Their goal will be to identify inferences that can be made based on the observations from the first part of the activity.

Explain to students that they will work in a pair or small group.

Discuss, then segue into a group activity. Start by reviewing the definition of inference.

Once students have completed the observation-only activity, build on what they have done with an exercise focused on drawing inferences from the observations made in the first part of this activity. Part 2: Move From Observation to Inferences Leave the observations on the board, as they'll be needed for part two of the activity. To conclude the first part of the exercise, lead a class discussion that includes a review of the definition of observation and an opportunity for students to share what they learned from this activity. In cases where students share inferences rather than observations, ask questions to get students to reflect on what observation(s) the reported inference was based on, then add the observation(s) to the board if not already listed.Write the total number for each observation on the board. Write each reported observation on the board and ask students to raise their hand if their list also included the same observation.Lead a discussion in which you reinforce correct answers and provide corrective feedback for any that are incorrect. When the students have finished, call on them one at a time to share what they came up with.

Ten minutes is a good timeframe to consider. If so, let them know how long they will have to complete the activity. Optionally, you may want to set a predetermined time limit. Show students the item and let them know when to begin.Tell them that their challenge is to make a list of five observations about the item, being sure to only write only what they can directly observe using one or more of their five senses.Explain to students that their job is to provide observations of an item that you will show to them.A plant or desk could work, as well as any other item appropriate for students to describe. Use an object that students are familiar with, that you have on hand in the classroom or that you can easily show via an image. Start with an activity that is based solely on making observations, to be sure that students can practice describing things without making inferences about what they have observed.

Observation and inference