These are example rubrics for measuring growth in CRITICAL THINKING. Rubrics are provided for K-5, 6-9 and 10-12.
Sun West Critical Thinking 10-12 High School Guidebook - please use the table of contents to navigate the guidebook. Also, we invite you to share resources you think would be suitable for this guidebook with any of the authors of this guidebook.
Sun West Critical Thinking Middle Years 6-9 Guidebook - please use the table of contents to navigate the guidebook. Also, we invite you to share resources you think would be suitable for this guidebook with any of the authors of this guidebook.
Sun West Critical Thinking Elementary K-5 Guidebook - please use the table of contents to navigate the guidebook. Also, we invite you to share resources you think would be suitable for this guidebook with any of the authors of this guidebook.
Set of posters and conversation starts for students to focus on Critical Thinking and Justifying their answers. Students provide the opportunity to evaluate.
This resource provides video about critical thinking (about 7 min). Students can then apply what they learn, visualize it and explore more links about it.
This is a great resourced for high school students to prepare for university!
Why Inquiry circles? The more kids learn, the mopre they wonder.
About This Workbook
The activity pages in the Critical Thinking
Workbook are meant to be shared and explored.
Use it as an electronic document or as worksheets.
You can either print off the pages and use them as
activity sheets, or you can edit them directly right in
the document on your computer.
Enjoy these fun and challenging critical
thinking activities that will get every
student thinking critically!
My goal was to bring 21st Century Competences with the focus of critical thinking into my Gr. 2 Math classroom. I show a droodle – an abstract drawing. I ask students to take a few moments and think about what it could be. Then they can discuss with a partner, and finally share what they thought. Afterwards we have a discussion around “right” and “wrong” answers – which is a common way to think around math. No one is wrong – these are all good ideas that could answer the question: What could this be?
My goal was to have grade 5-8 students incorporate critical thinking in their reader response journals, where they respond to text read independently during Guided Reading stations. I feel reader response journals encourage students to apply strategies taught in class when reading independently to improve their understanding of a variety of text. Our SLIP goal for the past two years focused on reading strategies, so I was also trying to build on the work we were doing for the West Colony PLT.
Students will explore organic farming, conventional farming, and biotechnology farming methods through a close read approach. Then they will dive deeper into the different production methods by creating a video that discusses the merits and faults of each production method. Lastly, they will write an opinion piece for an Agriculture Studies journal that explains their stance as to the best farming practices.
Saline soils are a major soil issue. In this video, we discuss how saline soils reduce plant productivity and what crops preform better in saline soils.
In this video Extension Specialist Adam Sisson helps us understand what crop scouting is. He gives us some in-field looks at diseases and discusses incidence and severity.
Students understand uses, sustainability, care, and development of crops
In our unit on forces and simple machines we incorporated
many different uses of technology. During our unit the students were
given an opportunity to work collaboratively and think critically. After
learning all about simple machine and forces, my class had to
collaboratively design a fair test that would explore one of type of force.
Each group created a fair a test and designed and collected materials to
carry out this experiment. They also had to create a tool to record their
results. During their experiment we had 3 adults with iPads who walked
around the room videoing as the students explained their findings. This
allowed us to check their understanding at this point.
Some ways we used technology throughout this unit
- Used as an instructional tool
- Students used to share their results
- Shared results through pictures and videos
- Present Data
- Generate class discussions
- Final Assessment (students created a PowerPoint)
A brief description of how I organize and plan my cross curricular class for grade 3/4 that is a mix of science, social studies, art, and health. Could be done with any grade level.
This video illustrates how a change in the price of one good affects the quantity demanded of another good (complement or substitute).
In this example, students learn how to read a topographic map and understand map contours. This resource is from PUMAS - Practical Uses of Math and Science - a collection of brief examples created by scientists and engineers showing how math and science topics taught in K-12 classes have real world applications.
Students explore the idea of crossing boundaries through bilingual, spoken-word poetry, culminating in a poetry slam at school or in the community.
Students practice crossing from one family to the next in counting forward with this concentration game.