Examples of Activities that Promote Higher Order Thinking
Examples of Activities: Science
Apply a Rule: The student could be asked to explain why a shotgun "kicks" when
fired. His response would include a statement to the effect that for every action there
is an equal and opposite reaction (Newton's Law of Motion), and that the "kick" of
the shotgun is equal to the force propelling the shot toward its target. The faster the
shot travels and the greater the weight of the shot, the greater the "kick" of the gun.
Classify: Given several examples of each, the student could be asked to classify
materials according to their physical properties as gas, liquid, or solid.
Construct: The student could be asked to construct a model of a carbon atom.
Define: Given several types of plant leaves, the student could be asked to define at
least three categories for classifying them. NOTE: Defining is not memorizing and
writing definitions created by someone else -- it is creating definitions.
Demonstrate: Given a model of the earth, sun, and moon so devised that it may be
manipulated to show the orbits of the earth and moon, the student could be asked to
demonstrate the cause of various phases of the moon as viewed from earth.
Describe: The student could be asked to describe the conditions essential for a
balanced aquarium that includes four goldfish.
Diagram: The student could be asked to diagram the life cycle of a grasshopper.
Distinguish: Given a list of paired element names, the student could be asked to
distinguish between the metallic and non-metallic element in each pair.
Estimate: The student could be asked to estimate the amount of heat given off by
one liter of air compressed to one-half its original volume.
Evaluate: Given several types of materials, the student could be asked to evaluate
them to determine which is the best conductor of electricity.
Identify: Given several types of materials, the student could be asked to identify
those which would be attracted to a magnet.
Interpret: The student could be asked to interpret a weather map taken from a
newspaper.
Locate: The student could be asked to locate the position of chlorine on the periodic
table. NOTE: To locate is to describe location. It is not identification of location.
Measure: Given a container graduated in cubic centimeters, the student could be
asked to measure a specific amount of liquid.
Name: The student could be asked to name the parts of an electromagnet.
, Order: The student could be asked to order a number of animal life forms according
to their normal length of life.
Predict: From a description of the climate and soils of an area, the student could be
asked to predict the plant ecology of the area.
Solve: The student could be asked to solve the following: How many grams of H2O
will be formed by the complete combustion of one liter of hydrogen at 70 degrees C?
State a Rule: The student could be asked to state a rule that tell what form the
offspring of mammals will be, i.e. they will be very similar to their parent organisms.
Translate: The student could be asked to translate 93,000,000 into standard
scientific notation.
Examples of Activities: Mathematics
Apply a Rule: Given a pair of equations such as 2 + 4 + 7 = 13, and 7 + 2 + 4 =
___, the student could be asked to apply a rule that would give him the solution to
the second equation of the pair without adding the factors. His response should
include a statement to the effect that the same numbers are to be added in each
equation, but in different order (analysis) and that the order of addition makes no
difference in the solution of the equations. Therefore, the sum of both equations is
the same.
Classify: Given a series of numbers drawn at random from 1 - 1000, the student
could be asked to classify them into categories of even divisibility by 2, 3, 4, and so
on.
Construct: Given a straight edge, compass, and paper, the student could be asked to
construct an equilateral triangle.
Define: Given an assortment of various kinds of coins, the student could be asked to
define some categories into which the coins could be classified. His response would
include definitions such as, "All of the pennies, all of the nickels, all of the dimes,
etc., could be put in separate piles. Or all the coins containing silver could be put in
one pile and those that don't into another pile."
Demonstrate: Given a sufficient number of concrete objects and an equation such as
3 x 4 = 12, the student could be asked to use the objects to demonstrate that
multiplication is repeated addition. His response would include placement of twelve
objects in three groups of four each or four groups of three each. He may also be
asked to describe how the demonstrations show repeated addition.
Describe: The student could be asked to describe a method of determining a number
of groups of five objects in a collection of 45 objects. The response would include a
statement that groups of five members would be counted out and then the number
of groups could be counted. The student may also be asked to demonstrate the
process he described.
