(oieni 422. Borolinn PROBLEM SOLVINGPROBLEM SOLVING ACTIVITIES Jean Gilliam DeGaetano Illustrated by Kevin M. Newman Problem Solving Activities is a 120 page unit, designed to increase awareness of choosing specific solutions to problems and the long-term results of these choices. Some illustrated options will not solve the problem. Other options may resolve the problem over the short-term, but the long-term results usually indicate which choice is best. 1. More than one good option or more than one bad option may be pictured. This gives the students the opportunity to compare the choices and their long-term outcome on the problem. It goes beyond simply choosing between good and bad. 2. The unit provides the opportunity to talk about and compare long-term results. This ability is frequently thought to be a later developing skill. However, an awareness of outcomes should be encouraged at a young age. Verbalizing and comparing thoughts on what may happen is a key method in understanding long-term results. 3. Verbalizing problem solving while using excellent cartoon illustrations to picture outcome is a strong approach to teaching this important language skill. Sharing ideas, verbalizing the strengths and weaknesses of the options, predicting long-term outcomes based both on personal experiences and common sense give students a good opportunity to understand how others in their peer group act. It identifies students who are concerned about others and those who are not able to see beyond the immediate solution. It allows students to compare doing what is right to doing what is wrong. 4. The entire unit should be discussed orally, providing an excellent opportunity to verbalize thoughts on a number of subjects. 5, The unit is designed for a wide age-group. It can be used from kindergarten through adult, What the different age groups have to say is where the unit will greatly differ. Eact age group will bring in its own experiences and general knowledge. VARIATION: Make copies of the pictures. Cut them apart and mount them on cardboard. The instructor should describe a long-term result and let the students decide which action brought about this, long-term result. @Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIESPROBLEM SOLVING ACTIVITIES Jean Gilliam DeGaetano Iustrated by Kevin M. Newman Problem Solving Activities is a 120 page unit, designed to increase awareness of choosing specific solutions to problems and the long-term results of these choices. Some illustrated options will not solve the problem. Other options may resolve the problem over the short-term, but the long-term results usually indicate which choice is best. 1. More than one good option or more than one bad option may be pictured. This gives the students the opportunity to compare the choices and their long-term outcome on the problem. It goes beyond simply choosing between good and bad. 2. The unit provides the opportunity to talk about and compare long-term results, This ability is frequently thought to be a later developing skill. However, an awareness of outcomes should be encouraged at a young age. Verbalizing and comparing thoughts on what may happen is a key method in understanding long-term results. 3. Verbalizing problem solving while using excellent cartoon illustrations to picture outcome is a strong approach to teaching this important language skill. Sharing ideas, verbalizing the strengths and weaknesses of the options, predicting long-term outcomes based both on personal experiences and common sense give students a good opportunity to understand how others in their peer group act. It identifies students who are concemed about others and those who are not able to see beyond the immediate solution. It allows students to compare doing what is right to doing what is wrong. 4 The entire unit should be discussed orally, providing an excellent opportunity to verbalize thoughts on a number of subjects. 5, The unit is designed for a wide age-group. It can be used from kindergarten through adult. What the different age groups have to say is where the unit will greatly differ. Each age group will bring in its own experiences and general knowledge. VARIATION: Make copies of the pictures. Cut them apart and mount them on cardboard. The instructor should describe a long-term result and let the students decide which action brought about this, long-term result. ‘©Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIESPROBLEM SOLVING 1DESCRIBING OPTIONS (£Q) PROBLEM SOLVING 1 ©Great Ideas for Teaching, Inc.NAME DATE PROBLEM SOLVING 1 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. (Great Ideas for Teaching, Inc.NAME (@Geeat ideas for Teaching, Inc. (2) PROBLEM SOLVING 1 How would you rate each action? Circle your answer. GOOD OK BAD GOOD OK BAD GOOD OK BAD GOOD OK BAD DATE PREDICTING OUTCOMES Predict what will happen next if you choose this action. OYPROBLEM SOLVING 1 INSTRUCTOR’S SHEET Itis recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: (On page 1, the students should discuss aloud that someone has left a nail sticking up in a board and the boy will step on it if he does not look down in time. This is the problem. On page 2, four options are pictured. These should be discussed aloud, If the boy does not look down in time, he will step on the nail. If he does look down, he may tum the board over so the nail is pointing down. He may take his hammer and pull the nail out of the board. He may hammer the point of the nail down so that no one will step on it. On page 3, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. On page 4, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, turning the board over may be only a temporary solution because someone can turn the nail up again. The long-term outcome may be that the nail will be turned up again and someone will be hurt. