Presentation on theme: "OBSERVATION VS. INFERENCE Unit 1 Day 1. DO NOW TAKE 5 MINUTES TO COMPLETE THE DO NOW. Don’t forget to turn in your homework to the turn in folder! 1."— Presentation transcript:
OBSERVATION VS. INFERENCE Unit 1 Day 1
DO NOW TAKE 5 MINUTES TO COMPLETE THE DO NOW. Don’t forget to turn in your homework to the turn in folder! 1. What was most important lesson you learned from the marshmallow activity? 1. What is malleable intelligence and what does it show you about your future in education? 2. When studying a chemical, it is important to touch, taste and smell it so that you know a lot about it. True or False? (Keep in mind: Lab Safety! )
Daily Goal: SWBAT make observations and inferences and articulate the difference between the two. BIG GOALS : 80% mastery of all objectives Students will receive 100% for their class participation grade based on their attendence, Do Nows, class work, and quizzes. Students will become a more globally aware citizen by completing a community service project and current event research projects/assignments.
AGENDA 1. Do Now 2. Diagnostic 3. Observation v. Inference 4. Exit Ticket
TODAY’S KEY TERMS Scientific Inquiry Observation Inference As we go through our lessons and learn new words, they will be placed on the “Word Wall” board
DIAGNOSTIC We will be completing the second part of the diagnostic! You have exactly 25 minutes to finish the last 20 questions. Remember: We want 80% Mastery! NO TALKING or it will be a zero!
Notebook Check Table of Contents Unit 1: Scientific Method Unit 2: Rocks & Soils Unit 3: Plate Tectonics & Earthquakes Unit 4: Energy Resources Notebook Check Table of Contents Unit 1: Scientific Method Unit 2: Rocks & Soils Unit 3: Plate Tectonics & Earthquakes Unit 4: Energy Resources
1.3 Observation v. Inference Do Now Homework 1.3 Observation v. Inference Do Now Homework Notes:
JUST BY LOOKING AT THIS PICTURE, WHAT DO YOU KNOW?
OBSERVATION Definition: describing something you are studying, using only facts that you can see, touch, hear or smell. An observation is NOT an opinion.
INFERENCE Inference: using your observations to make a guess about an object or an outcome. EMOTIONS are always inferences!
THINK YOU’VE GOT IT?! We can OBSERVE that Lil Wayne is holding a microphone. We can OBSERVE that Lil Wayne has no shirt on. We can INFER that Lil Wayne is rapping. YOUR TURN: We can __________________that someone is smiling. We can _______________that they are happy. We can __________that a student is writing down their homework. We can __________that they are a successful student.
FAST FACT A 74,000 year cycle of a devastating super volcano nears as we approach The December 2004 Tsunami epicenter points towards a possible site for the super volcano.
14 How are observations and inferences used in real life?
16 Picture 2
17 Picture 3
LET’S PRACTICE WITH CHECKS.. On your sheet, provide 1 observations and 2 inferences from the check below.
NOW ITS YOUR TURN… In your lab teams, you will start on Round 2: Pull out 3 checks Write 1 observation for each check Write 1 inference for each check and include evidence of how you got this inference Write a final conclusion: What do you think is happening in these people’s lives?? Continue to Round 3 and complete the worksheet with your teams.
PURPOSE: Science occurs all around us, even with money. In this class we will observe how the world works and how we can discover new things about the world every day to change our opinion. Scientific theory is in the way you walk, talk, and even in the way you judge other people as seen through this exercise. So when you say you may not like science, how can you not like money? Money is science as much as rocks and earth are. Science is constantly changing around us all we have to do is look.
CAN A PERSON GET SMARTER? Read the following statements. Raise a T if you think it is “true” an F is you think it is “false.” 1. ________ A person is born smart. 2. ________ The brain is like a muscle and can grow. 3. ________ A person can change how smart they are.
CAN A PERSON GET SMARTER? PART 2 1. Read the “Malleable Intelligence” Article (7 minutes) 2. Answer the questions on the the Malleable Intelligence Reflection Worksheet (8 minutes)
“WE ARE WHAT WE REPEATEDLY DO. EXCELLENCE, THEREFORE, IS NOT AN ACT, BUT A HABIT.” ARISTOTLE When you learn, what happens to the neurons in your brain? Evidence #1: What happened with the animals who communicated with others? What about the animals that were alone? Evidence #2: What does a baby learn when it grows up? How does this connect to malleable intelligence? Evidence #3: What makes a student smart or dumb?
SETTING GOALS FROM THE VERY BEGINNING Why Set Goals: To give you something to work for To get what you want (when you want it!) To judge you progress (working hard, tracking progress, making gains…) To keep getting better at whatever skill you are working on To keep becoming a better person By writing it down you can hold yourself accountable…
HOMEWORK List 3 observations and 3 inferences about our classroom. Get supplies if you haven’t already: – SPIRAL NOTEBOOK – Folder – Glue stick – Pencil
EXIT TICKET 1) Name 1 observation from the picture to the right. 2) Name 1 inference from the picture to the right. 3) Why is science always “on-going? ”