Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom

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English Language Education Section Curriculum Development Institute Education Bureau

Curriculum Development Institute Education Bureau

Printed by the Government Logistics Department ISBN 978-988-8123-89-6

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Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom

Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom

© English Language Education Section Curriculum Development Institute

Education Bureau

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Nurturing Pupils’ Creative Thinking in the Upper Primary English ClassroomNurturing Pupils’ Creative Thinking in the Upper Primary English Classroom

English Language Education Section Curriculum Development Institute

Education Bureau

The Hong Kong Special Administrative Region

12/F, Wu Chung House, 213 Queen’s Road East, Wan Chai, Hong Kong

Published 2012

The copyright of the materials in this package, other than those listed in the Acknowledgements section,

belongs to the Education Bureau of the Hong Kong Special Administrative Region.

Duplication of materials in this package other than those listed in the Acknowledgements section may be used freely for non-profit making educational purposes only. In all cases, proper acknowledgements should be made. Otherwise, all rights are reserved, and no part of these materials may be reproduced, stored in a retrieval system or transmitted in any form or by any

means without the prior permission of the Education Bureau of the Hong Kong Special Administrative Region.

ISBN 978-988-8123-89-6

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Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom

Preface

Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom is a resource package produced by the English Language Education Section, Curriculum Development Institute, the Education Bureau, the Hong Kong Special Administrative Region, in support of the implementation of the English Language Curriculum Guide (Primary 1-6) (CDC, 2004).

Creative thinking involves the generating of new ideas, exploring possibilities and discovering alternatives. It is one of the generic skills fundamental in helping pupils learn to acquire, construct and apply knowledge to solve problems. This resource package aims to promote creativity in the upper primary English classroom where open-ended problems are provided, communication of original ideas is supported and creative efforts are appreciated.

Aims of the resource package The resource package aims to

- introduce a variety of creative thinking tools and strategies to encourage imagination and creativity in the primary English classroom;

- provide different learning and teaching resources for teachers’ reference and adaptation for use;

and

- promote the sharing of innovative teaching strategies to integrate creative thinking skills into the teaching of reading and writing.

Content of the resource package

The resource package consists of a booklet and a CD-ROM.

The booklet has three chapters, i.e. “An Introduction to Creative Thinking Tools”, “Learning and Teaching Materials for Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom” and “References”. The first chapter aims to introduce a range of creative thinking tools that can be integrated into the regular English classroom to stimulate imagination. The second chapter explores a variety of learning and teaching materials to be used together with the creative thinking tools to encourage free expression of ideas. To enhance motivation and confidence, ample opportunities are built in for the tryout of the tools to explore alternatives and solve problems in a supportive learning environment. Teachers are encouraged to select the appropriate creative thinking tools and adapt the learning and teaching activities to suit their pupils’ varied interests, needs and learning styles. The last chapter provides useful references to further enhance teachers’

professional development on the use of creative thinking strategies.

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Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom

The CD-ROM is an electronic version of the resource package. The materials are available in the MS WORD and the PDF formats with a user-friendly interface to facilitate printing, editing and adaptation of materials for classroom use. The online version of the CD-ROM can also be accessed at the website of the English Language Education Section at http://www.edb.gov.hk/creativethinking_pri .

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Acknowledgements

The materials in this resource package are mainly adapted from the materials developed for the Collaborative Research and Development (“Seed”) Project on “Nurturing Pupils’ Creative Thinking through the Integration of Reading and Writing in the Primary English Classroom”.

We would like to thank the following two schools for their participation in the “Seed” Project in the school year 2008/2009:

St Anthony’s School

St Mary’s Canossian School

Special thanks are due to the seconded teachers as well as other project teachers who were involved in the project for developing and trying out the teaching plans and activity sheets included in this resource package.

We are grateful to Longman Hong Kong Education and Educational Publishing House Limited for their permission to use the copyrighted materials included in this package.

Chapter 1 An Introduction to

Creative Thinking Tools

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Chapter 1 An Introduction to

Creative Thinking Tools

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Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom 1

An Introduction to Creative Thinking Tools

Chapter 1Chapter 1

An Introduction to Creative Thinking Tools

Chapter 1 An Introduction to Creative Thinking Tools

Very often when pupils are asked to be creative, they worry that their ideas are not “creative”

enough. In fact, there is no absolute standard to judge whether an idea is creative or not. What matters most is whether pupils have tried to exercise their imagination to think of something that is unusual to them.

