Evan-Moor E-Books Single-Classroom
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o v ew a cor corre re at on o t s oo o o s act v t es to your state’s standards. s s a ree serv ce.
What? 4 fun, motivating activities that promote genuine thinking. Down oa a e interactive c arts you can own oa
or ree ree.
See page 3 or step step-- yy-st step ep own oa oa directions.
Le Less sson onss t at prov provii e pr prac acti tice ce in: in: Skills practiced include sorting, ordering, classifying, Thinking critically Skills analyzing, observing, comparing and contrasting, and problem solving. Thinking creatively S i s practice inc u e uency, exi i ity, origina i eas,
iverg ergen entt t in ing, men entta imager eryy, an pr pro o em so ving ng..
Thinking logically Skills practiced include analogies, generalizing, predicting,
patterning, deductive reasoning, and problem solving.
W y? To help develop the thinking skills that students need to be successful in the classroom, on assessments, an in t e rea wor . E ucat cators rep epo ort t at t eir cu currricu a are ac ing in mate ateria s t at e p stu ents nts ea earrn to t in critica y. Research indicates that students can learn to think better if they’re taught how to do so. Cri Criti tica ca -, cr crea eati tivvee-,, an og ogic icaa -t in ing s i s ar aree mo morre im impo porrtant tant t an ev ever er in to ay’s y’s com co mpe pettitive, rapi y c anging, tteec no ogy- as asee environ onm men entt. tor tor a
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EMC 5301
Photocopying the pages in this book is permitted for for single-classroom single-classroom use only Making photocopies for additional classes or sc oo s s pro te . or n or orma on a ou o er vvaan- oor pro uc s, s, ca
Congratulations on your purc ase o some o t e ne nest st tea eacc ng mate ater a s n t e wor .
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Correlated corre at on o t s oo s ac t v t es to your
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Contents Overview .......................... ........................................................ ..................................... .......
2
Downloadable Interactive Charts Charts ..........................
3
Creative Thinking Thinking (15 activities) ..........................
4
Logical Thinking (14 activities) ........................... ............................. 50 Critical Thinking ( Thinking (1 15 activities) activities) .......................... ............................ .. 93 Answer Key ........................... .......................................................... ................................. 139
The variety of activities in this book will strengthen your students’ thinking skills and enhance their learning. The lessons provide practice in:
Thinking Creatively uency, exibility, original ideas, divergent thinking, mental imagery, problem solving
Thinking Logically analogies, generalizing, predicting, patterning, deductive reasoning, problem solving
Thinking Critically sorting, ordering, classifying, analyzing, observing, comparing and contrasting, problem solving
©2009 Evan-Moor Corp.
Thinking Skills • EMC 5301
Overview e T h hi i n ve k i v n i n g
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Charts
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F l lu u e nc y
Just a Pencil
In Thinking Skills, 44 Skills, 44 charts pose questions that
How many uses can you think of for a pencil?
engage students in problem-solving activities.
List as many as you can.
Order the lessons to meet the needs of your students. Downloadable, interactive charts that bring the lessons to life are also available. (See page 3 for download instructions.) So whether you choose the chart provided in this book or the animated, downloadable version, your students will be participating in activities that strengthen ©2009Evan-Moor Corp.
their thinking skills.
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Thinking Skills• EMC5301
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Teacher Pages
Just a Pencil
For each chart, an accompanying teacher’s page provides guidelines for modeling and practicing
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F l l u ue n e c y
Introducing the Skill
1. Introduce the term brainstorming. Say: Brainstorming is an important part of shared problem solving. It is simply generating as many ideas as possible that address a specific topic or problem. The American industrialist Alex Osbourne coined the expression in the 1950s. He outlined ways to generate many innovative ideas and to build up healthy group dynamics.
2. Give students the following guidelines and monitor brainstorming sessions to ensure that the rules are followed.
critical-, logical-, and creative-thinking strategies.
• All ideas are valuable. (Don’t judge or evaluate ideas during the brainstorming process.) • It’s good to build on someone else’s idea. • Unusual ideas are welcome.
