Name of Lesson: SCAMPER

Name of Lesson: SCAMPER Topic: Divergent Thinking Lesson 1 Gifted Standard and element(s): G4 - Divergent Thinking Students will think creatively to generate innovative ideas, products, or solutions to problems. a. Assess ideas, products and solutions for the components of divergent thinking to modify original work. a. Fluency b. Flexibility c. Originality d. Elaboration b. Apply components of divergent thinking to ideas, products, and problem-solving situations. c. Recognize that the components of divergent thinking improve ideas, products, and solutions. G7 Communication Students will interact and exchange ideas, feelings, information, thoughts, and knowledge with others. a. Effectively communicate both verbally and nonverbally using a variety of modalities. G11 - Self-Directed Learner Students will be self-directed learners. b. Persevere in the face of obstacles. Essential Question: What is divergent thinking? Lesson Questions: 1. How can we use the divergent thinking process to help us think creatively to generate innovative ideas, products, or solutions to problems? 2. How does the critical thinking skill of analysis help us think divergently? 3. How do the cognitive components of divergent thinking help my creative thinking? Lesson Summary: Students will develop cognitive components of divergent thinking by using the SCAMPER process. Students will use their verbal and nonverbal skills to convey how they used the components of divergent thinking during SCAMPER. Assessment Description/Performance Task: Constructed response Informal assessment Performance task Selected response Brief Description of Assessment: Teacher will informally assess students while they collaborate with peers to SCAMPER an idea. Each group will self-assess their use of the cognitive components of divergent thinking with the SCAMPER Reflection. Instructional Methods: Hook/Activator: Use your fingers to make brainfocals from the first grade lesson and ask students if they remember what type of thinking we used with our brainfocals. Allow students to share and then display The Way to Divergent Thinking poster (Pets 3, pg. 76) on the Smartboard or overhead. Allow students the opportunity to discuss with their elbow partners the cognitive components of divergent thinking.

The Way to Divergent Thinking 1. The more ideas, the better! (fluency) 2. Changing categories is great! (flexibility) 3. Wild and Zany Ideas are welcome! (originality) 4. Do not judge ideas! 5. Combining ideas is cool. Piggyback on the ideas of others. Add lots of details, too! (elaboration) Display the F2OE Song on the board and lead the students in singing the song (to the tune of Locomotion ). Students that were in the program in 1 st grade will remember the song. Encourage the students to use motions if they choose. Here is the link to the original Locomotion song in order to become familiar with the tune. http://www.youtube.com/watch?v=0jimsugmig8&noredirect=1 We are going to play a game called SCAMPER (from the book Scamper, Games for Imagination Development by Bob Eberle, 1996) which uses the components of divergent thinking you discussed with your elbow partner. This is a game where you will be asked to scamper about, but you really will not run around. This is a pretend game. When we pretend we use our imagination. When you use your imagination almost anything can happen. Making strange and unusual things happen in our imagination is fun. In playing SCAMPER, we will use the cognitive components of divergent thinking: fluency, flexibility, originality and elaboration. Here are the rules of the game. Listen while I read them to you. Rules of the Game I will tell you about something and ask you to think about it to imagine you can see it in your mind. Sometimes, I will ask you to do something you won t be expected to actually do it, but you can pretend that you are doing it to the object you imagine you can see in your mind. Remember, we are just pretending. Don t speak out when I ask you something or ask you to do something. You may nod your head yes or shake your head no. The best way to pretend is to put your hands over your eyes and close them, or close your eyes and fold your arms in your lap. When you do this you can try to create the image in your mind and then imagine you are doing something with that image. Practice Game All right. Sometimes a part of the SCAMPER game requires that you use nonverbal communication skills. That means you communicate by not saying anything. How can you communicate without speaking? What kinds of things can you do? (help students understand that nonverbal communication can be a movement, signal, look or use of body language. You may want to have them demonstrate different ways to communicate nonverbally. Let s practice using nonverbal communication. Are you ready? Are your eyes closed? Nod your head yes if you are ready and your eyes are closed Good. Let s pretend you have a dish of ice cream sitting right there on the table in front of you. Do you see it? Can you create an image or picture of it in your mind? Nod your head yes if you see it? Ok now imagine what flavor the ice cream is? Don t answer out loud. Just answer to yourself. Next, think of all the yummy toppings you can put on your ice cream what are your favorite toppings? Place those yummy toppings on your ice cream. Imagine there is a spoon on the table beside the dish of ice cream.

