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Empowering Creative and Critical Thinking With Project-Based Learning

by Greta Sandler & Stephanie Howell
written by Greta Sandler & Stephanie Howell

Project-based learning (PBL) is more than just a teaching method; it’s a dynamic approach where students actively engage in real-world and personally meaningful projects. This immersive experience helps them develop crucial skills like critical thinking, problem-solving, and collaboration. By grappling with complex challenges, students learn to analyze information, evaluate solutions, and make informed decisions. PBL also sparks creativity as students explore innovative approaches and generate unique solutions to real-world problems.

The Gold Standard PBL model provides a valuable framework to ensure effective implementation of PBL. This model outlines key elements that contribute to impactful PBL experiences. 

Let’s explore these elements and discover how they can empower your students.

Gold Standard Project-Based Learning Elements

1. Challenging Problem or Question:

Students should be presented with a challenging problem or question to engage them in the project.   

    A successful PBL experience begins with a compelling challenge—a problem or question that sparks students’ curiosity and drives them to seek solutions. This challenge should be connected to learning goals and student interests. This challenge, often framed as a driving question, guides student inquiry and fuels their desire to learn.

    • Developing Questions provides a framework to help users formulate powerful questions that can drive action and change. It breaks down the process of question development into key components: Question, Who, Action, and For.

    2. Sustained Inquiry:

    PBL thrives on inquiry. Inquiry is the process of asking questions and seeking answers. Students need to be able to ask good questions, delve into research, explore different perspectives, to learn and develop critical thinking skills.

      • “We Are Detectives” guides students in learning how to evaluate the reliability of online information. Through the lesson, students gain an understanding of the importance of critically examining online sources. They learn to identify who created the information, the purpose behind it, any potential biases, and key markers of credibility.

      3. Authenticity:

      PBL activities should be authentic, which means they should be relevant to students’ lives and interests.    

        PBL experiences should be authentic, mirroring real-world situations and connecting to students’ lives. This could involve addressing local community issues or tackling problems related to their personal interests.

        • The Three Whys has been adapted from Project Zero. The 3 Whys framework encourages students to explore the significance of a topic or question on three levels: personal, local, and global.

        4. Student Voice and Choice:

        Students should have a voice and choice in how they learn and how they demonstrate their learning.  Empower them to contribute to project selection and choose how they want to learn

        In PBL, it’s important to give students a voice and choices in their learning. This means letting them have a say in how they learn and how they demonstrate what they’ve learned. When students have choices, they are often more interested and involved in their learning.

        • Roadmaps are like guides that help students break down their projects into smaller steps, set goals, and track their progress. Roadmaps help students learn important skills like planning, organizing, managing their time, and reflecting on their learning. They also encourage students to take charge of their learning and make their own choices.
        • Choice Boards empower students to showcase their learning in diverse ways. By providing a range of product options, choice boards cater to different learning styles and student strengths. This flexibility allows students to express their understanding in ways that are most meaningful to them, leading to increased engagement and motivation.

        5. Reflection:

        Reflection is an essential part of the learning process. It allows students to think about what they have learned and how they can improve their learning. Reflection is crucial for deep learning. Encourage students to regularly reflect on their learning process, challenges, successes, and areas for growth.

          • Rock Paper Scissors encourages students to reflect on their PBL experiences by considering their challenges (“rock”), key takeaways (“paper”), and areas for improvement (“scissors”). This framework helps students think critically about their learning journey and identify areas for growth.

          6. Critique and Revision:

          Students should be given opportunities to critique and revise their work based on feedback from their peers and teachers. Create a safe and supportive environment where they feel comfortable receiving constructive criticism and making improvements to their work. Encourage students to provide specific feedback to each other, focusing on both strengths and areas for growth.

          • Glow and Grows– Have students use a rubric to self-assess their work. Students use the rubric to find a glow and grow the teacher and peers can then add their thoughts and feedback onto the same document. 

          7. Public Product:

            Students should have the opportunity to share their work with an audience outside of the classroom. This adds a layer of authenticity and purpose to student projects as it allows them to see the real-world impact of their learning.

            • Problem-Based Learning Products: We have listed resources for teachers to create a choice board for students to demonstrate their work throughout the project. Have students create a website or blog to showcase their work. 

              The Benefits of PBL

              PBL is a powerful approach to teaching and learning that can help students develop essential skills and knowledge. By engaging in real-world, personally meaningful projects, students can become more active and invested in their learning.    

              Implementing PBL can be challenging, but the benefits are worth the effort. If you are considering using PBL in your classroom, there are several things you can do to get started. First, learn more about PBL and the Gold Standard PBL model. With practice, you will be able to create engaging and challenging PBL activities that will help your students succeed.    

              Embrace the process, learn from your experiences, and watch your students thrive as they become creative and critical thinkers.

              *Article edited in part by Google Gemini.

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              10 critical thinking skills high school students should master including activities for the classroom.
              Good Teaching

              10 Critical Thinking Skills High Schoolers Should Master

              by Sara Qualls
              written by Sara Qualls

              As high school students prepare for life after graduation, developing critical thinking skills is more important than ever. According to the XQ Super School report, many high schools are not effectively preparing students for the future, particularly in fostering critical thinking skills. 

              “Out of more than 300 participants polled, the vast majority—93 percent—said they didn’t think high schools are fully preparing students to succeed in the future.”

              That number is staggering! So, how do we turn this around? By focusing on these skills, we can help students learn to analyze complex information, make smart decisions, and tackle real-world challenges head-on. This foundation not only boosts their academic performance but also sets them up to thrive in a world that’s constantly changing. Let’s explore some engaging activities designed to build critical thinking skills in high schoolers!

              Fostering Adaptability Skills in High School Students

              Adaptability is being open to new ideas and willing to change perspectives based on new evidence or insights.

              Picture yourself as an entrepreneur, pivoting your strategy in response to market shifts—that’s the power of adaptability! For high school students, mastering this skill is crucial as they prepare for life beyond school. It equips them to handle uncertainty, embrace change, and thrive in dynamic environments. By learning to adjust their plans and approaches, they develop the resilience needed to face future challenges head-on. Here are some impactful activities designed to strengthen adaptability skills in high school learners.

              Adaptability Activities for High School

              Change Management Simulation

              Create a scenario where students must adapt to a sudden change in a project (e.g., a new deadline, budget cuts, or a shift in project goals). In groups, they will devise a new plan, discussing how to effectively manage the transition and mitigate challenges. This exercise enhances their ability to think on their feet and develop flexible strategies. You can incorporate real-world challenges to make this activity even more relevant.

              Scenario Planning
              Present students with different future scenarios (e.g., changes in technology, environmental shifts, or societal trends) and have them brainstorm how they would adapt to those changes. This forward-thinking exercise not only enhances their adaptability but also prepares them for the complexities of the future job market. Check out FEMA’s Youth Emergency Preparedness Curriculum here.

