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Building Critical Thinking Unit
Building Critical Thinking Unit
Kristin R. Sloter
Notre Dame College
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Building Critical Thinking Unit
UNIT PLAN
Unit Title: Floodwall Proposal to Mayor Grade Level: 3 Subject(s): Social Studies & Science Time Frame (estimate): 15 Thirty-minutes sessions
Problem Statement: As Mayor Newell of Parkersburg, WV, you are asked to support the building of additional floodwalls around the city. Considering economic, environmental and tourism factors, should you support the proposal? Description of What the Unit is About: Taking the position of the Mayor, students will investigate the aspects involved in city planning, spending and decision-making. The students will have a greater understanding of city government and flooding/ flood prevention through research, field trip, interviews and technology use. By the end of the research, students will share their data with one another and after discussion arrive at a recommendation.
Student Outcomes:
1. Students will be able to identify and describe the roles of city officials
2. locate area of flood risk based on a map
3. arrive at a solution based on evidence provided
4. evaluate the credibility and usefulness of data and sources
5. state and defend positions with evidence and sound argument using multimedia
6. organize information from various resources to support central ideas
7. think metacognatively about the process involved in drawing a conclusion
MI
Verbal Visual Existential Logical Naturalistic Kinethetic Musical Interpersonal Intrapersonal
Technologies
Computer
iPad
Internet
Word
PowerPoint
Mimio
Inspire Data
Inspiration
Digital Camera
Online Surveys
ISTE*S Std
Students are proficient in the use of technology
understand ethical,
societal, and cultural issues related to
technology
use technology to enhance learning,
promote creativity and increase productivity
use a variety of media
and formats to communicate
information effectively
use technology tools to locate, evaluate, and
collect information from a variety of sources
use technology to process data and
report results
use technology for solving problems and
making informed
Content Std
Students will explore science careers in the
community
recognize that developing solutions to problems takes
time, patience and persistence through
individual and cooperative ventures
support statements with
facts found through research from various
sources, including technology
interpret data presented in a
table, graph, map or diagram and use it to
answer questions, make predictions/ inferences
based on evidence
explore erosion of different materials by water and wind
identify geographical
features using or map.
cite examples of the uses of science and technology in
common daily events and in the community
explain a simple problem
and identify a specific solution describing the use of tools and/or materials to
solve the problem or to complete the task
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Building Critical Thinking Unit
listen to and be tolerant of different viewpoints by
engaging in collaborative activities and be willing to
modify ideas when new and valid information is
presented
analyze the relationship between government
taxation and the provision of public services
recognize geographic
features
relate how people affect and are affected by the various elements of the
environment
organize information from various reference sources
to prepare short reports and presentations.
identify examples of
concepts of the common good
evaluate the importance of
government in the community and state
Materials http://www.surveymonkey.com/s/3SPN5T3 (Public Opinion Survey) http://www.surveymonkey.com/s/3RBLLP9 (Thinking About Thinking) Chart Paper Computers with internet access iPads with wifi Floodwall Project Log (on network) Interactive Whiteboard Projector InspireData program Kidspiration program Digital Cameras PowerPoint
Intelligences
Intrapersonal Interpersonal
Existential Visual Logical
Naturalist Verbal
Kinesthetic
Learning Activities Task #1: Introduction to the Topic
Introduce the topic and explain their role as Mayor Newell.
Create a KWL chart on chart paper to discuss city government, flooding, floodwalls
Assign groups (3 groups of 5 members) and their focus area (either economic, environmental, or tourism/business). Designate a recorder.
Ask students to take go to a computer and go to the FLOODWALL PROJECT folder on the network designated for their group and begin to fill out the Project Log A: What is this case about? KWL chart
Intelligences
Verbal Visual Logical
Interpersonal Existential
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Building Critical Thinking Unit
Task #2: Beginning Your Investigation
Using the computer, asks students to return to their folders on the network and move on to Section #1 Beginning Your Investigation
Ask the recorder to enter the data.