Examples of Activities: Science
Apply a Rule: The student could be asked to explain why a shotgun "kicks" when
fired. His response would include a statement to the effect that for every action there
is an equal and opposite reaction (Newton's Law of Motion), and that the "kick" of
the shotgun is equal to the force propelling the shot toward its target. The faster the
shot travels and the greater the weight of the shot, the greater the "kick" of the gun.
Classify: Given several examples of each, the student could be asked to classify
materials according to their physical properties as gas, liquid, or solid.
Construct: The student could be asked to construct a model of a carbon atom.
Define: Given several types of plant leaves, the student could be asked to define at
least three categories for classifying them. NOTE: Defining is not memorizing and
writing definitions created by someone else -- it is creating definitions.
Demonstrate: Given a model of the earth, sun, and moon so devised that it may be
manipulated to show the orbits of the earth and moon, the student could be asked to
demonstrate the cause of various phases of the moon as viewed from earth.
Describe: The student could be asked to describe the conditions essential for a
balanced aquarium that includes four goldfish.
Diagram: The student could be asked to diagram the life cycle of a grasshopper.
Distinguish: Given a list of paired element names, the student could be asked to
distinguish between the metallic and non-metallic element in each pair.
Estimate: The student could be asked to estimate the amount of heat given off by
one liter of air compressed to one-half its original volume.
Evaluate: Given several types of materials, the student could be asked to evaluate
them to determine which is the best conductor of electricity.
Identify: Given several types of materials, the student could be asked to identify
those which would be attracted to a magnet.
Interpret: The student could be asked to interpret a weather map taken from a
newspaper.
Locate: The student could be asked to locate the position of chlorine on the periodic
table. NOTE: To locate is to describe location. It is not identification of location.
Measure: Given a container graduated in cubic centimeters, the student could be
asked to measure a specific amount of liquid.
Name: The student could be asked to name the parts of an electromagnet.
, Order: The student could be asked to order a number of animal life forms according
to their normal length of life.
Predict: From a description of the climate and soils of an area, the student could be
asked to predict the plant ecology of the area.
Solve: The student could be asked to solve the following: How many grams of H2O
will be formed by the complete combustion of one liter of hydrogen at 70 degrees C?
State a Rule: The student could be asked to state a rule that tell what form the
offspring of mammals will be, i.e. they will be very similar to their parent organisms.
Translate: The student could be asked to translate 93,000,000 into standard
scientific notation.
Examples of Activities: Mathematics
Apply a Rule: Given a pair of equations such as 2 + 4 + 7 = 13, and 7 + 2 + 4 =
___, the student could be asked to apply a rule that would give him the solution to
the second equation of the pair without adding the factors. His response should
include a statement to the effect that the same numbers are to be added in each
equation, but in different order (analysis) and that the order of addition makes no
difference in the solution of the equations. Therefore, the sum of both equations is
the same.
Classify: Given a series of numbers drawn at random from 1 - 1000, the student
could be asked to classify them into categories of even divisibility by 2, 3, 4, and so
on.
Construct: Given a straight edge, compass, and paper, the student could be asked to
construct an equilateral triangle.
Define: Given an assortment of various kinds of coins, the student could be asked to
define some categories into which the coins could be classified. His response would
include definitions such as, "All of the pennies, all of the nickels, all of the dimes,
etc., could be put in separate piles. Or all the coins containing silver could be put in
one pile and those that don't into another pile."
Demonstrate: Given a sufficient number of concrete objects and an equation such as
3 x 4 = 12, the student could be asked to use the objects to demonstrate that
multiplication is repeated addition. His response would include placement of twelve
objects in three groups of four each or four groups of three each. He may also be
asked to describe how the demonstrations show repeated addition.
Describe: The student could be asked to describe a method of determining a number
of groups of five objects in a collection of 45 objects. The response would include a
statement that groups of five members would be counted out and then the number
of groups could be counted. The student may also be asked to demonstrate the
process he described.
