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Puzzles, Teasers, and More

Grade 5, Interdisciplinary

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Description of Unit

The purpose of this interdisciplinary unit is to experience and understand the higher order thinking processes in puzzles and brain teasers. Students involved will learn about the problem solving that is involved in individual and group dynamics. In the search for new and creative ways to challenge and confuse the brain they will develop a process for creating their own puzzles, brain teasers, or challenging games. The Puzzles, Teasers, and More unit is a connection to mental challenges that have been created over time to challenge the participant in an individual battle with his or her own intellect. Research shows that those who partake in active mind challenges maintain a much higher level of brain function at later ages. Puzzles and brain teasers are everywhere. Most daily newspapers have a page of word games and crossword puzzles that can provide the challenge the brain needs. Many phone operating systems have similar versions of these activities that challenge the mind and keep it sharp.

This guide links the Puzzles, Teasers, and More unit to the Texas Essential Knowledge and Skills (TEKS) for fifth graders. In this interdisciplinary unit, students will research the history of several mental challenges— such as Rubik’s Cubes, Sudoku, crosswords, or puzzle/game phone apps—and how these types of puzzles have been created over time to challenge the mind. Students will use problem solving and innovative thinking to explore and create new puzzles. The following document includes the applicable TEKS and the details of the Puzzles, Teasers, and More unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Students will explore the following free online puzzles/games and discuss these questions: Free online puzzles/games:
  2. Students will explore online games and apps designed for brain health. Give students an opportunity to add more if they know of others. Students may rank them in order by difficulty, time, or entertainment:
    • Lumosity
    • CogniFit Brain Fitness
    • Personal Zen
    • Brain Trainer Special
    • Brain Fitness Pro
    • Happify
    • Positive Activity Jackpot
    • Fit Brains Trainer
    • Eidetic
    • ReliefLink
  3. Students will form pairs and use three different types of puzzles to test and survey for difficulty, time, and entertainment (https://www.activityvillage.co.uk/puzzles). They will complete a word search, a crossword puzzle, and a Sudoku puzzle, and they will be timed in the process. The students will then rank the puzzles and record with the class on chart paper the difficulty, the amount of time each required, and the level of entertainment. Both entertainment and difficulty will be ranked on a scale of one to five. This activity will engage the students in decision making for their future project.
  4. Another type of challenging puzzle is the Japanese puzzle box. The students will read about the history of the Japanese puzzle box (http://www.frik-n-frak.com/Puzzle-Box-History_ep_85-1.html) and discuss contemporary inventions that are similar in shape, design, and purpose (e.g., the Rubik’s Cube). After researching the origin and history of the Japanese puzzle box and the Rubik’s Cube, students will compare and contrast the two types of puzzles in a Venn diagram.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Students will select a puzzle, brain teaser, or game they are interested in creating. They will conduct more research on this type of mental challenge. They will brainstorm about the interest they have and what it is that makes a game or puzzle interesting to them.
  2. Asking guiding questions. Students will select three to five questions, such as the following:
    • How was this puzzle, game, or app created?
    • What is the brain science behind this puzzle, game, or app?
    • How will this puzzle, game, or app challenge a person’s thinking?
    • How will this puzzle, game, or app entertain an individual?
    • How has the puzzle, game, or app changed over time?
    • What rules or guidelines must a person follow to create this puzzle, game, or app?
    • What will be different about my puzzle, game, or app?
  3. Designing a research proposal. Students will determine what sources (primary and secondary) that they will use to collect information. This information will support the students in the creation of an original puzzle, game, or app. They will create a rough draft, sketch, or design for their proposal. This rough draft will be presented to the teacher.
  4. Conducting the research. Students will use research to help them create a challenging puzzle, game, or app that is hands-on and entertaining.
  5. Conclusions/Sharing. Students will share their learning through the construction of a prototype or model. Student will summarize their research in a written paper (with citations), and they will give a five-minute presentation on their device or design.

B. The product

Students will create a complicated, challenging product that is hands-on and entertaining. Students will choose from the following options:

  1. Build a prototype or model of a hands-on product. Give a five-minute demonstration that explains the device and gives ideas for how the product will be marketed and put into production.
  2. Build a storyboard of a digital game using a free online tool (https://www.storyboardthat.com/storyboard-creator). Give a five-minute presentation describing the game’s requirements or rules, the levels of the game, and what is involved for a participant playing the game.
  3. Build a series of word games that range in level of difficulty. This will include five challenging math-based, word-based, or trivia-based puzzles that increase in difficulty as the participant progresses. Present copies to the class for completion and give a five-minute presentation explaining the brain science behind their creation.

C. Communication

Students will communicate their learning by giving a five-minute demonstration and explanation of their product. Resources for preparing a presentation are available for students (https://www.stevespanglerscience.com/lab/experiments/science-fair-display-board/).

D. A completed project consists of:

  1. A visual model of the product
  2. A presentation
  3. A written summary of the research of the history and brain science behind their choice

This unit may address the following TEKS.

