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Problem Solvers for Life (Grade 5)

Master Teacher

Zelphine Smith

Time Allotment

Three 45-minute class periods

Overview

The problem-solving strand offers much opposition and difficulty for teachers and students. The best way to provide exposure for this process strand is by actually solving real life problems; however, we do not provide those opportunities nearly often enough.

On September 11, 2001, the country experienced one of its greatest tragedies. It was labeled "The Attack on America." Many lives were lost and affected in this tragedy. The country is now faced with the age-old dilemma of how to bring justice to a lose-lose situation. Though many individuals would argue and state that this is not an appropriate issue for children to investigate, we must realize that their lives are being affected just as much as the adults. We cannot instill morals, values, and ethics in our children yet fail to implement them ourselves.

Through the activities presented in this lesson, students will explore the problem-solving strand, learn how to conduct a survey, and research "The Attack on America." Students will become actual problem solvers and give anecdotes based on facts not opinions and emotions. The art of problem solving does not reside in one content area; therefore, teachers should encourage meaningful connections and transfers to other disciplines as well. The selected hands-on activity, Web sites and video clips will enhance the students' abilities to solve problems in meaningful contexts.

Subject Matter

Math

Learning Objectives

Students will be able to:

identify, explain, and implement components of solving a problem
collect, analyze and interpret data based on solving a particular problem
build new mathematical knowledge through problem solving
solve problems that arise in mathematics and in other contents
apply and adapt a variety of appropriate strategies to solve problems
monitor and reflect on the process of mathematical problem solving
identify questions pertaining to an effective sampling

South Carolina Standards

These Standards can be found online at Office of Curriculum Standards.

5IA1. Compare data sets collected in different ways to address a given question and then determine how the methods of collection affected the data sets.

5IB1 Collect data using observations, surveys, and experiments.

5IIIA1. Make and justify predictions based on data from a variety of applied situations.

5IVB2. Create a problem statement involving probability based on information from a given problem situation.

Media Components

Video

Math Works, Lesson 21: "Statistics: Collecting Data"

Web Sites

America Reacts. This Web site allows the children to view letters that were written for various officials.The children can e-mail friends to inform them about this great Web site.

FEMA News Room.This Web site allows the children to send a letter of thanks to the rescue workers in New York.

Governor Pataki Announces Actions in the Wake of WTC Events.This Web site features a press release from the governor to the people of New York. It outlines necessary strategies that will mend the city back together.

Out on a Limb. This Web site is an excellent, interactive resource that teaches children how to get along with others. The students will listen to different scenarios and have opportunities to make decisions based on effective problem solving skills.

Materials

pencil and paper
Farmer's Letter (Activity Sheet 1)
Governor Pataki Announces Actions in the Wake of WTC Events (Activity Sheet 2)
Assessment Rubric (Activity Sheet 3)

Prep for Teachers

Prior to teaching this, bookmark the Web sites used in the lesson on each computer in your classroom. Load the Shockwave plug-in onto each computer as well. The teacher can distribute the press release and/or allow the students to go to the Web site.

When using media, provide students with a Focus for Media Interaction, a specific task to complete and/or information to identify during or after viewing of video segments, Web sites, or other multimedia elements.

Introductory Activity

Step 1: The teacher begins the lesson by telling the children that a farmer from Texas wrote her with a problem. (Activity Sheet 1) She would like for the children to carefully listen to the letter, solve the problem, and help him find an anecdote for future situations. The teacher reads the letter with the children and explains that there are 10 cows, 3 horses and 2 chickens on top of the hill. The farmer must submit a count of how many feet and tails are on top of the hill; yet, he doesn't feel like climbing the top of the hill to find out. Illustrate what the top of the hill must look like by identifying the number of feet and tails on top of the hill. The illustration should be concrete and concise enough that the farmer clearly understands the answer.

(The children should draw the 10 cows, 3 horses, and 2 chickens on a piece of paper. They should use some strategy, addition or multiplication, to count the desired body parts. The children should find that there are 56 feet and 15 tails. Cows and horses have four feet; however, a chicken has only two feet. Each animal has only one tail.)

