What Do YOU See? (Pre-Visit)

This lesson introduces students to the importance of making accurate, detailed scientific observations, and the value of learning about others' views and perspectives regarding a specific topic or event. It also serves as an activity to prepare students for a visit to the Ackland Art Museum in Chapel Hill, NC (or any museum, real or virtual). This lesson is the first of three lessons that build upon each other, using the Ackland Art Museum as the focus.

A lesson plan for grades 6–8 English Language Arts and Information Skills

By Reagan West

Learn more

Related pages

• How to Identify Search Terms in an Index: Students will learn to use the index to determine if the source has information about a topic and, if so, how to find the information.

Related topics

• Learn more about thinking skills.

Legal

Learning outcomes

Students will:

• make detailed scientific observations.
• recognize and understand the key elements in making sound scientific observations.
• recognize the value of sharing observations and seeing an event or topic from multiple perspectives.

Teacher planning

Time required for lesson

50 Minutes

Materials/resources

Students will need paper, pen/pencil, and (possibly) something on which to write, such as a clipboard. If the instructor wishes to compile student’s observations for comparison, chart-paper may be helpful.

Pre-activities

No pre-activities are necessary. This lesson is designed to be an introductory activity, and would be an excellent way to begin discussion of scientific methods and processes (perhaps early in the school year).

Activities

1. Prior to teaching this lesson, you should select a specific location or object in the school/classroom where students will be able to make observations for approximately 10-15 minutes. An area outside, such as a pond or garden, a room within the school, a hallway, trophy case, etc. would be appropriate. The only guideline to keep in mind is that students will be observing and recording their observations for 10-15 minutes, so something small and specific may be difficult for students to observe for that amount of time.
2. Begin class by telling students that they will be going to the selected site to make and record observations. Make sure the students are aware that they may choose what they would like to observe, but their observations and recordings must be detailed and accurate. Encourage students to use adjectives, sketches, and diagrams in their recordings. Inform students of what materials will be needed, and then move to the site (if necessary).
3. Have students sit quietly and record individual observations for 10-15 minutes.
4. After the time has elapsed, either remain at the site or return to the classroom for reflection and discussion.
5. Begin by having students share their observations. Note the similarities and differences in their observations (if you wish, the similarities and differences could be compiled into a class chart for comparison). Through questioning, lead a discussion that allows students to draw conclusions about the following concepts:
   
   • Why are there differences in your observations of the same location?
   • Are these differences important? Why/why not?
   • Is it important to share different observations and/or viewpoints of the same location, event, or topic? Why/why not?
   • When is it important to see “both sides of the story?”
   • What might result if only one finding from an experiment or only one side of an argument were presented?
   • What is the difference between objective and subjective observations? Which is best for scientific work?
   • Discuss what elements are necessary in sound scientific observations.
   • Discuss the difference between qualitative and quantitative observations/data.
   • What kinds of observations did the students make that were most helpful/accurate?
   • Is it important to have standards/guidelines for making observations in some situations? Why/why not?
   • What are the social impacts of presenting scientific findings/information from a limited perspective?
6. Lead students to realize that it is important to make detailed qualitative and quantitative observations and descriptions when doing scientific work. One purpose for this is so that experiments can be reproduced. Students should also recognize the value of performing multiple trials in an experiment, and of having the experiment performed again by another person.

Extension Activities:

The discussion could also be extended to social studies, language arts, and/or character education classes. Students should realize the importance of understanding and respecting the views and opinions of others. Often, in history classes, students are presented with information from a limited point of view--learning to see events from a different perspective opens students’ minds and helps them to understand others’ experiences and cultures. In character education classes, students could discuss respecting their peers’ opinions and the consequences of “gossip”, which results from the biased, subjective re-telling of an event.

Assessment

Students’ observations may be reviewed for the quality and detail of their descriptions. Students may also self-assess their own observations following the discussion, perhaps by writing a short critical review of their work. This will help them realize where their observational skills need improvement, as well as indicate to you that they understand what is needed in making sound scientific observation. The evaluation rubric may help in the assessment of this lesson, as well as provide documentation to be used in conferences with students.

Supplemental information

See the next lesson in this series of lessons, What Do You See? (Visit).

Comments

This lesson incorporates concepts from the 6th, 7th, and 8th Grade Standard Course of Study Science as Inquiry strands.