READING

INFERENCE VS. OBSERVATION

4 TH GRADE
EARTHLETS
Description of Classroom:
This is a 4th grade classroom of 30 students. Six have IEPs that require them to be pulled for resource
during this lesson. We have an extremely diverse class in the way of learning strengths and areas of
needs for work.

Background:
We touched on the general ideas of the difference in observation and inference last week. This week
we will delve more deeply into these areas.

Content Objective(s):
Students will make inferences based in observations based on their sensory input and prior
experiences.

Language Objective(s):
Students can name observations and express inferences based on these observations.

Nevada Standards:
RI.4.1 Refer to the details and examples in a text when explaining what the text says explicitly and
when one is drawing inferences from the text.

Key Vocabulary:
Observation - using one or more of the senses to find out about objects or events
Inference logical reasoningdrawing a conclusion using prior knowledge to explain our
observations
Conclusion - using prior knowledge to explain our observations

Best Practices: (put an X next to those that you address in your lesson)
Preparation
Adaptation of content
Links to background
Links to past learning
Strategies incorporated
Integration of Processes
Listening
Speaking
Reading

Scaffolding
Modeling
Guided practice
Independent practice
Verbal scaffolds
Procedural scaffolds
Application
Hands-on
Authentic (Meaningful)
Linked to objectives

Grouping Options
Whole Class
Small groups
Partners
Independent
Assessment
Individual
Group
Written

Writing

Promotes engagement

Oral

Teaching Strategies:

Modeling
Direct Instruction
Guided reading
Cooperative Learning

Warm Up Activity:
Explore (15 min)
Small envelopes are distributed to on each table
1. Teacher to students: You are scientists from Dr. Xargles planet and that he has asked for their help in
identifying certain samples that have been collected from Earth. The problem is, you cannot look
directly at the samples to make observations.
The samples must be kept in these small containers because Dr. Xargle believes they could contain
radiation or harmful microorganisms.
Under NO circumstances may you remove the items from the containers. You must evaluate the items
through sound, mass, shape, etc.
2. Ask students to make observations of the sounds the samples make. Walk around and check their
descriptions. Are they making observations or inferences? They may find it difficult to make an
observation of sound without inferring based on past experience.
Accept observations such as swishy, but do not accept inferences such as It is water at this point.
Students should be using their sense of sound to describe what they hear without making inferences as to
the identities of the samples.
3. Have students make an inference about the contents of their canisters. I think the mystery sample is
________________ because ______________________________.
4. Ask some of the students to share their inferences with the class.

Lesson Sequence:
Explain (5 minutes)
After all students have finished the Mystery Sample From Planet Earth Data Sheets, ask students to think
about their mystery sample inferences.
How many of you are absolutely certain that your inference is correct?
How many of you are fairly certain that your inference is correct?
How many of you have no idea whether or not your inference is correct?
There are many things in the world that cannot be directly observed by scientists because they no longer
exist, are too small, too far away, or (like our mystery samples) are too dangerous to observe them
(dinosaurs, center of the earth, black holes, etc.)
Scientists have to add up many observations as well as information they hold in their schema to make
INFERENCES.
Your senses gave you observations and your schema gives you information on items youve experienced
that may help you infer the identity of these items.

Have team captains stand them stand, holding their containers. Teams by team, captains present their
teams inferences then open the envelope to reveal the item.
Elaborate (15 minutes)
Read Aloud
Seven Blind Mice
What do you think this book might be about?
(Read book and do not show pictures of elephant only pillar, spear, etc.)
After reading ask What was the something the blind mice observed?
After students have made their inferences, show the parts of the elephant.
What did the first mouse observe? (foot)
What did he infer from his observation? (He thought it was a pillar)
What did the seventh mouse do before and inference? (Ran from one end of the elephant to the other and
made observations of each part)
Why is it a good idea to make multiple observations before making an inference?
Evaluate (10 min)
Have students practice making observations and inferences using the Observation and Inference
Practice. Check for understanding by having students explain their thinking.

Accommodations:
Teacher will pace the lesson to scaffold student understanding and will observe individual
teams/students in order to help where needed.

Supplementary Materials:
Earthlets Word Sort Cards
Inference Frayer Model
Earthlets as Explained by Professor Xargle by Jeanne Willis