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Creative Problem Solving

Title: Whats the Best Solution?


By: Emily Childs
Subject: Reading, Writing,
Grade Level(s): 5th grade
Duration: 4 days for the creative problem solving and point of view analysis (with group)
and 4 days for writing an opinion paper based on their groups solution (individual)
Standards and Elements:
Science:
S5CS6. Students will question scientific claims and arguments effectively.
a. Support statements with facts found in books, articles, and databases, and
identify the sources used.
b. Identify when comparisons might not be fair because some conditions are
different.
Reading:
**ELACCRI6 Analyze multiple accounts of the same events or topic, noting important
similarities and differences in the point of view they represent.
ELACC5RI10 Range of Reading and Complexity of Text: By the end of the year, read and
comprehend informational texts, including history/social studies, science, and technical
texts, at the high end of the grades 45 text complexity band independently and
proficiently.
Writing:
**ELACC5W1 Text Types and Purposes: Write opinion pieces on topics or texts, supporting
a point of view with reasons and information.
Speaking and Listening:
**ELACC5SL1 Comprehension and Collaboration: Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 5 topics and texts, building on others ideas and expressing their own clearly.
TAG:
Creative Problem Solving Strategy
Advanced Communication Skills
10. The student supports and defends his/her own opinions while respecting the opinions
of others.
Advanced Research Skills
1

The student uses a variety of print and non-print resources to investigate a topic of
interest.
2 The student formulates original appropriate questions to test the limits of an existing
body of knowledge.
6. The student develops and uses systematic procedures for recording and organizing
information.
7. The student evaluates research methodologies and data to detect validity, bias,
reliability, and applicability to real-world problems and/or solutions.

Creative Problem Solving


Higher Order Critical Thinking Skills
1.The student asks probing, insightful, and relevant questions.
2.The student responds to questions with supporting information that reflects in-depth
knowledge of a topic.
4.The student makes and evaluates decisions using criteria.
**Creative Thinking & Creative Problem Solving Skills
1

The student questions accepted practices, rules, and existing principles to discover
new knowledge.
2 The student designs, applies, evaluates, and adapts a variety of innovative strategies
to when problem solving
3 The student incorporates brainstorming and other idea-generating techniques to solve
problems or create new products.
5
The student develops original ideas, presentations, or products through synthesis and
evaluation.
9. The student recognizes and assumes risks as a necessary part of problem solving.
10. The student monitors and reflects on the creative process of problem solving for
future applications.
Summary: Students will read two articles from NewsELA detailing global warming and the
recent rise in temperatures. Students will then brainstorm plans to solve or slow global
warming. Finally, students will bring their information together and type it into a 1.5 page
opinion paper.
Enduring Understanding(s): At the end of the lesson, students will be able to develop
several solutions to a problem after creatively brain storming. This can lead them to a plan
of action in order to solve a real world problem.
Essential Question(s): How do we slow or solve climate change?
Evidence of Learning:
What student should KNOW:
Students should know temperature affects the environment.
What students should BE ABLE TO DO: (SWBAT)
Students will be able to distinguish the point of view in an article.
Students will be able to create a solution to a difficult problem via creative problem
solving methods.
Students will be able to compose an opinion paper on their groups solution
Suggested Vocabulary: climate change, temperature, greenhouse gases, fossil fuels,
skeptics
Procedure (Each step of the strategy):
A. Hook: Students will visualize a scenario read to them and respond to it in three
questions: How did you feel during this experience, how did you feel after the
experience, and what do you think will happen now?
B. Fact Finding: Use article to find facts about poaching animals
C. Problem Finding: Find problems in the article/tables

Creative Problem Solving


D. Idea Finding: Brainstorm solutions to problem
E. Solution Finding: Using matrix, evaluate potential solutions to determine which is
best
F. Acceptance Finding: Once best solution is found, make a plan for implementation
G. Synthesis: Students will write a 1.5 typed paper defending and supporting their
opinion
Assessment:
Students will turn in a 1.5 page typed paper stating their opinion. The rubric is based off of
Lucy Calkins Opinion research-based book.

