The Art of Observation
Summary
The focus is to practice writing quality observations that are based on facts that are present. Be able to write using the five senses to describe what is being presented. Avoid using non-descriptive words such as stuff, thing, whatchamacallit, etc. If there are a lack of words for one to describe the observation creating a drawing which could be used to identify the material at a later time. Students will be asked to pick an item within nature to write observations that are based on the 5 senses as well as creating a quality drawing for further research. Students will need to write several I see, I feel (touch), I hear, I smell statements relating to the chosen piece of nature (plant or animal). Students will also label the piece with the appropriate external parts.
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Learning Goals
1. Students will be able to make observations using descriptive language
2. Students will look at the world with a critical eye and analyze what is around them.
Concept:
Students will develop an appreciation for nature through observation.
Students will develop a criteria for writing a quality observation that others can relate to.
Vocabulary:
Observation
Inference
Opinion
2. Students will look at the world with a critical eye and analyze what is around them.
Concept:
Students will develop an appreciation for nature through observation.
Students will develop a criteria for writing a quality observation that others can relate to.
Vocabulary:
Observation
Inference
Opinion
Context for Use
This is appropriate for introducing or re-introducing the scientific method to your students at the beginning of the year. It can be revisited as well through out the year. This can be used for students in 4th through 6th grade depending on the level of exposure to science in the classroom. I've done this type of lesson with about 30 students but we didn't leave the classroom; instead, students picked a picture of a wild flower to write observations down.
I would start this lesson in the classroom and then move it outside for students observations. As a class, we would review what is a good observation and what is a bad observation. Have students provide observations for a given picture using words that will make it easy for others to identify what was described. I would provide roughly an hour to an hour and a half.
20 minutes of the time should be reviewing quality observation through modeling and provide opportunities to make quality observations before stepping out into nature.
The second part will take place outside. The students will need to have a science notebook, color pencils, pencil, and a clear container.
This activity can be done in the classroom if plants are brought into the classroom or images of wildlife.
I would start this lesson in the classroom and then move it outside for students observations. As a class, we would review what is a good observation and what is a bad observation. Have students provide observations for a given picture using words that will make it easy for others to identify what was described. I would provide roughly an hour to an hour and a half.
20 minutes of the time should be reviewing quality observation through modeling and provide opportunities to make quality observations before stepping out into nature.
The second part will take place outside. The students will need to have a science notebook, color pencils, pencil, and a clear container.
This activity can be done in the classroom if plants are brought into the classroom or images of wildlife.
Description and Teaching Materials
Materials Needed:
pencil
color pencils
science notebook
clear containers
Picture/images of wildlife for observations
Introduction:
You can take the approach of dressing like a private eye to get the students attention. In addition you are able to script your entrance which pulls students to believe they will be making observations and making notes on what is seen/heard/smelled/touched.
Then provide students with examples of good and bad observations of a given situation. A good observation would be free of opinion statements about what is seen. Ex. There was a bad dog. The students would adjust the bad observation into a good one by taking the opinion portion out of the dog being bad. This should ideally be a review of a quality observation and a review of one of the steps in the scientific method. This section should last at most 20 minutes.
At this point, the students are ready to implement their private eye skills in observations and writing quality observations. Have students find a piece of nature that is interesting and raises questions in their mind. Something that will hold their interest for 10-15 minutes. Once all students have found a piece, have students start writing and drawing what is being observed. Remind students they do not need to know the name of what they are observing. It can be discovered at a later time. this process should be about 30 minutes (10 min for picking what to observe and about 20 for making observations).
During the observation time circulate the area to ask questions/expand on ideas with students who are having difficulties. After the observation time have students circle up and discuss what was found and share drawings of what was observed. Ask guiding questions like, did you find out anything new? Did it do something you didn't expect? How might this look later in the year? Was there anything you had difficulties describing?
Share an observation you had made as well to get students comfortable in sharing their findings in a group setting.
Students will continue writing observations through out the week with given images to enhance their observation skills.
pencil
color pencils
science notebook
clear containers
Picture/images of wildlife for observations
Introduction:
You can take the approach of dressing like a private eye to get the students attention. In addition you are able to script your entrance which pulls students to believe they will be making observations and making notes on what is seen/heard/smelled/touched.
Then provide students with examples of good and bad observations of a given situation. A good observation would be free of opinion statements about what is seen. Ex. There was a bad dog. The students would adjust the bad observation into a good one by taking the opinion portion out of the dog being bad. This should ideally be a review of a quality observation and a review of one of the steps in the scientific method. This section should last at most 20 minutes.
At this point, the students are ready to implement their private eye skills in observations and writing quality observations. Have students find a piece of nature that is interesting and raises questions in their mind. Something that will hold their interest for 10-15 minutes. Once all students have found a piece, have students start writing and drawing what is being observed. Remind students they do not need to know the name of what they are observing. It can be discovered at a later time. this process should be about 30 minutes (10 min for picking what to observe and about 20 for making observations).
During the observation time circulate the area to ask questions/expand on ideas with students who are having difficulties. After the observation time have students circle up and discuss what was found and share drawings of what was observed. Ask guiding questions like, did you find out anything new? Did it do something you didn't expect? How might this look later in the year? Was there anything you had difficulties describing?
Share an observation you had made as well to get students comfortable in sharing their findings in a group setting.
Students will continue writing observations through out the week with given images to enhance their observation skills.
Teaching Notes and Tips
I have done a similar lesson in the past but it was classroom based and much discussion went on while observations were being made. This time, students need to work independently with minimal discussion to better focus on what interests him/her. Provide a guide for phrases that will better aid students in making quality statements. Ex. I see, I hear, I feel, I smell, The texture is, etc. Remind students to not taste anything that is in nature and to try to avoid destroying the nature around the school grounds. There will most likely be a reluctant student in the ground who finds nothing to observe, guide them in the direction that looks different and exotic, give "seed ideas" to get them started as well. I notice types of statements. This is an activity for which I'd try to have additional help while observing outside. It will give more support for larger classes and different view points for describing what is around the students.
Assessment
Students will turn in a minimum of 5 observable statements with the drawing to accompany it. Review what was written and give feedback on how to improve the observation or ask questions to further the observations. Student observations shouldn't have words like thing or stuff to describe the item. Have students exchange the observations without the drawing and see if classmates can guess what was being observed based on the description. This will only be done with students who are comfortable having their observations judged by the class.
Standards
Life Science:
1.Structure & Function in Living Systems
Living things are diverse with many different observable characteristics.
Observe & compare plants and animals.
Identify the external parts of a variety of plants and animals including humans.
1.Structure & Function in Living Systems
Living things are diverse with many different observable characteristics.
Observe & compare plants and animals.
Identify the external parts of a variety of plants and animals including humans.