Essential Question
How is creative thinking an important trait?
Lesson Calendar
DAY 1 - SEED 1
DAY 2 - SEED 2A
DAY 6 - SEED 2B
DAY 3-5 - PLAN 1
DAY 7–8 - SEED 3
DAY 9 - SEED 4
DAY 10 - SEED 5
DAY 11 - PLAN 2
DAY 12 - PLAN 3
DAY 13 - PLAN 4
DAY 14 - PLAN 5
DAY 15 - PLAN 6
DAY 16 - SEED 6
DAY 17 - SEED 7
DAY 18 - SEED 8
DAY 19 - SEED 9
DAY 20 - SEED 10
DAY 21-22 - SEED 11
DAY 23-25 - SEED 12
DAY 26 - PLAN 7
DAY 27 - PLAN 8
DAY 28 - PLAN 9
CCSS Standards for this Unit
Monitoring Templates
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UNIT OVERVIEW
6 Weeks - "Unit at a Glance" Organizer
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Topic: Creative Problem Solving
Students will read a variety of texts (fiction and nonfiction) that focus on creative thinkers and problem solvers. Creative thinking can be described as inventive, original and "out of the box". The thinking typically evolves to solve a problem and/or make life's tasks easier. Students will read expository texts that provide factual information about creative thinkers that conceive unique or novel devices, methods, processes, or discoveries. Narrative texts will also be comprehended to discover how fictional characters can also possess creative thinking as an important trait and/or how contraptions have evolved.
Each week, the instruction will focus upon the following focus questions/big ideas:
George Crum and the Saratoga Chip by Gaylia Taylo; Lee & Low Books, 2011; 910 Lexile, Guided Reading Level M
"Kid Inventors Then and Now" (MacMillan/McGraw-Hill Treasures) by Kali Capria
If I Built a Car by Chris Van Dusen, Dutton Children's Books, 2005
Iggy Peck, Architect by Andrea Beaty
Incredible Inventions Poems selected by Lee Bennett Hopkins- "What to Do with a Popsicle?"; HarperCollins Publishing, 2009
Inventor McGregor by Kathleen T. Pelley; Farrar, Straus and Giroux, 2006
Listen Up! Alexander Graham Bell's Talking Machine (Monica Kulling; Random House 2007)
Pop! The Invention of Bubble Gum by Megan McCarthy; Simon & Schuster/Paula Wiseman Books, 2010; 740 Lexile
Randy Riley's Really Big Hit by Chris Van Dusen
African-American Inventors by Jim Haskins (Treasures 2.1, 2011)
The Boy Who Invented TV: The Story of Philo Farnsworth by Kathleen Krull; Knopf Books for Young Readers, 2009; 860 Lexile
The Day-Glo Brothers by Chris Barton; Charlesbridge Publishing, 2009; 990 Lexile, Guided Reading O
The Kids' Invention Book by Arlene Bach.
"Who's Calling" by Keith Reynolds (HM Reading Adventures, Journeys, pg. RA22)
The Kid Who Invented the Popsicle by Don Wullfson
Digital Resources:
Tin-Can Phoneshttp://www.dsokids.com /athome/instruments/ telephone.aspx http: //www.ehow.com /how_2067160_make -tin-can-phone.html
www.maximumpc. com/article/features /tin_cans_touchscreens_ 40_most_important_phones _history
Alexander Graham Bell Biography http://www.brain popjr.com/socialstu dies/biographies/ alexandergrahambell/
Black Inventors and Pioneers of Sciencehttp://kids. nationalgeographic .com/kids/photos/ black-inventors-and- pioneers-of-science/ #/mae-j_16294_600x450. jpg
This 13-Year-Old Has a Cure for Hiccupshttp:// living.msn.com/life-inspired /the-daily-dose-blog -post?post=76ae1c7a-c6e2 -42d0-b5e7-972e19f 22ee2& _nwpt=1
The Ellen DeGeneres Show- Amazing Kid Inventors, Part 1http://www. youtube.com/ watch?v=yMWTn 9yLIyQ
The Ellen DeGeneres Show- Amazing Kid Inventors, Part 2http://www. youtube.com/ watch?v=9TPBA 1Rnvy0
Inspiring Inventions by Kidshttp://www. youtube.com/ watch?v=rC8vF pLX4uU
Maryland Kid Inventorshttp://www. youtube.com/ watch?v=Cc0 ih2E1nKQ
Students will be able to apply appropriate strategies before, during and after reading, viewing, or listening to a text.Students will be able to analyze details and events in a literary text to determine a message, lesson, or moral.Students will be able to identify and connect key details to determine the topic.Students will be able to draw conclusions about characters in a story to determine their traits.Students will be able to identify major events and challenges in the text.Students will be able to identify cause/effect relationships between characters and major story events and challenges in a text. Students will be able to identify and explain relationships between a series of events, ideas, or steps. Students will be able to explain how shape and repetition contributes to the meaning of the poem. Students will be able to write an opinion piece, supporting a point of view with reasons. Students will be able to produce writings in which the development and organization are appropriate to task and purpose. Students will be able to plan, draft, revise, and edit opinion writings. Students will be able to use technology to publish their writings. Students will be able to listen for and identify topic, main idea, and key details in a text read aloud. Students will strengthen writing by using reference materials when drafting and editing. Students will use context clues to determine meanings of unknown words.
Assessments Description
Interdisciplinary Connections