Category

Overall

Transitions

Lead/Endi
ng

Below Grade Level (4th


grade or below) 0-2
points
Wrote a claim and tried
to support the reasons

On Grade Level (5th


grade)
3-4 points
The opinion claim was
supported with
evidence for each
reason

Tied phrases together


with words such as: in
addition to, another
example, and for
instance
Used sentences to try
and hook a reader and
stated the claim;
Conclusion restated
the claim and provided
an action for readers

Used phrases like:


such as, in order to,
consequently, the
most important
reason
Introduction claimed
your opinion on the
subject and got
readers interested;
Conclusion
highlighted your
papers main points
Grouped information
purposefully

Organizati
on

Separated information
into paragraphs

Elaboratio
n

Gave reasons to
support opinion;
included examples and
information as support

Craft

Made deliberate word


choices, used a

Used evidence such


as quotations, and
mini-stories to support
your claim; supported
your opinion in an
order that made
sense
Used domain specific
vocabulary, used

Above Grade Level (6th


grade)
5-6 points
Stated an opinion, used
trustworthy sources
throughout the
argument, and led to a
conclusion in each part
of the text
Used transitional
phrases to guide readers
through the argument
stated
Clearly stated claim and
reasons that unfold
throughout the paper;
Conclusion n main points
and left the reader with
a big idea to strengthen
the argument
Arranged paragraphs
and evidence
purposefully to lead
readers from one reason
to the next
Used a variety of
evidence, trusted
sources, explain the
evidence to support the
argument, and
acknowledged different
sides of the argument
Use precise figurative
language, clear words to

Creative Problem Solving

Spelling

Punctuatio
n/
Grammar

convincing tone, and


choice the best
evidence to convey the
main points of your
opinion
Used word patterns to
correctly spell words
and/or a dictionary (4th
grade words or lower)
Used commas in
complex sentences
and fixed run-ons

figurative language to
convey your points,
used the correct and
scholarly tone when
writing
Used word patterns to
correctly spell words
and/or a dictionary

have an effect on
readers, shifted tones to
follow the argument

Used a variety of
punctuation, fixed
run-on sentences,
cited sources

Used dashes, colons,


parentheses, and
semicolons to connect
extra pieces of
information to sentences

Use resources and word


patterns to check
spelling

Technology Integration: Students will use www.NEWSELA.com to read the two articles
they will be discussing and solving the problem. Student Code: BOEAH Students will use
chromebooks and any technology brought from home for school use. Students will also be
using their GoogleDocs account to type an opinion paper at the end of this assignment as to
why their solution is the best and how it can solve or slow global warming.
Differentiation:
Enrichment: Students who receive TAG services will be tasked to find another article
on NEWELA per group that they will include in their groups solution and their opinion paper.
Support/Intervention: Students not receiving TAG services will receive more support
in creative problem solving from the teacher. Students may be asked to annotate the
articles, ask questions to each other, and the teacher will provide scaffolding questions such
as: What is a problem in this article/these articles? How could this be solved? What
could people or companies do to slow global warming?; Non TAG students will also be
shown the BrainPop videos on Global Warming and Greenhouse Gases to give them more
context about this topic and encourage their interested in solving this problem. (During Step
)
Resource(s)/Material(s):
Earth is getting hotter, scientists say, pointing to 2014s record warmth NewsELA article,
PRO/CON: When should congress make major climate change laws? NewsELA article,
Chromebooks/Google Docs, packets of the student assignment guide following the steps to
creative problem solving (which are typed below)., BrainPop-Greenhouse Gases and Global
Warming videos

Creative Problem Solving

Name__________________________#_____
Date________________
Visualization Close your eyes and listen as your teacher reads as if you
are going through this experience.
Guest Blogger: Julia Melnikova, School #13, St. Petersburg, Russia

I don`t want my children to see the Earth


die,
Without fish swim and without birds fly,
With no air for breathing, no water to drink,
When global conditions will make the land
sink.
I don`t want emissions to stay in the air,
To fill our lungs and to spread everywhere,
To cause global warming, submerging the
land!
To stop all this mess we should lend our
hand!
The nature is dying together with us,

We wouldn`t exist here but for the green


grass
We must prevent nature from saying
farewellIn case it is dying, we`re dying as well!
What could human beings` activities mean
To make our planet one big rubbish bin?!
No matter that you may be only a teen
It`s never too early or late to be green!
To show our children the beauty of life;
To help polar bears and pandas survive;
To claim to the world that this talk should
gain weight
Let`s firstly take part in the global debate!

How did you feed during this experience (as a person who lives on
earth)?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How did you feel after the experience (as a person who lives on
earth)?

Creative Problem Solving

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What do you think will happen next to you?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Creative Problem Solving

Step 1: Fact Finding


List all of the important details and facts that you glean from the
article, Earth is getting hotter, scientists say, pointing to 2014s
record warmth, and the article PRO/CON: When should Congress
make major climate change laws?
[You will find these articles on NEWSELA.com. Click Log-in and
Im a student. Here, you will input the code: BOEAH. Then search
the website for the article articles named above.]
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Creative Problem Solving

List at least 3 questions that you need answered to completely


understand the problem.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

**TAG students only: You must locate another NewsELA article about this
topic. (It should be included from here on to add to and support your
problem and solution.)

