1.1.1.1 Scientists

Suggested Labs and Activities

Benchmark 1.1.1.1.1  When asked "How do you know?," students support their answer with observations. For example: Use observations to tell why a squirrel is a living thing.

1.  Classrooms raise live organisms, like, insects, crayfish, fish, for example.  Students use science notebooks to record their observations and the amount of food and water given to the animals on a daily basis.  They record in their notebooks the amount of food and water remaining each day before replenishing.  Over time, these observations are used to ask questions like, "What do animals eat? Do animals need water?"  Then using evidence from the notebooks, the students can provide "How do you know?" answers to these questions.  

Brunsell, E. (Ed.). (2008). Readings in science methods, K-8. Arlington, VA: NSTA Press.

2.  Students keep a science notebook to record their observations and look at evidence to make claims about "How do you know?" regarding a concept studied in science.

Nesbit, C., Hargrove, T.Y., Harrelson, L. & Maxey B. Implementing Science Notebooks in the Primary Grades Heldref Publications. (need copyright permission)

Nesbit, C., Hargrove, T.Y., Harrelson, L., & Maxey, B. (n.d.). "Implementing Science Notebooks in the Primary Grades." Retrieved from ERIC - World's Largest Digital Library of Education Literature. (need http address)

3.   "Is It An Insect?"  In this lesson, students learn basic characteristics of insects and then make an insect using arts and crafts materials, with those basic characteristics.  Students can answer, "How do you know it is an insect?" by listing the characteristics.

Oberhauser, K. (1999). Monarchs in the classroom. St. Paul, MN: University of Minnesota Department of Fisheries, Wildlife and Conservation Biology.

4.  FOSS Insects kit:  While rearing various insects, students answer questions like:  "How do you know insects need water?  How do you know insects need food?  How do you know insects change life form (metamorphose) from one form to another? How do you know butterflies start as eggs? How do you know eggs become larvae?" etc. 

FOSSweb insects

5.  FOSS Pebbles, Sand & Silt, Investigation 2 River Rocks:  Students put unwashed sand in a vial with water.  After shaking and letting settle overnight, students observe.  Then they can ask "How do you know sand is a mixture of sand, silt and clay?"

FOSSweb: Pebbles Sand and Silt

6. A touch walk provides an opportunity to make observations and write descriptions of objects in students' school environment.

A touch walk

Benchmark 1.1.1.1.2  Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others. 

1.  Use science notebooks for students to record their observations.

Nesbit, C., Hargrove, T.Y., Harrelson, L. & Maxey B. Implementing Science Notebooks in the Primary Grades Heldref Publications. (need copyright permission)

Science notebooks

2.  FOSS Insects:  Students use drawings and writing in their science notebooks to show what insects look like and to draw the life cycles of specific insects. FOSSweb Insects

3.  FOSS Pebbles, Sand & Silt, Investigation 1First Rocks:  Students sort rocks and discuss with a partner, small group and/or large group about the three types of rocks in their collection.  One student tells their description of one rock while other students decide which of the three rocks the student is describing. FOSSweb Pebbles, Sand and Silt

4.  Green potted plants are used to give students practice in making observations and developing communication skills.

 Looking at green plants

Instructional suggestions/options

1.1.1.1.1  

1.  Keep track of phenology using Journey North  a global study of animal migration and seasonal change.

2.  Have classroom pets or a schoolyard garden so you can make ongoing observations.

Nature journaling

1.1.1.1.2

1.  Using Good Descriptors from Rezba, R.J., Sprague, C., & Fiel, R.L. (2003).Learning and assessing science process skills. Dubuque, IA: Kendall/Hunt Publishing Company:

Do this activity alone.  Once you have completed it by yourself, talk with other students about what they observed about the objects and add to your list of possible descriptors.

GO TO the supply area and obtain a set of Sensory Materials.  In this activity you will explore a wide variety of objects displaying several different properties.  As you observe these objects think about how you would describe their properties to someone else.  Your task is to generate a list of descriptive words (descriptors) that can be used to effectively communicate what you observe (smell, feel, taste, hear and see) to others. 

Keep in mind you are not attempting to name the objects or describe how you feel about the properties, you are just describing properties.

Self check:  Some words to describe how things:

Smell:  sweet, rotten, smoky, fresh, spicy, pungent, strong, moderate, weak, lemony, oily, minty moldy, woody, sweaty, perfume-like.

Taste:  sweet, sour, bitter, strong, moderate, weak, rich, spicy, syrupy, acidic.

Feel:  rough, smooth, sandpaper, feathery, slick, cold, hot, warm, cool, rubbery, prickly, sharp, soft, hard, gritty, fuzzy, furry, scaly, cottony, bumpy, oily, waxy, sticky, wet, dry, moist, slippery, leathery, powdery, crumbly, creamy, glassy, jagged, slimy, vibrating.

Sound:  loud, moderate, soft, brassy, high, low, medium pitch, sharp, dull, rattle ringing, muffled, clear, distinct, squeaky, bark-like, scraping, tearing, banging, crashing, dripping, clickng, crinkling, abrupt, continuous, sudden.

Look: colors, shapes, designs, shiny, dull, clear, cloudy, sparkles, bubbly, bright, intense, continuous, interrupted, muted.

2.  Have classroom pets or a schoolyard garden so students can make ongoing observations in their science notebooks.