The
Larger
View
photographs courtesy of the author
Encouraging and supporting accurate
student documentation sets the standard
for a year of scientific inquiry. By Peggy Carlisle
50 Science and Children
S
everal years ago, my third-grade students were
studying crayfish. To encourage them to focus on
the organism’s body structures, I asked my students to observe and draw a crayfish. Suddenly
a multitude of moans and complaints filled the air: “How
can I do that?” “I cannot draw!” “The crayfish moves too
much!” “This is too hard!” Their resulting drawings included few of a crayfish’s body structures and had little
semblance to the organism. My children were overwhelmed
and ill equipped to carry out the assignment. I realized that I
had not prepared my students for this task, nor had I given
them experience in the practices of science that were necessary in order to be successful.
In Inquiry—Thoughts, Views and Strategies for the K–5
Classroom, Doris Ash (1999) writes:
“Over time, the teacher models the kinds of behaviors he or she would like the students to learn,
such as collaboration, posing questions, careful use of
materials, self-reflection, and language skills. At first,
the teacher is directive, acting as a guide until students
demonstrate their own abilities to work independently.
Like a parent modeling the complex living skills a child
will need through life, the teacher models the skills and
techniques of independent learning. In a process often
referred to as ‘scaffolding,’ the teacher gradually fades
from control of certain areas as students take on the
skills in their own way.” (p. 59)
Each year, my third graders engage in a multitude of
hands-on, inquiry investigations, which focus on a variety of themes—ranging from flight and rocketry to geology and paleontology to living organisms and food chains.
Whatever the topic, the practices of science are vital and
are embedded into each investigation. I now begin each
school year with a weeklong series of lessons that include
explicit modeling and direct instruction focusing on developing students’ abilities to observe and to communicate those observations. My goal is to give students the
necessary initial support so that they will have the ability
to observe details and the skills and confidence to make
realistic scientific drawings and diagrams. As students
grow in skills and confidence, they are equipped with the
abilities that give more meaning and depth to our year of
scientific exploration. By taking time at the beginning of
the year to help my students develop these skills, they are
better equipped to incorporate these practices into all of
our year’s science investigations. This series of lessons is
appropriate for the second through fourth grades.
Observation and Documentation
Our first science topic for the year is a study of living organisms, including insects, crustaceans, and arachnids.
Fundamental concepts are the characteristics of organisms,
such as needs, behavior, and different structures that serve
different functions. Integrating the following series of experiences into the living organism theme gives my students
an introduction into the structures of insects, and the likenesses and differences in organisms, while also building
effective science practices that sustain our year’s investigations. I designed this weeklong series of activities to give my
students practice in making careful observations, noting
details, and documenting those observations and details
through diagrams and drawings. These science practices
are supported by A Framework for K–12 Science Education
through Practice 2: Developing and Using Models and also
Practice 8: Obtaining, Evaluating and Communicating Information (NRC 2011).
My first task was to determine objects that are large
enough to allow students to readily view details. You may
already have a set of objects that would be appropriate, such
as leaves or fruits. It is important that the objects are large
enough for details to be clearly and easily visible. I purchased
inexpensive plastic insect models from several vendors: the
local hobby store, toy stores, and party supply stores where
models are sold as party favors. Be sure that the models
you choose are anatomically correct. Insect Toob, available
through Hobby Lobby, includes a set of 10 insect models.
Many choices are supplied by Party City and also from Store
for Knowledge, an internet supplier. Having larger-than-life
models of organisms gives my students opportunities to more
easily view the body structures and details.
Summer 2012 51
Preassessment
I began the lesson by using a preassessment in an effort
to probe students’ ideas and abilities. The students were
asked to draw a housefly, an organism with which most
were familiar. Jouri commented as she worked, “It is difficult. The body is hard to draw and you have to draw the
legs sticking out of the body.” The resulting student pictures were simplistic and limited. Angel’s drawing, Figure 1, depicts one main round body part with two large
eyes and two wings attached. Missing were the three main
body parts, six legs, and antennae. Angel commented,
“I am not a good drawer.” This preassessment gave me
evidence that the students had not previously viewed
the insect closely before and were unaware of a fly’s body
structures, how these structures are arranged, and how
to document these structures. Details in the drawings
were nonexistent. Comments from the students gave me
insight into their lack of confidence in documentation. I
decided that through close observation of a fly and careful
modeling of documentation, students would gain confidence and their skills would grow.
