This guide will explain a particular way of instructing how scientists use pieces of evidence that are scientific, in drawing out inferences. A scientist must not only keep a record of things that are visible to the naked eye but also take notes of a minute or invisible details of the evidence. He is expected to gather evidence from different sources.
Moreover, the subtle evidence requires proper scrutiny involving the right analysis followed by evaluation. This guide also provides ideas about how to use different strategies for various science texts. Here, you will learn to draw out inferences with the Seeds of Science/Roots of the Reading book Science You Can’t See.
Summary of the Book
The name of the book “Science You Can’t See” itself provides a slight glimpse into the chapters and hints at what we can expect from it.
In this book, we get to read about three scientists who collect pieces of evidence and study their phenomena without being able to operate on them directly. For example, Karen Chin, a scientist in this book researches dinosaurs through indirect evidence that is through the study of fossils. Another scientist named Edward Saade measures the ocean’s depth by making use of sound waves. The third scientist, Farid El Gabaly works with an electron microscope to develop images of magnetic atoms.
All these scientists engaged in the scientific task must draw out inferences in their respective domains. For Karen Chin, the evidence is the study of fossilized remains while for Edward Saade it’s a different piece of evidence that he must refer to. These pieces of information will help to solve the questions that arise with scientific research. People who will read the book will understand the entire process involved in the scientific study.
A Close Look At the Examples
As explained in the introduction above, scientists also investigate things that don’t fall under direct observation. This will be discussed in detail below by taking each instance one by one. Looking at the first example, you can understand the invisible matter that cannot be directly observed, i.e. a dinosaur as it no longer exists now or is extinct. The only evidence that exists is fossil droppings by studying which you can understand the eating habits of the dinosaurs. Similarly, in the second example, it is logical enough that they cannot measure the depth of the ocean by simple reasoning. Sound waves which are experimented with will help in collecting evidence and inferring conclusions.
Instead, calculating the time taken by the sound to travel to the floor of the ocean is used as a medium to understand its depth. Lastly, can you state what is the thing that is invisible to the naked eye and demands collecting evidence in the case of capturing images of magnetic atoms? The answer is present in the question itself. It is the atom that requires effective tools for analysis like the usage of powerful microscopes. Here, the piece of evidence that is used is the potent microscope that will aid in making an inference.
The fact that certain things that are invisible demand scrutiny doesn’t hinder the scientists from conducting research. As they are passionately involved in their work, they observe how these shreds of evidence can be experimented with in different ways in producing an inference. Followed by logic and further research, scientists confirm the inferences that they have already made.
About Drawing Inferences
The questions that arise within a scientist’s mind can only be doused by collecting evidence from various sources. The evidence thus gathered will be of further use in the investigation process. When evidence is present, the scientists make direct observations and draw inferences. However, in the absence of information, they raise questions and continue with their research.
For instance, scientists cannot observe the surface of the earth as it is a thing that is separated by distance. Another example is that they cannot present dinosaurs as proof because they are separated by time. Dinosaurs existed millions of years ago. More evidence can be collected if one refers to the statements already made by other scientists. This will allow reaffirming of the inferences drawn before.
Besides, with thinking of making progress and ideas emerging, new evidence will be revealed about the subjects which are being investigated. The students need to learn the way scientists use in drawing out inferences. By understanding how scientists make inferences by simple observation literally and figuratively, students will imbibe the learning methods which will prove useful to them in many ways.
Instructions provided about how scientists infer from evidence:
Below you will find the several ways used by scientists to make inferences from a discovery:
1. The first step is to select a book that will be relevant to you. In other words, find a book that contains the research of various scientists. These include books about astronomers, chemists, paleontologists or other scientists which will help you in making progress about concluding.
2. Students should know that it is not always possible to make their calculations by simple observation. Scientists usually make inferences from their field of study. You can also define inference as a good guess made by scientists based on evidence.
3. You can provide students with situations and ask them to infer from such examples. An instance can be given to gain clarity about the statement. A boy is wearing a coat. In his hand is an umbrella from where water is dripping and his shoes are wet. Ask students to carefully assess the situation and tell you what conclusions they reach upon.
The right answer is that it was raining which left the shoes wet and the umbrella dripping. Let them tell you what are the highlighted points that made them draw their inferences. Also, discuss the differences that exist between observation and inferences.
