Classification

Lesson Details Subject: Science Learning Levels: Intermediate, Middle School Author(s): Chris Schaben, Mitzi Petersen, Steve Waterman, Aurietha Hoesing Submitted by:

Abstract This is the first lesson is a series of three that fall under the unit Diversity of Organisms. In this lesson students will be first engaged in a whole class discussion on the importance of classifying objects in the world. They will brainstorm a list of ideas they already have about classifying, then make a list of questions they have about classifying. Students will then work in cooperative groups to discover ways to group objects (provided by the teacher) according to similar characteristics. Students will decide what criteria they used to group each object. Cooperative groups will then share their findings with other groups, then the whole class. After students have shared, they will then be presented with the scientific system of classification. This lesson will lead to the next lesson on classifying organims. Lesson fundamental understandings: Essential Questions: Plants and animals can be classified in different ways, but it is important for scientists to have a universal, understandable system of classifying plants and animals by their similar characteristics. Questions: 1. What does it mean to classify? 2. Why is it important to classify plants and animals? 3. What are some ways to classify plants and animals? 4. What is taxonomy? 5. How is taxonomy used in other areas of life? Standards National Standards DIVERSITY AND ADAPTATIONS OF ORGANISMS * Millions of species of animals, plants, and microorganisms are alive today. Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry. Content Standard K-12 UNIFYING CONCEPTS AND PROCESSES STANDARD: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes: * Systems, order, and organization State Standards 8.4.5 By the end of eighth grade, students will develop an understanding of diversity and adaptations of organisms. Lesson Prerequisite Skills Before beginning this lesson, students should understand how to identify the properties of an object, such as size, shape, color, texture, etc. Teacher Information/Situations/Setting/Time Time Frame-This lesson is designed to take place over the course of two forty minute classes. Situation – Students will work individually to construct and begin to fill in KWHL chart. They will work in groups to classify materials, facilitated by the teacher. Students will report their findings to the class by groups. Materials/Resources- (1) Students will need a copy of a KWL chart, either teacher copied or constructed by the students. A KWL chart is designed to assess prior knowledge and setup the lesson. K stands for What I Know, W for What I Want to Know, H stands for How I Will Find My Answers, and L for What I Learned. This chart may be part of a learning log, science notebook, etc. An example of a KWHL chart is included with this lesson as an example. (2) Students will need groups of objects to classify. An example used with this lesson is various types of sample fossils. Other objects could be used such as attribute blocks, toys, school supplies, etc. (3) Overhead projector. - Pre-lesson preparation – Materials to be classified should be readily available, along with copies of the KWHL, and an overhead copy of the KWHL. Assessment - Visual checks of the KWHL chart as students fill them out. Teacher observation of the classifying process, along with the group report following. Students will be assessed on how well they are able to group their objects according to their physical properties. Student Activity/Tasks Day 1: 1. Engage students with a discussion built around a KWHL chart. - What would it be like to shop if stores didn't group products? - The answers to the following questions will be filled out on the overhead projector, and have the students write out a KWHL chart on a piece of paper. - What do you already know about grouping and classifying organisms? - What do you want to know about organism clasification? - How could we find the information you want to know? 2. Explore by having pairs of students group the various materials and discuss the results. - The number of groups the students make will vary. - Have each partnership join another and share reasoning for their groupings. - Have one student from the joined partnerships explain the similarities and differences between the reasoning of the two partnerships. 3. Explain taxonomy. - Have the students write the definition in their notebooks. The science of classifying living organisms. - Have the students write their interpretation of the definition next to the definition. Enrichment/Alternate Activity: Students could classify different sets of objects for practice. Students could also classify various types of music, movies, clothes, etc. Cross-Curricular: Students could classify different sets of literature, such as mysteries, fiction, nonfiction, poetry, humorous, etc. by their various characteristics. Technology Requirements/Tools/Materials At the minimum, an overhead projector with a prepared KWHL chart and blank sheets of paper should be available. Another option could be to have the information on a word processing program, then you will need a computer along with a transmitter to a TV or LCD panel could be used instead of the overhead. Acknowledgements: Additional Resources Main URL: Related Lessons Related Resources Copyright © 1997-2003 Career Connection to Teaching with Technology USDOE Technology Innovation Challenge Grant Marshall Ransom, Project Manager All rights reserved.