Step 2: The teacher will ask the children to share the various answers and strategies with the class. Next, the teacher will ask the children to brainstorm ideas that could possibly solve this problem in the future. The farmer stated that other farmers had the same problem. What would he need to do to collect this data? Who would he need to ask

(The farmer can solve his problem by hiring someone else to climb the hill, keeping a daily journal to record the findings, or just move the animals off top of the hill. The farmer must conduct some type of survey with questions pertinent to this situation. It is not plausible to actually contact all of the farmers, but he can survey a sampling of farmers. It is very important that his sample group reflects the same characteristics as the population of farmers. After collecting the data, the farmer should submit his findings to American Farm Bureau and devise a plan to solve the problem. The bureau advertises news and views on farming, ranching and rural life and connections to state and county farm bureaus. It would be an excellent strategy to help farmers solve similar problems throughout the country.)

Step 3: Ask your students to log onto Out on a Limb. Provide your students with a Focus for Media Interaction, asking them to explore the adventures of Maria. Maria tells of three different ways to solve a problem. Maria is very angry because her friend Josh called her stupid. Which strategy does Maria use, and does she solve the problem?

(The three choices are the loud choice, soft choice and think and share choice. The loud choice handles the situation in an explosive way. The soft choice walks away from the problem. They think and share choice works the problem out with others. Maria utilized the think and share method with Josh. As a result, she found out that Josh called her stupid because he thought that Maria called him ugly. They will discuss concerns in the future before reacting to these issues. Maria regained her friendship with Josh and felt good about solving the problem.)

Learning Activities

Step 1: The teacher explains that the students will watch a video, Statistics: Collecting Data, about young children trying to solve a problem. Tell them to think about the three ways the Out on a Limb Web site encourages us to deal with social problems and apply them to this film. What kind of problem solvers are the children? The film takes place during the early 80s; during this period of time, communities were feverishly preparing for economic growth and wealth. In this scenario, the potential growth caused a problem for a different population.

Step 2: Insert the video into your VCR. START the tape at its beginning. The children are in a dilemma and state that they cannot play softball just anywhere. As they were playing softball, the ball flew out into the street and broke a window. Provide your students with a Focus for Media Interaction, asking them to prematurely determine the problem in this video. PAUSE the tape when the children say, "Let's go talk to that Pat Grimshaw." Stephanie will be throwing a ball back and forth in her hand.

(The children want to play softball on a vacant lot but are not allowed to trespass. The vacant lot will soon be a parking lot. The children are going to see Mayor Grimshaw with hopes that she can assist them.)

Step 4: Ask the students to make a prediction. What do you think that Mayor Grimshaw will tell the children? Why might the city need a new parking lot? Provide the children with a Focus for Media Interaction, asking them to check their predictions against the facts in the next video segment. PLAY the tape from the previous pause point until Teddy states that numbers are proof of municipal value. PAUSE the tape when Pat walks out of the door while asking Teddy to explain this concept. Allow the children to revisit their predictions.

(Mayor Grimshaw stated to the children that she made her decision based on statistics; therefore, she did not intend to change her plan. Dill City possessed the potential for prominent growth that would necessitate additional parking lots.)

Step 5: Provide your students with a Focus for Media Interaction, asking them to recall how the mayor encouraged the children to solve their problems. What are statistics? Why are they useful? What statistics did the mayor present? PLAY the tape from its previous pause point, and STOP the tape when Mayor Grimshaw says, "It's not worth your trouble to push your little campaign any further." The mayor will be in her office discussing the matter with the children.

(The mayor suggested that the children solve their problem by using statistics. Teddy stated that statistics represent proof of municipal value. You have to prove your argument with acceptable facts and learn to paint pictures with numbers. The mayor surveyed shoppers at shopping centers within a two-mile radius of the lot. Two-thirds of the shoppers stated that they would like another parking lot.)

Step 6: Provide your students with a Focus for Media Interaction, asking them to determine the difference between a big group and its sample. PLAY the tape from the previous pause point, and

STOP the tape when the lady says, "What about a park that people of all ages can enjoy." Who is the big group? What mistake did the children make? How did the mayor slant her sample? How does the lady offer insight to the children?

(A big group is inclusive of everyone affected by the survey question. If it is not plausible to survey the population, then you must survey a sampling of the population. The sampling should reflect the same features as the big group. You should reflect upon three questions to effectively drive the sampling. Who's the big group? Is the sample group like the big group? How to reach these individuals? The children surveyed only their peers at school, and the mayor surveyed only shoppers. Neither sample accurately reflected the whole population. The lady offered insight by explaining this process to the children; she alluded that their focus was too narrow. The children posed the option for a softball field that affected other children; however, a park had the potential to accommodate people of all ages.)