111.7, Mathematics, Grade 5

111.7(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.7(b)(1)(A)
apply mathematics to problems arising in everyday life, society, and the workplace;
111.7(b)(1)(B)
use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
111.7(b)(1)(C)
select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
111.7(b)(1)(D)
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
111.7(b)(1)(E)
create and use representations to organize, record, and communicate mathematical ideas;
111.7(b)(1)(F)
analyze mathematical relationships to connect and communicate mathematical ideas;
111.7(b)(1)(G)
display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

112.11, Science, Kindergarten

112.11(b)(2)
Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations.
112.11(b)(2)(A)
ask questions about organisms, objects, and events observed in the natural world;
112.11(b)(2)(B)
plan and conduct simple descriptive investigations such as ways objects move;
112.11(b)(2)(C)
collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools;
112.11(b)(2)(D)
record and organize data and observations using pictures, numbers, and words;
112.11(b)(2)(E)
communicate observations with others about simple descriptive investigations.
112.11(b)(3)
Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving.
112.11(b)(3)(A)
identify and explain a problem such as the impact of littering on the playground and propose a solution in his/her own words;
112.11(b)(3)(B)
make predictions based on observable patterns in nature such as the shapes of leaves;
112.11(b)(3)(C)
explore that scientists investigate different things in the natural world and use tools to help in their investigations.
112.11(b)(4)
Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world.
112.11(b)(4)(A)
collect information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as demonstration thermometers and wind socks; materials to support observations of habitats of organisms such as terrariums and aquariums;

113.16, Social Studies, Grade 5

113.16(b)(25)
Social studies skills. The student communicates in written, oral, and visual forms.
113.16(b)(25)(C)
express ideas orally based on research and experiences;
113.16(b)(25)(E)
use standard grammar, spelling, sentence structure, and punctuation.
113.16(b)(26)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.
113.16(b)(26)(A)
use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
113.16(b)(26)(B)
use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

128.7., Spanish Language Arts and Reading, Grade 5, Adopted 2017

128.7(b)(13)(F)
differentiate between paraphrasing and plagiarism when using source materials;
128.7(b)(13)(G)
develop a bibliography
128.7(b)(13)(H)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
128.7(b)(13)(E)
demonstrate understanding of information gathered;
128.7(b)(13)(D)
understand credibility of primary and secondary sources;
128.7(b)(13)(A)
generate and clarify questions on a topic for formal and informal inquiry;
128.7(b)(13)(B)
develop and follow a research plan with adult assistance;
128.7(b)(13)(C)
identify and gather relevant information from a variety of sources;
128.7(b)(1)(B)
follow, restate, and give oral instructions that include multiple action steps;
128.7(b)(1)(A)
listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;
128.7(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
128.7(b)(1)(C)
give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively

110.7., English Language Arts and Reading, Grade 5, Adopted 2017

110.7(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.7(b)(13)(F)
differentiate between paraphrasing and plagiarism when using source materials;
110.7(b)(13)(G)
develop a bibliography
110.7(b)(13)(H)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
110.7(b)(13)(E)
demonstrate understanding of information gathered;
110.7(b)(13)(D)
understand credibility of primary and secondary sources;
110.7(b)(13)(A)
generate and clarify questions on a topic for formal and informal inquiry;
110.7(b)(13)(B)
develop and follow a research plan with adult assistance;
110.7(b)(13)(C)
identify and gather relevant information from a variety of sources;
110.7(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
110.7(b)(1)(B)
follow, restate, and give oral instructions that include multiple action steps;
110.7(b)(1)(A)
listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.1
Utilize skepticism, logic, and professional ethics in science.
S.I.A.2
Use creativity and insight to recognize and describe patterns in natural phenomena.
S.I.A.3
Formulate appropriate questions to test understanding of natural phenomena.
S.I.A.4
Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
S.I.D.1
Demonstrate literacy in computer use.
S.I.D.2
Use computer models, applications, and simulations.
S.I.D.3
Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.III.A.1
Use correct applications of writing practices in scientific communication.
S.III.B.1
Read technical and scientific articles to gain understanding of interpretations, apparatuses, techniques or procedures, and data.
S.III.B.2
Set up apparatuses, carry out procedures, and collect specified data from a given set of appropriate instructions.
S.III.B.3
Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.IV.A.1
Recognize how scientific discoveries are connected to technological innovations.
S.IV.B.1
Understand how scientific research and technology have an impact on ethical and legal practices.
S.IV.B.2
Understand how commonly held ethical beliefs impact scientific research.

Social Studies:

SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2
 Analyze ethical issues in historical, cultural, and social contexts.
SS.II.B.6
 Analyze how individual and group identities are established and change over time.
SS.III.A.2
 Connect regional or local developments to global ones.
SS.III.B.1
 Apply social studies methodologies to compare societies and cultures.
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.V.C
Design and produce an effective product.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.

Mathematics:

M.I.A.2
Perform computations with rational and irrational numbers.
M.I.A.1
Compare relative magnitudes of rational and irrational numbers, and understand that numbers can be represented in different ways.
M.I.C.1
Select or use the appropriate type of method, unit, and tool for the attribute being measured.
M.IV.C.1
Use probability to make informed decisions.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.A.4
Justify the solution.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.1
Analyze given information.
M.VII.A.3
Determine a solution.
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.D.1
Interpret results of the mathematical problem in terms of the original real-world situation.
M.VIII.C.2
ate and use representations to organize, record, and communicate mathematical ideas.
M.VIII.C.3
Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
M.VIII.C.1
Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.VIII.B.1
Model and interpret mathematical ideas and concepts using multiple representations.
M.VIII.A.1
Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
M.VIII.A.2
Use mathematical language to represent and communicate the mathematical concepts in a problem.
M.VIII.A.3
Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.VIII.B.2
Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
M.IX.A.2
Connect mathematics to the study of other disciplines.
M.IX.A.1
Connect and use multiple key concepts of mathematics in situations and problems.
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