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems ©Great Ideas for Teaching, Inc. 5 PROBLEM SOLVING ACTIVITIESqa PROBLEM SOLVING 2 DESCRIBING OPTIONS ©Great Ideas for Teaching, Inc. ‘PROBLEM SOLVING ACTIVITIESDATE PROBLEM SOLVING 2 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. ‘©Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIES.NAME J] PROBLEM SOLVING 2 How would you rate each action? Circle your answer. ©Great Ideas for Teaching, Inc. GOOD OK BAD GOOD OK BAD GOOD OK BAD GOOD OK BAD DATE PREDICTING OUTCOMES Predict what will happen next if you choose this action. ? ? ? ? PROBLEM SOLVING ACTIVITIES:PROBLEM SOLVING 2 INSTRUCTOR’S SHEET It is recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: ‘There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the opportunity to compare good solutions in order to decide which is the best. The fourth page flows students to rate the various actions and then to predict and explain both the immediate Gutcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 6, the students should discuss aloud that the mother accidentally dropped something made of glass and broken glass is scattered over the floor. This is the problem. On page 7, four options are pictured. These should be discussed aloud. The mother may hold the children back and warn them there is broken glass on the floor. She may decide to sweep it up with a broom and dust pan. She may pick up the glass with the vacuum cleaner, She may pick the glass up with her hands. On page 8, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. On page 9, the students should discuss and rate each action and then orally explain the possible jong-term outcome of that choice. For example, picking up the glass with bare hands may result in a piece of glass cutting her hand or sticking in her hand. The long-term outcome is that she may need to see a doctor. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. ‘©Great Ideas for Teaching, Inc. 10 PROBLEM SOLVING ACTIVITIESPROBLEM SOLVING 3 THE PROBLEM Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIES:PROBLEM SOLVING 3 DESCRIBING OPTIONS (©Great Ideas for Teaching, Inc.NAME DATE PROBLEM SOLVING 3 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIESNAME DATE PROBLEM SOLVING 3 PREDICTING OUTCOMES How would you rate each Predict what will happen next if action? you choose this action. Circle your answer. GOOD OK BAD . ——— GOOD OK BAD 7 en GOOD OK BAD . GOOD OK BAD . ©Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIESPROBLEM SOLVING 3 INSTRUCTOR’S SHEET It is recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the ‘opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate ‘outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 11, the students should discuss aloud that the boy is eating an ice cream cone. The top scoop fell off and hit his shirt, leaving a big stain on it. This is the problem. On page 12, four options are pictured. These should be discussed aloud. If the boy had realized the top scoop was going to fall, he might have prevented it from happening. Now it is too late because the ice cream has left a stain on his shirt. He can hide it in his closet. He can try to wipe the stain off. He can put the shirt in the clothes hamper. He can take the shirt to his mother and tell her what happened. On page 13, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. On page 14, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, hiding the shirt in his closet will allow the stain to dry and the stain may never come out. The long-term outcome may be that he will forget it is there and the shirt will be ruined. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. Great Ideas for Teaching, Inc. 16 PROBLEM SOLVING ACTIVITIESfee DESCRIBING OPTIONS (QQ) PROBLEM SOLVING 4 ©Great Ideas for Teaching, Inc.NAME (0) PROBLEM SOLVING 4 Put a * under each action that may prevent a problem from happening Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. @Great Ideas for Teaching, Inc.NAME DATE (2) PROBLEM SOLVING 4 PREDICTING OUTCOMES How would you rate each Predict what wil: happen ment if action? you choose this actor Circle your answer. TS GooD OK BAD 5 See ScreceeeeeerrEer eee eeerreerEeereA GOOD OK BAD 7 eel of GOOD 3 OK * BAD / 2 = : ere eee = GOOD ™ OK BAD . ‘Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVES(QQ PROBLEM SOLVING 4 INSTRUCTOR’S SHEET Itis recommended that the pages of this book serve as masters. Make as many copies of the masters as needed GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 16, the students should discuss aloud that the girl has left her toys on the steps. If someone walks down the steps and does not see the toys, something bad can happen. This is the problem. On page 17, four options are pictured. These should be discussed aloud. Her father may come out, see the toys and walk around them. Her father may not see the toys and trip over them. Even if he does not fall, he may lecture the girl about being more careful. She may remember that she has left the toys on the steps and go back to put them away. On page 18, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. ‘On page 19, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, leaving the toys on the steps may result in her father’s tripping over them. fhe falls, the long-term outcome may be that he will break his leg and be out of work for a long time. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. ©Great Ideas for Teaching, Inc. 20 PROBLEM SOLVING ACTIVITIESTHE PROBLEM PROBLEM SOLVING 5 ‘©Great Ideas for Teaching, Inc.DESCRIBING OPTIONSNAME DATE £0] PROBLEM SOLVING 5 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. ©Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIESNAME DATE (0) PROBLEM SOLVING 5 PREDICTING OUTCOMES How would you rate each Predict what will happen next if action? you choose this action. Circle your answer. GOOD OK BAD . GOOD OK BAD 2 GOOD OK BAD a GOOD OK BAD . (Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIES|] PROBLEM SOLVING 5 INSTRUCTOR’S SHEET Itis recommended that the pages of this book serve as masters. Make as many copies of the masters as needed GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 21, the students should discuss aloud that two boys are fighting over a toy. This is the problem. On page 22, four options are pictured. These should be discussed aloud. The toy may break. One of the boys may tell his mother. One boy may agree to let the other boy have the toy. Their mother may get very angry with them for fighting over the toy. ‘On page 23, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. On page 24, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, fighting over the toy may break it. The long-term outcome is that the toy may be completely destroyed. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. ©Great Ideas for Teaching, Inc. 25 PROBLEM SOLVING ACTIVITIES(Q) PROBLEM SOLVING 6 THE PROBLEM ©Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIESDATE PROBLEM SOLVING 6 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. 28 ©Great Ideas for Teaching, Inc.NAME DATE £] PROBLEM SOLVING 6 PREDICTING OUTCOMES How would you rate each Predict what will happen next if action? you choose this action. Circle your answer GOOD OK BAD . GOOD OK BAD . Nee eee ee ——= == GOOD OK BAD . GOOD OK BAD . Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIES(2) PROBLEM SOLVING 6 INSTRUCTOR’S SHEET itis recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 26, the students should discuss aloud that the sun appears to be very hot. If the man does not do something to keep his skin from burning, he may get a serious sunburn. This is the problem, On page 27, four options are pictured. These should be discussed aloud. If the man does not do something to protect his skin, he may get a sunbum. He may decide to put on suntan lotion. He may sit under an umbrella. He may decide that swimming will protect his skin. On page 28, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. On page 29, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice, For example, swimming might protect the parts of his body that are under the water, but it would not necessarily protect the man's face or shoulders from the sun. The long-term outcome may be that he gets a serious sunburn on his face and shoulders that will result in blisters, Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. (©Great Ideas for Teaching, Inc. 30 PROBLEM SOLVING ACTIVITIES[} PROBLEM SOLVING 7 THE PROBLEM Y 2 Sy(2) PROBLEM SOLVING 7 DESCRIBING OPTIONS Wh ff, / Wel: i ‘aa a8. Z ©Great Ideas for Teaching, Inc.NAME DATE PROBLEM SOLVING 7 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIESNAME DATE EQ) PROBLEM SOLVING 7 PREDICTING OUTCOMES How would you rate each Predict what will happen next ¥ action? you choose this action Circle your answer. GOOD OK (©Great Ideas for Teaching, Inc.£0] PROBLEM SOLVING 7 INSTRUCTOR’S SHEET Itis recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: ‘There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 31, the students should discuss aloud that the children have built a fire in an area where no fires are allowed. This is the problem. On page 32, four options are pictured. These should be discussed aloud. They may decide to roast a few marshmallows before they put the fire out. They may be fined by a safety ranger. It may rain, putting out the fire and getting them soaking wet. They may safely put out their fre with a pail of water. On page 33, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. On page 34, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, after being told they had built their fire in the wrong area they may not immediately put it out, but decide to roast a few marshmallows. The long-term outcome may be that the Camp Director may send them home and not allow them to return to camp that summer. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. Great Ideas for Teaching, Inc. 35 PROBLEM SOLVING ACTIVITIES(] PROBLEM SOLVING 8 THE PROBLEM ||[£0 PROBLEM SOLVING 8 DESCRIBING OPTIONS ©Great Ideas for Teaching, Inc.NAME EZ] PROBLEM SOLVING 8 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. ©Great ideas for Teaching, Inc. ‘Great Ideas Tor Teacriny, me —NAME PROBLEM SOLVING 8 How would you rate each action? Circle your answer. ©Great Ideas for Teaching, Inc. GOOD OK BAD GOOD OK BAD GOOD OK BAD GOOD OK BAD 39 DATE PREDICTING OUTCOMES Predict what will happen next if you choose this action. ~|3)9)-9 PROBLEM SOLVING ACTIVITIES(2) PROBLEM SOLVING 8 INSTRUCTOR’S SHEET 'tis recommended that the pages of this book serve as masters. Make as many copies of the masters as needed GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the Opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 36, the students