a resource for destination imagination teams ... - · pdf filedestination imagination, inc....

A resource for Destination ImagiNation® teams and Team Managers

© 2006 Destination ImagiNation, Inc. Charting Your Course 2006-07

2

Destination ImagiNation®

Charting Your Course 2006-07

Table of Contents Program Overview: Charting your Course .........................................................................3

Goals.................................................................................................................. 3 Methods ............................................................................................................. 3 Assessment......................................................................................................... 4 Audience.........................................................................................................................4

Navigation Glossary........................................................................................................................... 5

Compass Points……………………………………………………………………………………………………………….…….. 6

Connects with DIrect Flight Challenge……………………………………………………………… 7Connects with CSI:DI Challenge………………………………………………………………………… 9Connects with Round About Courage Challenge………………………………………………… 12Connects with Switching traDItions Challenge…………………………………………………… 14Connects with Card-DI-ology Challenge……………………………………………………………… 16

Trekking Tools…………………………….………………………………………………………………………………………. 18

Paired Comparison Analysis: Interacts with Direct Flight Challenge……………………… 19SCAMPER: Interacts with CSI:DI Challenge………………………………………………………… 20Force-Fitting: Interacts with Round About Courage Challenge…………………………… 21Attribute Listing: Interacts with Switching traditions Challenge.…………………………… 22Hits and Hot SPots: Interacts with Card-DI-ology Challenge………………………………… 23

Pit Stops………………………………………………….…………………………………………………………….…………………… 24Pitching Points: Relates to DIrect Flight Challenge………………………………………………. 25The Missing Aristocrat: Relates to CSI:DI Challenge……………………………………………. 27City Planners: Relates to Round About Courage Challenge…………………………………… 29TraDItions: Relates to Switching traDItions Challenge………………………………………… 31Standing Tall: Relates to Card-DI-ology Challenge……………………………………………… 32

Blank Forms and Mini Posters……………………..………………………………..………………….………… 33

This Guide is intended as a companion to the Destination ImagiNation® Team Challenges , Team Manager’s Guide and Rules

of the Road. Teams and individuals using this Guide must hold a 2006-07 Passport. The Destination ImagiNation® Passport is a license to

compete in sanctioned Tournaments and/or to use the Destination ImagiNation Team Challenges, Rules of the Road, and materials for educational purposes within your school or organization.

The contents of the 2006-07 Team Challenges, the Rules of the Road, Team Manager’s Guide and this Guide are copyrighted. Team members, individuals, and member organizations who use these materials are liable for all legal obligations, and agree to abide by all rules of competition, safety, and provisions stated within this Guide and the 2006-07 Team Challenges.

A product of Destination ImagiNation, Inc., a 501c3 non-profit organization.


3

Greetings! Welcome to our second year of Charting Your Course! You have all been so positive in your response to this publication that we are delighted to bring it to you once again. Be assured that your teams will again eagerly probe these activities, stretch their researching skills, extend their knowledge base, enhance their creativity, develop their interpersonal abilities, and have fun in the process.

Goals: What do we hope to achieve by using Charting Your Course?

• To enhance your journey all along the way • To assist Team Managers and team members • To introduce creative problem solving tips, tools, and tactics • To encourage teams to delve into the process of research • To promote experimentation with various designs and models • To stimulate team members to examine potential creative solutions • To motivate teams to search beyond ordinary solutions

Methods: How will we accomplish these goals?

• There are three main sections of activities to inspire learning. 1. Compass Points: Each activity teaches teams a tip, tool, or technique applicable to

their Challenge. These activities are curricular in origin, encourage team work, and involve extended experiences that connect to a particular Challenge.

2. Trekking Tools: These mini sessions introduce a creative thinking tool and explain how one might utilize the tool while working on the Challenge.

3. Pit Stops: These short activities adapt the Instant Challenge concept and connect it to the Challenges.

• There are four additional publications that present creative problem solving activities and/or assist in team building. All four resources are available at www.ShopDI.org:

• The Problem Solver’s Practical Toolbox • Building Creative Excellence • Successful Creative Problem Solving Teams • Real Teams

Numerous thinking skills are addressed throughout Charting Your Course to inspire and encourage learning:

• Analyzing: Separating complex material into smaller parts • Applying: Putting to use • Building: Making or assembling something • Categorizing: Separating into like groups • Comparing and Contrasting: Finding similarities and differences • Comprehending: Understanding the meaning • Creating: Originating a new product


4

• Deciding: Determining a decision • Demonstrating: Showing how it works • Designing: Creating an original plan • Developing: Organizing the plan from beginning to end • Evaluating: Assigning a value • Experimenting: Trying a procedure • Exploring: Examining many options • Inferring: Making a conclusion based on facts gathered • Interpreting: Stating an analysis • Imagining: Creating a new idea • Improvising: Utilizing the materials given • Organizing: Categorizing into like groups • Planning: Organizing steps from beginning to completion • Predicting: Hypothesizing an outcome • Problem Solving: Examining all of the angles and reaching a conclusion • Reasoning: Analyzing in a logical manner • Researching: Gathering information from various sources • Sequencing: Placing in a consecutive order • Selecting: Choosing • Synthesizing: Simplifying multiple options

Assessments: How might we assess the learning that occurs?

• Discuss the new knowledge • List new facts obtained • Display projects and models • Conduct self-evaluations of products, knowledge, skills etc. • Evaluate other team members products, reports • Present research • Perform skits • Demonstrate new skills • Explain additional uses for creative problem solving tools

Audience: With whom might we share our experiences?

• Other teams • Classes in school • Community groups • Nursing homes • Library clubs • Parents’ Night • DI™ informational night • Grandparents’ Party • Nursery schools We are delighted that Charting Your Course has assisted you and your teams in so many ways. It is our goal to bring you the best material to support you on your journey of searching for new information, inspiring creative thought, and instilling a passion for life-long learning.