              Improv Activities
              Engage students in improvisational theater exercises where they must react and adapt to unexpected situations and prompts. This fun and interactive approach enhances their ability to think on their feet and respond creatively to new challenges. Discover a list of improv games for high school students here.

              Enhancing Analysis Skills in High Schoolers

              Analysis is the ability to break down complex information into smaller parts, identifying patterns and relationships.

              Picture tackling a complex puzzle and breaking it down into manageable pieces—that’s a skill every high school student should master! It’s all about identifying patterns and relationships that help reveal the bigger picture. For high schoolers, honing analysis and critical thinking skills is essential; it empowers them to engage with intricate ideas, navigate real-world challenges, and critically assess the information they encounter. These skills not only enhance academic success but also prepare them for thoughtful decision-making in their future careers. Here are some dynamic activities specifically designed to strengthen these vital, future-ready skills.

              Analysis Activities for High School

              Documentary Review
              Have students watch a documentary and analyze the filmmaker’s techniques, including narrative style, use of visuals, and how these elements impact the viewer’s understanding of the subject. This activity encourages critical thinking and media literacy, and you can find several lesson plans from The New York Times to support your teaching.

              Real-World Case Studies
              Provide students with case studies from various industries (e.g., business, healthcare, environmental science) that present complex problems. They must analyze the case, identify key issues, and propose actionable solutions. This activity helps them develop analytical thinking and problem-solving skills applicable in any professional setting. You can access the National Science Teaching Association (NTSA) for case studies.

              Scientific Research Project 
              Students can choose a scientific question, conduct experiments, and analyze their results. This hands-on approach allows them to discuss patterns and implications in a written report or presentation, fostering their ability to draw evidence-based conclusions. Explore fun science projects that can be done with just paper clips here.

              Collaborative Learning for High Schoolers

              Collaboration is working effectively with others, sharing ideas, and integrating different perspectives to reach a common goal.

              Imagine high school students as skilled co-creators, uniting their talents to produce compelling projects—that’s the essence of collaboration for teenagers! Mastering this skill is vital as they prepare for college and careers, enabling them to work in teams, negotiate ideas, and develop leadership qualities. By fostering collaboration skills, high school students become well-equipped to tackle the complexities of group work in professional settings. Here are some inspiring activities crafted to enhance collaboration skills in high school learners.

              Collaboration Activities for High School

              Professional Networking Event
              Organize a mock networking event where students must work together to research local professionals or alumni in various fields. They can prepare questions and engage in role-playing to practice networking skills, learning how to introduce themselves and build professional relationships.

              Community CollaborationAssign students to small groups and challenge them to design a project that addresses a community issue, such as creating a sustainability plan for their school or organizing a local awareness campaign. They’ll need to collaborate on research, delegate tasks, and develop a final presentation or report. This experience not only enhances their teamwork and problem-solving skills but also equips them with practical knowledge and experience they can use in their future careers or civic engagement.

              Interdisciplinary Team Challenges
              Organize challenges that require collaboration across different subjects (e.g., science and art). Students can work in mixed teams to create projects that incorporate knowledge from various disciplines, encouraging creative problem-solving and teamwork. A favorite activity from young learners to adults is Save Fred. Give it a go!

              Bonus: Classroom Magazines: Ready-to-Use Lessons for a Google Slides Project

              Effective Communication Skills for High School Students

              Communication is the ability to convey ideas clearly and effectively, both verbally and in writing. 

              Imagine high school students engaging in dynamic discussions, presenting their ideas confidently, and collaborating on projects—that’s the essence of communication for teenagers! Mastering this skill is crucial as they prepare for higher education and professional environments, enabling them to express their ideas persuasively and engage in meaningful dialogue. By fostering communication skills, high school students become adept at navigating complex interactions and building relationships. Here are some inspiring activities crafted to enhance communication skills in high school learners.

              Communication Activities for High School

              Gratitude Towers
              Have students participate in the Gratitude Towers activity, where they work in groups to build towers using various materials, each layer representing something they appreciate about their community or environment. As they construct their towers, students discuss and articulate their thoughts, enhancing their collaborative and communication skills.

              Startup Simulation
              Have students form small groups to create a mock startup. They will identify a problem in the market, research potential solutions, and develop a business plan that includes a marketing strategy, financial projections, and operational plans. This hands-on experience teaches them critical thinking and teamwork while preparing them for entrepreneurial endeavors.

              Mock Job Interviews
              Organize mock job interviews where students must prepare answers to common interview questions and make decisions about how to present themselves. Afterward, they can evaluate each other’s performances and discuss the decision-making processes behind their responses.

              Bonus: 8 Tips for Practicing Active Listening in the Classroom

              Cultivating Creativity in High School

              Creativity is the ability to generate original ideas and think outside the box, an essential skill for students as they navigate a rapidly changing world. 

              Creativity at the high school level is about transforming ideas into impactful actions. Picture students as architects of their own futures, designing projects that reflect their unique visions—that’s the essence of creativity! For high school students, honing this skill is vital as they prepare for college and careers. It empowers them to tackle complex challenges, work collaboratively, and present their ideas effectively. Here are some inspiring activities crafted to help high school learners amplify their creativity and become the innovators of tomorrow. Let’s dive in!

              Creativity Activities for High School

              Design the Resume
              Using design software, students should create a visually appealing resume that incorporates their research and personal branding. Encourage them to experiment with colors, fonts, and layouts while ensuring clarity and professionalism. You can find hundreds of resume templates on Canva.

              Art and Technology Integration
              Encourage students to combine art and technology by creating digital artwork or interactive media projects. They can use tools like graphic design software, coding, or 3D modeling, allowing them to explore their creativity while gaining valuable tech skills relevant to many industries. 

              Group Innovation Projects
              Challenge students to collaborate on developing an innovative product or service. They can create a business plan and pitch their ideas to the class, promoting teamwork and creative problem-solving skills. Read this to get tools and ideas on how to group students.

              Bonus: Fab Labs: Unleash Creativity, Innovation, and Hands-On Learning

              Empowering Decision-Making in Students

              Decision-making is weighing options and outcomes to make choices that align with goals and values.

              Think of yourself as a strategist, making pivotal choices that can shape your future—that’s the power of decision-making! For high school students, mastering this skill is essential as they prepare for college and career paths. It equips them to assess risks, weigh options, and make informed decisions based on research and personal values. Strong decision-making skills are crucial for success in a complex world where choices can have lasting impacts. Here are some impactful activities designed to enhance decision-making skills in high school learners, empowering them to navigate their futures with confidence and clarity.

