Topic: Learning about the world of nature. Biological observation

Author: Elżbieta Szedzianis

Target group

5th grade student of elementary school .

Core curriculum

5th grade

II. Planning and conducting observations and experiments as well as making conclusions based on their results.

1) Student identifies the research problem, formulates hypotheses, plans as well as conducts and documents observations and simple biological experiments.

Lesson objectives

Students plan and conduct macroscopic observation.

The criteria for success

• you will explain what biological observation consists in;

• based on the observation, you will find three features that differ great tit from Eurasian blue tit.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• mathematical competence and basis competences in science and technology; 

• digital competence;

• learning to learn;

• social and civic competences.

Methods/forms of work

Working with text, alternative observation, talk, poster method and workshop
method – performing tasks.

Individual activity and activity in groups.

Teaching aids

• abstract;

• interactive whiteboard or traditional blackboard;

• tablets/computers;

• natural science books and magazines;

• grey paper;

• marker pens;

• crayons;

• birds’ silhouettes.

Lesson plan overview

Introduction

The teacher specifies the lesson topic and objectives in a language the student understands, and the criteria for success.

Realization

1. The teacher shows students the stick insects bred in the workshop. The teacher explains students that if they wanted to start breeding stick insects at home, they would have to create the right living conditions for them. In order to do this, they should first learn about the requirements of insects. The teacher asks the students where to find information about this. Then, the teacher divides the students into groups. Each group receives a large sheet of paper, pens and several natural science books and magazines,
   in which described are living conditions of stick insects. The students' task is to create a poster,
   on which they will write down various sources of natural science knowledge.

2. Students present their posters, the teacher complements their statements.

3. The teacher asks the students to read the abstract „Biological observations” and to summarize it in their own words. Students then write down
   the observation characteristics and the course of the observation on a board using illustrations showing the documentation of bird observation. They also take notes in their notebooks.

4. The teacher announces the next task for the students: conducting an observation to compare the appearance of the two tits - great tit and Eurasian blue tit. The teacher asks the students to write down
   in their notebooks the purpose of the observation and to specify the senses with which the birds can be observed. Then, the teacher tells the students that they will document their observations by colouring the birds' silhouettes, which will help them to identify three features that distinguish the two species.

5. The teacher gives the students the silhouettes of birds to colour.

6. The students colour the birds' silhouettes and write down their observations. They determine which tit appeared first in the feeder, describe the appearance of both species, list the attributes that differ them.

7. The teacher tells the students that they will open the bird feeder and observe the birds in winter.

Summary

8. The teacher asks the students to explain what the observation consists in and to discuss its stages.

9. Students do interactive exercise no. 1. 2.

Homework for the interested students

Tasks to choose from.

10. Write down in your notebook the address of the natural science website you would like to recommend to other students.

11. Do interactive exercise no. 1. 2.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Learning about the world of organisms

Biological knowledge has been gathered for generations, mainly thanks to researchers conducting observations and experiments. Researchers publish their findings in scientific works and journals. Knowledge, as it becomes more widespread, is included in books, encyclopaedias and dictionaries. Anatomical atlases and guides for marking plants, animals and fungi provide a wealth of information on the structure and occurrence of organisms. Nature documentaries are valuable sources of knowledge about creatures living in various regions of the world, their behaviour and customs. The basic knowledge can be gained from school textbooks and supplemented by studying popular science literature, reading articles in nature science magazines and browsing the resources of the Internet. Students, like scientists, can conduct experiments or observations themselves (also field ones) and, according to their own ideas, discover the laws that govern the world of living beings. A good way to learn about nature is to visit nature museums, botanical and zoological gardens. Biology is therefore a science based on the discovery, analysis and processing of information about living beings.

In the scientific method, the observation is a deliberate way of collecting information about organisms, phenomena and processes. The researcher conducting the observation should ensure that neither the course of the observed phenomenon or process nor the observed organism is affected.

Observations can be conducted with the use of all senses. For example, sense of sight is used to identify tree species, sense of hearing – to distinguish bird species by their singing, sense of smell and taste – to check the taste of unknown food, sense of touch – to assess the freshness of bread. One can also use specialistic instruments: a microscope, a magnifier or binoculars. Observations may be conducted in the natural environment of organisms or under artificial conditions, e.g. in a laboratory. A well‑planned observation should have the specified purpose, time and place.

Observations may concern quantitative or qualitative factors. In the first case, measurements, for example, of the quantity, weight, height or length of the body, are taken. Environmental factors such as temperature, atmospheric pressure or air humidity can also be measured. Qualitative observations refer to features that can be described but cannot be measured – such as colour, shape or smell.

Observation results are documented in the form of descriptions, photographs, films or sound recordings. Such documentation should be produced during the course of the observation in order to avoid inaccuracies and omission of important details. Observation can be used as an independent research method or as an important element of natural experiments.

Sometimes observations alone are not enough to satisfy your curiosity. If we want to know why the phenomenon we are interested in takes place or what factors influence its course, we have to conduct an experiment.

It is a method which consists in conducting the research in strictly defined and controlled conditions in accordance with the rules of conduct developed in the natural sciences. In the experiment, one of the factors influencing the organism or process is intentionally changed (added or removed, strengthened or weakened). Then the effect of this change is observed.

Before starting the experiment, one should specify a research problem, i.e. ask the scientific question one wants to answer. Research problem may be an affirmative statement or a question. Then, on the basis of own knowledge and intuition, one formulates a hypothesis, i.e. an assumption – „working” answer. The hypothesis is always an affirmative statement.

To check if the hypothesis is true, an appropriate experiment is planned and conducted. At the beginning, it is necessary to decide which object will be subjected to the experiment and the influence of which factor will be studied. The necessary instruments and reagents as well as the manner of their use are then selected. Two sets (samples) are planned: research and control. In the research set, the examined factor influences the observed object, and in the control set – it does not (or it influences, but its value is very low). Apart from the studied factor, the conditions are the same for both sets. With research sample and control sample, one can compare results and draw conclusions about the performance of a specific factor.

When planning the course of the experiment, it is also necessary to determine how many times the research will be repeated. Subsequent observations (measurements) will allow to avoid accidental errors. If the obtained results confirm the assumption, the hypothesis is considered to be correct. If not, another hypothesis is assumed and further experiment is planned until the causes of the phenomenon are explained.

For observations and experiments to have a scientific value, their course must be carefully documented. The basic documentation should contain:

• record of the purpose of the experiment or observation (possibly a record of the research problem, the scientific question and the examined hypothesis);

• the manner of conducting the study, e.g. in the form of a diagram showing the control sample and the research sample;

• the result (if a research problem is solved – also the conclusion).

Observations may be documented by description, drawings, photographs, sound recordings or films with appropriate comments. Results of studies consisting in measurements are recorded in tables and illustrated by means of diagrams. Table helps to organize the data and makes it easier to capture dependencies while conducting a measurement. In addition to the figures, additional notes and observations on the conduct of the study may also be included in the table. On the basis of numerical data, diagrams are drawn up, allowing for comparison of results obtained in subsequent samples, and also for noticing relationships difficult to detect in the table. The diagrams facilitate the formulation of apt conclusions.