Performance Benchmark N.8.A.2
Students know how to critically evaluate information to distinguish between fact and
opinion. E/S
In the 21st century students are bombarded with information. Never before has the phrase
“at your finger-tips” been so true for students to access information. It is available to
them in the traditional formats such as textbooks and public television, but there is a
whole new dimension; the internet, cable TV, virtual simulations, and pod-casts are just a
few of the information sources students can access. With so much information available it
is vital that students are able to distinguish between fact and opinion.
This benchmark addresses the skill of distinguishing between fact and opinion when
evaluating information and being able to make factual statements and observations, or
inferences. Both topics will be addressed in the following text.
Fact vs. Opinion
The difference between fact and opinion is that a fact is something that is empirically true
and can be supported by evidence while an opinion is a belief that may or may not be
backed up with some type of evidence. An opinion is usually a subjective statement that
stems from an emotion or an individual’s interpretation of a fact. Facts can be all or some
of the following: proven, real for all people and places, can be duplicated, can be
observed, historical, or 100 percent true. Opinions refer to a particular person's feeling,
thought, judgment, belief, estimate, and/or anything that is not 100 percent true and can't
be proven.
To view a basic PowerPoint presentation of these concepts visit (simply press cancel
when it prompts you for your log in information, the page will open)
http://www.pasadenaisd.org/teachertoolbox/PPts/samples-1-27/Fact&Opinion.ppt
For official dictionary definitions for fact and opinion visit
http://www.dictionarylive.com
As mentioned in the opening paragraph, being able to distinguish between fact and
opinion is very important for students today that have so much access to information. To
introduce the concept of fact or opinion, students can read statements or look at pictures
and determine which statements are fact and which are opinions. There are many webquest type activities for students to practice determining the difference between fact and
opinion, but few use science ideas as their focus. It may also be meaningful for students
to create their own statements and have other students label them fact or opinion.
For up-to-date teacher ideas about a variety of ways to present fact and opinion activities
visit http://www.proteacher.org/c/849_Fact_and_Opinion.html
To help students develop the skill of distinguishing between fact and opinion one can use
graphic organizers to organize the language associated with fact or opinion statements.
Fact terminology
Many, exactly, precisely, actually, data,
factual, justify, verify, proven, etc
Opinion terminology
Should, best, favorite, sometimes,
belief, notion, idea, etc
For independent study or assessment of fact and opinion visit
http://www.bbc.co.uk/skillswise/words/reading/fact_and_opinion/quiz.shtml
The Scientific Method
Figure 3. Flow diagram showing the processes of the Scientific Method
(From http://scifiles.larc.nasa.gov/text/kids/Research_Rack/tools/scientific_method.html)
The scientific method is a process by which scientists construct a representation of the
world. In education we use it as an educational tool to teach students scientific processes
and organization. The purpose of this educational model is to minimize the influence of
opinion or bias in the scientist when testing a hypothesis or a theory or when conducting
an experiment. Recognizing that personal and cultural beliefs influence both our
perceptions and our interpretations of natural phenomena, scientists aim through the use
of standardized procedures and criteria to minimize those influences when conducting
scientific experiments. It is included in this discussion about facts, opinions,
observations, and inferences because a scientist actively seeks to minimize the tendency
to include personal opinions. This is why communication, the final step of the Scientific
method modeled above is probably the most important step. Communication is the key to
good science. Peer review of the supposed facts and conclusions drawn by one scientist
may be refuted or supported by another, but with out open communication this review
would never happen.
Observations and Inferences
Every day we make inferences based on our observations. For example, if a student does
not turn in their homework; they must not care about their grades.
Understanding the difference between fact and opinion and being able identify both in
scientific work sets the foundation for students to make their own factual statements in
using science processes such as observing, inferring, predicting/hypothesizing, and
concluding.
Fact and opinion are independent of one another, but observations and inferences should
have a causal relationship. Inferences are interpretations made from observations. These
two skills, observation and inference, are used together in science. Scientists make
inferences based on their observations to form conclusions.
A direct observation is something that can be made with only the five senses (sight,
touch, hear, taste, and smell), it is an awareness of something. Indirect observations can
be made using tools that enhance the sense or ability to observe and record data. For
example; microscopes, telescopes and cameras to enhance vision, microphones to detect
sounds, and chemical detectors to “sniff” scents similar to the job the nose does.
Inference involves a decision being made about something observed; it is mental process
of explaining the observations and combining multiple observations to attempt to
determine what will happen next or what may be the outcome of this event.
The example below depicts a graphic organizer students created after examining this
spherical-shaped object pictured below.
Observations
It has red spots
It has yellow on it
It feels rough
It feels light
It smells bad
It doesn't make a sound unless
Inferences
I think it's a hacky sack
It's used to play with
It must be a ball
It's a soccer ball
It's a toy
you move it
It’s round
It's squishy
Figure 2. An example of a graphic organizer to categorize observations and inferences
(From http://www.rockabrain.com/pages/lc_observation_inference.htm)
For official definitions of observation and inference go to
http://www.dictionarylive.com
For a basic PowerPoint comparing observation and inference with an example visit
http://science-class.net/PowerPoints/Observation_Inference_8th.ppt
For activities to develop the skills of observation and inference see
http://www.shodor.org/succeed/curriculum/FOR/observation.html
For more activities to develop the skills of observation and inference visit
http://www.science-class.net/NOS/observation.htm
Bias
Bias is a term used to describe a tendency or preference towards a particular perspective.