should discuss aloud that the boy is about to step on the sidewalk when he realizes the sidewalk has a big patch of ice on it. This is the problem. On page 37, four options are pictured. These should be discussed aloud. If he doesn't look where he is walking, he may step on the ice patch and have a bad fall. He may carefully step on the ice to avoid falling. He may go back into his house and get salt to put on the ice so it will melt quickly. He may make a sign, waming others that the sidewalk is icy. On page 38, follow the directions on the page, explaining each answer aloud. Non-readers ‘should have the directions read aloud to them. On page 39, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, slipping on the ice may result in a bad fall. The long-term result of that may be that the boy will have an injury that will cause him to miss out on all the winter fun. Discuss which action is the best solution to the problem and why, that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. ©Great Ideas for Teaching, Inc. 40 PROBLEM SOLVING ACTIVITIESPROBLEM SOLVING 9PROBLEM SOLVING 9 DESCRIBING OPTIONSNAME DATE £) PROBLEM SOLVING 9 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. a3 ‘Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIESNAME DATE PROBLEM SOLVING 9 PREDICTING OUTCOMES. How would you rate each Predict what will happen next if action? you choose this action. Circle your answer. GOOD OK BAD ea 7 , Sa GOOD OK > / HELLS LEE See eeneici) a a BAD GOOD OK BAD GOOD OK BAD SS SINS S C(2) PROBLEM SOLVING 9 INSTRUCTOR’S SHEET Itis recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 41, the students should discuss aloud that the girl has raised the window and left it ‘open, even though the window does not have a screen. This is the problem. On page 42, four options are pictured. These should be discussed aloud. Wild birds may fly into the house. Her brother may see that the window is open and close it. Ifthe weather becomes windy and rainy, rain may blow in all over the floor. A prowler may decide to enter the house through the open window. ‘On page 43, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. On page 44, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, if the birds do not find their way out of the house. The long-term outcome may be the birds will be badly hurt. They may knock things over and make a terrible mess. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. ‘Great Ideas for Teaching, Inc. 45 M. wm(2JPROBLEM SOLVING 10 DESCRIBING OPTIONS ©Great Ideas for Teaching, Inc.NAME | PROBLEM SOLVING 10 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. @Great Ideas for Teaching, Inc. Ideas for Teaching, Inc.NAME DATE (PROBLEM SOLVING 10 PREDICTING OUTCOMES How would you rate each Predict what will happen next if action? you choose this action. Circle your answer. ey GOOD OK BAD . GOOD OK BAD eee EEE EE ee ee a GOOD oK BAD . See GOOD OK BAD : ‘©Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIES.(Q)PROBLEM SOLVING 10 INSTRUCTOR’S SHEET It is recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the ‘opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome. may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 46, the students should discuss aloud that the girl had planned to walk to the movies today. When she heard thunder, she looked out the door and saw that rain had started to fall very hard. This is the problem. On page 47, four options are pictured. These should be discussed aloud. She may stay home and read a book. She may watch television. She may talk on the phone to her best friend all afternoon. She may get her raincoat, boots and umbrella and walk to the movies in the rainstorm. On page 48, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them On page 49, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, walking in a storm can be very dangerous when there is thunder and lightning. The long-term result may be that she can be badly hurt if lightning strikes near her. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. ©Great Ideas for Teaching, Inc. 50 eI ANCPROBLEM SOLVING 11 THE PROBLEMDESCRIBING OPTIONS. (] PROBLEM SOLVING 11 : : 3NAME DATE (2) PROBLEM SOLVING 11 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best ‘solution to the problem. ©Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIESNAME DATE (] PROBLEM SOLVING 11 PREDICTING OUTCOMES How would you rate each Predict what will happen next if action? you choose this action, Circle your answer. GOOD OK BAD GOOD OK BAD GOOD OK BAD GOOD OK BAD ? 2 2 2 ©Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIES(Q)PROBLEM SOLVING 11 INSTRUCTOR’S SHEET It is recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: ‘There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each, In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 51, the students should discuss aloud that the girl forgot to take out the trash. Now, the trash smelis terrible and flies are buzzing around it. This is the problem. On page 52, four options are pictured. These should be discussed aloud. She may try to carry the heavy bag in her arms, hoping her brother will help her. She may pick it up by its top. She may put it in the trash can so she can carry it out without dropping it. She may carry it out to the curb since she hears the garbage truck approaching. On page 53, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. On page 54, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, if she picks up the garbage by the top, the bottom may fall out. The long-term outcome of this is that the garbage may spill all over the clean floor and it will be a terrible mess to clean up. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. ‘©Great Ideas for Teaching, Inc. 55 PROBLEM SOLVING ACTIVITIES(PROBLEM SOLVING 12 DESCRIBING OPTIONS Great Ideas for Teaching, Inc.NAME PROBLEM SOLVING 12 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. PROBLEM SOLVING ACTIVITIES (©Great Ideas for Teaching, Inc.NAME (LJ PROBLEM SOLVING 12 (Great Ideas for Teaching, Inc. How would you rate each action? Circle your answer. GOOD OK BAD GOOD OK BAD GOOD OK BAD GOOD OK BAD 59 DATE PREDICTING OUTCOMES, Predict what will happen next if you choose this action. VV PROBLEM SOLVING ACTIVITIES(LIPROBLEM SOLVING 12 INSTRUCTOR’S SHEET itis recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 56, the students should discuss aloud that the girl carrying a container of milk is not watching where she is walking. This is the problem. On page 57, four options are pictured. These should be discussed aloud. She may fall over her cat, but keep the milk from spilling. She may spill the milk, but keep from falling. She may start crying because she spilled the milk, She may get a mop and pail of water to clean up the spill. ‘On page 58, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. On page 59, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, having a bad fall while trying to keep the milk from spilling may prevent having to clean up a mess, but the girl or the cat may be hurt. The long-term outcome will be that it would take a long time for an injury to heal. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. ©Great Ideas for Teaching, Inc. 60 PROBLEM SOLVING ACTIVITIESPROBLEM SOLVING 13 THE PROBLEM ©Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIES(-Q)PROBLEM SOLVING 13 DESCRIBING OPTIONS ©Great Ideas for Teaching, Inc.NAME DATE (QPROBLEM SOLVING 13 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. ©Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIESNAME ©Great Ideas for Teaching, Inc. ROBLEM SOLVING 13 How would you rate each action? Circle your answer. GOOD OK DATE PREDICTING OUTCOMES Predict what will happen next if you choose this action. 2 2LLJPROBLEM SOLVING 13 INSTRUCTOR'S SHEET Itis recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. NE! Cc There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 61, the students should discuss aloud that the boy is pitching the ball toward the house and the family dog is standing close to the catcher. This is the problem. On page 62, four options are pictured. These should be discussed aloud. The pitcher may throw the ball against the net. He may throw it over the boy's head and break a window, He may throw it to the other boy. He may throw a wild pitch that hits the dog. On page 63, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. (On page 64, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, if the boy pitches the ball above the catcher's head, it will break the window. The long-term outcome of this is that someone in the house may be injured. The boys’ parents will be very upset that the boys used such poor judgment. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. Great Ideas for Teaching, Inc. 65 PRoBt wit(2) PROBLEM SOLVING 14 THE PROBLEMTYPROBLEM SOLVING 14 DESCRIBING OPTIONS (©Great Ideas for Teaching, Inc.NAME DATE EQ]PROBLEM SOLVING 14 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. 68 ‘©Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIESNAME (LJPROBLEM SOLVING 14 ©Great Ideas for Teaching, inc. How would you rate each action? Circle your answer. GOOD OK BAD GOOD OK BAD GOOD OK BAD GOOD OK BAD DATE PREDICTING OUTCOMES Predict what will happen next if you choose this action. eePROBLEM SOLVING 14 INSTRUCTOR’S SHEET itis recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Studenis have the opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. in some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 66, the students should discuss aloud that instead of cleaning up the leaves after he had finished raking them into a pile, the boy announced, "I'm done!” This is the problem. (On page 67, four options are pictured. These should be discussed aloud. He may take the money his grandfather gave him and let his grandfather finish cleaning up. He may jump in the leaves and scatter them all over the yard. He may help his dad put them in a bag. He may do nothing and let the leaves blow all over the yard. On page 68, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. On page 69, the students should discuss and rate each action and then orally explain the Possible long-term outcome of that choice. For example, the boy may leave the pile and wait for someone else to clean it up. The long-term outcome is that the leaves will blow all over the yard and the entire yard will need to be raked again. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. for Teaching, Inc. 70 PROBLEM SOLVING ACTIVITIESELJPROBLEM SOLVING 15 THE PROBLEM(Q)PROBLEM SOLVING 15 DESCRIBING OPTIONS ‘©Great Ideas for Teaching, Inc.DATE PROBLEM SOLVING 15 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. ircle the picture you think is the best olution to the problem. ao THOSE ARE THE SCHOOLS THAT pore WILL BE CLOSED Ideas for Teaching, inc.NAME DATE (Q)PROBLEM SOLVING 15 PREDICTING OUTCOMES creer ne ernest Circle your answer. GooD x | BAD . eee rESaeCRSeEEEEEN GOOD 2 49 BAD : (aaa GOOD = 49 BAD . GOOD x O BAD a ©Great Ideas for Teaching, Inc. a ‘PROBLEM SOLVING ACTIVITIESPROBLEM SOLVING 15 INSTRUCTOR’S SHEET Itis recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution Is best. SPECIFIC DIRECTIONS: On page 71, the students should discuss aloud that the sister and brother hear on the radio that schools are closed today because it is snowing. They must decide how they are going to spend the day. This is the problem On page 72, four options are pictured. These should be discussed aloud. They may go ice skating. They may build a snowman. They may go back to bed and sleep late. They may help their parents by clearing the snow off the sidewalk. On page 73, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. On page 74, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, if the children clear off the sidewalk for their parents, they will be proud of themselves and their parents will appreciate their thoughtfulness. The long-term outcome is that their parents may have time to go out and enjoy the snow with the children. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems, Great Ideas for Teaching, Inc. 5 PROBLEM SOLVING ACTIVITIES({LJPROBLEM SOLVING 16DESCRIBING OPTIONS (_LJPROBLEM SOLVING 16NAME DATE []PROBLEM SOLVING 16 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. 738 ‘©Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIESNAME DATE (LJPROBLEM SOLVING 16 PREDICTING OUTCOMES How would you rate each Predict what will happen next if action? you choose this action. Circle your answer. ————. GOOD OK BAD 2 GOOD OK BAD . Dee GOOD OK ? BAD . EeeoeeeraeeeeeeereenTSSreEETEEEEN GOOD OK BAD . Sesseiassomeenh_SSSSEESEESESEe 79 pee eee eee Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIES(CJPROBLEM SOLVING 16 INSTRUCTOR’S SHEET It is recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 76, the students should discuss aloud that the boy’s mother told him to take all of the boxes to the next door neighbor's house. She told him not to drop them because there were breakable things inside. He has decided to take all the boxes at one time. This is the problem. On page 77, four options are pictured. These should be discussed aloud. The boy may carry a few boxes while he pulls the others in his wagon. He may put all of the boxes in the wagon and pull them carefully. He may forget to fix the wheel on his wagon and all the boxes will fall. The boy may try to carry all of the boxes at once. On page 78, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. On page 79, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, if he tries to carry all of the boxes at one time, he won't be able to see where he is going which may result in all of the boxes falling. The long-term outcome may be that everything will break when the boxes fall and his mother will be very upset. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. @Great Ideas for Teaching, Inc. 80 PROBLEM SOLVING ACTIVITIES(£2) PROBLEM SOLVING 17NAME DATE (PROBLEM SOLVING 17 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. 83 ‘©Great Ideas for Teaching, inc. PROBLEM SOLVING ACTIVITIESNAME (2) PROBLEM SOLVING 17 How would you rate each action? Circle your answer. GOOD OK BAD ©Great Ideas for Teaching, Inc. DATE PREDICTING OUTCOMES Predict what will happen next if you choose this action. 2 ? ?PROBLEM SOLVING 17 INSTRUCTOR’S SHEET It is recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the Opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 81, the students should discuss aloud that the boy finds getting up in the morning is very difficult for him. This is the problem. On page 82, four options are pictured. These should be discussed aloud. He may be so irritated by the alarm that he breaks the clock. He may set the wrong time on the alarm and oversleep. The boy may shut off the alarm and go back to sleep. He may get up and get out of bed when the alarm rings. On page 83, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. On page 84, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, if the boy shuts off the alarm and goes back to sleep, he may oversleep and be late for school. The long-term outcome is that he may be punished for being late. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. ‘Great Ideas for Teaching, Inc. 85 PROBLEM SOLVING ACTIVITIESPROBLEM SOLVING 18 THE PROBLEM ©Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIES(jpROBLEM SOLVING 18 DESCRIBING OPTIONS HERE SIS’ I MADE YOU A SANDWICH Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIESNAME DATE (CIPROBLEM SOLVING 18 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. ©Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIESNAME DATE EQ)PROBLEM SOLVING 18 PREDICTING OUTCOMES How would you rate each Predict what will happen next if action? you choose this action. Circle your answer. GOOD OK BAD : GOOD OK > BAD 7 GOOD OK BAD GOOD OK BAD 2 2 PROBLEM SOLVING ACTIVITIES: Great Ideas for Teaching, Inc.PROBLEM SOLVING 18 INSTRUCTOR’S SHEET It is recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 86, the students should discuss aloud that the boy's sister told him she was going to be late and asked him if he would make her a sandwich while she poured herself something to drink. He decided to be silly and make a giant sandwich. This is the problem. (On page 87, four options are pictured. These should be discussed aloud. The sandwich may be so large that it falls over. He may tease his sister and pretend he is going to eat it. He may actually eat it himself. He may give the sandwich to his sister. On page 88, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. On page 89, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, if the giant sandwich falls over on the floor, it will be such a mess that his sister will not want to touch it. The long-term outcome may be both a terrible mess and his sister will have to leave without eating. