Being Scientific

Title: The Science of Observation

Author: Carla Cota

Week: Oct. 2, 2007

Unit/Lesson Plan #: Chapter 2, lesson1

Unit theme:

Invites Students to practice scientific thinking, inlcuding observing, inferring, and hypothesizing

Textbook references:pages 18-21

Learning objectives:

1.Distinguish between qualitative and quantitative observations.

2. Distinguish between an observation and a property.

3. Describe an object in terms of its properties.

4. Discuss reasons why people do not always make the same observations.

Key Questions, Concepts, or Themes:

Evidence, models, and explanation

Abilities necessary to do scientific inquiry

Understandings about scientific inquiry

Nature of science

Stage 1 Getting Started, ATE p. 19. Stand a small cylindrical object (such as a paper towel tube) on top of a plate. The diameter of the plate should be slightly greater than the height of the cylinder. Ask students which distance is greater, the height of the cylinder or the diameter of the plate. Have a ruler handy so that the distance can be measured. Use this demonstration to explain to students that they cannot always believe what they see. Stress that accurate measurements are important when making scientific observations.

Stage 2:Discussion, ATE p. 19. Call on a volunteer to read aloud the story on this page. Ask students to describe any science-fiction stories that they have read and enjoyed. Use the science-fiction story A Stranger Has Landed to set the stage for Exploration 1. Discuss with the class how Zed is being scientific.

Stage 3:Test Your Powers of Observation, p. 20. Although Exploration 1 is designed to stimulate discussion about the difference between qualitative and quantitative observations, have each student write the answer to question 5 individually before the discussion. An Exploration Worksheet, p. 14, is available to accompany Exploration 1.

Homework: (attach/link digital resources): Oct. 3, 2006

Homework, ATE p. 21. Have students choose three objects in their room at home and write three quantitative and three qualitative observations about each object. In class, have volunteers read their observations aloud so that other students can guess what each object is.

Assessments: (attach/link copies)

__ Group assessment

__ Observation of process/student work

__ Self-assessment by student

__ Teacher generated assignment

__ Written project

__ Test/Quiz

__ Other: ____________________________________