As you conduct these lessons, encourage
Using the Chart
students to explain the thinking behind their
1. Show the c hart to the students. Begin with the simple question about the familiar object on Chart 1—the pencil.
responses. Accept all answers that can be logically
3. Record all the ideas. If you are using the interactive chart, click in the text box and keyboard the list.
substantiated. Encourage thinking “outside the box”
Students complete the activity page, The Marvelous Milk Carton, on page 7. They will be generating new ideas about another familiar object.
Use the blackline chart provided in this book or download the interactive version. (See page 3.)
Name_____________ ______________ __________
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Draw or write your ideas on the carton.
2. With students, brainstorm the different ways a pencil could be used.
Practicing the Skill
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©2009Evan-MoorCorp.
Thinking Skills•EMC5301
2
F l u en c y
IntroducingtheSkill Helpyourstudentsrealizethatthereare manywaystoaccomplish mosttasks,bygivingan example.Trytopersonalizetheexampleso thatitisa partofyourstudents’experiences.Forexample :
UsingtheChart
After generating ideas, move on to classifying and evaluating as your students’ levels of readiness allow.
Usetheblackline blacklinechartprovidedinthisbookordownloadthe interactiveversion.(Seepage3.) 1.ShowChart2. 2 .Have students think ofateast e l astfivewaystomeltan
icecube.
3. Record the responses on the chalkboar d or a chart. If you are usingtheinteractive interactive chart, clc ik n i each box and keyboard possiblesolutions.Don’tlimitpossibilities possibilitiestofive.Eachbox may have one or more soluo ti ns.
PracticingtheSkill
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t v i eT i r e a n n i g
h
2
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lF ey u c n
Mel t It! Think of f ivew veways tom elt an icecube. cecube.
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Students independently complete the activity page,Getting Getting Down, onpage10.
• Combine ideas that are the same.
ExtendingtheSkill •Think offive differentwaystotakeallofyourlibrarybooks tothelibrary. •Think offive waysthatwecanletthecustodianknow thatweappreciatehisorherwork.
©2009Evan-Moor Corp.
A reproducible student page is included for each of the 44 lessons. These pages extend the thinking skill focused on in each lesson. They are useful as whole-class activities or as independent practice.
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lF u e n cy lF u e n cy
Getti nDo g wn hnk T hi n i ko f our fourw ay st o et e gdow d t own om ro f maslde. ide. rw D a o r wtir eo newa new yin ac a ec hbox .
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T kn h i g n Slkis • EC M5 3 10
Thinki nking ngSkills•EMC5301 l ls•EMC5301
Thinking Skills•EMC 5301
Reproducible Practice Activities
Name _____________________________________
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The Marvelous Milk Carton How many ways can you use a milk carton? Draw or write your ideas on the carton.
©2009Evan-Moor Corp.
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©2009Evan-MoorCorp.
T kn h i g n Slkis • EC M5 3 10
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am__ N am _e__ ___ ______ ___ ___ ______ ___ ______ ___ ___ ______ ___ _____
©9 2 0 b Ey n va M - o C r p ro .
• Evaluate the ideas as possible or impossible for your students.
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©9 2 0 b Ey n va M - o C r p ro .
Encourage your students to consider opto i ns to more everyday occurrenc es.Assignaquotaofideasto fill.Thiswillpromotemental flexibility.Forexample,say:
• Group ideas in categories.
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Melt It!
I’venoticedthatafter lunch,differentclassesgettheirlunchboxes backtotheirroomsindifferentways.Mrs.Kehl’sroomhasa tub.Whenthestudentsarefinishedeatinglunch,theyputtheir lunchboxes the in tub. After lunch, Mr. Ruizrings b the tub to their room.Mrs.Bennett’sstudentsput theirlunchboxesjustoutside theirdoorasthey gooutfor lunchrecess.Mrs.Johnson’sstudents line up their lunchb oxes along the pla yground fence . Then they pick them up after rec ess. Have u yonoticed any othe r ways?
Extending the Skill
or using a unique perspective.
©2009 Evan-Moor Corp.
1
F l u ue nc y
The Marvelous Milk Carton How many ways can you use a milk carton?
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Thinking Skills•EMC 5301
Thinking Skills • EMC 5301
Downloadable Interactive Charts
You Get 44 Animated Charts The 44 charts in this book are presented in full color with an interactive element that will engage students in the thinking activities. Connect your computer to a projection system to present a whole-class lesson. As an independent activity, students may view charts on a classroom computer to assist them in completing the reproducible practice activities.
