TRIZ Textbooks:  CID Course for Children, 3-2G
Planet of Unsolved Misteries:
Course of Creative Imagination Development (CID) Based on TRIZ, 3rd Grade, 2nd Semester, 
Methodical Guide-Book
Natalia V. Rubina (Petrozavodsk, Russia) 1999 [published in Russian];  English translation by Irina Dolina (Tokyo, Japan) Jun. 17, 2001;  Technical Editing by Toru Nakagawa (Osaka Gakuin Univ.) Feb. 16, 2002
Published in this "TRIZ Home Page in Japan" in English on Feb. 19, 2002 under the permission of the Author.   (C) N.V.Rubina, I. Dolina, T. Nakagawa, 2002

List of posting in this Home  Page:

Feb. 19, 2002  3rd Grade/2nd Semester  "Planet of Unsolved Misteries" Whole volume Guide-Book Workbook

Editor's Note (Feb. 19, 2002):  Please refer to the Editor's Preface (by T. Nakagawa) and the Author's Introduction (by N. V. Rubina) on the top page of this Course textbook series.  The present posting finishes the whole set of 6 Guide-Books and 6 Workbooks of the CID Course for Children of 1st to 3rd grade.  It is our pleasure that the whole material of the Course has been posted in this public Web site in about one year (starting on Jan. 30, 2001), i.e. much faster than we initially planned.  We should appreciate much responses from our readers.
Top of this page Contents Front Cover Preface Symbol marks Weekly Topic Planning CID Course Top Page


Contents of the CID Course, 3rd Grade, 2nd Semester     Course Top Page: 
Book Title; 
   Contents  Guide-
"Planet of Unsolved Misteries" 

     3rd Grade, 
     2nd  Semester

Guide-book             Workbook

Preface and Weekly Topic Planning Feb. 19,
1. Modeling with Smart Little People Feb. 19,
2. Practice Work on Solving Problems Feb. 19,
Appendices 1 & 2 Feb. 19,


 (C) N.V.Rubina, I. Dolina, T. Nakagawa, 2002

Planet of Unsolved Misteries

Course of Creative Imagination Development (CID)
(Based on Theory  of Inventive Problem Solving (TRIZ))


Third Grade, Second Semester

 Natalia V. Rubina


Planet of Unsolved Misteries

Course of Creative Imagination Development (CID)
(Based on Theory  of Inventive Problem Solving (TRIZ))


Third Grade, Second Semester


Natalia V. Rubina

Petrozavodsk 1999

 English Translation by Irina Dolina,  June 17, 2001

Technical Editing by Toru Nakagawa,  February 16, 2002

     The program of the CID course was elaborated and defined in Petrozavodsk in 1996.  Six workbooks with special methodological recommendations (for each semester) were worked out.  The program and all the methodological material were probated on the basis of the "TRIZ Laboratory" at the Petrozavodsk School #17.

     This pamphlet introduces the methodological instructions for the first semester of the CID third grade ("Planet of Unsolved Misteries").

"Planet of Unsolved Misteries".  Creative Imagination Development Course for the elementary school (The first semester of the third grade).  Methodological instructions.

Reprints and distribution only by author's permission.

“The World is full of amazing mysteries…”
(Instead of Preface)
                       Astonishment is the beginning of any wisdom.
        Before starting to prepare for the classes in the first semester of third grade, let’s stop and look back.  We have come along an interesting and amazing path.  G. S. Altshuller’s books helped us to make an exciting trip into the world of creativity.  We learned the laws of system evolution, the methods and rules to change systems, the methods to develop imagination and to overcome psychological inertia.  Mind that many children began to look at the objects surrounding them with interest, as these objects are the inventions made by people.  They try by themselves, without the adults’ assistance, to solve small problems which are emerging in their every day life and in events at school, conflicts which they face during communication with their friends, classmates or parents, and personal problems, and to treat them as creative problems that should be solved, as an opportunity to practice their mind,  close to perfection.
    Planet TRIZ-CID veils many riddles and mysteries.  Our trip is going on.

