Constructing explanations for science and designing solutions for engineering I Can Statement 5 minutes We begin today's lesson by reading the I Can statement together. It says, I can classify objects in at least 3 different ways. I ask students if they understand what classify means in this sentence.
Make observations and measurements to identify materials based on their properties. Classification is a process used by scientists in many fields. I am setting the foundation for this at the beginning of the year so that when students are required to classify minerals, powders, and conductors in standard 5-PS, they will already have the background knowledge necessary.
They will also be classifying stars, based on similarities, in standard 5-ESS Classification can also help them when analyzing data during experiments they will be conducting throughout the year. I randomly call on students and begin hearing terms such as: Guided Practice 10 minutes I explain to students that terms that describe the physical state of an item, such as those they just gave me, are called physical properties.
Things such as color, texture, shape, magnetism, etc. They already have their science notebooks out, and as I record the definition above in my notebook on the overhead, they copy it down. I write things in my notebook for them to copy so that the ESE and ELL students have a visual for spelling and proper note taking.
It also allows me to have a copy that I can refer back to when we are reviewing the concept later. I explain that scientists use these properties to help them classify items. Classification is important to scientists so that they can group things based on similarities.
I grab a basket of items that include: I inform them that the items must be separated into at least two groups, but can be divided into as many groups as they would like. Some groups may have many items in them while other groups may only have one item.
If an item does not fit with any others based on the property chosen to classify by, then this item would be an outlier and would fall into a separate group by itself.
Students are already sitting in cooperative groups in the classroom and begin discussing all the different ways these items could be grouped together. I give them about 5 minutes to record all possible ways on their white boards while I circulate to listen to discussions.
I have students hold up their whiteboards after 5 minutes and I go around to each group and share what they have recorded. Explore 30 minutes Setting Up the Notebooks Now that students have heard a variety of different ways to classify items in a basket, I provide them the opportunity to practice on their own.
We have discussed several times how important it is for scientists to organize their work so it is easier to share with others.
I explain that they will need to create a chart for the groups they divide the items into. For right now, they do not know how many groups that will be.
I ask them to write basket one as the heading, and draw a large rectangle. Then below that, write basket two, and draw a large rectangle. Continue doing that until they have five baskets with a rectangle for each.
I explain that they will divide their rectangle into how many groups they have. For example, in the charts I created, I classified the items in basket one into three groups, the items in basket two into two groups, and the items in basket three into four groups.
I show them my complete chart for the basket we just went over at the bottom of the classification chart paper so they can see one completed. The paperclip is in a group by itself because it is the only item made of metal. I make sure there are no questions about how to complete the charts.
Cooperative Group Activity I provide each group with a basket of items, each basket is numbered. You can put any items you want into the baskets, I use items I can come up with several ways of grouping.
I have them begin grouping them and completing the charts. While they are doing this, I circulate to observe and check work in notebooks.Sep 25, · Enrichment: Students can classify objects in more than one category. For example, a rock can be smooth but also hard. Support: Give categories to these students to put their objects into.
For example: smooth, rough, heavy, light, hard, soft.4/5(1). Sort Shapes and Objects Goal: Classify familiar plane and solid objects by common attributes, such as color, position, shapes, size, roundness, or number of corners, and explain which attributes are being used for classification.
Classifying Objects into Group Step-by-Step Lesson Look at the pool of objects below. Grab a pair of scissors and cut out all of the objects below.
Can you think of two different categories that these objects might belong to? Write the name of the categories at the top of the rectangles below and paste the object in the correct category. Classifying Objects into Group Step-by-Step Lesson Look at the pool of objects below.
Grab a pair of scissors and cut out all of the objects below. Can you think of two different categories that these objects might belong to?
Write the name of the categories at the top of the rectangles below and paste the object in the correct category.
Classification is a method used to group objects, study or observation according to their common factors. Mostly these essays use a hierarchy to sort things into an order according to their importance. If an item does not fit with any others based on the property chosen to classify by, then this item would be an outlier and would fall into a separate group by itself.
Students are already sitting in cooperative groups in the classroom and begin discussing all the different ways these items could be grouped together.