Background Nonverbal Communication Say Whaaat? Creative Writing Trends and Patterns Problem Solving Creative Thinking Say It – Do It (Scientific Writing) Three Dimensional TANGOES * Negotiation (Basic) Supply and Demand Monopoly Teamwork PDCA Cycle Beyond Disabilities Group Decision Making Dynamics	Say It – Do It (Scientific Writing) Summary/Suggested Uses This exercise is perfect for introducing laboratory rules and techniques. It can also be used as a stand alone discussion day, or as a general assessment of the group’s ability to communicate accurately and follow instructions. Allow up to 45 minutes. Objectives Participation in this exercise will enable students to Understand the need for clarity and precision in scientific communication Practice writing clear directions Practice thinking sequentially Materials One set of TANGOES * pieces for each pair of students. One TANGOES * image card for each student. Paper and pen for each student. Directions Divide students into pairs and arrange their seating so that the partners cannot see each other’s work area. Issue a set of TANGOES * pieces and an image card to each person. Caution students not to let their partner see the image card. Instruct students with image cards to construct one of the images using the solution found on the back of the card. Allow 2-3 minutes for students to construct images and to study the shapes. Have students with image cards write down the steps for constructing their image and then pass their instructions and the TANGOES * pieces to their partner (do not pass the image card). Partners are to try and construct the image based on the written directions only. Talking or looking at the card are not allowed. ASK How did your partner’s directions made it easier or harder for you to be successful? Debrief and Transition Clear communication is important in all areas of life, especially in science. Let’s look at some of the ways you made your directions clear. (List on board: correct vocabulary for shapes, precise language for positioning, correct sequencing of steps, making assembly logical, etc.) What happened when these techniques were not used? (Constructed image backwards, frustration, constructed image was not like original, etc.) What would likely happen if scientific researchers were not precise in measuring and describing their experiments? (Relate to research/discoveries relevant to subject students are taking) What might happen in our labs here if your directions are not clear or are not followed carefully? Use this discussion to lead in to lab safety rules or other lesson plan.