Creative Problem Solving

Step 2: Problem Finding


Brainstorm the many, varied possible problems that result from
climate change.

Brainstorming reminders: Go for quantity!!


Wild and crazy ideas are okay! Piggy-back on
the ideas of others! No judgment positive or
negative!

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Creative Problem Solving

Create a problem statement:

How might
we_________________________________________________________
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Creative Problem Solving

Step 3: Idea Finding


Brainstorm the many, varied possible solutions to the problem.
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

**GAT Students only: Watch BrainPop on Global Warming and Green House Gases
using Rockstars within your group.

What are your top five solutions?

Creative Problem Solving

1.
____________________________________________________________________________

2.____________________________________________________________________________

3.____________________________________________________________________________

4.____________________________________________________________________________

5.____________________________________________________________________________

Brainstorm the many, varied criteria that can be used to evaluate


the solutions to the problem. How will we you know the solution worked?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

CPS Step 4: Solution Finding


This is for the
FIVE solutions
determine our best
Step 3

Solutions/Cri
teria

This is for the criteria you will evaluate the solutions by so that we can
solution. Ex. Cost, feasibility, timeline

Total Points

Once you have chosen your criteria and possible solutions, rank them 1-5 for each criteria category (5 being the
best for that criteria). Then, add up all of the rows and put the total points in the Total Points column. The highest is
the winner Use the winner for Step 5: Acceptance Finding.

CPS Step 5: Acceptance Finding


Develop and action plan for implementing your solution. Be sure to include:
Who should be involved
A timeline
A way to evaluate the success or appropriateness

In order to solve the problem of global warming, I think we should:


______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
To get the job done, we will need these jobs:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
We will use this timeline to implement our plan:

Start of plan:
Step:

Next Step:

We will know the plan was successful if:

Next Step:

Final

Step 6: Synthesis
Now, all of the information collected will be composed into a 1.5 page TYPED
opinion paper about how to solve or slow the problem of global warming.
This is an individual assignment that will be completed and turned in by
February 26th, 2015 (or earlier).
Category

Overall

Transitions

Lead/Endi
ng

Below Grade Level (4th


grade or below) 0-2
points
Wrote a claim and tried
to support the reasons

On Grade Level (5th


grade)
3-4 points
The opinion claim was
supported with
evidence for each
reason

Tied phrases together


with words such as: in
addition to, another
example, and for
instance
Used sentences to try
and hook a reader and
stated the claim;
Conclusion restated
the claim and provided
an action for readers

Used phrases like:


such as, in order to,
consequently, the
most important
reason
Introduction claimed
your opinion on the
subject and got
readers interested;
Conclusion
highlighted your
papers main points
Grouped information
purposefully

Organizati
on

Separated information
into paragraphs

Elaboratio
n

Gave reasons to
support opinion;
included examples and
information as support

Craft

Made deliberate word


choices, used a
convincing tone, and
choice the best
evidence to convey the
main points of your

Used evidence such


as quotations, and
mini-stories to support
your claim; supported
your opinion in an
order that made
sense
Used domain specific
vocabulary, used
figurative language to
convey your points,
used the correct and
scholarly tone when

Above Grade Level (6th


grade)
5-6 points
Stated an opinion, used
trustworthy sources
throughout the
argument, and led to a
conclusion in each part
of the text
Used transitional
phrases to guide readers
through the argument
stated
Clearly stated claim and
reasons that unfold
throughout the paper;
Conclusion n main points
and left the reader with
a big idea to strengthen
the argument
Arranged paragraphs
and evidence
purposefully to lead
readers from one reason
to the next
Used a variety of
evidence, trusted
sources, explain the
evidence to support the
argument, and
acknowledged different
sides of the argument
Use precise figurative
language, clear words to
have an effect on
readers, shifted tones to
follow the argument

Spelling

Punctuatio
n/
Grammar

opinion
Used word patterns to
correctly spell words
and/or a dictionary (4th
grade words or lower)
Used commas in
complex sentences
and fixed run-ons

writing
Used word patterns to
correctly spell words
and/or a dictionary
Used a variety of
punctuation, fixed
run-on sentences,
cited sources

Use resources and word


patterns to check
spelling
Used dashes, colons,
parentheses, and
semicolons to connect
extra pieces of
information to sentences