Move on to Sections 2 & 3 Task #3: Beginning Your Research (2 days)
Using the computer, asks students to return to their folders on the network and move on to Project Log B: Beginning the Search for Information and fill out sections 1 & 2
Each student may get paper and label with research information (from section) and their own iPad and begin researching
Students will be taken to the library for print data collection on Thursday Task #4: Organizing the Data
Using the Mimio, show students how to create an online bibliography using http://www.bibme.org/
Students create a group bibliography to be added to their presentations later Task #5: City Officials (2 days)
List the following positions on the board; students define of job duties and who Parkersburg officials of those positions are Mayor, Public Works Director, City Engineer, Development Director, Finance Director, City Council Members
Each student will research independently on their iPad
As a group, students will generate a database on Inspire Data that will include job title, job description, name, and contact information for the City Officials
With their individual iPads, students will create a concept map of the jobs as a class on Dabbleboard.com
Task #6: Interviewing the Experts
Ask the students to complete step #4 in Project Log B on the computer
Review their questions before allowing them to contact via email
Students must complete Contact Log Task #7: Compiling Information
The members of the group must compile their information; to be completed on #5 in Project Log B
Evaluate the resources in section #6 in Project Log B Task #8: Visiting the Existing Floodwalls
Students will take a field trip to the existing floodwalls
Each group will take photographs of wall, surrounding landscape, surrounding businesses
Group note-taker to jot thoughts as they tour the area noting their area of concentration (Economic, Environmental, or Tourism/Business)
Interpersonal Verbal Logical Visual
Interpersonal Verbal Logical
Naturalist
Visual
Logical
Verbal
Visual
Logical
Naturalist
Verbal
Visual
Logical
Naturalist
Interpersonal
Verbal
Logical
Interpersonal
Verbal
Visual
Logical
Naturalist
Interpersonal
Kinesthetic
Visual
Verbal
Naturalist
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Building Critical Thinking Unit
Task #9: Flood Maps
Teacher will display a Flood map of Parkersburg, WV and class will discuss where flood-prone areas are and where existing flood walls are
Using an iPad within their groups, the groups will further explore the maps and decide where more floodwall might be needed
Project image again and allow class discussion of floodwall placement and draw on the map using Mimio software
Task #10: Compiling Research (3days)
Gather as a group and fill out Problem Log C: Building a Solution
Group members will organize their information in a concept map on Kidspiration
Group members must compile all research, images/photographs, bibliography to create a presentation on PowerPoint to be shared with the class (be prepared to answer questions from the class)
The presentation should make a valid and supported argument based on their area of concentration
Task #11: Power of the People
Class discussion of the power of the people to voice their opinions and vote
Homework: Students must go online and have their parents fill out a survey
Results will be published by the teacher
Task #12: Preparing Your Recommendation
As a group students will discuss the recommendations and information presented by all the groups
Individually, students must fill out Problem Log D: Preparing Your Recommendation
Indiviually, students must go online and fill out the survey: Thinking About Thinking
Visual Interpersonal
Logical Naturalist
Naturalist Existential
Interpersonal Verbal Logical Visual
Verbal Interpersonal
Interpersonal
Verbal
Logical
Existential
Visual
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Building Critical Thinking Unit
Assessments
POWERPOINT PRESENTATION RUBRIC
ITEM EXCELLENT VERY GOOD SATIFACTORY POOR
4 Points 3 Points 2 Points 1 Point
Content
Content demonstrates a
logical, thoughtful progression of
ideas. Information is accurate.
Content demonstrates
logical progression of thought.
Information is accurate.
Content somewhat lacks a logical progression of
thought. Information is not all accurate.
Content is not logical. Information has several errors.
Layout
The layout is ascetically pleasing. The layout shows a
clear and logical flow of
information.
The layout is structured and
somewhat clear. The layout shows a
logical flow of information.
The layout has some structure but
appears cluttered. The layout may not show a logical flow
of information.
The layout is without structure and is confusing. There is no use of
logical progression.