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. ‘©Great Ideas for Teaching, Inc. 90 PROBLEM SOLVING ACTIVITIES(JPROBLEM SOLVING 19 DESCRIBING OPTIONSNAME PROBLEM SOLVING 19 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. DATE ‘Great Ideas for Teaching, inc.NAME DATE (PROBLEM SOLVING 19 PREDICTING OUTCOMES How would you rate each Predict what will happen next if action? you choose this action. Circle your answer. GOOD OKPROBLEM SOLVING 19 INSTRUCTOR’S SHEET Itis recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 91, the students should discuss aloud that the boy is playing at a friend’s house when he remembers he promised to do a project with his little brother this afternoon. When he looks out the window, he sees that itis raining very hard outside. This is the problem. (On page 92, four options are pictured. These should be discussed aloud. He may run home and get soaking wet. He may borrow an umbrella and raincoat from his friend and walk home. He may call his mother to ask if she can pick him up. He may cover his head with a newspaper and run home. On page 93, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. On page 94, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, if he runs home without a raincoat and umbrella,he will get soaking wet. The long-term outcome is that he may get sick. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. ©Great Ideas for Teaching, inc, 8 PROBLEM SOLVING ACTIVITIES(Lj PROBLEM SOLVING 20(-Q)PROBLEM SOLVING 20 DESCRIBING OPTIONS Tht Just nave Ideas for Teaching, Inc.NAME DATE (2) PROBLEM SOLVING 20 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best ‘solution to the problem. ©Great Ideas for Teaching, Inc,NAME DATE (£2) PROBLEM SOLVING 20 PREDICTING OUTCOMES How would you rate each Predict what will happen next if action? you choose this action. Circle your answer. BEEeHE HE eee Peer erence GOOD OK BAD . GOOD OK BAD : GOOD OK BAD 7 Yc SUUTTT TSE EEETEEABIBESSIBESEESDS GOOD OK BAD 7 ©Great ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIESPROBLEM SOLVING 20 INSTRUCTOR’S SHEET Itis recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the portunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 96, the students should discuss aloud that just before dinner the boy brought the girl a very big box of her favorite candy. This is the problem. On page 97, four options are pictured. These should be discussed aloud. She may share the candy and eat very litle before dinner. She may eat too much candy and ruin her appetite before dinner. She may eat only one piece before dinner. She may eat the whole box and feel sick. On page 98, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. On page 99, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, if the girl eats all the candy, she will get sick. The long-term outcome is that she may be sick for two or three days. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. ©Great Ideas for Teaching, Inc.(Q]PROBLEM SOLVING 21 DESCRIBING OPTIONS ‘Great Ideas for Teaching, Inc.NAME DATE (2) PROBLEM SOLVING 21 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. 103 ‘©Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIESNAME DATE (2) PROBLEM SOLVING 21 PREDICTING OUTCOMES How would you rate each Predict what will happen next if action? you choose this action. Circle your answer. GOOD OK ‘Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIES(LJPROBLEM SOLVING 21 INSTRUCTOR’S SHEET Itis recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: ‘There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the ‘opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 101, the students should discuss aloud that the ketchup is stuck in the bottle and will not come out. This is the problem. On page 102, four options are pictured. These should be discussed aloud. The boy may gently shake the bottle. He may try to look inside to see if the bottle is empty or full. He may hit the bottle hard on the bottom. He may stick a knife blade in the bottle to get the ketchup flowing ‘On page 103, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. (On page 104, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, if the boy hits the bottom of the bottle hard, the ketchup may go all over the hamburger. The long-term outcome may be that too much ketchup will splash everywhere and it may drip all over his clothes when he tries to eat the hamburger. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. ‘©Great Ideas for Teaching, Inc. 105 PROBLEM SOLVING ACTIVITIES(LJPROBLEM SOLVING 22 THE PROBLEM ‘Great Ideas for Teaching, Inc.ELIJPROBLEM SOLVING 22 DESCRIBING OPTIONS ‘Great Ideas for Teaching, Inc.NAME DATE () PROBLEM SOLVING 22 Put a * under each action that may Prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. 