thin rope, Ratibor made a loop for his hand.”
What is the purpose of the stone in this example?
A cork body floats in water;
A potato ball sinks in water but floats in salt water;
A plasticine ball sinks in water, and a plasticine boat floats in water.
What's the matter? Why do some bodies float and others sink?
There are so many interesting things around us! Let's try to answer some questions?
What will be the purpose of our next task?
Find out the floating conditions of the bodies.
Working in teams.
Assignment to the first team.
Equipment: vessel with water, different bodies.
Progress:
1. Lower the bodies into the water one by one: a steel nail, a porcelain roller, a copper coin.
3. Compare Archimedean forces.
Report form
Conclusion:
Assignment to the second team.
Equipment: vessel with water, different bodies.
Progress:
1. Lower the bodies into the water one by one: an iron ball, a piece of marble, a body made of plexiglass
2. Find out which of them sink and which float.
3. Compare Archimedean forces.
4. Record the observation results in the report form.
5. Conclude under what conditions bodies sink (float) in liquid.
Report form
Conclusion:
Assignment to the third team.
Equipment: vessel with water, different bodies.
Progress:
2. Find out which of them sink and which float.
3. Compare Archimedean forces.
4. Record the observation results in the report form.
5. Conclude under what conditions bodies sink (float) in liquid.
Report form
Conclusion:
Assignment to the fourth team.
Equipment: vessel with water, different bodies.
Progress:
1. Lower the bodies into the water one by one: a cork body, a wooden cube.
2. Find out which of them sink and which float.
3. Compare Archimedean forces.
4. Record the observation results in the report form.
5. Conclude under what conditions bodies sink (float) in liquid.
Report form
Conclusion:
Assignment to the fifth team.
Equipment: vessel with water, different bodies.
Progress:
1. Lower the bodies into the water one by one: a paraffin block, an ice block
2. Find out which of them sink and which float.
3. Compare Archimedean forces.
4. Record the observation results in the report form.
5. Conclude under what conditions bodies sink (float) in liquid.
Report form
Conclusion:
After receiving the results, each group verbally reports on its work and reports its conclusions. Conclusions are written down by students in notebooks and by the teacher on the board:
Ƿt > ƿzh – the body drowns
Ƿt ƿzh – the body floats up
Ƿt = ƿzh – the body floats
“...Our cook went for a swim, but the bay did not accept him. He threw his legs high, and even though he wanted to, he couldn’t dive deep into the water. This amused the team and improved his bad mood..."
Why couldn't the cook swim in the bay?
VI. Summing up the lesson. Reflection.
So how do you make your body float? Children's answers.
What tasks did we set for ourselves?
1. Find out what Archimedes’ strength depends on.
2. Find out the floating conditions of the bodies.
Have we completed our tasks?
What word did Archimedes shout out when he found the solution? E V R I K A!!!
Reflection.
Each student is given a picture: the guys must color the ball in accordance with their mood.
The body floats on the surface -I liked the lesson because I understood everything.
A body floats inside a liquid -I didn’t really like the lesson because I didn’t understand everything.
The body drowned - I didn’t like the lesson at all because I didn’t understand anything.
Homework:
Write a syncwine on the topic “Archimedes’ power.”
Technological map of the lesson on the topic “Archimedes’ power”
7th grade
Lesson stage | Teacher activities | Student activity | Result | Universal learning activities |
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Organizational | Organizes activities to prepare for the lesson | Preparing the workplace | Ready for lesson | Personal UUD: moral and ethical assessmentCommunicativeUUD: listening skills |
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Goal setting and motivation | Excerpt from A.P. Chekhov’s story “The Steppe” Creates a problematic situation necessary for setting a learning task | Remember what they know about the issue being studied (The effect of liquid and gas on a body immersed in them) Systematize information. They make assumptions. Formulate what you need to know. | Students formulate the topic of the lesson and determine the objectives of the lesson A body immersed in a liquid loses as much weight as the liquid it displaces weighs. | Cognitive UUD: Analyze and work independently |
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Primary assimilation of new knowledge (“discovery” of new knowledge) | Organizes experiments in groups and discussion of the results 1 Group finds out the dependence (independence) of Fa on body density. 2 The group finds out the dependence (independence) of Fa on the volume of the body. 3 The group determines the dependence (independence) of Fa on the density of the liquid. 4 The group finds out the dependence (independence) of Fa on the depth of immersion of the body. 5 The group finds out the dependence (independence) of Fa on the shape of the body. | Conducting your own experiments, putting forward hypotheses, discussing them, formulating conclusions, and correcting them We found out that Fa does not depend on the density of the body. We found out that Fa depends on the volume of the body. We found out that Fa depends on the density of the liquid It was found that Fa does not depend on the depth of the body's immersion. We found out that Fa does not depend on body shape. | Experiments performed, conclusions recorded; the students themselves draw conclusions about the buoyancy force | Personal UUD Regulatory UUDDetermining the sequence of intermediate goals taking into account the final result; control of the method of action and its result; making necessary additions and adjustmentsCognitive UUD:Drawing up a plan and sequence of actions; predicting the result and choosing the most effective ways to solve problems depending on specific conditionsCommunicative UUD:Planning educational collaboration with the teacher and peers,ways of interaction; the ability to express one’s thoughts in accordance with the tasks and conditions of communication; mastery of monologue and dialogic forms of speech |
