critical thinking activity the story is in the ice answer key

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LOST AT SEA activity (FREE Critical Thinking Lesson Plans)

Lost at Sea Critical Thinking activity last updated Oct 7, 2021:

The Lost at Sea Activity is a fantastic team-building activity. 

Lost at Sea is a classic activity that can be found all across the Internet.

We’ve adapted it in our CRITICAL THINKING lesson plans to help teachers introduce the idea of criterion based decision making

Plus, we made the activity look visually appealing for school. Check it out!

Psst. it’s free 2 hours and 101 slides / pages of free content.

The original activity comes from PACE: Profession of Arms Centre of Excellence which is a dedicated champion to strengthening Air Force culture. 

• The Pace website provides a variety of tools on their teamwork page . 
• These include a series of TEAMBUILDER activities including the  original “Lost at Sea” activity

Information presented on AF.mil is considered public information.

AF.mil is provided as a public service by the Office of the Secretary of Air Force (Public Affairs). Information presented on AF.mil is considered public information and may be distributed or copied. Use of appropriate byline/photo/image credits is requested. SOURCE: https://www.af.mil/Disclaimer/

So, in this Educircles version of Lost at Sea, this activity has been adapted to highlight the importance of criteria based thinking (critical thinking), instead of relying solely on emotional intuitive responses.

In the original activity:

• Students are divided into groups. 
• They are given a hypothetical scenario where they are on a yacht in the middle of the ocean. 
• The yacht catches on fire and the students are given a list of 15 items that they need to rank in order of importance. 
• At the end, the answers are given. (Rankings provided by an expert, in this case, the US Coast Guard) 

The original goal according to PACEsetter is a tabletop scenario designed to 

• “help individuals work together in a time constrained environment, 
• collaborate on how a project should best be accomplished and 
• experience pressure to go along with the crowd and see the consequences.” 

Lost at Sea is also a fantastic opportunity to help us think more critically.

In this Educircles version, we suggest three strategies to help students think more critically:

Use criteria 

Be open-minded.

• Be full minded  (have lots of high quality information to help make an informed decision)

We have adapted the original activity for students as follows:

• We provide a high-interest, visually appealing slideshow to introduce and explain the activity, objects, and answers to students.
• We explain with images and words what each of the 15 items are.
• We provide student worksheet that allows students to record their ranking based on their individual thinking, group thinking  and  based on criteria.

At the end of the activity, we invite students to think about strategies that might help them to 

• trick other people, and 
• think about strategies that might help them to think more critically.

Ultimately, the goal is to begin a conversation about what critical thinking is, and what it is not.

Critical Thinking Strategies used in the Lost at Sea Activity

• After students have had an opportunity to rank the 15 items based on their individual ideas, and group ideas, students are then given the criteria that the experts used.
• Criteria are a set of rules that we can use to help us make decisions. 
• In this case, the criteria (according to the US Coast Guard) are to select objects that 1) attract attention to ourselves, and 2)help us to stay alive until we are rescued. 
• in any group scenario, team members can disagree because they’re coming from different perspectives. 
• In critical thinking, it’s important to be able to stay open-minded and accept that other people’s points of view might be equally valid and deserve careful consideration.
• In fact in this scenario, some objects can be used in different ways – and depending on how they are used, they might be rank higher or lower. 
• It’s up to the students to try to remain open-minded and consider opposing points of view. 
• For example, the oil and gas mixture could be used as fuel for an engine. However, the criteria is not to try to get the land, but to stay alive until we are rescued. So from that perspective the oil and gas mixture might not be very useful. 
• On the other hand, the oil and gas mixture can be lit and create a visible signal that can be seen from far away. In this case, this item becomes incredibly useful under the goal of attracting attention to ourselves.

Be full minded (have lots of high quality information to help you make an informed decision)

• One of the challenges of this activity is that students don’t always know what all the items are, or why they might be significant. 
• In our slideshow, we explain what each item is and we provide a little bit of background information to help students make an informed decision about how to use the item. 

