Observation and Inference Activity

Observation and Inference Activity

Teacher Directions--

Part A: 10 minutes

Everyone (or one per pair) in class will receive an item (nail, bolts, shells, etc.). Anything where they can identify the item pretty easily. Have students make a list of observations in their notebooks about the item for 2 minutes individually. Then they should discuss these observations with their partner. Call on several groups to get their observations. At this time, the teacher should come up with a working definition of observation for the class, correctly any student answers that are not observations but inferences. Next have the students make assumptions (inferences) about the item (what it is used for, where it lives, role in environment, purpose of coloring, etc.) for two minutes individually for 2 minutes then report back to their partner. The teacher will again call on several groups for their inferences, creating a working definition for the class. Corrections should be made at this time, as well as an emphasis put on the fact that inferences are not wild assumptions but based upon the observations made earlier. Also discuss the limits of inferences and how they can be changed based upon new observations.

Part B: 20 minutes

Each pair will then randomly choose a picture of an organism (anything from mammals to bacteria). They should spend 2 minutes writing down observations, and then 5 minutes making inferences about their organism. Have them identify what observation they used to make each inference. Give each group a large piece of paper, markers, and glue. Student will then attach the picture and write their observations and inferences.

Part C: 10 minutes

Students reflect on the uses of observations and inferences for scientists with the reflection sheet attached or writing a paragraph.

Part D: 5 minutes

After the words, adaptation, niche, and habitat have been taught have students go back to their posters and add those words where they were described. For example, if they inferred a bear was an herbivore (niche); or bears live in the woods (habitat); etc.

Observation and Inference Activity

Part A:

Look at your item and write any observations.

Definition of observation:

Look at your item and write any assumptions you have.

Definition of inference:

Part B:

Observations of organism:

Inferences of organism:

Observation & Inferences Student Reflection

Explain the difference use the Venn diagram about observations and inferences:

Why are observations important to Scientific Discovery? How are they used?

Why are inferences important to Scientific Discovery? What are they the result of?