5

Navigation Glossary

The following list describes the tools and strategies presented in the 2006-2007 Destination ImagiNation, Inc. Charting Your Course: Compass Points, Trekking Tools, and Pit Stops. For a more detailed explanation, please refer to one of the referenced sources. Attribute Listing - Attribute Listing is a generating tool. This tool encourages you to generate ideas by identifying the attributes of a problem or task, and then exploring new variations of those attributes. Brainstorming – Brainstorming is a generating tool. Use this tool when you want to list as many ideas as you can. Instead of judging, listen to the ideas of others and connect their thoughts to create new ideas. Adding zany or funny ideas often helps to generate more ideas. Guidelines for generating are:

1. Many options 2. Defer judgment 3. Hitchhike/piggyback on ideas of others 4. Zany, original ideas

Force-Fitting: Force-Fitting is a generating tool. This tool is helpful for generating very original ideas. Force-fitting takes unrelated objects or ideas and ‘forces’ a new possibility or relationship. Unexpected connections are made bringing unusual and exciting options. Hits and Hot Spots: Hits and Hot Spots is a focusing tool. This tool allows you to organize a large number of options. This is a good tool to use when you have generated a large number of ideas and need to formulate them into the most promising options. KWL Chart: The K-W-L Chart is a strategy tool. This tool is a graphic organizer chart divided into three segments. First, list all the information known under the K (Know) column. Next, list all the questions you would like to answer under the W column. (Would like to know) As your gain information and learn new things, list those facts in the L column. (Learned) Paired Comparison Analysis (PCA): Paired Comparison Analysis, also known as PCA, is a focusing tool. This tool allows you to prioritize a small number of workable options. This is done by comparing one pair of options at a time until all of the options have been analyzed. SCAMPER: SCAMPER is a generating tool. This tool uses an acronym to spark imaginative ideas. Each letter represents a word that will stimulate creative ideas. S-Substitute; C-Combine; A-Adapt; M-Magnify or Minify: P-Put to other uses; E-Eliminate; R-Reverse or Rearrange. By using these words to ask additional questions, many new ideas are developed. Sequencing S-M-L: S-M-L is a focusing tool. Use this tool to systematically sort options along a time line. This sorting organizes the plan of action to implement the solution successfully. Destination Imagination, Inc. hopes to inspire learners all over the world to reach for their highest goals and dreams. Let’s begin that excursion …


6

A compass point shows the direction, keeps us on the right path, and assists us when we are lost. How does this relate to Destination ImagiNation®? What are the Compass Points in this book? Compass Points are lessons that teach team members a tip, tool, or technique that can be applied to the solution of their Challenge. These activities are curricular in origin, encourage team work, and involve extended experiences that connect to a particular Challenge. When teams work on a Compass Point activity, they might be spending an extended period of time researching and developing an end product. They are working with other team members and often presenting information to the group. They are learning research skills, working with others, organizing information, and gaining confidence as they present their final products. The tips, tools, and techniques presented in this section help teams see how thinking tools can assist in the organization of information. These skill and tools can be used as they begin to solve their Destination ImagiNation Challenge. We know creative thinking tools and strategies help learners. We hope these Compass Points assist in your journey.


7

Compass Point: DIrect Flight (Specifically written to be used with the Challenge: DIrect Flight) Area: Science Standard addressed: Understands forces and motion Bubbles are fascinating. They glide, reflect color, join others to form a collection, and POP unexpectedly. What causes some bubbles to drift endlessly while others pop suddenly? Let’s experiment with bubbles and motion. Related Curriculum Areas:

• Critical Thinking • Creative Thinking

Goals:

• To use the brainstorming generating tool • To involve enrichment experiences that connect to the DIrect Flight Challenge • To investigate forces that assist or hamper the movement of bubbles • To research bubbles • To create a bubble obstacle course • To experiment with bubbles • To perform a Bubble Show

Materials Needed: • Chart/markers • Reference materials: Internet availability/books/video etc. • Guidelines for Generating (see Blank Forms and Mini Posters) • Materials for bubble construction:

o 1 part Joy liquid detergent o 10 parts water o ¼ parts glycerin or light Karo syrup

• Various surface devices to create bubbles (small plastic rings, PVC pipe, kitchen funnel, hula hoop, bowls, string that forms loops, bent wire hanger, and a can that is open at both ends).

Length of Activity:

• 10 minutes: Brainstorming things that move • 10 minutes: Discussion of movement • 10 minutes: Discuss bubbles and generate questions about bubbles • 1 week: Research bubbles • 15 minutes: Reports from groups • 30 minutes: Experiment with bubbles and their movements • 30 minutes: Fun with bubbles using various shaped devises • 20 minutes: Perform a Bubble Show

Thinking Tools and Strategies:

• Brainstorming • Predicting • Evaluating • Concluding


8

Methods: 1. The Team Manager begins the discussion about movement. Have the group brainstorm things

that move (see Blank Forms and Mini Posters for Guidelines for Generating). Write the generated list on large chart paper. Try to generate 40 or more ideas.

2. Discuss the movement. What assists them to and/or hampers them from moving? 3. Discuss bubbles. What is interesting about bubbles? How do they get their color? What makes

them pop? 4. Explain that the team will research bubbles and experiment with bubbles. Generate a list of

questions they have about bubbles. Post the list so team members can use it as a reference during their research.

5. Separate the team into two or three small groups to research bubbles. They use various reference materials to find answers to their questions.

6. Each group reports their findings to the whole team. 7. Experiment with bubbles. How might we keep them aloft longer? What makes them pop? 8. Practice moving the bubbles over, under, up, down, and around items. What is it that makes

them move forward, up, or down? Create an obstacle course through which to direct your bubbles. Make at least one obstacle for each action: go over a 2 foot obstacle, go around a 2 foot obstacle, go under a 2 foot high obstacle, and go through an arch (could be made of paper, chenille stems, wood, or wire).

9. While experimenting with the bubbles, predict what you think will happen, conduct the experiment, evaluate the results, and make conclusions based on the results of your experiment. Keep a log of your findings.

10. Have fun with bubbles. Use a variety of devices to create your bubbles. Try various sizes for your devices (see suggestions in Materials section above).

11. Put on a Bubble Show for others to see. Assessment: Check-Points for the Team:

1. Did each team member participate in the Brainstorming session? 2. Did each team member research bubbles? 3. Did each team member work cooperatively with his/her small group? 4. Did each team member report his/her research to the team? 5. Did each team member experiment with bubbles? 6. Did each team member predict, experiment, and form conclusions based on the evidence? 7. Did each team member participate in the Bubble Show?

