State Standards and Objectives for Classification: STANDARD V: Students will understand that structure is used to develop classification systems.
Objective 2:
Use and develop a simple classification system.
a. Using a provided classification scheme, classify things (e.g., shells, leaves, rocks, bones, fossils, weather, clouds, stars, planets). b. Develop a classification system based on observed structural characteristics. c. Generalize rules for classification. d. Relate the importance of classification systems to the development of science knowledge. e. Recognize that classification is a tool made by science to describe perceived patterns in nature.
Objective 3:
Classify organisms using an orderly pattern based on structure.
d. Report on changes in classification systems as a result of new information or technology.
Lesson overview
Activity 1 Materials and procedure are explained in the Classification Lesson document.
Activity 2 Materials: A copy of Creating Dichotomous key activity for each student. Procedure: Students use the classification web (branching diagram, flow chart) to label the shapes on the bottom. Students then fill in the dichotomous key on the back. They will need some guidance in taking the boxes from the front side and putting them in the right place on the back. Model how to do the first one or two. Students may find it useful to work in pairs to finish the dichotomous key.
Activity 3 Materials: A copy of the Whose shoe is It activity for each student. Procedure: Put students in groups of 10. Each student places one shoe on the table. As a group students follow the directions on the worksheet to classify the 10 shoes. After they list characteristics the students create a classification web (branching diagram, flow chart) on the back side. Based on the classification web they created the need to make a dichotomous key. The students will need to be reminded that this is exactly what they did with the shapes in activity 2. They will need guidance in taking the characteristics of the shoes they chose and putting them in the right place in the dichotomous key. After they created their key they need to switch groups and choose someone else's shoe. They should use the other group's dichotomous key to identify whose shoe they have. If correctly identified they return the shoe, if not then they need to verify whether they made a mistake using the key or if the key was made incorrectly. If the key is wrong the original group needs to correct the key. Students then answer the questions on the activity.
Activity 4 Material: Copy of The Mysterious Flytrap for half the students.Copy of the Great Panda Debate for half the students Procedure: Students read one of the articles and decide what stance they have. Should Venus Flytraps be considered plants or animals? How should Pandas be classified. Students will write four sentences supporting their claim. Divide students into groups based on what stance they have (you may have to have more than one group for a certain viewpoint if the groups get too big) . Students should then create a group report of at least four sentences. If time permits they should present what they wrote to the class.
STANDARD V: Students will understand that structure is used to develop classification systems.
Objective 2:
Use and develop a simple classification system.
a. Using a provided classification scheme, classify things (e.g., shells, leaves, rocks, bones,
fossils, weather, clouds, stars, planets).
b. Develop a classification system based on observed structural characteristics.
c. Generalize rules for classification.
d. Relate the importance of classification systems to the development of science knowledge.
e. Recognize that classification is a tool made by science to describe perceived patterns in
nature.
Objective 3:
Classify organisms using an orderly pattern based on structure.
d. Report on changes in classification systems as a result of new information or technology.
Lesson overview
Activity 1
Materials and procedure are explained in the Classification Lesson document.
Activity 2
Materials: A copy of Creating Dichotomous key activity for each student.
Procedure: Students use the classification web (branching diagram, flow chart) to label the shapes on the bottom. Students then fill in the dichotomous key on the back. They will need some guidance in taking the boxes from the front side and putting them in the right place on the back. Model how to do the first one or two. Students may find it useful to work in pairs to finish the dichotomous key.
Activity 3
Materials: A copy of the Whose shoe is It activity for each student.
Procedure: Put students in groups of 10. Each student places one shoe on the table. As a group students follow the directions on the worksheet to classify the 10 shoes. After they list characteristics the students create a classification web (branching diagram, flow chart) on the back side. Based on the classification web they created the need to make a dichotomous key. The students will need to be reminded that this is exactly what they did with the shapes in activity 2. They will need guidance in taking the characteristics of the shoes they chose and putting them in the right place in the dichotomous key.
After they created their key they need to switch groups and choose someone else's shoe. They should use the other group's dichotomous key to identify whose shoe they have. If correctly identified they return the shoe, if not then they need to verify whether they made a mistake using the key or if the key was made incorrectly. If the key is wrong the original group needs to correct the key.
Students then answer the questions on the activity.
Activity 4
Material: Copy of The Mysterious Flytrap for half the students.Copy of the Great Panda Debate for half the students
Procedure: Students read one of the articles and decide what stance they have. Should Venus Flytraps be considered plants or animals? How should Pandas be classified. Students will write four sentences supporting their claim.
Divide students into groups based on what stance they have (you may have to have more than one group for a certain viewpoint if the groups get too big) . Students should then create a group report of at least four sentences. If time permits they should present what they wrote to the class.