              Decision-Making Activities for High School

              Philosophical Chairs
              Philosophical Chairs is an engaging exercise that promotes attentive listening and invites all students to share their perspectives. Set up a discussion format where students can take a stance on a statement and must defend their position or switch sides based on the arguments presented by their peers. This dynamic format encourages open dialogue and critical assessment of differing opinions.

              Career Path Exploration
              Have students research different career paths and the decision-making processes involved in pursuing them. They can create a visual map outlining the steps, potential obstacles, and necessary qualifications for their chosen careers. This activity promotes self-assessment and informed decision-making about their futures.

              Budgeting Challenge
              Assign students a fictional budget for a project or event (e.g., planning a school festival or starting a small business). They must make decisions about how to allocate funds while considering various factors like cost, quality, and potential impact. This activity enhances financial literacy and strategic thinking.

              Evaluative Skills for Future Success

              Evaluation is assessing the credibility of sources, arguments, and evidence to make informed judgments.

              Picture yourself as an analyst, dissecting data and drawing conclusions—that’s the power of evaluation! For high school students, mastering this skill is crucial as they prepare for higher education and career paths. It equips them to critically assess sources, analyze arguments, and make informed decisions based on evidence. By developing strong evaluation skills, they become more discerning consumers of information, which is essential for success in today’s complex world. Here are some impactful activities designed to enhance evaluation skills in high school learners, empowering them to think critically and independently.

              Evaluation Activities for High School

              Product Testing and Feedback
              Have students test a product or service (real or hypothetical) and evaluate its effectiveness based on specific criteria (usability, design, functionality). They can present their findings through discussions or demonstrations, providing feedback on how the product could be improved.

              Art Critique
              Have students evaluate a piece of artwork or a film, discussing elements like composition, themes, and emotional impact. They can write a critique or lead a class discussion. This activity not only enhances their evaluation skills but also fosters creativity and cultural awareness. The Kennedy Center offers a great explanation of how to teach your students to critique effectively. 

              Project Assessment and Reflection
              After completing a group project, ask students to evaluate their own and each other’s contributions. They can reflect on what worked well, what didn’t, and how they could improve in future collaborations. This activity fosters accountability and enhances their ability to assess group dynamics, valuable in any team-based setting.Explore these strategies for self-assessment to guide your students.

              Bonus: Powerful Checklists and Easy Digital Tools for Formative Assessments

              Teaching High School Students to Master Inference Skills

              Inference is drawing logical conclusions based on available information and data, even when not all details are clear.

              Imagine being a detective, piecing together clues to uncover hidden meanings—that’s the essence of inference! It’s about reading between the lines and drawing conclusions from evidence, a vital skill for tackling complex texts and real-world scenarios. For high schoolers, mastering inference is crucial for engaging with sophisticated materials, analyzing arguments, evaluating sources, and thinking critically about the information they encounter. These skills not only enhance academic performance but also prepare them for informed decision-making in their future careers. Here are some thought-provoking activities designed to sharpen their inference skills and equip them for the challenges ahead.

              Inference Activities for High School

              Literature Review for Research Papers
              Assign students to conduct a literature review on a specific topic relevant to their interests or future careers. They will infer connections between different studies, identify gaps in the research, and propose areas for further investigation. This skill is vital for academic research and professional writing.

              Data Interpretation Projects
              Provide students with real-world datasets (e.g., economic indicators, environmental data, or health statistics) and have them analyze the data to make inferences about trends or potential future outcomes. This activity helps them develop analytical skills critical for fields such as business, science, and public policy. 

              Historical Document Analysis
              Provide students with a selection of primary source documents (like diary entries, letters, or speeches) from a historical figure or event. Have them analyze the documents to infer the author’s intentions, feelings, and the context of the time. This activity encourages students to support their inferences with specific evidence from the texts, enhancing their analytical skills. 

              Building Problem-Solving Skills in High School

              Problem-solving is the ability to develop strategies to tackle challenges, including identifying root causes and generating creative solutions.

              Envision confronting a significant challenge and devising a strategic plan to overcome it—that’s the power of problem-solving! For high school students, mastering this skill is crucial as they prepare for life beyond school. It empowers them to approach intricate issues with analytical thinking, creativity, and persistence. As they navigate academic and personal challenges, strong problem-solving skills equip them to make informed decisions and adapt to new situations. Here are some impactful activities designed to cultivate problem-solving abilities in high school learners.

              Problem-Solving Activities for High School

              Real-World Problems
              Present complex problems related to real-world issues (e.g., climate change) and have students work in groups to analyze the problem, explore solutions, and present their analyses to the class. This collaborative approach not only sharpens their decision-making skills but also encourages teamwork and effective communication. Get started right away with the curriculum and lesson plan from Take Action Global’s Free Climate Action Project.

              Design Thinking Challenge
              Introduce students to the design thinking process by having them identify a problem (such as improving school policies or enhancing student engagement). They will brainstorm ideas, create prototypes, and test their solutions. This iterative approach to problem-solving fosters creativity and collaboration, skills valuable in innovation-driven careers. Snag this Design Thinking Lesson Plan Template to help.

              Community Service Project Planning
              Students can identify a need in their community and develop a comprehensive plan for a service project to address it. They will research the issue, outline steps for implementation, and present their proposal to the class. This activity enhances their problem-solving abilities and encourages civic engagement, valuable in any future career.

              Bonus: Innovation Challenges Provide Real World-World Learning

              Developing Research Skills in Students

              Research is the ability to gather information, analyze it critically, and draw informed conclusions. 

              Imagine high school students as skilled investigators, piecing together complex information to understand the world around them—that’s the essence of research for teenagers! Mastering this skill is crucial as they prepare for higher education and the workforce, enabling them to conduct in-depth analyses and articulate informed arguments. By fostering research skills, high school students become adept at navigating complex topics and contributing to meaningful discussions. Here are some inspiring activities crafted to enhance research skills in high school learners.

              Research Activities for High School

              Research Roundtable Discussions
              Organize roundtable discussions where students research a specific topic ahead of time and come prepared to share their findings. Each student can take turns leading the discussion, asking questions, and challenging each other’s perspectives. This format encourages critical thinking and deeper engagement with the material. Have them access the 

              Personal Branding Research Project
              Have students conduct research on personal branding and develop their own personal brand strategy. They can explore topics like resume building, social media presence, networking, and professional skills. This project prepares them for job searches and internships by teaching them how to present themselves effectively. Learn more from Harvard Summer School for how to build your personal brand in high school.

              Cultural Research Presentation
              Students can research a culture different from their own, focusing on customs, traditions, and societal issues. They can present their findings in a format of their choice (e.g., presentation, video, or article). This promotes cultural awareness and prepares them for global citizenship in diverse workplaces. Have them access the World Digital Library to get started with their research.

              In high school, the development of critical thinking skills is paramount as students prepare for life beyond graduation. By equipping them with the ability to analyze, evaluate, and create, we’re setting them up for success in an increasingly complex world. Your influence as educators is powerful in shaping their future. How do you engage your students in critical thinking activities? Leave a comment to share your experiences—I’d love to hear what works for you!

