Lesson 1.3
Title: The Science of Observation | Author: Cota |
| Subject: Bio | Grade: 6th grade |
Week: Oct. 4, 2007 | Unit/Lesson Plan #: Chapter 2, lesson1 |
Unit theme: Practice scientific thinking, observing, inferring, and hypothesizing | Textbook references:
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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 explanationAbilities necessary to do scientific inquiryUnderstandings about scientific inquiryNature of science
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Stage 1: Eyeball Benders, p. 24. The purpose of this Exploration is to investigate situations in which our observational skills may not be reliable. The need for making quantitative observations is demonstrated as well. Have students work in pairs to do Tests 1, 2, and 3. It is suggested that Test 4 be done as a class demonstration. Teaching Transparency 3 accompanies Test 1 and Test 2. Teaching Transparency 4 accompanies Test 3. | |
Stage 2: Test 4, p. 24. This test may be done as a teacher demonstration. Any students that are near you during the demonstration should wear safety goggles. Compare observations from those at the front of the room with those from farther away. An Exploration Worksheet, p. 21, is available to accompany Test 4.
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Stage 3: Reteaching, ATE p. 24. Have students review the procedure and their results from Exploration 2. Have students evaluate their problem-solving skills, their use of scientific equipment, and the quality of their observations by listing three qualities they could improve. Extension, ATE p. 24. Show students a video or film of a magic show. Discuss how magicians can confuse our powers of observation. Closure, ATE p. 24. Challenge students to write a story about what a creature from outer space would observe on Earth. Stories should include both qualitative and quantitative details of the things that the creature sees, feels, hears, tastes, and smells. | |
Homework: (attach/link digital resources): Assessment, ATE p. 24. Read the following sentences to students: “Snow is cold, white, fluffy, and slippery. If you examine it closely, you may be able to see single snowflakes, each with six points. A flake may be only 4 mm across, but billions of them can form a snowdrift. If the temperature goes above 0°C, the flakes melt.” Then have children write three qualitative observations and three quantitative observations about snow. Then have students suggest three properties of snowflakes. Additional Resource Options Image and Activity Bank 2-1 SourceBook, pp. S12, S14-S15. This selection helps students understand how to use the scientific method to formulate and test hypotheses and to make scientific observations. Science Skills Worksheet, p. 38. This worksheet uses a measuring puzzle to help students learn measurement devices and their dimensions of measurement. | Assessments: (attach/link copies) __ Group assessment __ Observation of process/student work __ Self-assessment by student __ Teacher generated assignment __ Written project __ Test/Quiz __ Other: ____________________________________ |
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