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Closing the Distance:A Flexible Tutorial for TAKS™
Grade 8 Science
Teacher EditionProduct ID: 460-1646
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1© 2011 Region 4 Education Service Center Closing the Distance: A Flexible Tutorial for TAKS™All Rights Reserved
Lesson 1: Observations and E
xplanationsObservations and Explanations
TEKS20108.2 Scientific investigation and reasoning. The student uses scientific inquiry
methods during laboratory and field investigations. The student is expected to: (C) collect and record data using the International System of Units (SI)
and qualitative means such as labeled drawings, writing, and graphic organizers;
(D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and
(E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
TAKS™ Objective 1 The student will demonstrate an understanding of the nature of science.
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2Closing the Distance: A Flexible Tutorial for TAKS™ © 2011 Region 4 Education Service Center
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Lesson 1Grade 8
Teacher Notes:
Graphs are used to make visual representations, or pictures, of data. They are often useful to show patterns, trends, and relationships between variables.
Predictions are statements of what might happen under certain conditions and are based on observations or data provided.
An observation can be made using the five senses. Observations may also be measured, such as length, mass, or volume.
Explanations state the results of one’s reasoning, justifying that reasoning in terms of the evidential, conceptual, and contextual considerations upon which one’s results were based.
Conclusions stated in an experimental investigation should state the hypothesis and whether the results of the experiment supported the hypothesis. If the results do not support the hypothesis, then the conclusion should include information about why this happened.
Lesson Plan Notes
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3© 2011 Region 4 Education Service Center Closing the Distance: A Flexible Tutorial for TAKS™All Rights Reserved
Lesson 1Grade 8
Teach the concepts using the process verbs in the TEKS. They are specific to what the state believes students should be capable of doing once they have mastered the concept.
Key Questions
By the end of this lesson, students should be able to answer these key questions:
y What is the difference between an observation, reasonable explanation, and conclusion?
y How can a prediction be proven valid?
y How is data organized to display a picture of information?
Vocabulary Focusanalyze evidence explanationinfer/inferenceobserve/observationpredictionvalid conclusion
Focus on:analyze collectcommunicateconstruct identifyorganizepredictrecord
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4Closing the Distance: A Flexible Tutorial for TAKS™ © 2011 Region 4 Education Service Center
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Lesson 1Grade 8
ENGAGEThe Engage phase of the lesson is designed to access students’ prior knowledge of making observations. This phase is designed for groups of three or four students.
Teacher Preparation y Copy, laminate, and cut out the Engage: Conclusion
Statements Cards to be used with each student group. y Prepare the four Engage: Conclusion Statements
corner signs to display.
For each group of three or four students y Engage: Conclusion Statements Cards
Directions1. Have students observe the graph Sources of Energy
Consumed in the US on a projected screen.2. For each group provide a conclusion response card.3. Have students read the conclusion response card.4. Use the Four Square strategy. Ask students to choose the best conclusion statement and
then go to the appropriate corner.5. Each group will discuss their reasons for selecting the chosen conclusion statement.
Facilitation Questions y How are observations made?
Observations are made using scientific tools and the five senses. Observations can be qualitative or quantitative.
y What is an inference? An inference is an explanation based on observations and prior knowledge.
y What is a prediction? A prediction is an explanation of what will happen under certain conditions based on observations or data provided.
y How is an inference different from an observation? Observations are made by using the senses. Inferences are thoughts or ideas based upon observations and prior knowledge. An inference can be figured out after making observations. An observation is concrete. An inference may be vague or imprecise.
y How is data organized to display a picture of information? Data used to create graphs such as pie graphs, bar graphs, and line graphs are dependent upon the type of investigation performed.
y Why is it important in science to make many observations? A scientist makes many observations during an investigation and repeats investigations to obtain reliable data and results. All the data from an investigation should be studied and analyzed so the results of the investigation can then lead to a valid conclusion.
Sources of Energy Consumed in the US
Natural Gas17%
Coal28%
Oil42%
Other5%
Nuclear8%
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5© 2011 Region 4 Education Service Center Closing the Distance: A Flexible Tutorial for TAKS™All Rights Reserved
Lesson 1Grade 8
EXPLOREThe Explore phase of the lesson provides the student with an opportunity to be actively involved in investigating the difference between making an observation and making a reasonable explanation. This phase is designed as a small-group activity.
