M. Burgess & J. Cummins
Logical Thinking/Interdisciplinary
Primary—From a given set of facts students will be able to make sound logical judgements on statements which follow the given facts as to these statements being true—false—or opinions.
Secondary—Students will reinforce reading and vocabulary skills.
Motivation—Film on logical/illogical thinking—newspaper articles that students will read and then comment upon.
Activity—Given facts in individualized examples students will have to determine from these given facts if statements which follow are true statements, false statements or opinions.
Note: This lesson is very extensive and many mini lessons on conversions of fractions to decimals to percentiles—geometry (the circle) and the use of a protractor to construct angles.
Step I Facts:
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Tom is a good swimmer.
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Lisa does not know how to swim.
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Tom’s best friend is in the pool.
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Everyone in the pool can swim.
Conclusions:
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1. Tom’s best friend knows how to swim.
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2. Lisa is in the pool.
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3. Tom is in the pool.
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4. Lisa is Tom’s best friend.
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Step II Facts:
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Jim is taller than Alex.
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Joe is taller than Debbie.
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Alex is shorter than Lisa.
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Lisa is shorter than Debbie.
Conclusions:
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1. Alex is shorter than Debbie.
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2. Lisa is taller than Joe.
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3. Alex is taller than Joe.
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4. Jim is taller than Joe.
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Step III Facts:
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Jim is a computer programmer.
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Lori is a mathematician.
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All computer programmers are mathematicians.
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Most colleges train computer programmers.
Conclusions:
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1. Jim is not a mathematician.
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2. Lori is a computer programmer.
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3. Some mathematicians are computer programmers.
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4. Most mathematicians train at colleges.
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Step IV Facts:
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Everyone on the farm is related to Jill.
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Jill’s only child is a boy.
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Kim lives on the farm.
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Jack is Sues husband.
Conclusions:.
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1. Kim is Jill’s relative.
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2. Kim is Jill’s Daughter.
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3. Jill lives on the farm.
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4. Jill has a son.
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5. Jack lives on the farm.
Step V Facts:
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Adam is a drummer.
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All of Bill’s friends play in the band.
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Andy is Bill’s friend.
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All of the band members are wealthy.
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Some band members are from Hamden.
Conclusions:
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1. Adam is wealthy.
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2. All band members are from Hamden.
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3. Adam and Bill are friends.
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4. Bill has many poor friends.
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5. Andy is wealthy.
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III. Unit Objectives: Student will be presented with opportunities to refine those skills relevant to the promotion of leadership or being a productive member of a team.
Leadership and/or team working skill development can be realized through activities that center around the division of the class into groups. This division does not only have to occur in regard to the activation of a specific academic lesson. Early in the academic year according to some pre-determined scheme the class can be divided into groups. Such groups would be on going for the duration of the academic year, however, this should not effect the formation of new groups for specific academic activities. These base groups can be given such task as class decorations, announcements, classroom set-up and other responsibilities as they relate to classroom operation. If base groups are used a list of members should be posted along with a time schedule for agreed upon duties. They should be encouraged to elect a group leader, teacher contact person, and an alternate. Early in the year the teacher should incorporate a lesson into the curriculum that focuses on group dynamics. Particular care should be taken to point that out that:
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A. That leadership and/or membership is in large part based on the goals of the group.
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B. That those groups which attain success in general have leadership/membership that understand and commits self to the groups goals.
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C. That it is important to understand your position in the group as well as the position (function) of the other members.
If base groups are utilized in a class then new members should be allowed to visit with each group before final placement is effected. If in planning group activities there is no time (or one wants the group to select the leader) to pre-select and prep group leaders then step by step, easy to read instructions should be given to the group leader. Careful attention should be paid to the rotation of the leadership role. Incorporated within the instruction should be, directives, that exhibit the relationship of power to position(s) within the group (ex. group leader will only vote in case of a tie). When possible there such be an election for the position of group leader. Group leaders instructions should allow for the appointment of as many members as is feasible to titled positions within the group (ex. secretary, timekeeper, ballot collector/counter, etc.).
This approach has merit in regard to acclimating students to the idea of occupying a position of responsibility (power) within the group. Assigned tasks should be predicated on the ability level of the students; nothing succeeds like success. As the group gains assurance, functioning as a unit, basic parliamentary procedure should be introduced. These can be achieved via the group leader instructions (one/two concepts at a time) or a lesson designed for this purpose. Parliamentary procedures lend order and control to group operations. It also provides a context to further re-affirm the basic steps of the Scientific Method. Framing a motion is predicated upon properly identifying the problem. Discussions, and individual(s) report constitutes collecting known data. The call for questions (prior to a vote) and the vote can be related to the testing of the Hypothesis. Thus new information can be reinforced by that which is already known. Group activities can noticeably raise the noise level of class, and so this concern must be given consideration as it relates to respect for the rights of others (other groups in the class—the class next door). One (the teacher) has to be able to make the distinction between constructive noise, and noise for noise sake (confusion, argumentative, etc.). To respond to each situation as a separate entity, for in a class of 3 groups each may exhibit distinctly different characteristics.