LOST AT SEA ACTIVITY LESSON PLAN:

Note:  the slides from this Taste of Critical Thinking come from our larger “ Exploring the 6Cs – Chapter 6 Critical Thinking ” lesson package, specifically the following slides:  1-35, 36-80, 97-101

How to make informed decisions (Critical Thinking Lesson Plans)

Critical thinking lesson plans help students make informed decisions by using strategies: use criteria, be open minded, identify bias, etc. Learn More

LOST AT SEA – DAY/LESSON 1 – Introduction / Lost at Sea Activity (slides 1-35) – 45 MIN 

• Introduce concept of Critical Thinking (slides 1-7) – 5 min
• MINDS ON! Brainstorm strategies to trick people / think critically (slide 8) – 5 min
• Introduction of scenario (slides 9-17) – 5 minutes
• Explanation of handout / items (slides 18-33) – 5 min
• Independent work period (slide 34) – 5 min
• Step 2: IN GROUPS (slide 35) – 20 minutes

LOST AT SEA – DAY/LESSON 2 –  Lost at Sea Activity continued (slides 36-80) – 55 MIN

• Explain criteria (slides 36-39) – 5 min
• Review items (slides 40-54) – 5 min
• Work Period (slide 56) 10 min
• Instructions (slide 57-58)
• Answers with explanations (slides 59-73)
• Step 5: Calculate Individual Scores
• Step 6: Calculate Group Scores
• Step 7: Calculate Criteria Scores
• Discussion (slide 78-79) – 5 min
• Reflection: Brainstorm strategies to trick people / think critically (slide 80) – 5 minutes
• Discussion: Obstacles and strategies (slides 81-85) – 5 minutes

How do you do the Lost at Sea activity with your students?

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5 Critical Thinking Activities That Get Students Up and Moving

More movement means better learning.

It’s easy to resort to having kids be seated during most of the school day. But learning can (and should) be an active process. Incorporating movement into your instruction has incredible benefits—from deepening student understanding to improving concentration to enhancing performance. Check out these critical thinking activities, adapted from Critical Thinking in the Classroom , a book with over 100 practical tools and strategies for teaching critical thinking in K-12 classrooms.

Four Corners

In this activity, students move to a corner of the classroom based on their responses to a question with four answer choices. Once they’ve moved, they can break into smaller groups to explain their choices. Call on students to share to the entire group. If students are persuaded to a different answer, they can switch corners and further discuss. 

Question ideas:

• Which president was most influential: George Washington, Thomas Jefferson, John Adams, or Abraham Lincoln?
• Is Holden Caulfield a hero: Strongly Agree, Agree, Disagree, or Strongly Disagree?

Gallery Walk

This strategy encourages students to move around the classroom in groups to respond to questions, documents, images, or situations posted on chart paper. Each group gets a different colored marker to record their responses and a set amount of time at each station. When groups move, they can add their own ideas and/or respond to what prior groups have written.

Gallery ideas:

• Political cartoons

Stations are a great way to chunk instruction and present information to the class without a “sit and get.” Group desks around the room or create centers, each with a different concept and task. There should be enough stations for three to five students to work for a set time before rotating.

Station ideas:

• Types of rocks
• Story elements
• Literary genres

Silent Sticky-Note Storm

In this brainstorming activity, students gather in groups of three to five. Each group has a piece of chart paper with a question at the top and a stack of sticky notes. Working in silence, students record as many ideas or answers as possible, one answer per sticky note. When time is up, they post the sticky notes on the paper and then silently categorize them.

• How can you exercise your First Amendment rights?
• What are all the ways you can divide a square into eighths?

Mingle, Pair, Share

Take your Think, Pair, Share to the next level. Instead of having students turn and talk, invite them to stand and interact. Play music while they’re moving around the classroom. When the music stops, each student finds a partner. Pose a question and invite students to silently think about their answer. Then, partners take turns sharing their thoughts.

• How do organisms modify their environments?
• What is the theme of Romeo and Juliet ?

Looking for more critical thinking activities and ideas?

Critical Thinking in the Classroom is a practitioner’s guide that shares the why and the how for building critical thinking skills in K-12 classrooms. It includes over 100 practical tools and strategies that you can try in your classroom tomorrow!

Get Your Copy of Critical Thinking in the Classroom

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Earth Systems Interacting - Critical Thinking Activity

Scientists break down Earth’s major systems into four; the geosphere, hydrosphere, atmosphere, and biosphere . These systems interact in multiple ways to affect Earth’s surface materials and processes.

In this activity, choose the systems that are working together to create the following phenomenon.

High Resolution Version of Activity for Printing

Use teacher login to show answer keys or other teacher-only items., fulfillment of next generation science standards (ngss), grade 5 - 5-ess2 earth’s systems ngss disciplinary core ideas.