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Initial check of understanding | Organizes frontal testing of understanding of new material | Solving the dock problem and comparing calculations with experimental results. | Understanding the basic concepts and lesson material | Cognitive UUD: Communication UUD:Ability to express your thoughts |
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Fizminutka | Reads a poem and shows movements | Repeat after the teacher | Changing activities increases further mental alertness and alertness | |||
Primary consolidation of new knowledge | Creates a problematic situation that can be resolved based on the experiments performed and conclusions drawn. Groups 1 and 2 find out the conditions under which a body drowns Groups 3 and 4 find out the conditions under which the body floats up 5 The group finds out the condition for a body to float inside a liquid | They complete the task in a team, discuss the results obtained, fill out report forms and write down the conclusion. They found out that a body sinks when the density of the body is greater than the density of the liquid. They found out that a body floats up when the density of the body is less than the density of the liquid. We found out that a body floats when the density of the body is approximately equal to the density of the liquid. The closer the density of the body is to the density of the liquid, the larger part of the body will be inside the liquid. | Through the organization of group practical work, students independently draw conclusions and explain the results obtained | Personal UUD Ability to navigate social roles and interpersonal relationshipsRegulatory UUDIndependent activation of thought processes, control of the correctness of comparison of information, adjustment of one’s reasoningCognitive UUD: Independent creation of ways to solve creative problemsCommunication UUD:Skill to work in team. Ability to express your thoughts |
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Summing up the lesson (reflection of educational knowledge) | Organizes a discussion of the results of the lesson | Answer questions (if necessary, discuss answer options in groups). Formulate conclusions about achieving the lesson goal | Formulation by students: what lesson goals were achieved during the lesson | Personal UUD: Assessing the personal significance of the information received in the lesson from a practical point of viewCognitive UUD: Ability to generalize and formulate conclusions |
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Information about homework, instructions on how to complete it | Sinkwine on the topic “Archimedes’ power” | Perception, awareness of D/Z, recording | Students writing D/Z in diaries | Personal UUD: Assessing the level of difficulty of a task when choosing it for students to perform independentlyRegulatory UUD: ABOUT students’ organization of their learning activities |
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Reflection of educational actions | Invites students to choose a phrase and complete the corresponding drawing:: The body floats on the surface– I liked the lesson because I understood everything. A body floats inside a liquid– I didn’t really like the lesson, because not everything was clear. The body drowned – I didn’t like the lesson at all, because I didn’t understand anything. | Choose a phrase and make a drawing in accordance with your own internal assessment | Analysis of the results of one’s own activities; identification of existing gaps in acquired knowledge | Personal UUD: Ability to analyze the results of one’s own activities; identify existing gaps in acquired knowledgeRegulatory UUD: ABOUT students’ organization of their learning activities depending on the identified gaps in the new knowledge acquired; the ability to exercise self-control and self-esteem. |
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“The Action of Friction Force” - The first study of the laws of friction. Harmful friction. Friction in production. Laws of friction. Strive to comprehend science more and more deeply. If the body is rolling. The force that occurs when the surfaces of bodies come into contact. Roughness. Useful friction. Moving parts. Bar. The phenomenon of friction. Causes of friction.
“Friction force” - There are 3 types of friction force: rolling friction force, sliding friction force, and rest force. Surface roughness. Rolling friction. Sliding friction. The force of friction in nature. Need to check! Problems of group 1: Due to friction, moving parts of machines wear out. Find out: is the force of friction an enemy or an ally of man? Friction causes a lot of energy consumption.
“Determination of friction force” - Static friction. Phonons. Friction in mechanisms and machines. Layers and areas. Internal friction. Friction processes. Rolling friction. Friction is usually shared. Areas of dry and liquid friction. Surface grip. Liquid. Friction force. Sliding friction. Friction. Amount of friction. Kinds. Solids. Friction coefficient.
“Friction force physics” - Causes of occurrence. 3. Rest friction. Formula for finding the friction force. Mutual attraction of molecules of contacting bodies. Types of friction forces. Friction force is of three types: 2. Rolling friction. Definition. Ftr = ?*n ?-friction coefficient n-support reaction force. Direction. Roughness of the surfaces of contacting bodies.
