Module 6: CREATIVITYPutting it all together: Janine Van Maren, Fall 2016

Audience: A class of 26 Grade 8 students in a rural community. The school borders a forested area. The students are high-energy, diligent, and love a more open challenge.

Content to Cover:Ontario Science 8 Curriculum:

3.2 identify structures and organelles in cells, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain the basic functions of each.

3.6 describe the organization of cells into tissues, organs, and systems: groups of cells with similar functions combine to make up tissues; groups of tissues with similar functions combine to make organs; groups of organs work together as organ systems.

o Organelleso Cellso Tissueo Organo Organ systemo organism

Grade 8 Language (Writing) Curriculum: 1.5 identify and order main ideas and supporting details and group

them into units that could be used to develop a summary, a debate, or a report of several paragraphs and organizational patterns.

2.3 regularly use vivid and/or figurative language and innovative expressions in their writing.

Why Link to the curriculum?Although creativity is important in its own right, as a teacher I also feel that I have a responsibility to be teaching the curriculum to the students. We shouldn’t be hindered by things like exams, but the reality is that they do put limits on what we can do. However, this isn’t a hindrance: curriculum and creativity can be meshed intricately together, with the end result being a deeper understanding, a more enjoyable learning environment, and giving students the freedom that they wish and need. Starko, AJ speaks about the importance of content learning: because we cannot solve problems without knowing more about whatever the subject is (in this case about cells, and how they are interconnected). Beghetto also speaks of how although creativity has now become a curricular goal (in many provinces of Canada this has become explicit), but it also can be used together with the content to deeper understanding. The reasons why we need creativity in 2016 are numerous: we need change and development in all areas of society, it brings more joy to education, and we need it to meet the changing needs of life (Ghiselan, B). My hopes for this creative lesson:

that I personally become more comfortable with creativity and its place in not only my classroom, but also my life.

That my students be given the freedom that they need, but that they do it in a focused and productive way.

That because of the link between creativity and what they need to learn they form a more deep understanding of the relationship between organelles, cells, tissue, organs, systems and the greater organism.

Lesson Flow: (this will take more than one period, but to make it more smooth I kept it together)

Resources needed for lesson

ScienceProbe 8 page 67-72. Lesson Plan Science Powerpoint A variety of items from nature to model (leaves, branches, sticks, dirt, water) Boxes, poster boards, lids, bowls, etc. Candy for game

LINK Class discussion: You are HERE as a student. Discuss where our classroom location is, etc. But WHY are you here? A part of what? The school. Why the school? To learn. Who governs the school? Talk about the levels that are above us… principal, school

board/ parents, ministry of the region, ministry of Ontario… bigger than this: funding of the federal government in a wish to have educated citizens. Bigger than this… a link to spiritual and Christian beliefs about the command to use our gifts and talents to the best of our abilities.

This is ONE perspective. We started HERE and branched OUT. (Looking at an issue from one perspective is good, but until we can look at it a few ways we cannot fully understand it. Michalko, M.)

On the projector show Google Maps of the forest that is located behind the school. What do you see? Forest. Zoom in… now what? Trees. Zoom in more.. now what? A tree. Zoom in further… what do you see? Leaves & branches. If we could keep zooming in, what would we see? The cells in leaves (a connection to

the microscope assignment that the students just completed)(The teaching and creativity needs to be relevant to students minds: by using examples of their life, and a forest that they know well, hopefully it makes stronger connections. Davies, D.)

EXPERIENCE Teach the content that students will need to really understand the concept:1) Teacher explains the section 3.1: How cells are organized using notes, explanations,

diagrams, and a PowerPoint with pictures ONLY to demonstrate the point. Answer questions that come up as we go through.