108 Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIESNAME DATE faa PROBLEM SOLVING 22 PREDICTING OUTCOMES How would you rate each Predict what will happen next if action? you choose this action. Circle your answer. GOOD OK BAD GOOD OK BAD GOOD 3[3|]~ Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIES.PROBLEM SOLVING 22 INSTRUCTOR’S SHEET Itis recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not soive the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 106, the students should discuss aloud that Colin's dad gave him ten dollars that he had earned for mowing the grass all month and five dollars to buy some groceries they needed for a cookout. Colin did not keep the grocery money separate, but put it all in one pocket. This is the problem. ‘On page 107, four options are pictured. These should be discussed aloud. Colin may remember to put his ten dollars in his piggybank and save it. Colin may buy a compact disc even though it costs more than his ten dollars. He may go shopping for his dad and then give his dad the change from the grocery store. He may decide to take Barbara to the movies and forget to go grocery shopping at all. On page 108, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. On page 109, the students should discuss and rate each action and then orally explain the Possible long-term outcome of that choice. For example, buying the compact disc will take both his money and some of his dad's money. Then there will not be enough money left for groceries. The long-term outcome may be that dinner will be ruined because he didn't have enough money to buy all the things they needed for the cookout. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. ©Great Ideas for Teaching, Inc. 410 PROBLEM SOLVING ACTIVITIES(PROBLEM SOLVING 23 THE PROBLEM ©Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIES(EQIPROBLEM SOLVING 23 DESCRIBING OPTIONSNAME DATE PROBLEM SOLVING 23 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. Ideas for Teaching, Inc.NAME (4) PROBLEM SOLVING 23 How would you rate each action? Circle your answer. GOOD OK BAD GOOD OK BAD GOOD DATE PREDICTING OUTCOMES Predict what will happen next if you choose this action. PROBLEM SOLVING ACTIVITIES(LJPROBLEM SOLVING 23 INSTRUCTOR'S SHEET Itis recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved, The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 111, the students should discuss aloud that the boy received a skateboard for his birthday. He does not know how to ride a skateboard. This is the problem. On page 112, four options are pictured. These should be discussed aloud. The boy may ride his skateboard to school even though students are not allowed to do so. He may get hurt because he tried to use the skateboard before he knew how to ride it safely. He may sell lemonade and rent his skateboard to get money for lessons. He may take lessons and become a champion. On page 113, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions read aloud to them. On page 114, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, if he rides his skateboard to school, which is against the rules, he will get in trouble, The long-term outcome may be that his parents will take away his skateboard for a month as a reminder to be more responsible. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. creat ideas for Teaching, Inc. 115 PROBLEM SOLVING ACTIVITIES(J PROBLEM SOLVING 24 THE PROBLEM Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIES(LJPROBLEM SOLVING 24 DESCRIBING OPTIONSNAME DATE (2) PROBLEM SOLVING 24 Put a * under each action that may prevent a problem from happening. Put an X under each action that may make the problem worse. Circle the picture you think is the best solution to the problem. 118 ©Great Ideas for Teaching, Inc. PROBLEM SOLVING ACTIVITIESNAME DATE PROBLEM SOLVING 24 PREDICTING OUTCOMES How would you rate each Predict what will happen next if action? you choose this action. Circle your answer. GOOD OK(-DJPROBLEM SOLVING 24 INSTRUCTOR’S SHEET Itis recommended that the pages of this book serve as masters. Make as many copies of the masters as needed. GENERAL DIRECTIONS: There are four activity pages and one instructor's page for each problem that is to be solved. The first page has a large picture that shows the problem. The second page shows four options that may or may not solve the problem. The third page allows students to identify which actions may solve the problem and which actions may make the problem worse. Students have the ‘opportunity to compare good solutions in order to decide which is the best. The fourth page allows students to rate the various actions and then to predict and explain both the immediate ‘outcome and the long-term outcome of each. In some instances, realizing the long-term outcome may change the students’ opinions as to which solution is best. SPECIFIC DIRECTIONS: On page 116, the students should discuss aloud that the girl found some eggs in a pile of hay in the barn. She put all the eggs in a basket. This is the problem. On page 117, four options are pictured. These should be discussed aloud. The girl may give the eggs to her mother. She may be chased by a hen that is very upset that the girl took her eggs. She may trip and break the eggs. She may realize that the eggs are ready to hatch and put them back until they hatch. ‘On page 118, follow the directions on the page, explaining each answer aloud. Non-readers should have the directions real aloud to them. ‘On page 119, the students should discuss and rate each action and then orally explain the possible long-term outcome of that choice. For example, if she falls while carrying the eggs around, they may all break. The long-term outcome is that the eggs would have hatched if she had put them back and now the eggs are broken. Discuss which action is the best solution to the problem and why that action is better than the others. Expand the lessons to include the students’ similar experiences and how they solved or did not solve their problems. for Teaching, Inc.