Thinking About the Box

Overview

In this Social sciences lesson, students practise creative thinking by exploring an ordinary classroom object in a new way and sharing ideas in a respectful discussion. The lesson supports learning about how people can hold different viewpoints and how ideas can develop when we listen and build on others.

Learning intentions

• WALT think creatively by looking at everyday things in new ways.
• WALT share ideas respectfully and listen without interrupting.
• WALT build on other people’s ideas by agreeing, adding, or improving.
• WALT use imagination to create something new or better from something ordinary.
• WALT reflect on how creativity can help solve problems.

Success criteria

• I can share my ideas respectfully.
• I can build on someone else’s thinking.
• I can use my imagination to create something new from something ordinary.
• I can explain why my idea might help or solve a problem.

Curriculum links

• Social sciences (Civics and Society / LAWS AND THE JUDICIAL SYSTEM): Students consider why people have different perspectives and how information and viewpoints can be shared and considered in a group discussion.
• Social sciences (Civics and Society / LAWS AND THE JUDICIAL SYSTEM): Students explore how a group process works when people survey viewpoints and listen to others’ ideas.
• Key competencies (Thinking): Students generate and develop ideas, using imagination to solve a problem or improve something.
• Key competencies (Relating to others): Students listen respectfully, take turns, and respond to others’ viewpoints.

Lesson structure (30 minutes)

1. 0–5 min · Watch and notice. Teacher plays a short “thinking outside the box” style video (chosen to be age appropriate) and pauses after the first message if needed. Students watch and jot three quick notes: main message, what surprised them, and what made them stop and think.

2. 5–15 min · Philosophy circle. Teacher sets the circle norms: no right/wrong answers, listen without interrupting, and it’s okay to change your mind. Students sit in a circle and discuss 2–3 teacher-chosen questions from the list, using sentence starters such as: “I think…”, “I agree because…”, “I’d like to add…”, “That made me think…”.

3. 15–25 min · Creative challenge: Think About the Box. Teacher introduces the task: choose one everyday classroom object and “think about the box” by looking at what it could do differently. Students select an object and complete the planning prompts:

• What could it do that it doesn’t do now?
• How could I make it better?
• Who else could use it?
• What problem could it solve? Then students share one idea with a partner (or teacher checks quickly in pairs to support all learners).

4. 25–30 min · Inventor’s Notebook reflection (or story). Teacher gives students 2–3 minutes to write quietly, then offers 1–2 volunteers to share. Students write an entry in the Inventor’s Notebook (recommended) including: what they invented, what inspired them, how it helps people, and why it is different; OR they write a short story beginning: “Everyone thought I was just an ordinary __________, until one day…”

Resources

• Short, age-appropriate “thinking outside the box” video (downloaded or ready to play in class)
• Notebook or lined paper for reflection and quick notes
• Sentence starter cards for the circle (optional)
• Timer (visible to students)
• Everyday classroom objects sample list on the board (pencil, chair, book, ruler, water bottle, desk)
• Inventor’s Notebook prompt sheet (optional)

Assessment

• Observe during the philosophy circle: students share respectfully, listen without interrupting, and use evidence from others’ ideas to build responses.
• Check planning and sharing in the creative challenge: students generate an idea that improves or repurposes an ordinary object.
• Exit reflection (last 5 minutes): look for at least one clear “invented idea” and a reason it helps or solves a problem.

Differentiation

• Support: provide a choice of object prompts and partially completed sentence starters (e.g., “I think it could… because…”). Allow drawing as well as writing for the planning stage.
• Support (discussion): offer a “pass” option in the circle and allow students to share their idea with a partner first before sharing to the class.
• Extension: challenge students to add two “build-on” features (e.g., “I will improve it by… and redesign it so…”), or to predict who would benefit and how.
• EAL/SEN: pre-teach or model key phrases (“I agree because…”, “I’d like to add…”, “That made me think…”) and use visuals for object ideas; reduce writing load by allowing brief bullet points before turning into full sentences.