Extension Activities:

• How might this activity help the team to prepare for their Challenge? • How might the team use their newly acquired knowledge of motion in solving their Challenge? • See The Problem Solver’s Practical Toolbox for additional generating and focusing tools to assist

in creative problem solving. www.ShopDI.org • See Building Creative Excellence for additional information on creative problem solving.

www.ShopDI.org

Notes: See pages 12-13 in The Problem Solver’s Practical Toolbox (Destination ImagiNation, Inc. 2003) for additional examples of uses for the Brainstorming tool.


9

Compass Point: CSI:DI (Specifically written to be used with the Challenge: CSI:DI) Area: Theater Standard addressed: Designs and produces informal productions Light creates illumination as well as shadows. Bright sunlight can make us squint, burn our skin, and create a rainbow of colorful hues. When light is blocked, shadowy figures intrigue our intellect. Let’s shine some light on this subject. Related Curriculum Areas:

• Visual Arts • English Language Arts • Creative Thinking

Goals:

• To generate ideas • To involve enriching experiences that connect to the CSI: DI Challenge • To research light and shadows • To write a script • To make shadow puppets • To perform in a Shadow Puppet Play

Materials Needed: • Chart/markers • K-W-L chart (see Blank Forms and Mini Posters) • Reference materials on shadow puppets: Internet availability/books/video etc. • Computer for word processing or paper and pen for script • Guidelines for Generating (see Blank Forms and Mini Posters) • Materials for building shadow puppets:

o Large box o Box cutter o White fabric o Craft sticks o Pipe cleaners, string, yarn o Construction paper o Paper fasteners o Cardboard o Scrap fabric

Length of Activity:

• 10 minutes: Discussion and completion of the K-W-L chart • 1 week: Research puppets • 15 minutes: Reports from groups • 10 minutes: Discuss skit possibilities & generate list of story themes and settings • 1 week: Make the shadow puppets and write the script • 2 hours: Create the shadow puppet stage • 20 minutes: Present the Shadow Puppet Show


10


• K-W-L chart • Researching

Methods:

1. The Team Manager leads a discussion on puppets. Use a K-W-L chart and list the facts the team members already Know about puppets and things they Want to know about puppets. The Learned section will be completed as they gather information through their research. Make sure they research shadow puppets.

2. Divide the team into two sections. Each group researches shadow puppets. Find out when they were first developed, how to make them, what materials are often used, and how to construct a shadow puppet stage.

3. Have each group report to the whole team after they have gathered their information. Add Learned information to the K-W-L chart under the L section.

4. Explain that the team will write a script for a shadow puppet show. The script will include multiple characters. Discuss important story elements such as a beginning, middle, and end. Generate a list of possible story themes and settings. Where could it take place? What characters would be captivating? What scenery would enhance the scene? Capture the ideas generated on chart paper.

5. Focus on the generated ideas. Discuss story possibilities and select the main theme. 6. Separate the team into two sections. One group writes the script while the other group makes

the shadow puppets. The puppets can simply be stick figures made out of sturdy cardboard attached to a craft stick or they can have segmented bodies. (For stick figures, draw the outline of the character, animal, or object onto sturdy cardboard and cut it out. Attach a craft stick at the base of the object. To make segmented body parts, cut the part you want to move and attach it with a paper fastener. This allows it to move independently from the rest of the body. Attach a craft stick to both the segmented part and another to the full body.)

7. If the team members are interested in doing both the script-writing and creating a shadow puppet, have them switch places half way through the process. This way everyone is able to explore being a writer and a puppet maker.

8. Create a shadow puppet stage. A simple way is to cut out the bottom of a box. A small box works but a large dishwasher or refrigerator box offers much more room for scenery. Place a taut piece of white fabric across the opening. Tape this in place. Set a strong light a few feet behind the box. The light will shine onto the back of the cloth. Set the box on a table. The puppeteers will kneel or sit behind the table. As the puppets are moved between the light source and the white fabric, a shadow is cast onto the fabric. The audience, sitting in front of the box, sees the shadow only. The puppeteers must be careful to stay below the table so their shadows do not appear on the illuminated fabric.

9. Practice the play. Have team members watch from the front and critique the puppets’ movements, actors’ voices, and uses of scenery. Listen to the team members’ suggestions and modify the script accordingly.

10. Invite others to view the Shadow Puppet Show. Assessment: Check-Points for the Team:

1. Did each team member participate in the generating sessions? 2. Did each team member work cooperatively with a partner/small group? 3. Did each team member research puppetry? 4. Did each team member report his/her research to the team? 5. Did each team member work on the script and construction of a shadow puppet/scenery? 6. Did the team present their Shadow Puppet Show to others?


11

Extension Activities: • How might this activity help the team to prepare for their Challenge? • How might the team use their newly acquired knowledge of light and puppetry in solving their

Challenge? • See The Problem Solver’s Practical Toolbox for additional generating and focusing tools to assist


www.ShopDI.org

Notes: See the 2005 Compass Point: On Safari lesson for another lesson using the K-W-L chart.


12

Compass Point: Round About Courage (Specifically written to be used with the Challenge: Round About Courage) Area: English/ Language Arts Standard addressed: Gathers and uses information for research purposes A car air bag inflates, protecting a toddler (Allen Breed patented the first successful car air bag). A device helps in the eating process (Bessie Blount invented a device to help a disabled person eat). A plane lands safely (Luis Walker Alvarez received a patent for a landing system for aircraft). Penicillin cures a life-threatening disease (Alexander Fleming discovered penicillin). What do all of these things have in common? You know…they all are devices or ideas that benefit mankind. Let’s investigate the heroes who create these extraordinary devices and let’s become heroes ourselves. Related Curriculum Areas:

• Science • Social Studies • Arts

Goals:

• To use the Brainstorming generating tool • To involve enriching experiences that connect to the Round About Courage Challenge • To generate a list of heroes and heroic qualities • To research heroes and their heroic deeds • To complete a heroic deed as a team

Materials Needed:

• Chart paper/markers • Research books, Internet, library • Material needed for the heroic deed (specific materials depend on what the team decides to do

for their heroic deed) • Brainstorming rules chart (see Blank Forms and Mini Posters)

Length of Activity:

• 10 minutes: Brainstorm a list of heroic qualities • 10 minutes: Discuss the heroic qualities • 10 minutes: Brainstorm a list of “heroes” • 10 minutes: Focus on list and select TWO heroes • 1 week: Groups research their heroes • 20 minutes: Each group reports findings to the total team • 10 minutes: Team generates list of ways they can become heroes • 1 week: Team develops Heroic Plan and completes their Heroic idea • 10 minutes: Share their accomplishment with others


• Generating and focusing tools • Brainstorming • Developing


13

Methods: 1. Generate a list of heroic qualities by using the Brainstorming tool. Follow the Brainstorming

rules. What makes a “hero?” Write the ideas on chart paper. 2. Discuss why these qualities make a “hero.” Do heroes realize they are heroes? 3. Brainstorm a list of “heroes.” Write this list on chart paper.