A bias statement is based on one’s own beliefs or feelings rather than facts and proven
theories. Bias is a natural human tendency, which is why the scientific community
actively guards against and minimizes bias through open communication and the peer
review process. It is important for students to be familiar with personal bias when reading
or writing. The internet has provided a forum for anyone to display their ideas, opinions,
and bias for millions to access without the scrutiny of a peer review.
There are many peer-reviewed information sources that students can access. Teaching
students the difference between peer-reviewed databases and general search engines is
important for students to know.
All CCSD students have access to EBSCO and GALE database providers.
EBSCO host is a collection of school magazines, periodicals, newspapers, and topic
searches for students to access. The information provided through this database has been
peer-reviewed for accuracy. The GALEGROUP is a similar database to EBSCO focusing
solely on science topics.
These databases are excellent for students who are serious about science as they can help
students to distinguish between someone simply posting an opinion on the internet and a
peer-reviewed article.
CCSD teachers and students can access the following tutorials and have full use of these
databases, by visiting the following sites,
http://search.ebscohost.com
http://infotrac.galegroup.com
(Username and passwords are often controlled by the school librarian in CCSD and can
be obtained for teacher use.)
In summary, the ability of a student to distinguish between fact and opinion is vital in this
age of information. Once students are able to distinguish between the two it is logical to
help them evaluate material for fact or opinion. Additionally it is important for students
to be able to write factual material when reporting on their observations and making
inferences.
Performance Benchmark N.8.A.2
Students know how to critically evaluate information to distinguish between fact and
opinion. E/S
Common misconceptions associated with this benchmark
1. Students at the middle school level have a tendency to believe all information
they hear or read.
It happens all the time; students come into class to share what they heard or read last
night. When you ask them where they got their information they say from a friend or
online. They can rarely tell you the actual source of the information never mind the
reliability of the source. It is important that students review a variety of information
pieces to learn to distinguish facts from opinion. It is human nature to be gullible or
naive, to believe without reason or evidence. They have not yet developed the
advanced skills and sophistication to ask for evidence to support what is being
claimed.
As an educator it is important to be aware of this student tendency and consistently
ask students to justify, support, and provide evidence in their science thinking.
To read about teenage judgment and critical thinking skills visit
http://www.eurekalert.org/pub_releases/2004-05/niom-iss051304.php
http://atheism.about.com/od/aboutskepticism/p/Gullibility.htm
2. Students naturally make inferences; it is more difficult for them to make
observations.
Making observations seems like a simple task. However, the brain automatically tries
to make connections between new information and existing information, and thus
inferences are made. Teachers need to be aware that inferences come naturally to
students, but they have to be taught how to observe. In the intervention strategies of
this benchmark, activities are provided to help student develop the skill of
observation.
To access practice activities for students to distinguish between observation and
inference visit
http://science-class.net/NOS/observation.htm
Performance Benchmark N.8.A.2
Students know how to critically evaluate information to distinguish between fact and
opinion. E/S
Sample Test Questions
Questions and Answers to follow on a separate document
Performance Benchmark N.8.A.2
Students know how to critically evaluate information to distinguish between fact and
opinion. E/S
Answers to Sample Test Questions
Questions and Answers to follow on a separate document
Performance Benchmark N.8.A.2
Students know how to critically evaluate information to distinguish between fact and
opinion. E/S
Intervention Strategies and Resources
The following is a list of interventions strategies and resources that will facilitate student
understanding of this benchmark.
1. Science Maniacs Music
The Science Maniacs music is an exciting and innovative tool to teach important
science processes. All songs are founded in the National Science Standards. The
original CD addresses the following topics: scientific method, fact vs. opinion, the
metric system, experimental design, ethics in science, and graphs. There are also
lessons for each song.
To access the music and lesson plans go to
www.sciencemanaics.org
http://cdbaby.com/cd/sciencemaniacs
2. How Observant Are You?
This activity demonstrates our ability to remember details accurately. Testimony
about personal experiences is frequently used during an investigation, and can even
make or break a case. How accurately do people remember what they have seen?
What factors may play a role in what we can remember and describe about something
we have witnessed? Consider these questions as you do the following activity.
To access this activity go to
http://www.shodor.org/succeed/curriculum/FOR/observation.html
3. Fact/Opinion Quizzes
Quia is a teacher webpage builder. You can access many teacher’s self-made
activities and quizzes. This particular set of quizzes will allow independent practice
distinguishing between fact and opinion.
To access this quiz go to
www.quia.com/pop/12709.html
4. Observation and Inference activities by Science-Class.net
This website is a great resource for all science subject areas. This link will take you to
a list of activities, labs, PowerPoint presentations, and quizzes for observation and
inferences.
To view these website go to
www.science-class.net/NOS/observation.htm