##
* *Reflection: Complex Tasks
Problems In Our World - Solutions - Section 1: Designing A Solution

When I first asked students to think of a problem, I was not sure what to expect. Students decided that wasting paper was a problem they could solve. The how to solve the problem became very tricky. I wanted students to think about science and how science could help solve the problem but I realized that this was a huge leap as students struggled to brainstorm ways to use science.

I stepped back and asked them what science was. They had a year of science experiences in second grade to draw from and at first, their responses were limited to technology. I asked them to think back to all that we had done this year, and then they began to think of experiments we had conducted on strength of materials, things we had learned about habitats and plants, and the scientists we had met. From here students began to brainstorm solutions, but they still were having difficulty because of the way I had posed the question about thinking how kids could use science to solve the problem. This was too complex.

I then rephrased the question and said we would make 2 categories. 1 would be solutions kids could make and the other would be solutions scientists might do. Once I broke the task down, students had less difficulty but the task was still tricky because they were being asked to come up with a new solution to a problem.

I didn't want students to be too frustrated with the task, but I wanted them to realize that they could fix or at least pose a way to fix a problem.

By breaking the task down, and spending time with each partnership, I was able to keep students engaged in this difficult task.

*Not an Easy Task*

*Complex Tasks: Not an Easy Task*

# Problems In Our World - Solutions

Lesson 7 of 8

## Objective: SWBAT use what they know about science to propose a solution to a problem they have identified.

#### Designing A Solution

*45 min*

I begin today by rereading the problem that students identified in previous lessons. I also review the tally of thoughts about the problem that we gathered from other individuals. I say, "today you will have a chance to propose a solution to this problem that uses science, but is something that a kid could do. You can't build a giant robot to solve the problem, but as a kid you can do lots of things that might help to solve this problem. You may work alone, or with one other person to design your solution. Your design can be a detailed drawing, a "how to" type booklet, a model, or some other format that will help to solve the problem. You will work on your solution today and then we will invite people to come in and see our solutions, like a museum display."

I know that I have asked students to think outside the box. I let them begin by sketching their ideas and talking about them. I take the time to meet with each partnership and provide encouragement and questions. I say, "I can see you are thinking about our problem here. Do you think you could do this solution or is it one a scientist might do?" I want to encourage students to think of new ideas and to incorporate their knowledge of science into their solutions.Designing A Solution A Child Friendly Solution

I give students about 30 minutes to complete their original sketches and/or notes of their ideas.

If students have designed something that they wish to make a model of, I give them additional time to create their model.

*expand content*

#### A Solution Museum

*20 min*

I want to give students a forum for sharing their solutions, and for possibly carrying out some of the student solutions. I ask students to set up their drawings and or models on their desks. I invite adults from the building to come to a 15 minute display at the end of the day. I ask the adults to talk to students about how their drawing or model addresses the problem.

Students have a chance to share their thinking about how they have identified a real problem and posed a solution for it.

*expand content*

#### Closure

*45 min*

To close this set of lessons on solving a real problem, I tell students that there are some of their solutions that are ones we could do as a class. I help them to identify which of the solutions we might really do by having them talk about their solutions.

We pick 2 of the problems that we would like to carry out. I find the materials that students need and give them the time to make the posters, or write the advertisement or article, or build the thing that will solve the problem.

This step will be dependent on what the students have designed. It will be important to allow them to carry out their solutions to see that students can use science in a positive way to help to solve a real problem.

*expand content*

##### Similar Lessons

###### Safety in Science

*Favorites(4)*

*Resources(15)*

Environment: Suburban

###### Make it Monumental!

*Favorites(5)*

*Resources(19)*

Environment: Urban

###### Senses Help Scientists

*Favorites(25)*

*Resources(16)*

Environment: Suburban

- LESSON 1: What Is Energy Part 1
- LESSON 2: What Is Energy Part 2
- LESSON 3: Studying Our Earth Day 1
- LESSON 4: Studying Our Earth Day 2
- LESSON 5: Problems In Our World
- LESSON 6: Problems In Our World Day 2
- LESSON 7: Problems In Our World - Solutions
- LESSON 8: The Science Game Show