Divide team into 2 groups. Each group focuses on the generated list and chooses TWO heroes. Research the selected heroes noting the time and place in which they lived, the qualities displayed, the heroic acts accomplished, and the effect these acts had on mankind. What did these heroes do to help mankind?

4. Each group presents its research to the whole team. The team discusses heroic qualities, the acts that occurred and the effects on mankind. Did these heroes do only one heroic deed or did they continue to be heroic in other endeavors?

5. The team determines ONE way they can become “heroes.” Generate a list of ways they could become heroes (assist others, make a new invention, create a device to help others, save someone/something etc.)

6. The team develops their heroic deed. What can they do? How will they do it? Plan the activity, step-by-step and actually carry out the plan.

7. When it is completed, share this with others. Invite a local newspaper or radio/television station in to interview the team and the person who benefited from their heroic deed.

Assessment: Check-Points for the Team:

1. Did each team member participate in the generating and focusing activities? 2. Did each team member participate in the research activity? 3. Did each team member present their research to the total team? 4. Did each team member help in planning and orchestrating the team’s heroic deed?


• How might this activity help the team to prepare for their Challenge? • How might the research help the team to prepare for their Challenge? • How might the team use the generating and focusing tools in another manner? • See The Problem Solver’s Practical Toolbox for additional generating and focusing tools to assist


www.ShopDI.org Notes: See pages 12-13 in The Problem Solver’s Practical Toolbox (Destination ImagiNation, Inc. 2003) for additional examples of uses for the Brainstorming tool. See this website for information on inventors and inventions: http://inventors.about.com


14

Compass Point: Switching traDItions (Specifically written to be used with the Challenge: Switching traDItions) Area: Social Studies/Geography Standard addressed: Understands the characteristics and uses of maps, globes, and other geographic tools The earth is wildly spinning out of control. A group of scientists is needed to build a Time Machine to travel back in time to save the planet. How can they stop the frantic spiraling? What is causing this catastrophic condition? Let’s ricochet back in time to alter the events. Related Curriculum Areas:

• English Language Arts • Theater • Visual Arts • Creative Thinking

Goals:

• To research a randomly selected area on the earth • To involve enriching experiences that connect to the Switching traDItions Challenge • To write and perform a skit • To design and build a Time Machine • To use the SCAMPER tool to design a unique Time Machine

Materials Needed: • Reference materials: /Internet availability/books/video etc. • Computer for word processing, or paper and pen • SCAMPER guidelines (see Blank Forms and Mini Posters) • Possible materials for Skit

o Costumes o Cardboard box(es) o Construction paper o Props

• Possible materials for Time Machine: o Scrap wood o Nails, screws, hammer, saw o Cardboard box(es) o Glue, Stapler o Construction paper o Assorted art supplies (paint, chenille stems, gadgets) o Scrap fabric/felt

Length of Activity:

• 10 minutes: Selecting the area on the globe • 1 week: Research area selected • 15 minutes: Reports from groups • 1 week: Writing of the script • 1 week: Designing and building of the Time Machine • 1 week: Planning and practicing of the skit • 20 minutes: Performance of the skit


15

Thinking Tools and Strategies: • SCAMPER • Researching • Planning • Designing

Methods: 1. The Team Manager sets the stage. The team of scientists must stop the revolving earth by

slowing it down physically. A globe is placed in front of the team. They spin it and a team member runs his/her finger along the whirling surface. The globe slowly stops and the team members examine the location on which the finger rests. This is the place that is causing the earth to gyrate. This is the area the team will research.

2. The team selects an area on or close to the location on which the finger rests. They divide into groups of two or three scientists to gather the research. Provide the Internet, reference materials, library resources, and geography materials to assist in their quest.

3. The groups research the selected area. Some things they might include in their study would be important dates in the history of this area, famous people from the area, and other significant or interesting information.

4. The groups return to the whole team and report their findings. 5. The scientific team takes the facts and selects a few that could relate in some way to the earth’s

movement going out of control. They “elaborate” on the facts by adding some creative twists to the facts they have gathered. With the base of actual facts, they create a fictional story of the land. This story becomes a skit in which they become the actors.

6. Additionally, the team of scientists will create a Time Machine to take them back in time to this land. By going back in time, they are able to visit this mysterious land, alter history and divert the earth from the spinning path to which it is heading. The elated scientists return to the current time after successfully keeping the earth rotating on an even keel.

7. They use the SCAMPER tool to assist them in designing and building a creative Time Machine unlike any other.

8. This skit, featuring the team-created Time Machine, is performed for an audience. Assessment: Check-Points for the Team:

1. Did each team member research the area? 2. Did each team member work cooperatively with a partner/small group? 3. Did each team member report his/her research to the team? 4. Did each team member work on the writing of the script? 5. Did each team member work on the creation of the Time Machine? 6. Did each team member perform in the skit?


• How might this activity help the team to prepare for their Challenge? • See The Problem Solver’s Practical Toolbox for additional generating and focusing tools to assist


www.ShopDI.org

Notes: See pages 18-19 in The Problem Solver’s Practical Toolbox (Destination ImagiNation, Inc. 2003) for additional examples of uses for the SCAMPER tool. See Trekking Tools in this book for additional examples of uses for the SCAMPER tool.


