Activity: Critical Thinking – Are you psychic? – Science – 7 to 10

Quick summary: 

Have you ever felt like somebody was staring at you? Perhaps you were in a shopping centre or on a train platform, and the back of your neck tingled, and when you turned around to check, there was indeed somebody looking at you.

Does that mean you’re psychic?

In this lesson, students will critically evaluate this claim, using a rigorous and unbiased scientific method to test it and provide a degree of proof. 

Learning intentions:

• Students will employ critical thinking skills to evaluate a situation
• Students will use evidence to make judgements.

21st century skills: 

Australian Curriculum Mapping

Content descriptions: 

Year 7 Science:

• Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)
• Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)
• Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS126)
• Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS132)

Year 8 Science:

• Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)
• Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS140)
• Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS141)
• Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS234)

Year 9 Science:

• Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)
• Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165)
• Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171)
• Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS172)

Year 10 Science:

• Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)
• Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)
• Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205)
• Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS206)

Syllabus outcomes: SC4-4WS, SC4-5WS, SC4-6WS, SC4-8WS, SC5-4WS, SC5-5WS, SC5-7WS, SC5-7WS, SC5-8WS

General capabilities: Critical and Creative Thinking.

Relevant parts of Year 7 Science achievement standards: Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. Students draw on evidence to support their conclusions. 

Relevant parts of Year 8 Science achievement standards: Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. They identify variables to be changed, measured and controlled.

Relevant parts of Year 9 Science achievement standards: Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data. They identify relationships between variables and reveal inconsistencies in results.

Relevant parts of Year 10 Science achievement standards: Students develop questions and hypotheses. They explain how they have considered reliability, safety, fairness and ethical actions in their methods. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments.

This lesson is part of the wider unit of work How to Think Critically.

Time required: 55 mins.

Level of teacher scaffolding: Medium – Facilitate class discussion and demonstrate scientific experiment, assist students in independent work

Resources required:

• Blindfold (optional)
• Pen/pencil
• Student Worksheet – one copy per pair.

Related Professional Development: This activity forms a part of the How to Teach Critical Thinking professional development course. If this is a skill you’d like to develop further, consider signing up for the course.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.