Did I Observe it or Infer it?
A Lesson on Making
Observations and Inferences
Jamie Reynolds
Orchard Gardens Pilot School
Somerville, MA
Lesson # 1
Edited by Melvin Limson, Margaret Shain, and Marsha Lakes Matyas
Frontiers in Physiology is sponsored by the American Physiological Society (APS) and the
National Center for Research Resources Science Education Partnership Award (NCRR
SEPA, R25 RR025127) at the National Institutes of Health (NIH).
Note: The activities that follow are DRAFT activities and have not yet been peer reviewed for content
accuracy or pedagogy. The lesson plans and opinions in this report are those of the authors and do not
necessarily reflect the opinions of any of the supporting institutions or the editors.
The American Physiological Society
2011 Works in Progress
© 2011 The American Physiological Society, Bethesda, MD
Permission granted for workshop/classroom use with appropriate citation.
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Copyright © 2011 The American Physiological Society, 9650 Rockville Pike, Bethesda,
MD 20814. All rights reserved.
Recommended citation (book): Limson M, Shain M, and Matyas ML (Eds.). 2011 Works in
Progress. Bethesda, MD: American Physiological Society, 2011.
Recommended citation (lesson example): Reynolds, J. Did I Observe it or Infer it? A
Lesson on Observations and Inferences. In Limson M, Shain M and Matyas ML (Eds.),
2011 Works in Progress. Bethesda, MD: American Physiological Society, 2011.
Manufactured in the United States of America. This publication is protected by Copyright and permission
should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or
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Permission is granted to duplicate for classroom or workshop use with appropriate citation. To obtain
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request to Director of Education Programs, American Physiological Society, [email protected], or call
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_____________________
References
National Research Council (NRC). (1996). National Science Education Standards.
Washington, DC: National Academy Press.
Alignment and references to state science education standards as of 2010 are cited by the authors.
The American Physiological Society
APS 2011 Works in Progress
© 2011 The American Physiological Society, Bethesda, MD
Permission granted for workshop/classroom use with appropriate citation.
Did I Observe it or Infer it?
A Lesson on Making Observations and Inferences
Teacher Section
PURPOSE
The purpose of this activity is to enable students to recognize the difference
between an observation and an inference both in the real world and in
relation to science. This activity can be taught at the beginning of the school
year and referred to throughout the year.
OBJECTIVES
Upon completion of this activity, students will be able to:
 explain the difference between an inference and an observation.
 find examples in media of how inference and observation are used in the
real world.
 demonstrate their knowledge by creating a cartoon example where an
observation and inference are necessary in understanding the cartoon.
 apply what they have learned in a situation of their own interest.
GRADE LEVEL
6th grade, but could be adapted for younger and older grades.
PRIOR
KNOWLEDGE
Students will most likely recognize that they deal with inference and
observations on a daily basis. The main goal is for the students to be
able to recognize and appropriately label an inference and an
observation. Students should be prepared to consider how in their daily
lives they rely on inferences and observations to make decisions day-today.
Three to four 55-minute class periods:
 1 class period to introduce the term “observation” and have students
practice making observations both in terms of a science
experiment/activity as well as in their everyday life
 1 class period to introduce the term “inference” and have students
practice in terms of a science experiment/activity in their everyday life
 1 class period to introduce the use of comics in making observations and
inferences
 1 class period to introduce project and give students time to research, use
the internet, and work on projects
 1 additional class period for weather forecasting activity for application of
learning purposes
TIME REQUIRED
INCLUDING
ALL STUDENTS
Additional time may be needed depending on group of students.
Modalities:
 Visual: students use their sense of sight to observe comics and use what
they see to create an inference.
 Written: students create their own comic that displays their
understanding of inference and observation.
 Tactile: students will be using the computer and Internet to complete
activity as well as using comic examples to help them.
Diversity: Depending on your student population, some comics might
need to be explained if the comic deals with a cultural nuance that someone
from another country might not understand. Also make sure comics are age
appropriate so that a lot of time is not spent explaining the comic, but
rather the students’ time is used studying understandable comics.
Jamie Reynolds
Somerville, MA
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
Did I Observe it or Infer it?
A Lesson on Making Observations and Inferences
Teacher Section
QUESTIONS
TO ASK
ALONG THE
WAY
 How do our observations influence our thinking?
 Does communication always have to be verbal? What other types of
communication do we rely on?
 Do you ever find yourself drawing a conclusion without enough
information?
 How does our point of view affect our thinking?
 What are some ways that one can influence someone?
NATIONAL
SCIENCE
EDUCATION
STANDARDS
K-12 Unifying Concepts and Processes
Evidence, models, and explanation
Grades 5-8
Science as Inquiry
Abilities necessary to do scientific inquiry
Understandings about scientific inquiry
MASSACHUSETTS Skills of Inquiry, Experimentation, and Design, Grades 6–8
 Formulate a testable hypothesis.
