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Editors: Brian A. Jerome Ph.D. Stephanie Zak Jerome
Assistant Editors:Louise MarrierJosh Hummel
www.visuallearningsys.com1 800 453 848125 Union Street,Brandon, VT 05733
teacher’s guide
describing problems
2 describing problems
use and copyrightThe purchase of this video program entitles the user the right to reproduce or duplicate, in whole or in part, this teacher’s guide and the black line master handouts for the purpose of teaching in conjunction with this video, describing problems. The right is restricted only for use with this video program. Any reproduction or duplication, in whole or in part, of this guide and student masters for any purpose other than for use with this video program is prohibited.
The video and this teacher’s guide are the exclusive property of the copyright holder. Copying, transmitting, or reproducing in any form, or by any means, without prior written permission from the copyright holder is prohibited (Title 17, U.S. Code Sections 501 and 506).
Copyright © 2014
ISBN 978-1-59234-906-7
viewing clearancesThe video and accompanying teacher’s guide are for instructional use only. In showing these programs, no admission charges are to be incurred. The programs are to be utilized in face-to-face classroom instructional settings, library settings, or similar instructional settings.
Duplication rights are available, but must be negotiated with visual learning systems.
Television, cable, or satellite rights are also available, but must be negotiated with visual learning systems.
Closed circuit rights are available, and are defined as the use of the program beyond a single classroom but within a single campus. Institutions wishing to utilize the program in multiple campuses must purchase the multiple campus version of the program, available at a slightly higher fee.
Video streaming rights are available and must be negotiated with visual learning systems.
Discounts may be granted to institutions interested in purchasing programs in large quantities. These discounts may be negotiated with visual learning systems.
a message from our company . . .Visual Learning is a Vermont-based, family owned company specializing in the creation of science programs. As former classroom science teachers, we have designed our programs to meet the needs and interests of both students and teachers. Our mission is to help educators and students meet educational goals while experiencing the thrill of science!
a message from
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ing clearances | use and copyright
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a message from our company
viewing clearances
use and copyright
student learning objectives
assessment
introducing the program
program viewing suggestions
literature connections
key vocabulary
video script
answer key to student assessments
answer key to student activities
what do you know now?
what have you learned?
video review
video quiz
describing problems
problems and solutions
big problems
index
teacher’s guide
student activities
4 describing problems
assessmentwhat do you know now? (p. 10):This preliminary assessment is an assessment tool designed to gain an understanding of students’ preexisting knowledge. It can also be used as a benchmark upon which to assess student progress based on the objectives stated on the previous pages.
what have you learned? (p. 11):This post assessment can be utilized as an assessment tool following student completion of the program and student activities. The results of this assessment can be compared against the results of the preliminary assessment to assess student progress.
video review (p. 12):The video review can be used as an assessment tool or as a student activity. There are two sections. The first part contains questions displayed during the program. The second part consists of a five-question video quiz to be answered at the end of the video.
student learning objectivesUpon viewing the video and completing the enclosed student activities, students will be able to do the following:
1 Explain that a problem is something that is hard to deal with, or is a source of trouble.
2 Also explain that a problem could be an unsolved question that people are trying to answer.
3 List an example of a problem and describe it.4 Understand how to describe a problem in a detailed manner.5 Describe how people often try to find solutions to problems. Explain that a
solution is an answer to a problem.6 Know that scientists and engineers often work to find solutions to
complex problems.7 Explain that sometimes problems take many people working together
over a long period of time to solve.8 Understand that not all problems are the same. Some problems are much
more complex than others.
student learning objectives | assessment
5describing problems
program viewing suggestionsThe student master “video review” is provided (p. 12) for distribution to students. You may choose to have your students complete this master while viewing the program or do so upon its conclusion.
The program is approximately 10 to 12 minutes in length and includes a five-question video quiz. Answers are not provided to the video quiz in the video, but are included in this guide on page 9. You may choose to grade student quizzes as an assessment tool or to review the answers in class.
The video is content-rich with numerous vocabulary words. For this reason you may want to periodically stop the video to review and discuss new terminology and concepts.
introducing the programBefore showing students the program present them with a problem. You will need a peeled hard-boiled egg and a glass milk bottle (or glass bottle with an opening of about three to five centimeters). Hold up the hard-boiled egg and bottle for students to see. Then pose the following problem: How can we get the egg into the bottle without pushing it in? Write the word “problem” on the board. Then have students phrase the problem in their own words.
