Thinking Creatively Series: Book 3 by Teacher Superstore

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r o e t s Bo r e For ages 6-8 years p ok u S

A course in creative and applied thinking skills.

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Written by David Stephenson. Illustrated by Rod Jefferson. Revised 2007. Published by Ready-Ed Publications (1996) 11/17 Foley St, Balcatta, Perth, Australia, 6021 COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 706 6

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Contents

Introduction: Creative Thinking What are the skills that foster thinking? The Program Classroom climate and teacher attitude

Skill Area

...................................... 4 ...................................... 5 ...................................... 6 ...................................... 7

Fluency

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Skill Area

Teachers’ Notes ................................. 11 Photocopy Activity Cards .......... 12 - 13

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Teachers’ Notes ................................... 8 Photocopy Activity Cards ............ 9 - 10

Originality

Teachers’ Notes ................................. 14 Photocopy Activity Cards .......... 15 - 16

Elaboration

Teachers’ Notes ................................. 17 Photocopy Activity Cards .......... 18 - 19

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Skill Area

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Complexity Teachers’ Notes ................................. 23 Photocopy Activity Cards .......... 24 - 25

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Skill Area

Risk Taking

Teachers’ Notes ................................. 26 Photocopy Activity Cards .......... 27 - 28

o c . Notes ................................. 29 che Teachers’ e r Photocopy Activity o t r s Cards .......... 30 - 31 super Imagination

Applied Thinking Activities

Animals

Teachers' Notes ........................... 32-33 Photocopy Activity Pages ............. 34-41 Create Your Own Challenges

.................................... 42

A set of “Task Starters” to initiate ideas

.................................... 43

Record Page

.................................... 44 3

Teachers’ Notes

Introduction: Creative Thinking

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This activity book has been designed to allow and encourage teachers to become totally involved with the teaching of creative thinking skills. The book was developed to complement our highly popular “Creative Challenges”, a publication providing innovative applications of these skills. While there is no one accepted way of teaching “thinking”, we feel that in being provided with an organised and developmental outline of some of the sub-skills, teachers may more readily internalize these skills, allowing a smoother approach to teaching thinking within the classroom.

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While most experts can never agree on a definition, they do agree that “thinking” has a series of sub-skills. For the purpose of teaching them each of these skills can be treated in isolation.

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However, it is the combination and application of several sub-skills simultaneously that leads to a higher plateau of thinking. It is the continual practise of these skills that leads to a student being more productive and creative in his or her thinking.

. tecreative thinking can best be described as “applied problem Our definition of o c solving”. As students develop their thinking skills they begin to provide a multitude . c e of answers and solutionsh to any given problem. As they progress through the r e o t r course as set down in this book their answers should develop to a level where s s r u e p they become more divergent, complex and original.

Teachers’ Notes

What are the skills that foster thinking?

r o e t s BProgram r e oo Creative Thinking ... The p u k S

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This activity book follows the basic principles of lateral thinking educators and writers, Edward de Bono and Joan Dalton, in concentrating on eight processes or skills which foster an increased ability to think creatively and divergently.

In practice these are not encountered as segregated and easily identifiable processes but for the purposes of teaching the skills it is useful to isolate them and identify them as related to either the COGNITIVE (thinking) or AFFECTIVE (feeling) areas.

Cognitive Abilities

R Fluency - Related to the generating of a quantity of ideas on the premise that the more ideas generated, the greater the likelihood of originality. R Flexibility - Examining a problem from different perspectives; seeking variety in responses.

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R Originality - Coming up with new or unique solutions to given problems or questions; putting two known ideas together to make a third original one. R Elaboration - Adding to what is already apparent to make an idea more interesting or exciting; seeing relationships to the given idea.

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o c . R Curiosity - Using inquisitiveness and wondering to seeke solutions on the c h r basis of a Who? What?e How? Why? approach. o t r s s r u e p R Complexity - Looking for different and sometimes difficult alternatives to Affective Abilities

what is provided.