To guide pupils to think creatively, teachers should teach them some useful methods to form new ideas. The learning and teaching activities in this resource package have been designed with reference to some creative thinking tools. This chapter aims at introducing the basic principles of these tools. They can be flexibly incorporated into many classroom activities to guide pupils to generate fresh ideas.

Creative Thinking Tools Pages

Learning and Teaching Activities

2.1 Turning over a New Leaf 2.2 Food Packaging 2.3 Favourite Festivals 2.4 We Love Cheung Chau 2.5 An Unfair Game 2.6 A New Fairy Tale 1.1 Brainstorming

Thinking more by building on prior knowledge and experience 2

*

* *

1.2 Mind Mapping

Concentrating the mind by providing sub-topics 4

*

1.3 Morphological Matrix

Combining ideas to explore possibilities 5

* *

1.4 S.C.A.M.P.E.R. Techniques

Thinking outside the box 7

* * * *

1.5 Value Grid

Evaluating the pros and cons of ideas 9

*

1.6 R.A.F.T. Strategy

Thinking from a new angle 11

* * *

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1.1 Brainstorming

Building on pupils’ knowledge and experience

In many cases, creative ideas are built upon the most common knowledge or suggestions.

Therefore, it is always useful to elicit what pupils already know about a topic before asking them to think of something new.

To begin with, teachers could conduct a group thinking activity called brainstorming (Osborn, 1953). The teacher acts as a facilitator to encourage pupils to voice any ideas related to a topic and jot them down quickly to make them visible to everyone in the group. Pupils may get the ideas from their previous knowledge of the topic and experience. They can also form new ideas based on what others have said. The teacher should ensure that the activity is conducted in a relaxed, non-threatening atmosphere and that all pupils are staying on-task.

“Rules” of brainstorming

The duration and group size of a brainstorming session are flexible. However, participants should bear in mind a few do’s and don’ts to make sure the activity is carried out effectively:

Do’s Don’ts

Do allow your imagination to run wild. Do not criticise or object to people’s opinions.

- Wild thoughts that appear to be irrelevant or impossible could be stepping stones to creative and practical ideas!

- This will discourage people from giving more ideas.

Do think of as many ideas as you can. Do not set aside the ideas that are mentioned.

- A large number of ideas are more likely to yield a good idea.

- Early ideas serve to stimulate further thoughts.

Existing ideas can be combined and improved to form some better ideas.

Adapted from Starko, A. J. (2005). Creativity in the Classroom: Schools of Curious Delight. New Jersey: Lawrence Erlbaum Associates, Inc.

Exemplars:

Ch. 2.2, 2.4 & 2.5

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Example:

Topic: Summer hot and wet June to August summer holiday swimming

beach sunny

watermelons ice cream mosquitoes

summer courses Ocean Park Food Expo typhoons cold drinks

summer holiday homework relaxing

cartoons

air-conditioners

Brainstorming is like taking out everything from your wardrobe (the brain) to have a showcase of clothes and accessories (what you know about the topic).

A variation: brainwriting

Some pupils may be too shy to speak up. They find it very stressful to voice their opinions in front of a group as they worry that their ideas will be neglected or rejected. As a result, it is likely that the more out-spoken pupils will dominate the brainstorming session.

To prevent this from happening, the teacher may change the format of brainstorming to engage more pupils. Rather than expressing their thoughts aloud, pupils can write them down on a sheet of paper. The sheet is then passed on to the next pupil, who may refer to the ideas on the sheet for inspiration and come up with some more ideas. This activity is known as brainwriting (Rohrbach, 1969). It allows even the least confident pupils to contribute their ideas comfortably. It is also an efficient method of generating ideas as more participants are making suggestions at the same time.

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1.2 Mind Mapping

Concentrating pupils’ thoughts by providing sub-topics

When we ask pupils to brainstorm on a topic, they may have a lot to say if they happen to know the topic very well. Then the brainstorming session will end up with a blackboard full of ideas on the same topic, although not yet arranged in any clear order. Pupils may then find it difficult to locate some useful ideas later on.

On the other hand, if pupils do not know the topic well enough, they will be stuck and will not even know where to start thinking about the topic.

