name of lesson: convergent thinking; meet sybil …...ccsd version date: may 2011 instructional...

CCSD Version Date: May 2011

Name of Lesson: Convergent Thinking; Meet Sybil the Scientist Topic: Convergent Thinking Lesson 1

Gifted Standard and element(s):

G1 - Critical Thinking

Students will utilize higher order reasoning and reflect upon their thinking.

a. Apply the core critical thinking skills to various situations: metacognition, observation,

questioning, prediction, analysis, interpretation, inference, summarize, evaluation,

synthesis, explanation, transferring.

G2 – Convergent Thinking:

Students will reason logically using induction and deduction.

a. Solve problems using logical reasoning.

b. Support opinions, theories, conjectures, and conclusions with logical reasoning.

c. Analyze logic to determine if it sufficiently supports opinions, theories, conjectures, and

conclusions.

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(s):

What is Convergent Thinking?

Lesson Questions: How can we solve problems using logical reasoning?

How can the critical thinking skills of analysis and observation help me sort shapes logically?

How can I use critical thinking skills to show deductive reasoning?

Lesson Summary:

When scientists receive new information, they analyze items by placing them into categories or

groups that have common characteristics. Scientists group the new information based on

observations using convergent thinking and core critical thinking skills. Analytical thinking is a

component of convergent thinking demonstrated by classifying and sorting. Teacher will assess

through informal observation throughout this process along with the performance task completed by

the students.

Assessment Description/Performance Task:

Constructed response Informal assessment

Performance task Selected response

Brief Description of Assessment:

Students will demonstrate their knowledge of analytical thinking when completing the

challenge activity of ”Sybil’s Collection of Sortable Shapes” by sorting items into correct

groups using a Venn Diagram. Teachers will observe student behavior and responses to

identify critical thinking (observation and analysis), convergent thinking, and communication

as students identify attributes and create a classification system. A “Sample Teacher

Observation Chart” and individual “Student Feedback Chart” are provided.

“Ticket out the Door” - Students will explain how they used convergent thinking today and

what they heard or learned today. Place this in the iPETS interactive notebook.


Instructional Methods

Hook/Activator:

The teacher will dress up like a scientist (lab coat, beaker, magnifying glass, ruler, journal, etc.)

and, with the students, sing the “Convergent Thinking Song.” Students use their convergent

thinking to analyze the scientist’s outfit and determine clues based upon what they see. Have the

students make a list of clues or observations about what this scientist is wearing and how certain

items are necessary for her job. Discuss how this scientist will use all of her senses: tasting, seeing,

hearing, smelling, and touching when she makes observations. As a scientist makes these

observations, he/she is collecting new data. It is important to organize these findings. Introduce

the word classify. Explain that this is a way to group the data so other scientists may use the

information. Remind students that they are using convergent thinking by using logical reasoning as

they classify and sort items using attributes or characteristics. This takes careful analysis of each

and every clue. This process is called analytical thinking. Scientists use core critical thinking skills on

the job each day. Use the “Core Critical Thinking Skills” poster to review the core critical thinking

skills of observation, analysis, and explanation.

The teacher will model for students how to problem solve using logical reasoning. She/he will

place four shoes on the floor. Three of the shoes have shoe strings while one is a high-heeled shoe.

Discuss how three are alike and one is different based on clues discovered from their observation.

The teacher may prefer to use the attached document with shoes for students to see how they are

alike and different (Shoes, Shoes, and More Shoes). For this activity, shoes only need to be grouped

using two characteristics or attributes. Later in the lesson, Sybil will introduce students to sorting

and classifying using more attributes.

The teacher will guide the students while sorting their own shoes. Ask the students to remove

one shoe and discuss how they might group their shoes using a common attribute or characteristic.

Suggest several attributes that they might share: color, strings or no strings, athletic or dressy.

Place two hula hoops on the floor and have students place their shoe in one or another based on the

categories the class has chosen for each. You may wish to leave the hula hoops and shoes on the

floor to refer back to after completing “Dudley’s Block” story. This process is called classifying. The

teacher will discuss the following questions with students:

What information was used by scientist to do this?

What type of thinking took place?

When would this type of thinking be helpful in real life?