STATE
 Design and conduct an experiment specifying variables to be changed,
SCIENCE
controlled, and measured.
EDUCATION

Select appropriate tools and technology (e.g., calculators, computers,
STANDARDS
thermometers, meter sticks, balances, graduated cylinders, and
microscopes), and make quantitative observations.
 Present and explain data and findings using multiple representations,
including tables, graphs, mathematical and physical models, and
demonstrations.
 Draw conclusions based on data or evidence presented in tables or
graphs, and make inferences based on patterns or trends in the data.
 Communicate procedures and results using appropriate science and
technology terminology.
 Offer explanations of procedures, and critique and revise them.
(Massachusetts Curriculum Framework, page 9)
MATERIALS



3-4 students work in a small group.
computer with Internet access.
Teacher identifies set of comics with examples of inference or observation
being used and/or necessary. Gary Larson's The Far Side® comics work well,
however, due to copyright protection, permission will not be granted to use The Far
Side® comics in any form (including electronic copies) unless it is in authorized academic
textbooks. Please contact Creators Syndicate to request permission to use. Use of his many
books is allowed only if the cartoons are not reproduced in any way.





local Sunday newspaper comics could be used
white paper (printer paper or construction paper) to create comic example
materials for decorating and illustrating the comic (e.g., crayons, markers,
colored pencils, etc.)
weather forecasting worksheet (Student Section)
two KWL worksheets: 1 for observation and 1 for inference (Student
Section)
Jamie Reynolds
Somerville, MA
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
Did I Observe it or Infer it?
A Lesson on Making Observations and Inferences
Teacher Section
SAFETY
With students using the Internet, it is important that their usage be monitored
and that sites, if directed to them, be checked for accuracy and
appropriateness.
PREPARATION
AND
PROCEDURE
The days are listed as 55-minute sections allowing a lot of time for whole
group discussion and independent practice. Make adjustments as necessary!
Day 1: Observations
A. Start class by having students complete a KWL on what they know about
observation and inference. It is recommended to use a separate sheet for
observation and inference so that students can distinguish between the
two. Give students several minutes to complete the K and W sections. The
KWL worksheet should be stored in the notebooks so that it can be used
later at the conclusion of the lesson in discussion.
B. Next, display several comic examples and give students time to study
them. Attempt to discuss comics. Why did some students laugh or
chuckle? Have students explain what they understood about the comic
from reading it.
C. Start a discussion by using the term observation and define that we
make observations by using our senses (sight, sound, taste, touch, smell)
to describe the world around us. Make observations for your students
about the room or of what students are wearing, the sounds of the
classroom, etc. Have students practice making observations as well, or
have them observe comics and read them aloud.
Day 2: Inferences
A. Start class by presenting a few scenarios in which students would make
observations and inferences without really knowing that they are doing so.
Students write what they think the situation means and why. For example:
1. The principal comes to the classroom and asks a student to step into
the hallway
2. All middle school students bring their lunch to school.
3. Your younger sibling starts crying all of a sudden.
4. You feel your stomach start to growl.
B. Continue discussion of Day 1 by introducing the term inference and
define it as being a factual explanation for what was observed. Think aloud
and make some inferences about the classroom based on some earlier
observations that were made. Have students make some inferences, but
note that teachers will also need to discuss that unlike observations which
are always correct and factual, inferences are not always correct.
Inferences can change based on the amount of information received over
time. Students write the definition of observation and inference into the L
section of the KWL sheets for observation and inference.
Jamie Reynolds
Somerville, MA
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
Did I Observe it or Infer it?
A Lesson on Making Observations and Inferences
PREPARATION
AND
PROCEDURE
Teacher Section
Day 3: Cartoons
A. Students start by brainstorming what makes a comic or cartoon funny.
They could also brainstorm a list of cartoons or comics with which they
are familiar.
B. Have some comics accessible for students to view. (See note about The
Far Side comics by Gary Larson in Resources). Refer to the comics and
have students make inferences on specific comics. Then lead a discussion
on how a student was led to his/her inference. Note: Students are
starting to use higher order thinking skills because they are asked to
explain their reasoning behind the inferences made.
C. Ticket Out: Students practice making at least two to three observations
about a comic and one inference before leaving room.
Day 4: Practice
A. Review the definitions of observation and inference at the beginning of
class. Show a comic or cartoon that was not looked at in Day 1 or Day 2
and make observations and an inference for that.
