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Creative Problem Solving Tag Lesson
Creative Problem Solving Tag Lesson
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.
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
Category
Overall
Transitions
Lead/Endi
ng
Organizati
on
Separated information
into paragraphs
Elaboratio
n
Gave reasons to
support opinion;
included examples and
information as support
Craft
Spelling
Punctuatio
n/
Grammar
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
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
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
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)?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What do you think will happen next to you?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
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**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.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
How might
we_________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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**GAT Students only: Watch BrainPop on Global Warming and Green House Gases
using Rockstars within your group.
1.
____________________________________________________________________________
2.____________________________________________________________________________
3.____________________________________________________________________________
4.____________________________________________________________________________
5.____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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.
Start of plan:
Step:
Next Step:
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
Organizati
on
Separated information
into paragraphs
Elaboratio
n
Gave reasons to
support opinion;
included examples and
information as support
Craft
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