Facts and Inferences
Grade Level: K-2
Alignment to Utah Core Curriculum
Objective 1 Generating Evidence:
Using the processes of scientific investigation.
Objective 2 Communicating Science:
Communicating effectively using science
language and reasoning.
Objective 3 Knowing in Science:
Understanding the nature of science.
Enduring
understanding:
There are differences
between facts and
inferences.
Activity Length:
30-40 minutes
Process Skills:
• Data Collection
• Inference
• Observation
Materials Needed
• 5 different objects (use items from a teaching toolbox, treasures from nature the students
have brought to school, or objects you have collected with obvious and not-so-obvious
details)
• Fact or Inference graphic organizer and pencil for each student
Background
A fact is knowledge based on scientific evidence. The size, shape, location, color, are all
features of an object that are measurable or quantifiable and cannot be easily disputed.
An inference is a guess or idea based on the facts observed. There may be many different
inferences based on the same observed fact. For instance, “I think it is blue because of
genetics.”, “Well, I think it is blue because of something it ate.”
A hypothesis is a question that can be tested. It could be an inference that one wants to
pursue to find out more.
NHMU School Programs 2011
Natural History Museum of Utah, “Facts and Inferences”
Common
Misconception
An inference does not
need to be “correct” to
be valid. Often
teachers dismiss a
guess as just that if it
does not match his or
her expectations for
what students should
know. Learn to recognize when students are
making inferences
(guesses based on
observations) and
encourage them!
Activity
Discuss
Talk about what a fact is. Explain how a fact is something that everyone can agree on,
something that can be checked or measured. Hold up an interesting object.
Write “Facts about ___________” on the board. Ask your students to tell you facts about
the object- the color, the shape, patterns they notice, etc. You can model measuring with
rulers and scales.
If a student shares an idea that is not a fact, ask for evidence that can be observed to support
the idea. Discuss whether or not it is measurable. Check to see if others have differing
opinions. Reinforce that a fact isn’t easily debated, it is measurable and quantifiable.
Acknowledge that the idea is a good one, just not a fact, so you will write it down on another part of the board so that you don’t forget it.
When you are done discussing the facts of the object, acknowledge the good work the
students did in gathering evidence. Then go to the section of the board that holds their ideas
that aren’t facts.
Tell them all of these good ideas are based on the facts; they are good ideas that you get
from looking at the facts. Tell them that all of these ideas that are based on facts have a
name. They are called guesses or inferences. Write Guesses/Inferences on the board above
the ideas.
Explain how the rest of the time the students will be gathering facts and then making
guesses or inferences based on those facts.
Practice
Divide students into 5 groups.
Give each group an object.
Introduce students to the Fact or Inference graphic organizer. Explain that they will be
making and recording their observations on this data collection sheet individually but that
they may work together as a group.
Allow students plenty or time to record their facts and inferences about the object.
If your students are still engaged and you would like them to have more practice, you can
rotate groups so they have a chance observe and record about different objects.
Discuss
Ask students what facts they recorded about each object and how they knew they were
facts.
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Natural History Museum of Utah, “Facts and Inferences”
Ask students what inferences they recorded about each object. Ask them to explain why
they inferred what they did.
Explain that these inferences could be turned into questions and used as hypotheses that
could be tested to find out more.
Learning Extensions
You may choose to follow up on an inference that students are particularly excited about.
Discuss how to turn the inference into a testable question. You may even take it a step
further and design an experiment to test your hypothesis.
You also may want to include a Facts and Inferences center during your center time so that
students can practice these skills.
Formative Assessment Strategies
1. Circulate through the groups and listen to their conversations. Ask students to
justify their inferences. This will give you unique insight into what previous
experience students are drawing on to explain discrepant observations.
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Natural History Museum of Utah, “Facts and Inferences”
Name_____________________________
Date______________________
My object:
Facts about my object:
NHMU School Programs 2011!
Guesses about my object:
!
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Natural History Museum of Utah, “Facts and Inferences”
Name_____________________________
Date______________________
My object:
Facts about my object:
NHMU School Programs 2011!
Inferences about my object:
!
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