16

Compass Point: Card-DI-ology (Specifically written to be used with the Challenge: Card-DI-ology) Area: Visual Arts Standard addressed: Understands and applies media, techniques, and processes related to the visual arts Cards have multiple uses. We play with them, send greetings with them, charge with them, and advertise with them. How might we create some original greeting cards? Let’s become artistic designers. Related Curriculum Areas:

• Careers • Creative Thinking

Goals:

• To use the brainstorming generating tool • To use the Sequencing S-M-L tool • To involve enriching experiences that connect to the Card-DI-ology Challenge • To create original greeting cards

Materials Needed: • Chart/markers • Brainstorming Rules (see Blank Forms and Mini Posters) • Sequencing S-M-L Chart • Reference materials: Internet availability/books/ (optional) • Materials for creating the cards:

o Variety of different kinds of paper o Glue, sequins, paint, markers, colored pencils, fabric scraps, stapler, scissors o Unique materials: sea shells, beads, nuts, buttons, seeds, twigs, etc.

Length of Activity:

• 10 minutes: Brainstorming various occupations, situations, moments of celebration • 10 minutes: Select 4 different moments/people/situations to celebrate • 15 minutes: Use Sequencing S-M-L tools to plan card creations • 1 week: Create 4 celebration cards • 1 day: Share your cards with team and distribute to recipients

Thinking Tool:

• Brainstorming • Sequencing S-M-L

Methods:

1. The Team Manager begins the discussion of appreciation, thanksgiving, kindness, and celebration. Talk about greeting cards and various occasions for purchasing these cards.

2. The Team Manager explains that they are going to become creative celebration card designers. First the team generates a list of various occupations, situations, and moments of celebration. Important people in the lives of the team members can also be added to the list. Stretch for creative, unusual and unique situations (i.e. loosing a first tooth, getting 100% on a test, passing a driving test the first time). They use the Brainstorming Rules to generate this list.

3. Each team member then selects 4 different moments, people, or situations to celebrate. (You could also do this with a partner.)


17

4. Each team member uses the Sequencing S-M-L focusing tool to help plan the card creations. Decide what steps, materials, and procedures are needed to create the 4 cards. Organize these ideas in the plan: what needs to be done first, what next, and what last.

5. Each team member actually creates 4 cards to be given to specific people. The cards can be made from a variety of materials. Creative use of materials is stressed. Might a card of thanks for a cafeteria worker be made from various macaroni and noodles? Perhaps a card of appreciation to a postal employee could utilize cancelled stamps in some manner. Think of creative materials and how they might be used.

6. After all of the cards are completed, share the cards with the other teammates. Finally, present all the cards to the special people. Create a Time of Celebration.

7. Perhaps a Celebration Party occurs. All of the card recipients would be invited to attend a Celebration Party. They do not know WHY they are coming. When they arrive, each one receives their card and the celebration for them is explained to the entire group of people.

* Your team might also like to do this activity by making cards for each other. They can celebrate positive qualities they admire in their teammates.

Assessment: Check-Points for the Team:

1. Did each team member participate in the Brainstorming sessions? 2. Did the team member use the Sequencing S-M-L focusing tool? 3. Did each team member make 4 Celebration cards? 4. Did each team member present the cards to a person?


• How might this activity help the team to prepare for their Challenge? • See The Problem Solver’s Practical Toolbox for additional generating and focusing tools to assist


www.ShopDI.org

Notes: See pages 12-13 in The Problem Solver’s Practical Toolbox (Destination ImagiNation, Inc. 2003) for additional examples of uses for the Brainstorming tool. See pages 30-31 in The Problem Solver’s Practical Toolbox (Destination ImagiNation, Inc. 2003) for additional examples of uses for the Sequencing S-M-L tool.


18

How could a carpenter construct bookshelves without a hammer and level? How could a dentist remove decay from a tooth without the use of a drill and implements? Tools are needed to do a successful job. They also make the job easier. Trekking Tools are thinking tools that help us as we work in making our ideas more creative, original, and innovative. Trekking Tools are mini sessions that introduce a creative thinking tool and explain how to utilize the tool while working on a Challenge. These short activities introduce the tool, explain how to use it, and present an activity for team members to complete that actually incorporates the use of the one specific thinking tool. By learning about thinking tools and actually working with them, team members become comfortable with their uses. They realize how the tool can be beneficial in either generating or focusing ideas. Knowing how to use these tools can even help us in our daily lives. After the team members complete the activities, they will understand how and when to appropriately use the specific tools to aid in solving problems. We hope that team members will use these thinking tools as they solve their Destination ImagiNation Challenges.


19

Trekking Tool: Paired Comparison Analysis (PCA) Standards addressed: Thinking and Reasoning: Understands and applies basic principles of logic and reasoning Introduction: Paired Comparison Analysis, also known as PCA, is a focusing tool. This tool allows you to prioritize a small number of workable options. This is done by comparing one pair of options at a time until all of the options have been analyzed. This is a good tool to use when you have a small number of appealing options but you want to select the most promising option. See the Blank Forms and Mini Posters section for the PCA form. Get Moving: It is helpful to use a ranking form for this tool. If the group is going to be working together and evaluating the options as a group, you may want to make the matrix on an overhead transparency or a large chart for all to see. If individual learners or small groups of learners are going to evaluate the options, the form can be written on a sheet of paper.

1. Create the PCA ranking form (see Blank Forms and Mini Posters). 2. List each option you want to evaluate and identify them by a letter. Compare option A to all of

the others by circling the preference and by rating the strength of the preference (3=very strong preference, 2= a moderate preference, and 1=a very close call).

3. After comparing A to all of the other options, move on to B and do the same type of comparison. After all of the options have been compared, add the scores for each preferred option in each pairing. Add all of the circled A’s and write that number for the A total. Continue adding all of the numbers for each circled letter.

4. Identify the ranking from the highest to the lowest numbered totals. 5. Decide the next step. What might you do if there are two options that both rank with a high

priority score? Try This Out: Possible Scenario:

Your team has selected the Challenge, DIrect Flight. It asks you to create Aircraft prior to the Tournament from team-supplied materials. The team will be making different Aircraft and then selecting which ones they think offer the most potential. How will you select which Aircraft to use at the Tournament? How might the PCA tool help you with this decision?

Other possible uses:

• CSI:DI: Your team might use the PCA tool to decide which Gadget you will design and build. • Round About Courage: Your team could use the PCA tool to select the location or time period

for your Heroic Adventure. • Switching traDItions: The PCA tool could help your team select the design of the

traDItionator. • Card-DI-ology: Your team might use the PCA tool to choose the design of your Structure. • Instant Challenge: How might this assist your team in preparing for your Instant Challenge?