R Risk Taking - Accepting that there may be more than one correct answer and that to be mistaken is not necessarily a sign of failure; exposing oneself to possible criticism. R Imagination - Projecting the mind towards how others may be feeling, or to another place or time; thinking about things beyond real boundaries. 5

Teachers’ Notes

The Program r o e t s Bo r e p ok u S

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The program has been designed to treat each of the skills separately. However, as each skill builds upon another it often is impossible to design activities where skills don’t overlap. Despite this there is still an emphasis on the skill presented in the practice examples.

Further activities are presented under “Applied Thinking Activities” where many sub-skills are required in combination to achieve the best results.

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The use of these activities in the classroom could be through a daily “Think About It” session. It is advised that initially whole class or small group format is most suitable to introduce and practise the skills. Tasks from the “Applied Thinking Activities” section could be carded and students allowed to self select. However, students may need to become more acquainted with the skills before attempting activities like “Curiosity”.

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Teachers’ Notes

Classroom climate and teacher attitude

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A large component of the success of implementing such a thinking program is the teacher’s response to pupils’ thinking. The teacher’s attitude, personal philosophy and teaching methodology must be totally conducive to allowing a “free range” approach to thinking. Educators should consider the following classroom conditions conducive to encouraging creative thinking processes.

Think Time

Self Selection

While all learning and education should be about thinking, it can still be highlighted and formalized into a “use your brain” opportunity session for all.

Once the program has commenced allow latitude for student self selection. Too often we, as teachers, pre-select what all students can and cannot do, i.e. don’t pre-set the limits.

participants to do the same. Accept and respect all opinions and thoughts.

every person’s initial contribution. Highlight unusual, innovative and creative ideas.

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Cagey Questioning

Become skilled in being a catalyst, prompting the continuation of exploring unusual and obscure ideas.

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All evaluation should be informal. Before and after activity comparisons provide ample evidence of skill acquisitions.

o c . Enjoy using e your own mind che Challenge r o activities. They with these t r s supe r provide a different insight into

Provide mental challenges that are different. Non-curriculum challenges are great as starters as students are not locked into preconceived ideas about their possibility of success. (E.g. This is maths, therefore I won’t succeed. I’m hopeless at maths.) Rarely provide answers – only clues to the solutions.

both yours and your students’ thought patterns. The course should not be rushed through but expanded, with 6 to 8 weeks being considered a minimum time frame. 7

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Teachers’ Notes

Fluency

Skill Area

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Fluency

Quantity of ideas

Fluency involves the generation of as many ideas as possible for a given problem or topic. These can be real or imagined, serious or fun.

Teaching Tips © Ready EdP ubl i cat i ons This introductory skill is best done with whole group or small • f o rr ev i e w pur posesonl y• group interaction and brainstorming. It is important for participants to be able to verbalize answers while generating lists.

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Encourage the concept, “If you think it, say it”.

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Verbalization creates a leapfrog approach as it triggers others’ thoughts. These may be at a tangent but can be still regarded as “thinking”.

o c . che e Encourage diversity of thought and response. Provide prompting, r o t but avoid leading towards acceptable or desired solutions. r s super Set time limits only to increase the challenge. Extend these Resist the temptation to become judgemental. Stilted body language and adverse comments quickly stifle creative thinking.

whenever possible to allow time for the more bizarre and divergent thoughts to emerge.

The following pages provide some practice examples of this skill. 8

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Fluency

Problem

What things come out of boxes or packages?

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Score one point for each different idea.

Score: _____

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What could you crawl under?

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_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

Score one point for each different idea. Score: _____ 9

Fluency

Problem

List all the things that make you scared, you are scared of, are scary, can scare you, etc.

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_____________________________________________________ _____________________________________________________

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Score one point for each different idea. Score: _____

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Score one point for each different idea. 10

Score: _____

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What things do we celebrate? (Personally, as a family, as a group, as a country, as a world ...)

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Teachers’ Notes

Skill Area

Variety of ideas

This skill is an extension of the fluency skill.

ew i ev Pr

r o e t s Bo r bp ilite ok y u S

Flexi

Teac he r

Flexibility

It allows and encourages students to think at a tangent by finding alternatives and exploring extensions of their ideas.

m . u

w ww

As with the skill of fluency, brainstorming and listing provide the greatest chance of encouraging flexible thinking. Provide longer time limits to allow flexibility of thought and expression to develop.

