Observations and Inferences – Grade Nine
Ohio Standards
Connection:
Scientific Inquiry
Benchmark A
Participate in and apply the
processes of scientific
investigation to create
models and to design,
conduct, evaluate and
communicate the results of
these investigations.
Indicator 1
Distinguish between
observations and
inferences given a
scientific situation.
Lesson Summary:
This lesson helps students differentiate between
observations and inferences. It is intended to be taught
early in the school year. Students are given opportunities to
examine photographs and sequence of events as well as
make experimental observations. These activities focus
students’ attention on some but not all scientific processes
while students conduct, evaluate and communicate results
of investigations.
Estimated Duration: Two to three hours
Commentary:
This lesson provides students with opportunities to examine
complex and real-world situations, to observe details that
may routinely go undetected and to make inferences based
on the scientific knowledge and skills they've developed to
that point.
When this lesson is taught early in the school year, students
can refine and reinforce skills in distinguishing between
observations and inferences while they conduct content
specific investigations throughout the year (e.g., fossil
identification, explaining forces and motion, atomic
structure modeling, and describing interdependence of life.)
This lesson was piloted by teachers across Ohio. Some of
the teachers’ comments follow:
“Students can apply this in their everyday world.”
“I enjoyed the level of student engagement that it
generated.”
“My students got a lot out of it. I saw their responses
change considerably from the pre-assessment to the postassessment.”
Pre-Assessment:
• Give each student a copy of Attachment A, Observations
and Inferences Chart.
• Organize students into working groups. On the back of the
chart, have students individually write his or her best
definition of the following three words: observation,
inference and data. (Give them approximately 10
minutes.)
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Observations and Inferences – Grade Nine
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Project an overhead copy and/or give each student a copy of a photograph such as the one
provided in Attachment C, Astronaut. (The teacher has the option to choose other
photographs depicting objects and/or events.)
Ask students to carefully examine the details of the photograph and to write three
observations and two inferences in the appropriate column of Attachment A,
Observations and Inferences Chart.
When students appear to have completed the tasks, ask the students to share their results
with their team members. (Give them approximately 10 minutes.)
Allow opportunities for all student groups to share with the whole class at least one
observation and one inference. Ask student groups to share examples not already
described.
If students describe an observation, then record it in column one of a blank two-column
chart (e.g., on the board or on large chart paper).
If students describe an inference, then record it in the second column of the chart.
Do not explain why student descriptions are being organized in two different columns
yet.
Repeat this process until you have four or five responses listed in each column.
Ask students to explain why the descriptions were listed in two different columns on the
chart.
After discussing students’ reasoning, review students’ definitions of observations and
inferences and revise the lists of observations and inferences as needed. Label the tops of
the columns in the chart as observations and inferences.
Scoring Guidelines:
The purpose of this assessment is not to grade students. Collect anecdotal information to
make decisions regarding the nature and amount of instruction necessary on the differences
between observations and inferences.
Post-Assessment:
• Give students blank copies of Attachment A, The Observations and Inferences Chart.
• Ask students to carefully watch the demonstration of the burning candle. Ask students to
record at least five inferences and five observations in the appropriate column in the
chart. Write down descriptive details of the sequence of events.
• Perform the burning candle demonstration as follows: Set a candle on a protective pad
(plastic lid) and light the candle. Let the candle burn for a few minutes. Invert a jar (pint
jar, olive jar, beaker) over the candle and allow it to sit undisturbed. (Hopefully, after a
short time the candle will go out.) See variations on the demonstration on Attachment D,
Burning Candle Demonstration.
• Remind the students to carefully note and record the sequence of their observations and
inferences on the observation/inferences chart.
• When the demonstration is finished, ask each student to write his or her reasoning for
categorizing his/her observations and inferences. Allow a few minutes for the students to
record their reasoning.
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Observations and Inferences – Grade Nine
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Collect the student papers.
Scoring Guidelines:
Use Attachment B, Post-Assessment Rubric.
Instructional Procedures:
Day One
1. Conduct the pre-assessment activity.
2. Ensure that students understand the following three terms: observation, inference and
data. You may describe specific differences between observation and inference in relation
to familiar situations that students may encounter in the school environment (e.g.,
observing or finding a wet spot on the floor in the hall, then inferring a leak in a water
fountain, a spill from a water bottle, rain outside).
3. To check and extend student reasoning, ask students follow-up questions to focus
attention on observations and inferences that may routinely go unmentioned. For
example, ask students to refer to Attachment C, Astronaut, and write individual answers
to the following questions: What can be said about the height or size of the flag? Explain
your reasoning. (A combination of observation and inference make it possible to suggest
an approximate or non-standard measure of the size.) What can be said about the event
that occurred immediately prior to and/or after the event pictured in the photograph?