B. Present the idea that in the real world we make inferences and
observations all the time. Invite students to think of situations in which
inferences are used in their everyday life. This could be a homework
assignment where they are asked to spend 24 hours consciously thinking
about the inferences that they make on a daily basis. This experience
could be used as a brainstorm session used later for their final project.
C. Internet Treasure Hunt (Student Section)
1. Students use the National Oceanic and Atmospheric Association
(NOAA) website to observe satellite weather images and infer the
upcoming weather for certain locations around the U.S. See website in
References.
2. Students go to National Weather Service website and click on the
satellite tab that is found on the upper right corner of the map. The
webpage should start with “static.” If not, students select “static” and
make observations. This would be a good review of map reading and
using keys and legends. Once students make observations of the
“static” weather, students click on “3 hour loop” and make
observations, confirm their previous inferences, and make new ones.
Students continue by looking at the consequent 6, 12, and 24-hour
loops following the same process of confirming inferences, making new
observations and new inferences. Students complete Weather
Forecasting Worksheet (Student Section).
Day 5 (+): Research and Project
A. Students are to create a project demonstrating their understanding of
observations and inferences. They can choose from; creating their own
comic or cartoon, creating a comic strip, designing a brochure that is
informational, a skit, a PowerPoint presentation, etc.
Jamie Reynolds
Somerville, MA
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
Did I Observe it or Infer it?
A Lesson on Making Observations and Inferences
PREPARATION
AND
PROCEDURE
WHERE TO GO
FROM HERE
Teacher Section
B. Present students with rubric so that they will be aware of the
requirements and the grading (see rubric in Student Section). Allow
students some time to gather data, research about inference and
observations, applications in the real-world, etc. This is where they will
begin to make decisions about what they feel can best demonstrate their
understanding as well as provide them opportunities to explore their own
ideas.
 Show students how media/advertisements use our use of observation and
inference to persuade us to sample products or try something new.
 Invite a marketing/advertising professional to the school to discuss how
inference and observation are focuses for attracting customers
 Through out year, invite students to share when they see a good comic or
cartoon, or allow them to share experiences where they needed to rely on
their observations to make sense of a situation.
SUGGESTIONS
FOR
ASSESSMENT
Students will, as a group, decide and prepare a product that they feel best
demonstrates their understanding of inference and observation. Suggestions
include, but not limited to:
 PowerPoint presentation
 Classroom skit
 Create their own comic, comic strip, or print ad
 Design an informative brochure
REFERENCES
AND
RESOURCES
1. NOAA: National Weather Service
http://www.weather.gov
National Oceanic and Atmospheric Administration’s website for the
National Weather Servce. Accessed on September 21, 2010.
2. Prentice Hall Science Explorer Inquiry Skills Activity Book II. 2007.
Pearson Education, Inc. Pearson Prentice Hall.
3. Ramig M.Ed, Joyce E., Bailer M.Ed, Jill, & Ramsey, Ph.D John. (1995).
Teaching Science Process Skills. Good Apple Publishing.
4. The Far Side by Gary Larson
http://www.thefarside.com/
Location to contact Creators Syndicate as well as receive information on
products. Accessed September 21, 2010.
5. Web Weather for Kids
http://eo.ucar.edu/webweather/forecasttips.html
Kid-friendly site that teaches children about weather and weather
forecasting. Accessed September 22, 2010.
Jamie Reynolds
Somerville, MA
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
What I Want to know about this
topic/question
What I Learned about this
topic/question
Student Section
What I Know about this
topic/question
Making OBSERVATIONS
Topic of Discussion:
KWL
What I Know
What I Want to Know
What I Learned
__________________ Name
_________ Date
_________ Period
Did I Observe it or Infer it?
A Lesson on Making Observations and inferences
Jamie Reynolds
Somerville, MA
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
What I Want to know about this
topic/question
What I Learned about this
topic/question
Student Section
What I Know about this
topic/question
Making INFERENCES
Topic of Discussion:
KWL
What I Know
What I Want to Know
What I Learned
__________________ Name
_________ Date
_________ Period
Did I Observe it or Infer it?
A Lesson on Making Observations and inferences
Jamie Reynolds
Somerville, MA
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
Did I Observe it or Infer it?
A Lesson on Making Observations and inferences
Student Section
Weather Forecasting: Meteorologists use observations about weather patterns to make
inferences about upcoming weather. Practice your observation and inference skills and forecast
the weather. Use the Internet Treasure Hunt sheets to explore two websites.
National Weather Service: http://www.weather.gov/
1. Use the NOAA (National Oceanic and Atmospheric Association) website to observe satellite
weather images and make inferences about the upcoming weather for certain locations around
the U.S.
2. Go to the National Weather Service website and click on the satellite tab that is on the upper
right corner of the map. The webpage should start with “static.” If not, select “static.”