In both cases, the teacher can make use of a mind map (Buzan, 1994) which provides pupils with sub-topics to guide them to organise their thoughts or to help them narrow down their scope of thinking so that they know what aspects they should focus on when thinking.

A mind map is a non-linear diagram with one focused topic put at the centre. Further details of sub-topics extend on branches from the centre. Apart from helping pupils visualise their ideas, a mind map also allows them to classify and prioritise ideas. It is particularly useful for planning and organising information.

As in brainstorming, there should be no criticism. Pupils are encouraged to make as many suggestions as they can.

Example:

ice cream ice lollies others

food

fruit

watermelons

salad mangoes

Summer in Hong Kong

weather activities

hot humid indoor outdoor

summer camps swimming

swimming beach pool

dancing summer courses

language typhoons

rainstorms air-conditioners

Mind mapping is like categorising many pieces of clothing (ideas/

what you know about the topic) into different drawers (sub-topics).

Exemplar:

Ch. 2.2

ice cream ice lollies others

food

fruit

watermelons

salad mangoes

Summer in Hong Kong

weather activities

hot humid indoor outdoor

summer camps swimming

swimming beach pool

dancing summer courses

language typhoons

rainstorms air-conditioners

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1.3 Morphological Matrix

Combining ideas to explore possibilities

Brainstorming elicits from pupils what they already know about a topic. Mind mapping helps them narrow down their scope of thinking and focus on the most relevant sub-topics. Based on what they have brainstormed, pupils should be further encouraged to think of something new and to explore more possibilities. How can we help pupils create unusual ideas based on what they know?

The morphological matrix is a tool that can help. Introduced by astrophysicist Fritz Zwicky (1969), this technique adopts the mathematical skill of graph-reading. To construct a morphological matrix, first, state clearly the topic (subject), then identify all important sub-topics (characteristics) and list them on the first row of a table in different columns. Apply the technique of mind mapping to write down as many ideas as possible in each column. When all columns have been filled, mix and match ideas across the columns randomly to form new combinations.

The morphological matrix facilitates combination of characteristics or qualities of a specific topic (subject) and helps explore a wide range of possibilities. It is particularly useful for generating ideas for improvement and variation in products and processes. It can also be applied in classroom situations to help pupils create unusual ideas by putting together different characteristics creatively.

The idea of the morphological matrix is like mixing and matching clothes (combining ideas) to design a new outfit (a new suggestion).

Exemplars:

Ch. 2.3 & 2.6

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Example:

Topic/Subject: Organising a summer activity

Types Skills to learn Places Participants

1 talk language school P1-P3 pupils

2 workshop singing beach P4-P6 pupils

3 camp computer skills museum all pupils

4 competition first aid skills country park teachers

5 concert cooking street parents

6 show dancing Internet parents and pupils

You may use any four-digit number to select a random combination of items. Find out the item to which each digit corresponds and combine the items to form meaningful phrases.

Examples:

Four-digit number Combination

3146 a camp for learning a language in a country park for parents and pupils 2564 a cooking workshop on the Internet for teachers

This morphological matrix can generate as many as 1,296 combinations! You may create a bigger morphological matrix by adding more rows and columns.

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1.4 S.C.A.M.P.E.R. Techniques Thinking outside the box

Combining characteristics of a subject is just one way to form new ideas. Pupils can let their thoughts run wild and think outside the box using the S.C.A.M.P.E.R. techniques (Eberle, 1971).

“S.C.A.M.P.E.R.” is an acronym for a list of words that represent a series of idea-generating methods. The S.C.A.M.P.E.R. techniques were developed to stimulate people to cope with a problem from new perspectives. They can be applied to many creative classroom activities such as story-writing, creative reading of a text, or simply stimulating pupils to visualise a creative image in their minds. Teachers could guide pupils with questions to use some of the techniques to form new ideas.

We can use the S.C.A.M.P.E.R. techniques to treat a piece of clothing differently, e.g. wearing a bow tie on the head (put to other uses), wearing an oversized hat (magnify), cutting the sleeves of a T-shirt (eliminate).

Exemplars:

Ch. 2.1-2.4

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Chapter 1

The S.C.A.M.P.E.R. techniques:

Techniques Meaning Examples of

idea-spurring questions

Sample questions for story-writing/creative

reading of a story

S

“Substitute”

• to replace one thing with another

• to change the parts

“What can you use

instead?” “How would the story

develop if the main character was replaced by another one?”

