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:
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Creative Problem Solving


Lesson Plan
Social Studies
1

2+ Hours
Anthy Baracos

Instructional Unit Content


Standard(s)/Element(s)
Content Area Standard
Content Area Standards:
S1L1 Students will investigate the characteristics and basic needs of
plants and animals.
b. Identify the basic needs of an animal (air, water, food, shelter).
d. Compare and describe various animals appearance, motion, growth,
basic needs.
S1CS3 Students will use tools and instruments for observing,
measuring, and manipulating objects in scientific activities.
S1CS5 Students will communicate scientific ideas and activities clearly.
S1CS6 Students will be familiar with the character of scientific
knowledge and how it is achieved.
TAG Standard
Creative Thinking and Problem Solving
2. The student designs, applies, evaluates, and adapts a variety of
innovative strategies to when problem solving (e.g., recognizes
problems, defines problems, identifies possible solutions, selects
optimal solution, implements solution, and evaluates solution).
3. The student incorporates brainstorming and other idea-generating
techniques (synectics, SCAMPER, etc.) to solve problems or create new
products.

Summary/Overview

The zoo is in a BIG MESS! The animals plan to escape has failed. Now
the zookeeper, who bumped his head during the animal escape, needs
your help to help finding a way to place the animals back to their
original habitat. The focus of this lesson is to creatively identify and
solve different ways that the animals can be grouped.

Enduring Understanding(s)
At the end of the lesson the student will understand
a. Although animals are living things, there are differences in
observable features between them.
b. Animals are living organisms.
Essential Question(s)
How are animals alike and different?

Concept(s) to Maintain

Animals are living organisms.

Although animals are living things, there are differences in


observable features between them.

The Rules of Brainstorming

Evidence of Learning
What students should know:
Animals are living things.
There are differences between animals based on these
observable features.
Different types of animals may look similar to each other;
they are also different in certain attributes.
There are reasons why some animals may look similar buy
yet they are different.
Animals have differences and similarities in appearance,
motion, growth and basic needs.

What students should be able to do:


a. Design, apply, evaluate, and adapt a variety of innovative strategies to
when problem solving (e.g., recognizes problems, defines problems,
identifies possible solutions, selects optimal solution, implements
solution, and evaluates solution).
b. Incorporate brainstorming and other idea-generating techniques
(synectics, SCAMPER, etc.) to solve problems or create new products.
Suggested Vocabulary

Habitat
Shelter
Movement
Survive
Size
Motion
Appearance
Alike
Different
Birds
Reptiles
Mammals
Insects

Procedure(s)
Phase 1: Hook
1. Students will participate in a Guided Imagery Exercise. Students will
record and discuss feelings that result from guided imagery.
Phase 2: Examine the Content
2. MESS: Distribute the Mess At the Zoo. Students will read the
Mess individually and/or follow along as the teacher reads.
3. Students will work in small groups to list all the facts and opinions
obtained from the reading. Each group will generate a list of
unanswered questions to research for homework and/or in the media
center.
Phase 3: Creative Problem Solving
4.

Review Rules of Brainstorming. 1) Go for quantity. 2) Wild and crazy

ideas are okay. 3) Piggy-back on the ideas of others. 4) No judgment


positive or negative.
5.

Problem-Finding: Each group will brainstorm the problems seen as a


result of the mess. Opportunity is provided for grouping of similar
problems and selecting from the top three. From the top three
problems, each group will develop a solvable problem statement
beginning with How might we.

6.

Idea-Finding: Each group will brainstorm solutions to the problem


statement. Opportunity is provided for grouping of similar problems
and selecting from the top five.

7.

Solution-Finding: Each group will develop criteria to evaluate the five


solutions and use a decision-making grid to determine the best solution.
Opportunity is provided for research to make valid evaluations against
the criteria.

8.

Acceptance-Finding: Each group will develop an action plan for


implementing the solution.
Phase 4: Synthesis Activity

9.

Each group will develop a product (persuasive letter, flow chart, speech,
song, etc.) for sharing the solution with A Mess at the Zoo. Students
may use the Think-Tac-Toe as an option.
Summarizing Activity

Shapely Debrief
In regards to The Mess At the Zoo
Something I learned that squares with my understanding of animals
Three Points to remember
One question that I still have
Resource(s):
Anchor Text(s):

Technology:
Websites and multiple resources for research for a variety of reading
level.

BrainPOP Jr. Habitat Movies www.brainpopjr.com


National Geographic Kids Animal Movies and information
www.kids.nationalgeographic.com
Handouts:
Handout 1: Hook Guided Imagery Exercise
Handout 2: A Mess at the Zoo packet
Handout 3: Rules of Brainstorming
Handout 4: A Mess at the Zoo Think-Tac-Toe
Handout 5: Shapely Debrief

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