Nature of Science: Process Skills Grade 7 Science office of

What do all scientists do? Engage: Have students look at the clip art and make a list of what scientists do. Pass out the AIMS foldable: Scientists at Work for students to fold, read and discuss. Explore: Click on the hyperlink: What do all scientists do? To play a 2 min. video of a scientist at work. You can also share the book , Scientists Ask Questions by G. Garrett.

Scientists at Work 1. Look/watch things with a purpose Process Skills: 2. Think ahead about what might happen 3. Use tools to make precise or specific information with numbers 4. Put things into definite categories by common properties 5. Use reasoning to draw conclusions 6. Describe and share information with others Process Skills: Observe Predict Measure Classify Infer Communicate Optional: More Exploring with Discovery: Click on the hyperlink and open Scientists at Work: Ask Questions and Make Observations during Fast Plants Investigations Explain: Have students share things that they do when they are working as scientists. Then reveal the 6 process activities shown. Then have students identify the process skill that goes with each one at a time. Clicking for accuracy. Remind students that using these process skills as scientists do will lead to the development of their scientific knowledge.

How do Scientists get precise or specific size information about objects? Scientists use measurement tools to make observations that involve numbers or quantities. Scientists at Work: Measurement Stations Explain: Ask question - How do Scientists get precise or specific size information about objects? After students respond click and show Scientists use measurement tools… Then ask what tools do scientists use to measure length… (ruler, tape measure, meter stick) Click for clip art. What else can these tools measure? (width, height, volume) What metric units are used? (meter, centimeter, millimeter) Continue in same format for mass, weight (Newtons, grams), volume (liters), temperature(Celsius, Fahrenheit and time. Explore/Explain/Evaluate: Pass out the lab sheet for Measurement Stations hands-on activity.

How do Scientists Make Observations? Scientists at Work – They… look closely at something use any of their five senses to collect information make qualitative observations use measurement tools to collect information make quantitative observations Explain/Evaluate: Ask How do Scientists Make Observations? Have students share ideas. Students can list and take notes in their notebooks.

Making Observations Lab Reflection Questions Which of the senses was best for making observations about the candy? Explain your answer. Is the sense listed above always the best one to use? Why or why not? Give reasons to support what you think. Use evidence to explain why using tools to make observations is useful to scientists. Based on your observations, write at least three new questions you could ask about the candy. Explain/Evaluate: Have students share reflections focusing on the new questions.

Scientists at Work: What do you see when you observe the apple? Write in your notebook. Look over your list. Are they all observations? Remember, observations use the senses to gather information. Is there anything on the list that is what you think or infer? Engage: Show a model of an apple that looks real. Explore: Then ask them to write down their observations in their notebook. Explain and Evaluate: Have students share out their observations. Ask and discuss are the observations only observations or did they make any inferences and possibly an opinion. Why do think some of you were fooled? Why does being fooled by what you think is real affect what you think you observed?

Observations Compare and Contrast Senses Inferences Observations Compare and Contrast Inferences Observation To observe is to look closely at something using any of the five senses and/or measurement tools. To infer is to use observations to reach a conclusion based on evidence. Opinion A personal belief that does not need proof. Explain: Compare and contrast observations, inferences and opinions. Students can give examples.

Observations Versus Inferences Explore/Explain/Evaluate: Have students share observation lists after they’re finished. The class can check if anyone included inferences by mistake which will reinforce their observation skills. Next have students share their inferences and describe how the observations were used to support the inferences. Make Five Observations Make Five Inferences

Scientists at Work: Write one observation, one inference and one opinion about what you see in the photo. Explain/Evaluate: Have students write responses in their notebooks and share out their responses with the class. Remind students that making observations and inferences is commonplace in everyone’s life. In fact we make observations and inferences so readily that we seldom notice when we are doing so. In fifth grade we must learn to go beyond the casual observations of everyday life to move to more accurate and formal observations used in science. Review definitions of both (see slide 10) Evaluate: Ask students to describe an example of how scientists use observations and inferences to understand some aspect of the natural world.

Scientists at Work: Classify Objects Look at the shells in this photograph. What are some ways you could group them by their properties? Explore/Explain/Evaluate: First have students discuss with a partner, next within their group and last share out with the class.

Scientists Communicate in Many Ways List several ways to communicate. What did you write? Telephoning Emailing Texting Blogging Body Language Using Models Message boards Giving talks Sharing drawing Making posters Making charts or graphs Writing papers or articles Explain/Evaluate

Practicing Science Processes Match Up 1. Observing 2. Predicting 3. Measuring 4. Classifying 5. Inferring 6. Communicating A. Putting things into definite categories by common properties B. Looking/watching things with a purpose C. Using reasoning to draw conclusions D. Describing and sharing information with others E. Thinking ahead about what might happen F. Using tools to make precise or specific information with numbers Evaluate: Quiz

Brain Check Quiz 1. Collecting information using the senses 2. To put thing in groups 3. Collecting information using measurement tools 4. The sharing of information 5. An idea or a conclusion based on an observation 6. The study of the natural world 7. A personal belief or judgment 8. Facts and information collected A. evidence B. science C. qualitative observations D. quantitative E. inference F. opinion G. classify H. communication Evaluate: Quiz

Apply Concepts 1. Compare these two animals. List how they look similar and different. 2. Imagine you are on a camping trip. Upon waking up you notice a garbage can tipped over outside your cabin. Plastic bags are torn open. What could you infer? Explain and Evaluate