. te

o c . ch e Play the catalyst role – provide associative questions to keep the r e o thinking progressing. r st super

If long periods of silence occur don’t be tempted to provide leading hints. Gestation time is required.

The following pages provide some practice examples of this skill.

Flexibility

Problem

How is your family like different foods? Match each family member to a fruit or vegetable and explain how they are the same.

Fruit/Vegetables

Similarities

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Names

w ww

_________________________________________________________

. te

_________________________________________________________

m . u

Why are things invented?

o c . che e r o t r s super Why was television invented?

_________________________________________________________ _________________________________________________________

Flexibility

Problem

Find as many different ways as you can of using “used pens” around the home and at school, e.g. chopsticks.

_________________________________________________________

r o e t s Bo r e p ok u S

_________________________________________________________ _________________________________________________________

_________________________________________________________ _________________________________________________________ _________________________________________________________

Score one point for each different idea. Score: _____

ew i ev Pr

Teac he r

_________________________________________________________

w ww

Advantages: _________________________________

. te

_________________________________________________________

m . u

What would happen if it was always daytime?

o c . che e r o t r s super Disadvantages: _______________________________ _________________________________________________________ _________________________________________________________

_________________________________________________________ _________________________________________________________ _________________________________________________________

Decide whether this would be a good thing or a bad thing overall. Convince your class of the benefits or drawbacks of this. 13

Teachers’ Notes

Skill Area

Originality

u S

New ideas

ew i ev Pr

Teac he r

r o e t y s t i Bo l r a n i Origpe o

Students are often hampered by feeling that they cannot possibly generate an original thought. This is particularly true with creative expression where the students may announce, “I can’t think of anything!”

With the continual exposure to TV, films, radio and books it is sometimes difficult for students to show true originality. To the individual, however, all ideas still seem original – the skill can only be developed with positive teacher responses to ideas, however stale they may seem.

Introduce this skill via these two simple, yet effective, activities. Enjoy them and their results.

m . u

Instructions “Sit quietly, close your eyes and stop thinking. Don’t think about anything for two minutes.” At the end of the time selected, discuss what happened. Were students able to “stop” thinking? Allow them to describe what happened in their minds. What pictures were created? Why couldn’t they stop thinking? The thoughts they were generating were probably all similar. However everyone’s could be regarded as original.

Instructions Make your instructions clear. “Sit quietly, close your eyes and for 2 minutes think of nothing other than Cinderella - only Cinderella.”

w ww

Activity 1

. te

o c . che e r o t r s super

Again after the prescribed time, discuss what happened. Most students wouldn’t have been able to hold their mind on a single idea for this period of time. Did they think about the Prince, shoe, pumpkin, etc.? These weren’t asked for. This activity should prove to students that their mind has a “mind of its own”. The activity makes them start thinking about “thinking”.

(N.B. The two activities shouldn’t be tried too often as they lose their impact.) 14

Originality

Problem

Explain what your names may mean. Be highly original and make sure it describes you completely.

First name means: ____________________________

r o e t s Bo r e p ok u S Surname means: ______________________________ _________________________________________________________ _________________________________________________________

_________________________________________________________ _________________________________________________________ _________________________________________________________

ew i ev Pr

Teac he r

_________________________________________________________

w ww

__________________________________________

m . u

Explain why icecream was invented.

. te o What problem did it solve? c . che e r o __________________________________________ t r s super __________________________________________

__________________________________________ What problem did it start? __________________________________________ __________________________________________ 15

Originality

Problem

Explain ten new uses for paperclips.

_________________________________________________________ _________________________________________________________

r o e t s Bo r e p ok u S

_________________________________________________________

Teac he r

_________________________________________________________ _________________________________________________________

Check and make sure no one else has thought of this.

ew i ev Pr

My most original use is:_________________________

w ww

_________________________________________________________

. te

o c . che e r o t r s super

m . u

Use these things to create a new game. Explain how to play, how to score, and some of the basic rules.

