This lesson demonstrates to students that creativity is used around the world in practical applications as well as in the arts. Creativity and imagination play an important role in architecture everywhere as people use factors in their environment and lifestyle to determine how and where to build homes.

Before the lesson: Ask the students, "Is art like painting, sculpting or dance the only way people demonstrate creative ability? Do you think it takes creativity to build buildings like your school or home? Are homes alike everywhere in the world? In your neighborhood? Why?"

"Creativity and Inventions"
The lesson starts by presenting an absurdly complicated machine that gets something from point A to point B in the least direct method. Students are told to start the machine by pushing the "ON" button while standing on one foot and touching their nose with their other hand to unlock the door. We are introducing the concept of creative thought that goes into inventions of all kinds.

"Meet Betsy Beaver"
A cartoon character, Betsy Beaver, will lead students through this lesson. She introduces the concept of how people use creativity to make our lives easier through their inventions and innovations.

"Learning to Invent"
Touch-screen activity - Different scenarios of children are presented on the Learning Station for students to choose and discuss. Each child has a problem or situation that could be made easier by an invention. FasTracKids are instructed to use their imagination and creativity to think about what invention would solve each problem. Instruct students to choose a scenario and describe what he/she thinks the solution or invention would be, using a full sentence. Then, after explaining the resolution, the student chooses the image again to learn the answer. The students' answers may or may not be the same as the one provided by the Learning Station. Remind students that there is rarely only one way to solve a problem. Encourage the students to create as many solutions as possible to each situation.

"The Wheel Chair"
An example of combining existing objects to create a new one is presented to show students how products or inventions can always be improved upon. Remind students that many creative inventions lead to new and different ones all the time. This leads into the next touch-screen game.

"The Invention Game"
Touch-screen activity - A variety of objects are presented on the Learning Station. Students must use their creativity to combine two or more objects to invent something new. Remind students to use their imagination and that the object does not have to be 'real', but can be a fantasy toy or tool. Each item can be dragged to the center of the screen while students explain their choices. The teacher may want to give an example to get them started, such as adding wheels to a shoe to make roller skates.

"The Beaver Home"
Betsy Beaver shows the students how beavers use their creativity and objects found in their environment to build homes that suit their particular needs. This example introduces the concept of how people apply imagination and creativity to build homes around the world that suit lifestyles and environments. Students will next travel to worldwide locations to examine different creative architectural styles of homes.

"Homes Around the World"
Hands-on activity - Provide students with the map and house icons (on your disk) to complete as you visit each location on the Learning Station. The dialog will instruct students to place each house icon on the correct location on their maps as each place is discussed. If available, provide a globe to locate the different stops on this journey to different homes, as you may want to point out the proximity of each location in relation to your school. The first stop is Venezuela. Students are told to touch the image of Venezuela to take them there. Native homes called palafitos are discussed. Why are they built this particular way? Students must use their imagination and deductive skills to determine why someone would want a home so near the water. Talk about the benefits of this style. Encourage students to listen to the questions and information presented by the dialog and think about their answers.

The next stop will be the extreme northern region of Canada. Students choose this location on the Learning Station map. This will advance the lesson. Igloos are presented as another unique style of creating a living space using the resources immediately available. Talk about how it would be to live in an igloo.
Hands-on activity - students are instructed to build their own igloos using materials provided by the teacher. This is easiest accomplished with blocks of styrofoam glued together. If styrofoam is unavailable, use lightweight blocks or sugar cubes (effective, but messier). Talk about how different it would be to live in an igloo compared to the students' homes.

The nest stop is Siberia. Locate this country between China and Russia on the globe. Encourage students to listen carefully to the dialog as information is presented about a nomadic lifestyle. Then encourage students to compare these homes to tents they may have used. Talk about the creativity that fostered this practicality.

Hong Kong is the next stop on the Learning Station journey. Because the previous locations have been rural, a densely populated city is examined. The concept of many people trying to live in a limited space is presented for students to consider.
Hands-on activity - Divide the class into teams of problem-solvers. Provide stackable blocks to represent houses and a piece of paper to represent the land mass available. The goal is to find a way to fit all of the houses on the space provided. Be sure to give students an amount of blocks that will force them to stack, thereby creating apartments. Some students may not be familiar with apartment living. Talk about their solutions. Are they practical? Are they realistic? Did the students use their problem-solving skills?
Optional additional activity - This activity can also be accomplished as a two-dimensional cut and paste project. Provide a large number of squares for student to paste on a piece of paper to create a neighborhood. Talk about the different aspects of their placement. Are the houses crammed together in tight rows? Would this be practical? Look at all the options possible. If time allows, conducting both experiments will reinforce the thought process required to solve this problem.

"Choose A House"
Touch-screen activity - A variety of homes are presented on the Learning Station as icons. These choices are: houseboat, castle with a moat, ancient cliff dwelling (Mesa Verde), log cabin, grass and mud hut. Students choose an icon to discuss as directed by the dialog. After their discussion, students choose again to hear more information about each dwelling. When chosen, the icon image will appear full screen. Questions are also presented by the dialog for the students to answer. When touched again, the lesson returns to the icon screen for another choice. Remind the students to present their opinions using full sentences and clear voices. Encourage the students to evaluate the pictures closely so they can answer the questions.

"Build Your Own House"
Hands-on activity - Students are instructed to build their own houses using materials immediately available from their environment, the classroom or school. Teachers may want to have additional materials available to allow the students more creative freedom. Do not present the materials, rather let the students 'find' them. Suggested items - different sized blocks, cardboard pieces, sticks or branches, rocks, shells, leaves, etc. Encourage students to explain about their choices of materials.

"Occupations"
Different occupations are presented for the students to consider. Those presented on the Learning Station are a tiny representation of the occupations students may be familiar with. Encourage the students to talk about different things they like to do and how it could become their vocation.

"When You Grow Up"
Touch-screen and videotaping - On the Learning Station are images of children role-playing or pretending different occupations. When each image is chosen, it will appear full screen with more detail pertaining to the career choice. Students are instructed to choose one to talk about IF it is one they would consider when they grow up. They also have the option of talking about a vocation that is not shown as a choice. Encourage students to express their own opinions, stating what they think they would like to be and why. An occasional student will state he/she doesn't know. Encourage this child to talk about a 'maybe' or even a career choice they would NOT make. Videotape their presentations, encouraging them to use their imagination.

"When You Get Home"
Before students go home, review the different locations as shown on the maps they completed. Review the names of the houses and the countries. Encourage students to show their maps to their families and explain why different people use their creativity to build homes different ways.

Supply List for Activities
Map matching one used on Learning Station (on disk)
Icons of dwellings to cut and attach to map as discussed (on disk)
Styrofoam pieces, blocks or sugar cubes to build igloo
Piece of paper to represent limited land to build upon - blocks to stack as apartments
Optional - cutouts of houses (squares) to glue onto paper to create a neighborhood
Misc. materials for teams to build houses - a variety of objects such as paper, blocks, straws, macaroni, small pebbles, etc.
"Today I Discovered" - parents handout
video tape