About this resource
Students think of 20 new uses for a spoon that does not include eating. Uses for the spoon should be well thought out and meaningful. Younger grades may come up with simpler uses, while older grades may get a bit more creative with responses. Students refine ideas and compare and contrast with others. Further discussion can center on the new ideas and if they could be considered inventions. Students can also explore whether or not the new uses solved a problem or replaced a task formerly used by something else.
Modifications for All Learners: Verbal and written directions should be given. Developing a prototype of one of their ideas may challenge students further.
Curriculum & Standards
Related General Curriculum / Common Core Area
Problem-Solving/Engineering & Design
Related Curriculum / Common Core Standard
AASL Main Standard(s):
III. COLLABORATE Work effectively with others to broaden perspectives and work toward common goals. A. Think - Learners identify collaborative opportunities by: 3. Deciding to solve problems informed by group interaction.
III. COLLABORATE Work effectively with others to broaden perspectives and work toward common goals. C. Share - Learners work productively with others to solve problems by: 2. Involving diverse perspectives in their own inquiry processes.
I. INQUIRE Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. B. Create - Learners engage with new knowledge by following a process that includes: 3. Generating products that illustrate learning.
Related STEM Area: Critical thinking & problem-solving
NGSS Main Related Engineering Design Standard:
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
What students will do
- Students will identify 20 new uses for a spoon.
- Students will think critically about how these new uses solved a problem or replaced a task formerly used by something else.
- Students will discuss various uses for the spoon with classmates.
Explore the creative process by thinking critically and problem solving.
Resources Needed
Note-taking materials (whiteboards, chalkboards, pencil & paper), spoons for reference and experimentation.
How learning is assessed
- Students have identified 20 new uses for a spoon.
- Students have identified if/how these new uses solved a problem or replaced a task formerly used by something else.
- Students have discussed their ideas with classmates.