     During the second semester of third grade you will learn a very interesting method – Modeling with Smart Little People (MSLP).  This method is aimed at overcoming psychological inertia while solving inventive problems.  However, the range of its application turned to be much wider than its original plan.  It turned out that with the help of Smart Little People many complicated natural phenomena and many processes taking place in living organisms may be explained in a way understandable even to the very small children.  Besides, the work according to the method of Smart Little People provides the children develop for themselves a scientific, research approach towards considering objects and phenomena surrounding us.  The children get a tool which helps them find answers to the complicated questions: “ How is this designed?” “How does this work?” “Why does this happen?”.
    That is why most of the school time is devoted to the work on the children’s research projects.  It is not easy to organize such work.  A teacher has to have deep knowledge in various fields of human activities, skills in research work and, of course, considerate attitude towards children’s creative work.
     You have already got experiences in such work:  projects “Perfect Desk”, “Perfect Car”, “Perfect City” from CID Course for second grade “Fantasy City”.  The children’s projects may be connected with developing history of technical, biological, artistic and other systems; projecting and modeling the new systems, that implies solving the emerging problems; conducting card index; writing fantastic stories, tales, stories, etc.  Working on projects is an excellent opportunity to apply all the knowledge  and skills, obtained during the CID course from first grade to third grade.
      So, exciting trips are awaiting you on the roads of Planet of Unsolved Mysteries.  Let’s have luck and interesting solutions!
     The author expresses her deep gratitude to I. N. Murashkowska, A. A. Nesterenko, M. S. Gafitulin, and M. S. Rubin, whose works were extremely helpful in elaborating the CID course.  And of course, the assistance of first to third grade students of Petrozavodsk School No. 17 is invaluable.  Thank you, my little magicians.

     Your comments and suggestions please send to: 185014, Petrozavodsk, Mail Box 8, OO “TRIZ-Karelia”, Rubina N. V.


       For better perception the following symbols are used in the methodical guide-book:
- problems.  For the first grade simple problems demanding answers "yes-no" are used. The major notions of the methods of solving problems are studied in the second and third grades. That is why the most suitable form for solving creative problems is a game "yes-no".  The rules of the game are not difficult.  After the problem is introduced the kids start to look for the solution by asking questions to which the teacher replies "yes" or "no".  The aim of the game is to find a solution by asking as many questions as possible.
- activities.  During these activities it is important that the kids understand how this or that notion may be used for solving the problems, for obtaining new ideas, etc.
- psychotechnical games.  This is a specific part of the lesson.  Kids may relax a little and turn to their inner world, the world of a child's fantasy.  It goes without saying how important is the atmosphere of trust, friendliness in your small community.
- speech developing activities.  We all know very well how easy to speak with a person who can ask interesting questions.  CID classes are structured in a form of a dialogue, therefore actually any task is an exercise on speech developing.  Nevertheless, devising their own riddles, proverbs, tales, the kid learns not only to say "full sentences", but develops a need to formulate his idea in such a way that he would be understood and his wits and humor be assessed.  Describing various systems, solving unusual problems, the kids enrich their vocabulary all the time.
- designing a creative product.  Don't be confused by an unusual term.  "Creative product" is something finished, designed by the kids with the help of methods they study (a riddle, a proverb, a tale, a model of a toy, articles of natural materials and others).
- tasks-pictures.  At the CID classes there are many activities like that because a new creative idea is often embodied in images, especially it refers to the kids with a strong visual representative system.  Most of these tasks are unique stuff for a psychologist, for attentive parents, because in this pictures the inner world of a child is reflected as if in a mirror.


Weekly Topic Planning (3rd Grade, 2nd Semester)
Date Topic No. of hours



1st week
2nd week
3rd week
1st week
  Topic 1.  Modeling with Smart Little People 4 hours



2nd week
3rd week
4th week
1st week 
  Topic 2.  Practice Work on Problem Solving 4 hours
  2nd week
3rd week
What to check:
  • using Modeling of Smart Little People (MSLP);
  • some simple patterns of processes and phenomena.
What should the children do:
  • to explain different phenomena with the help of MSLP (to construct models of systems, interactions, changes of properties and functions);
  • to make observations;
  • to draw conclusions on the basis of experiments.


2 hours
April 1st week
2nd week
3rd week
Review the materials studied in third grade.
Work on projects
3 hours

 [Translation Note (T.Nakagawa, Feb. 16, 2002):  This table of Weekly Topic Planning was modified slightly to better match with the body of the text.]
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Last updated on Feb. 19, 2002.     Access point:  Editor: