Lesson 1.4
Submitted by carlacota on Fri, 09/21/2007 - 12:15pm.
Title:From Observances to Inferences | Author: Cota |
| Subject: Bio | Grade: 6th |
Week: Oc.t 5, 2007 | Unit/Lesson Plan #: |
Unit theme: Practice scientific thinking, observing, inferring, hypothesizing | Textbook references:
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Learning objectives: 1.Distinguish observations from inferences. 2. Classify questions according to whether or not they lead to scientific discoveries.3. Suggest investigative questions.
| 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: 10 minutes Getting Started, ATE p. 25. To demonstrate that observations can often be biased by what we expect to see, try the following activity: Before class, select a group of 4-5 students, and instruct them to enter the room as soon as class starts. Tell them to throw a magazine on the floor, drop a plastic cup, or perform some other minor disturbance and then exit the room. Then ask other students to list observations of what happened.
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Stage 2: From Observations to Inferences, p. 25. Point out to students that there are subtle differences between the meanings of the terms infer and conclude.
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Stage 3: Confusing Observations With Inferences, p. 26. Encourage students to write down some of their own incorrect inferences. Sayings, superstitions, and prejudiced beliefs are good examples. Then have students discuss and compare their lists with each other.
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Homework: (attach/link digital resources): Science Skills Worksheet, p. 5. This worksheet helps students to learn to think objectively. | 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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