1. Scientific Investigations and Problem Solving District Learning Day TBD August 5, 2015

2. Do Now Questions to ponder: Problem solving is… Problem solving is Not …

3. Norms Be present and engaged. Be respectful of differences in perspective while challenging each other productively and respectively. Monitor “air time.” Make the most of the time we have. Stay focused on students.

4. Objectives What will participants: Know The process skills that a problem solver uses over and over again are an ability to create, to analyze, and to generalize. Understand The role of the hypothesis and the relationship between the hypothesis and experimentation. Do Gather accurate information from an experiment and be able to use that information to draw conclusions.

5. Problem Solving Addressing a situation, occasionally having to determine what the outcome needs to be, but usually with that defined, and determining how to achieve that outcome. This usually involves comparing the situation to previous experiences, identifying similarities and differences.

6. Problem Solving Using whatever tools one knows how to use in order to implement a solution to a given hypothesis.

7. Problem Solving Before problem-solving can occur, it is important to first understand the exact nature of the problem itself. If your understanding of the issue if faulty, your attempts to resolve it will also be incorrect or flawed.

8. Problem Solving How is problem solving used to take a systematic approach to a task?

9. Problem Solving Problem solving can simply be defined as “the activity whereby a best value is determined from an unknown, subject to a specific set of conditions.” In this activity, it is possible to identify: 1.a strategy-procedure or set of steps by which the activity is performed, and 2.Elements or skills that are necessary to carry out the strategy

10. Problem Solving Activity Challenge: Can bromthymol blue help determine what chemicals are in an unknown solution?

11. Problem Solving Activity Participants will follow the instructions fro the worksheet/guide to do the activity.

12. Problem Solving Activity Analyze the data from the experiment. Which format will you use? Graph Chart Explanation

13. Problem Solving Analysis Question What is unique about the scientific method of problem solving? Remember: Analyzing data in 9–12 builds on K–8 experiences and progresses to: introducing more detailed statistical analysis, a comparison of data sets for consistency, and the use of models to generate and analyze data.

14. Reflection: MODELING What resonated with you? What is similar to your current practice? What is different than your current practice? What are you going to change as a result?

15. Reflection: Application What was easiest for you? What was most difficult? What else do you need to learn/do prior to applying to your classroom?

16. Closing What role did experimentation play in the solution to this problem?

17. Revisit Objectives What will participants: Know The process skills that a problem solver uses over and over again are an ability to create, to analyze, and to generalize. Understand The role of the hypothesis and the relationship between the hypothesis and experimentation. Do Gather accurate information from an experiment and be able to use that information to draw conclusions.

18. Next steps and activities for follow up Do this with your students.

19. Reflection: One minute paper on post-it Jot down your “Take-Aways” Consider what you need to know and be able to do to successfully implement what you have learned in this session. – What is still unclear? – What professional development or additional resources do you need?

20. District Contacts Rita Moore Science Advisor Department of Curriculum and Instruction moorerf@scsk12.org