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              Digital LiteracyEnglish Language Arts Reading (ELAR)

              A SIFT Lesson Plan: Critical Skills for Navigating Media

              by Miguel Guhlin
              written by Miguel Guhlin

              “Oh my goodness, have you seen all the political ads on the television recently?” said a colleague earlier this month. It’s an election year, but how are you making sense of what’s true and false? Many of us have to learn how to deal with persuasive text, which may include political propaganda. And many adults and students are dealing with media overwhelm.

              The middle school Texas ELA TEKS emphasize critical thinking skills. But how do you teach that? Let’s take a look at one approach you might consider. That approach is Mike Caufield’s SIFT Method (CC-BY 4.0 license). Before jumping into an overview of SIFT, let’s take a moment to review why it’s even necessary.

              Media Overwhelm

              If you can read, listen, or watch content, you are under continuous assault. Differing viewpoints and perspectives assail your senses. In fact, when you have so many points of view, you may lack an easy way to make your own selections. The sheer volume of content can force some to throw up their hands in anomie.

              Did You Know?

              Anomie is an old concept, dating back to Emile Durkheim’s 1897 work, “Suicide: A Study in Sociology.” You may, as I did, have first learned about it in high school sociology class. Anomie occurs when the norms and values of society are unclear. People become confused about how to behave. Social order is threatened and people feel unrestricted in their behavior.

              Anomie is a lack of rules about interpreting content resulting from the media blizzard. It raises its head with media due to the effects of media overwhelm. This can have dire consequences for students:

              The psychological and social effects of excessive exposure to media and information can lead to feelings of isolation or conformity.

              Hyper-connectedness results in feelings of disconnection that can affect students (source). To assist students and staff, you might consider adopting a tool to sift through the fluff.

              Available Online at the OER Pressbooks Website

              Introducing SIFT

              A simple process, SIFT is an acronym that represents the following actions:

              • Stop. Check your emotions. If you have an emotional response to content, you’ve been “hooked” already.
              • Investigate the source. Where does the content originate? Who made it?
              • Find better coverage. Check other reliable sources to verify.
              • Trace claims, quotes, and media to the original context.

              Each step in the process comes with a few moves and questions you can ask. You can find these outlined in the infographic below.

              View | Get a Copy in Canva | Get PPTx or PDF

              Using the SIFT approach (or SIFT Method) in a real-life situation is easy. Let’s give it a go.

              Example Use of SIFT Method

              “Hey, Miguel, did you hear the news? Our principal now expects us to write all our lesson plans by hand to prove they weren’t generated by AI.” said a teacher at a recent event. “It’s in response to a new policy that goes something like this,” she shared. Then she gave me a printout:

              View full size | Get a Copy in Canva | Get PDF (Adapted from Jason Horne’s “What do you tell teachers about AI?“)

              What might this analysis look like with the SIFT Approach in mind?

              SIFT StepQuestions to AskMovesAnalysis
              S – Stop– What is my initial reaction to the memo?
              – What do I know about the source of the memo?              		Pause and consider any immediate reactions. Reflect on the credibility of the source.The memo is formal and appears to be from a school principal, Juan Wright, addressing the teaching staff. It seems to be a legitimate communication about policy regarding the use of Language Learning Models (LLMs).
              I – Investigate the Source– Who is Juan Wright?
              – What is the reputation of the school or institution?              		Research the author and the institution to understand their credibility.Juan Wright is identified as the principal. To further investigate, one would need to look up his professional background and the school’s reputation. However, this information is not provided in the memo or the search results.
              F – Find Better Coverage– Are there other documents or announcements from the school that discuss the use of LLMs?
              – Have other schools implemented similar policies?              		Look for corroborating documents or policies from other sources.The memo itself does not provide other sources, but one could search for similar policies at other educational institutions or official guidelines on the use of AI in education to compare practices.
              T – Trace Claims, Quotes, and Media to their Original Context– Can the policy points mentioned in the memo be traced to educational standards or guidelines?
              – Is the policy based on research or recommendations from educational authorities?              		Seek out the original sources that may have informed the policy.The memo does not cite specific research or educational standards. To fully trace the policy’s basis, one would need to access the school’s official policy documents or inquire with the administration about the research or guidelines that informed the policy.
              AI-generated SIFT Analysis of a fake principal memo regarding lesson plans

              Applying the SIFT Method

              Now that you know what SIFT is, let’s apply it quickly to a news item, “Artificial Intelligence Helps Complete Beethoven’s Unfinished Symphony” from DoGoNews. The analysis below relies on ChatGPT-generated content:

              SIFT StepQuestions to AskMovesAnalysis
              S – Stop– What is my initial reaction to the headline?
              – What do I already know about the topic?
              – What do I know about the source?              		Before diving into the content, pause to consider any biases or emotional reactions. Reflect on the source’s credibility.The headline is intriguing and might evoke curiosity or skepticism. Given that DoGoNews is a platform aimed at younger audiences, it’s designed to be educational. However, it’s still important to approach with a critical mind.
              I – Investigate the Source– Who is the author?
              – What is the mission of DoGoNews?
              – Are there any potential biases?              		Research the author and the publication to understand their credibility and potential biases.Lisa Castillo, the author, writes for DoGoNews, a site dedicated to providing news for kids. While the site aims to educate, it’s crucial to cross-check information with other reputable sources to ensure accuracy and lack of bias.
              F – Find Better Coverage– Are other reputable sources reporting on this?
              – Do fact-checkers support the claims made?              		Look for corroborating or contradicting reports from other sources.The completion of Beethoven’s unfinished symphony by AI is covered by multiple reputable sources, including CBC[3], NVIDIA Blog[5], and Classic FM[6]. This widespread coverage by credible sources supports the article’s claims.
              T – Trace Claims, Quotes, and Media to their Original Context– Can the original studies or announcements be found?
              – Is the information presented in its true context?              		Seek out the original sources of claims, quotes, and media mentioned to verify their accuracy and context.The article references resources like Theconversation.com, NPR.com, and ScientificAmerican.com[1], which are reputable. However, directly accessing these sources or looking for the original announcements or studies would provide the most accurate context and information.
              AI-Generated SIFT Analysis of DOGOnews article

              Looking for some additional sources of age-appropriate news? Here’s a short list:

              View full-size | Get a copy in Canva or PDF

              Now that you’ve seen it in action with age-appropriate content, let’s look at a lesson plan using the same example.

              Lesson Plan Example

              In the example below, you will see the following:

              This lesson plan aims to teach 6th graders how to think in a critical manner. It also facilitates their understanding of how to assess online sources. This aligns to the relevant TEKS standards for English/Language Arts. The activities build on one another, solidifying the SIFT method’s learning goals. Accommodations appear to ensure all students can engage and gain from the lesson.