3. Spend a few minutes observing the map and using the key and legend to figure out what the
map is showing you and how to read it.
4. Make observations on Internet Treasure Hunt worksheet. Label these observations “static.”
Make an inference about what you think is going to happen next before moving on to the
next step.
5. Next, click on 3-hour loop. Watch the cycle for a minute and then make observations. Label
this set “3-hour loop.” Reflect on your previous inference and make a new one.
6. Repeat this process of observing, reflecting and making new inferences for the 6, 12, and 24hour loops.
Web Weather for Kids: http://eo.ucar.edu/webweather/forecasttips.html
Now that we have observed and made inferences about national weather, let’s focus on our local
weather!
1. Follow the link to the Web Weather for Kids website. Scroll down and enter your zip code in
the Weather Underground search box.
2. Under the map that appears on the right side, select local satellite and adjust the sliding
animation scale to see the weather move.
3. Make observations about what you are now seeing in terms of local weather. Make
sure you have noted the legend and key to determine accurately what kind of data you
are looking at.
4. Were your observations from the national weather service accurate? Do they differ or
agree with your previous observations? Make notes on the Internet Treasure Hunt
sheet and complete the worksheet with your reflection.
Jamie Reynolds
Somerville, MA
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
Did I Observe it or Infer it?
A Lesson on Making Observations and inferences
Internet Treasure Hunt
Student Section
Name: ______________________ Date: _______
This web information search will help test your skills at making observations and inferences using
weather. You will need to explore two different sites to gather information. It is important to not
only find the information at the site, but also to consider who wrote the site, what their purpose is
in writing it, and how credible (accurate) you think the information is.
Question 1:
Website Title
URL
How does predicting the weather use observation and inferring
skills?
National Weather Service
Web Weather for Kids
http://www.weather.gov/
http://eo.ucar.edu/webweather
/forecasttips.html
Who created this
web site
(organization, etc.)?
Why did they
create it? (check all
that apply)
How credible
(accurate) do you
think the info is?
What did
you learn?








To provide factual information
To influence the reader’s opinion
To sell a product or service
I’m not sure
Very accurate
Somewhat accurate
Not very accurate
I’m not sure








To provide factual information
To influence the reader’s opinion
To sell a product or service
I’m not sure
Very accurate
Somewhat accurate
Not very accurate
I’m not sure
Observations:
Observations:
Inferences:
Inferences:
Reflection: Did your observations
help you infer what was going to
happen? Why or why not?
Reflection: Did your observations
help you infer what was going to
happen? Why or why not?
Jamie Reynolds
Somerville, MA
© 2011 The American Physiological Society, Bethesda, MD
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.
Did I Observe it or Infer it?
A Lesson on Making Observations and inferences
Student Section
ASSESSMENT: Making Observations and Inferences
Task: As a group, you are to demonstrate your understanding of making observations and
inferences.
Requirements: Your final product must:
 Require your audience to make observations in order to develop an inference.
 Inform your audience about how observations and inferences are used in the real world.
 Demonstrate that your group understands the difference between an observation and an
inference.
 Should be a full collaboration among your team. In other words: Be a team player!
 Format: As a group you can chose the format of your project. Some suggestions include:
create your own comic strip or cartoon, design a brochure that is informational, develop a
skit, create a PowerPoint presentation, or group choice (needs to be approved by teacher)
Your group will be graded as follows:
Expectation:
Criteria
The comic/ project clearly
shows a need for the reader to
Observation make observations using their
senses in order to create a
and Inference
logical inference
are related
and logical
Group
Participation
Appropriate
Internet
Usage
Met Deadline
Student worked cooperatively as
member of team in order to
complete task
 Made thoughtful contributions
regularly
 Was an active participant in
both the brainstorming and
construction of project
 Was present in class
Students complied with school
posted guidelines for using
computer and internet
Project was completed and
turned in on time
Jamie Reynolds
Somerville, MA
© 2011 The American Physiological Society, Bethesda, MD
Points
20: Project requires reader to make
observations in order to create a
logical explanation of events
10: Reader somewhat relies on
observations to understand logical
explanation of events
5: Comic does not require reader to
make observations to understand
logical explanation of events
10: Student contributed thoughtfully and
meaningfully to discussions and
creation of final product
5: Student made few contribution to the
project and/or struggled to work in
the group meaningfully
0: Student did not successfully work in
group
10: Student complied with school
guidelines for computer and internet
0: Student did not comply with school
guidelines for computer and internet.
10: Product turned in on time and was
complete
5: Product was turned in late
0: Product was not turned in
2010 Frontiers in Physiology Online Teacher
APS Works in Progress
Permission granted for workshop/classroom use with appropriate citation.