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CCSD Version Date: May 2011

Name of Lesson: Meet Dudley the Detective

Topic: Convergent Thinking Lesson 2

Gifted Standard and element(s):

Standard 1: Students will reason logically using induction, deduction, and abduction.

G1CG1

a. Explore critical thinking skills of observation, questioning, and metacognition through the

process of convergent thinking.

b. Use sequential steps to develop inductive and deductive reasoning.

d. Solve problems using logical reasoning.

Supporting Common Core Georgia Performance Standards:

ELACC1RL1 Ask and answer questions about key details in a text.

ELACC1RL2 Retell stories, including key details, and demonstrate understanding of their central

message or lesson.

ELACC2RL1 Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text.

ELACC2SL2 Recount or describe key ideas or details from written texts read aloud or information

presented orally or through other media.

**You may want to include a copy of these standards in the students’ iPETS interactive

notebook for reference (ongoing).

Essential Question(s):

What is Convergent Thinking?

Lesson Questions: How can I use sequential steps to develop deductive reasoning?

How can the critical thinking skills of observation, questioning, and metacognition help me find one

correct answer?

How can I solve problems using logical reasoning?

Lesson Summary:

Using observation, questioning, and metacognition, the students will solve various problems using

convergent thinking to determine that there is one and only one right answer. Given a combination

of clues, the students will use deductive and logical reasoning to identify mystery creatures.

Assessment Description/Performance Task:

Constructed response Informal assessment

Performance task Selected response

Brief Description of Assessments:

Teacher Checklist of specific individual ongoing student convergent thinking process (see attached

“Behavioral Checklist for Convergent Thinking”), identification of the last two “Mystery Creatures”

(in order to meet this criteria, students must draw both animals correctly), and students’ responses

to the statement in “Summary by the Learner” (may be included in the students’ iPETS interactive

notebook)


Instructional Methods:

Hook/Activator: The teacher will dress up like a detective (trench coat, detective hat, funny

glasses with nose…), then introduce Dudley the Detective (Make a poster or scan it to be pulled up

on an interactive whiteboard) on p. 13 in the PETS 1 book. Brainstorm with students some

detectives they have heard of and what those detectives do. Pose the following questions to

students: Look carefully at the word “detective,” what word do you see within that word? (detect ~

discuss the meaning of detect ~ to discover), What detectives have you heard of (Inspector Gadget,

Sherlock Holmes, Nancy Drew,…)? Have you seen detectives in movies, on TV, or maybe read about

them in books? What do those detectives do? When there is a mystery to be solved, are there

several answers or just one? How do you think Dudley solves problems? The teacher then continues

by saying, We have a special name for the way Dudley thinks. We use it in Target class too. It is

called Convergent Thinking. Dudley uses many clues in order to find one right answer. He doesn’t

jump to conclusions, he uses sequential steps (order) to develop deductive reasoning. As a

detective, he uses his skills of observation (have students point to eyes), questioning (have students

shrug shoulders), and metacognition (have students point to head).

Teaching Strategy:

**During these activities, the teacher will use the teacher checklist to assess students’

progress.**

1. Further develop convergent thinking and the importance of using sequential steps to develop

deductive reasoning by displaying “The Way to Convergent Thinking” (Blue PETS 3 book pg.

12) Tell students these are the steps to deductive reasoning.

Find and organize the clues.

Take time and reflect.

Put clues together.

Determine the answer.

2. Read the Dudley the Detective story, periodically referring back to the essential question and

lesson questions. Allow students to explore critical thinking skills by substituting the critical

thinking skill word observation for “look for clues” (point to eyes) and metacognition for

“thinking.” (point to head). Discuss the clues from the story and list them on the whiteboard

or interactive whiteboard. Some clues that the students should recall are:

The window was open.

He saw muddy paw prints (appeared to be a raccoon’s).

More paw prints outside going up and over the fence.

The sun was bright and it was reflecting off the apple tree (this is an important clue

that students may have difficulty noticing. Guide them to discover this one

independently).

Discuss with the students and encourage them to use the skill of questioning to put the clues

together in order to find the needed information to solve the problem of who stole Dudley’s

badge. If they insist the raccoon stole it, remind them not to jump to conclusions and

consider the other clues.