C

^{“Combine”} • to add/put more

things together “How can you combine different things or parts to make something more useful?”

“What would the new story be like if we put together characters from different stories?”

A

^“Adapt” • to meet other needs “What will happen if the item is used in a different situation?”

“What would the story be like if the character had a different intention?”

M

“Modify”

“Magnify”

“Minify”

• to change the look/quality

• to make a thing bigger, heavier, faster, or more frequent

• to make a thing smaller, lighter, slower, less frequent

“Can you change the item to another shape?”

“Can you make the item bigger or stronger?”

“Can you make the item smaller or less frequent?”

“What would happen if the prince was not handsome?”

“What would happen if the character was turned into a giant?”

“What would happen if the character was turned into a small insect?”

P

“Put to Other Uses”

• to use a thing in

other ways “How can you use the

item in a new way?” “What would happen if the character used his magical power differently?”

E

“Eliminate”

• to take away a characteristic, part or whole

“What can be omitted or removed to make the item more environmentally friendly or convenient to use?”

“What would happen if one of the characters was removed from the story?”

R

“Reverse”

“Rearrange”

• to turn a thing around

• to change to the opposite

• to change the order

“Can you do the opposite?”

“Can you change the order of items?”

“What would happen if the baddie of the story became a good guy?”

“What would happen if the order of events in the story was changed?”

Adapted from Eberle, B. (1971). SCAMPER: Games for Imagination Development. New York: Dok Pub.

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1.5 Value Grid

Evaluating the pros and cons of ideas for a better solution

The above creative thinking tools help us generate plenty of new, unusual ideas. However, not all ideas are practical and appropriate. We can use the value grid (Pil and Holweg, 2006) to evaluate whether the ideas are suitable and feasible based on a list of values (qualities) we are looking for in an ideal solution to our problem.

The value grid takes the form of a table. It helps us organise information and make comparisons between suggestions by looking at the pros and cons of each. It facilitates logical decision-making.

Using the value grid is like judging whether some outfits (ideas) are well-designed or not (suitable for the purpose).

We base our judgment on some criteria (values), depending on the purpose of designing the outfits.

Exemplar:

Ch. 2.4

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Chapter 1

Example:

Steps in using a value grid A sample value grid Problem/Situation:

Buying a birthday present for Grandpa Step 1:

List the ideas in the first column of the grid

Step 2:

List some values (qualities) to consider when finding an ideal solution in the first row

Step 3:

Fill in the grid by looking at each idea for each value

Step 4:

Compare the pros and cons of all ideas

Step 5:

Choose the best idea and modify it if necessary

Ideas

Values A

How much does it cost?

B

How long does it last?

C

Where can we get it?

D

What meaning does it have?

1

Flowers

~$300 per bunch

Lasts for

1 week At florists

People give flowers to show their love

2

Mobile phone

$500 to

$6000 Lasts for a few years

At electrical appliance shops

Grandpa can keep in touch with us easily

3

Photo album ^<$100 Lasts forever At stationery shops

Grandpa can keep all his sweet memories in the album

4

Fountain pen ^~$400

Lasts forever but needs to refill ink

At stationery shops

Grandpa can take the pen with him wherever he goes and remember us

Decision: Photo album

Reason: It is the cheapest among the four choices. It lasts forever and we can buy it easily at stationery shops. It is meaningful too.

How to modify the idea: We can stick dried flowers on the cover of the photo album to show our love for grandpa.

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1.6 R.A.F.T. Strategy Thinking from a new angle

The techniques mentioned in the previous parts mainly require pupils to think from their own point of view. If pupils try to step into someone else’s shoes and think from a new angle, they will be able to understand a topic more deeply and open up many more new opportunities.

The R.A.F.T. strategy (Santa, 1988) engages pupils in creative writing activities by requiring them to consider four important elements of every piece of writing. “R.A.F.T.” is an acronym for

“role”, “audience”, “format” and “topic”.

Pupils should take on the role of someone (or something) other than that of themselves. From a new perspective, they think about how they feel about or react to a situation. They should write to a specific audience taking into consideration their background, knowledge, feelings and concerns as well as their relationships with the writer. The writing can be in different formats and about a variety of topics.