All right. Now pick up your spoon and taste the ice cream with all the toppings. Is it good? Go ahead and eat all of the ice cream in the dish Not too fast or you will get a brain freeze! Is there any ice cream left in the dish? Shake your head no if it s all gone Fine. Now open your eyes Teaching Strategy: 1. You all did a great job of using your imagination to create a picture in your mind of your ice cream. 2. We are going to use one of our core critical thinking skills called analysis. Analysis is when you examine something carefully and in detail. When using analysis we will be examining the components of divergent thinking we used in the game SCAMPER. Put on your Brainfocals. 3. Show students the SCAMPER Chart on the Smartboard or overhead 4. Teacher will model and guide the students through each letter of the SCAMPER game as they analyze and change a product. 5. Read through the story called The Marvelous High Flying Kite (revised from PETS green book pg. 82) a. During the story, Isabel explained how in the SCAMPER game each letter of SCAMPER stood for making some kind of change. The S stands for substitute something. Isabel found a kite that she wanted to change using SCAMPER. What did Isabel substitute? b. The C stands for combine things. Do you remember what Isabel combined? c. The A stands for add something. What did Isabel add to her kite? d. The M stands for make parts bigger or smaller. In this story, what did Isabel make bigger or smaller? What do you think she was going to do with this item? How as she going to put it together with the rest of her items? e. The P stands for put to other uses. This means thinking of different ways something can be used something other than it original use. What did Isabel find that she could put to a different use? f. The E stands for eliminate something which means to remove, omit, or get rid of it. What part of the original item was eliminated by Isabel? Why do you think she eliminated that part? g. The R stands for rearrange a part which means to change the order, layout or scheme. Do you remember what was rearranged? How did this help Isabel s invention? 6. In the story, Isabel explained how the parts of SCAMPER also demonstrate the divergent thinking components. Let s see if you can remember which part(s) demonstrate each component. (Ask for volunteers to explain how each component was used fluency, flexibility, elaboration and originality.) 7. You all did a great job of using your verbal communication skills. You were able to speak clearly and tell us how each letter of SCAMPER was used by providing examples from the SCAMPER story The Marvelous High Flying Kite. Now I want to see if you can SCAMPER something. 8. Teacher will write each letter of SCAMPER on different sheets of chart paper. Include the specific SCAMPER technique beside the letter on the chart paper so that students have a way to remember. 9. We will SCAMPER a wagon (carousel brainstorming). You will also be collaborating with other students. When you collaborate, it means to work together not only to share your ideas, but to listen to others. So, when you are a collaborative team member, you listen and share. 10. Divide students into small groups; send each group to a chart posted in the classroom. 11. Choose a recorder and distribute a different color marker to each group. Each group will travel with their color marker. This will allow you to assess students to see how different groups are collaborating and using the components of divergent thinking.

