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Building Critical Thinking Unit


Kristin R. Sloter

Notre Dame College

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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

Email

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

2


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

http://www.surveymonkey.com/s/3SPN5T3

http://www.surveymonkey.com/s/3RBLLP9

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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

http://www.bibme.org/

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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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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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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



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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CONCEPT MAP RUBRIC



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



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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Example www.bibme.com

http://www.bibme.com/

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Example of InspireData Database

Example of Image of Flood Map

10


Example of Email to City Official

Example of http://www.dabbleboard.com Concept map

http://www.dabbleboard.com/

11


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:


Smaller questions:


Smaller questions:


Smaller questions:


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:


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


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

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