2) Students independently read the section in the textbook. After reading give them random groups of 2, and their challenge is to re-teach the content as if their partner had been absent on the day of the lesson

(The benefits of peer teaching are numerous: students receive more time for individual learning, direct interaction between students promotes active learning, reinforces their own learning by instructing others, students feel more comfortable interacting with peers, by discussing the content it gets rid of misconceptions. OpenColleges)

3) Play a game of Grudgeball to reinforce concepts. (Students are familiar with the rules and expectations. Teacher needs to prepare the questions beforehand, and have candy or a prize ready) *see link in references for a version of Grudgeball*

(Davies, D. talked about the importance of having play and games-based learning which increases motivation and interest)

4) Mind-Mapping: After students have reviewed the concept in the textbook, do a mind-mapping activity together. The benefits of mind-mapping include helping students connect the branches, link the associations, and really remember the content. Do this on the board and demonstrate several different ways to organize the information.

http://members.optusnet.com.au/~charles57/Creative/Mindmap/index.html

5) Students choose the mind-map that they most connect with, and copy it into their notes. Use this as a review activity, where they include definitions, diagrams, notes. By giving them the choice in which type of mind-map they do it will allow for them to place their own meaning on it.

ANALYZE Discuss what we have just learned. Your task:“Using materials found in nature, demonstrate your understanding of the organization of cells”

Demonstration can be done in different ways Your final creation must be different than your peers (you will be assessed for this!) You must show that you understood what we have learned.

Model how to use materials from nature: Take a speck of dirt: this is a cell Using a stalk of grass with a plume on the end, have it leading (like an arrow) to the

next step. Use … for tissue.

As I model: Discuss my emotions. What happens if I have an idea, and I reach failure (how to try again) No right or wrong answers: ANYTHING is okay I want it to be different: look for unexpected things Give enough direction so that they are ABLE to do the task, but not too many

directions that they will copy what I am doing.(Wearing, J).

Before going outside:1) Go over the rubric for assessment together & answer any questions that students

have.2) Safety restrictions: make them clear.

Go out to the back forest, have students spread out and begin.Things to keep in mind:

Safety: they have to stay in the area described Time: give enough time for students to reach failure and have time to start over. Guage emotions: if there aren’t enough directions and I sense frustration give

guidance where needed. If they are too focused on creating ONE product, then have them loosen up, remind them again of the freedom they have.

Continually remind them of the fact that there is no right/wrong answer: but they will need to be explaining their understanding of the cell organization.

My role as teacher is to move around and allow students the freedom that they need, encouraging peers to help one another when needed, and only stepping in when absolutely necessary. My role is to provide the encouragement and confidence that students will need in order to be truly creative.

(Davies, D. speaks about the use of time, and how it has to be flexible enough for students to have the time necessary to fiddle, create and explore. The expectations of this activity have to be positive, and I have to set the students up for success with the thinking tools, supplies, understanding that they need. By taking them outside of the classroom I am enhancing the creative environment because it belongs more to them. I have to stay conscious of the emotions that come along with creativity: for some students this may cause anxiety and they will need guidance and some direction, especially at first. Ken Robinson reminds us that it is success that creates more success: it is our job to stoke the fire of creativity to encourage them to continue with it.)

After students have sufficient time to create a rough framework of what they want, hand out rubrics:

1) Self-assess and make a goal to keep working.

Give sufficient time for students to have their creation ready.Take creations inside, and allow students to show them to their peers: this will help them explain why they chose the materials they did, as well as increase the positive atmosphere in the classroom. Allow freedom to move around and socialize and view others.

APPLY Discuss: Your brain is now full of lots of ideas about cell organization. We now are going to try sort this out. Stop and think about an animal that you most like, or one that you are most curious about. (Share these out, make sure all students have an animal in mind)

We are now going to have time to WRITE about what you learned about cell organization (on page 68), and to explain your creation that you made outside.Today you have a few strange writing rules:

1) Your pen must keep moving at ALL times.

2) You must be SPECIFIC in your writing: Use what we have learned about vivid and figurative language in writing so far this year.

3) You can write whatever you want. There is no right or wrong answer.

4) Don’t stop to think, just WRITE.

5) Don’t worry about punctuation, spelling, grammar… this is a science activity, not a writing.