Notes: See pages 28-29 in The Problem Solver’s Practical Toolbox (Destination ImagiNation, Inc. 2003) for additional examples of uses for the Paired Comparison Analysis tool.


20

Trekking Tool: SCAMPER Standards addressed: Thinking and Reasoning: Effectively uses mental processes that are based on identifying similarities and differences Introduction: SCAMPER is a generating tool. This tool encourages you to think of new options. The letters in the word SCAMPER actually represent different words. Each letter stands for a word to help illicit new ideas. It is a checklist in the form of an acronym. The letters represent S-Substitute; C-Combine; A-Adapt; M-Magnify, Minify, Modify; P=Put to other uses; E-Eliminate; R-Reverse or Rearrange. Each of these words suggests a way you might generate new ideas to open a range of possibilities. See the Blank Forms and Mini Posters section for SCAMPER Poster. Get Moving: It is helpful to use a chart for this tool. If the group is going to be working together, use a large chart for all to see. List the letters of SCAMPER individually. Leave space next to each letter (or words they represent) so you can write in the suggested ideas.

1. State the challenge or problem. 2. Choose one letter from SCAMPER. Thinking of the word the letter represents, ask the group

what new ideas might this word suggest? For example, if you chose the M, you might ask, “How could we make the prop bigger? Smaller? Changed in some way to make it more interesting?

3. Continue with all of the letters of the word SCAMPER. 5. Review the entire list of suggested ideas to see which are most appealing. 6. Decide what your next step will be to assist in your original challenge or problem.

Try This Out: Possible Scenario:

Your team has selected the Challenge, CSI:DI. It asks you to effectively portray a Colorful Character and a Shadowy Character. How might the SCAMPER tool assist you in creating very original and novel characters?


• DIrect Flight: Your team might use the SCAMPER tool to help in the design of your Elevator(s). • Round About Courage: Your team could use the SCAMPER tool to think of novel ways to

present your performance in the style of Theater in the Round. • Switching traDItions: The SCAMPER tool could help your team envision ways to creatively

demonstrate at least one Improv Game. • Card-DI-ology: Your team might use the SCAMPER tool to help you devise creative uses of

cards in a prop. • Instant Challenge: How might this assist your team in preparing for your Instant Challenge?

Notes: See pages 18-19 in The Problem Solver’s Practical Toolbox (Destination ImagiNation, Inc. 2003) for additional examples of uses for the SCAMPER tool.


21

Trekking Tool: Force- Fitting Standards addressed: Thinking and Reasoning: Applies decision-making techniques

Introduction: Force- Fitting is a generating tool. This tool is helpful for generating very original ideas. Force-fitting takes unrelated objects or ideas and ‘forces’ a new possibility or relationship. Unexpected connections are made bringing unusual and exciting options. This is a good tool to use when you need some highly creative possibilities or need to reach for new expectations. Get Moving: One way to utilize this tool is to use a box filled with objects (feather, fly swatter, game pieces, item of clothing, kitchen item, old shoe, etc.). Another way is to have a collection of pictures on cards. These items or pictures are totally unrelated and often, whimsical items engender more creative responses.

1. Prepare the items in the box. 2. Clearly state your problem. 3. Choose one item from the box or a picture. Ask yourself (or your team) how this object might

connect or relate in some way to your problem or situation. List all generated thoughts on chart paper for future consideration.

5. Try to think of many, varied responses. The more ideas you generate, the more possibilities you have of thinking of original ideas.

6. After you have made many connections, focus your thinking by choosing one or more of the new possibilities.


Your team has selected the Challenge, Round About Courage. It asks you to create one or more Technical Set Pieces to use in your presentation. How might the Force Fitting tool help you to design and develop creative Technical Set Pieces?


• DIrect Flight: Your team might use the Force-Fitting tool to aid in the Design and Construction of the Elevators.

• CSI:DI: Your team might use the Force-Fitting tool to enhance and produce the CSI Effect. • Switching traDItions: The Force-Fitting tool could help your team in the presentation of the

Nations’ Traditions. • Card-DI-ology: Your team might use the Force-Fitting tool to suggest a creative story line,

setting, or character. • Instant Challenge: How might this assist your team in preparing for your Instant Challenge?

Notes: See pages 14-15 in The Problem Solver’s Practical Toolbox (Destination ImagiNation, Inc. 2003) for additional examples of uses for the Force-Fitting tool.


22

Trekking Tool: Attribute Listing Standards addressed: Thinking and Reasoning: Understands and applies basic principles of logic and reasoning Introduction: Attribute Listing is a generating tool. This tool encourages you to generate ideas by identifying the attributes of a problem or task, then exploring new variations of those attributes. This tool is helpful when you can break the task into smaller segments or you want to ‘stretch’ beyond the original options. Get Moving: It is helpful to use a chart for this tool. If the group is going to be working together and evaluating the options as a group, you may want to make a chart on an overhead transparency or chart paper for all to see. If individual learners or small groups of learners are going to evaluate the options, the chart can be written on a sheet of paper.

1. Make the chart. List the problem, challenge, or task at the top. 2. List the major attributes or smaller parts of the original problem down the left side of the page. 3. Choose one attribute. Ask yourself how you might change or modify this attribute. List several

possibilities for this attribute. 4. Continue with each attribute and list the possible changes or modifications that could occur. 5. Review all of your ideas. Which ones are most promising? Focus your thinking by selecting the

modifications you feel are most promising. Try This Out: Possible Scenario:

Your team has selected the Challenge, Switching traDItions. It asks you to create and perform an Improvisational Skit featuring Nations’ Traditions. You select six Nations and one Tradition you would like to feature for each Nation. How might the Attribute Listing tool assist you in selecting the Traditions to feature?


• DIrect Flight: Your team might use the Attribute Listing tool to aid in the Design and Construction of your Aircraft.

• CSI:DI: Your team might use the Attribute Listing tool to augment and enhance the supporting Evidence of the Case.

• Round About Courage: Your team could use the Attribute Listing tool to develop creative possibilities of types of adventures.

• Card-DI-ology: Your team might use the Attribute Listing tool to develop a unique design for your Structure.

• Instant Challenge: How might this assist your team in preparing for your Instant Challenge?

