GuideBook1-1 Creative Imagination Development (CID) (Fairy Tales School)

TRIZ Textbooks: CID Course for Children, 1-1G2
Topic 2: Where is this or that located? (System - a part of a super-system)
Fairy Tales School: Course of Creative Imagination Development (CID), 1st Grade, 1st Semester, Methodical Guide-Book
Natalia V. Rubina, 1999 [published in Russian] English translation by Irina Dolina, May 23, 2000 Technical Editing by Toru Nakagawa, July 12, 2000
Posted in this "TRIZ Home Page in Japan" in English on Jan.30, 2001 under the permission of the Author. (C) N.V. Rubina, I. Dolina, and T. Nakagawa 2001

Workbook of this chapter

Lesson 1

Lesson 2

Topic 2: Where is this or that located? (System - a part of a super-system)

Workbook

Lesson 1.

1. Warming up (Card Index for the first grade)

2. Homework check-up.

Reviewing the notions already studied.

3. Introduction to a lesson

"Yes-no" game.

Emil and Colabo watched a movie about naval pilots. One of the episodes made them worry.

"The pilot informs an operator over the radio: "There is no gas in the tanks!" The operator replies: "Hold on! Use all you skill! We'll try to help you!." Everything ended well. There were no victims."
How the pilot managed to survive?

Here draw
an inventive pilot.

You will be helped by a captain who during his trip was getting into difficult, even insuperable situations and nevertheless he reached his aim. Remember this captain's name. ^*1
^*1 (Translation Note:) Above three paragraphs are wirtten in oblique letters in the Russain text but are rewritten here in straight letters.

4. Major topic.

We know already that any system consists of parts or...
In order to get a nice picture, all parts of the pen should be together. But for a picture besides a pen you need a piece of paper, a skillful hand, an interesting idea for a picture.

Any system is a part of a Super-System.

Add the list and give the titles to the systems you have got:

desks, blackboard, textbooks, pens, .......................
flowers, spring, sun, butterflies, ......................................
waves, sail, seagulls, clouds, ...............................................
............................................................
This activity is recommended to perform orally or in pictures, if the kids can not write fast enough.

Find a word that does not belong here, give a title to the rest of the words as a group.

1. Table, chair, bed, floor, wardrobe. ...................
2. Milk, cream, apple, sour cream, cheese. ............
3. Sweet, hot, bitter, sour, salty. ..........................
4. Vasilii, Fyodor, Semen, Ivanov, Petr. ..............
5. Brave, gallant, decisive, wicked, courageous. ...............
6. Football, volleyball, hockey, swimming, basketball. ...........

     You probably remember how captain Vrungel was teaching his sailor Fux to use ship equipment. He arranged for Fux who was a card player a familiar surrounding: he hanged the playing cards on the sails and commanded:
     "Be ready to turn the ship. Undo Six of Spades, haul up Knave of Hearts, wind up Ten of Diamonds!"
     Fux was finding quickly the familiar cards and was doing everything right.
     And what if you mentally change the super-system in the activity about a navy pilot!
     Can you guess? Of course, it was a training appliance, that copied a plane's equipment.

5. Psychotechnical and developing games.

The forms of conducting this game may be different. Sometimes kids like to come to the black board and to draw their solutions, or you may arrange this game in groups or individually.

Once an Old Pedant Gobbler came into our class-room. He eats up all the letters that he meets on his way. I think, there is no need to explain to you what will happen if he manages to eat up all our letters.

The letters need to be hidden immediately. And where can they be hidden? Certainly in a super-system. It is necessary to call immediately for the Magician Deli-Davai.

For example, the letter B. If we draw two hooks and two circles there will be glasses. The Old Letter Eater will come and say: "I don't eat glasses, I eat only letters". And he won't touch our letter B.

Now you try to disguise your favorite letter.

6. Activities on speech developing, producing of a creative product.

Choose three colors the most suitable to each other. Fill with them the whole frame. What does the drawing look like? If necessary, you may add something else. Give the title to your picture.

This task may be interpreted as the Lousher's testing, and you may learn a lot about each student.

Workbook

Lesson 2.

1. Warming-up. (The Card-index for the first grade)

2. Homework check-up.

3. Introduction to the lesson.

"Yes-no game" (The Card-Index for the first grade)

4. The main topic.

Emil received a new task: he has to write what the Mouse consists of (or his subsystem) and where he lives (or his super-system in which he is now).

The following sketches are to be filled for a frog and a penguin.

Sorcerer Deli-Davai decided to check how Emil could pull through the complicated situation. He mixed up the super-system in which the boy had placed the animals.

You have to help Emil to explain, how they had got in such an unusual super-system for them.

Doing this task you may make up a whole fairy tale with the children.

5. Psychotechnical and developing games.

"Animated picture". The script of this game is created by the kids who are directed by the teacher.

"If I am a white, fluffy cloud, what are you?"
Every kid chooses his role according to his wish. It is important that the kids would see the connection between all chosen characters. The kids must depict the chosen character and show its connection with the other parts of an "animated picture".

It is possible to change this activity creating a super system with the help of a picture or some music.

After this game it is necessary that the kids should reveal their emotions and express them in their pictures.

6. Activities on speech developing or producing the creative product.

Fill the tables:

super/super-system

super-system

system

subsystem

sub/subsystem

pencil-case

pencil

body

super/super-system

super-system

system

subsystem

sub/subsystem

transport

automobile

wires

super/super-system

super-system

system

subsystem

sub/subsystem

forest

leaf

super/super-system

super-system

system

subsystem

sub/subsystem

text

letter

This is another variant of presenting the same diagram of a system operator. It is possible that some of the kids will remember this variant better. With the help of these tables it is possible to conduct a very interesting activity -"system elevator". This activity was devised by M. C. Gafitulin. It gives an opportunity to teach the kids how to switch fast to different levels of system operator, how to understand these difficult notions and how to use these new skills for solving problems.
Imagine that you are in an unusual elevator. Each floor which the elevator stops at is a level of a system operator (a level of system, subsystem, sub/subsystem and so on; super system, super/super-system and so on). Retell what you see at each of these floors.

7. Summing up,

Pay attention how the kids understand these notions.

Now we know that each system is a part of a super-system and not only one.

Tell us, please, what system we belong as its part.
- Good for you. And where is the school located?
- In the street.
- And the street?
- In the city.?
- In Karelia.
- Where is Karelia?
- In Russia.
- Where is Russia?
- On the planet Earth.
- And where is the Earth?
- In the space.
- So, at CID classes we can be everywhere we want to. From the space to the class-room. And everywhere little and big riddles and mysteries are waiting for us.

Workbook of this chapter

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Last updated on Jan. 30, 2001. Access point: Editor: nakagawa@utc.osaka-gu.ac.jp