ESS2.A: Earth Materials and Systems • Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)

ESS2.C: The Roles of Water in Earth’s Surface Processes • Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2)

  Performance Expectations Students who demonstrate understanding can: 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.  [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.] 5-ESS2-2.  Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.  [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.]

Citing Research References

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When citing a WEBSITE the general format is as follows. Author Last Name, First Name(s). "Title: Subtitle of Part of Web Page, if appropriate." Title: Subtitle: Section of Page if appropriate. Sponsoring/Publishing Agency, If Given. Additional significant descriptive information. Date of Electronic Publication or other Date, such as Last Updated. Day Month Year of access < URL >.

Here is an example of citing this page:

Amsel, Sheri. "Earth Systems Interacting - Critical Thinking Activity" Exploring Nature Educational Resource ©2005-2024. April 12, 2024 < http://www.exploringnature.org/db/view/Earth-Systems-Interacting-Critical-Thinking-Activity >

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• What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

Published on May 30, 2022 by Eoghan Ryan . Revised on May 31, 2023.

Critical thinking is the ability to effectively analyze information and form a judgment .

To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources .

Critical thinking skills help you to:

• Identify credible sources
• Evaluate and respond to arguments
• Assess alternative viewpoints
• Test hypotheses against relevant criteria

Table of contents

Why is critical thinking important, critical thinking examples, how to think critically, other interesting articles, frequently asked questions about critical thinking.

Critical thinking is important for making judgments about sources of information and forming your own arguments. It emphasizes a rational, objective, and self-aware approach that can help you to identify credible sources and strengthen your conclusions.

Critical thinking is important in all disciplines and throughout all stages of the research process . The types of evidence used in the sciences and in the humanities may differ, but critical thinking skills are relevant to both.

In academic writing , critical thinking can help you to determine whether a source:

• Is free from research bias
• Provides evidence to support its research findings
• Considers alternative viewpoints

Outside of academia, critical thinking goes hand in hand with information literacy to help you form opinions rationally and engage independently and critically with popular media.

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Critical thinking can help you to identify reliable sources of information that you can cite in your research paper . It can also guide your own research methods and inform your own arguments.

Outside of academia, critical thinking can help you to be aware of both your own and others’ biases and assumptions.

Academic examples

However, when you compare the findings of the study with other current research, you determine that the results seem improbable. You analyze the paper again, consulting the sources it cites.

You notice that the research was funded by the pharmaceutical company that created the treatment. Because of this, you view its results skeptically and determine that more independent research is necessary to confirm or refute them. Example: Poor critical thinking in an academic context You’re researching a paper on the impact wireless technology has had on developing countries that previously did not have large-scale communications infrastructure. You read an article that seems to confirm your hypothesis: the impact is mainly positive. Rather than evaluating the research methodology, you accept the findings uncritically.

Nonacademic examples

However, you decide to compare this review article with consumer reviews on a different site. You find that these reviews are not as positive. Some customers have had problems installing the alarm, and some have noted that it activates for no apparent reason.

You revisit the original review article. You notice that the words “sponsored content” appear in small print under the article title. Based on this, you conclude that the review is advertising and is therefore not an unbiased source. Example: Poor critical thinking in a nonacademic context You support a candidate in an upcoming election. You visit an online news site affiliated with their political party and read an article that criticizes their opponent. The article claims that the opponent is inexperienced in politics. You accept this without evidence, because it fits your preconceptions about the opponent.

There is no single way to think critically. How you engage with information will depend on the type of source you’re using and the information you need.

However, you can engage with sources in a systematic and critical way by asking certain questions when you encounter information. Like the CRAAP test , these questions focus on the currency , relevance , authority , accuracy , and purpose of a source of information.

When encountering information, ask:

• Who is the author? Are they an expert in their field?
• What do they say? Is their argument clear? Can you summarize it?
• When did they say this? Is the source current?
• Where is the information published? Is it an academic article? Is it peer-reviewed ?
• Why did the author publish it? What is their motivation?
• How do they make their argument? Is it backed up by evidence? Does it rely on opinion, speculation, or appeals to emotion ? Do they address alternative arguments?

Critical thinking also involves being aware of your own biases, not only those of others. When you make an argument or draw your own conclusions, you can ask similar questions about your own writing:

• Am I only considering evidence that supports my preconceptions?
• Is my argument expressed clearly and backed up with credible sources?
• Would I be convinced by this argument coming from someone else?