Using the R.A.F.T. strategy, pupils approach their writing in an original way and produce a creative response using their imagination.

Using the R.A.F.T. strategy is like looking into different mirrors (taking on different roles and thinking from new angles). You will see a brand new image.

Exemplars:

Ch. 2.4-2.6

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The R.A.F.T. strategy:

Strategy Guiding questions Examples

R ole

Who are you as the writer?

What role do you take on?

A child A pet An insect An old toy The Headmaster

A udience

Who will be reading your writing?

Are you writing to a specific person/organisation?

A group of students A friend

Readers of a newspaper A charity

Your favourite singer

F ormat

What form does your writing take?

What is the best way to present your writing?

A diary A poem

A letter to the editor A brochure

A report A comic strip

T opic

What is the subject of your writing?

What is the point of your writing?

Topics related to a reading text Current issues and hot topics Topics of personal interest Feelings related to an experience Topics in response to an inspiring question

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Example:

Even with the same topic, pupils could produce different pieces of writing by taking on different roles and writing to a different audience in a different format. Teachers could make use of the R.A.F.T. strategy to cater for learner diversity by assigning different tasks to pupils of various abilities.

In the example below, on the same topic about throwing away old toys, the less able pupils could be assigned to take on the role of the toys to write a letter to their master to share their feelings, while the more capable pupils could put themselves in the boy’s shoes to write a letter to a charity about donating the old toys.

Situation: David’s family is moving to a new house soon. His mum has asked him to throw away some old toys.

R.A.F.T. Assignment 1 Dear David,

I feel so sad that you are moving. You are a good master because you always look after me. I like playing with you.

I know you don’t want to leave me behind. Will you find a new master for me?

I hope you will give me to another good child.

I will miss you!

Love, Teddy

R ole

An old toy

A udience

^David

F ormat

^{A letter}

T opic

Feelings about being thrown away

R.A.F.T. Assignment 2 Dear Sir/Madam,

I am writing to donate some old toys to your charity.

I wish to donate three boxes of toys.

They are all in good condition. I am giving them to charity because my family is moving to a new house.

I think donating toys is meaningful because I can share my happiness with children in need. It also helps to protect the environment by preventing wastage.

I hope you would accept my donation.

Thank you for your attention.

Yours faithfully, David Lam

R ole

^David

A udience

^{A charity}

F ormat

^{A letter}

T opic

Donating the old toys

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Chapter 2 Learning and Teaching Materials

for Nurturing Pupils’ Creative Thinking

in the Upper Primary English Classroom

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2.1 Module: Changes

Unit: Turning over a New Leaf

Chapter 2

2.1 Module: Changes Unit: Turning over a New Leaf

2.1 Module: Changes

Unit: Turning over a New Leaf

Creative Thinking Tool

S.C.A.M.P.E.R. techniques*

Activity Description

Part A: Super Alarm Clock

Pupils design a Super Alarm Clock to prevent them from being late in the new school year using the S.C.A.M.P.E.R. techniques and write descriptions about it.

Part B: A New Invention

Pupils are asked to set another goal for the new school year. They use the S.C.A.M.P.E.R.

techniques to design a new invention to help them achieve the goal.

* Please refer to Chapter 1 for the introduction to the S.C.A.M.P.E.R. techniques and other creative thinking tools.

Materials

- LT 2.1.1 – LT 2.1.5 - An alarm clock Procedures

Part A: Super Alarm Clock

1. Introduce the context – Pupils are going to set goals for the new school year and they will design new inventions to help them achieve the goals.

2. Show pupils an ordinary alarm clock and ask questions to activate their knowledge (e.g. What does the alarm clock look like? How does it tell the time? How does it wake you up?).

3. Ask pupils to imagine that they are always late for school. They have to design a Super Alarm Clock to wake them up so that they will not be late in the new school year. Ask them to think about the clock in their mind in the Super Alarm Clock S.C.A.M.P.E.R. activity (LT 2.1.1).

4. Introduce the S.C.A.M.P.E.R. techniques to pupils to explain how they can come up with new ideas (LT 2.1.2).

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Chapter 2

5. Have pupils draw their own Super Alarm Clock and write briefly about its look, size, shape, sound or functions (LT 2.1.3). Put up some useful phrases on the board for reference (LT 2.1.5).

Ask pupils to tick the S.C.A.M.P.E.R. techniques they have used.

