1. POETRY IN SCIENCE Edward C. Davis Carver Science Teacher

2. LET’S SEE... Symphony of Science “Ode to the Brain!” http://www.youtube.com/watch?v=JB7jSFeVz1U&feature=player_e mbedded

3.  Acrostic  Diamante  Epitaph  Haiku  Limerick TYPES OF POEMS  Cinquain  Picture or Shape  Free Verse  Alliteration or Tongue Twister  Palindrome

4.  The first letter of each line spells a word.  The lines are about the topic.  The title is usually the word. ACROSTICS Anions and cations That result from traveling electrons On orbital highways Making lots of static

5.  This poem has 7 lines.  It is shaped like a diamond.  It is a contrast poem., so opposite ideas DIAMANTE  1 st line: Topic 1 (one word idea)  2 nd line – Two adjectives about topic 1  3 rd line: Three –ing words about topic 1  4 th line: Two words about topic 1, two words about topic 2 (opposing idea)  5 th line: Three –ing words about topic 2  6 th line: Two adjectives about topic 2  7 th line: Topics 2 (opposing one word idea)

7.  A brief, rhyming poem.  Sometimes humorous.  Typically found on tombstones. EPITAPHS In this grave lies gravity. It thought it did well. All its life it tried to fly, But here is where it fell!

8.  Japanese, unrhyming poem  3 lines with 5-7-5 syllable structure (typically) HAIKU  184 No birds are flying; The tree leaves are still as stone, – An autumn evening ~ Richard Wright

9.  Irish poem, 5 lines  Humorous or nonsense  Rhyming scheme – a, a b, b, a  Syllable scheme: 9-9-6-6-9 LIMERICK

10.  Short, unrhyming poem  Syllable structure: 2-4-6-8-2  Line format common for teachers CINQUAIN  Line 1: one word topic  Line 2: Two words describing topic  Line 3: Three words describing an action of topic  Line 4: Four words describing feeling or effect about topic  Line 5: one word synonym of topic

11. CINQUAINS Temperature Celsius, Fahrenheit Measuring, Heating, Freezing Internal Energy Within Something Thermometer Fusion Large, Atom Atoms Fuse Together How Sun Produces Energy Combined

12.  Picture is drawn.  Words add to the picture by bringing it to life CONCRETE/PICTURE

13. FOUND POEM  Uses the words from text to create a poem  Choose keywords, phrases, or quotes to help  Arrange in a meaningful way

14. Content standards in science are inquiry-based and include concepts and skills in chemistry and physics that are considered foundational. This focus is designed to prepare students for the physics and chemistry courses that are often taken in high school. The scientific process and application skills should be integrated into the teaching of the required science content to allow students to combine reasoning and thinking skills with scientific knowledge. This Physical Science course provides students with a firm foundation for scientific literacy and for the pursuit of subsequent science courses. ~Alabama Course of Study: Science (p. 32)

15. Science Standards Inquiry–based concepts and skills Are fundamental And can lead to physics and chemistry preparation Processing skills help reasoning with knowledge To stand on firm foundations for literacy and pursuit

16.  Helps students with critical thinking skills  Provides students with alternative, authentic assessment  Creative format for sharing ideas WHY POETRY IN SCIENCE?  Allows for scaffolding and differentiation  Helps children with factual info in descriptive ways  Helps with ARI! Extending Content Poetry into Content Learning: A Scaffolding Framework by Elizabeth Frye

17. RESOURCES  ReadWriteThink www.readwritethink.org Search the type of poem you wantwww.readwritethink.org  Science Poetry www.uleth.ca/edu/currlab/handouts/sciencepoetry.html www.uleth.ca/edu/currlab/handouts/sciencepoetry.html  Shadow Poetry http://www.shadowpoetry.com/resources/wip/types.html http://www.shadowpoetry.com/resources/wip/types.html

18. CONTACT INFO  Geralyn L. Buford Science Specialist AMSTI WCCS-ASU  geralyn.buford@wccs.edu or amstigbuford@gmail.com geralyn.buford@wccs.eduamstigbuford@gmail.com