              Here’s what a 60-minute lesson plan for sixth graders might look like:

              ObjectivesStandardsPre-AssessmentActivitiesPost-AssessmentAccommodationsTime
              TEKS ELA.6.12.H.i: The student uses critical inquiry to analyze the author’s choices and how they influence and communicate meaning within a variety of texts.TEKS ELA.6.12.H.i: The student uses critical inquiry to analyze the authors’ choices and how they influence and communicate meaning within a variety of texts.Students will complete a short quiz to assess their initial understanding of evaluating sources and identifying credible information.Introduction to SIFT (15 mins): Briefly explain the SIFT method and its importance. Use a simple, clear example to illustrate each step.
              Group Activity (20 mins): In groups, students will apply the SIFT method to pre-selected websites or articles. Each group will present their findings.
              SIFT Practice (20 mins): Students will individually choose an online article and apply the SIFT method, documenting their process and conclusions.              		Students will write a brief reflection on how the SIFT method changed their perspective on evaluating sources and how they plan to use it in the future.Provide visual aids and step-by-step guides for each SIFT step. Offer additional time for tasks as needed. Use technology to assist students with special needs.60 mins

              In a world flooded with media, telling the truth from falsities is essential. Equip your students with a critical thinking approach, the SIFT method—stop, investigate the source, find better coverage, and trace claims back to their roots. It will assist them in sorting through the noise to evaluate media with a critical lens. This approach will guide you through the firehose of content and help you avoid the confusion and disconnection that too much information can cause.

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              Teaching with Fake News and Pseudoscience
              Content AreasEnglish Language Arts Reading (ELAR)Science

              Examples for Teaching with Fake News and Pseudoscience

              by Miguel Guhlin
              written by Miguel Guhlin

              Are you watching students and colleagues make claims based on potentially unverified information they’ve encountered? How can we balance all the information we receive from various outlets with a solid, decision-making process? Let’s explore some sources you can use to teach middle school students the importance of fact-checking and critical thinking. You’ll also discover an exciting new product, The Silph Booster, guaranteed to solve any child’s school cognition problems.

              “We think we follow evidence to a conclusion. In reality, we come to our beliefs in irrational ways, then work backwards to find evidence to rationalize the belief. Pseudoscience is the promotion of a non-scientific theory. It is motivated by wishful thinking, existing beliefs, or identity.”

              Melanie Trecek-King

              Asking Tough Questions

              Teachers and librarians may very well ask tough questions like these:

              • How should professionals address the issues of fake news, pseudoscience, propaganda, and/or biased research?
              • What happens when state organizations push biased information?
              • What are the best ways to use digital tools to support critical thinking today?
              • What are the requisite critical thinking skills that consumers and creators need?

              These are tough questions that educators wrestle with. One possibility is changing how you think of it. Pseudoscience is a “by-product of normal science,” and this video is a bit of an eye-opener on the BENEFITS of pseudoscience.

              Defining Fake News and Pseudoscience

              Fake news is made-up information that’s given the appearance of real, legitimate news. Pseudoscience is fabricated and made to look like real science information. But both are designed to fool you or make you accept something that’s false as truth (adapted from source). How can we teach about this in grades 5-8? And, how might we even encourage the analysis of the design of pseudoscience? Before we get to that, let’s revisit an old bit of pseudoscience you may be familiar with.

              Take a moment to watch this video about fake news (or this one). Share your responses to the questions in the comments.

              Using Easy-to-Disprove Stories to Teach Critical Thinking

              Many start teaching students about fake information using easy-to-disprove stories. For example, the tree octopus site has long served as an example of pseudoscience.

              The Pacific Northwest tree octopus is an Internet hoax created in 1998 by Lyle Zapato. This fictitious endangered species of cephalopod was purportedly able to live both on land and in water. It was said to live in the Olympic National Forest and nearby rivers, spawning in water where its eggs are laid. Its major predator was reported to be the Sasquatch. The Pacific Northwest tree octopus website is among a number of sites commonly used in Internet literacy classes in schools, although it was not created for that purpose. (source)

              Back in the 1990s, this bit of lore was old. It’s pseudoscience, even if old, that stirs a chuckle or two. I remember sharing it at “Intro to the Internet” workshops for teachers. Back then, it was about encouraging people to look twice, analyzing the website, before trusting what they found. It soon evolved into a funny way to introduce students to silly, fake facts. Finding out what’s actually true or not with more realistic information is a lot harder. Let’s take a look at some other story examples you can use for teaching.

              Check out this lesson plan…

              Here’s a middle school lesson plan aligned to NGSS standards. Students explore the characteristics of science and pseudoscience.

              “You have to disentangle the details. You have to hold up every one independently, and ask, ‘How do we know this detail? Where are all these details coming from? Where did that specific detail come from?”

              Eliezar Yudkowsky

              Example #1: Saving Critical Cash Crops

              Did you know you can harvest spaghetti noodles? Watch this video and consider the story of spaghetti cultivation and harvest.

              This is a delightful tale about how spaghetti noodles find their way to your plate. Want a more up-to-date example? Explore how climate change is impacting farming. Heavy rains are jeopardizing this cotton candy farm, blue strawberries, and marshmallow fruit trees. Have students brainstorm solutions to save these cash crops.

              “Most people, in fact, will not take trouble in finding out the truth, but are much more inclined to accept the first story they hear.”

              Thucydides

              Example #2: Sea Monsters and Whales in the Great Lakes

              Explore the enchanting yarn of the Nantucket Sea Monster. Or see how many people have observed whales in the Great Lakes.

              It’s incredible to see videos like this one, right? More pictures are available.

              “Each year we report the movements of the whales on Lake Superior. The reports are sightings sent by residents and visitors along the North Shore of Lake Superior. If you spot whale activity, let us know by filling out the form on the right! We accept photos, too.”

              “What can be asserted without evidence can also be dismissed without evidence.

              Christopher Hitchens (a.k.a. “Hitchen’s Razor”)

              Example #3: Pig Hero Rescues Baby Goat

              It’s not every day you see amazing pig rescues. Once you watch this, you realize how powerful a video is to capture just-in-time acts of heroism.

              This video provides some more insights into the creation of the goat rescue. What do you think?

              Fake News Isn’t New

              Amazing enough, fake news isn’t a recent affliction. You can watch this video to learn more about fake news in the 18th century. This video features a particularly interesting maternal claim. Watch the video to learn more.

              Extraordinary claims require extraordinary evidence.

              Carl Sagan (a.k.a. “Sagan’s standard”)

              Example #4: Mike the Headless Chicken

              Can you imagine a chicken living without its head? If you aren’t familiar with this bit of lore, you’ll want to check it out.

