21 CC exhibited:

Short description of the lesson/topic:

21 CC exhibited: critical thinking

Short description: The student can explain their reasoning and decisions. They are able to identify if something is a living or non-living thing by using evidence (it can grow/it can reproduce/etc) and reasoning: Living things can grow.

21CC - relationship management and social awareness, communication and collaboration

21 CC exhibited: Adaptive Thinking, Inventive Thinking

A storybook, "My Best Friend Is As Sharp As a Pencil", on similes was introduced as tuning-in activity. Students were interested in the similes used in the storybook. Students innocently shared that their pencils are not sharp and replaced with needle, 'as sharp as a needle'. They displayed the skill to think critically. Then, they tried to adapt and invent new similes.

21 CC: Adaptive Thinking

Getting to imagine that they do not want their hands to be red. 'Handred'

By changing the letter 'a' to 'u', this word becomes hundred.

This helps students to remember the spelling.

21cc - critical and inventive thinking. Tks Anling, and yes, Civic Literacy :)

21st CC- Critical thinking and global literacy

21CC exhibited: adaptive thinking, inventive thinking

Short description: The class learnt about mould and that it can grow on bread. They were shown a timelapse video of mould growing on bread over 16 days. Some students went home and conducted their own experiment on bread. Brought it to class to show both my P3 classes, then other students started to bring other objects that had mould growing on them (e.g. mould on potato, mould on a wooden coaster). This allowed the rest of the class to consider in what other places could mould grow. They also asked more questions like, "What if we submerge the bread fully in water/what if we put just a little bit of water/what if it's put in the fridge/what if we leave it there for a month?"

21CC: Critical thinking (exercise sound reasoning and decision making)

Getting LP students to draw models and filling in the blanks in the model from the question. Reading the question for understanding first. Checking if the students understood the sentences first before letting them try completing the model to ensure they understood what models are about. Students have to exercise sound reasoning to recognise bigger numbers need longer model.

Annotation ( Narrative & Information Text):

Pupils do annotation to show evidence for their answers. During deep annotation they have '?' and they can further find out more about the questions and do research. There is visible thinking shown and they can further present on their research later on.