Modeling and Direct Instruction
I gave each child a large plastic model of a fly to view. Students discussed the body parts and noted how the model
was different from their original drawing. I encouraged
students to pay particular attention to details. Then, on the
overhead, I slowly and carefully drew a diagram of a fly, taking care to draw only one body-part section at a time. Students simultaneously duplicated my work on their paper.
Body structures were not labeled in these drawings. The
focus was to build observation and documentation abilities.
Figure 1.
52 Science and Children
• First we studied the model fly’s head, noting the
shape of the head and its size in relation to the other
body parts. I modeled the procedure by drawing an
outline of the fly’s head on the overhead. Students
drew the head outline on their paper.
• We then returned to the model fly, noting the eyes
and also the shape and size of the antennae. We
added the eyes and the antennae to our drawings.
• We viewed the size and shape of the thorax and
then added it to the drawing. Students noticed that
the model had four vertical lines on the back of the
thorax. They asked if all houseflies have these lines
because they had never noticed them before on live
flies. After obtaining a diagram of a housefly on the
internet, we found that indeed there are four vertical lines on the back of a common housefly, so we
added these to our drawings.
• We carefully viewed the fly’s abdomen. In the preassessment, all students drew flies with rounded
shapes. As they studied the model, students noted
the shape differed from their original ideas. They
found that the fly’s abdomen is slightly pointed at
the end. We added the abdomen to our drawings.
• After this we returned to the plastic models to determine where the legs are attached to the fly’s body.
Students were surprised to find that the legs do not
extend from all of the fly’s main body parts but from
Figure 2.
The Larger View
only the middle section (the thorax). We also discussed the leg joints, noting that these make it possible for the fly’s leg to bend. I added one leg at a time
to my drawing and students duplicated my actions.
• After carefully viewing the plastic models to find
out where the wings are attached, the students and
I added these to our drawings.
Students compared their initial drawing to this more
detailed and accurate diagram of a fly. Angel’s completed
diagram is featured in Figure 2. As she shared her drawing
with the class, Angel proudly said, “My drawing has all of
the body parts, and the eyes are in the right place.” Brandon
commented, “It looks like a real fly. It helped to have a model
in front of me. I could look at each part and then draw it.”
Next Step
The dragonfly was the subject for our next documentation
of an organism. Focusing on another insect allowed students
to discover common structures between two organisms but
also differences that are evident. In this way, students began
to develop an understanding of what defines an organism as
an insect, structures that insects share, and how they differ
from other organisms. I selected the dragonfly because it has
the same body parts as the fly. However, careful observation
revealed that these body parts are shaped differently from
the fly’s body parts. Again, students studied large dragonfly
models, noting details. Body part by body part, I modeled
the drawing of a dragonfly diagram on the overhead and
students followed along on their individual works. Students
noticed that the dragonfly differs from the housefly in that
it has two pairs of wings rather than one pair. This led to a
discussion of why one insect has two wings and another has
four wings. I noted this as a question for future research,
which we later investigated on the internet, viewing videos of
a various insects in flight. Students produced these diagrams
with greater ease. Deja’s diagram (Figure 3) even included
segmentation she saw on the dragonfly’s abdomen.
Working Independently
Next, students selected insect models to document. Choices included a butterfly, a grasshopper, and an ant. While
students proceeded at their own pace in observation and
documentation of the organism, I circulated around the
room offering encouragement and assistance as needed.
Student comments gave evidence that they were noting
details not previously recognized. For example, Madisen
chose to focus on the grasshopper and noticed dots along
the sides of the model’s abdomen. Kevya selected a large
ant model and observed triangular structures on the insect
model’s head. Students then engaged in peer evaluation
of one another’s work. On a chart, I listed the structures
that are desired in the insect documentations: three main
body parts, antennae, six legs appropriately attached,
Figure 3.
wings (if present), and other details. Each student studied
a peer’s diagram, comparing it with the insect model, and
offered suggestions where needed. As Keith viewed Manuel’s grasshopper drawing, he commented, “You drew the
grasshopper’s legs straight out on your picture. Look at
the model. The legs bend, just like my elbows.” Due to
Keith’s insightful observation, Manuel recognized the difference between his straight-legged drawing and the more
accurate grasshopper model legs that bend at the joints.
He redrew the legs in appropriate bent positions. Charity
chose the ant to document and shared her drawing with
Jouri, who noted, “You have drawn the six legs from different parts of the body. On the model all legs come from
this middle part.” Charity then saw that the legs on the ant
model extend from the large body part below the head (the
thorax) and modified her drawing.