6. Invite some pupils to present their Super Alarm Clock to the class and ask other pupils to give feedback.

Part B: A New Invention

1. Tell pupils to set another goal for the new school year using the structure, “I want to … so …”

(LT 2.1.4).

2. Ask them to use the S.C.A.M.P.E.R. techniques to create a new invention that can help them achieve the goal. They should draw the new invention and write descriptions about it (LT 2.1.4).

3. Invite some pupils to present their invention to the class and ask other pupils to give feedback and suggestions on how to further improve the invention.

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Chapter 2

LT 2.1.1 The Super Alarm Clock S.C.A.M.P.E.R. activity:

Read aloud the following instructions to pupils: S.C.A.M.P.E.R.

Techniques Let’s imagine we are inventors. We are trying to make a Super Alarm Clock. Close

your eyes and we are ready to start. Remember not to speak out when I ask you something. Nod your head to say “yes” or shake your head to say “no”.

… Are your eyes closed?

… Good. Pretend that there is a box with a lot of clocks right here on the table.

… Do you see them?

… How many clocks are there in the box? Make a guess.

Clocks are usually round, but they don’t have to be. Now let’s make some clocks that are not round or flat.

… Make one that looks like a tube.

#… Make one that looks like a diamond.

… Make one that is as small as a rubber.

#… Make it as small as anything you can think of.

… Make it as big as a house.

#… Make it as big as anything you can think of.

Good. Now think of the sound it makes.

#… Try to think of a sound that is really special for you.

Now think of all the good things that you could put on the clock to make it more useful besides telling the time…

#… Think of some strange and special things you could put on the clock.

#… Try to think of something that no one else would think of.

… Can you think of something special?

#… What can your clock do now besides telling the time?

… Can it sing?

… Can it walk?

… Where else can you use it?

… Now, decorate your clock. What colours do you put on it?

#…What do you put on the face of the clock?

… How many hands does it have?

… Take away the hands.

#… Put other things to replace the hands.

… Would you like to rearrange the numbers on the face of the clock as well?

… Take away the numbers.

#… Put other things to replace the numbers.

… Look at the clock you’ve made. Is it good?

… Oh! It’s time to get up. Can it wake you up?

#… How?

… Fine. Now open your eyes.

… pause for 3 seconds #... pause for 10 seconds

M – Modify

M – Minify

M – Magnify

C – Combine

P – Put to other uses

A – Adapt

E – Eliminate S – Substitute R – Rearrange E – Eliminate S – Substitute

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Chapter 2

LT 2.1.2 The S.C.A.M.P.E.R. techniques used in the Super Alarm Clock activity:

S

Substitute

Replace/Change the parts

C

Combine

Add/Put more things together

radio radio alarm clock

A

Adapt

Meet other needs

M

Modify

Change the look

Minify/Magnify

Change the size

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Chapter 2

LT 2.1.2

P Put to other uses

E

Eliminate

Delete/Take away some parts

R

Reverse

Turn it around Rearrange

Change the order

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Chapter 2

LT 2.1.3

Super Alarm Clock

Draw your Super Alarm Clock and write about its size, shape, look, sound or functions.

Put a tick in the box which shows the method you have used in your invention. You may tick more than one box.

Substitute – Change the parts

Combine – Put things together

Adapt –

Meet other needs

Modify – Change the look Minify/Magnify –

Change the size

Put to other uses Eliminate –

Take away some parts

Reverse/Rearrange – Change the order I want to get up on time, so I’m going to set

my Super Alarm Clock every night.

Description:

_____________________________________

Super Alarm Clock

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Chapter 2 2.1 Module: Changes Unit: Turning over a New Leaf

LT 2.1.3 (Answer Keys) (Accept any reasonable answers)

Super Alarm Clock

Draw your Super Alarm Clock and write about its size, shape, look, sound or functions.

Put a tick in the box which shows the method you have used in your invention.

You may tick more than one box.

Adapt –

Meet other needs

Change the size

Reverse/Rearrange – Change the order I want to get up on time, so I’m going to set

my Super Alarm Clock every night.

Description:

The Super Alarm Clock is blue and purple because these are my favourite colours. It is as big as my head and it looks like a pair of headphones. It is made of metal but it is comfortable to wear because it is covered by cotton wool pad. It tells the time. It plays my favourite song to wake me up. It can also vibrate when I choose not to hear any sounds.