Notes: See pages 10-11 in The Problem Solver’s Practical Toolbox (Destination ImagiNation, Inc. 2003) for additional examples of uses for the Attribute Listing tool.


23

Trekking Tool: Hits and Hot Spots Standards Addressed: Thinking and Reasoning: Effectively uses mental processes that are based on identifying similarities and differences

Introduction: Hits and Hot Spots is a focusing tool. This tool allows you to organize a large number of options. This is a good tool to use when you have generated a large number of ideas and need to formulate them into the most promising options. This also helps you to see commonalities of ideas. Get Moving: You will be making a list of ideas then marking those most promising. You will need some way to mark those promising ideas. You might use brightly colored markers or colorful sticky dots.

1. State the purpose for which you are generating options. 2. Generate your list. Write many options. 3. After generating the list, read the options. Look for the most intriguing, interesting possibilities. 4. Mark these exciting ideas in some way (marker dots, or sticky dots). 5. Now it is time to focus the list. How might you formulate the large list of ideas and condense

them into a more manageable group? Refer to the Focusing Guidelines (see Blank Forms and Mini Posters).

6. Look at all the hits and see if some are related and could be joined into similar groups. 8. The groups that contain several related “hits” are your “hot spots.” 9. Decide what your next steps should be.


Your team has selected the Challenge, Card-DI-ology. It asks you to present a Story about the impact or effect a card or cards have on a Character in the Story. How could you use the Hits and Hot Spots tool to assist you in this segment of the Challenge?


• DIrect Flight: Your team might use the Hits and Hot Spots tool to design and construct your Aircraft.

• CSI:DI: Your team might use the Hits and Hot Spots tool to enhance your Story about the investigation of the Case.

• Round About Courage: Your team could use the Hits and Hot Spots tool to think of ways to creatively plan your performance in the Theater in the Round.

• Switching traDItions: The Hits and Hot Spots tool could help your decide on the nations they would like to research.

• Instant Challenge: How might this assist your team in preparing for your Instant Challenge? Notes: See pages 26-27 in The Problem Solver’s Practical Toolbox (Destination ImagiNation, Inc. 2003) for additional examples of uses for the Hits and Hot Spots tool.


24

Auto racers pull into a pit stop when they need a quick change. They have a short amount of time and need to work quickly. Just what are Pit Stops for a Destination ImagiNation team? Pit Stops are short activities that adapt the Instant Challenge concept and connect it to the Challenges. Team members listen carefully to the directions, think quickly on their feet, learn to generate options rapidly and come to a quick focused decision. They work together with their teammates and solve the Challenge in a short amount of time. The Pit Stops presented in this guide relate to the Challenges. The general concepts relate to one of the elements in a Team Challenge. By practicing Pit Stops, teams learn to think quickly, listen to their teammates, analyze the situation in a short amount of time, prioritize the necessary tasks, and work toward a creative solution. It is our hope that team members will enjoy working together, learn to generate and focus in a short amount of time, and have fun while working on these Pit Stops.


25

Pit Stop: Pitching Points (Relates to the Direct Flight Challenge) Challenge: Helicopters land on an exact spot. Amusement park rings encircle a precise peg. Let’s attempt to land objects in a defined area. Your task is to create at least three pitching devices and pitch objects onto the grid for score. Time:

• You will have up to 4 minutes to make your pitching devices and practice pitching the objects. • You will have 2 minutes to pitch the objects for score.

Materials:

• One grid on the floor • One taped line on the floor • Objects to be pitched

o 3 pennies o 3 washers o 3 buttons o 3 small sugar cubes/blocks o 3 marbles

• Materials to create devices o 2 rubber bands o 12 inches of string o 1 wooden spoon o 1 plastic fork o 6 inch piece of elastic o One 8 ½” X 11” piece of paper o 1 yard stick or meter stick o 1 paper cup o 12” masking tape o Scissors (to be used to create devices but not used as a device itself)

Directions:

• At one end of the table are objects that are to be pitched onto the grid on the floor. • At the other end of the table are materials you may use to create pitching devices. • You will pitch the objects onto the grid using at least 3 different pitching devices. You must

stand behind the taped line and not reach over the line. Pitched objects will receive the score according to the area in which they ultimately rest.

Scoring: You will receive up to:

• Points added together for each square in which an object is resting = Total number of points • 12 points for the creativity of your 3 devices (4 points X 3 devices = 12 points) • 10 points for how well your team worked together

Notes:


26

Grid Diagram:

Total Size of grid: Each square is 5” X 5”. The total grid is 15” X 15”. Place the grid on the floor with its edge 6 feet away from the pitching line.

1

5

8

7

3

2

4

9

6

Materials table Grid


27

Pit Stop: The Missing Aristocrat (Relates to the CSI:DI Challenge)

Challenge: You are a team of investigators sent to solve a mystery. Mrs. Higgleworm, a wealthy aristocrat, is missing. Your task is to make props and present a performance about this disappearance and explain your solution of the mystery. Time:

• You will have up to 4 minutes to make your props and plan your performance. • You will have 2 minutes to present your performance.

Materials:

• 10 sheets of newspaper • 10 mailing labels • 5 chenille stems • 1 hat • 1 mirror • 5 paper towels • colored markers • 5 sheets of white paper • Pack of Evidence Cards • scissors (may be used to make the props, may not be used in the skit) • sheet of paper and pencil for planning

Directions:

• Your investigative team has been called in to solve a mystery. • Present a performance about the disappearance of Mrs. Higgleworm and explain your solution of

the mystery. • Randomly select 3 of the 8 Evidence cards. These pieces of evidence MUST be included in your

performance. • Use the materials provided to enhance your performance.


• 10 points for the creativity of your performance • 10 points for the originality of the created props • 10 points for how well your team works together

Notes:


28

Evidence Cards:

List each of the following pieces of evidence on one 3 X 5 index card. The team randomly selects 3 of the 8 cards by choosing from the turned-over cards. They do not read the Evidence Cards before they make their selection.

1. Broken lock 2. Diamond ring found on the floor 3. Open window 4. Page ripped out of a book 5. Scribbled note: WILKINS 6. Clocked stopped at 3:30 AM 7. Newspaper opened on the table with the word “auction” circled 8. Spilled glass of water found on the desk


29

Pit Stop: City Planners (Relates to the Round About Courage Challenge. The Challenge calls for a hero to overcome a personal challenge. Here, the obstacles are the personal challenges for city planners.)