Postassessment
To assess student growth in observation and documentation, I chose the ladybug as our subject. Students
were reminded of their preassessment in which they
drew a housefly and were encouraged to demonstrate
their newly developed abilities. I supplied large models of ladybugs. Students worked independently, carefully studying and documenting the model organism.
As I assessed Harrison’s work (Figure 4, p. 54) using
an Insect Documentation Postassessment (see NSTA
Connection), I found that three main body parts were
evident, as well as eyes, antennae, six legs and wings.
He included details, such as the correct number of dots
displayed on the model and the shaded abdomen. This
work sample gave evidence that Harrison had grown
in his abilities in observation and documentation. Students were excited to document a new organism, so the
assessment was fun as well as effective.
Conclusion
This lesson is easily translated to other objects for observation and documentation. For example, if leaves are
part of the disciplinary core ideas, several different types
may be observed and documented. The preassessment
and postassessment should be designed to reflect the major characteristics of leaves, such as shape of leaves and
Summer 2012 53
The Larger View
Figure 4.
venation patterns. If fruits are used, these may be cut so
that students can view and document the segments and
seed patterns in an orange or the details of a banana slice.
Again, assessments should reflect the valued criteria.
Although this series of lessons focuses on observation
and documentation of organisms, these science practices are
easily transferred to the other science topics that we study
during the year. During our geology study, students are
proficient in documenting rocks and minerals in their science notebooks. They have developed the ability to carefully
observe details in rocks and minerals and can relate these in
diagrams and drawings. Science notebooks are filled with
precise documentation of tests performed on rock samples
and also the resulting conclusions, as students note the
properties and characteristics of each. They are then able to
classify samples because they now recognize specific details,
noting similarities and differences. Investigations conducted
by students during our flight and rocketry theme depend on
the scientific practices of observation and documentation in
order for results to be accurate and conclusions to be valid.
Properties of air that make flight possible, such as air pressure, are investigated, observed, and documented. Children
draw and label plans for flying machines that they then build
and test. Careful observation and precise noting of flight results aid students in making modifications to their creations.
Because they are mindful of the importance of close
observation, children are able to gather evidence and ideas,
to note the order in which events occur, and to draw conclusions based on what they have seen. As we study life science,
students classify animals as carnivores, herbivores, and
omnivores by noting likenesses and differences in the shape
of teeth in animal skulls. Children then dissect teacher-made
imitation animal scat, comparing the size and content to
determine possible animal producers. These activities are
dependent on developed science skills in order for students
to be able to detect the details that lead them to valid conclusions in the classification of animals. Art is often integrated
into science in our class. The science practices of observation
and documentation are valuable as students draw accurate
representations of dinosaurs for our dinosaur mural. The
experiences in carefully viewing similarities, differences, and
details in organisms aid students as they depict recognizable
creatures of long ago. Students return to the observation
54 Science and Children
and documentation technique developed at the beginning
of the year. They readily recognize that by closely viewing
a dinosaur model—body structure by body structure—and
by carefully documenting each part, they can confidently
portray an identifiable dinosaur.
Time spent in developing these skills is essential. It
results in deeper and richer science experiences. By giving
my students opportunities to develop these science practices
early in the school year, they are better equipped and are
more confident in their abilities to do science, to conduct
investigations, and to grow as independent learners. n
Peggy Carlisle ([email protected]) teaches
science to gifted students in second through fifth grades at
Pecan Park Elementary in Jackson, Mississippi. She also
serves as Director of the Preschool and Elementary Division of NSTA.
References
Ash, D. 1999. The Process Skills of Inquiry. In Foundations
Volume 2: Inquiry—thoughts, views, and strategies for the
K–5 classroom, ed. National Science Foundation Division
of Elementary, Secondary, and Informal Education (ESIS)
in conjunction with the Division of Research, Evaluation
and Communication, 51–62. Washington, DC: National
Science Foundation.
National Research Council (NRC). 2011. A framework for K–12
science education: Practices, crosscutting concepts, and
core ideas. Washington, DC: National Academies Press.
Schussler, E., and J. Winslow. 2007. Drawing on Students’
Knowledge. Science and Children 44 (5): 40–44.
NSTA Connection
Download the Insect Documentation assessment
at www.nsta.org/SC1207.
Connecting to the Standards
This article relates to the following National Science
Education Standards (NRC 1996):
Content Standards
Grades K–4
Standard A: Science as Inquiry
• Abilities necessary to do scientific inquiry
• Understanding about scientific inquiry
Standard C: Life Science
• The characteristics of organisms
National Research Council (NRC). 1996. National
science education standards. Washington, DC:
National Academies Press.