Explain your reasoning (A combination of observation and inference make it possible to
suggest that the astronaut jumped in the air prior to the photo being taken and the
astronaut landed on the ground sometime after the shot in the photo).
4. Assign students homework to refine and extend their abilities to make and distinguish
between observations and inferences. For example, give students copies of another
presentation and/or ask students to find their own presentation of objects and/or events
related to science and technology (e.g., photographs, stories, reports). Use various types
of presentations.
5. Tell students to be prepared to share their completed homework with the class tomorrow.
Give students copies of Attachment A, Observations and Inferences Chart as needed.
Ask students to write up to five observations and five inferences. Ask students to write
their reasons for categorizing each as an observation or inference. Ensure that students
include answers to questions regarding the photograph that are intended to focus
students’ attention on observations and inferences that may routinely go unmentioned,
such as: What can be said about the height or size of objects pictured? Explain your
reasoning. What can be said about the event that occurred immediately prior to and/or
after the event pictured in the photograph? Explain your reasoning. Give students or ask
students to find at least one example that makes it difficult to observe or infer sizes or
sequences of events because of the lack of a sufficient frame of reference (e.g., a
photograph of a still object set against a plain backdrop).
Day Two
6. Organize students in groups. Give students a blank copy of a scoring rubric, such as
Attachment B, Post-Assessment Rubric. Ask the students to exchange their written
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Observations and Inferences – Grade Nine
answers for the homework assignment with group members. Ask students to score each
other’s homework assignment using the rubric.
7. Conduct a whole class discussion of students’ answers to the homework questions. Ask
students to share and discuss the evaluation results. Clarify and answer student questions
as needed regarding how to use the rubric. Please see the information provided with
rubric for the teacher.
Day Three
8. Conduct the post-assessment.
9. Conduct a whole class follow-up discussion regarding the burning candle and jar
demonstration. Ask students to describe difficulties they encountered in deciding between
observations and inferences. What are the key ideas to deciding what an observation is
and what is an inference? Describe any difficulties that you had in recording
observations/inferences while watching the demonstrations. What are some ways to make
that process easier? Is the information you recorded considered data? How do you know?
10. Decide when and how to return and discuss student papers that have been scored with a
rubric such the Attachment B, Post-Assessment Rubric.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners to either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
• Some students may need a visual or graphic organizer to record observations.
• The use of a demonstration, whole class discussions, small group work, teacher listing
and repeating responses from the students are all methods that support differentiation.
• Have a variety of pictures representing a diversity of persons, objects and/or events to
support students engaging in distinguishing between observations and inferences.
Extensions:
• The use of another simple demonstration (e.g., lighting a piece of steel wool) coupled
with a pre-demonstration list of observations and inferences and review the concepts as
needed.
• The teacher may decide to ask students to write down one question regarding something
that they want to know more about the object or event observed in the lesson. Students’
questions may be channeled into a home and community connection or scientific inquiry
activity.
Homework Options and Home Connections:
• Have students use the Internet, community or university library to access a scientific
dictionary and a “regular” dictionary and have them write down definitions for
observation, inference and data as found in the scientific dictionary. Have students do the
same using the “regular” dictionary. Finally, have students write a short paragraph that
summarizes the similarities and differences of the definitions of each term.
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Observations and Inferences – Grade Nine
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Have students access home and/or community resources (e.g., library, governmental
offices, community centers, business or sales office, public relations offices, agricultural
or natural resources centers, hospital or doctors office) to find a variety of informational
publications (e.g., newspaper or magazine articles, informational publication, sales or
promotional publication, community brochure). Select two different publications based
on the content (e.g., describes persons, objects, places or events). For each publication,
compose a one-page summary that lists three to four examples of the types of information
in the publication that is data or observation and the information that is inference. Have
students attach each short paragraph to the corresponding publication and turn them in to
the teacher.
Interdisciplinary Connections:
English Language Arts: Apply comprehension and self-monitoring strategies, and use
writing and communication skills to distinguish between and describe observations and
inferences.
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of
its contents, by the Ohio Department of Education. The Ohio Department of Education does
not endorse any particular resource. The Web addresses listed are for a given site’s main
page, therefore, it may be necessary to search within that site to find the specific information
required for a given lesson. Please note that information published on the Internet changes
over time, therefore the links provided may no longer contain the specific information related
to a given lesson. Teachers are advised to preview all sites before using them with students.
For the teacher:
Scanned pictures of overhead slides, candle, plastic lid or shallow pan, jar
or beaker, and matches.
For the students: Scanned pictures of overhead slides, candle, plastic lid or shallow pan, jar
or beaker, and matches.