Materials For each group of four or five students - Explore: Classify the Statements printed on cardstock, laminated, and cut apart - Explore: What Do You Think? printed on cardstock and laminated - Masking tape
Directions1. Have each student group create a
T-chart on their desks or lab table using masking tape.
2. Distribute the cut and laminated statements from Explore: Classify the Statements and a copy of Explore: What Do You Think? to each student or group of students.
3. Have each student group observe the picture and classify the correlating statements as observations or as reasonable explanations.
4. Actively monitor student work and ask facilitation questions when appropriate.
Explore: Classify the Statements Answer Key
Observations
2. There is little or no vegetation in this region.
5. There are very few clouds in the sky.
6. There are other rocks around the larger rock.
Reasonable Explanations
1. This ecoregion gets very little rainfall.
3. The rock formation was caused by wind erosion.
4. The rocks around the larger rock broke away from the larger rock.
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6Closing the Distance: A Flexible Tutorial for TAKS™ © 2011 Region 4 Education Service Center
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Lesson 1Grade 8
EXPLAINThe Explain phase of the lesson provides students with an opportunity to express their understanding of observations and inferences. The teacher uses this opportunity to clarify key vocabulary terms and connect student experiences in the Explore phase with relevant concepts.
Materials For each group - 2 index cards
Directions1. Use the facilitation questions to lead a whole-group discussion as students share their
classification of the statements.
Facilitation Questions y Is Statement 1 an observation or a reasonable explanation? Why?
Statement 1 is a reasonable explanation. There are no plants or grasses in the picture, which supports the explanation of very little rainfall. Plants need water to survive.
y Is Statement 2 an observation or a reasonable explanation? Why? Statement 2 is an observation. The picture shows no evidence of plants or grasses in the area. This can be observed using the sense of sight.
y Is Statement 3 an observation or a reasonable explanation? Why? Statement 3 is a reasonable explanation. The rock shows evidence of eroding away. Smaller rock particles carried by wind hit and cut away parts of the larger rocks.
y Is Statement 4 an observation or a reasonable explanation? Why? Statement 4 is a reasonable explanation. The larger rock seen in the picture supports the explanation that the other rocks broke away due to wind erosion.
y Is Statement 5 an observation or a reasonable explanation? Why? Statement 5 is an observation. The sky is clear with no clouds. The clear sky can be observed using the sense of sight.
y Is Statement 6 an observation or a reasonable explanation? Why? Statement 6 is an observation. There are other rocks seen in the picture. This can be observed using the sense of sight.
Directions2. Give two index cards to each group.3. Instruct each group to write a definition of observation on one index card and place it at
the top of one column on the T-chart.4. Ask each group to write a definition of reasonable explanation on the remaining index
card and place it at the top of the other column on the T-chart.5. Have groups share and compare their definitions with the class. Correct misconceptions.6. Refer to the Teacher Notes of this lesson for possible definitions.
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7© 2011 Region 4 Education Service Center Closing the Distance: A Flexible Tutorial for TAKS™All Rights Reserved
Lesson 1Grade 8
ELABORATEThe Elaborate phase of the lesson affords students the opportunity to extend or solidify their knowledge of observations and inferences. This phase is designed for groups of four students.
Materials For the teacher - Elaborate: Making Observations and Explanations Transparency
For each group of four students - Elaborate: Making Observations and Explanations (three activity sheets)
Directions1. Model how to make observations and reasonable explanations for students using the
Elaborate: Making Observations and Explanations Transparency.
Facilitation Questions y What can be observed about the graph?
The greatest amount of erosion occurred in 2006. Three meters of land were eroded from the beach in 2002. In 2000, 2004, and 2008, Blue Bonnet Beach had an erosion rate of one meter per year.
y What reasonable explanation can be stated based on the graph? In 2002, a tropical storm hit Blue Bonnet Beach. A hurricane hit Blue Bonnet Beach in 2006. Between 2006 and 2008, a retaining wall was built on the beach to help prevent further erosion.
