GuideBook1-1-3 Creative Imagination Development (CID) (Fairy Tales School)

TRIZ Textbooks: CID Course for Children, 1-1G3
Topic 3: How feels this or that? How seems this or that? (Properties of the systems)
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, Feb. 28, 2001
Posted in this "TRIZ Home Page in Japan" in English on Feb. 28, 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 3: How feels this or that? How seems this or that?
(Properties of the systems)

Workbook

Lesson 1.

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

2. Homework check up

3. Introduction to the lesson

"Yes-No game".

Deli-Davai gave a riddle to Emil: there is a small object in a black box. What is it?
(Emil asked the Sorcerer only three questions)

Draw inventive Emil.

4. Main topic

Properties are the characteristics of the system that may be changed. By the properties it is possible to tell one system from the other. For example, all the systems have a common property: they can split into parts.

Recognize it by description:

    white, rectangular, small, leaves a trace: ___________________________
     white, thin, crumpling: _____________________________
     round, pattern, jingle and crash: ________________________
     rectungular,soft, erase traces of a pencil: _______________________
     long, shiny, sharp, solid: ______________________

Each description suggests a few types of the systems in mind. It is important that a kid explains why he offers this system in particular.

To solve all the riddles of the Sorcerer Deli-Davai you should remember about the changing properties of the systems (Card-index for the first form).

5. Psychotechnical and developing games

     The game we are going to play now is called "Who does it or he resemble?"
     Each of you has a picture on the table with an animal. But I have picture with no animal on it, no bird, no fish and no insect.
     On my picture there is a cloud, its name is Colabo. It has come to visit us specially for our game.
     Thus Colabo will play only with somebody or something that looks like him. For example, what does a dog and Colabo have in common?
     - It is as fluffy as a cloud.
     - How about a rabbit?
     - It is as white as a rabbit.
     - And what does a rabbit have in common with a lion?
     - They both have round eyes.
     - And who else has round eyes?
     - Actually all do. Let's split into groups. Raise the card those who are hedgy. Raise the cards those who are hairy. (We discover that every animal has as a matter of fact nearly any property).

You choose the way to conduct a game taking consideration specific features of the class (individually, all together, in groups).
Another way. You show the students simultaneously 3-4 cards depicting any systems and ask them to find an object that doesn't belong there. As a rule, it is possible to prove that any object might be crossed out. It is important that the kids should point out the properties that makes this particular system different from all the others.

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

Today I have brought for you very many maple leaves.

(The groups consisting 3-4 people get a heap of maple leaves.) Let's look at those leaves very attentively and try to find two identical leaves and two absolutely identical pattern drawings.

Well, what have we got? (We try to find the most subtle differences in the very similar maple leaves).

Let's sum up: there are no two absolutely identical objects; everything is unique. And any of you has your own world view and opinion about everything in the world.

Then, show me two leaves that are absolutely different.

(We find the most subtle features of resemblance of all the leaves.)

- All of them are alike; all of them are from a maple tree.
- Well, of course. It is impossible to find two objects in the world that have absolutely nothing in common.

This activity may be performed at home with the parents.

Knowing which properties our object have and what it resembles, we may devise many riddles about it.

What kind of?	What does it resemble?
.	.

What kind of?	What is the difference?
.	.

What kind of?	What is the same ?
.	.

Of course, to work with three tables at once is difficult for the kids. It's easier to use them one after one on different levels, thus repeating the topic of properties.

7. While summing up,

Do not ask the kids to give exact definitions to the properties. What is more important is that they should learn to find as many different properties of different systems as possible.

Workbook

Lesson 2.

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

2. Homework check-up.

The students who name the properties of the system under consideration may seat down.

3. Introduction to the lesson.

What properties may be found?

4. The main topic.

The system has plenty of properties. Let's consider in detail some of them:

Shape

There is a riddle devised by Pythagoras before you.
Name the shapes that you can see. Cut them neatly.

And now fold the square.

Color

     It was very quiet in the house. Emil, tired from games and lessons, decided to go to bed earlier about 6 o'clock, and in order not to oversleep he set the alarm at 7 a.m. as usual.
     The night passed. The alarm clock rang. Emil woke up, got dressed.
     "How long have I been sleeping?"- he thought.
     And what do you think?...................................

     Emil woke up very early and saw a wonderful thing out of the window: color bow over the river. What is it?
     - Rainbow!
     What does the rainbow consist of?

Each        - .

Hunter    - .

Wish        - .

To know - .

Where     - .

Sits          - .

Pheasant - .

     Draw a rainbow.

[Translation Note: The Russian words for the above phrase "Each Hunter Wish to Know Where Sits Pheasant" start with letters common with the words of the seven colors.]

6. Activities on speech skills developing and producing the creative product

In this table there are four properties by which you can identify any object. Look:

1 - size; 2 - color; 3 - shape; 4 - temperature.

In order to show what kind of object it is, we will designate the size, color, form and temperature.

Now by moving the scale we can show which properties this mysterious object possesses. For example"

- Is it a bread?
- No.
- Is it a toy?
- No
- Is it animated?
- Yes.
- Is it a chicken?
- No.
- Is it a kitten?
- Yes. Good for you!

7. Summing up

Find out whether the kids learned to use their knowledge about various system properties for solving problems.