Lesson 1: Observation vs. Inference
Objective
Students will use their 5 senses to make observations and draw inferences from a natural setting near the school.
Introduction
One of the foundations in teaching science curriculum is the promotion of observation and inference. Developing observations can be modeled in the classroom and perfected outside. See the following sequence of events to promote the learning of these concepts.
Lesson Description
- Ask students to make “observations” of their surroundings in the classroom.
- If a student offers an inference instead of an observation utilize this opportunity to teach the difference between observation and inference. (If not, provide an inference and then continue to explain the difference)
- After practicing and having students share out in the classroom tell students they’ll be responsible for making observations outside.
- Regardless of the setting, ask students to observe the natural surroundings. It helps to be specific and suggest a number of observations to bring back to a class discussion. (Ex. 10 observations in 5 minutes.)
- Once all students have had time to derive their list of observations have them share some of them with their classmates (shoulder-partner).
- After acknowledging every student's contribution, select a few examples and formulate inferences from them. (Ex. Student sees animal tracks and state they are deer tracks heading towards a food source.)
- Lastly, have the students formulate their own inferences from their observations.
Reflection
Take it a step farther:
Have each student walk their shoulder-partner around and show where they collected their observations from. (This becomes important for Unit 3)
References
Scholarly Articles Supporting the Use of Learning Outdoors
Bunting, J. Camille. 2006. Interdisciplinary teaching through outdoor education. United States of America: Human Kinetics.
Faarlund, Nils. 2009. Friluftsliv! In: Being in nature: experiential learning and teaching: Conference report, (ed.) Børge Dahle and Aage Jensen, 6–14.
Garrick, Ros. 2009. Playing outdoors in the early years, 2nd edition. Great Britain: Continuum International Publishing Group. Steinkjer: Nord-Trøndelag University College. Faculty of Teacher Education.
Leirhaug, Petter Erik. 1994. From outdoor activities to ecopedagogy. In: NATURE The True Home of Culture, (ed.) Dahle Børge, 43–46.
Skaugen, Randi and Fiskum, Tove Anita. 2015. How schools with good academic results justify their use of outdoor education. In: International educational research, 3(4): 16–31.
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