Critical reading is an essential skill to analyze research papers. This pathway dissects each section of an article to help the learner understand its logic and structure.
Learn strategies for solving everyday problems and making thoughtful, well-informed decisions.
Lessons include: (1) What is Critical Thinking?. Learn more about critical thinking and how you can use it in everyday life. (2) Why is it So Hard to Make Decisions?. Making decisions isn't easy. Learn how stress, bias, and other psychological factors can impact the decisions we make every day. (3) Decision-Making Strategies. Learn some simple strategies for making decisions more easily. (4) Using Brain Teasers to Build Critical Thinking Skills. Learn about how brainteasers work and how they can help you improve your critical thinking skills. (5) Navigating Today's Health Crazes. Learn about why health crazes become popular and how you can use critical thinking to determine if they're effective. (6) How Critical Thinking Can Change the Game. Learn how Dick Fosbury used critical thinking to reinvent how we approach the high jump today. (7) Logical Fallacies. Learn about some of the most common logical fallacies.
This lesson plan examines methods of critiquing and review films based on elements of sight and sound. Included in the lesson plan is an overview, practice, objectives, resources, preparation, and more.
This site from Cuesta College provides both in-depth definitions of fact and opinion, and several clear examples of each.
How can I create a social media presence that represents the real me? Social media gives us a chance to choose how we present ourselves to the world. We can snap and share a pic in the moment or carefully stage photos and select only the ones we think are best. When students reflect on these choices, they can better understand the self they are presenting and the self they aim to be. Approximately 50 mins.
LESSON OBJECTIVES: Describe how their curated self may or may not represent their real self. Analyze the benefits and drawbacks of representing different parts of their real self online. Create an avatar that represents both their real and curated selves.
Curriculum Activity Objectives. With the acquisition of the GenYES program, Ohio users should contact support.infohio.org or their ITC for questions and support for GenYES Ohio.
This site is a guide to help students analyze visual media. Further research questions included.
The goal of this experience, created by Project Lead The Way ( PLTW), is to develop a STEM mindset while learning the basic concepts of encryption and decryption. Learners build and use their own cipher wheel to create a secret message as they explore basic cryptographic algorithms.
Estimated time required: 1 class period.
Technology required for this lesson: Laptop/Desktop, Smartphone, Tablet.
Kids InfoBits article from Muse by Peg Lopata.
With a cardboard box, Daniel imagines that he is an astronaut on an adventure through space. Remind kids to use their imaginations to create pretend worlds. Ordinary objects can be turned into anything! Included is a link to a supplemental activity. [3:44]
Playing dress up can help develop imagination and creativity. In this game, put together fun and creative outfits for Daniel Tiger and his friends.
Daniel imagines taking a ride on a leaf blowing in the wind. Dad reminds Daniel that his ideas are unique. Help kids understand that their imaginations and ideas make them special. Included is a link to a supplemental activity. [1:54]
Daniel imagines that Tigey comes alive, and together they play and sing on a farm. Encourage kids to pretend and involve their toys. Their toys can play any role too! Included is a link to a supplemental activity. [1:07]
Daniel and Katerina are playing train with an engine, the cars, and the caboose. Daniel imagines that he is a real train engineer. Teach kids to use a variety of resources and their imaginations to create a pretend world! Included is a link to a supplemental activity. [1:33]
After seeing all the different ways that his friends play with the cardboard box, O decides to join in the fun! Encourage kids to play with ordinary objects and turn them into anything they desire! Included are links to supplemental activities. [2:12]
Daniel imagines that he is Super Daniel and helps the friendly dragon reach some apples. Teach kids to make-believe! They can be anything they want and they will learn about the responsibility of other roles while having fun. Includes a link to a supplemental activity. [1:22]
Daniel imagines that he is flying through the sky to bring Dad his lunchbox! Remind kids that pretend play allows them to be anyone or anything that they want to be. Included is a link to a supplemental activity. [2:40]
Instructional Materials Reviewer Summer Workshop
Should the government have access to all your social media and cellphone data? Often, the more information we have, the better decisions we're able to make. The power of data can benefit both individuals and governments. But who can be trusted with the responsibility of having all this data? Can governments collect and use it fairly and without violating our privacy? Help students think through this question and become thoughtful influencers of data policy and practice. Approximately 55 mins.
LESSON OBJECTIVES: Identify the pros and cons of schools having access to students' social media. Describe the concerns related to government access to social media and cellphone data, including those related to free speech and privacy. Choose a position for or against government access to social media and cellphone data, and support that position with reasons and examples.
In this life science-focused activity, students will pretend to have internships as environmental scientists as they research why exactly water is essential for life. They will collect and analyze data to help them calculate about how much water they use on a daily basis and consider where cuts can be made. Following the virtual experience, students will calculate approximately how much water each person would need per day to survive on Mars. They will consider how much of this water could be reused, and they will determine how much water the people on Mars need to survive until the shuttle returns from Earth. Student groups will ultimately develop a plan that maps out water use until the shuttle returns, and they will review each other’s ideas as they search for the most efficient and realistic plan.
Estimated time required: 2-3 class periods.
Technology required for this lesson: Laptop/Desktop, Smartphone, Tablet.