LESSON PLAN / LEARNING PLAN

Name of the Demonstrator : MARICEL E. ROSALES

Place of Demonstration : Gadgaran Integrated School

Calbayog City

Year Level : First year

Subject : Science
Date : June 20, 2015

LESSON: Differentiating an Observation from an Inference

Time Frame: 1 hour

I. ESSENTIAL UNDERSTANDING (EU)

1. Make more detailed observations on particular objects or events.

2. Differentiate an observation from an inference

ESSENTIAL QUESTIONS: (EQ)

1. Why people should gain skills on correct observation?

2. How would you differentiate qualitative from quantitative observations?
3. Why we need to appreciate the importance of gaining skills in observing and inferring?

II. CONTENT STANDARDS

1. Topic: Making Qualitative and Quantitative Observations

2. References: any science book
3. Materials:
For the motivation: any object large enough to be seen by all students when shown in
front of the class.

For the student activity: candle, matchsticks, ruler

III. PROCEDURES

A. EXPLORE

1. Show an object to the class (e.g., a fruit).

2. Let students “observe” the object. Students are expected to give the color, shape,
texture, smell, or size (at this point an estimate will do).
3. Ask: What senses did you use to be able to make such statements?
4. Let students study the statements. Are all the statements based on what was
actually observed? Which are based on past experiences? (Inferring is based on
past observations or past experiences. If they say that the fruit is ripe or unripe,
without opening the fruit, or sour or sweet without tasting, they are inferring.)
5. Show other objects that they can observe.

Activity Proper

Part A: This activity will develop students’ qualitative and quantitative observation skill.

5. Collect the materials listed in the activity sheet. These are easily available so you
can form more groups.
6. Remind the groups about the safety precautions when working with open flame even
if these are just candle flames.
7. Go around while students are working. Take note if they are making qualitative and
quantitative observations.
 8. Remind the groups to manage their time so they can finish the activities within the
prescribed period.

Part B: This activity aims to enhance students’ inferring skills.

1. Prepare the boxes with different objects inside. Make sure that the objects make a
different sound when the box is shaken.
2. Make sure that one group should have observed at least two boxes.

B. FIRM-UP

Part A

1. Let student present their observations. Discuss the observations of the group.
Introduce other observations that were not noticed earlier (e.g. size of the flame,
smell of burning candle, how fast the candle melts or how fast it cooled after the
flame was put off.)

C. DEEPEN
The teacher will discuss the following to verify the answer of the students:

1. Differentiate statements that are actual observations from inferences.

2. Identify which of the observations are qualitative and which are quantitative. Discuss
the importance of having quantitative observations.
3. Discuss the guide questions. Let students explain how shaking the container helped
them infer what object is inside the box. Give other situations to differentiate
observations from inference.

You can stop the lesson at this point. Give the assignment and tell them that it
will be discussed the following day.

D. TRANSFER

Let students present their outputs (for the activity on inferring.) When discussing the
outputs, focus on qualitative and quantitative observations as well as observation
and inference statements.

The teacher will conduct generalizations on the following:

 An observation is information about objects, events or phenomena using directly

one or more senses. It can be qualitative or quantitative.
 A qualitative observation is descriptive in nature.
 A quantitative observation makes use of measuring instruments and numeric in
character. More accurate observations can be made when using measuring
instruments.

 An inference is a statement based on known information or past observations. This

statement is not based on direct observations.
 It is not good to make an inference (jump to conclusion) with only one observation as
the basis.

Application

You can develop similar situations like the ones below that students can relate to.

1. Genie likes green mangoes with bagoong. One day after eating some, she
developed upset stomach. She has stopped eating green mangoes and bagoong
since then. Does Genie have sufficient data to make such decision? Explain your
answer.
 2. In your class, more girls have higher grades in Science 1 than boys. You inferred
that all girls must be better in Science 1 than boys. Is this a good inference? Why or
why not?

Assessment

Use the assessment questions in the text or the following items.

1. Encircle the part of the sentence that shows an observation. Underline the part which
shows inference.

a. The clouds are dark; it will rain.

b. The dog near the gate is barking loud; there is a stranger.
c. Allan is absent; he must be sick.
d. There is an ant trail leading to the closet; there must be something sweet in
there.

2. In the following statements, underline the qualitative observations once and the
quantitative observations twice.

A small plastic jar has a mass of 50 grams. It contains a colorless liquid. The level of
liquid reached the 100 cm3 mark. An irregularly-shaped object was placed in the
container. The object sunk to the bottom of the container. About half of the original
liquid content of the jar overflowed. The jar with water and object has a mass of 150
grams.

Assignment

Observe any of the following at home: a tree or plant in your garden; the layout of your
house; a member the family; the night sky. Give as many statements about the object or
event or person you have chosen. Bring your assignment to class the next day.

Prepared by:

MARICEL E. ROSALES
Demonstrator