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Teachers’ Notes

Elaboration

Skill Area

r o e t s Bo r e p ok u S Adding to ideas

The skill of elaboration is hard to define as it is often incorporated during flexibility activities.

ew i ev Pr

Teac he r

Elaboration

If practised it results in the exploration of possibilities well beyond conventional and accepted thoughts.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• This is the skill of inventors who successfully combine attributes of various objects to overcome current problems, inventing new solutions and products on the way.

m . u

Teaching Tips

w ww

This skill can best be described as the “What if ...?” continuum.

When students are comfortable with a solution to a problem, challenge their thinking with a “what if” clause.

. te E.g. “What if your nose was on your knee?” o This approach creates problems and obstacles requiring . more c chthan elaborate thought previously. e r e o t r s The “what if” hurdle can s beu continually presented by the teacher r e p and is only limited by your ability to elaborate. The following pages provide some practice examples of this skill.

Elaboration

Problem

r o e t s Bo r e p ok u S

Label and explain each “elaboration” or feature.

ew i ev Pr

Teac he r

Redesign a pet cat to make it easier to feed and take on holidays. Draw the cat below.

w ww

m . u

Change this into something not found in your home. Describe what it does, how it is used, etc.

______________________________________________________________________________

. te

o c . che e r o t r s super

______________________________________________________________________________ ______________________________________________________________________________

Elaboration

Problem

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Redesign and draw a skateboard for older people who cannot balance properly..

How can it be made crashproof? _________________________________

__________________________________________________________

Fully describe and explain all your adaptions to an adult.

w ww

Would you need to learn? ________________________

___________________________________________

. te

How would you learn? __________________________

m . u

What if school did not exist?

o c . How would people like doctors or engineers learn? c e her r o ___________________________________________ t s super ___________________________________________ ___________________________________________

What would people do all day? ____________________ ___________________________________________ ___________________________________________ Give a two minute talk to your class telling them your ideas about what life would be like without school. 19

Teachers’ Notes

Skill Area

Curiosity

r o e t s Bo r e p ok u S Wondering about ideas

ew i ev Pr

Teac he r

y t i s urio

The skill of curiosity, or the “feeling” skill, is best handled in a small group situation. It involves all the previous skills.

R R R R

Fluency - The more ideas you have the more likely many are of value. Flexibility - Thinking about the impossible can often create the possible. Originality - What improvements can be added? Will it work? Elaboration - Is there an unusual solution?

The skill encourages children to inquisitively go beyond the accepted and seek out more information.

The classroom climate (Page 6) should be totally conducive to students openly discussing “feelings” without fear of reprisal or ridicule.

. te

Activity Show a picture of a person crying and initiate discussion around these points:

m . u

w ww

Just as students have developed due to their experiencing increasingly complex thinking skills, the teacher’s role has also continually evolved.

3What could have caused this person to cry? 3What could happen to change this? 3What would happen if they continued to cry? 3What makes you cry? 3When did you cry last? 3Can you ever cry from being happy? 3Why could this be? (e.g. Finding a lost brother.) 3Is there a pattern to what makes you cry?

o c . e Teachers may wish to c share their own hmodel, r o feelings and become the rolee t r s super thereby encouraging discussion.

This activity should have no time limits, allowing the students to continually refer back if and when they have the desire. Thinking and talking about feelings As with most “feelings” activities debrief the requires time for students to correctly students with a “what makes you laugh/ formulate what they want to express. happy” discussion.

Curiosity

Problem

What if horses could fly?

Disadvantages _____________________________ ________________________________________

r o e t s Bo r e p ok Advantages________________________________ u S ________________________________________ ________________________________________

________________________________________ ________________________________________

Would horse riding and show jumping be fair?

ew i ev Pr

Teac he r

________________________________________

__________________________________________________________

_________________________________________________________

. te

m . u

w ww

What will the world be like in twenty years from now? E.g. What will food, clothes, jobs, school, entertainment, transport, family, etc. be like?

o c . che e r o t r s super

_________________________________________________________ _________________________________________________________ _________________________________________________________

Describe a day in your life in this time. _________________________________________________________ _________________________________________________________ _________________________________________________________ 21

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Curiosity

Problem

Why are cats covered in fur?