Teaching Strategy:

1. The teacher will introduce “Sybil the Scientist” to the students. The teacher will show a picture

of “Sybil the Scientist” on the interactive board. (pg. 79, Red PETS book) The teacher will

then display the “Ways of Convergent Thinking” poster. Remind students that Sybil uses these

steps as she solves problems. This includes using all of her senses: tasting, seeing, hearing,

smelling and touching. Many scientists use a magnifying glass. Sybil’s laboratory coat protects

her from spills and her pockets provide space for her most important items. For background

information on Sybil, the teacher will read pg.85 (Red PETS) and the first three paragraphs

from pg. 86 (Red PETS) to students. (In the story, it suggests that the students make

magnifying glasses at this time. The template is provided.)

2. The teacher will read the story “Dudley’s Blocks” (pg. 29-31, Green PETS book). As the

teacher is reading the story, different items will be manipulated using the powerpoint

“Dudley’s Blocks.” To manipulate shapes in the powerpoint, the slideshow mode

should not be activated. Teachers must also be aware that each shape must be highlighted

in order to move them. Otherwise they will change sizes. As the story is read, students will

learn how to sort and classify information using circles (Venn diagram) through a guided

lesson. The teacher will manipulate each item and circle while reading the story “Dudley’s

Blocks.”

3. The teacher will read the first paragraph of “Dudley’s Blocks” to the students. After reading the

first paragraph, show students the first slide of the Powerpoint. Continue reading the first page

of the story referring to the first slide in the Powerpoint.


4. Read the first paragraph on page 30 (Green PETS Book) to the students. After reading the first

paragraph on page 30 (Green PETS Book) display the second slide of the Powerpoint and

manipulate the blocks according to the story.

5. Go to the third slide on the Powerpoint. Continue to read paragraphs 2 through 6 and

manipulate the blocks as you read. (organizing by shape and size)

6. Read paragraph 7 (last paragraph on page 30) to the students. As you read, click and drag the

pink circle towards the purple circle, so that an overlapping area is provided or go to the next

slide where this has already been done. (You may have to quickly rearrange some shapes

that have already been placed.)

7. Read the first paragraph on page 31 (Green PETS Book) and show students slide five of the

Powerpoint. Continue to read the story to students through its entirety or have students place

blocks for each area of the diagram. As you read, continue to allow the story to guide you. Be

sure to include blocks which overlap circles, so students clearly see what each area represents.

8. Though Sybil does not call the act of classifying with circles a Venn diagram, you may include

this vocabulary for your students. Many students may already be familiar with a Venn

diagram. Students will see that items can be placed in more than one category when using a

Venn diagram, unlike the shoe activity where we only sorted into two categories. After reading

“Dudley’s Blocks” you may choose or students may ask to take a look at the shoes again and

see how the shoes can be classified using a Venn diagram. Lead a discussion with the students

about how they showed convergent thinking “at work.” Discuss that through categorization

each attribute block had only one place it could be put. When there is only one right answer

that has presented itself, we know that convergent thinking has occurred.

9. The teacher will give students a copy of “Sortable Shapes 1” OR “Sortable Shapes 2” (refer to

differentiation when using “Sortable Shapes 2”) and “Sybil’s Collection of Sortable Shapes”

(same shapes for either sort) so they can practice analyzing attributes and classifying the

data. Students will work independently as they classify Sybil’s shapes into groups. When

classifying the shapes, it is important to accept all characteristics that make sense as they are

using their logical reasoning. Again, point out to students that each shape must meet the

criteria they have set for that label. Students may have to change the titles of the circles in

order to get each shape to fit. Remind students that scientists make educated guesses quite

often, so educated guessing (forming a hypothesis) is a part of convergent thinking. It is

normal for a scientist’s hypothesis to change frequently. Students may want sticky notes to

place over the titles on the “Sortable Shapes” worksheet or you may encourage them to erase

neatly when one hypothesis does not work and they must try something else. If students are

erasing, you will want to encourage them to keep a log of the different classification they have

already tried, so time is not wasted classifying the same way twice. (A log sheet has been

provided or you may have students create their own)

10. As the students are working independently, the teacher will use her checklist to evaluate

whether or not the students are using their logical reasoning as they determine how to group

the creatures. Once the teacher has checked their grouping criteria and determined that the

items are successfully classified or students have formed rules for sorting, the students may

glue the pictures to the Venn diagram and place in their iPETS interactive notebook.