Directions2. Distribute Elaborate: Making Observations and Explanations, one activity sheet per
group. (Multiple groups can have the same activity sheet.)3. Instruct each group to make at least two observations and a reasonable explanation or
conclusion statement about the graphic on their activity sheet. 4. Ask students to share observations and reasonable explanations/conclusions. Display the
transparency of each activity sheet as the groups share with the class.
Facilitation Questions y What can be observed about the data chart on Elaborate 1: Making Observations
and Explanations? It is a chart showing four different soil temperatures for sunflower seeds to germinate. The data shows the percentage rate of sunflower seed germination. There were three trials tested for each different soil temperature.
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8Closing the Distance: A Flexible Tutorial for TAKS™ © 2011 Region 4 Education Service Center
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Lesson 1Grade 8
y What conclusion can be made about the data chart on Elaborate 1: Making Observations and Explanations? The data chart shows variables, therefore indicating an experimental investigation and asking if a change in soil temperature affects the rate of seed germination. The data shows variation in the percentage rate of sunflower seed germination. The lowest percentages of germination were at 20 degrees Celsius and 32 degrees Celsius. The greatest percentage of germination occurred at 28 degrees Celsius. The data supports the hypothesis that if the soil temperatures are 20 degrees Celsius or lower and 32 Celsius degrees or higher, then the germination rate for sunflower seeds will be low. Sunflower seeds germinate best at 28 degrees Celsius.
y What can be observed about the graphic on Elaborate 2: Making Observations and Explanations? There are layers of sediments in the jar. The order of sediments from the top is water, organic material, silt, sand, and gravel.
y What conclusion can be made about the graphic on Elaborate 2: Making Observations and Conclusions? Water is the top sediment layer and is less dense than organic material, silt, sand, and gravel. Gravel, on the bottom layer of the sediments, has the greatest density. Making comparisons of the sediment layers indicates this is a comparative investigation.
y What observations can be made about the graph on Elaborate 3: Making Observations and Explanations? The population of redfish and shrimp increased in population from 1960–2000. In 1960, the population of redfish was 100,000 and the shrimp population was 200,000. Between 1970 and 1980, the population decreased by 30,000. From 1980–2000, the population increased by 100,000 for each species.
y What conclusion can be made about the graph on Elaborate 3: Making Observations and Explanations? The data reveals a stable predator/prey relationship. When there was a decrease in the shrimp population in 1980, the redfish population also decreased.
y How do we make observations? Observations are made using the senses and measuring tools.
y What word describes an analysis and reasonable explanation about data from observations? conclusion
y Can two people observe the same picture and make different explanations? Yes, this can happen.
y Why does that happen? Two people can make observations of the same thing but interpret or give meaning to it in different ways because they have different experiences or prior knowledge.
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9© 2011 Region 4 Education Service Center Closing the Distance: A Flexible Tutorial for TAKS™All Rights Reserved
Lesson 1Grade 8
EVALUATEDuring the Evaluate phase of the lesson, the teacher will assess student learning about the concepts and procedures that the class investigated and developed during the lesson.
Materials For each student - Evaluate: Observations and Explanations - Student Achievement Data Chart
Directions1. Distribute Evaluate: Observations and Explanations to each student.2. Prompt students to complete Evaluate: Observations and Explanations.3. Upon completion of Evaluate: Observations and Explanations, the teacher
should use the error analysis provided below to assess student understanding of the concepts and procedures the class addressed in the lesson.
Answers and Error Analysis for Evaluate: Observations and ExplanationsQuestion Number
Correct Answer TAKS™ 2010
TEKS Conceptual Error Procedural Error Guess
1 C 1 8.2E B D A
2 A 1 8.2E B D C
3 C 1 8.2E A B D
4 D 1 8.2D A B C
5 D 1 8.2E C A B
Activity 2—Student Achievement Data Record
Materials For each student - Student Achievement Data Chart
Directions1. Distribute the Student Achievement Data Chart to each student.2. Explain to students that they will keep a record of their Evaluate scores for each
lesson on the data sheet.3. Instruct students to record the number of correct items they scored on Evaluate:
Observations and Explanations using the Student Achievement Data Chart. 4. Choose to either collect the data sheets each day or instruct students to keep
them in a safe place such as a binder or journal for use each day.5. Inform students that they will graph the information during the last lesson.