________________________________________________________ ________________________________________________________

r o e t s Bo r e p ok u What other S covering could they have?

________________________________________________________

________________________________________________________ ________________________________________________________ ________________________________________________________

ew i ev Pr

Teac he r

________________________________________________________

w ww

_________________________________________________________

. te

_________________________________________________________

o c . che e r o t r s super

m . u

If the answer is “big light”, what could some of the questions be?

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Complex

ity

Teachers’ Notes

Skill Area

Complexity

r o e t s B r e oo Generating alternative ideas p u k S

Teac he r

ew i ev Pr

With this skill the emphasis is on seeking different, and often difficult, alternatives to problems posed. There is also a requirement to classify the data and undertake evaluation of the ideas presented. Classification can be according to pre-set categories or left for student devised criteria. The evaluation is then carried out to examine the appropriateness of the classification categories.

Classify 20 objects in the classroom. Complete the activity three times. Choose 20 different objects each time.

. te

m . u

w ww

1. Classify with the categories - Natural, Man-made. 2. Classify with the categories - Big, Small. 3. With no categories provided - students classify and discuss the categories they generated.

o c . che e r o t r s super

With other thinking tasks the SCAMPER technique (as outlined by Bob Eberle) provides students with action categories to spur thinking. S C A M P E R

Substitute replace an object with another. Combine put two or more things together. Adapt change to suit a different purpose. Modify change or alter/magnify – enlarge parts of or whole. Minimise play down aspects to less importance. Put it to other uses - use for purposes not originally intended. Eliminate remove parts. Reverse turn around or put opposite, invert. Rearrange - change sequence or order of parts.

When faced with a problem, students can often “kick start” their thinking by using the SCAMPER acronym. 23

Complexity

Problem

What would happen if people lived underwater?

___________________________________________________ ___________________________________________________

r o e t s Bo r e p ok u S

___________________________________________________

Teac he r

___________________________________________________ ___________________________________________________

___________________________________________________ ___________________________________________________ ___________________________________________________

ew i ev Pr

___________________________________________________

w ww

What animals would you take and why?

1. ________________________________________

m . u

Plan a day’s outing for three different zoo animals.

. te 3. ________________________________________ o c . che How would you all travel? ______________________ r e o r st super _________________________________________ 2. ________________________________________

_________________________________________ Are they always friendly to each other and you? _________________________________________ _________________________________________ Describe in detail the feeding time at McDonald’s with them all. 24

Complexity

Problem

What makes a “perfect parent”?

_________________________________________________________

r o e t s Bo r e p ok u S

_________________________________________________________ _________________________________________________________

_________________________________________________________

What makes you a perfect child?

_________________________________________________________ _________________________________________________________

ew i ev Pr

Teac he r

_________________________________________________________

w ww

_________________________________________________________

. te

_________________________________________________________

m . u

You drink a magic potion and become the size of a mouse. How would your life be better?

o c . che e r o t r s super

_________________________________________________________ _________________________________________________________ _________________________________________________________

How would it be worse? _______________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 25

Teachers’ Notes

Skill Area

Risk Taking

Teac he r

ew i ev Pr

r o e t s Bo r Risk Taking e p ok u SExposing ideas to criticism

This skill implies taking an emotional risk to state opinions or guess options. Often the fear of potential criticism creates this risk, stifling the most divergent or creative thinking. Again it is the responsibility of the teacher and group to create a positive climate of acceptability whereby everyone’s view is sought and accepted.

Teaching Tips © Ready EdP ubl i cat i ons Encouragement is a necessary tool to create trust. •f orr evi ew pur posesonl y• Care must be taken to acknowledge all the answers when commencing

w ww

m . u

a topic. If a teacher comments on answer 1 as “good” but doesn’t reply on answer 2, the second student is likely to feel that the “no comment” signifies an inferior response. Therefore, nod, smile, acknowledge, agree and signal continually to make students feel comfortable and wanting to contribute.

