name of lesson: scamper - weebly version date: may 2011 name of lesson: scamper topic: divergent...

CCSD Version Date: May 2011

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 1st 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.

http://www.youtube.com/watch?v=0JImSuGmIg8&noredirect=1


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


F2OE-Song (to the tune of “Locomotion”) (Cognitive Components)

Everybody’s doing Divergent Thinking

(come on baby, do the F20E)

Open up your mind and think creatively

(come on baby, do the F2OE)

The very first F stands for fluency

Adding more ideas can be easy you’ll see

So come on, come on, do the F2OE 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 F2OE

It’s called Flexibility and it never stays


Stretch the thinking, bend your thoughts and you will see

Changing categories-flexibility


Everybody’s doing Divergent Thinking

(come on baby, do the F20E)

Open up your mind and think creatively

(come on baby, do the F2OE)


Now we have the O for originality

All of your ideas should be wild and zany


Think of something new now

Come on baby

Just think! Be wild

Originality makes us smile

Whoa-oa

Elaboration is the final key


Piggybacking ideas is so easy for me


Details, details, details, add them right here

Use elaboration-make your idea clear



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.” “Will you show me how you are going to SCAMPER this old kite?” asked Max. (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

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

name of lesson: scamper - weebly version date: may 2011 name of lesson: scamper topic: divergent...

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