Super Alarm Clock

✓ ✓

✓

Magnify - Change the size:

An ordinary alarm clock is usually smaller than one’s head.

Modify - Change the look:

An ordinary alarm clock does not look like a pair of headphones.

Put to other uses:

Ordinary headphones do not tell the time.

Eliminate - Take away some parts:

Ordinary headphones are connected to a music player.

Combine - Put things together:

This Super Alarm Clock carries the functions of headphones (to play music), an alarm clock (to tell time and wake people up) and a mobile phone (to vibrate).

Teachers’ Notes Teachers should guide pupils to identify what S.C.A.M.P.E.R.

techniques they have used in their design.

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Chapter 2

LT 2.1.4

A New Invention

Write another thing that you want to do in the new school year. Draw the new invention that can help you achieve that goal. Think of a name for your invention and describe it.

Adapt –

Meet other needs

Change the size

Reverse/Rearrange – Change the order I want to ______________________________,

so ___________________________________

_____________________________________

Description:

_____________________________________

_________________________

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Chapter 2 2.1 Module: Changes Unit: Turning over a New Leaf

I want to have a tidy hairstyle without spending too much time, so I am going to use the Helpful Helmet every morning.

Description:

It is grey and it looks like a helmet. It is much bigger than my head but it is not heavy. It can do different things. It can dry and comb my hair. There is a sensor.

If my hair is too long, the scissors inside will cut it.

There is a mirror hanging down from the top of the helmet for me to see my own hairstyle.

A New Invention

Write another thing that you want to do in the new school year. Draw the new invention that can help you achieve the goal. Think of a name for your invention and describe it.

Adapt –

Meet other needs

Change the size

Reverse/Rearrange – Change the order Helpful Helmet

✓

Magnify - Change the size:

An ordinary helmet usually fits the head.

Teachers’ Notes Teachers should guide pupils to identify what S.C.A.M.P.E.R.

techniques they have used in their design.

Combine - Put things together:

The Helpful Helmet puts together a hair-dryer, a comb, a pair of scissors, a sensor and a mirror.

Put to other uses:

Ordinary helmets are for safety but the Helpful Helmet is for keeping the hair tidy.

✓

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Chapter 2

LT 2.1.5

Useful phrases:

It looks like _____________________

There is/are _____________________

It is as as ___

It can __________________________

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2.2 Module: Food and Drink Unit: Food Packaging

Chapter 2

2.2 Module: Food and Drink Unit: Food Packaging

27

2.2 Module: Food and Drink Unit: Food Packaging

Creative Thinking Tools

Brainstorming*

Mind mapping*

S.C.A.M.P.E.R. techniques*

Activity Description

New Packaging for a Healthy Snack

The teacher helps pupils organise their ideas about attractive food packaging using a mind map.

Building on their knowledge about food packaging, pupils are guided to see how food companies use the S.C.A.M.P.E.R. techniques to improve food packaging. They then work in groups and apply the techniques to improve the packaging for a healthy snack to promote healthy eating habits at school.

* Please refer to Chapter 1 for the introduction to brainstorming, mind mapping, the S.C.A.M.P.E.R. techniques and other creative thinking tools.

Materials

- LT 2.2.1 – LT 2.2.3

- A tin of condensed milk, a tube of condensed milk and some healthy snacks Procedures

New Packaging for a Healthy Snack

1. Introduce the context – the school is promoting healthy eating habits. Pupils have to improve the packaging for some healthy snacks to make them more attractive to children.

2. Brainstorm with pupils different aspects of attractive food packaging (e.g. size, shape, material, container and use). Organise their ideas using a mind map (LT 2.2.1).

3. Use the packaging for condensed milk as an example to illustrate how food companies make creative changes to the packaging for a product.

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Chapter 2

Example: Condensed Milk

(a) Show pupils a tin of condensed milk. Ask them how it is usually served, if they like the packaging and why (LT 2.2.2 Part 1).

(b) Introduce the S.C.A.M.P.E.R. techniques using pictorial clues (LT 2.1.2 on pp. 20-21) and explain that it is common for food companies to apply the techniques to product design.

