What Can You Learn by Using Your Senses to Observe?

Transcription

What Can You Learn by Using
Your Senses to Observe?
You have been using your senses to help you learn about your
world. In this activity, you are going to select an object from
nature to observe. Use as many of your senses as you can.
Remember, NEVER use taste unless you know that it is safe to
do so!
Magnifying glasses, scales and rulers are available to help you
observe and collect data. Draw a picture of the object you
selected and write your observations down. Use details and
descriptive words to share your observations. When everyone
is finished, we are going to read some of your observations and
see if anyone can guess which object you observed.
Copyright 2007, Exemplars, Inc. All rights reserved.
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Suggested Grade Span
K–2
Task
You have been using your senses to help you learn about your world. In this activity, you are
going to select an object from nature to observe. Use as many of your senses as you can.
Remember, NEVER use taste unless you know that it is safe to do so!
Magnifying glasses, scales and rulers are available to help you observe and collect data. Draw
a picture of the object you selected and write your observations down. Use details and
descriptive words to share your observations. When everyone is finished, we are going to read
some of your observations and see if anyone can guess which object you observed.
Big Ideas and Unifying Concepts
Form and function
Patterns
Physical Science Concept
Properties of matter
Life Science Concepts
Regulation and behavior
Structure and function
Mathematics Concepts
Diagrams
Measurement
Time Required for the Task
45 minutes.
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Context
This task was given to students after a unit on properties of matter and observation skills.
During the unit, students used their senses to observe a variety of objects and to learn about
properties of matter. Students also practiced drawing their observations using details and
descriptive words to tell about what they were observing. Students had been learning about
using adjectives and using different types of tools to help with observing. These skills are the
foundation of observation and are built upon in later grades. This task is also a way to expand
student language abilities.
What the Task Accomplishes
This task is used for postassessment purposes. It was given at the end of an extensive unit on
observation and properties of matter. It assesses students’ ability to use their senses to
describe an object through writing and drawing. It also assesses their use of descriptive and
detailed language to describe what properties they observed.
How the Students Will Investigate
Before beginning this investigation, the whole class reviewed each of the senses. We listed
these on chart paper. Then as a whole group, we practiced describing an object, listing its
characteristics on chart paper. We discussed what words we could use to describe in detail
what we noticed. Then students could select an object from a tray to observe. They were
encouraged to use magnifying glasses to help them observe more closely. These
observations were recorded in words, and a picture was drawn of their object. When everyone
was finished, the students met as whole group and shared only their observations so the group
could guess which object they had observed.
Interdisciplinary Links and Extensions
Students can extend this investigation by using their five senses to observe other objects
around them and in nature. We encouraged them to do this at home as well and talk with their
parents about their observations, using descriptive language. There are many possible
interdisciplinary links.
Science
Observation skills are very important and need to be applied and practiced throughout each
science unit. Provide students with multiple opportunities to observe a variety of objects, events
and phenomena. Frequently ask students to communicate these observations through words
and pictures.
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Language Arts
During the course of the unit, students kept journals about many of their observations of
different types of matter (solids, liquids and gases). Students can also practice grammar skills,
such as using adjectives to describe nouns, or turn their observations into acrostic poetry that
describes the object or event.
Children’s literature about the five senses and observation includes:
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The Wonders of Me from A to Z, by Bobbie Kalman
The Story of Jumping Mouse, by John Steptoe
Owl Moon, by Jane Yolen
Time of Wonder, by Robert McCloskey
A Tree Is Nice, by Janice May Udry
Everybody Needs a Rock, by Byrd Baylor
The Sky Was Blue, by Charlotte Zolotow
Mathematics
Part of good observing includes using tools to measure and compare. Students can learn to
collect data using tools, such as scales, beakers and measuring tapes, to learn about and
describe different objects. Be sure to introduce both metric and standard units of measure.
Teaching Tips and Guiding Questions
At the first-grade level, students may still need help writing about what they observe. We
scribed for students whenever necessary. We also had many describing words listed on chart
paper to help students. If you have science buddies with older students, you could also have
them be the scribes. It is also important to review with students each of the senses before
beginning the task.
Possible guiding questions to ask students as they observe include the following:
• What do you see? What do you hear? What do you smell? What do you feel when you
touch your object?
• How can you draw a picture of your object so that other people will know what it is? What
important details can you include?
• Is the color, shape, size or texture important? How can you show it?
• How can you describe your object so that other people will know what it is? What
descriptive words can you use? What else can you say about it?
• Where is your object found?
• Does your object move? Can you describe how it moves?
• What does the object remind you of? Have you ever observed anything else like it? Can
you compare it to anything?
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Concepts to be Assessed
(Unifying concepts/big ideas and science concepts to be assessed using the Exemplars
Science Rubric under the criterion: Science Concepts and Related Content)
Life Science – Structure and Function; Regulation and Behavior: Students identify
characteristics of organisms and categorize living organisms.
Physical Science – Properties of Matter: Students observe, describe and compare physical
properties of matter, using the senses.
Mathematics: Students use tools to collect data and use numerical data and precise
measurements in describing events and objects. Students use diagrams appropriately.
Skills to be Developed
(Science process skills to be assessed using the Exemplars Science Rubric under the criteria:
Scientific Procedures and Reasoning Strategies and Scientific Communication Using Data)
Scientific Method: Observing, collecting/recording data through drawing and words and
manipulating tools.
Other Science Standards and Concepts Addressed
Scientific Method: Students describe, predict, investigate and explain phenomena.
Physical Science – Properties of Matter: Students describe and sort objects and materials
according to observations of similarities and differences of physical properties.
Life Science – Structure and Function; Regulation and Behavior; Populations and
Ecosystems: Students describe and group animals by what they eat and where they live.
Students understand that living things are found almost everywhere in the world and are
interdependent.
Communication: Students use verbal and nonverbal skills to express themselves effectively.
Suggested Materials
Have the following available for students:
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Recording sheet or journal page for observations
Magnifying glasses
Rulers
Scales
Objects from nature such as rocks, leaves, pine cones, shells, twigs, tree mushrooms, etc.
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You can also ask students to bring in objects they find outside their house or take a nature walk
to collect items.
Possible Solutions
Students are assessed on their ability to record through writing (or scribing) and drawing what
they observed, using their senses. There is more than one correct solution, but the teacher is
looking for solutions that use details and descriptive language to communicate.
Task-Specific Assessment Notes
Novice
The student includes a picture of his/her object. There is limited detail in the drawing. The
student includes only one observation. Descriptive language is limited to that one observation.
The student describes using only one sense (touch).
Apprentice
The student includes a picture of the object. There is also some detail (color) in the drawing.
The shape was traced for more accuracy. The student includes three observations. The student
used only two senses (sight and touch) to observe. Descriptive language is used for each
observation.
Practitioner
The student includes detailed pictures of the object. The student includes pencil marks to show
the shininess of the object. The student includes numerous observations, using three senses
(smell, sight, touch) to observe. Descriptive language is used for each observation. The student
makes a comparison to describe the shape of the object.
Expert
The student includes a detailed drawing of the object, showing patterns and textures. The
student includes numerous observations and uses three senses (hearing, touch, sight) to
observe. Descriptive language is used for each observation.
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Novice
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Apprentice
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Practitioner
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Expert
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Expert
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What Can You Learn by Using Your Senses to Observe?

Transcription

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