CS01 Infusion Worksheet 2011 Copy 2

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Infusion Worksheet on Thinking

Current Science Issue 1 (2011)

Critical Thinking: Compare and Contrast

Introduction

Comparing and contrasting involves detecting a variety of similarities and differences between two or more objects, events, organisms, institutions or ideas in order to achieve certain specific purposes. Comparing and contrasting always involves analysing features that match and features that do not and drawing out the implications of this analysis. This is very helpful to gain deeper understanding of the things compared in order to make well-considered decisions or to clear confusion.

We compare and contrast with varying degree of thoroughness. Sometimes we tend to only surface characteristics like how things look when other factors are more relevant. There are four basic problems on how we usually perform compare and contrast. These problems are summarised in the figure 1.1 below.

Figure 1.1

There are two ways of how compare and contrast can be carried out skilfully:

a. Open compare and contrast b. Focused compare and contrast

Open compare and contrast

One way to counter making too narrow a comparison and / or contrast is to use brainstorming to identify as many similarities and differences as we can. We then select those similarities and differences that are significant or relevant to our goals and explicitly draw out their implications. Figure 1.2 provides the thinking map on what a skilful open compare and contrast looks like.

Figure 1.2

1. We identify only few similarities and differences. 2. We identify only superficial similarities and

differences. 3. We make rough and imprecise judgements of

similarity or difference. 4. We do not draw out the implications of the

similarities and differences we have identified.

1. How are they similar? 2. How are they different? 3. What similarities and differences seem significant? 4. What categories or patterns do you see in the significant similarities and differences? 5. What interpretation or conclusion is suggested by the significant similarities and differences?


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Focused compare and contrast

This method of compare and contrast makes our search for similarities and differences more organised from the outset. We first determine the types of similarities and differences that we should consider in order to achieve our goal. These factors then guide our search for specific similarities and differences. When we have located information about these factors, we then draw conclusions about the two things compared. Figure 1.3 provides a thinking map on what a skilful focused compare and contrast looks like.

Figure 1.3

To teach comparing and contrasting well, it is not enough to ask students simply to list similarities and differences between two things. We must teach students explicitly what questions to ask to generate many kinds of similarities and differences for certain purposes and draw out the implications of the similarities and differences they have found. The goal of this instruction is to help students internalise these questions so that they are able to guide themselves in thinking skilfully when doing compare and contrast activities. The thinking maps show above (figure 1.2 and 1.3) contain questions that can be adapted to guide students through a compare and contrast activity in any instructional area. These guiding questions can be supplemented by using one of the graphic organisers below.

Guided activities in which students compare and contrast what they are studying will deepen their understanding of what they are comparing and contrasting. This active-thinking component of the lesson is an important step towards students’ learning how to compare and contrast skilfully.

Graphic organisers can be used to help students in making their thinking more explicit. These organisers also reinforce the process highlighted on the thinking map.

1. What is the purpose of the comparison and contrast? 2. What kinds of similarities and differences are significant to the purpose

of the comparison and contrast? 3. What similarities fall into these categories? 4. What differences fall into these categories? 5. What pattern of similarities and differences are revealed? 6. What conclusion or interpretation is suggested by the comparison and

contrast that is significant to its purpose?


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Graphic Organiser for Open Compare and Contrast

OPEN COMPARE & CONTRAST

HOW ALIKE?

HOW DIFFERENT?

WITH REGARD TO

PATTERNS OF SIGNIFICANT SIMILARITIES AND DIFFERENCES:

CONCLUSION OF INTERPRETATION:


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Graphic Organiser for Focused Compare and Contrast

FOCUSED COMPARE & CONTRAST

PURPOSE:

FACTORS TO CONSIDER:

FACTORS CONSIDERED IN THIS ACTIVITY

HOW ALIKE?

HOW DIFFERENT?

CONCLUSION OF INTERPRETATION:


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Lesson plan for Skilful Compare and Contrast

Article: Peak Experience

Topic: Frictional and Gravitational Force

Objectives

Content

Student will learn about the effect of friction and gravity on motion of objects moving in the vertical plane.

Thinking Skill or Process

Students will learn to compare and contrast skilfully by finding significant similarities and differences, by determining patterns in the similarities and differences and by reaching a conclusion based on the comparison and contrast.

Methods and Materials

Content

Students will use the article “Peak Experience” as an introductory to the effects of frictional force and gravity on mountain climbers. This article will also introduce students to skilful compare and contrast. They will use their relevant textbook material to look at graphical representation of falling objects and how frictional force and gravity affect the motion.

Thinking Skill or Process This lesson features structured questioning, a compare and contrast graphic organiser, a think-pair-share activity and metacognitive reflection to develop a plan comparing and contrasting skilfully.

Lesson

(i) Introduction to Content and Thinking Skill / Process Ever notice how two things can do the same job but look different? For example, let’s

consider a brick and cinderblocks. Both are basic building materials used in the construction of buildings. Can you think of similar ways that these materials are used?

