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Critical Reasoning/Quiz

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  • 1.1 1) What is the purpose of critical reasoning in a scientific argument? Choose the best answer.
  • 1.2 2) “A penguin is a bird because it has wings.” The phrase “a penguin is a bird” is an example of:
  • 1.3 3) Your research question is “Can anyone predict volcanic eruptions?” Which of the following is an appropriate claim?
  • 1.4 4) Evidence is only useful to a scientific argument when it’s:
  • 1.5 5) A public service announcement claims, “Cigarettes cause lung damage.” Which of the following pieces of evidence is most relevant to this claim?
  • 1.6 6) Which piece of evidence is relevant to the claim that football is a dangerous sport?
  • 1.7 7) When considering an argument’s reasoning, it’s important to be:
  • 1.8 8) Which of these is an example of a false assumption?
  • 1.9 9) Which statement about inference is true?
  • 1.10 10) All plants need water to survive. Which of the following is an acceptable inference about a plant that is not getting any water?

Questions [ ]

1) what is the purpose of critical reasoning in a scientific argument choose the best answer. [ ].

A) To answer a research question

B) To gather evidence

C) To evaluate a claim

D) To make a series of inferences

Correct Answer: C

2) “A penguin is a bird because it has wings.” The phrase “a penguin is a bird” is an example of: [ ]

B) Reasoning

C) Evidence

D) Skepticism

Correct Answer: A

3) Your research question is “Can anyone predict volcanic eruptions?” Which of the following is an appropriate claim? [ ]

A) There are tools used to monitor volcanoes

B) Volcanologists can predict eruptions

C) Mt. Pinatubo’s eruption in 1991 was predicted

D) Meteorologists cannot predict eruptions

Correct Answer: B

4) Evidence is only useful to a scientific argument when it’s: [ ]

A) Based on observation

B) Measured in numbers

C) Relevant to the claim

D) Collected by a scientist

5) A public service announcement claims, “Cigarettes cause lung damage.” Which of the following pieces of evidence is most relevant to this claim? [ ]

A) Cigarettes contain added chemicals

B) Some people cough when they inhale secondhand smoke

C) Cigarette smoke smells bad

D) Lung cancer is more common in patients who smoke

Correct Answer: D

6) Which piece of evidence is relevant to the claim that football is a dangerous sport? [ ]

A) The sport of football was invented a long time ago

B) Medical workers are on standby during football games

C) Football players get injured more often than other athletes

D) Football players enjoy the sport

7) When considering an argument’s reasoning, it’s important to be: [ ]

A) Optimistic

B) Trusting

D) Skeptical

8) Which of these is an example of a false assumption? [ ]

A) My brother is taller than my mother

B) My baby brother will grow taller than my sister

C) My brother is over six feet tall

D) My older brother is taller than my sister

9) Which statement about inference is true? [ ]

A) All inferences are based on opinion

B) If an inference is based on facts, it must be correct

C) Arguments based on inference are weak

D) An inference can be wrong even if it relies on facts

10) All plants need water to survive. Which of the following is an acceptable inference about a plant that is not getting any water? [ ]

A) The plant needs better soil

B) The plant is a cactus

C) The plant has adaptations for storing water

D) The plant will die unless it gets water

  • 1 Moby the Robot

Critical Reasoning Lesson Plan: Text Types and Purposes

*Click to open and customize your own copy of the  Critical Reasoning Lesson Plan . 

This lesson accompanies the BrainPOP topic Critical Reasoning , and supports the standard of supporting claims with relevant evidence using credible sources. Students demonstrate understanding through a variety of projects.

Step 1: ACTIVATE PRIOR KNOWLEDGE

Ask students: 

  • What makes an argument persuasive? 
  • Why might some evidence be more relevant to a claim than others? 

Step 2: BUILD BACKGROUND

  • Read aloud the description on the Critical Reasoning topic page .
  • Play the Movie , pausing to check for understanding. 
  • Have students read one of the following Related Reading articles: “In Depth” or “Language.” Partner them with someone who read a different article to share what they learned with each other.

Step 3: ENGAGE Students express what they learned about critical reasoning while practicing essential literacy skills with one or more of the following activities. Differentiate by assigning ones that meet individual student needs.

  • Make-a-Movie : Create a commercial that answers these questions about the product you’re selling: Why should you buy this product over its competitors? What evidence do you have to support your claim? (Essential Literacy Skill: Draw evidence to support analysis)
  • Make-a-Map : Make a concept map identifying a claim about a topic. Defend your claim with three pieces of relevant evidence. (Essential Literacy Skill: Draw evidence to support analysis)
  • Creative Coding : Code a conversation where a character provides three pieces of evidence supporting a claim. (Essential Literacy Skill: Acquire and use domain specific words and phrases)

Step 4: APPLY & ASSESS 

Apply : Students t ake the Critical Reasoning Challenge , applying essential literacy skills while demonstrating what they learned about this topic.

