A is for . . .

Brief Description

In this lesson, students will be able to understand the difference between making an observation and an inference.

Objectives

The goal of this lesson is to help students distinguish between an observation and an inference.

Keywords

observations, inferences

Materials Needed

a picture of an apple, a 3-D apple, a real apple, and a knife

Lesson Plan

• Begin this lesson by asking the class what they know about making observations and inferences. Based upon that, share with them that an observation is something that can be made with only the five senses, and an inference is something that involves a decision being made about something they observe.
• Have each student get a sheet of paper. Divide the paper into two columns - one to record observations and the other to record inferences of things that you show them. They do not need to talk until the end of the lesson.
• Show the class a sheet of paper that has the words les pommes on it (French for the word apple). Have students record their observations and inferences.
• Show students a sheet that has the word apple on it. Have students record their responses.
• Show the class a sheet that has the words, "A is for . . . " on it. Ask students to write down observations and inferences for that sheet of paper.
• Show students a sheet of paper that has the word apple on it. Students should record responses in the appropriate columns.
• Show the class the following in this order: a picture of an apple, a 3-D apple and a real apple. Have students record their thoughts after each one.
• Then, show students a real apple that has been cut in half across the middle. (Some people do not cut apples through the middle and have never seen the flower-like design.) Have students record their thoughts.
• Finally, show the class a real apple that has been cut in fourths and pass out pieces of the apple for students to explore. (By this point, the class can start to include the sense of smell and taste in their observations). Have students record their thoughts.
• After the demonstration is over, have students share the responses they wrote during each step. As students share, have the class agree or disagree with the comments being observations or inferences. It is easy for people to conclude or infer things wrongly. This activity brings that notion to the forefront and helps students realize those differences.

Assessment

After the demonstration, assessment is made through the class discussion. As students share their responses, the teacher can assess and correct misconceptions. This concept can be "tested" at the conclusion of a unit of science process skills.

Lesson Plan Source

Submitted by: Heather Puhl, ([email protected]) Farmville Middle School, Farmville, North Carolina

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