11. The teacher will guide students in a discussion about how different groups were formed as the

students used their logical reasoning. This will also help those students who perhaps did not

understand the process of classifying and forming rules for sorting. Students will add

vocabulary words and definitions (classifying, organizing, analyze, laboratory, deductive

reasoning, attributes, hypothesis, data, logical reasoning) to their iPETS interactive notebooks

using the “Alphaboxes,”. (Alternative: Keep a class “Alphabox” or word wall with these

definitions. Be sure it is accessible to students during convergent thinking activities.)

Summary by the Learner:

Students will be able to answer the following questions:

How can items be sorted?

How did you decide how to classify and sort items?

Is there more than one way to sort items?

What kind of thinking were you using to sort items?

Students will learn that by using logical reasoning and observation to analyze each attribute they


are collecting data to determine how items might be categorized. Students will realize that there

are no pre-determined rules for classifying. Students will verbalize they are using convergent

thinking when using logical reasoning as they classify and sort items because each item only has

one area it can be placed. Students will share their sort with a partner(s) to explain how they

classified and sorted the information. The students will complete a “Ticket Out The Door” to describe

how they classified and sorted items using convergent thinking. Place this in the iPETS interactive

notebook.

Differentiation:

More Capable:

Some students may find logical and analytical thinking comes quite naturally and easily. For

these students provide them with the Venn diagram that displays three circles (Sortable

Shapes 2). You may provide this sort after they have already completed sort 1 or at the

beginning of independent work time. The teacher will make informal observations during the

opening and hook time to determine if any student needs “Sortable Shapes 2.”

Have students sort the shapes using different titles than the way it was completed correctly

the first time.

Less Capable:

The teacher will help and guide students in determining appropriate categories/titles for each

circle of the Venn diagram. After the student has formed many educated guesses and does

not find a solution, it is appropriate for the teacher to give guided help through questioning

to get the students to appropriately identify the circles.

Materials for this Lesson:

Convergent Thinking Song

“Sybil the Scientist” Story (pg. 85-86, Red PETS Book)

Interactive whiteboard Picture of “Sybil the Scientist” (pg. 79, Red PETS Book)

Class set of magnifying glasses (pg.89, Red PETS Book) optional

“Dudley’s Blocks” Story (pg. 29-31, Green PETS Book)

Powerpoint “Dudley’s Blocks”

Copy of “Sortable Shapes 1” OR “ Sortable Shapes 2” & “ Sybil’s Collection of Sortable Shapes” for

each student (pg.34 - 36, Green PETS Book)

“Sortable Shapes Log Sheet 1”

“Sortable Shapes Log Sheet 2”

Pets Level 3 poster (may be scanned in and used on the Smart board), “The Ways of Convergent

Thinking” (pg. 12, Blue PETS Book)

“Ticket Out The Door” Have students tell how they used convergent thinking today.

Copy or Smartboard “Shoes, Shoes and More Shoes” for mini lesson

Alpha Box in the iPETS interactive notebook

iPETS interactive notebook

Two hula hoops

“Sample Teacher Observation Chart”

“Sample Student Feedback Chart”

Vocabulary for this Lesson: Classifying

Organizing Analysis Observation

Deductive thinking Attributes Hypothesis Data

Sort


Convergent Thinking Song

(sung to the tune of Old MacDonald)

Lyrics: Movements

“Gather facts to find one answer” Moving arms as if you’re “gathering” things.

“Like two plus two is four” Hold up 2 fingers then 4 fingers for 2+2=4.

“Convergent Thinking is so fun,” Point to your head for “thinking.”

“We use it more and more!” Make the width of your arms wider for “more

and more.”

“With an observation here,” Point to your eyes.

“And an explanation there,” Point to your mouth.

“Collaborate, communicate,” Make talking gestures with your hands

facing each other.

“We’re on our way to thinking great.” Point to your head.

“Convergent Thinking is so fun,” Point to your head.

“All clues will lead to ONE...right answer!” Hold up your pointer finger.


SHOES, SHOES, AND MORE SHOES


Sortable Shapes Log Sheet 1 Make a log of the different ways you classified Sybil’s shapes. Record each way you

classified below. Try to come up with a way that uses all or most of the shapes.

Shapes that: Shapes that: Example: small square


Sortable Shapes Log Sheet 2 Make a log of the different ways you classified Sybil’s shapes. Record each way you

classified below. Try to come up with a way that uses all or most of the shapes.