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10Closing the Distance: A Flexible Tutorial for TAKS™ © 2011 Region 4 Education Service Center
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Lesson 1Grade 8
Engage: Transparency
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11© 2011 Region 4 Education Service Center Closing the Distance: A Flexible Tutorial for TAKS™All Rights Reserved
Lesson 1Grade 8
Engage: Conclusion Statements
A group of students analyzed the data from the Sources of Energy Consumed in the US graph. Each member of the group prepared a conclusion about the sources of energy consumed in the United States.
Maria stated, “Use of alternative energy sources, such as solar and wind, is increasing.”
Jose stated, “Oil is the most used source of energy because it is the least expensive.”
Robert stated, “Fossil fuels are still the most widely used energy source in the United States.”
Jenny stated, “Nuclear energy is underused because it causes the most pollution.”
Which group member do you agree with? Justify your answer.
A group of students analyzed the data from the Sources of Energy Consumed in the US graph. Each member of the group prepared a conclusion about the sources of energy consumed in the United States.
Maria stated, “Use of alternative energy sources, such as solar and wind, is increasing.”
Jose stated, “Oil is the most used source of energy because it is the least expensive.”
Robert stated, “Fossil fuels are still the most widely used energy source in the United States.”
Jenny stated, “Nuclear energy is underused because it causes the most pollution.”
Which group member do you agree with? Justify your answer.
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12Closing the Distance: A Flexible Tutorial for TAKS™ © 2011 Region 4 Education Service Center
All Rights Reserved
Lesson 1Grade 8
MariaAlternative Energy
JoseOil
Engage: Conclusion Statements
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13© 2011 Region 4 Education Service Center Closing the Distance: A Flexible Tutorial for TAKS™All Rights Reserved
Lesson 1Grade 8
RobertFossil Fuels
JennyNuclear Energy
Engage: Conclusion Statements
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14Closing the Distance: A Flexible Tutorial for TAKS™ © 2011 Region 4 Education Service Center
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Lesson 1Grade 8
Cut along dotted lines.
1. This ecoregion gets very little rainfall.
2. There is little or no vegetation in this region.
3. The rock formation was caused by wind erosion.
4. The rocks around the larger rock broke away from the larger rock.
5. There are very few clouds in the sky.
6. There are other rocks around the larger rock.
Explore: Classify the Statements
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15© 2011 Region 4 Education Service Center Closing the Distance: A Flexible Tutorial for TAKS™All Rights Reserved
Lesson 1Grade 8
Explore: What Do You Think?
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16Closing the Distance: A Flexible Tutorial for TAKS™ © 2011 Region 4 Education Service Center
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Lesson 1Grade 8
Elaborate: Making Observations and Explanations Transparency
0123456789
2000 2002 2004 2006 2008
Amou
nt o
f Ero
sion
(met
ers)
Year
Rate of Erosion on Blue Bonnet Beach(Per Year)
Observations:
Reasonable Explanation:
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17© 2011 Region 4 Education Service Center Closing the Distance: A Flexible Tutorial for TAKS™All Rights Reserved
Lesson 1Grade 8
Elaborate 1: Making Observations and Explanations
Effect of Soil Temperature on the Germination Rate of Sunflower Seeds
Soil Temperature
(°C)
Germination Rate (%) Average Germination
Rate (%)A B C
20 60 63 70 64
24 75 78 72 78
28 86 84 83 84
32 68 65 63 65
Observations:
Conclusions: SAMPLE
18Closing the Distance: A Flexible Tutorial for TAKS™ © 2011 Region 4 Education Service Center
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Lesson 1Grade 8
Elaborate 2: Making Observations and Explanations
Sedimentation Jar
Water
Organic Material
Silt
Sand
Gravel
Observations:
Conclusions:
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19© 2011 Region 4 Education Service Center Closing the Distance: A Flexible Tutorial for TAKS™All Rights Reserved
Lesson 1Grade 8
Elaborate 3: Making Observations and Explanations
Observations:
Conclusions: SAMPLE
20Closing the Distance: A Flexible Tutorial for TAKS™ © 2011 Region 4 Education Service Center
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Lesson 1Grade 8
Name: _________________________________________ Date: __________
Evaluate: Observations and Explanations
1 Based on the data above, which kingdom has approximately twice as many known species as Kingdom Protista?
A AnimaliaB PlantaeC FungiD Monera
Five Kingdoms of Living Things
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21© 2011 Region 4 Education Service Center Closing the Distance: A Flexible Tutorial for TAKS™All Rights Reserved
Lesson 1Grade 8
The graph below shows the distance and time traveled by four cars.