Step 7: START the tape at its previous pause point, and PLAY it until the video finishes. The children will be playing softball in the new park. Immediately, some of the children will get into an argument. Stephanie states, "I never minded a good fight." Provide your students with a Focus for Media Interaction, asking them to be able to discuss how the children solved the problem. Do you like the ending?

(The children surveyed each corner house within the two-mile radius of the lot, and the lady surveyed the first person on each page of the telephone book. In both cases, more people wanted the park then the parking lot. Ask the children to revisit the major focus and decide what type of problem solvers the children were in the video. Be ready to explain your answer! The children definitely emulated the "think and share" method just like Maria did. There are four main parts to solving any kind of problem: understand, plan, do, and reflect. The children did not effectively solve the problem until they understood the problem. At that point, they developed a plan to put into action. As a result, the children were able to solve the problem and reflect upon it.)

Step 8: Distribute the attached press release (Activity Sheet 2) to your students. Ask your students to carefully read over the document and identify strategies that the governor used to assist the healing process for New York City.

He urged them to remain calm.

He declared a State Disaster Emergency such that the state would be eligible to receive emergency funds.

He offered current information.

He mobilized the National Guard.

He postponed the primary elections.

He activated the State Emergency Operations System.

He implemented the State Disastrous Preparedness Plan.

Step 9: America Reacts. Ask your students to log onto this Web site. Explain that the Web site consists of letters written to various officials of the Congress about the "Attack on America." Provide your students with a Focus for Media Interaction, asking them to read a few of the reaction letters and email a friend about the Web site.

Step 10: Now ask your students to log onto this Web site: FEMA News Room. Explain to your students that through this Web site they can express words of gratitude to the rescue workers in New York. No one can change what has happened, but this is an excellent opportunity to assist in a positive way. Provide your students with a Focus for Media Interaction, asking them to write a letter to at least one rescue worker.

Culminating Activity

Step 1: The students are going to actually become problem-solvers and try to provide insight on the issues involving the "Attack on America." The class will be divided into five groups, and each group will investigate a question concerning the attack. Students can pick from the questions below or create their own questions. Recalling the details from the video, we cannot solve problems without including statistics.

Should the United States go to war?

What are other ways that we can solve this conflict?

What are the major problems that plague our country today?

What are the major student perceptions about children of other cultures?

Step 2: Before the students begin the investigation, they must carefully consider the previously discussed questions from the video. Who's the big group? Is the sample group like the big group? How to reach people? For example, let's pretend that Group A chooses question number 1 that asks if the country wants to go to war. The group must first identify the big group, or population, that will be affected by the question. In this situation, every citizen in the United States will be affected if the country declares war. Is it plausible to survey everyone in the United States? Of course, the answer is no, but we can survey a sampling of citizens. The big group includes people of different ages, sexes, ethnicity, cultures and religions; therefore, the sampling should contain these same features. The students would possibly opt to mail letters, send e-mails, or conduct phone surveys. The children should carefully explain the desired techniques for the survey but do not have to actually survey the citizens. The children will simulate a small survey based on the population of peers at school.

Step 3: Upon surveying peers at school, the students must prepare a written and oral report based on their findings. The reports should proceed from the beginning stages of problem solving to the end as outlined previously in this lesson. It should be apparent that the students implemented the basic steps to solving any problem: understand, plan, do, and reflect. (Note to Teacher: Please see the rubric!)

Step 4: Each group will prepare a short debate to defend its findings against opposing advocates.

Step 5: Each group will be expected to present its project to a fourth grade group of students. The presentation should be inclusive of the rubric's components. The students should be able to show the same meaningful connections as demonstrated by the teacher.

Cross-Curricular Extensions

Language Arts: The students will keep a daily journal and discuss feelings about the war. They will have the option to share and edit if desired. The teacher will share the story Rainbow Fish by Marcus Pfister, which can be a great opportunity to emulate a kindness towards others.

Social Studies: The students will research history as it pertains to other wars.

The students will compare and contrast characteristics of this war to others.

Students can research another culture.

Students can study the history of American symbols.

Science: The students will relate problem-solving skills to science content.

Social Skills: The students will utilize the I Statement, which can be very helpful when dealing with conflicts. The "I Statement" states that I feel very _______ when you _________ and I wish that you would ____________.

The students can complete a portfolio about what makes them special.

Community Connections

The students can implement a fundraiser or drive to raise monies for the victims' families in New York. For example, the students might wash cars, sell ribbons, make flags.

Visit the state museum to research the history of the state of South Carolina. The students will familiarize themselves with the history and discuss the state's contributions to the country.