Activities

1. Scientists use their senses to make observations. List the 5 senses scientists use.
   
   
2. Using your knowledge of scientific observations and the 5 human senses, which senses are not safe to use during most of our classroom lab sessions?
   
   
3. In your own words, give the definition of “inference.”
   
   
4. Is an inference the same as a fact? State yes or no, then provide a short explanation telling why.
   
   
5. Determine which of the following observations is the most detailed:
   
   1. The rock a mix of red and brown.
   2. The sample found on the base of the tree is smooth and cool.
   3. The rock sample collected in the north end of the forest has a red/brown color to it and is smooth and cool to the touch.

6. Using the statement below as an example, look around the classroom and make a detailed observation statement.
   Observation statement (example): The shiny black stapler is located at the front corner of the teacher’s desk, next to the open window, on top of a pile of papers about 3 cm high.
   
   
7. Use the scientific statement you developed from question 6, and construct an inference statement. The statement below is an example.
   Inference statement (example): The shiny black stapler is holding down the papers because the wind from the open window may blow them off the desk.
   
   
8. Look back to the scientific statement you created for question 6. Construct a fact statement. The statement below is an example.
   Fact statement (example): The mass of the stapler is large enough to keep the pile of papers from blowing off the desk.
   
   
9. As a scientist, how could we prove the fact statement?
   
   1. Independently identify 2 scientific tools and/or technologies we might use to prove the fact statement.
   2. Then, find a partner to help you think of 2 more scientific tools and/or technologies we might use to prove the fact statement.
      
      
10. Write a 5 sentence paragraph to summarize how observations, inferences and scientific facts work together in an investigation.

11. Use the scientist’s log below to help fill in the table.  List any observations you can make in the "Observations" column, list any inferences you could make under the "Inferences" column, etc.  Not all boxes will be filled in.

It is September 10^th and the item we are investigating today was found in a rectangular hole in the wall. The excavation team located a blue door and pried it open to find the item hanging. The item appears to have 6 different compartments, each with a zipper (possibly to keep the contents contained).

Today we are decoding only 3 items found in the first compartments. Item A: a smooth, flat, red, rectangular shape, measuring 5 mm in height. Item B: a cylinder with a purple cap covering a sticky white substance. Item C: has numbers and dashed lines running along the edge.

12. Compare and contrast the columns with the students at your table. If you placed a statement in a different column, discuss your thinking and reasoning.
    
    
13. Together with your tablemates, use all the statements gathered to make a list in order to determine which would be most important to the scientist in the scenario. Make #1 your most important statement. Be ready to discuss and support your list.

Answer Key/Rubric

1. Student correctly lists 5 senses: sight, smell, touch, taste, hearing
   
   
2. It is not safe to touch or taste or smell.
   
   
3. Student identifies inferences a making a statement or conclusion based on an observation.
   
   
4. No, not the same as a fact because observations may not be correct
   
   
5. C
   
   
6. Student uses sense to make an observation statement.
   
   
7. Student uses conclusion and observations to make an inference statement.
   
   
8. Student makes a fact statement based on the observations.
   
   
9. Student's answer might include, but is not limited to:
   
   1. scientists may use a data collecting device (i.e. scale, ruler, thermometer)
   2. other technologies may be litmus paper, calculator, etc.

10. Suggested Rubric: This rubric may be used to assess a student’s overall mastery of the standard or eligible content:

11. Some observations, facts and inferences include, but are not limited to the following:
    
    
    

12. Discussion lead by students, monitored by teacher
    
    
13. Teacher directed