              On September 10, 1945, farmer Lloyd Olsen of Fruita, Colorado, was planning to eat supper with his mother-in-law. He was sent out to the yard by his wife to bring back a chicken. Olsen chose a five-and-a-half-month-old Wyandotte chicken named Mike.

              Mike, the chicken was still able to balance on a perch and walk clumsily. He attempted to preen, peck for food, and crow, though with limited success.

              We are trying to prove ourselves wrong as quickly as possible, because only in that way can we find progress.

              richard feynman

              Example #5: Nut Milking

              Find out the truth behind that almond, cashew, and pistachio milk you’ve been buying at the store. In this three-minute documentary, you and your students will be startled. You’ll learn what it takes to milk nuts, not unlike cows.

              It is morally as bad not to care whether a thing is true or not, so long as it makes you feel good, as it is not to care how you got your money as long as you have got it.

              Edmund way teale, circle of the seasons (1950)

              A Few Books on the Subject

              Want to beef up your knowledge on the subject of fake news and pseudoscience? Check out these books to broaden your perspective and deepen your knowledge. You will also find some more examples of stories you and your students can analyze.

              Here are some specific books that feature examples of lies:

              Want more resources? Explore this Wakelet by high school teacher, Julie Drewry. She does a wonderful job wrapping up stories and ideas, some of which I’ve included in this blog entry.

              Give Fakey a Try

              You will find interesting scenarios, some of which may highlight toxic practices in education and/or work place. Be sure to preview the scenarios to see if they are appropriate for your situation. Play the game.

              Mistrust arguments from authority. In science, there are no forbidden questions, no matters too sensitive or delicate to be probed, no sacred truths.

              Carl Sagan

              Make Up Your Own Fake News and Pseudoscience

              Wouldn’t it be a hoot to create your own fake news and pseudoscience for teaching purposes? I know it is because I’ve written fake news articles about family, friends, and colleagues. Although read by a limited audience, I still remember the time I wrote one about a principal. Ahem, well, no need to go into details. If you need some inspiration, clickbait and April Fool’s jokes are great sources for ideas.

              Source: Connect the Dots: Pimple Personality Test in Weekly World News, 1999

              Seven Steps to Creating Pseudoscience

              To construct your own pseudoscience, Robert T. Carroll has some suggestions. With those for inspiration, I’ve boiled them down to seven steps:

              1. Make big promises about the scientific proof for something that most people fear (e.g. death, pain) or desire (e.g. money, health, long life).
              2. Use a lot of jargon and hedge your promises with words like “may help.”
              3. Reference conspiracies that try to keep the truth from the public.
              4. Claim you have discovered a secret scientists are unaware of.
              5. Make stuff up and include testimonials from famous people with big names.
              6. Charge for your product.
              7. Wear a lab coat and call yourself a doctor.

              How could we put these suggestions to good use?

              The Silph Booster, Now Available

              Want a quick example that takes real news and science but twists it into pseudoscience? Let’s see…did you know about this new booster to your health, the Silph Booster? It’s especially effective given its long history from ancient times. The original plant on which this solution was based was lost. But it has been recently rediscovered!

              Ancient silver coin from Cyrene depicting a stalk of silphium (source: Wikipedia)
              The “miracle” plant Silphium consumed by Ancient Greeks, Romans, and Egyptians, which was thought to have become extinct two thousand years ago, has recently been rediscovered in Turkey by a professor, who thinks he’s found a botanical survivor (source).

              advertisement for Silph Booster
              Author provided image created with Canva

              Are your students having problems getting along in school? Are their grades in core content areas slipping? That may be due to commensal septimedia, a condition recently discovered in grades 5-12. It is the direct result of social media usage and exposure to digital media in schools.

              While students may endure it for years without visible effect, it can manifest to bad result. To address it, you will need a powerful herb popular in classical Greek and Roman times. The herb is silphium, and it is now available as a dietary supplement, ingestible as a capsule. Five capsules a day, three at breakfast and two at dinner, will have an immediate salutary effect. Scientists at a prestigious nonprofit education organization have conducted ground-breaking, longitudinal research. The curative impact of the Silph Booster cannot be overstated.

              This miracle plant supplement has been kept secret for thousands of years. Fortunately, scientists in the lab at TCEA Science Institute of Technology made a breakthrough that allows us to bring it to you in four easy payments of $35 each for a bottle of 100 capsules. Call 1-800-282-8232 and ask for Chief Researcher, Miguel Guhlin, for details. The Silph Booster is currently only available for youngsters under parental supervision. A stronger formula for K-16 educators is under development. Order now. Government agencies, like the Food and Drug Administration (FDA), want to keep America dumb, so they are fighting to stop production in the United States. For a limited time, you can order the European version of the booster, which features a stronger formula.

              Critical Thinking Is Unnatural, Yet Necessary

              “We have to keep reminding ourselves that critical thinking is an unnatural act,” says Carroll. And, I can’t disagree. Every time I find myself falling for pseudoscience, or failing to ask tough questions, I sigh. Like reading, critical thinking is something you practice to get better at. Two quick acknowledgments:

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              Three students looking at different graphs.
              MathReadingScience

              Resources for Teaching Graph Making and Analysis Skills

              by Miguel Guhlin
              written by Miguel Guhlin

              How can you better develop graph and chart analytical skills with your students? One way is to have them explore and analyze graphs, then discuss what they have learned and think. Another is to create graphs. Let’s take a look at some ways you can do that.

              Check out this Google Slides deck of Graphs, Correlation, and Causation. It can assist in teaching about how graphs and statistics can be used to mislead, an appropriate lesson for secondary students.

              How to Teach What Graphs Mean

              See the quote below for a common problem in classrooms. As a student, this quote reflects my experience with graph skills. And, from a teacher’s perspective, this is spot-on:

              Last year, students frustrated me. They could graph lines and do the math. But, they didn’t understand what the graphs and equations meant.

              I saw this when they couldn’t tell if answers were reasonable. They also couldn’t explain the graphs beyond the basics.

              I knew I needed to get them thinking deeper about what the graphs show. That way the numbers would mean more. I wanted complex problems for them to spend more time on, doing more with fewer problems. (adapted for readability from source: Rachel at Idea Galaxy)

              So, how do you teach graph skills? What graphs mean? What they represent? My answer? Focus on having students create graphs based on data they collect. Let’s take a look at some alternate approaches for analyzing graphs. Then, we will explore some digital tools for making graphs.

              Teaching Students Graph Analysis Skills

              There are many ways to analyze graphs that follow an approach like the one below:

              • Read the title and make predictions about the graph.
              • Read the axes and the labels and ask, “How are these related?”
              • What is the relationship in the data and how does the data change?
              • What units of measurements did the designer use?
              • Study the data values to understand how big the differences shown are

              Often, graph design is poor, and this affects students’ graph analysis skills. You have to work extra hard to ask questions that engage your mind. For some students, nothing pops into their mind when they look at a graph or chart, which makes teaching graph analysis and design important for critical thinking.