6) Just go for it. Don’t worry!(Goldberg, N. explains how the mind is full of energy, but that by having more free and open writing opportunities the author can let the author know what is going on inside the brain so that we can come to know the author better)

Switch writing with a peer: don’t fix errors in spelling or grammar, but only look for places that they seemed confused about cell organization. Explain to your peer where they seemed confused. Give time to fix up their final writing.

Students hand in their final creation along with their writing. Teacher assesses using the rubric.

LINK Discuss: we used PLANTS to show how the systems were interconnected. Next time we will be

looking at how a plant functions in itself as a complete system as well. What would the different parts be? (cell? Tissue? Organ? Organ system? Whole organism?)

Show pictures of a few random/strange/odd plants (to add interest)… your homework for next class is to come with a plant that you have researched. It must be:

Odd/strange/interesting to look at One that you have never seen in the wild One that makes you curious to learn more.

(By having the students chose a plant of their choosing it will make the next lesson more meaningful and interesting to them. One of the criterion was that it had to be odd or interesting to look at: novelty opens up the brain to creativity. Research shows that ending the lesson with a look ahead to what is coming next increases interest and will open their brain to the next topic so that they arrive ready to learn next time, having already put thought into it)

Assessment:As students work through their outside activity, create a final product, and do a piece of writing, they will be assessed in the following areas:

4 (Not yet meeting expectations)

6 (Barely meeting expectations)

8 (meeting expectations)

10 (exceeds expectations)

Demonstration of understanding of content (cell,

Missing the links, or missing a demonstration of

Several missing concepts, and the links between

Showed understanding of most of the

Clearly showed understanding of all 5 concepts and

tissue, organ, organ system, organism)

the understanding of the 5 concepts.

concepts are not clearly demonstrated.

concepts, and most of the links between them.

the links between them.

Use of knowledge when creating & writing

Writing & Creation do not show that you have understood the topic.

Work shows a basic understanding of the content.

Work shows a good understanding of content.

Work shows clearly that you understand what was learning: both the creation & the writing.

Final creation is unique

Not original or unique at all from peers.

Most of project shows similar ideas to peers and what is known. Use of simple materials.

Somewhat novel idea, used some unexpected materials, and some simple ideas.

Whole creation is different, novel, unique from others. Used unexpected materials.

Final creation has a purpose

Students are unable to explain how their creation helped them understand the links.

Students have trouble explaining how their creation helped them understand the links.

Students have a basic explanation of how their creation helped them understand the links.

Students are able to explain how their creation has helped them understand the links between 5 concepts.

Final writing Does not show understanding of the concepts. Very vague and basic writing, and could not write without stopping.

Basic understanding of the topic. Some places are specific, others are vague and unclear. Had a hard time continuing with writing.

Shows understanding of the topic, most of it is honest and specific. Only several breaks while writing, some places are creative.

Shows clear evidence of understanding of topic. Is open, honest, and specific to the topic. Was written without stopping, creatively.

Resources:Beghetto, R. A. (2010). Creativity in the Classroom. In  J. C. Kaufman & R. J. Sternberg (Eds.). The Cambridge handbook of creativity (pp. 447-463). Cambridge, UK: Cambridge University Press.

Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education—A systematic literature review. Thinking Skills and Creativity, 8, 80-91.

Goldberg, N. (1990). Wild mind: Living the writer's life. New York, NY: Bantam Books. Pp xiii-5. 

Michalko, M. (2001). Cracking Creativity: The Secrets of Creative Genius. pp. 19-49. Berkeley, CA: Ten Speed Press.

Robinson, K. (2011). “Learning to be Creative” pp 245-283. In Out of our minds: Learning to be creative. John Wiley & Sons.

SciencePower 8 (McGraw Hill-Ryerson)

Starko, AJ. (2014). What is Creativity?. New York, NY. Routledge. Pp 3-26.

http://toengagethemall.blogspot.ca/2013/02/grudgeball-review-game-where-kids-attack.html