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Overview: Children
use shoeboxes containing mystery objects to develop skill in
observing, inferring, and building models.
Science Activity Link: Working
in groups of 3 or 4, children observe the contents of
tightly-closed shoeboxes, collect data, make inferences about
the contents, and sketch a model to support their findings.
Objective: Children
will observe mystery boxes, record data, infer contents, and
sketch a model based upon their evidence.
Science Processes and Content: Processes-observing,
gathering and recording data, inferring, communicating, model
building. Content-methods of science and investigating unknowns.
National Science Education Standards: Unifying
Concepts and Processes, (1) Science as Inquiry, (6) Science in
Personal and Social Perspectives
Materials: Six
shoeboxes (or similar containers), masking tape, a variety of
objects which may include a light bulb, a dried ear of corn, a
clothes pin, a magnet and objects that may be attracted to it, a
small cylindrical container of liquid, a balloon and some
marbles, cotton balls, etc.
Procedure:
1. Prepare the boxes in advance. Place one or more objects in a box, seal it with masking tape, and label it with a number, e.g. 1 through 6.
2. Group the children into small groups of 3 or 4. Have each group select a recorder, whose job it will be to record the properties that the children can sense as they gently move and heft the boxes. Descriptors might include references to size, shape, number, composition, etc. Children will say, "It rolls one way and slides another." Or , "I heard something clink." Instruct the group to focus first on properties or characteristics, but before they finish, they should infer what they think the object(s) is-based on their evidence.
3. Now distribute the boxes, one per group. Have the recorder note the box number. The groups are now given 3 to 4 minutes with the box to observe and manipulate, but not to open it or reach inside. The senses of hearing, touching, and smelling are highlighted. The boxes should be passed around to all children within the group The recorder records their observations and the group inference by the end of the time limit.
4. At the end of 3 minutes, rotate the boxes to the next group. The group that had Box 1 in the first round will now have Box 2 and so forth. At a Go command from you, the groups again collect and record observations for their new boxes and make group inferences before the time limit ends.
5. The boxes continue to rotate every 3 or so minutes with groups making observations and inferences until each group has had all 6 boxes.
6. When the groups are on their final box and have made their 3 minutes of observations and group inference, then a member of the group is selected to go to the chalkboard and draw a sketch of what their group thinks is in the box they now hold.
7. When the sketches are complete, the teacher takes over as moderator. Selecting one box at a time, the teacher asks the group for their observations of that box-starting with the group holding the box, then continuing with observations from other groups. After all the observations have been collected, each group gives their inference as to the contents. Now the group holding the box opens it and displays its contents for all to see. The contents are compared with the observations, inferences, and board sketch. This continues until all boxes are opened.
8. As each box is opened, the teacher highlights the differences between observations and inferences. Observations are made with our senses-touch, sight, smell, etc. "It feels heavy," "I hear two objects," " It slides one way and rolls another." Inferences are explanations for observations. A child may say "It feels heavy," which is an observation. But when they say, " I think it is a large, shiny, steel marble," this is an inference. They are explaining their observation. In science, in reading, and in life, it is important to distinguish between observations and inferences. Inferences are seldom as accurate as observations but they help us to recognize alternative explanations.
9. Finally, the sketches on the board are models. They represent our view of what the objects in the boxes are, based upon our best evidence. Scientists make models all the time, often for objects that cannot be seen: models of space, of the interior or the Earth, of atoms and molecules, and so on. Models help us to better understand the world. Models often change as new information is discovered. Model building is a powerful intellectual tool in science and technology.
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