Next, write the term “solution” on the board. Ask students to describe possible solutions to the problem. Write their ideas on the board. Once students have described their proposed solutions it is your turn to show them how the problem is solved. Obtain a small piece of newspaper and matches. Carefully light the paper, place it in the bottle, and quickly place the egg on top. Students will see the egg get sucked into the bottle on its own, without being pushed. This is a pretty clever solution to a problem. Tell students to ay close attention to the video to learn more about problems and solutions.
introducing the program | program
viewing suggestions | literature connections
Brown, Jeff. Flat Stanley: His Original Adventure! New York: HarperCollins, 2013.
literature connections
Daywalt, Drew. The Day the Crayons Quit. New York: Philomel, 2013.
Dussling, Jennifer and Rebecca McKillip Thornburgh. The 100-Pound Problem. New York: Kane Press, 2000.
McMillan, Bruce. The Problems with Chickens. Boston: HMH Books for Young Readers, 2005.
6 describing problems
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key vocabulary |video script
video script01 introduction 02 Have you ever had a problem?03 Perhaps your room got a bit messy and one of your parents told you to clean
it up right away.04 Maybe while riding your bike, you got a flat tire. You then had the problem of
peddling the bike to get home.05 Or maybe you’ve had the problem of not understanding something in school.06 These are all examples of problems.07 But, what are problems?08 How do we talk about and describe them?09 And, why is it important to talk about problems?10 During the next few minutes we are going to explore these questions as we
go about describing problems.
11 what is a problem?12 Every day we experience things that might slow us down or create a
challenge.13 Some of the problems we experience may be more difficult or important than
others. 14 But, what exactly is a problem? 15 A problem is something that’s hard to deal with. Or a problem could be a
source of trouble.
16 What’s the problem with this sink?17 As you can see the sink will not drain, and the water won’t empty. So, it’s
clogged up. This is a problem for the family living in this house.18 Sometimes a problem involves an unsettled or unanswered question that
people are trying to answer.19 For example, for decades people have tried to figure out the problem of
finding the cause of certain diseases.20 Or figuring out why certain buildings are destroyed by earthquakes.21 And, today in many cities we’re faced with the problem of air pollution.22 So, as you can see there are many different types of problems.
key vocabulary
problemdescribing
solutionsscientists
engineers
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video script23 describing problems24 Describe the problem you see with this door. 25 You could describe the door as being broken, which is true.26 Or you could say the door is tilted, which is also true.27 But, to best describe the problem you would say the door is broken because
one of its hinges is not screwed in.28 Fully describing the problem makes it easier to understand and eventually
fix.
29 problems in science and engineering30 Everyday we benefit from solutions to problems.31 Many of these benefits have been developed by scientists and engineers.
32 What general problem does this jet plane solve?33 The scientists and engineers that designed and built this plane solved
the problem of moving people and materials great distances in a very short period of time. Planes are very fast compared to cars, trucks, and trains.
34 In order to do this they needed to solve hundreds of small problems such as how to develop a large plane that is lightweight, and how to build large engines that could propel the plane.
35 Around the world there are millions of scientists and engineers working to solve lots of problems. Some of the problems they are working on will improve the environment,...
36 ... build faster computers,...37 ... and develop better ways to grow food.
38 problems in-depth39 Earlier we took a look at the problem of a clogged sink.40 This is a relatively easy problem to describe and understand.41 But, some problems are much harder and more complicated.42 For example, for many years scientists have gathered evidence that Earth is
warming.43 This information has shown that glaciers are melting,..44 ... and that the oceans are warming.45 Its taken years of study conducted by thousands of scientists to understand
climate, weather patterns, and the planet.46 Other difficult-to-understand problems also exist in medicine, chemistry, and
engineering. These problems are complicated. They also take many people working for long periods of time to describe and solve.
you decide
8 describing problems
47 video review 48 During the past few minutes we explored problems in science and
engineering.49 We began by describing what problems are.50 And, we took a look at some specific problems.51 Ways in which problems are described were then highlighted. 52 The importance of describing problems in science and engineering were
explored.53 Last, we took a look at how some problems in science and engineering are
complicated, and take long periods of time to describe and solve.54 This rounded out our fascinating exploration of describing problems.
55 video quiz56 Fill in the correct word to complete the sentence.57 1. This clogged up sink is a _____.58 2. By ______ problems well it makes them easier to understand.59 3. There are many different ____ of problems.60 4. Scientists and _____ worked to solve problems in building this plane.61 5. Big problems often take a long ___ to describe and solve.
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video script
9describing problems
answer key to student assessments
answer key to student activitiesdescribing problems (p. 13)
1 This faucet continues to drip even when shut off. The leaky faucet wastes water and is annoying.2 The wheel on the wagon fell off. This prevents the wagon from moving. It cannot be used until the
wheel is attached.
big problems (p. 15)1 The lake is a problem for the people who live near it and enjoy it for recreation. The lake is not
healthy for people and other living things. An overabundance of algae growth is the problem. But, what causes this growth? More study is needed on the water quality of the lake and on streams flowing into it. Perhaps, contaminants such as fertilizer or other pollutants accelerate the algae growth.