Images
The images provide visual connections that enhance the content. Images
are the proper size, nicely cropped, and
have a clear resolution.
The images are appealing and enhance the
content. Images are mostly the
proper size, nicely cropped, and have a somewhat clear
resolution.
The images do little to enhance the
understanding of the content and may be unrelated. Images
are too large/small, poorly cropped, and
have a fuzzy resolution.
The images do not enhance the
content and in fact detract from
understanding. Images are too
large/small, poorly cropped and are
fuzzy.
Oral Presentation
Presentation was clear, in an
acceptable order, and used complete
sentences. Presenters spoke clearly, correctly,
distinctly. Presenters confidently
handled questions from the audience.
Presentation was mostly clear,
orderly, and used complete
sentences. Presenters spoke
mostly clearly, correctly, and
distinctly. Presenters handled questions from the
audience.
Presentation was not entirely clear, in
order, or use complete sentences. Presenters were not precise or accurate and did little to be distinct. Presenters were not entirely
comfortable answering questions from the audience.
Presentation was not clear, in order or have complete
sentences. Presenters were not
prepared. Presenters were unable to answer
audience questions.
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Building Critical Thinking Unit
Teamwork
Teammates met all deadlines;
contributed relevant
information; balanced listening with speaking; and
performed all duties.
Teammates met most deadlines;
contributed mostly relevant
information; did not always balance
listening and speaking; and
performed nearly all duties.
Teammates had some late work; contributed little
information; were not an active,
productive participants; and performed few
duties.
Teammates were missing
assignments; did not share
information with the group; and duties were not
distributed.
COOPERATIVE GROUP RUBRIC
ITEM EXCELLENT VERY GOOD SATIFACTORY POOR
4 Points 3 Points 2 Points 1 Point
Meets Deadlines All work handed in
on time. Most work on time
Many late assignments
No work handed in
Contibutes Contributes a lot of
relevant information
Contibutes information that is somewhat relevant
Contributes little information
Does not contibute
Cooperates
Always cooperative and balances speaking and
listening
Usually cooperates but may talk too
much but is a good listener
Seldom cooperates, talks too much,
doesn't allow others to speak
Never cooperates, always talking, never
allows others to speak
Duties/ Responsibilities
Performs all duties, always does work
without being reminded
Performs nearly all duties with seldom
reminding
Performs few duties amd needs constant
reminding
Doesn't perform duties and relies on
others
Fairness Total team player Usually considers other viewpoints
Often sides with friends and doesn't
consider all viewpoints
Always wants things their way
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Building Critical Thinking Unit
CONCEPT MAP RUBRIC
ITEM EXCELLENT VERY GOOD SATIFACTORY POOR
4 Points 3 Points 2 Points 1 Point
Structure Stucture is aligned
with goals and content
Structure is nor aligned with goals
and content Lacks any structure
Missing information or incomplete
Branching Branching is clearly
depicted
Branching is complete but not
clear
Branching is imcomplete
No branching
Ease of Use Easy to follow and
understand Easy but could be
clearer Difficult to follow Cannot be followed
Information Information is
thorough Information lacks
detail Missing information Incomplete
DATABASE RUBRIC
ITEM EXCELLENT VERY GOOD SATIFACTORY POOR
4 Points 3 Points 2 Points 1 Point
Structure Structure is aligned
with goals and content
Structure is nor aligned with goals
and content Lacks any structure
Missing information or incomplete
Content Content is
descriptive and accurate
Content has a few errors but is
complete
Content is missing information
Content is incomplete
Field Headings Headings are
concise Headings are vague
Missing some headings
Lacks headings
Information Information is
thorough Information has
gaps Missing information Incomplete
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Building Critical Thinking Unit
Example of InspireData Database
Example of Image of Flood Map
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Building Critical Thinking Unit
Example of Email to City Official
Example of http://www.dabbleboard.com Concept map
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Building Critical Thinking Unit
Example of Kidspiration Concept Map
FLOODWALL PROJECT 1
Problem Log A: What is this case about?
