1.1 Identifying the Problem
Class: S.5 Chemistry
In this first session, students were introduced to the idea that science involves more than the memorization and regurgitation of facts. To be a scientist, one must be adapt in critically thinking about the problems they see in the real world and apply scientific knowledge and skills to solve those problems.
In order to become competitive in science at the university and career level, students need practice identifying problems and applying scientific knowledge and skills at the secondary level.
As it was currently in the middle of the rainy season in Serere, students were facing daily challenges caused by the heavy rains. We began by asking students a simple question. “How could the heavy rainfall create problems for our school community?”
Students practiced a new technique called Turn and Talk to discuss this question before participating in a whole class discussion.
In their discussion, students identified numerous problems with heavy rains:
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More mud, causing more people to slip and injure themselves
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Stagnant water bringing more mosquitoes
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Soil erosion creates structural instability for school buildings and removes top soil
Once the class self-identified soil erosion as a problem, the teacher continued to facilitate discussion through Turn and Talks and whole group conversation with these additional questions:
- What is soil erosion?
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What are some problems that are caused by soil erosion?
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What are some solutions to these problems?
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Are there any ways that chemistry can aid those solutions?
“Science is not simply the memorization and regurgitation of facts. Science is the application of knowledge and skills in order to solve problems.”
Classroom Strategy: Turn and Talk
Purpose: Engage all students in discussion and allow teachers to hear from many students at once.
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The teacher asks the question to be discussed
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“When I say go, turn and discuss this question with someone next to you. Go.”
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The teacher moves about the room, listening to different student conversations and asking clarifying questions.
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After the allotted time (30-60 seconds), the teacher brings class back together.
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The teacher can either ask for volunteers or call on specific students.
From the project planning meeting, the teacher guided the class discussion to pursue a line of questioning as follows:
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Identify soil erosion as a problem➝
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Soil erosion removes top soil from the ground ➝
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Deep rooted plants should be planted to stabilize the soil ➝
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Applying fertilizers can increase the growth speed and vitality of the plants.
It is critical in this lesson that students are not simply given these answers to write down. Students must be pushed to populate a high volume of answers to each question, and as they identify the targeted answer, the teacher can move on to the next question. Until the students come up with the answer themselves, the teacher should facilitate discussion and ask probing questions to guide students towards their own discovery. This models how we interact with scientific thinking in the real world, where a “correct answer” is not given, but rather discovered through inquiry and collaborative thinking.
The topic of fertilizers was established as a way of applying chemistry knowledge to address the problem of soil erosion. The teacher broke down the topic of fertilizers into four sub-topics:
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Organic Fertilizers
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Inorganic Fertilizers
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Methods/Applications of Fertilizers
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Side Effects of Fertilizers
Students were split into four large groups and assigned an aspect of fertilizers to research. They were instructed to prepare a presentation for the following day, when they would present their findings to their classmates and to the S.3 chemistry students. Students chose a chairperson and secretary for their research group and delegated responsibilities before class was dismissed.
students add their ideas for how to control soil erosion
brainstormed list of solutions