Activity . t Using thee front page of a local newspaper, group the stories o c . presented into c “Good News/Bad News” categories. e her r R Discuss o t s super Which are there most of? Why is this? What would happen if there was only good news? Can bad news be someone else’s good news or benefit someone else? Sometimes? Always? (E.g. Floods destroy crops - this suddenly creates price rises and markets for other suppliers. Harsh, but reality!)

Risk Taking

Problem

Who would you change places with?

___________________________________________________ ___________________________________________________

r o e t s B r e oo Why would thisp be so great? u k S

Teac he r

___________________________________________________

ew i ev Pr

___________________________________________________

w ww

6.___________________

5. __________________

10.__________________

1. __________________

m . u

List ten things in order from friendliest to unfriendliest.

7.___________________ . t e o 3. __________________ 8.___________________ c . che e r 4. __________________ r 9.___________________ o t s super 2. __________________

The most unfriendliest

When could these things change order? ___________________________________________________________ ___________________________________________________________ 27

Risk Taking

Problem

When can bad news be good news for someone else?

________________________________________ ________________________________________

r o e t s Bo r e p ok u ________________________________________ S ________________________________________ ________________________________________

________________________________________ ________________________________________ ________________________________________ ________________________________________

ew i ev Pr

Teac he r

________________________________________

w ww

Where would you go? _________________________ __________________________________________

. te

__________________________________________

m . u

Plan the wildest adventure holiday you could take by yourself.

o c . __________________________________________ che e r o __________________________________________ t r s s r u e p __________________________________________

What could happen?___________________________

__________________________________________ Would you let your parents go on such a risky adventure? What would happen if an accident occurred? _________________________________________________________ _________________________________________________________ 28

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Teachers’ Notes

inatio

Skill Area

Imagination

r o e t s Bo r e p ok u S Thinking beyond the idea

ew i ev Pr

Teac he r

Imag

This skill is the “user friendly” skill where the students are required to openly present fanciful solutions to problems. Unlike risk taking they are not providing their “opinion” but rather a whole range of imagined ideas.

Teaching Tips

m . u

This can become the fun skill.

w ww

Choose topics that allow students to explore the unusual and bizarre.

Activity . t o R e Develop the problem used in Elaboration: c . “Whatc would happen if your nose was on your knee?” e hegroup r o R Treat as a small brainstorming activity. t r s s r u e p R Enjoy the creative and imaginative issues that evolve. R Supply the “what if” hurdles: “What if you wore glasses?” “Which knee?” “Was it a permanent condition?”

Imagination

Problem

All the things I would do to make it a perfect world.

_________________________________________________________ _________________________________________________________

r o e t s Bo r e p ok u S

_________________________________________________________ _________________________________________________________

ew i ev Pr

Teac he r

_________________________________________________________

. te

_________________________________________________________

o c . che e r o t r s super

m . u

w ww

What if you were born during the dinosaur age? What would you do for food, a home, entertainment, schooling, etc.? How would you defend yourself, hide from the dinosaurs, etc.?

Imagination

Problem

Imagine you are a world famous TV star.

Who would you be?

_________________________________________ _________________________________________

r o e t s B r e oo _________________________________________ p u k _________________________________________ S

What home improvements would you make?

_________________________________________ _________________________________________

How would your friends be towards you?

ew i ev Pr

Teac he r

How would you change your life?

_________________________________________

w ww

_________________________________________________________

. te

_________________________________________________________

m . u

Imagine life without wheels. Describe how different your day would be if wheels did not exist.

o c . che e r o t r s super

Teachers’ Notes

Applied Thinking Activities

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

The activities contained in this section are a “potpourri” designed to challenge and stimulate thinking in all students at all levels.

w ww

m . u

. te o c They can be presented as: . c e he r R blackboard topics for individual groups. o t r s super R activity cards for self selection. R extension challenges for individuals. The Applied Thinking Activities work wonderfully well when taken home to involve family participation.

