8 th Int. Grade Science

The Earth is like a
“Ball”.
The Wetlands are like a “Sponge”.
Chemical Bonding is like a “Magnet”.

Same words & phrases in creative ways to explain things to one another.
Encourages the listener to think - more creative or strange it is - more interesting it is.
More direct & uses less words to describe things.
Establishes a relationship of likeness.
Fills in the Gaps in language, could be used to create new meanings to difficult new concepts.

Common & well understood experiences for complex & abstract information.
Lectures, creative writing, reviewing information,
& to teach new difficult concepts.
Everyday conversation uses of at least 4 metaphors per minute.
Many are “hidden” or “embedded” into our language.
Prompts original thoughts, creative thinking.

Antelope Island & the
Great Salt Lake are surrounded by Wetlands that are very Valuable
(“Priceless”) to the area.
(Wetland Metaphor Handout / Video)

“Quiet as a Mouse”
“Red as a Cherry”
“Strong as a Tree”
“Round like a Ball”
(Engine running)
(Santa’s Nose)
(Elephant’s Leg)
(Earth)

“Acts like a Sponge” (Wetlands)
“Clear as Glass” (Atmosphere)
“Formed like a Snowball rolling down a hill”
(Oolitic Sand)
“Slippery like Ice” (Electrons on Copper Wire)
“Stuck-Up” doesn’t need anyone (Noble Gases)
“Magnetic Connections” (Chemical Bonding)

Visual Aid – Object
Visual Drawing – Cartoon / Picture
Written Metaphor – Poem / Story
Verbal Metaphor – Saying / Phrase
Acting / Role Playing – Synectics /
Games

Taking a Familiar or Common Trait and used it to describe a New Ideas or Form of
Information.
Matching Similarities between Things
Making Emotion Connections
Use Language at Learners Level
Develop Common Uses & Descriptions
Add Creativity

Metaphors should include:
Vividness
Compactness
Expressibility
(Andrew Ortony)

Similarities to:
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Structure / Style
Uses / Performance
Habits / Work
Size
Color
Material
Relates to another
Concept / Idea

Words
Objects
Posters
Signs
Cartoons
Picture

Puns / Play on words
Descriptive Adjectives
Rhyming / Poetry
Sequencing
Humorous
Abstract
Similarities
“Sayings”
“Masterpiece” / “Acorn” / “Mountain” Articles

Computer works like a
“Brain”
Nervous System looks like a “Tree”
Solar Systems looks like a “Mobile”
Eyes work like an
“Camera”
Birds “Zipper” up their
Feathers

Synectics - Uses ANALOGIES
Process:
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Be Creative – New ideas, music, inventions
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Self Expressive & Personal
Add Emotional Connection
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Must be Understandable
Connections between Old & New Knowledge
Creative Analogies:
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Personal Expressions
Acting Out Concepts, Objects, etc…

Create an “Analogy” with these topics.
Act it out.
“A Car Engine is like ………..”
“Erupting Volcano is like ………..”
“Electricity flowing through a wire is like ………..”
“Chemical Explosion is like ………..”
“Roller Coaster Ride is like ………..”
“Computer Processing is like ………..”
“Television is like ………..”
“Old Shoe is like ………..”

Teacher will demonstrate visual styles, written, visual aids, games, and role play uses for metaphors in learning new science concepts.
Teacher will give example notes and picture reviews using visual metaphors.
Teacher will instruct the students on the steps and designs to create metaphors in science.
Teacher will give evaluations and feedback to students progress and completed projects.

Metaphoric Examples:
Sample Visual Aids
Picture Page Reviews
Games of “Win, Lose, and Draw” / “Charades”
Role Playing - Synectics
Chemistry Demonstrations
Sayings, Vivid Descriptions
Final outcome:
Student Created Visual Aids
– Metaphoric Projects

Students will be introduced to new concepts and terms in this Chemistry unit.
Students will create new “visual aids” or/and written metaphors examples that could be used to explain other key science concepts or terms in
Chemistry.
Students will learn to write and connect metaphors to new terms and concepts in the
Chemistry unit with applied knowledge from their
English Metaphor unit.

Students will use visual aids to experiment writing metaphors and brainstorming connected to science concepts.
Students will demonstrate their metaphoric knowledge by participating in Role Playing and
“Win, Lose, and Draw” games as teams.
Students will design a Metaphor form that explains a Concept in Science.
Student’s Metaphors will be used for teaching and reviewing a concept .

Select 1 Metaphor Type to design:
“Picture Page” - Review Handout
“Picture Notes” - Teaching Handout
“Poster Illustration” - Poster
“Visual Aid” – Model or Object
“Game” – “Win, Lose, or Draw” or “Password”
“Written Saying” – Mnemonics
“Role Playing” – Synectics / Charades

1.
Finding Out the Definition / Concept
2.
Brainstorming all the Possibilities you can use
3.
“Play” with you ideas – Finalize on one
4.
Design the connections
5.
Develop a metaphor form to illustrate the new concept. (Chose 1 form)
6.
Present metaphor to Class

Venn Diagram
– Similarities / Differences
Different Large Cats – like Lions have a male leader and female hairium
Like a Cheetah the mother does the raising of the offspring's
(single parent)
Concept Mapping – Webbing
Connections to concepts

Peer Review / Peer Recognition
Peer Support – “Scaffolding”
Competition
Challenge / Competition
Positive Feedback
Candy / Rewards
Grade / Teacher Recognition
Zone of Proximal Learning

Peer Understanding of Created Metaphors
Participation in Activities / Discussions
Pop Quizzes / Test
Research / Brainstorming / Concept
Mapping activities
Creation of a Metaphor for a Concept
Rubric for Metaphor Project
Self Assessment