              Guiding Questions for Graph Analysis Skills

              Finally, I always dig into my back pocket for some questions. Here are a few that pop into my mind when I’m looking at a graph for the first time. They might be helpful when teaching students graph skills.

              • What kind of graph is being used to represent data?
              • Is that graph type the right one for the data? Why or why not?
              • What colors did the graph designer use and do they mean anything?
              • Why was this data chosen to present? What makes it special?
              • What are some reasons for the differences in the data?
              • What do I need to learn or understand better to see how and why this graph is important?
              • How do I know this data is valid and reliable?
              • What’s the proof or evidence?
              • What is meant by this data?
              • What does it symbolize?
              • What does it mean for me? For others?

              It never hurts to equip students with questions they can ask. Building a habit of graph analysis and design is the next step.

              Resources for Analyzing Graphs and Charts

              Here are some resources that provide background knowledge for graph and chart analysis:

              Tools for Making Graphs

              Making graphs is one of my favorite ways to get students thinking and analyzing. I have a round up of five simple graphing tools you can explore, but here are two of my favorite graphing tools to teach graph making skills.

              1. Kids’ Zone Create a Graph

              NCES Kid's Zone Create a Graph activity page
              Screenshot by the author: National Center for Education Statistics Kids’ Zone Create a Graph

              This is one of my all time favorite graph creation tools. It’s easy to use via the web and works great on Chromebooks. It’s not too complicated! I’ve used it with third grade and sixth grade students.

              2. Imgflip’s Chart Maker

              Imgflip's Chart Maker page showing a pie chart being created.
              Screenshot by the author: imgflip Chart Maker

              This graph and chart-making tool is drop-dead easy. You can make pie, donut, or bar charts via your web browser. And you can change colors.

              With those two powerful tools, you will have students designing graphs in no time. But wait, what kinds of graphs could you start with? What data sets could you use for teaching graph skills?

              Additional Tools for Older Students:

              Make Your Own Data Sets

              Want to get students to graph data? Hands-on experiences and labs are one way to do that. You want students to recognize that graphable data surrounds them.

              A student building a tower using marshmallows and wooden sticks.
              Jason Kasper from Harrisburg, USA, CC BY-SA 2.0, Homeschooler with Project via Wikimedia Commons

              Here are some quick data sets and activities from various sources that can get your started with teaching graph analysis skills:

              Graphs for Students to Analyze

              Graphs and charts surround us. Let’s take a look at several graphs and charts you can use in the classroom.

              1. Turner’s Graph of the Week (GOW)

              A graph of the week activity example from Turner's Graph of the Week site.
              Screenshot by Emily Horn: Turner’s Graph of the Week, 8/21 Weekend Box Office Sales in U.S.

              Kelly Turner’s Graph of the Week website wants to help students become “lifelong critical and analytical thinkers.” They also hope to achieve the following:

              • Improve academic literacy
              • Develop students engaged in civics through oral discourse
              • Link mathematics to real-world situations
              • Develop students’ Habits of Mind
              • Improve written communication
              • Give students current events awareness

              You will find a very long list with a variety of graphs to analyze for the current school year and in the 2013-last school year’s archive. Don’t be afraid to make your own! This is a great resource for teaching and reviewing graph analysis skills.

              2. Using Graphs for Writing to Learn

              This particular collection (view-only link) is available as a Google Doc of instructions (make-a-copy link). Find it via MiddleWeb‘s blog. It offers specific suggestions, such as:

              • Give the title of the graph.
              • Describe the picture/shape of graph.
              • Summarize the information given in the graph.
              • Give statistics and results included in the graph.
              • State the source of the information.
              • Give your opinion of the results.
              • Explain how the information relates to you or the world around you

              Students then review a series of graphs and charts. They follow the instructions included to write about it. Then, as an extension activity, they create an infographic of their data. Great way to put graph anaylsis and making skills into practice! You can get some more ideas about infographics from these TechNotes articles.

              3. Next Graphs + Charts

              Next.cc's home page showing 8 activities and a gallery available.
              Screenshot by Emily Horn: Next Graphs + Charts Home Page

              This website encourages students to become graph graphic designers. With that goal in mind, you will find seven activities to assist you with teaching students graph design skills. A short list of the activities appears below:

              • Activity 1 – collect charts and graphs
              • Activity 2 – parts of graphs and charts
              • Activity 3 – direct a pie chart
              • Activity 4 – build a bar chart
              • Activity 5 – area graphs
              • Activity 6 – point plots
              • Activity 7 – variables
              • Activity 8 – identify and interpret

              At the end, students can take a short quiz about key concepts. This is a valuable resource that provides a lot of great ideas and suggestions. The information is bite-sized, so your students won’t be overwhelmed with information.

              What’s more, you will find pages of information on topics including area, coding, diagramming, grids, temperature, and more.

              4. Problem-Attic

              Program-Attic's home page, explaining the purpose of the site and site features.
              Screenshot by Emily Horn: Problem-Attic Home Page

              Looking for incredible graphs aligned to curricular concepts? Explore Problem-Attic. You get access to a question bank with 280,000 questions, and it offers many more features. One feature I like is you can search for graphs, then export quizzes to your learning management system of choice (e.g. Schoology, Canvas, Google Forms Quiz, etc.). Or you can create a slideshow with instant feedback via QR code and website.

              Learn more…

              5. Tuva Labs Content Library

              Tuva Labs home page showing a few graphic resources.
              Screenshot by author: Tuva Labs Home Page

              Tuva Labs offers a rich collection of graphs and content you can use in your science class for teaching analysis skills. Their searchable content library, which includes both free and premium offerings, has rich content resources.

              Some graph relevant links include the following:

              AI Graph Makers

              Once you’ve had a chance to work with graph reading, analysis, and design, check out these AI tools. These AI graph makers can certainly help:

              Give these a shot later on when students are comfortable with their skills reading and analyzing graphs.

              If you’re wanting to get up to speed on better analysis of graphs before working with your students, here is a great video for you:

              Now that you have a wealth of tools, remember, it’s about getting students to analyze the graph, ask tough questions about the data the graph is based on, and why it matters.

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              crime scene with tiny men and an m&M
              Content AreasGood TeachingScience

              CSI Classroom: Forensic Science Sparks Student Curiosity

              by Dr. Bruce Ellis
              written by Dr. Bruce Ellis

              If you are a science teacher, then it probably goes without saying that you enjoy science, AND you want your students to develop a love for science as well. Unfortunately, we know that some students find science unrelatable, complex, or even boring. What?! How can that be?! Whether you have one student who isn’t excited about science or a classroom full of students who haven’t caught the science bug, using forensic science techniques can be a game changer for both students and teachers. 

