Curriculum/Grades4-6/Critical Thinking

Product Description
These lessons cover teaching Critical Thinking Core Concepts and Applications to Grades 4-6. The lesson modules below have been successfully used in several After School programs for these grade levels. They can also be inserted into school day lesson plans.

Usage
All current modules are described below. Clicking on module titles will take you to lessons and activities for each topic. Currently our curriculum is aimed at fourth through sixth-graders, but we are actively working to expand its scope to the entire K-12 range. Modules are updated frequently, so feel free to check back periodically for new resources.

Installation or Access
Each of the modules link to a set of files which can be freely downloaded and distributed among teachers and selected parts to students as desired..

Support
Please check the forum for community support for the most timely response. Official support is provided by email: info@ctfoundry.org.

Project
This project is completed, but enhancements can be requested in the forum.

Lessons
These lessons present critical thinking competencies, applications, and metrics as their own subject.

Objective and Subjective Claims
20 to 45 minutes. Students learn that a claim is saying something is true, a subjective claim can be true for some people and false for others at the same time, and an objective claim must be true for everyone or false for everyone.

Evaluating Objective Claims
10 to 30 minutes. Students learn that all objective claims can be evaluated as probably true, probably not true, or not enough information to say.

What Are Facts?
20 to 40 minutes. Students learn that a fact is an objective claim that is true.

Why We Can Never Be 100% Certain That Something is a Fact
10 to 20 minutes. Students learn why we can never be 100% certain something is true using a convincing optical illusion.

What's In the Envelope?
10 to 20 minutes. Students evaluate an extraordinary claim about the contents of an envelope.

Classifying Evidence
60 to 90 minutes. Students learn about different ways to classify evidence such as direct versus indirect, physical versus remembered, first-hand versus second-hand, expert versus amateur, and casual versus scientific.

Using Sound Methods
10 to 20 minutes. Students learn the basic concept of a method and how it helps to ensure reliable results regardless of who does it, when it is done, or how many times it is done. Students also learn what makes some methods better than others, including clarity, simplicity, completeness, and not relying on memory.

Creating Sound Methods
60 to 120 minutes. Students learn the basic concept of a method and how it helps to ensure reliable results regardless of who does it, when it is done, or how many times it is done. Students also learn what makes some methods better than others, including clarity, simplicity, completeness, not relying on memory, and transferrability. Students try solving problems with methods of varying quality and evaluate the results.

Understanding the Scientific Method
In this module, students learn how reliable evidence is generated by systematically testing their ideas (hypotheses) about the causes of various phenomena, such as the fizzing of a liquid or how a card trick is performed.

Understanding Probability
In this module, students learn basic concepts about probability, including what happens to the likelihood of a fact claim as you make repeated observations that support or refute it. Students also learn how anchoring, framing, confusing relative and absolute risk, and misestimating chances can lead to poor decisions and false conclusions.

Knowing Your Thinking Errors
In this module, students learn to identify and avoid common thinking errors, such as only looking for or remembering evidence that supports a claim but none that refutes it, letting feelings cloud your judgment, assuming memory is infallible, confusing coincidence with cause, thinking that unlikely events have special meaning, and coming to a conclusion based on anecdotes.

Evaluating Claims from the Internet
In this module, students learn to apply critical thinking skills to determine the likelihood that a fact claim encountered on-line is true. Students practice finding and evaluating fact claims on the internet by considering the source of the claim, the recency of the information about it, and evidence about the claim from independent sources.

Evaluating Claims about Conspiracies
In this module, students learn to evaluate the likelihood that a given claim about the existence of a conspiracy is true. Examples of both well-established and discredited conspiracy claims are discussed. Students consider factors including the existing expert consensus opinion, the source of the conspiracy claim, and the number of individuals required to accomplish the conspiracy.

Evaluating Claims about Special Powers
In this module, students learn to apply critical thinking skills to determine the likelihood that a claim about special powers, such as mind reading, telekinesis, or clairvoyance is true. Students participate in teacher-led demonstrations of special powers wherein the teacher lets the students know up-front that the demonstration is a deception. Students then have the opportunity to test their hypotheses about how the deception was accomplished before the teacher reveals the trick.

Evaluating Political Claims
In this module, students learn to evaluate the likelihood that any given claim made by a political candidate or elected official is true. Activities center on identifying specific fact claims and applying critical thinking skills to both identify the evidence required to evaluate the claim and then assessing available evidence to determine the probability that the claim is true.

Outcome Measures
This module contains pre- and post-tests to gauge students’ mastery of core critical thinking competencies.