"Examples of Friction Force" - Definition. Rolling friction in technology. Objective of the project. Description. Friction and sport. Friction force. Examples of friction force. Rolling friction. The static friction force is a force acting on a body. Static friction force. Sliding friction force. Rolling friction is the moment of force that occurs during rolling. The force of static friction in folk art.
“The nature of the force of friction” - If there were no friction, objects would slip out of the hands. What is friction force? In all machines, friction causes moving parts to heat up and wear out. Causes of friction force. Bearings are either ball or roller. Equipment and materials: dynamometer, wooden block, weights - 2 pcs., pencils.
Target: creating an optimal environment that allows master class participants to immerse themselves in the essence of the experience being presented in a short time, and evaluate the possibility of using the presented method in their own practice.
Tasks:
- introduce colleagues to the technology of critical thinking through reading and writing; promote the use of syncwine in class and extracurricular activities;
- organize professional and pedagogical communication on the merits of the experience presented;
- to attract city teachers to participate in the purposeful creation of new experiences of professional interaction.
During the event, a multimedia presentation (Appendix 1) “Sinquain in Physics Lessons”, created by teachers specifically for the master class, is used. However, any subject teacher or class teacher can use the presentation as a teaching aid when getting acquainted with this method.
Progress of the event.
Rubtsova L.G.
I would like to start with the fact that much of a teacher’s work depends on how he builds relationships with colleagues. Even the most educated, well-read, erudite teacher cannot and should not work alone. The most unexpected and fruitful ideas are born precisely through the constant collaboration of different, dissimilar people. We have been working very actively in parallel for several years now, since different subject teachers have come together: a mathematician, a physicist, a philologist. By the way, in the last issue a historian and a foreign language teacher also worked with us. Starting from the fifth grade, we often conduct intellectual games for children on a variety of topics. At one of these games, the children chose the following motto for themselves: “Not a day without the joy of discovery!” I would really like you to also make a small discovery for yourself today.
I first came across the concept of “syncwine” in 2006, after reading in the methodological newspaper “Literature. First of September” about the use of syncwine in literature lessons.
What is syncwine?
Cinquain originally originated in the United States as a poetic form. It was developed by the American poet Adelaide Crapsey, based on her familiarity with Japanese syllabic miniatures of haiku and tanka. The traditional cinquain consists of five lines and is based on counting the syllables in each verse. If you're interested, its syllable structure is 2-4-6-8-2, for a total of 22 syllables. Authors who developed the poetic form in the future proposed a number of its variations: reverse syncwine, mirror, “butterfly”, crown and even a garland of syncwine.
But we, as subject teachers, will be interested in didactic syncwine - the technology of critical thinking through reading and writing.
Didactic syncwine
- 1 line-the theme of a syncwine, contains one word (usually a noun or pronoun) that denotes the object or subject that will be discussed.
- 2 line- two words (most often adjectives or participles), they describe the characteristics and properties of the item or object selected in the syncwine.
- 3 line-formed by three verbs or gerunds that describe the characteristic properties of an object.
- 4 line- a four-word phrase expressing the personal attitude of the author of the syncwine to the described object or object.
- 5 line-one summary word characterizing the essence of a subject or object.
In this case, the text is based not on syllabic dependence, but on the content and syntactic specificity of each line. Strict adherence to the rules for writing syncwine is not necessary. For example, to improve the text, you can use three or five words in the fourth line, and two words in the fifth. It is possible to use other parts of speech.
You can study this technique of working with text in literature, Russian language, and rhetoric classes, and it can be used in all subjects and in extracurricular activities. That's what we did in 2006. In preparation for the graduation party, schoolchildren created a multimedia encyclopedia “From A to E” during computer science lessons. A separate page was dedicated to each graduate. And one of the elements on the page was a syncwine compiled by a classmate. Many of those present are class teachers and, before using this technique in the lesson, you can “test” it first in extracurricular activities. This is a very interesting form of work that gives spectacular results.
Last year, at an elective in literature, today's eighth-graders and I looked at this methodological technique; during class, the guys composed syncwines about themselves and their best friend.
Pakhych.
Kind, responsive.
I study, I live, I am happy.
I will always help in trouble.
Modest.
Chistokolov Pavel, 7BSashka.
Energetic, cheerful.
Always helps, understands, supports.
Elbow feeling!
Girlfriend.
Karavaeva Ksenia, 7A
What do you think the children have the most difficulty working on? Of course, over the first one. The ability to summarize something, to express complex ideas, feelings and perceptions in a few words, is an important skill. Therefore, we now invite you to find yourself in the role of students and compose a syncwine about yourself or your colleague. The recommended text creation time is 5-7 minutes, but we will reduce it to 3-4.