2 Which statement is best supported by the data in the graph?
A Car A traveled the greatest distance in the least amount of time.B Car B stopped to rest along the way.C Car C gets the best gas mileage over time.D Car D has the greatest load to carry in the least amount of time.SAMPLE
22Closing the Distance: A Flexible Tutorial for TAKS™ © 2011 Region 4 Education Service Center
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Lesson 1Grade 8
Tide Chart
3 Which of the following statements predict the next low tide based on the data in the chart?
A The next low tide will occur close to 12 midnight.B The next low tide will occur between 7:30 p.m. and 8:00 p.m.C The next low tide will occur between 7:30 a.m. and 8:00 a.m.D The next low tide will occur at approximately 12 noon.
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23© 2011 Region 4 Education Service Center Closing the Distance: A Flexible Tutorial for TAKS™All Rights Reserved
Lesson 1Grade 8
4 Students investigated life cycles of silkworms. When the silkworm eggs hatched, they received food and water in order to meet their needs for growth. Which graph most likely shows the growth of a silkworm?
A
B
C
D
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24Closing the Distance: A Flexible Tutorial for TAKS™ © 2011 Region 4 Education Service Center
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Lesson 1Grade 8
The graph below compares the populations of Plant Species A and Plant Species B over a period of time. The two plant species live in the Piney Woods ecoregion of Texas and have a competitive relationship.
5 Which statement best explains changes in Plant Species A and Plant Species B populations?
A The competition for oxygen and water caused changes in populations.B Plant Species A grew taller over time.C Plant Species B only needs carbon dioxide and water to survive.D The competition for sunlight and water caused changes in populations.SAMPLE
25© 2011 Region 4 Education Service Center Closing the Distance: A Flexible Tutorial for TAKS™All Rights Reserved
Lesson 1Grade 8
Name: _________________________________________ Date: ________
Student Achievement Data Chart
Lesson Objective # Correct # Total
1 Observations and Explanations 1 5
2 There’s No Place like Home 2 5
3 Survivor! 2 5
4 Elements and Compounds 3 5
5 Amazing Atoms 3 5
6 Putting the Pieces Together 3 5
7 What Goes Up . . . 4 5
8 Submerged 4 5
9 On Top of the World 5 5
10 Plates on the Move 5 5
11 Sun Drives Energy 5 5
12 Human Impact 5 5
13 Wax On, Wane Off 5 5
14 Our Galaxy, the Milky Way 5 5
15 Charting Success 1 5
Objective 1 = The Nature of ScienceObjective 2 = Living Systems and the EnvironmentObjective 3 = Structures and Properties of MatterObjective 4 = Motion, Forces, and EnergyObjective 5 = Earth and Space Systems
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285© 2011 Region 4 Education Service Center Closing the Distance: A Flexible Tutorial for TAKS™All Rights Reserved
Lesson 15Grade 8
Explain: Vocabulary Cards
Cut along dotted lines.
explain explore
identify independent variable
illustrate infer/inference
interpret investigate
observe patterns
range recognize
1 1
1 1
1 1
1 1
1 1
1 1
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286Closing the Distance: A Flexible Tutorial for TAKS™ © 2011 Region 4 Education Service Center
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Lesson 15Grade 8
Explain: Vocabulary Cards
Cut along dotted lines.
to search for information and meaning
to clearly provide the details regarding an idea or topic
the part of an experiment that is changed on purpose
to name an object or process based on its physical properties or behaviors
making an explanation using observations and information already known; something you believe based
on evidence
to represent ideas visually or verbally
to study in a systematic way to understand the meaning of or behind something
a repeating series of eventsto determine characteristics or
properties by using our senses and other science tools
to identify based on specific characteristics
the difference between the largest and smallest numbers in a set of data
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