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CUIN 6350: Problem Solving Unit *

CUIN 6350: Problem Solving Unit *. Adapted & Compiled by Eva Bisaillon. * Special Note.

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CUIN 6350: Problem Solving Unit *

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  1. CUIN 6350:Problem Solving Unit* Adapted & Compiled by Eva Bisaillon

  2. * Special Note • I used the following unit last summer (2006) to train teachers in SBCISD integrating Science and Gifted. In addition, I adapted it from an article from the National Science Teachers Association (NSTA) journal for elementary level science activities . http://www.nsta.org/

  3. My personal philosophy • I am an advocate for what I perceive to be the “true inquiry” methodology • It is more open-ended and student directed than the 5E method. • I was formally trained in 2002 at the Fort Worth Museum of History & Science’s Texas Center for Inquiry. http://www.fwmuseum.org/educate/prof_dev_tci.html • The team of instructors there were trained at the San Francisco Exploratorium Institute for Inquiry which was NSF funded. http://www.exploratorium.edu/ifi/ • I have been creating Science curriculum units based on this philosophy for about 5 years.

  4. in·quir·y or en·quir·y n1. a formal investigation to determine the facts of a case2. a request for information Investigating phenomena

  5. Investigating phenomena:a sequential way of thinking OBJECTIVE • Observe it - Describe it • Mess with it - Explore it • Test it - Experiment • Sort data - Organize results / tables, graphs, diagrams • Explanation - Interpret results / draw conclusions • Examples of real life applications -- Implications - where can it be directly or indirectly applied

  6. Sticky Water Compiled by Eva Bisaillon

  7. Teacher Prep • Materials • Space - reserve outside time and space for culminating activity. This is a great way to end the school day - especially on a Friday!!

  8. Materials • Problem Activity: • Three canisters per group • Pipette • Water • Detergent • Ruler • Paperclips • Culminating Activity: • Various large bubble makers - 1 per group • One small bubble maker per student • Both purchased from Wal-Mart - inexpensive!! • Bubble solution

  9. Determine the effects of detergent on water

  10. Problem: • Which canister will spill over first? • Add 35 ml of water 1 2 3 Water + 10 drops Water + 20 drop Water only

  11. First trial: • Fill the canister with water. Measure and record. • Drop paper clips into the canister measuring the rise of the water above the lip of the canister each time. • Second trial • Put 10 drops of detergent in the bottom of the canister. • Add the same amount of water as in the first trial • Drop water into the canister and measure the rise each time a paper clip is added. • Third trial • Put 20 drops of detergent in the bottom of the canister. • Add the same amount of water as in the first trial • Drop water into the canister and measure the rise each time each time a paper clip is added.

  12. Gather data. • Make class tables • Make graphs • Interpret graphs • Develop NEW questions

  13. Culminating Activity • Have FUN making Bubbles of all shapes and sizes !!

  14. Stimulating More Questions! • When you come back on Monday activate prior knowledge by recounting the fun everyone had. Have the students write done some of their observations and new questions. This is worth researching for information and end products of a written lab report of Friday’s investigation and a research paper on their new question. The reality is --- BUBBLES are BIG science!! -- as well asthe abilities of WATER!!

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