Can you think of other uses of these materials that are similar?

Things used to make building blocks are called “materials of construction.” Can you

name other materials of construction? Think about building a house.

Although similar building materials are often used to accomplish the same building purpose, there are times when the differences between them make one a much better choice than the other. Architects earn their living by knowing all about building materials. They have learned to tell the differences between similar materials of construction and then choose which is best for the given job. For example, brick walls on a house look nice but cinderblocks if not plastered over with stucco or some other covering would often look unattractive. Usually an architect will choose bricks instead of cinderblocks for


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the exterior walls of a fine home because the characteristic of attractiveness is very important. Although cinderblocks could do the same job, they are rarely used for house exterior walls. Where do you usually find cinderblocks used as a material of construction for walls?

Meet in your groups and make a list of difference between bricks and cinderblocks that

might determine different uses, just as the look of these two types of building materials is what determines their use in the situations we just discussed.

Can you think of other building materials which can do the same job but look different?

What other characteristics do you think building materials might have would determine

how and when they are used?

Another name of the process of looking at similarities and differences in order to reveal important characteristics of thins is called comparing and contrasting. In the example of bricks and cinderblocks, we compared the similarities they both shared and then we contrasted their differences. Once we know these distinctions we are in a good position to draw an intelligent conclusion about which material would work best for a particular job. This is the thinking map of the questions that can guide us in engaging in this kind of comparing and contrasting (teachers can show students or write on the board figure 1.2). Notice how these questions include, but go beyond, asking only about similarities and differences. This is a typical way of comparing and contrasting. We are going to use this thinking map to guide us through an activity in science in which we will explore the basic features of frictional forces and gravity and how these features affect the vertical motions of objects.

(ii) Thinking Actively

After reading the article on “Peak Experience”, you would have noticed how two

essential types of forces, frictional force and gravitational force affected the climbers when they were conquering the peak of mountains. Which of these two forces is more useful for the climbers?

Could you name other sports or activities where both of these forces play a role in the

sport and they are either a useful force or a nuisance force? (Teacher could list these sports on the board as students mentioned them.)

First let’s read some materials about frictional force and gravitational force. (Ask

students to refer to their textbooks or teachers can provide extra notes on frictional force and gravitational force). As you read be sure to look closely at characteristics and features of these two forces.

Now that you have had time to become familiar with the characteristics and features of frictional force and gravitational force together with how these two forces affect the climbers from the article, organise yourself into groups of four or five students and examine the reading materials more closely. Together with the other sports that you mentioned, let us look for similarities and differences between these two forces. Use the compare and contrast diagram to record how they are alike and different (Teachers can distribute a copy of Open Compare and Contrast graphic organiser). When you discover similarities, list them in the box headed “How Alike?” When you find a difference, put it in the boxes under “How Different?” and think about what kind of


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difference it is, recording this in the box under “With regard to”. For example you will immediately notice the difference from the article “Peak Experience” that gravitational force is acting downwards and frictional force is assisting the climbers to go up. That is a difference with regard to what? Record the word “direction” in the box under “With regard to” (If student need another example, teacher can refer back to the introductory part of this lesson and help students to understand on how to obtain the feature that distinguished the two objects. After this, give students around 10 minutes for group work on the compare and contrast graphic organiser)

How are the frictional force and gravitational force alike in the sports that we have

mentioned?

How are these forces different in the sports that we have mentioned?

(Have some students to response to this question. Record the responses on the board. As they report their findings ask them questions of clarifications that will help them to elaborate the similarities, differences or notes of the consequence of these similarities and differences to the sports and athletes that they have mentioned. Now that you have stated how the two forces are similar and different, we will use this

information to give us insight into how these similarities and differences will affect the motions of athletes in the sports mentioned. To do this, we will follow the thinking map for comparing and contrasting by asking the remaining three questions about the similarities and differences. Meet in your group and first determine which of the similarities and differences you have come up are significant. If a similarity of difference is not very significant draw a line through it. Then, see if you can discover some patterns of similarities and differences or major themes in what remains in the “How Alike” and “How Different” boxes. Write these, using only a word or a short phrase in the “Pattern” box.

(Teachers could use the example from the introduction like asking them: “Can you come up with a pattern of similarities and differences that might explain why bricks are used sometimes and cinderblocks preferred at other times.” Get students to share their findings.) In your groups, think about and discuss these patterns of significant similarities and

differences. Then express one or more of these patterns in some important insight or conclusion you come to about these two types of forces. Formulate your conclusion in one sentence only and write it in the “Conclusion or Interpretation” box on your graphic organiser.

Each member of your group should now pair up with member from another group for an

activity think-pair-share. In this activity, i would like one member of the pair to read his or her conclusion to the other and the other member of the pair to help that person clarify and extend their thinking about their conclusion. The way the second member will do this is only by asking questions, not by making statements. These are three types of questions that can be asked:

o Questions of clarification: If you do not understand what a word or statement

means, you may ask questions to help you understand what is being said. For example, you may ask “What do you mean when you say .......”