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

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Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

Critical thinking skills include the ability to:

You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.

Ask questions such as:

• Who is the author? Are they an expert?
• How do they make their argument? Is it backed up by evidence?

A credible source should pass the CRAAP test  and follow these guidelines:

• The information should be up to date and current.
• The author and publication should be a trusted authority on the subject you are researching.
• The sources the author cited should be easy to find, clear, and unbiased.
• For a web source, the URL and layout should signify that it is trustworthy.

Information literacy refers to a broad range of skills, including the ability to find, evaluate, and use sources of information effectively.

Being information literate means that you:

• Know how to find credible sources
• Use relevant sources to inform your research
• Understand what constitutes plagiarism
• Know how to cite your sources correctly

Confirmation bias is the tendency to search, interpret, and recall information in a way that aligns with our pre-existing values, opinions, or beliefs. It refers to the ability to recollect information best when it amplifies what we already believe. Relatedly, we tend to forget information that contradicts our opinions.

Although selective recall is a component of confirmation bias, it should not be confused with recall bias.

On the other hand, recall bias refers to the differences in the ability between study participants to recall past events when self-reporting is used. This difference in accuracy or completeness of recollection is not related to beliefs or opinions. Rather, recall bias relates to other factors, such as the length of the recall period, age, and the characteristics of the disease under investigation.

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Ryan, E. (2023, May 31). What Is Critical Thinking? | Definition & Examples. Scribbr. Retrieved April 11, 2024, from https://www.scribbr.com/working-with-sources/critical-thinking/

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Logic Puzzle Ice Cream - Bellringer, Free Time, Critical Thinking Activity

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Description

In this fun, free logic puzzle , which will only take about 15 minutes, students use pictures and clues to make deductions that lead to the one and only solution to the question, "Which ice cream flavor did each person choose? " PDF easy-print or interactive Google Slides for easy distance learning.

The puzzle can be used as a warm-up, bellringer, or free-time activity. It does involve critical thinking and logic skills, so it is not a waste of time.

And for related ice cream themed lessons, such as an informational text all about the scientific properties of ice cream with ELA reading and writing, check out my blog post " 5 Cool Facts About Ice Cream ."

Answer Key included!

NEW - NOW AVAILABLE IN INTERACTIVE GOOGLE SLIDES VERSION perfect for easy distance learning

I ALSO HAVE A NEW WEBSITE WITH FREE PRACTICE TEST QUESTIONS , INSPIRATIONAL IDEAS, FREEBIES, AND MORE AT LOVINGLANGUAGEARTS.COM

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Students have been reporting how much THEY LOVE the passages because they are interesting and relevant to them. In easy-print one page front-to-back (PDF) for in-person learning or Google Classroom SELF-GRADING version for easy distance learning and major time saver! You are going to love these:

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Alabama ARMT, Alaska SBA, Arizona NAEP, AzM2, AASA Arkansas AABE, California CAASP, STAR & SBAC, Colorado CMAS & CSAP, Connecticut CMT & CAPT, Delaware DCAS & DSTP, Washington, DC PARCC, Florida FSA & FCAT, Georgia CRCT, Hawaii HSA, Idaho ISAT, Illinois ISAT, Indiana ISTEP+, Iowa ITBS & ITED, Kansas KRA, Kentucky CATS & KCCT, Louisiana LEAP & ILEAP, Maine NECAP & MEA, Maryland MSA, Massachusetts MCAS, Michigan MEAP, Minnesota MCA II, Mississippi MCT & MFLE, Missouri MAP, Montana MontCAS, Nebraska NeSA, Nevada NPEP, New Hampshire NECAP, New Jersey PARCC, New Mexico NMSBA, New York Regents NYSE & NYSTP, North Carolina EOG, North Dakota CAT & NDSA, Ohio OAT & OST, Oklahoma OCCT, Oregon OAKS, Pennsylvania PSSA, Rhode Island RICAS & NECAP, South Carolina PASS, South Dakota DSTEP, Tennessee TCAP, Texas STAAR & TAKS, UTAH SAGE & UPASS, Vermont SBAC & NECAP, Virginia SOL, Washington WCAP & WASL, West Virginia WESTEST, Wisconsin WKCE, Wyoming PAWS

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