Science is suggested as an excellent content area for teaching primary students the creative and critical thinking skills that can help them become better problem solvers. J. P. Guilford's Structure of Intellect model and Benjamin Bloom's Taxonomy of Educational Objectives serve as the basis for developing exercises which lead to improvement of creative and critical thinking abilities. Specifically, creative abilities are defined as the Divergent Production Operation in Guilford's model and as Synthesis and Application based on Knowledge in Bloom's Taxonomy; critical thinking skills are termed Evaluation in both classification systems. Nine exercises are provided, using birds, dinosaurs, insects, and plants to teach several skills in the areas of divergent production operation and evaluation. The area of divergent production covers semantic relations and systems, semantic implications, semantic systems, semantic transformations, and figural/visual implications. The critical thinking domain focuses on evaluation of figural/visual relations, figural/visual systems, symbolic transformations, and semantic implications. Worksheets, guidelines, and discussion questions are provided for teaching each skill. (JDD)