In my work as a language teacher, I rarely use this method of developing figurative speech. There are undoubted advantages: in a short period of time, the guys create texts that they consider highly artistic. Children in such lessons can feel successful. On the one hand, I don’t want to disappoint the authors, on the other hand, I understand that real literature is something life-born, but texts compiled according to a certain method are still not such. The created images are imposed by a certain technology.
This does not mean that you should abandon this type of work. This method seems to us to be successful in physics, biology, geography, etc. lessons. I give the floor to the physics teacher Abramova O.A.
Abramova O.A.
For the second year now, I have been using this technique for developing critical thinking in physics lessons at the secondary level. Writing a syncwine is a form of free creativity that requires the author to be able to find the most significant elements in information material, draw conclusions and formulate them briefly. The relative simplicity of constructing a syncwine allows you to quickly get results. This work requires thoughtful reflection based on a rich conceptual stock, as well as developed imaginative thinking. The method is effective both when working with lagging children and when working with gifted children. Every child has a real opportunity to become successful and feel the joy of the learning process. And this is the most important thing in our work.
In the methodology, syncwine is a fast, effective tool for analysis, synthesis and generalization of concepts and information. It teaches you to use concepts meaningfully and determine your attitude to the problem at hand, using just five lines. A child, based on large amounts of information, develops his ability to analyze, composes a relatively small text. Compiling this text requires relatively little time, although it has strict limits on the form of presentation.
Physics is a difficult subject, not everyone is good at it, so not everyone likes it. Especially often we have to face the problem of misunderstanding among children with a humanitarian mindset. They need to be interested. It's complicated. But writing a syncwine requires the compiler to realize almost all of his personal abilities: intellectual, creative, imaginative.
From a pedagogical point of view, the procedure for compiling a syncwine allows you to harmoniously combine elements of all three main educational approaches: informational, activity-based and personality-oriented.
How can I use this technique and, accordingly, how do I use it in my practice?
Firstly, you can compose a text both at school, in class (I have already mentioned that this type of work requires little time), and at home, as homework. Children can complete it as an individual task or as an additional task to the main one.
Physics.
Necessary, interesting.
Explores, develops, helps to think.
Physics is the science of nature.
Laws.
Chikinov Ilya, 7A
Secondly, you can work on composing a syncwine either independently, in pairs, or even in a group. After reviewing some theoretical material in class, I suggest, as a reflection, to compose a syncwine together. If a pair contains students with different abilities (and as a rule, this happens), then the stronger student, using the feasible support of the second, analyzes what has been learned. Working in a group is more difficult. Here, in addition to intellectual abilities, the child must also demonstrate communication skills.
Molecule.
Small, mobile.
Moves, attracts, repels.
A molecule is what a substance is made of.
Particle.
Izotova Rimma, Semenov Ilya, 8B
Thirdly, this technique can be used both to analyze a fairly narrow concept (for example, when considering the concept of “pressure gauge”), and when studying quite voluminous material. Having studied such a complex topic as the laws of conservation and transformation of energy, I give this task as creative.
Pressure gauge.
Liquid, metal.
Measures, clarifies, works.
Used to measure pressure.
Device.
Tikhonova Anna, 7BThe law of conservation and transformation of energy.
Necessary, useful.
Transforms, persists, does not change.
Energy changes from one type to another.
One of the basic laws of nature.
Izotova Rimma, 8BTemperature.
Measurable, dependent.
It goes up, it goes down, it changes.
The degree of body heating.
Magnitude.
Kozlov Alexander, 8A
Fourthly, you can come up with a huge number of ways to work with ready-made syncwine. For example, you can compose a short story on a given topic, using a cinquain prepared at home as a hint. You can, using all your knowledge on the topic, make corrections and improve the text created by a friend, or a text with deliberately, planned errors. Finally, you can learn to determine the theme of a syncwine with a missing part, for example, without the first line.
Let's try to become 8th grade students and compose a syncwine on such a concept as "strength".
To make it interesting for you, I suggest you play a little. Try to guess from the deformed text what topic the syncwine was compiled on.
(Internal combustion engine).
Common, thermal.
It lets in, squeezes, works, releases.
Converts internal energy into mechanical energy.
Car.(Thermal motion).|
Chaotic, changeable.
They fluctuate, move, accelerate.
Temperature depends on speed.
Movement of molecules.
Agree that the use of this technique in physics lessons is justified. The more diverse the forms and methods of our work, the greater the chance that the child will not be bored in the lesson, that every day will bring him the joy of a small, but discovery. We hope that each of you made a discovery today. We wish you further creative success in our difficult but rewarding work, dear colleagues!
