Birthstones, Superstition, and the Scientific Method
Initial Publication Date: June 7, 2017
Summary
On the first day of class (generally before doing any other activity, including going over a syllabus), I ask the students in my 60 student lecture to stand up and divide themselves into groups based on the month they were born. The only other instructions I give them is that I want them to put these groups into calendar order.
After they have assembled into these groups, I then ask the students to use their smartphones to look up the birthstone(s) for their month. After a couple of minutes, I then ask each of the groups to list the birthstone(s) for the month of their birth. (I have thought of putting together a powerpoint slide or a small display of birthstones for them to review at this point, but have not yet implemented that idea for this activity).
After they have listed their birthstones, I then ask each of the groups to "look up something interesting" about their birthstone, particularly something that people "believe" about these stones. After a few minutes, we then go around the room sharing the interesting things that they find about the stones.
Examples of beliefs about these stones:
February - Amethyst - helps with sobriety
March - Bloodstone - some soldiers used to believe that putting bloodstone in a cut could help heal a wound
Every year that I have done this activity, the "interesting ideas" about these stones changes and you never know quite what to expect the students to find or say.
Finally, this leads into a discussion about the difference between beliefs/superstitions and how scientists instead use the scientific method to make observations, test hypotheses and develop theories.
After they have assembled into these groups, I then ask the students to use their smartphones to look up the birthstone(s) for their month. After a couple of minutes, I then ask each of the groups to list the birthstone(s) for the month of their birth. (I have thought of putting together a powerpoint slide or a small display of birthstones for them to review at this point, but have not yet implemented that idea for this activity).
After they have listed their birthstones, I then ask each of the groups to "look up something interesting" about their birthstone, particularly something that people "believe" about these stones. After a few minutes, we then go around the room sharing the interesting things that they find about the stones.
Examples of beliefs about these stones:
February - Amethyst - helps with sobriety
March - Bloodstone - some soldiers used to believe that putting bloodstone in a cut could help heal a wound
Every year that I have done this activity, the "interesting ideas" about these stones changes and you never know quite what to expect the students to find or say.
Finally, this leads into a discussion about the difference between beliefs/superstitions and how scientists instead use the scientific method to make observations, test hypotheses and develop theories.
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Context
Audience
introductory physical geology course for non-majors
Skills and concepts that students must have mastered
no special skills required
How the activity is situated in the course
This activity is performed on the first day of class (i.e. an "icebreaker" activity)
Goals
Content/concepts goals for this activity
- students interact with other students in an engaging activity on the first day of class
- students will consider the differences between belief/superstition and the scientific method as a means to explain the unknown
- students will consider the differences between belief/superstition and the scientific method as a means to explain the unknown
Higher order thinking skills goals for this activity
- students will use some critical evaluation of competing models (i.e. superstition vs scientific method)
Other skills goals for this activity
- students will work in groups
- students must be able to look up information on a smartphone (if available)
- students may be individually selected from the group to be the group's representative when asked questions
- students must be able to look up information on a smartphone (if available)
- students may be individually selected from the group to be the group's representative when asked questions
Description and Teaching Materials
Teaching Notes and Tips
The students often fumble around for a bit at the beginning trying to figure out the month groups, but I usually let them resolve this themselves. I might step in a little to jokingly remind them of calendar order, but they usually do this o
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