Inquiry Based Lesson Plan
Lisa Harasimowitz
Grade 4 – School 45
Creating Scientific Observers
Rationale:
Observation is the cornerstone of scientific Inquiry. It begins an investigation and continues throughout it.
Objectives:
Students will learn what makes a good scientific observation.
Essential Question:
How do we make a good scientific observation?
New York State Science Learning Standards:
Standard 1: Analysis, Inquiry, and Design – Scientific Inquiry
S.1.1a: Observe and discuss objects and events and record observations
S.1.3: Develop relationships among observations to construct descriptions of objects, and events to form tentative explanations of what they have observed.
Opening:
Students are gathered for a brief mini-lesson on carpet. Students are asked to make some general observations about the classroom? What do you observe? What do you see? Teacher records student responses on chart paper under the heading “Making Good Observations.”
Throughout this introduction, teacher helps students to understand the difference between making observations using our senses, as opposed to saying “It is beautiful” which has no scientific value. Teacher will encourage students to use their senses when making observations.
Work Period:
During the work period students are to practice observing objects and writing down and drawing what they observe in their Science Notebooks. They are to practice the skill of observing objects scientifically using their senses.
Students will work in groups to make observations on various exotic vegetables that have been placed on trays with hand lens. They are to pick one to record in their notebooks.
Exotic vegetables are defined as vegetables that students would probably be unable to identify, such as artichokes, beets, asparagus, radishes, turnips, parsnips, eggplants, or purple potatoes. The Public Market or Wegman’s would be a great place to find such vegetables.
Students will be encouraged not to taste the items, but to use their other senses.
Teacher will circulate around the room, asking questions about their observations and prompting them to add more detail or clarify what they are recorded in their notebooks.
Closing:
Students will gather on the carpet in a circle with their Science Notebooks, and the vegetables in the center of the circle. Students will share their observations and other students will try to guess which vegetable they have just described.
Teacher will close and end the activity with a discussion on: What did we learn today about making good observations? Teacher will record answers on chart paper used during the mini-lesson.
Assessment Checklist/Rubric
Did student use sense of sight?
Did student use sense of smell?
Did student use sense of touch?
Did student use hand lens?
Was a pictorial representation used in their notebook?
Did student write a detailed observation of their vegetable in their notebook?
Materials:
Vegetables
Hand lens
Trays
Science Notebooks
Chart paper and markers