OBSERVER: Seeing, Sensing, and Inferring

Briefly explain the purpose: “We’re going to watch scientists model how to observe the world carefully, and then we’ll practice similar skills ourselves.”

Play Chapter 1 of the film. Encourage students to listen for how the scientists describe what they observe.

• Students will engage in writing down what the scientists observe in the film. They will complete a concept map in which they categorize what the scientists observe using their 5 senses. See attached worksheet: “Watching OBSERVER: Using the Five Senses”, though students can write this down in their notebooks.
• Optional: 
  • You may also use Chapters 3, 4, 7, or 8 as you see fit for your classroom:
    • Direct links to Chapter 3 | Chapter 4 | Chapter 7 | Chapter 8
  • See Appendix 1 for possible answers for these chapters.
  • You may also play the whole film, which will take 1 extra day.

• Give students a chance to consider their answers to the following questions:
  • What kinds of things did the scientists notice?
    • Students consider how the scientists used their 5 senses to make observations
  • What surprised you about the way they looked at the environment?
• Students will engage in the discussion protocol “Talking Chips”. Students will use their notes to answer the questions above.
• Kagan Structure: Talking Chips Discussion Protocol
  • Each member of a team receives an equal number of chips (or index cards, tokens, etc.).
  • When a team member wishes to talk during the group discussion, that person tosses a chip into the center of the table.
  • When individuals run out of chips, they cannot talk anymore.
  • The discussion continues until all members of the group have used all of their chips.
  • Students may regain their talking chips and continue the discussion.

Students respond in notebooks: “What does it mean to ‘see’ the world as an observer? How might you start practicing this yourself?”

Optional: Invite 2–3 students to share reflections.

Prompt: “Which of your 5 senses do you use the most when noticing the world around you? Give at least one example.”

• Remind students of the film OBSERVER and how scientists used a red square to look more closely. Explain that today they’ll use their own red squares to investigate their environment.
• Form groups of 4. Each group gets one red square frame. (Tip: Some ideas to make or source red frames here.)
• Explain to each group that they will be placing this red square somewhere outside with their group and recording observations using their 5 senses.
• Review any rules or guidelines with students in terms of where they can go outside, boundaries to stay within, and expectations on how to practice being an observer without interrupting others’ experiences.

• Students place their red square somewhere outside (ground, tree, wall, grass patch). On the worksheet “Being an Observer” or in their science notebook, each group member records:
  • What they see (shapes, colors, patterns)
    • Students may choose to practice scientific sketching for this part.
  • What they hear (sounds nearby)
    • Students may identify sounds but should also be sure to describe the noises
  • What they feel (materials around them)
  • What they smell (aromas in the area)
  • What they taste (students should ask their teacher before tasting anything)
• As students are recording their observations, the teacher should walk around to encourage detailed sketches, labels, and notes.

• Once you return to the classroom, have students share their observations with a partner.
• Out loud, groups share 1–2 interesting discoveries. Teacher records a class list of “Things We Noticed (Observations)” on chart paper. Try to include different senses beyond just seeing.
  • Note: This will be needed for Lesson 3, to make inferences after making observations.

Prompt: “How did using the red square and your senses change the way you looked at your environment? What new questions do you have after observing?”

Optional: Invite 2–3 students to share reflections.

In Chapter 1, the observer said:

It has tiny, broken-up shell fragments. It’s limestone, made up of living organisms once.

Identify what the observation is in this statement.

• See Appendix 2 for alternative observations and inferences from other chapters.

• Recall what observation means (what you notice with your 5 senses).
• Refer to the Do Now - ask students “What is the other part of the statement saying?”
• Introduce inference (the meaning or explanation you draw from an observation)
• Say “Scientists in OBSERVER don’t just notice things — they also infer meaning from what they observe. Today, we’ll practice connecting observations to inferences, using examples from the film and from your own red square observations.”

• Setup (2 min):
  • Tell students; “We are going to rewatch OBSERVER. This time, instead of focusing on the observations, try to see how the observers made sense of those observations. What did the observer notice, and what did they conclude from it?”
  • Replay Chapter 1 (or the chapter of your choice) of OBSERVER.

• Setup (2 min):
  • Display the chart paper with the class list of “Things We Notice (Observations)” from Day 2.
  • Tell students: “Scientists don’t just record what they see — they also make inferences based on their observations. Today we’ll practice taking our observations a step further.”
• Step 1: Small Group Work (5 min)
  • Divide students into groups of 4.
  • Each group chooses/is assigned 1 item from the “Things We Notice (Observations)” list.
  • For each item, they write:
    • Observation (from the chart).
    • A possible inference or explanation.
    • Example:
      • Observation: “We smelled something sweet near the tree.”
      • Inference: “There might be flowers or nectar attracting insects.”
  • Have students write their group’s example on the worksheet “Using Observations to Make Inferences”
• Step 2: Share Out (5 min)
  • Each group shares one observation + inference with the class.
  • Teacher adds “What we think it means (Inferences)” to the chart paper as students share.

• Students will now work individually to highlight 3 observations from their own work in Lesson 2. They will add to the T-chart they already created in the Group Activity. Once they identify 3 observations, they will make 3 inferences based on those observations.
• Once students have completed this step, they will share their observations & inferences with a partner.

• Prompt: “How do observations help scientists (and you) make inferences? Why is it important to connect what you see to what you think it means?”
  • Encourage students to write at least 3–4 sentences.

• Students who struggle with identifying observations and inferences could be given the “Observations → Inferences Practice” worksheet for extra support.
• Compare red square observations from different environments.
• You may add an additional element about asking questions. Once observers make inferences, they may ask questions following their observations and inferences. Students may already be familiar with “Things I notice…Things I wonder”, which includes this aspect of asking questions.

• Structured sentence starters for emerging learners, including:
  • “I observed that…”
  • “One pattern I noticed was…”
  • “This might be happening because…”
• Print out worksheets for learners to glue into notebooks that have discussion/reflection prompts written down already
• Provide digital versions of the worksheet for students who struggle with handwriting