From what you know so far list the facts that are presented about the ECONOMIC factors. Sometimes you need to have more facts that are not provided when you first take on a case. List any additional facts that you would need to have to help you solve the problem. Add rows as necessary.
FACTS I KNOW FACTS I NEED TO KNOW
1. Beginning Your Investigation
You need a deeper understanding of the issues in the problem before you can recommend solutions. These questions can help you think about possible issues.
How much does it cost to build a floodwall? Does geography have an influence on the problem? Which city officials would have an expert opinion about the problem? How would be pay for new construction? Who would be in charge of the construction? Would it affect insurance rates? How much damage has recent flooding cost the city?
List five questions you should answer in order to get a better understanding of the problem.
QUESTION ACTION RESOURCES WHO? 1:
2:
3:
4:
5:
FLOODWALL PROJECT 2
2. Action Plan for Research
Successful investigators make a plan of action to investigate a case. That way they do not leave anything
out, or spend time looking for things that do not help solve the problem.
Next to each of your questions in Step # 2 above, list the actions you need to take, the resources you
could use, and who in the group will take responsibility for each of those actions.
3. Thinking about Your Thinking (Metacognition)
Your stake in this case comes from being (your role).
Thinking economically, what skills or attitudes will you need to bring to the investigation of this
problem?
As a representative of the city’s people, what skills or attitudes will you need to bring to the
investigation of this problem?
Expert problem solvers frequently examine their own thinking. One thing they want to keep checking
on is their own bias. Bias is defined as a personal opinion, preference or prejudice.
Why is it important to know what biases you bring to the investigation of a problem?
What are your personal biases as you approach this problem?
FLOODWALL PROJECT 3
PROBLEM LOG B – Beginning the Search for Information
1. Deepening Your Understanding of the Problem
To begin your investigation, choose one of the questions you identified in Problem Log A. Clearly state
the question you want to answer. If the question seems big and complex, break it into smaller
questions. Answering the smaller questions might answer the bigger question.
Teammate #1 question:
Smaller questions:
Teammate #2 question:
Smaller questions:
Teammate #3 question:
Smaller questions:
Teammate #4 question:
Smaller questions:
Teammate #5 question:
Smaller questions:
FLOODWALL PROJECT 4
2. Searching the Internet
Many web sites may provide information about your problem. These sites can be found by searching
the Internet by using keywords or phrases. Select some possible key words or phrases and connect to
the Internet; use a variety of search engines, such as Ask Jeeves, Google, Lycos, etc. to look for sites.
Keywords or phrases:
Organizing the Information from Your First Internet Search
At the top of a sheet of paper, write the three lines found below. Copy the exact URL for the site you
are visiting after the line “Internet site.” Find the owner of the site, if you can, and add that information
after “Owner or controller of the site.” Then record information that helps to answer your question
after “Important information.” If you visit more than one Internet site, use a separate sheet of paper to
record information from each site.
Include the following data:
Internet site URL:
Owner or controller of the site:
Important information:
3. Searching the Library
Another more traditional source of information is to be found in the library. Using the same keywords
or phrases identified in the Internet search section to search by subject in the library catalog and
databases. Try to find at least one magazine or journal article, one newspaper article, and one book that
provide information. Ask our librarian, Mrs. Bargeloh, for help if you need it.
At the top of a sheet of paper, write the four lines found below. Use a separate sheet of paper for each
reference (magazine or journal article, newspaper article, book).
Title:
Author(s):
Publisher and date of publication:
Important information:
FLOODWALL PROJECT 5
4. Contacting experts or other knowledgeable individuals.
Many times, a quicker and more efficient way to find information is to contact experts or other
knowledgeable individuals directly, via telephone calls, email, or in person. Brainstorm a list of who
might be able to assist you with information on the ECONOMIC issues at hand; then find the contact
information for that person.
Suggested: Public Works Director, City Engineer, and Finance Director
Before you e-mail the contact, list the specific questions you are going to ask below, using the other box
to note the answers given. Use the template below to create a log sheet. Keep a separate log sheet for
each person you contact.