4. Help students in practicing observations and the necessary inferences that they can make about a situation. Present them with a photograph or a thing and ask them to record their observations. Below you will find some examples regarding the same:
i. Observation: A missing chunk can be found on an apple.
Inference: Someone took a bite of the apple.
ii. Observation: A boy is dressed in shorts and a jersey. He has a football with him.
Inference: The boy is a player on his football team.
iii. Observation: There are impressions of shoes on the mud.
Inference: Someone has walked there.
iv. Observation: There are bits of eggshells in a nest.
Inference: A baby bird has hatched from the egg.
5. Give students a sentence or two and ask them to identify questions that a scientist might investigate. Make students collect pieces of evidence that a scientist might share.
6. Allow the students to carefully notice how the scientists make observations for helping the students in understanding a scientist’s observations. Students can also make use of the Evidence and Inferences Copymaster which will help the students to focus better. The Inferences copy master is included in this strategy guide.
7. Make discussions about the various pieces of evidence that are available.
List all the inferences made by the scientists by gathering various evidence. Also, allot tasks to the students where they will be able to state the reasons behind the scientist’s drawn-out inferences.
8. The strategy should be learned and applied to other science texts as well. The differences between observations must be stated. For the same purpose, opportunities must be made available.
Instruction about how scientists draw inferences with Science You Can’t See
Preparing Oneself
i. Create a copy of the Evidence and Inferences copymaster for every student.
ii. Make a chart on a board and separate it into three sections. The first question will be what question is the scientist investigating? Second, what pieces of evidence the scientists use? Lastly, what inferences were made by the scientists? Sort a few examples under those headings and properly explain them.
Steps to be followed in class
1. Explain the differences between observations and inferences briefly to the students. Let them know that observation about a thing involves the use of our sense organs. An inference holds valid for a scientist as he reaches the point by his observations.
2. After introducing them to the book Science You Can’t See, tell them to go to page 4. Ask them to focus on the photograph on the page. Make them think like the scientists and ask queries as to what they are observing and what are inferences which they draw from these observations.
3. The strategies used by the scientists in answering the questions that arise in their minds must be explained to the students. Direct observation-only leads to incomplete inferences. So, scientists must supplement those observations with knowledge gained from other evidence to finalize their inferences.
4. Make the students study the book that goes well with your classroom routine. Moreover, allow the students some freedom to express themselves.
5. Hand over sheets of the Evidence and Inferences to the students and ask them to specify the questions which the three scientists researched about. Moreover, ask students to focus on the chart on the board and answer accordingly with your placed queries. Also, you should make records of the chart.
6. Make the students re-read the book and go in-depth to find new information or details that might have missed out on in the initial reading. Students should put their focus on the evidence gathered and their respective inferences.
7. The teacher and the student equally must take note of the chart and keep records of the same. Students should be asked to revisit pages 7–8 and point out the evidence that was used by Karen Chin in answering his questions.
8. Also, ask the students to revisit page 9 and have them answer what made Karen Chin draw inferences from the evidence. Do not forget to take notes on the same.
9. Instruct the students to proceed without some help from your part and read the section that’s left. Ask them to think of their possible answers regarding the questions that come to their mind. This will help in having their inferences.
10. Make the students record their answers on the chart and ask them why the scientists had to make such inferences. Let them study the book and once done, it will be better to discuss the topic.
On Strategy Guides
A strategy guide consisting of 6 pages is available for each seed of Science/ Roots of Reading. These guides will help in the overall development of the students by improving their reading and writing skills. The science texts along with the support of the teacher will enhance their understanding level. They will become more proficient in the language as their vocabulary power grows. This strategy guide will also encourage innovation about the natural world and science.
Conclusion
This article explores a detailed note about a strategy guide and also the summary of the book “Science You Can’t See” is provided. In this book, we have mainly introduced three scions whose statements are to be studied carefully followed by making a chart on the same.
Additionally, several instructions are provided for teachers. The tasks of the students are also listed out. The educator and the students alike are suggested to take notes, build charts. The primary thing that one can learn from the book is that one can draw inferences from the observations of a scientific quest. Also, the instructor and the students are asked to re-read the book or certain pages to consolidate what they already know.
