Module 1   Observe…and Explore!


Activity 1-1


4. What is an observation? Watch the BrainPOP Jr. movie “Making Observations,” available in Classroom Movies of the Scrapbook section in Explore at PolarHusky.com.


Review with students that observing something means to pay close attention to it and report about it. To observe, we use all five senses—seeing, hearing, touching, smelling, and tasting. We can use different tools to help us observe, such as a magnifying lens, a measuring tape, a thermometer, a scale, a balance, or a stopwatch. In scientific observation, we must always take notes and record our observations.


5. As a class or in groups of four, students observe an apple. As a group, briefly brainstorm ways to describe an apple. If appropriate, pass out Student Page 1-1a “Apple Observation Card” as well as a measuring tape, a scale, and a magnifying lens, for students to record their observations as a group or individually.


>> How does the apple look? Take a close look at the apple together and describe it. Remind your students to observe it closely, noting its color, size, and shape. One student can take charge of studying the apple with the magnifying lens, making note of anything not visible to the naked eye. Another student can take charge of measuring the circumference of the apple.


>> How does it smell? Have students compare it to other smells they know. Does it smell sweet like candy or a flower? Does it smell sour like a lemon?


>> How does it feel? Ask students to note its texture and weight. Is it smooth or bumpy? Is it soft or hard? Is it light or heavy? Using the scale, one student can take responsibility for weighing the apple.


>> How does it sound? Have students listen to the apple. While some objects do not make sound on their own, they make sound when you interact with them. One student can take charge of the sound test by taking a bite of the apple. What do the students hear?


>> How does the apple taste? Have students cut up their apple, or provide cut apple samples, so that each student can taste the apple and make observations about its taste. Is it sweet or sour, crunchy or soft?


Discuss why it is important that we be cautious about using our sense of taste when we make observations, as it can be hazardous to our health. Emphasize that students should only taste something if an adult says it is safe.


6. As a class, review the observations made. As the groups report their observations, list them on the board in two columns, one for quantitative observations and one for qualitative—but do not identify the two columns yet. Ask the class to describe the difference between the two columns. Once it is recognized that one column has numbers and the other doesn’t, label the columns appropriately as qualitative and quantitative. Practice saying the words out loud!


Discuss the difference between qualitative and quantitative observations and elicit from students the concept that quantitative observations are precise and easier to compare to one another.


7. Go online to Freja \Fi\nologies, available in Dog Yard of Logistics at PolarHusky.com. Share with students that throughout the expedition, Polar Husky Freja will post daily “phenology observations”— that is, observations she is making about what is going on outside.


Introduce phenologies by asking students several questions that relate to natural events that have occurred lately in your local environment. For example, when was the last time you heard a lawn mower? What time did the sun rise today? Have you seen any insects lately? When did you last wear long underwear? A swimsuit?


PolarHusky.com © NOMADS Online Classroom Expeditions GoNorth! Beringia 2011 Curriculum 10


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