They are also ideal for before-course and after-course comparisons of progress made as a result of undertaking the Creative Thinking Skills course contained in this book. 32

Teachers’ Notes

The following section allows application of all the subskills in the formulation of solutions for given practical thematic problems.

Junior Primary Level,

r o e t s Animals Bo r e p ok u S

ew i ev Pr

Teac he r

Learning Centre Theme:

w ww

. te

m . u

o c . che e r o t r s super

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Animals

Fluency

Complete this chart by writing in all the animals you can think of that have two feet. Land

Sea

Air (able to fly)

r o e t s Bo r e p ok u Fur/Hair S

ew i ev Pr

Teac he r

Scales

Feathers

Sea

Air (able to fly)

w ww

Scales

. te

Fur/Hair

Feathers

o c . che e r o t r s super

Skin Can you fill every box? Can you list over fifty animals? 34

m . u

Land

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Flexibility

Animals

Choose one of the most interesting animals from your list and answer these questions. Select carefully as we have to solve a lot of problems with this interesting beast.

R Animal __________________________________________________

r o e t s Bo r ________________________________________________________ e p o u k ________________________________________________________ S R How are you like this animal? _________________________________

ew i ev Pr

Teac he r

R How are you different to this animal? ___________________________

________________________________________________________ ________________________________________________________

R What would happen if this animal became you and you became the animal? ________________________________________________________

w ww

. te

m . u

R Draw “it” being you while watching TV.

o c . che e r o t r s super

R List four bad habits you and it share. ____________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ 35

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Originality

Animals

Imagine that the animal you have chosen originally developed from a crocodile. Draw pictures showing how it would have changed (its evolution stages) from when it was a crocodile.

r o e t s Bo r e _________________________ p ok u _________________________ S

10 000 BC

R Why did it have to adapt and change?

ew i ev Pr

Teac he r

One million BC

_________________________ _________________________ _________________________ _________________________

_________________________ © R e a d y E d P ubl i cat i ons 1000 BC _________________________ •f orr evi ew pur posesonl y• _________________________

Now

. te

m . u

w ww 100 BC

R What modifications and adaptions might humans have to make to successfully live in 10 000 years time? _________________________

o c . che _________________________ e r o t r s supe r _________________________ _________________________

_________________________ _________________________ _________________________ _________________________

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Elaboration

Animals

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Keep working with the animal you chose from your list in Activity One. How can you modify this animal to become a skateboard champion? Draw it in action.

w ww

. te

m . u

Draw it in a modified kitchen.

o c . che e r o t r s super

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Curiosity

Animals

Just like in Mary had a little lamb your animal followed you to school one day.

Tell about what happened ...

R At the school assembly ______________________________________

r o e t s Bo r e p ok ________________________________________________________ u S ________________________________________________________

ew i ev Pr

Teac he r

________________________________________________________

R During the maths lesson _____________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

R At lunch-time _____________________________________________

________________________________________________________

m . u

w ww

________________________________________________________

R While playing sport _________________________________________

. te ________________________________________________________ o c . che e ________________________________________________________ r o t r s super ________________________________________________________ ________________________________________________________

R What was the best moment during the day? ______________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Complexity

Animals

Keep using your chosen animal from Activity One.

Imagine if these types of animals developed the ability to speak.

R What would they say about you? _____________________________ _______________________________________________________

r o e t s Bo r e _______________________________________________________ p ok u _______________________________________________________ S

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_______________________________________________________

What would happen if these animals then decided to take over and rule the world?

R It would be better because __________________________________ _______________________________________________________

© ReadyEdPubl i cat i ons _______________________________________________________ •f orr evi ew pur posesonl y• R It would be worse because __________________________________ _______________________________________________________

_______________________________________________________

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_______________________________________________________ _______________________________________________________

. te _______________________________________________________ o c . c e r Why are animalsh called “animals”? er o t s super

R Overall I think it would be____________________________ because

_______________________________________________________ _______________________________________________________

R What else could they be called? ______________________________ _______________________________________________________ _______________________________________________________ 39

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Animals

Risk Taking

Well, it’s a big celebration – your animal has now been with you for one year and it is time to celebrate its birthday.