Person contacted
Occupation
Phone #:
email:
Date of contact
QUESTION ANSWER
FLOODWALL PROJECT 6
5. Summarizing What You Learned
After collecting relevant research and interviews, summarize what your group has learned by answering the question or questions you wrote down at the beginning of your search.
Your question (s):
Your information so far:
6. Thinking about Your Thinking (Metacognition)
Expert problem solvers make sure the information they use is relevant and reliable.
“Relevant” means that the information directly applies to or answers your question(s).
How did you decide if the information you discovered was relevant?
“Reliable” means that you can depend on the information to be true and without bias.
How did you decide if it was reliable?
FLOODWALL PROJECT 7
PROBLEM LOG C – Building Solutions
1. Thinking about Your Thinking (Metacognition)
Before you give your recommendation, think about what the stakeholders (the people who are effected by the problem- residents of Parkersburg). What do you think they would expect as to:
CLARITY: How will you make your work clear and understandable?
DEPTH OF UNDERSTANDING: What will you do to show them how well you understand the problem?
FAIRNESS: How will you show that you’ve considered all sides or issues in the case?
FLOODWALL PROJECT 8
Problem Log D: Preparing Your Recommendation
Real world problems have no simple solutions. Write your recommendation for resolving the issue
based on what you have learned from all sides. Then list the positive and negative consequences that
are likely to result from your recommendation.
Recommendation:
Positive consequences (Benefits):
1.
2.
3.
Negative consequences (including costs ):
1.
2.
3.
Tourism & Business Concerns
*Building a Floodwall
* People who want to visit the
river will not have and view
and not come
*Hotels and B&B’s will lose
views
* River-based activities will
be reduced
* Access to waterways will be
restricted
* Reduced number of access
points to the river
* Less fishing and boating
*
*
• The Ohio River
Sternwheel Festival
brings much money to
Marietta, Ohio every
year
• The city is flooded
with tourists not
water
• Boosts local economy
• Hotels, restaurants,
stores have many
buyers
*
• Total cost = $10 Million
• Increase the land use on the
river-side of the floodwall
by 6 times
• Built in hopes to increase
recreation draw to
Parkersburg
* Taxpayers will paid for 25%
of the cost to build
* Everyone in the area will
have to pay flood insurance
* Reduction in property
values
* A decrease in tourism =
decrease in sales
*More difficult train and
barge access
* Temporary increase in jobs
* Protection of property from
potential damages of floods
* Protected areas now
available to business
development
*
*
*Based on the data we found, we do not believe that additional floodwalls should be built.
*We are already paying out $10 million dollars to try to bring more tourists and additional floodwalls could decrease tourism as well as the additional millions to build more walls.
*The benefits of the additional protection and the potential increase in businesses do not outweigh the cost of flood insurance and the decreased access to the river.
References
Enslow, D. City of Sumner's Flood Protection Updates. Access City of Sumner
information for living, working and doing business in Sumner,
Washington. Retrieved March 9, 2011, from
http://www.ci.sumner.wa.us/Government/Flood_Protection_update.htm
Marietta Ohio Sternwheel Festival. Marietta Ohio Sternwheel Festival. Retrieved
March 9, 2011, from http://www.ohioriversternwheelfestival.org/
Murphy, J. (2009, July 14). Ground broken for Riverfront Park. NewsandSentinel.
Retrieved March 9, 2011, from
http://www.newsandsentinel.com/page/content.detail/id/519266.html
Savage, J. (2010, August 28). Permanent flood wall would be final nail in the
coffin for our town . Worcester News. Retrieved March 9, 2011, from
http://www.worcesternews.co.uk/news/local/8359018.Permament_flood
_wall_would_be_final_nail_in_the_coffin_for_our_town/
Signorini, R. (2011, February 12). Kittanning caught in new flood plain maps.
Pittsburgh Live. Retrieved March 9, 2011, from
www.pittsburghlive.com/x/valleynewsdispatch/s_722616.html