Classification is Cool
Alignment to Utah Core Curriculum
Intended Learning Outcomes (ILO’s):
1.
2.
3.
4.
Use science process and thinking skills.
Manifest scientific attitudes and interests.
Understand science concepts and principles.
Communicate effectively using science
language and reasoning.
Enduring
understanding:
Similarities and
differences that can
be observed can be
used to classify,
which is part of the
scientific process.
Grade Level: 3-5
Activity Length:
60-75 minutes
Process Skills:
• Classification
• Observation
Materials Needed
• 5 tubs of 10-20 different objects (items from a teaching toolbox, pictures, specimens
students have gathered, people in the class, items from around the room)
• Paper or science journal and pencil for each student
• Zoo-ology by Joelle Jolivet (optional, but you’ll really love it!)
Background
Grouping specimens according to similarities and differences heightens students’ abilities to
observe, recognize detail and compare. Justification and determination of what belongs to a
group also allows them to refine their processes of observation and articulation. Being able
to understand others’ classification schemes and being able to create your own is an
important part of the scientific process.
Activity
Discuss
Scientists classify (group or sort) as a part of their jobs. If you want to classify something
you need to observe it closely and find similarities and differences compared to other
objects. When you put things into a group based on similar features, you are classifying
like a scientist.
School Programs 2011
Natural History Museum of Utah, “Classification is Cool!”
Read
Zoo-ology by Joelle Jolivet, or another book that groups/classifies many things. When
reading Zoo-ology, read and let students observe the first couple of ways the author has
classified the animals, then cover up the way she has classified on the page and have the
students observe and guess what the classification rule is.
Ask how the author classified the animals.
Record a few of the different classification schemes the students recall from the book.
Ask What are other ways we can classify what we see? If you are working on a specific
topic, like rocks, fossils, plants, ask them what they think are features that can be used to
classify regarding that specific topic.
Record on the board all the different ideas the students have regarding classification
schemes.
Common
Misconception:
In science, there is not
just one way to classify. In fact, over time,
classification schemes
used throughout the
sciences has changed
based on new observations and understanding. If a student can
justify why he or she
has classified, then it is
a valid system, even if
it doesn’t seem sophisticated enough.
Explain
Explain that you will be playing a game that will help students observe and classify like
scientists. Everyone will have turns making and guessing each other’s classification rules.
One student-scientist will select two or three items that fit their rule and put them in a
group. Other student-scientists will have a chance to pick an item and ask, “Does this fit the
rule?” The person who made the rule can only say “Yes, it fits my rule” or “No, it does not
fit my rule”. If a student-scientist feels like they know the rule, they can ask, “Is your rule
___________?”
Model
Make a classification rule. For example, let’s say your rule is green. Mention three things
in your room that fit your rule. It may be a plant, a person, and a book. Then let the kids
ask if things fit your rule.
Write down the rule on the board. Explain to students that they will be recording theirs and
other student-scientists rules.
Practice
Divide the students into 5 groups.
Set a parameter for which student is to start, and how they will know whose turn it is next,
may be by birthday, height, etc.
Give each group a tub of specimens.
Give students 3-5 minutes to observe the specimens their group will be using to play.
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Natural History Museum of Utah, “Classification is Cool!”
Allow the students to play for 7-10 minutes.
Prompt them to write down the different ways they are sorting/classifying.
Have the students rotate to a new tub.
Play until the students have looked at the contents of 3 tubs, or stop sooner if they seem to
be done.
Discuss
Ask what ways students sorted.
Record write down all the “Rules” students used to record on the white board. As they say
them, put them into groups, when they are done sharing, ask how they would label the
groups of rules. For example:
Size - relative to something else (under 2 inches long)
Shape – overall and in parts, (the rock is egg shaped but is made up of smaller
round and square pieces of rock)
Texture – encourage students to relate texture to something else (rough like sand
paper, rough like bark, rough like burlap)
Weight – relative to expectation (heavier than I expected, etc)
Color, shine, luster, smell, taste, movement, sound
Explain
That scientists use all of these features to help them classify.
Ask Why do you think scientists classify objects? How does classifying help you
understand more about something? How can you determine if something belongs to a
group?
Record: Have students record their ideas and reflections in a science journal.
Learning Extensions
You may choose to follow up by having students analyze other forms of classification- they
can visit a library, a grocery store, OR you can have the students classify the classroom
library, their desks/cubbies, the supply closet, or the coat and backpack area.
Formative Assessment Strategies
1. By observing and recording student’s responses to your prompts about how they
classify is a wonderful way to assess them. You will know how and what they
observe, and be able to scaffold an ever deepening understanding. Circulate through
the groups and listen to their observations and rules. Ask students to justify their
rules. This will give you unique insight into what previous experience students are
drawing on to classify.
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