Observation vs. Inference
Activity Length: 20 minutes (40 minutes if also completing extension activity)
Intended Learning Outcomes:
4th grade standards
1. Use science proce ss and thinking skills
a. Observe simple objects and patterns and report their observations
c. Make simple predictions and inferences based upon observations
Skills:Observing, inferring
Lesson Objectives:
For students to understand the difference between making an observation and making an inference.
Vocabulary:
Observation –things that can be clearly identified
Inference – guesses based on evidence (observations and prior knowledge)
Materials Required:
•Mountain lion photograph –either as an image projected on the board or as printouts. A photograph of a different animal
can easily be substituted.
Materials for Extension Activity:
•5 different objects with obvious and not so obvious features. If possible use objects that are not commonly found in
the classroom –e.g. items from an NHMU Teaching Toolbox
•Pencil and science notebook or loose leaf paper
Background info rmation:
Students often find it difficult to tell the difference between making an observation and making an inference. It is important
to understand that an observation is something that can be easily seen whereas an inference is a guess or idea that needs to
be supported by evidence. For example, students can make the
observation
that a gecko has four short, skinny legs. They
could then make the
inference
that the gecko moves very quickly because of the observable evidence of the leg shape.
However, until the gecko has been observed moving quickly the guess is
still an inference, not an observation
.
Prior knowledge is another useful tool that provides students with evidence to make inferences. For example, prior
knowledge may tell them that all birds can fly. However, it is important to question this prior knowledge as it may not
necessarily be true –for example, an ostrich is a type of bird, but it cannot fly.
During Museum on the Move, students will be observing a variety of objects and will be asked to make inferences during the
visit. This is an essential part of the scientific process and it is important that students have a clear understanding of th e
differences between observations and inferences so they are able to successfully participate in the inquiry.