12. Students will work as a group and have 2-3 minutes to come up with an idea that is different from the other group responses on the chart paper for each letter of SCAMPER. 13. Rotate student groups clockwise to charts after allotted time, repeating steps until all seven charts have been visited by each group. 14. Each group s spokesperson will stay at the last chart they rotated to and share the ideas written for that letter of SCAMPER. 15. Students will return to their seats. Students can now create an individual SCAMPERation using the template in the Green PETS book, page 86. Instruct students to circle one of the pictured yard sale treasures. In the left column students will place a check mark in front of each line they use. In the SCAMPER column, students will write a phrase telling what they substituted, combined, added, etc. In the right hand column, ask students to draw their SCAMPERation. 16. Students can share their creations. 17. Students will summarize the lesson by playing Hot Seats. Once students play Hot Seats (see summary by the learner), they will complete the SCAMPER Reflection. When finished, add new vocabulary words to your Alphaboxes. 18. Students can further summarize their lesson by completing the SCAMPER reflection. 19. Once completed give students a copy of SCAMPER to glue in their ipets interactive notebooks to refer to when scampering an idea. Summary by the Learner: Students will summarize the lesson with Hot Seats. To play Hot Seats : Before class: Place the sticky notes with questions on them underneath student desks/chairs so that they are hidden from view. At the end of the class, inform students that several of them are sitting on "Hot Seats" and will be asked to answer questions related to the topic of study for the day. Have students check their desks/chairs for the strategically placed sticky notes. Students who have questions on sticky notes will then take turns reading the question and attempting to provide an answer. Sample Hot Seat Questions: 1. Act out how one of the SCAMPER words might be shown by a person. (combine- mixing motion with hands) 2. What did you like most about SCAMPER? 3. How did the kite SCAMPER help you get ideas for the wagon? 4. How did SCAMPER help you to develop your divergent thinking? Differentiation: More capable: Students can write a news article for the Crystal Clarion about their SCAMPERation using the template in the Green PETS book pg.87. Students can create a SCAMPERation using all the ways to SCAMPER. Students can select from the bag of objects from Lakeshore, crafts stores or pictures. Less Capable: Teacher support by suggesting specific parts of SCAMPER for students to use. More support with brainstorming how they can apply each part of the SCAMPER process. Using only one part of the SCAMPER process at a time, students can SCAMPER a variety of items Materials for this Lesson: Smartboard Scan or copy F2OE words Scan or copy on a transparency SCAMPER Scan or copy on a transparency The Way to Divergent Thinking (Blue PETS book, pg. 76) The Marvelous High Flying Kite modified from (Green PETS book, pg. 82) SCAMPERation! (Green PETS book, pg. 86)

SCAMPER Reflection Bag of objects from Lakeshore or craft stores (miniature bicycle, glasses, book, etc) or pictures of objects you might find at a yard sale to SCAMPER Student Materials *Chart Paper *Markers *ipets interactive notebooks *pencils *crayons Vocabulary for this Lesson: Divergent Thinking Analyze Fluency Flexibility Originality Elaboration SCAMPER Substitute Combine Adapt Modify Put to other use Eliminate Rearrange Imagination Collaborate Nonverbal and Verbal

F 2 OE-Song (to the tune of Locomotion ) (Cognitive Components) Everybody s doing Divergent Thinking (come on baby, do the F 2 0E) Open up your mind and think creatively (come on baby, do the F 2 OE) The very first F stands for fluency Adding more ideas can be easy you ll see So come on, come on, do the F 2 OE with me Tell me lots of things now Come on baby Just think! More thoughts You know fluency is a lot Whoa-oa The second F is all about changing ways Come on baby, do the F 2 OE It s called Flexibility and it never stays Come on baby, do the F 2 OE Stretch the thinking, bend your thoughts and you will see Changing categories-flexibility So come on, come on, do the F 2 OE with me Everybody s doing Divergent Thinking (come on baby, do the F 2 0E) Open up your mind and think creatively (come on baby, do the F 2 OE)

Now we have the O for originality All of your ideas should be wild and zany So come on, come on, do the F 2 OE with me Think of something new now Come on baby Just think! Be wild Originality makes us smile Whoa-oa Elaboration is the final key Come on baby, do the F 2 OE Piggybacking ideas is so easy for me Come on baby, do the F 2 OE Details, details, details, add them right here Use elaboration-make your idea clear So come on, come on, do the F 2 OE with me

The Marvelous High Flying Kite (Modified from Green PETS book pg. 82) Springtime meant spring cleaning in Crystal Pond Woods, and that was a busy time for everyone. Sybil the Scientist was hard at work cleaning animal cages and going through the scientific journals she d been writing over the long winter. Yolanda the Yarnspinner was busy dusting her web and sorting words for the new stories she would soon spin for the Crystal Clarion. Up in the hollow of the tallest oak tree in Crystal Pond woods, Isabel was busy taking inventory of the parts and ideas she would use for this year s inventions. Dudley the Detective was cleaning his attic and finding many wonderful and interesting clues. Sorting took him a while, for many of these were clues from the mysteries he had solved. He had to know just which clues to throw out and which to ponder for another mystery. Max the Magician had odds and ends of magic tricks, shapes and patterns. Some of these would disappear with the spring cleaning. There was, however, one creature in Crystal Pond Woods who was bothered by all the sorting and cleaning. This was Jordan the Judge. Being a practical owl, it bothered him to think of throwing out all this perfectly good stuff. What s the best thing to do with all this paraphernalia? he wondered. (Brainstorm with students possible solutions for getting rid of the stuff. Possibilities may include calling a garbage truck or digging a deep hole next to the pond to bury it. Be sure to include having a garage sale or donating it all to charity.) After considering all the possibilities, Jordan the Judge decided that having a neighborhood sale was the best idea. Not only was it ecologically safe, but so many things could also be reused in new and different ways. The residents of Crystal Pond Woods agreed and decided to hold the first annual Crystal Pond Woods Yard Sale. Isabel the Inventor was thrilled. She could hardly wait to get her paws on her neighbors fabulous stuff. It was not just junk. It was the stuff of which her dreams were made! I ll be able to invent something truly marvelous, wondrous and unbelievable! she excitedly told her friends. As things began to accumulate for the yard sale, Isabel could hardly decide what to choose first. She noticed Max carrying an old, slightly broken kite to the yard sale pile.