Assess: Wrap up the lesson with the Critical Reasoning Quiz . 

Step 5:  EXTEND LEARNING

Argument Wars : Challenge players to analyze the kinds of support used to argue a constitutional rights case in this interactive game. 

Additional Support Resources:

  • Pause Point Overview : Video tutorial showing how Pause Points actively engage students  to stop, think, and express ideas.  
  • Modifications for BrainPOP Learning Activities: Strategies to meet ELL and other instructional and student needs.
  • BrainPOP Learning Activities Support: Resources for best practices using BrainPOP.

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Teaching Strategies

Helping students foster critical thinking and research skills.

April 12, 2022 by Guest Blogger

research

Ilana Garon is a writer, editor, and educator who has taught English (and sometimes math, in emergencies) in New York City, Nashville, and Kansas City. She is the author of “Why Do Only White People Get Abducted by Aliens?”: Teaching Lessons from the Bronx (Skyhorse, 2013). Ilana is a military spouse currently stationed in Washington, DC with her family.

One of my most entrenched memories of elementary school surrounds a project I did in 6th grade, while studying ancient Rome. This was the early 1990s, when personal computing was just getting started—and home internet access wasn’t really a thing yet. My teacher had assigned a short report on the Circus Maximus, but, to my dismay, our history textbook only had about one paragraph on the subject. What was I to do?

My plan was to simply write what the textbook said, falling well short of the two hand-written page requirement, and relying on the excuse that the textbook didn’t have enough information, so that was all I could possibly be expected to know about it. (Full disclosure: I was not a great student.) My mother, however, had other ideas. First, she sat me down and made me write questions about the Circus Maximus: In what era was this circus? What kinds of acts did people come to see? What types of people attended? 

Then, when I finished the list, my mom took me to our local library. The librarian helped me find a handful of books with sections about the Circus Maximus. With my mom’s help, I used the index to find those sections, and I took notes. I was able to write a paper that impressed my teacher enough that she read it aloud to the class. It was the proudest moment of my entire 6th grade year.

The Pitfalls of Research in a New Generation

I thought often about my Circus Maximus project when I taught high school. It became evident that, due to the many advances in digital technology over the two decades between my own middle school years and my time as a teacher, it was unlikely that my students would have the same experiences I did. Attempts to replicate my childhood research process with students yielded mixed results: A visit to the library in advance of any major research paper was always met with groans and eye-rolling, and quick abandonment of any book in which they couldn’t quickly find what they were looking for. When left to choose sources independently, their first step would inevitably be an internet keyword search, and—if it didn’t yield instant results—panic and talk of quitting. “There’s nothing on this, Miss Garon,” they would tell me dramatically. “I need to change my topic.” 

Ricardo Vela, an 8th grade U.S. history teacher I spoke with in White Plains, NY, runs into the same issues with his students—and offers some insights into why: “I don’t think they are being taught these skills in elementary grades,” he says. “I don’t think they do many research projects, either. This is not a dig at their teachers, but rather a criticism of the fact that elementary school teachers have to focus a lot of their time on preparing students for state ELA and math exams.”

The challenges students face with research, Vela contends, are not just about knowing how to find information; they’re also about thinking deeply about that information and making connections.

Moreover, Vela finds that today’s students are unsure of how to manage the sheer amount of information available online. The internet offers a good deal of inaccurate and irrelevant content, he points out, alongside many worthwhile materials—and students struggle to tell which is which. It can also be challenging to pare down their findings to focus on one discrete topic. The variable quality of information becomes an even bigger problem, explains Vela, when “students think that they can look at one website and have everything they need.”

Students Struggling to Dig Deeper

“Our students are trained from a young age to be able to look at a reading, pull out answers to questions, and cite evidence,” says Vela. “But asking them to go beyond the text, and evaluate and analyze by incorporating other information that they know—that’s something they struggle with. All too often they look for answers inside a given text or image, not thinking beyond what is physically in front of them.”

Bryan Betz, who teaches elementary and middle school English as a foreign language in South Korea, echoes Vela’s thoughts. He finds that his students often have difficulty providing detailed answers and evidence that can support and bolster their arguments. “They’re just trying to give the ‘right’ or correct answer,” he says. “I find that getting them to that next level, digging a little bit deeper to find concrete data or evidence-based answers, is very difficult.”

Betz also observes that his students assume their search is complete when they find a single source, or an immediate answer to a question. While he acknowledges that their age is a factor in his students’ desire to get things done quickly, he nevertheless works constantly on debunking their assumptions that the first bit of information they identify is sufficient to call off the search. “That’s a struggle with my students: Speed, accuracy, and correctness being balanced with one another,” Betz says.