R Invitations would be sent to all the animal’s friends including: (fill in who should be invited):

• __________________________ • _________________________

r o e t s Bo r e p ok • __________________________ • _________________________ u S • __________________________ • _________________________

R Fill out the party menu.

ew i ev Pr

Teac he r

• __________________________ • _________________________

Remember to cater for all the animals who have been invited.

Party Menu Food

Drinks

• _________________________ • ________________________

© ReadyEdPubl i cat i ons f orr evi ew pur osesonl y• •• _________________________ •p ________________________ • _________________________ • ________________________ • _________________________ • ________________________

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R What party games could you play?

m . u

• _________________________ • ________________________

. t Game Changes e o c . che _________________________________ • ________________ e r o t r s uper • ________________ s _________________________________

Modify some games so everyone can play.

• ________________ _________________________________ • ________________ _________________________________ • ________________ _________________________________ • ________________ _________________________________

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Imagination

Animals

There is a tremendous thunderstorm and a bolt of lightning hits you and your animal at the exact same time. This freak of nature swaps the personalities of you and your animal.

Imagine your personality is in the animal’s body for a day. Describe the problems ...

r o e t s Bo r e p ok ______________________________________________________ u S ______________________________________________________

ew i ev Pr

Teac he r

R at breakfast the first day.___________________________________

R getting dressed for school. _________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

R in the classroom. ________________________________________ ______________________________________________________

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m . u

______________________________________________________ R after school at the shopping centre. __________________________

. te ______________________________________________________ o c . ch R at home watching TV. _____________________________________ e r e o t r s super ______________________________________________________ ______________________________________________________

______________________________________________________ R going to bed. ____________________________________________ ______________________________________________________ ______________________________________________________ 41

Teachers’ Notes

r o e t s Bo r e p ok u S

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Teac he r

Create Your Own Challenges

Having completed the thinking tasks provided in this book teachers may want to create their own. If possible provide local or topical activities. Use the table on the next page to create an ongoing supply of thinking tasks that allow stimulation and practice of the skills involved in the process of CREATIVE THINKING.

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Teachers’ Notes Skill

Fluency Quantity of ideas

Task Starters using creative thinking skills

• List all the ...

• How many ... ?

• What are all the ... ?

• What are the things ... if ... ?

• Write 10 ...

• Tell how you felt when ...

r o e t s Bo r e ok Flexibility up S • What are some reasons for ... ?

• What are the alternatives to ... ? • How many different ways ... ? • Give 5 different reasons for ... ?

• What are the consequences of ... ?

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Teac he r

Variety of ideas

• Compare a ... with a ... - How are they alike/different?

Originality

• Plan an ...

• Compose a song ...

• Invent a ...

• Think of unusual ways to ...

New ideas

• Create a ...

• Use all of these to make a ...

•d Improve ... by ... P • Change the n ... so that ... © Rea yE d ubl i c at i o s Elaboration • Modify the ... so it ...

•f orr ev i eam wI? I p pos esonl y• • Who livedu ...r • Substitute ... • Adapt ...

Curiosity

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Wondering about ideas

Complexity . t

• What would happen if ... ? • Where might ... occur? • Just suppose ...

• What if ... ?

m . u

Adding to ideas

• Why do you think ... ?

• Decide on the reasons for ... • What questions can be asked to • What are the considerations if find out about ... ?

o c . che e r o t r s super Risk Taking

Generating alternative ideas

... ?

• What are the consequences of ... ?

• Rank ...

• Decide ...

• Justify ...

• Give reasons for ...

• Say why ... is the best/worst.

• Would you rather be ... or ... ?

Imagination

• Imagine that ...

• What would it be like if .... ?

• Think of ...

• Pretend ... ?

Thinking beyond the idea

• You are a (dog/horse/tree ...) How do you feel about ... ?

Exposing ideas to criticism

Record Page

As you work your way through this CREATIVE THINKING course record your progress on this chart. It might be interesting for you to make a note of what you thought, both about the activities and how your thinking was developing.

Skill/Activity

What Did I Think?

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Date

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