Shapes that: Shapes that: Example: small square red


Sample Student Feedback Sheets

Name : Lucinda Sortable Shapes

Standard Assessment Comments G1 - Critical Thinking Students will utilize higher order reasoning and reflect upon their thinking. (observation, analysis)

P Struggled to find attributes with which to sort objects.

G2 – Convergent Thinking Students will reason logically using induction and deduction.

S Once guided to labels for circles, was able to sort independently.

G7 – Communication Students will interact and exchange ideas, feelings, information, thoughts, and knowledge with others.

P+ Was able to explain why individual shapes belonged in each section with minimal prompting.

Name : Sortable Shapes













Sybil’s Sortable Shapes

G1

- C

rit

ical

Th

ink

ing

Stu

den

ts w

ill

uti

lize

hig

her

ord

er r

easo

nin

g a

nd

ref

lect

upon

thei

r th

ink

ing

.

(ob

serv

atio

n, an

aly

sis)

G2

– C

on

verg

en

t T

hin

kin

g

Stu

den

ts w

ill

reas

on

log

ical

ly u

sing

ind

uct

ion

and

ded

uct

ion

.

G7

– C

om

mu

nic

ati

on

Stu

den

ts w

ill

inte

ract

and

exch

ang

e id

eas,

fee

lin

gs,

in

form

atio

n, th

ou

ghts

, an

d

kno

wle

dg

e w

ith o

ther

s.

G1

1:b

. P

erse

ver

e in

the

face

of

ob

stac

les.

(m

ay b

e

note

as

evid

ence

fo

r p

rog

ress

rep

ort

)

Student

1 Lucinda P S P+ yes Struggled to create categories, but when guided, could sort independently and explain with minimal prompting; persisted despite struggles

2

3

4

5

6

7

8

9

10

11

Comments

Sample Teacher Observation Chart



G1

- C

rit

ical

Th

ink

ing

Stu

den

ts w

ill

uti

lize

hig

her

ord

er r

easo

nin

g a

nd

ref

lect

upon

thei

r th

ink

ing

.

(ob

serv

atio

n, an

aly

sis)

G2

– C

on

verg

en

t T

hin

kin

g

Stu

den

ts w

ill

reas

on

log

ical

ly u

sing

ind

uct

ion

and

ded

uct

ion

.

G7

– C

om

mu

nic

ati

on

Stu

den

ts w

ill

inte

ract

and

exch

ang

e id

eas,

fee

lin

gs,

in

form

atio

n, th

ou

ghts

, an

d

kno

wle

dg

e w

ith o

ther

s.

G1

1:b

. P

erse

ver

e in

the

face

of

ob

stac

les.

(m

ay b

e

note

as

evid

ence

fo

r p

rog

ress

rep

ort

)

12

13

14

15

16

17

18

19

20

21

22

Comments




G1

- C

rit

ical

Th

ink

ing

Stu

den

ts w

ill

uti

lize

hig

her

ord

er r

easo

nin

g a

nd

ref

lect

upon

thei

r th

ink

ing

.

(ob

serv

atio

n, an

aly

sis)

G2

– C

on

verg

en

t T

hin

kin

g

Stu

den

ts w

ill

reas

on

log

ical

ly u

sing

ind

uct

ion

and

ded

uct

ion

.

G7

– C

om

mu

nic

ati

on

Stu

den

ts w

ill

inte

ract

and

exch

ang

e id

eas,

fee

lin

gs,

in

form

atio

n, th

ou

ghts

, an

d

kno

wle

dg

e w

ith o

ther

s.

G1

1:b

. P

erse

ver

e in

the

face

of

ob

stac

les.

(m

ay b

e

note

as

evid

ence

fo

r p

rog

ress

rep

ort

)

23

24

25

Comments



Alphaboxes

A

B

C

D


E

F

G

H


I

J

K

L


M

N

O

P


Q

R

S

T


U

V

W

X


Y

Z


Convergent Thinking Three things I heard/discovered about CONVERGENT THINKING:

Ticket Out the Door


ADDITIONAL

RESOURCES


Name:______________________________________

Create a word bank with twelve words. Create three categories in which the words should be

placed with each word having only one right spot. At least one word should be in each of the 7

sections of your Venn Diagram.

name of lesson: convergent thinking; meet sybil …...ccsd version date: may 2011 instructional...

Documents