2 Too much traffic makes it difficult for people to get to their destinations. It also wastes gas and adds to pollution. More study needs to be done on why so many cars are on the road. Perhaps there is not adequate public transportation. Or, maybe there are just too many commuters and people may need to carpool.
3 Children playing in the streets is a huge safety problem. It is not good for children or motorists. More study needs to be done to figure out why children are playing in the streets. Perhaps there are not adequate recreational facilities for them such as parks and playgrounds.
problems and solutions (p. 14)1 The airplane solved the problem of moving people and goods large distances in short periods of
time.2 The x-ray machine enables medical professionals to see inside the body easily and painlessly. It can
make problems with internal structures visible.3 Microscopes make objects too small to be seen with the naked eye visible. Prior to the microscope,
very small things could not be seen.
what do you know now?1 problem2 a question3 an answer4 understand5 not the same6 many small problems solved7 scientists and engineers8 a clogged sink9 global warming
10 time to solve
what have you learned? (p. 11)1 a clogged sink2 understand3 many small problems are solved4 problem5 global warming6 an answer7 time to solve8 a question9 scientists and engineers
10 not the same
video review (p. 12)1 The problem with the sink is that it is clogged
up.2 The door is broken because one of its hinges
is not screwed in.3 The scientists and engineers that designed
and built this plane solved the problem of moving people and materials great distances in a very short period of time.
video quiz (p. 12)1 problem2 describing3 types4 engineers5 time
answer key to student assessm
ents | answer key to student activities
what do you know now?
Something hard to deal with is a:
story problem event situation
Quite often people working on problems try to answer what?
a question a sound nothing answers
Sometimes a problem involves ways to find what?
a question a way out an answer quiet
Fully describing problems makes them easier to:
understand escape find lose
All problems are what?
easy to solve not the same easy to understand expensive
Select the best answer for each of the following questions.
Before a very big problem is solved what often happens?
lots of breaks many small problems are solved constant failure nothing
What types of professionals develop new computers?
teachers carpenters nurses scientists and engineers
Which problem is the easiest to solve?
species extinction a clogged sink diseases such as cancer pollution
Which problem is the most complicated?
cleaning your room adding two numbers answering a phone global warming
Complicated problems sometimes take lots of what?
rest playing time to solve relaxation
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visual learning systems10 | describing problems
Name:
what have you learned?Select the best answer for each of the following questions.
Which problem is the easiest to solve?
species extinction a clogged sink diseases such as cancer pollution
Fully describing problems makes them easier to:
understand escape find lose
Before a very big problem is solved what often happens?
lots of breaks many small problems are solved constant failure nothing
Something hard to deal with is a:
story problem event situation
Which problem is the most complicated?
cleaning your room adding two numbers answering a phone global warming
Sometimes a problem involves ways to find what?
a question a way out an answer quiet
Complicated problems sometimes take lots of what?
rest playing time to solve relaxation
Quite often people working on problems try to answer what?
a question a sound nothing answers
What types of professionals develop new computers?
teachers carpenters nurses scientists and engineers
All problems are what?
easy to solve not the same easy to understand experience
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visual learning systems describing problems | 11
Name:
You observeWhat’s the problem with this sink?
You describeDescribe the problem you see with this door.
This clogged up sink is a _____________________.
By ___________________________ problems well it makes them easier to understand.
There are many different _______________ of problems.
Scientists and _______________________ worked to solve problems in building this plane.
Big problems often take a long ____________ to describe and solve.
video review
video quiz
You decideWhat general problem does this jet plane solve?
visual learning systems12 | describing problems
Name:
describing problems
A problem is something that is hard to deal with. Or, a problem could be a source of trouble. Describing problems helps us better understand them.
Directions: Describe the problem shown in each image.
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2
visual learning systems describing problems | 13
Name:
problems and solutionsEveryday we benefit from solutions to problems. Many of the benefits have been developed by scientists and engineers. Several solutions to problems are shown below.
Directions: Describe the problem that was solved by the solution.
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Solution Problem that it solved
airplane
x-ray
microscope
visual learning systems14 | describing problems
Name:
big problems
Some problems are hard to describe. They are often complicated. It takes people working together to describe the problem. In this activity you will work in groups of three to describe one of the problems below. Also, decide what type of information you need to better explain the problem.
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Problem A nearby lake has become polluted. For the past four summers lots of algae has grown in the lake. It is smelly. People cannot swim in it. Describe the problem and suggest possible causes.
Problem The traffic in your community is getting worse all the time. It is very bad while people are commuting to and from work. Describe the problem and suggest what may be causing it.
3Problem In your community there have been several accidents because children have been playing in the streets. Describe what may be the cause of this problem.
visual learning systems describing problems | 15
Name:
