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Lesson 1.2:

Submitted by carlacota on Wed, 09/12/2007 - 2:20pm.
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Title: The Science of Observation

Author: Cota

Subject: BioGrade: 6th

Week: Oct. 3, 2007

Unit/Lesson Plan #: Chapter 2, lesson 1

Unit theme: Students practice scientific thinking, observing, inferrinf, and hypothesizing

Textbook references:

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

Stage 1:

Using Observations to Identify Mystery Powders, p. 21. Milliliters are used to measure both liquids and powders. Exact quantities are not essential. The mystery powders should be placed in 250 mL beakers labeled A, B, and C. A teaspoon is equivalent to 5 mL, or 2 dropperfuls. After students see the reaction of each powder with water, point out the following properties that can be used to distinguish the powders: Confectioners’ sugar dissolves in water, baking powder fizzes in water, and plaster of Paris may feel warmer after adding water and will eventually harden. An Exploration Worksheet, p. 18, is available to accompany Exploration 2.

Stage 2:

Theme Connection: Structures, ATE p. 21. Focus question: What natural processes are similar to the hardening of the plaster of Paris? Point out to students that plaster which is hardened one layer at a time would show a layered structure similar to many types of sedimentary rocks.

Stage 3:

Guided Practice: Do You See What I See?, p. 22. Have a volunteer read p. 22 aloud. Draw a box on the chalkboard. Inside the box, write this phrase:

Paris

in the

the Spring

     


 

          Quickly show this to students, and then erase it. Ask them to write what they have read. Many people read, “Paris in the spring,” rather than “Paris in the the spring.” Explain to students that if they want to become scientists, they must practice to develop a keen sense of observation. 

Homework: (attach/link digital resources):

Science Skills Worksheet, p. 3. This worksheet helps students to use their senses to make scientific observations.

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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