Vocabulary:
• observation
• inference
• data
• frame of reference
Technology Connections:
Have students work with the school librarian and/or instructional media specialist to research
and present various scientific sleuth investigations (e.g., How did NASA assist in protecting
the U.S. Charters of Freedom? www.nctn.hq.nasa.gov/; How did Kentucky scientists assist in
unraveling the mystery of Mare Reproductive Loss Syndrome? www.aphis.usda.gov/; How
do forensic scientists assist in crime scene investigations?). Show the multimedia
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Observations and Inferences – Grade Nine
presentation to the class and discuss the use of observation and inference as it took place in
the scientific sleuth investigation.
Research Connections:
Marzano, R. et al. Classroom Instruction that Works: Research-Based Strategies for
Increasing Student Achievement. Alexandria: Association for Supervision and Curriculum
Development, 2001.
Summarizing and note-taking are two of the most powerful skills to help students
identify and understand the most important aspects of what they are learning.
Homework and practice provide students with opportunities to deepen their
understanding and skills related to content that has been presented to them. Setting
objectives and providing feedback establishes a direction for learning and a way to
monitor progress. This provides focus on learning targets and specific information to
allow the student to make needed adjustments during the learning process, resulting in
increase student learning.
Cues, questions and advanced organizers help students retrieve what they already know
about a topic. Activating prior knowledge is critical to learning new concepts.
Daniels, H., and Bizar, M. Methods that Matter: Six Structures for Best Practice Classrooms,
Maine: Stenhouse Publishers, 1998.
Authentic experiences help students develop real-world knowledge and skills and apply
their learning in ways that prepare them for their careers and lives beyond school.
General Tips:
• Basic information is provided with all photographs for teacher reference.
Attachments:
Attachment A, Observations and Inferences Chart
Attachment B, Post-Assessment Rubric
Attachment C, Astronaut
Attachment D, Burning Candle Demonstration
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Observations and Inferences – Grade Nine
Attachment A
Observations and Inferences Chart
Observations
Inferences
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Observations and Inferences – Grade Nine
Attachment B
Post-Assessment Rubric
Level 4
• Required
number of
observations
and inferences
are accurately
listed and
clearly
described,
including
examples that
may routinely
go unnoticed.
Level 3
• Required
number of
observations
and
inferences are
accurately
listed and
clearly
described.
Level 2
Level 1
Level 0
No
attempt
• Number of
• Very few to no
observations
observations
or inferences
or inferences
listed are less
are listed; or
than required;
contain many
contain
inaccuracies
occasional
or descriptions
inaccuracies
are very
or descriptions
limited.
are somewhat
simplified.
• Explanation
• Explanation
• Explanation or
and reasoning
and reasoning
reasoning is
are clearly
are focused
somewhat
focused and
and provides
unclear or is
provide a
a basis for
implied.
sound basis for
scientific
scientific
interpretation.
interpretation.
• Explanation or
reasoning is
unclear or
absent.
• Differences
between
observation
and inference
are clearly
distinguished.
• Differences
between
observation
and inference
are unclear or
absent.
• Differences
between
observation
and inference
are
distinguished.
• Differences
between
observation
and inferences
are implied.
Information for the teacher:
Student work is evaluated regarding three general criteria: quantity and quality of
observations and inferences, focus and soundness of explanation and reasoning and
communication of the distinction between observation and inference. The evaluation of the
level of work may be contributed to by various combinations of criteria. Possible inferences
generally include:
Level 4: work is above or at level of expectations
Level 3: work is at level of expectations
Level 2-1: working toward expectations
Level 0: insufficient evidence
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Observations and Inferences – Grade Nine
Attachment C
Astronaut
Background Information for the Teacher:
Apollo 16 Commander John Young jumps and salutes the flag
Examples of observations may include the feet are not on the ground, a pair of foot prints are
in the surface approximately under the astronaut in the air and the top of the astronaut’s
covered head is approximately level with the top of the flag. Inferences may include the
astronaut jumped into the air just before the photograph was taken, the flag is blowing in a
wind (invalid example), the astronaut is saluting and the astronaut is falling. Ensure that
students understand that it is possible to observe or infer plausible or approximate sizes or
sequence of events because the photo provides a frame of reference.
NASA scanned image. Image number: AS16-113-18339. No copyright is asserted for NASA photographs. If a recognizable
person appears in a photo, use for commercial purposes may infringe a right of privacy or publicity. Photos may not be used
to state or imply the endorsement by NASA or by any NASA employee of a commercial product, process or service, or used
in any other manner that might mislead. Accordingly, it is requested that if a NASA photograph is used in advertising and
other commercial promotion, layout and copy be submitted to NASA prior to release.
NASA photos reproduced from this archive should include photo credit to "NASA" or "National Aeronautics and Space
Administration" and should include scanning credit to NASA as noted. (http://www.hq.nasa.gov/)
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Observations and Inferences – Grade Nine
Attachment D
Burning Candle Demonstration
Variations on the demonstration:
• Place water (or better yet, colored water) in a shallow pan (aluminum pie
pan) and invert the jar over the candle as shown.
• Use a thinner jar (olive jar, etc) to use over the flame.
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