How to Download: Go to evan-moor.com/resources. 1. Go 1. Enter your e-mail address and the resource code for this product—EMC5301. 2. Enter 2. Important: You must provide a valid e-mail to access the content. must provide You will receive an e-mail with a link to the downloadable charts. 3. You 3. Download the le and follow the instructions in the readme.txt le included 4. Download 4. with the install package.
Steps for Use Use the interactive software to introduce each topic. After brainstorming possibilities, utilize the interactive elements described on the teacher page to answer each question.
1
Click on Choose a Skill to Skill to display the list of categories. Click on the category of thinking skill you wish to introduce or practice.
©2009 Evan-Moor Corp.
2
Select a lesson number.
3
The chart will be displayed. Each chart provides an interactive element to help students think about the topic.
Thinking Skills • EMC 5301
Creative Thinking ..................... 5 1 Just a Pencil .....................
............... 29 9 Minus the Wolf ...............
Fluency
Divergent Thinking
.............................. 8 2 Melt It! ..............................
10 Imagine It Punched ........ 32
Fluency
Mental Imagery
3 More Than One Way ....... 11
..................... 35 11 A Side View .....................
Fluency
Mental Imagery
......... 14 4 Beautiful Bouquets. .........1
38 12 A Bird’s-Eye View ........... 38 12
Flexibility
Mental Imagery
5 Change the Order ............1 ............17 7
13 Finish the Puzzle ............. 13 .............4 41
Flexibility
Mental Imagery
6 The Spoon .......... ....................... ............. 20
14 Two Rows of Four . .......... 14 ......... 44 44
Divergent Thinking
Mental Imagery
7 Pretzel Squares ........... .............. ... 23
15 New Possibilities ..............4 15 ..............47 7
Problem Solving
Fluency
8 A New Dessert ...... ................ .......... 26 Original Ideas
©2009 Evan-Moor Corp.
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Thinking Skills • EMC 5301
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Just a Pencil
F l lu e u nc y
Introducingg the Skill Introducin 1.. Introduce the term brainstorming 1 brainstorming.. Say: Brainstorming is an important part of shared problem solving. It simplytopic generating as many as possible that address a is specific or problem. Theideas American industrialist Alex Osbourne coined the expression in the 1950s. He outlined ways to generate many innovative ideas and to build up healthy group dynamics. 2. Give students the following guidelines and monitor brainstorming sessions to ensure that the rules are followed.
• All ideas are valuable. (Don’t judge or evaluate ideas during the brainstorming process.) • It’s good to build on someone else’s idea. • Unusual ideas are welcome.
Using the Chart Use the blackline chart provided in this book or download the interactive version. (See page 3.)
a t i r e
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F l l u ue nc y
1.. Show the chart to the students. Begin 1 Be gin with the simple question about the familiar object on Chart 1—the pencil.
Just a Pencil How many uses can you think of for a pencil? List as many as you can.
2. With students, brainstorm the different ways ways a pencil could be used. 3. Record all the ideas. If you are using the interactive chart, click c lick in the text box and keyboard the list.
Practicing the Skill
6
©2009Evan-Moor Corp.
Students complete the activity page, The Marvelous Milk Carton, Carton, on page 7. They will be generating new ideas about another familiar object.
Thinking Skills• EMC5301
T h hi i n n k
Name _____________________________________
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F l lu e u nc y
The Marvelous Milk Carton How many ways can you use a milk carton? Draw or write your ideas on the carton.
Extending the Skill After generating ideas, move on to classifying and evaluating as your students’ levels of readiness allow. • Combine ideas that are the same. • Group ideas in categories. • Evaluate the ideas as possible or impossible for your students.
©2009 Evan-Moor Corp.
©2009Evan-Moor Corp.
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Thinking Skills• EMC5301
Thinking Skills • EMC 5301
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F l lu e u nc y
Just a Pencil How many uses can you think of for a pencil? List as many as you can.
©2009 Evan-Moor Corp.
Thinking Skills • EMC 5301
T h hi i n k n
Name _____________________________________
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F l lu e u nc y
The Marvelous Milk Carton How many ways can you use a milk carton car ton? ? Draw or write your ideas on the carton. car ton.
©2009 Evan-Moor Corp.
Thinking Skills • EMC 5301
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