3. Help the students cut out and make detective badges (you may want to pre-cut them to save

time), the memory trigger for this unit. Have them wear them while doing the convergent

thinking activities. They should label the badges with their names or choose a creative

detective name if you prefer. Have them quickly draw a question mark, a brain, and an

eyeball on their badge to remind them of the core critical thinking skills of questioning,

metacognition, and observation (you may want to draw the pictures to save time). Students

may put this on a page in their iPETS interactive notebook.

4. Tell students, I am now going to show you how to solve problems using logical thinking.

Read the first description of the “Mystery Creatures" worksheet. The teacher should model

his/her convergent thinking, questioning, and metacognition (point to head while you’re

thinking) as each clue is introduced while continuously referring back to “The Way to

Convergent Thinking” poster. After the teacher models her convergent thinking and the

critical skills of questioning and metacognition and all the clues are deduced, then she should

draw the picture. Tell students they are now going to solve the next mystery using their own


logical thinking. Distribute the “Mystery Creatures” worksheet. Students listen to the second

animal being described while the teacher guides them to use their convergent thinking and

encourages them to ask questions and use metacognition that may lead to the mystery

animal. Remind them that these are real creatures, and fantasy creatures should be avoided.

5. Tell students that they are going to solve problems independently using logical reasoning.

Remind students to use the steps to deductive reasoning on “The Way to Convergent

Thinking” poster. Read the clues aloud as the students use the steps you taught them to

draw the remaining mystery creatures. You may display the clues for visual learners to see

or the clues may be acted out by the teacher to differentiate.

6. Have students think, pair and share their creations. The last two drawings are your

assessment pieces. Students may add this sheet to their iPETS interactive notebook.

7. Add vocabulary words (convergent thinking, questioning, observation, and metacognition),

on index card to the iPETS interactive notebook. If time, have students draw a picture to

show the meaning of these words. Since the core critical thinking skills, questioning,

observation, and metacognition were only “explored” and not explicitly taught, students may

need guidance with appropriate pictures to draw.

Summary by the Learner:

In their interactive notebook, the students will reflect on the essential question by completing a

ticket out the door (cloud bubble sheet). The students will draw a picture of themselves using

convergent thinking during the “Mystery Creatures” activity and write what they were thinking while

doing it. (see p. 49 Red PETS 1 book for alternative).

Differentiation:

Give students clip art pictures and have them create their own clues for them.

Pull a small group of students who need reinforcement in deductive thinking and questioning skills

and play 20 questions with numbers. Students may ask yes or no questions in order to figure out

what the mystery number is. Teachers can begin by saying, I am thinking of a number between 1

and 500. Example questions could be: Is it a 3-digit number? Is it between 100 and 200? Is it

even? Students must use convergent thinking to determine a logical question to ask to find the

one right number.

If there are students who need help with expressing themselves verbally, the clues could be

displayed on the interactive white board.

Small groups of students may act out the “Mystery Creatures” descriptions. (kinesthetic)

Materials for this Lesson:

“Dudley the Detective” story

Smartboard or visual of Dudley the Detective (a poster or transparency may be used if

Smartboard is not available)

A duplicated class set of detective badges, perhaps run on yellow or goldenrod paper or cardstock

Pins or masking tape for the badges

“Mystery Creatures” story to read to the students

Duplicated class set of “Mystery Creatures” worksheets

Behavioral Checklist ~ Convergent Thinking Process

Pencils

Scissors (unless you choose to pre-cut the badges)

Page 12 PETS 3 poster (may also be scanned and used on SmartBoard or as a transparency) of

“The Way to Convergent Thinking” to reinforce ALP standards.

Cloud bubble reflection sheet

Vocabulary for this Lesson: Convergent Thinking

Questioning

Observation

Metacognition


List names of students as each

behavior appears. Add checkmarks after name if

behavior is repeated.

Behavioral Checklist Convergent Thinking

Process

Teacher: _________________ Date: ___________________

Uses one clue to determine another or puts clues together – Uses sequential steps to develop deductive reasoning

Explores critical thinking skills of observation, questioning, and metacognition through the process of convergent thinking to help determine conclusions

Gathers and weighs all information before deciding on an answer – Solves problems using logical reasoning

** Modified from P.E.T.S. Red book.**


Name______________________________________________________________

SUMMARY BY THE LEARNER Below is a picture of me using convergent thinking while I was drawing the

mystery creatures. I was using the clues to come up with one right answer!

The cloud bubble tells you what I was thinking while I was doing this activity.

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

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