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o Questions that extend the idea: If you think your partner is saying something interesting, but it is too brief, you can ask for more details about your partner’s idea. You might say something like “What more can you tell me about ......”

o Questions to challenge what is said: If you think the speaker is misled ot confused, you may ask questions you think may prompt your partner to rethink or restate some part of his or her statement like “What do you think......?” Maybe the speaker will explain why and you won’t think the statement is confused anymore or maybe the speaker will reconsider aspects of the statement.

(After two or three minutes of reflection, ask students to change role. After both partners have served as speaker and listener, allow students an opportunity to rewrite their statement in any way they see fit. Then get two or three students to read their statements.)

(iii) Thinking about Thinking

Let’s stop thinking about frictional force and gravitational force and focus our attention on what we did about these two types of forces. What kind of thinking did we do?

What did we do to compare and contrast these two types of forces? What, for example

did you think about first? Next?

How was the compare and contrast process different from just identifying similarities and differences? Is this way of comparing and contrasting more of less helpful about things? How?

How did the way that you compared and contrasted the two types of forces differ from

the way you usually study important concepts in science?

Was using the graphic organiser helpful to you? How?

In the Think-Pair-Share activity, was writing out your statement beforehand important? (iv) Applying Thinking

Immediate Transfer

Compare and contrast the velocity-time graph of an objects being released from the top

of a building with the velocity-time graph of an object being thrown up. Compare the distance-time graph with the speed-time graph of an abject being thrown

upwards till it reaches ground.

Reinforcement Later

Compare and contrast between force and energy Compare and contrast between scalars and vectors

Compare and contrast two types of animal or plant cells: for example, cell from leaves

and cells from roots, or epidermis cells and brain cells


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Notes to Teachers

1. In an infusion lesson, we are teaching thinking skills and at the same time putting in the content for students to apply those thinking skills.

2. Teachers can use their own example for the introduction part of the infusion lesson. Teachers must take note that they must use context where their students are familiar with so that students will be able to apply the thinking skill introduced.

3. In the section “Thinking Actively”, teachers can modify the lesson plan to suit the

students’ ability. The most important feature is students must be shown how to use the graphic organiser when engaging in the thinking skills. Teachers must use the thinking map as the common language when engaging students.

4. In the section on “Thinking about Thinking” is meant for students to reflect on the thinking

so that the thinking processes that they engaged in become explicit to them. This will allow student to replicate these processes again when they are required to do another compare and contrast activity.

5. In the section on “Applying Thinking” teachers can use other concepts for students to

apply the compare and contrast exercise.


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Critical Thinking: Causal Explanation

Article: Wonder Boy

Question: Why might have caused the Cradle of Humankind be such a rich source of human and pre-human fossils?

Thinking Map

Steps

1. Let’s think about what we know about the Cradle of Humankind based on the article that you have read and also sources that you have came across before. Use the graphic organiser below to help you organise your ideas.

Cradle of Humankind

What do I know? What do I think I know?

What do I need to know?

1. What are possible causes of the event in question? 2. What could you find that would count for or against the likelihood of

these possibilities? 3. What evidence do you already have, or have you gathered that is

relevant to determining what caused the event? 4. Which possibility is rendered most likely based on the evidence?


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2. What are some different conditions or possible reasons or causes that have

made the Cradle of Humankind to be so rich with fossils of human and pre-human?

Possible Reasons or Causes

(Use the graphic organiser found in the next few pages to help you with questions 3, 4 & 5)

3. Now look at the possible reasons and causes you have listed above. If you are to look for clues about which of these possibilities was the likeliest explanation. What might you find today that could give you evidence for or against each possibility?

4. What possible explanation does the evidence support?

Common Problems with Our Thinking about Causes

We consider only one possible cause and affirm it without thinking about other possibilities.

We take account of only a small sample of the relevant and available evidence in determining a cause.

TAKE NOTE!


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5. Scientists should not accept an explanation until they have sufficient evidence to be sure of it. Otherwise, it is just a theory. Are the clues you obtained sufficient evidence?


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Infusion Worksheet on Thinking Current Science Issue 1 (2011)

Is the possible cause likely, unlikely or

uncertain?

Actual Evidence

CAUSAL EXPLANATION

Possible Evidence

EVIDENCE RATING

In favour +

Against -

Neutral #

No evidence ?


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Infusion Worksheet on Thinking Current Science Issue 1 (2011)

CAUSAL CHAIN

CAUSES EFFECT


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EFFECTS

CAUSAL CONDITIONS


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Teachers’ Notes

1. The thinking map contains 4 essential questions that determine the factors in carrying out skilful causal explanation. These factors are:

a. Possible causes b. Necessary evidence to support causes c. Actual evidence d. Judging if a cause is warranted by the evidence

2. By asking and answering these questions carefully, we can avoid the common

problems with determining causes as highlighted at step 2.

CS01 Infusion Worksheet 2011 Copy 2

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Transcript of CS01 Infusion Worksheet 2011 Copy 2