Suprise! (Introduction Activity)

Suprise! (Introduction Activity)

Science Process Skills

Observing

Communicating

Ordering

Relating

Materials (per group)

Costume for "intruder" (see prior preparation)

Large sheets of newsprint or poster board

Markers

Pencils

Prior Preparation

Have one of the staff members put together an unusual outfit i.e. one boot and one shoe, silly hat or wig, mismatched clothes. They will also need a squirt gun. They should dress in the outfit and remain out of site of the youth.

Doing the Activity

Surprise! As the youth assemble for the first program session, have the staff member in the unusual outfit quickly enter the room. They can be yelling something and should use the water gun to spray one or two of the youth. The staff person should quickly depart staying in the room for under a minute. This person will be called the "intruder."

Immediately give the youth a piece of paper and have them write down their impressions of what they just saw.

Divide the youth into detective squads. Use birthdays, height or other method.

Ask each squad to make a report of what happened when the intruder surprised them. The report may be written on a large sheet of paper and can contain pictures.

Have each squad share their report.

Discuss any possible differences between reports.

Have the intruder return so that the squads can check their reports.

Discuss the terms evidence and inference.
Evidence-things, facts, data they observe or experience directly and can know for sure
Inference-possible guesses, hunches, theories, conclusions, or explanations from the evidence and based on logic and reasoning.

Each squad should look at their reports. Have them determine which parts of their reports were evidence and what parts where inference. Discuss.

Reflecting
How well did your squad do in describing the intruder?
What things did you squad agree on about the intruder? Disagree?
How did you determine what would be included in your squad's report?
What is the difference between evidence and inferences?
What things might have influenced what you saw?
Detectives often say that evidence should lead to inferences. How can your squad make sure that you follow this advice?
What other skills does it take to be a good detective?

Applying

Do the activity "Developing Detective Skills" to help the youth become aware of the skills and processes they need to use in solving a mystery (or any science question).

Activity Source

Iowa State University Extension. Extension-Science, Engineering and Technology Initiative. www.exnet.iastate.edu/Pages/y4h/e-set

IOWA STATE UNIVERSITY
University Extension

Site contact
E-SET ISU Extension Extension Sites Search
Contact information: Sarah McArdell mcard002@umn.edu
Updated: January, 2000

NNST CYFERNet

	Suprise! (Introduction Activity)
	Science Process Skills Observing Communicating Ordering Relating
	Materials (per group) Costume for "intruder" (see prior preparation) Large sheets of newsprint or poster board Markers Pencils
	Prior Preparation Have one of the staff members put together an unusual outfit i.e. one boot and one shoe, silly hat or wig, mismatched clothes. They will also need a squirt gun. They should dress in the outfit and remain out of site of the youth.
	Doing the Activity Surprise! As the youth assemble for the first program session, have the staff member in the unusual outfit quickly enter the room. They can be yelling something and should use the water gun to spray one or two of the youth. The staff person should quickly depart staying in the room for under a minute. This person will be called the "intruder." Immediately give the youth a piece of paper and have them write down their impressions of what they just saw. Divide the youth into detective squads. Use birthdays, height or other method. Ask each squad to make a report of what happened when the intruder surprised them. The report may be written on a large sheet of paper and can contain pictures. Have each squad share their report. Discuss any possible differences between reports. Have the intruder return so that the squads can check their reports. Discuss the terms evidence and inference. Evidence-things, facts, data they observe or experience directly and can know for sure Inference-possible guesses, hunches, theories, conclusions, or explanations from the evidence and based on logic and reasoning. Each squad should look at their reports. Have them determine which parts of their reports were evidence and what parts where inference. Discuss.
	Reflecting How well did your squad do in describing the intruder? What things did you squad agree on about the intruder? Disagree? How did you determine what would be included in your squad's report? What is the difference between evidence and inferences? What things might have influenced what you saw? Detectives often say that evidence should lead to inferences. How can your squad make sure that you follow this advice? What other skills does it take to be a good detective?
	Applying Do the activity "Developing Detective Skills" to help the youth become aware of the skills and processes they need to use in solving a mystery (or any science question).
	Activity Source Iowa State University Extension. Extension-Science, Engineering and Technology Initiative. www.exnet.iastate.edu/Pages/y4h/e-set