![]() ![]() I found a bone on the beach, so one soil sample had that. ![]() For example, I only put a bird feather in one soil sample. I didn’t want to give everybody a man-made objects because they end up being more curious when all the soil samples aren’t the same. Try to only put the man-made objects in a few soil samples. I made the soil sample with:įrom my backyard: Dirt, gravel, leaves, sticks, and tree bark.įrom Hobby Lobby: A couple of feathers, smooth river rocks, the sea glass looking rocks, shells, and a broken terra-cotta pot.įrom around my house: A button or two, the plastic pull that seals the milk, a bottle cap or any other odd knickknacks. This activity is best done in pairs so students get enough hands on time with the soil sample. I make enough soil samples for about 16 groups. I modified this from NASA’s Mystery Planet Activity to fit a little better into my classroom. (How many of them asked me later if I really went to another planet?! HA!) Since we can’t see the planet, we have to use our observations to create inferences. I needed to find out what life is like on that planet. Next, I told them that I took a trip this summer with NASA to another planet and managed to grab some soil samples for them to examine. I love their notebooks because it means they have the information in their possession for the rest of the year! These notes are quick, simple, and to the point. Keeping this in mind, we added a page in our notebooks differentiating between an observation and an inference. They can tell you clearly that I’m upset, but I need them to break it down and use their observations as evidence for their inferences. Without fail, they tell me that I’m mad, angry, upset, that they want to run away and hide (HAHA!!)… and a few will say my arms are crossed or I’m not smiling, but usually not without some prompting asking them how they know I’m angry. To introduce this idea, I give them that “angry teacher” stance and eyes and ask them how I am feeling. Their observations lead to their inferences and generally serve as evidence for their inferences. But they think so quickly that they don’t necessarily think about what they are thinking! In science specifically, they have to know the difference between an observation and an inference.
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