Critical Thinking Skills Activities iv Critical Thinking Skills Activities To the Teacher Critical Thinking

  • View
    3

  • Download
    0

Embed Size (px)

Text of Critical Thinking Skills Activities iv Critical Thinking Skills Activities To the Teacher Critical...

  • Critical Thinking Skills Activities

  • Customize Your Resources No matter how you organize your teaching resources, Glencoe has what you need.

    The Teacher’s Classroom Resources for Understanding Psychology provides you with a wide variety of supplemental materials to enhance the classroom experience. The booklets are designed to open flat so that pages can be easily photocopied with- out removing them from their booklet. However, if you choose to create separate files, the pages are perforated for easy removal.

    The individual booklets supplied in Teacher’s Classroom Resources give you the flexibility to organize these resources in a combination that best suits your teaching style. Below are several alternatives.

    • Organize all resources by category (all tests, all enrichment and extension activities, all cooperative learning activities, etc., filed separately)

    • Organize all resources by category and chapter (all Chapter 1 activities, all Chapter 1 tests, etc.)

    • Organize resources sequentially by lesson (activities, quizzes, readings, etc., for Chapter 1, Chapter 2, and so on)

    Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families, without charge; and be used solely in conjunction with Understanding Psychology. Any other reproduction, for use or sale, is prohibited without written permission from the publisher.

    Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio 43240

    ISBN 0-07-822393-8

    Printed in the United States of America

    1 2 3 4 5 6 7 8 9 10 024 08 07 06 05 04 03 02 01 00

    Glencoe/McGraw-Hill

  • Critical Thinking Skills Activities iii

    Contents Activity 1: Organizing and Analyzing Information . . . . . . . . . . . . . . . . . . . 1

    Activity 2: Interpreting Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

    Activity 3: Forming a Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

    Activity 4: Designing an Experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

    Activity 5: Identifying Cause-and-Effect Relationships . . . . . . . . . . . . . . . . 5

    Activity 6: Distinguishing Fact From Opinion . . . . . . . . . . . . . . . . . . . . . . . 6

    Activity 7: Interpreting Charts, Tables, Graphs, and Diagrams . . . . . . . . . . 7

    Activity 8: Designing an Experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

    Activity 9: Comparing and Contrasting . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

    Activity 10: Reading and Making Graphic Organizers . . . . . . . . . . . . . . . . . 10

    Activity 11: Writing a Research Report/Essay . . . . . . . . . . . . . . . . . . . . . . . 11

    Activity 12: Using the Scientific Method . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

    Activity 13: Using Critical Methods of Inquiry. . . . . . . . . . . . . . . . . . . . . . . 13

    Activity 14: Organizing and Analyzing Information. . . . . . . . . . . . . . . . . . . 14

    Activity 15: Using Critical Methods of Inquiry. . . . . . . . . . . . . . . . . . . . . . . 15

    Activity 16: Comparing and Contrasting . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

    Activity 17: Distinguishing Fact From Opinion . . . . . . . . . . . . . . . . . . . . . . 17

    Activity 18: Forming a Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

    Activity 19: Interpreting Charts, Tables, Graphs, and Diagrams . . . . . . . . . 19

    Activity 20: Interpreting Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

    Activity 21: Writing a Research Report/Essay . . . . . . . . . . . . . . . . . . . . . . . 21

    Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

  • iv Critical Thinking Skills Activities

    To the Teacher Critical Thinking Skills Activities are higher level thinking activities. They pro-

    vide teachers with exercises that help students develop their abilities to interpret information, to compare, contrast, and assess that information and to use informa- tion to extrapolate, make predictions and reach logical and valid judgments and conclusions. Critical thinking skills are vitally important to a student’s ability to function successfully in almost any endeavor later in life. They will also assist stu- dents in meeting the requirements posed by many of today’s proficiency and stan- dardized testing programs.

  • C o

    p yr

    ig h

    t ©

    b y

    T h

    e M

    cG ra

    w -H

    ill C

    o m

    p an

    ie s,

    I n

    c.

    Critical Thinking Skills Activities 1

    Name __________________________________ Date ______________ Class _______________

    Organizing and Analyzing

    Information

    C R I T I C A L T H I N K I N G

    S K I L L S A C T I V I T Y 1 Directions: Using the information below and local or national newspapers, write a report about how psychology affects our daily lives.

    Many people are fascinated with human behavior and how the mind works. Psychologists and psychological inquiry are part of everyday life. Sports figures ask psychologists to help them improve their mental outlook on the game. Police departments consult psychologists to better understand criminal behavior. Businesses analyze the buying behaviors of potential customers. Advertisers use psychologists’ understanding of human behavior to attract our attention.

    1. Obtain your local newspaper or a national newspaper for seven days.

    2. Review each day’s paper for articles and advertisements related to psychology, the mind, and human behavior. Create a clipping file of these articles and advertisements.

    3. Organize the articles and advertisements into groups according to the particular type of psychology they discuss. Then take each group of articles and advertisements and organize them according to the field of psychology involved. Use a graphic organizer similar to the one below to help you orga- nize the information you collect.

    4. Write a report analyzing the trends and patterns you see in the articles. Does one type of psychology dominate? Does one field of psychology appear more often? Which approaches to psychology seem to play the most prominent roles in everyday life?

    Subject of Types of Fields of Articles and Psychology Psychology

    Advertisements Discussed Involved

    Day 1

    Day 2

    Day 3

    Day 4

    Day 5

    Day 6

    Day 7

  • 2 Critical Thinking Skills Activities

    Name __________________________________ Date ______________ Class _______________

    C o

    p yrigh

    t © b

    y T h

    e M cG

    raw -H

    ill C o

    m p

    an ies, In

    c.

    C R I T I C A L T H I N K I N G

    S K I L L S A C T I V I T Y 2 Interpreting Statistics

    Directions: Follow the steps below to study the relationship between two variables.

    1. Select two items that you believe are correlated. For example, you may believe that the height of a basketball player is positively correlated to the average number of points the player scores per game. When selecting the two items to test for correlation, choose two items that are measurable, such as height and average points per game.

    2. If the population is large, select a sample that is representative of an entire population. 3. Gather the data for the sample. Depending upon the type of data you need to gather, you may need

    to develop a survey or ask your sample participants to keep a log. 4. Identify the independent and dependent variables. 5. Chart the data on the graph below, placing the dependent variable on the x-axis and the independ-

    ent variable on the y-axis. 6. Create a frequency distribution for the data. 7. Identify the following measures of central tendency for the independent variable: mean, median,

    and mode. 8. Using the statistics, answer the following questions:

    A. Is there a positive or negative correlation between the dependent and independent variables? Explain.

    B. What does the frequency distribution tell you about the data?

    C. What do the measures of central tendency tell you about the independent variable?

    D. Do your results indicate a cause-and-effect relationship between the dependent and independ- ent variables? Why or why not?

  • C o

    p yr

    ig h

    t ©

    b y

    T h

    e M

    cG ra

    w -H

    ill C

    o m

    p an

    ie s,

    I n

    c.

    Critical Thinking Skills Activities 3

    Name __________________________________ Date ______________ Class _______________

    Forming a Hypothesis

    C R I T I C A L T H I N K I N G

    S K I L L S A C T I V I T Y 3 Directions: Use the following steps to form a hypothesis about childhood development.

    1. As a student of psychology, you have become a keen observer of human behavior. During the past few days you have observed the following interesting behaviors of children. A. A five-year-old boy finished his meal and refused to stay seated while his parents finished their

    meals. He ran around the restaurant, knocked over a server’s tray, and deliberately knocked