(c) Show pupils the new packaging for condensed milk (a tube). Guide them to see how the S.C.A.M.P.E.R. techniques are applied to the new packaging. Ask them to list the good and bad points of the new packaging in a table and write sentences to describe and explain the changes made to the packaging (LT 2.2.2 Part 2).

4. Show photos or realia of healthy snacks (e.g. raisins, nuts and energy bars) to stimulate pupils’

thinking. Have them work in groups to create a new packaging for one of the snacks. Ask pupils to evaluate the pros and cons of the original packaging (LT 2.2.3 Part 1) and then apply the S.C.A.M.P.E.R. techniques to create a new packaging. Ask them to draw the new design and write sentences to explain the changes (LT 2.2.3 Part 2).

5. Ask pupils to take turns to present their new design to the whole class. Give feedback to pupils and ask the class to decide on the best design.

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Chapter 2

29

LT 2.2.1 The mind map for “Attractive Food Packaging”:

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heart-shaped

toy-shaped triangular

rectangular

small easy to carry

safe clean

convenient

hard metal

shiny

glass clear

paper

light

colourful light

environmentally friendly colourful

safe plastic

packets tubs jars

bottles cartons

tins

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Chapter 2

LT 2.2.2

The Packaging for Condensed Milk

Part 1 The old packaging

Draw the old packaging for condensed milk in the space below.

1. How is condensed milk served?

2. Do you like this packaging? Why?

Part 2 The new packaging

Draw the new packaging for condensed milk in the space below.

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Chapter 2

31

LT 2.2.2 Part 2 (cont’d)

What changes have been made? Can you tell which S.C.A.M.P.E.R. techniques have been used in the new design? What are the good points of the changes? Are there any bad points?

Complete the table below.

Changes S.C.A.M.P.E.R.

techniques Good points Bad points

Type of container

Change the look (Modify)

• We can squeeze the right amount of milk from a tube. It is more convenient.

•

Material

Size

Use

Can you suggest some ways to further improve the new packaging?

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Chapter 2

LT 2.2.2 Part 2 (cont’d)

Draw the new packaging in the space below and write a few sentences to describe and explain the changes made.

The new packaging for condensed milk

Condensed milk in a _______

1. ___________________________________________________________________

___________________________________________________________________

2. ___________________________________________________________________

___________________________________________________________________

3. ___________________________________________________________________

___________________________________________________________________

4. ___________________________________________________________________

___________________________________________________________________

5. ___________________________________________________________________

___________________________________________________________________

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Chapter 2 2.2 Module: Food and Drink Unit: Food Packaging

The Packaging for Condensed Milk

Part 1 The old packaging

Draw the old packaging for condensed milk in the space below.

1. How is condensed milk served?

We spread condensed milk on bread or toast and add it to coffee, tea or desserts.

2. Do you like this packaging? Why?

No, because we need to use a can opener to open it/ the opened can may cut our fingers/ the tin is too heavy to carry around/ it is hard to get the right amount of condensed milk we want/

the packaging looks boring.

Part 2 The new packaging

Draw the new packaging for condensed milk in the space below.

COND ENSED MILK

Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom

Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom

Contents

Preface

Acknowledgements

Chapter 1

An Introduction to

Creative Thinking Tools

Chapter 1

An Introduction to

Creative Thinking Tools

Chapter 1 An Introduction to Creative Thinking Tools

*

* *

*

* *

* * * *

*

* * *

Do’s Don’ts

S

C

A

M

P

E

R

R ole

A udience

F ormat

T opic

R ole

A udience

F ormat

T opic

R ole

A udience

F ormat

T opic

Chapter 2

Learning and Teaching Materials

for Nurturing Pupils’ Creative Thinking

in the Upper Primary English Classroom

2.1 Module: Changes

Unit: Turning over a New Leaf

S

Substitute

Replace/Change the parts

C

Combine

Add/Put more things together

A

Adapt

Meet other needs

M

Modify

Change the look

Minify/Magnify

Change the size

P Put to other uses

E

Eliminate

Delete/Take away some parts

R

Reverse

Turn it around Rearrange

Change the order

Super Alarm Clock

Super Alarm Clock

A New Invention

A New Invention

Useful phrases:

It looks like _____________________

There is/are _____________________

It is as __________ as _____________

It can __________________________

2.2 Module: Food and Drink Unit: Food Packaging

! "" # $%" &'(

) **+ ,$%-$.&/.

01$,(0

It is as as ___