Vetting Information, One Fact at a Time

To support students’ critical thinking skills, Betz builds in dedicated time during all major assignments to allow students to find and validate information. “Allotting a specific amount of time for research, counter-research, fact-checking of other students’ assertions [during in-class debates] is important,” he says. A class scribe takes notes during discussions, and when someone makes a statement that needs to be fact-checked, or that conflicts with known information, Betz’s students sit down as a team, and fact-check together. Then they discuss a series of questions: What was the resolution to this conflicting information? Was there a correct answer? Did it lead them to another question that they might discuss later on?

Betz asserts the importance of steering students towards higher quality sources. He leans on BrainPOP movies, among other resources, to build background knowledge. “I like to give them reliable sources, things where I can show them, ‘The information you’re getting here is accurate and correct, and is a good starting place. From there, you can go and explore other information and places where you might get opinion, facts, data, evidence, and other information that will support you in the discussion or debate.’” 

Still, he emphasizes that there is no panacea. Like Vela, Betz finds that his students have difficulty distinguishing “fishy” sources from reputable, credible ones. To counter this problem, Betz never allows his students to offer just one source for an assignment; as a matter of class policy, they must always present multiple sources.

One thing I recommend to parents is, don’t give the right answer right away. Don’t try to solve it right away. Try to guide your children to the correct answer.

Vela finds that collaborating with colleagues across subject areas helps to address these challenges. “I work with our ELA teacher on teaching kids how to analyze information, learn to think more abstractly, and go beyond what is written on a page or painted on a canvas. I work with our science teacher, and do activities and teach topics that relate to both courses,” he says. When he taught World War I, he partnered with an earth science teacher who was teaching weather patterns. Their students played a game that demonstrated what a “front” is, in both weather and war.  

The Importance of Not Giving a Correct Answer

Beyond the classroom, what can grown-ups do to help their children develop better research skills and deeper critical thinking? 

Vela recounts a story from his own youth. To gain permission to go to a party after he had been grounded, he and his friends submitted a petition to his mom. Vela’s mom, a lawyer, accepted the petition, but only on the condition that Vela write a research paper on writs of habeas corpus. “I think the takeaway is that parents need to instill in their children a love for learning, and [instill motivation] and skills to look up information,” he says. This includes guiding kids through the research process and teaching them to be discerning judges of websites and online sources.  

Betz takes a philosophical approach to the question. “One thing I recommend to parents is, don’t give the right answer right away. Don’t try to solve it right away. Try to guide your children to the correct answer. That might be by giving them a resource (not just Wikipedia—go to BrainPOP, or another reputable source)—or give them a critical follow-up question that directs them about where to start looking.”

Good teaching comes from good questioning, Betz maintains, and that advice holds true at home and at school. “If you want to have an interesting conversation, you have to start with having an interesting question,” he says. “When we give children an automatic answer for everything, it provides a temporary solution, but creates a dependency that isn’t helpful to anyone.”

Betz acknowledges that encouraging kids to keep digging deeper necessitates more work from grown-ups. Sometimes, especially at the end of a long day, it would be easier to simply answer their questions. But he believes that investing some time to keep the conversation going in this way will pay dividends for students, not only in their academic careers, but in their interactions with the world.

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Critical Reasoning: Practice Questions

critical reasoning assignment brainpop answers

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  • The poachers arrested in Zinbaku between 1970 and 1980 were rarely sentenced to long prison terms
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  • The roads outside highway would be as convenient as highway for most drivers of trucks..
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  • University researchers found that there was a significant correlation between team productivity and the extent to which team members understood and complied with the group's objectives
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  • Industrial Psychologists of UK found that work groups who tended to participate in after-hours social activities were more productive
  • Success in starting a new business largely depends on sound financial planning
  • Venture capitalists are motivated by non-monetary gains    
  • Social incentives motivate investors just as much as financial rewards
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  • Many drivers of trucks would rather buy trucks with a capacity of less than 8 tons than be excluded from highways.
  • The number of collisions that occur near highways has reduced in recent years
  • Trucks that have a capacity of more than 8 tons cause a disproportionately large number of collisions on highways
  • Importing oil on tankers is currently less expensive than drilling for it offshore.
  • Tankers can easily be redesigned so that their use entails less risk of an oil spill.
  • The impact of offshore operations on the environment can be reduced by careful management.
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  • Sugarcane growers have saved money on wages by switching from paying labourers a daily wage to paying them by the amount harvested.
  • Many small sugarcane growers joined together to form an association of sugarcane producers and began to buy supplies at low group rates.
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  10. Critical Reasoning Lesson Plan: Text Types and Purposes

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    If its truth or falsity is independent of what someone thinks. The Drake Equation is an argument which is used to estimate the probability of communication occurring between intelligent extraterrestrial life and human civilizations. It includes a number of factors, including the number of habitable planets and the likelihood of intelligent life ...

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