Oh, Max! Isabel cried. I would love to take your kite and SCAMPER it. Max looked very puzzled. SCAMPER it? I have never heard the world SCAMPER used that way. Just what do you mean? SCAMPER is another way of inventing something, explained Isabel. It also is a great way to use the divergent thinking component of flexibility. When you SCAMPLER, you don t actually scamper around, but each letter in the word SCAMPER stands for a way that an object can be changed. And if you remember, Flexibility is looking at something in a different way or using different ways to solve a problem. It also is changing or adjusting something easily. Max. Will you show me how you are going to SCAMPER this old kite? asked (Show the SCAMPER sheet using a version of technology) Sure, replied Isabel. S stands for substitute something. Instead of the ratty old cloth tail on the kite, I am going to use this slightly bent metal Slinky R for a tail. After attaching the Slinky R to the kite, Isabel continued. C stands for combine things. I think I will combine my kite with the workings of this transistor radio, mused Isabel as she picked up the radio. Do you see how these steps both show flexibility? They both show how we can solve a problem by changing or adjusting something and by looking at something in a different way. Max the Magician was truly amazed. He often manipulated shapes but had never thought of it in quite this way. A stands for add something. That is just like the divergent thinking component of elaboration! Isabel looked around and thought. As her eyes roamed the growing pile of stuff, she spotted a can of metallic paint. I know what to add, she said with excitement. I am going to paint the paper on the kite with this metallic paint so its shiny look will reflect the sun. Max the magician watched in awe. After painting her kite, Isabel went on to the next step in the SCAMPER process. M stands for make parts smaller or bigger, more use of flexibility, continued Isabel. This transistor radio is really too big for my kite, so I am going to see if I can make it a little smaller in size. Isabel patiently worked on minifying the transistor radio. When she was finished, she called Max the Magician back over to continue explaining the process.

P stands for put the item or parts of it to another use. Instead of using the radio to listen to music, I am going to use the radio to power the kite! That s really using the divergent thinking component of flexibility, Isabel enthusiastically explained. I am also going to eliminate the string so my kite can go far distances. That is what the E stands fork, eliminating something. And before I actually can send my marvelous kite on its high flying adventure, I need to rearrange the sticks to balance the radio for better flight. Let me guess, interrupted Max. The R stands for rearrange parts. Max, you are correct. Using all the steps for SCAMPER is showing fluency, another component of divergent thinking. Look at all the different ideas I came up with to change this kite. And my new kite demonstrates the divergent thinking component of originality! I don t think anyone else would SCAMPER a kite like I did! Now my new kite is finally ready for flight!! By now, a small group had formed to watch Isabel the Inventor launch her kite. Yolanda had been especially interested. She needed a story for the Crystal Clarion, the local newspaper. Isabel s marvelous high flying kite was going to be the front page story. Everyone watched the kite take off and soar over the trees. When the kite was finally out of sight, Yolanda turned to ask Isabel a few questions but Isabel was already hard at work creating another marvelous SCAMPERation.

SCAMPER Substitute something Combine things Add something Make bigger or smaller Put to another use Eliminate something Rearrange parts

Name Date SCAMPER Reflection Name your ONE favorite letter from SCAMPER and explain how it improves your original idea. (Example: P - put to other uses is my favorite SCAMPER piece because it allows me to use something for another purpose) - is my favorite SCAMPER piece because