Odyssey
of the Mind
Odyssey
of the Mind
Odyssey of the Mind Unit Plan
Students analyze Odyssey of the Mind problems and brainstorm possible solutions. The ideas generated are synthesized into a collaborative presentation designed to earn maximum scores for creativity as outlined in the problem.
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Measurable Learner Objectives |
Grade Level Expectations |
Depth of Knowledge |
Show-Me Standards |
Show-Me Goals |
Level of Bloom’s |
Instructional Strategies/Student Activities |
Assessments |
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1. Students will solve divergent problems. |
CA R3A SC Strand 7 1A |
2,3,4 |
CA 3 SC 7 |
3.1. 3.2 3.3 3.6 3.8
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All |
*See below. |
Teacher observation Scoring guide Completed problem solution |
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2. Students will apply effective research skills to gather information needed to solve problems. |
CA IL 1A,B,C
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2,3,4 |
CA 4 |
1.4 1.8 2.3 |
Comprehension Application Analysis
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Teacher observation Completed graphic organizer |
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3.Students will cooperate with others to produce a collaborative solution |
CA L&S 1B,2A |
3.4 |
CA 6 |
2.3 4.1 4.4 4.5 4.6 |
Application Analysis Synthesis |
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Teacher observation |
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4.Students will write scripts, design and construct sets and props, perform/practice solution |
CA W3A, E CA L&S2A VA Str I 3B |
2, 3, 4 |
CA 1 CA 4 CA 6 FA 1 |
2.1 2.5 3.1
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Knowledge Comprehension Application Synthesis |
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Teacher Observation Completed problem solution Scoring guide |
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5. Students will analyze, evaluate and revise problem solution |
IL 2A MA D&P 2A |
3,4 |
CA 5 CA6 MA 3 |
1.5 2.2 3.6 3.7 3.8 4.1 4.5 |
Analysis Synthesis Evaluation |
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Teacher Observation Completed problem solution Scoring guide |
Instructional activities are not listed because
they will vary greatly from coach to coach and much is dependent upon
the specific long term problem the team will be solving.
New coaches or coaches with first year teams may want to read
suggestions below.
If you postpone the selection (and any discussion) of the Long Term
problem, you could spend some time teaching the team to think creatively
without risk of Outside Assistance.
One way to start by teaching teams the brainstorming rules found on page
12 of the Program Guide .(page 11-15) provides guidance on how to get
started.) It's helpful do some SCAMPER activities. It's a great way to
get the team to think of using materials in unusual ways and in
different combinations.
Next, you might want to introduce Spontaneous verbal problems. Division
I may need lots of time getting used to the idea of saying really
creative things. You may want to read several problems aloud together
and discuss what responses are common and which are creative and why.
Then you could read problems and have them write their responses and
score each other. You can decide when to begin having them do actual
spontaneous problems.
You can discuss creativity in terms of previous years Long Term
problems. Years ago many teams used togas as costumes for the "Ye Gods"
LT problem. This could be an opportunity to explain that togas would be
expected in that problem, and therefore using togas would not be very
creative.
Once you introduce the Long Term problems, your team roster is set AND
you must avoid giving the team your views on what is creative, unless
you are discussing Spontaneous.
If you have questions, concerns, or any help getting started, contact
Linda Owen at 314-837-2971 or email at
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© 2008 Missouri Creative Achievements in Problem Solving
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