              What Is Forensic Science?

              Forensic science in the classroom involves students becoming investigators who use clues and what they currently know to figure out a solution. The U.S. Department of Justice says, “Forensic scientists examine and analyze evidence from crime scenes and elsewhere to develop objective findings that can assist in the investigation and prosecution of perpetrators of crime or absolve an innocent person from suspicion.” That said, forensic science investigations may conjure up ideas of bloody crime scene investigations as played out on popular tv shows such as CSI: Crime Scene Investigation, The First 48, Cold Case Files, and the like. But you don’t have to use the crime scene context to have engaging and interesting forensic science take place in your classroom!

              Skills Involved with Forensic Science

              kids groupwork forensic science unit

              Of course, students will gain scientific knowledge as they conduct accurate and thorough investigations. But there are many other skills they will also practice and hone in the process. Here are a few examples of skills they’ll develop as they take on the role of forensic scientist in your classroom.

              Attention to Detail. A good forensic investigator should be highly observant and able to notice even the smallest details at a scene.

              Communication Skills. Forensic investigators need to communicate their findings clearly and effectively to colleagues, investigators, and other professionals in the various local, state, and federal government departments.

              Emotional Resilience. Investigating situations/scenes can be emotionally challenging, and forensic investigators need to handle stress, trauma, and difficult situations professionally.

              Critical Thinking. Forensic investigator professionals should be able to analyze the evidence they have collected and make informed decisions based on the facts.

              Technology Skills. Forensic investigators should be proficient with a wide range of technologies, including computers, digital cameras, and forensic analysis software.

              Physical Fitness. Forensic investigations can be physically demanding, requiring investigators to be in good shape and able to work on their feet for extended periods of time.

              Problem Solving. To solve problems, forensic investigators need to be able to come up with creative solutions and find ways to overcome obstacles.

              Time Management. Forensic investigators must be able to work efficiently and manage their time effectively to meet tight deadlines and keep up with their caseload.

              Teamwork. Finally, forensic investigators need to work well as part of a team, collaborating with other investigators, law enforcement officers, and other professionals to solve problems and bring about resolutions.

              skills involved in forensic science

              How to Use Forensic Science in Your Classroom

              For the classroom, a forensic science investigation is an interactive project during which students learn critical skills and knowledge on a particular topic. As such, you can take any concept, chapter, or unit you teach in your classroom and have it play out in a forensic investigation method. Here are a few critical components for you to think through as you adapt your content to the forensic science-based activity:

              ROLES: Clearly define the role that students will play. Will different students have different roles? If so, how will their tasks depend on each other to arrive at the desired outcome?

              PROBLEM(S): Write out a scenario to give students the context of the situation that they’ve been dropped in. Depending on the age of your students, you may need to clarify the problem. Consider withholding some information (or playing devil’s advocate at times) to encourage critical thinking, collaboration, and research.

              OBSTACLES: Think of several “obstacles” that you can present at a few points along the way. If your investigation is to be done during one class period, you may not have time to include obstacles. These might be equivalent to the “Go to Jail” card in a game of Monopoly. Obstacles may require students to do additional research, collect additional information, or redo a portion of previous work because of ‘tainted evidence.’

              EQUIPMENT: Be sure to have the equipment that students will need…or a variety of equipment for them to choose from. It might be that you let them figure out what tools/equipment they need to accomplish the various aspects of the lesson.

              MODERATOR: The moderator, which is typically you, checks the students’ work at specific points before allowing them to continue. This could be somewhat facilitated by providing answer keys to a certain extent. The moderator would also be the one to hand out ‘obstacles’ to individual students or groups.

              GROUPING: Consider how you will organize the students. Will they be grouped as teams with each student having a different role within the team? Will there be no groups, though different students may have common roles, giving them choice in who they work with when they need to interact with a different role than their own?

              While all these components would be helpful in a full-blown forensic science lesson/unit, you can start with just a few of them. When just beginning, it would be wise to keep it simple; if you are confused and overwhelmed, then it is likely that your students will be, also. 

              Non-Crime Scene Examples of Incorporating Forensic Science

              non-crime scene forensic science activities

              This process may make a lot of sense if you teach a high school course called “Forensic Science,” but what if you teach a high school biology class, a fourth grade science class, or even kindergarten? How can we use elements of forensic science in those areas?

              First, begin with the student learning standards. Consider how you can create a scenario with a problem to solve; something unfortunate has happened, and your students are needed to help fix the situation. Students are given some information about the new concepts/skills but have to use different resources to figure out the rest.

              Here are a few examples that may help illustrate what this can look like at different levels.

              Grades K-1: A piece of luggage was found that has a variety of items in it along with the name and address of the owner. Unfortunately, you can only send back the items that float because of new airline rules. Investigate the items to identify which ones float and which ones sink. Record a clear description of each before packaging them to ship to the owner. 

              Grades 2-5: The solar system seems to be going crazy. You work for NASA and just received a set of photos (that are not labeled) of the planets and have been tasked with identifying the names of the planets along with critical information for each so they can be put back in their correct orbits. Be careful, though. Some planets from other solar systems may have gotten mixed in. As the top astronomer, you need to research the information to identify each photo (and its specific information), order them correctly, and then share your research (presentation) with the Head of Planetary Security (the teacher). You must act quickly before Earth is thrown out of its orbit and life ends as we know it!

              Grade 6-8: Congratulations! You are the new owner of a zoo. Unfortunately, the previous zoo keeper did not keep good records. You only have small bits of information to go on, and you need to identify what animals are in your zoo so you can track them down. You must also update each animal’s habitat to provide a realistic living environment. You will also need to provide ways for the public to view the animals when they visit the zoo.

              High School Biology: You work for a mad scientist who is engineering prokaryote and eukaryote cells. He fell before he could reconstruct the cells he was working with and now suffers from amnesia. You’ve been asked to step in and examine the parts of the cells and successfully reconstruct both types of cells. Whether or not his experiments can continue is up to you!

              High School Chemistry: As head of the state OSHA (Occupational Safety and Health Administration) department, you have just received information about a hazardous event in a town nearby. You’ve been asked to analyze the event’s outcome and work backward to determine what chemicals could have been used to create the event. You’ll review anecdotal evidence from several eyewitnesses and investigate residue showing atomic structures. You will work with your team to identify at least one possible scenario and what could be used to reduce the likelihood of such an event happening again.

              Additional Resources and Websites

              If you are looking for resources that have more information on forensic investigative activities, then check out a few of these.

              How Will You Incorporate Forensics?

              There are a lot of ways that you can incorporate forensic science into your classroom to better motivate and engage your students. How will you adapt this information to make it work for your students and the specific content that you are teaching? We’d love to hear from you. Drop a comment below to let us and others know what you are doing to help solve the case of unmotivated science students.

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