Challenge: You are a team of city designers. Your task is to design a city (obstacle course) and move 3 “vehicles” through the city’s roadways. You will also present a performance related to this situation. Time:

• You will have up to 5 minutes to make your city roads (obstacle course), practice moving your vehicles, and plan your performance.

• You will have 2 minutes to move your vehicles through the city (obstacle course) and present your performance.

Materials: (to be used to construct the city streets (obstacle course) as well as the devices to move the vehicles)

• 3 vehicles are: 1 ping pong ball; 1 golf ball ; 1 tennis ball • 1 plastic container • 10 index cards • 3 sheets of 9” X 12” construction paper • 3 sheets of newspaper • 12 mailing labels • 1 yard stick • 5 inches of duct tape • 12 inches of string • 1 wooden spoon • 1 funnel • 6 chenille stems • 1 book • 12” aluminum foil

Directions:

1. Your team will plan the city roadways. You must incorporate 4 obstructions/directions for the traffic to overcome. They are:

• One tunnel to go through • One mountain to go over • One left turn to make • One right turn to make

2. Your team will construct these obstructions and move the 3 vehicles (ping pong ball, golf ball, tennis ball) through the city streets. You may not touch the vehicles with your hands to move them along the city’s streets.

3. Additionally, your team will present a performance related to this situation.


• 15 points: 5 points for the successful journey of each vehicle (5 points X 3 vehicles = 15 points) • 5 points for the creativity of the performance • 10 points for how well your team works together.


30

Additional notes for the Team Manger: Tape off an area 6 feet by 6 feet on the floor. Team members may be in the taped area while they are creating their city streets AS WELL AS when they are presenting their performance and moving the vehicles. However, they may NOT touch the vehicles with their hands to move them around the city streets (obstacle course). Notes:


31

Pit Stop: TraDItions (Relates to the Switching traDItions Challenge)

Challenge: We bake birthday cakes, send get well wishes, and decorate our homes for various holidays. Your task is to create 5 props and present a performance that involves traditions. You will also create an original song to accompany your performance. Time:

• You will have up to 5 minutes to make your props, create your song and plan your performance. • You will have 2 minutes to present your performance.

Materials: • 3 sheets of newspaper • 5 craft sticks • 1 ten-inch piece of masking tape • 6 chenille stems (pipe cleaners) • 1 twelve-inch piece of aluminum foil • 2 plastic baggies • 2 feathers • 1 whistle • 1 piece of poster board • 8 markers • sheet of paper and pencil for planning • 2 scissors to be used in making the props but not used in the performance

Directions: 1. Our lives are enhanced because of our traditions. 2. Your task is to create 5 props to be used in your performance AND create an original song. 3. Your team will also present a performance that will incorporate the traditions, props, and song.


• 10 points: 2 points for the creativity of each prop (2x5=10 points) • 10 points for the creativity of the original song • 10 points for how well your team works together

Notes:


32

Pit Stop: Standing Tall (Relates to the Card-DI-ology Challenge) Challenge: Your task is to create a tall, sturdy tower. You may choose ONE set of materials from those provided. Time:

• You will have up to 5 minutes to select which set of materials to use for your tower, plan the design and make your free standing tower.

Materials:

• Set one includes: 8 brown paper lunch bags (or 4 large paper grocery bags) • Set two includes: 10 pieces of 8 ½ inch by 11 inch pieces of paper • Set three includes: 6 pieces of newspaper

Directions: • Your team will discuss the materials presented in the three sets. You will select ONE set of

materials and plan your tower. • You will make your tower. You will have up to 5 minutes to complete the tower. You will have

the tower measured at the end of the 5 minutes OR AT ANY TIME OF YOUR CHOICE BEFORE THE 5 MINUTES HAVE ENDED.

• The tower must be free standing. It must be standing for 5 seconds in order to be scored. Scoring: You will receive:

• 2 points for each inch of the standing tower • Up to 10 points for how well your team works together

Additional notes for the Team Manger: Encourage the team to try building the towers with all three sets of materials AFTER they have completed their first attempt.

• Have them predict which materials will be the sturdiest. Why? • Have them predict the results of building the tower with the index cards. What do they think will

happen? Why? What design for the tower will be most effective when using the index cards? Why?

• Have them predict the results of building the tower with pieces of paper. What do they think will happen? Why? What design for the tower will be most effective when using the pieces of paper? Why?

• Have them predict the results of building the tower with the newspaper. What do they think will happen? Why? What design for the tower will be most effective when using the newspaper? Why?

• Try different designs with other materials. Which designs seem to be the most strong and sturdy? Why?

Notes:


33

Blank Forms and

Mini-Posters


34

1. Use affirmative Judgment

2. Be deliberate

3. Stay on course

4. Consider

novelty


35

(Brainstorming Rules)

1. Many ideas

2. Zany, wild ideas

3. Defer judgment

4. Piggyback on Ideas


36

K-W-L

Know Want to know Learned


37

Using the PCA Tool to Focus Options List the options to be compared. A ______________ B_______________ C_______________ D ______________ E_______________ F _______________ Look at all the pairs: For each pair below, choose the one you prefer. Circle it. Enter a number to indicate how strongly you feel about your choice. (3=very strongly prefer, 2= moderate, 1=close call)

A/B A/C A/D A/E A/F B/C B/D B/E B/F C/D C/E C/F

D/E D/F E/F Use the results to rank order or prioritize the options. Total scores for: A ____ B ____ C ____ D ____ E ____ F ____ Rank or priority: My top choice was: _______________________ 2nd choice was: ________________ 5th choice was: _______________ 3rd choice was: ________________ 6th choice was: _______________ 4th choice was: ________________ Source: Treffinger & Nassab (1977), Thinking Tools Lessons; Adapted from Treffinger (1994), Creative Problem Solver’s Guidebook. Reproduced with permission from Thinking Tool Guides (1998), Center for Creative Learning.


38

S C A M P E R

ubstitute

ombine

dapt

agnify, Minify

ut to other uses

liminate

everse, Rearrange

S C A M P E R

a resource for destination imagination teams ... - · pdf filedestination imagination, inc....

Documents