Melinda Miller Lesson Title: Classifying Objects by Observable Properties Grade Level: 1 Core Material: Science 1st Grade

e o Standard 3 Physical Science: Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials o Objective 2 Analyze objects and record their properties o Indicator a Sort, classify, and chart objects by observable properties, e.g., size, shape, color, and texture Process Objective: The student will observe the properties of objects and classify the objects into two groups according to their properties. Behavioral Objective: Given a group of objects, students will document at least one way to classify them into two groups according to observed properties of the objects with 100% accuracy. Materials Needed: 6 bins of objects, each bin containing a different group of similar objects o Ex: rocks, pine cones, leaves, etc o Ex: clothing items o Ex: large cut out shapes o Ex: Food items/wrappers o Ex: Shoes o Ex: Books o Ex: Candy o Ex: stuffed animals 6 poster boards with two large circle drawn on them Classification graphic organizer worksheets Science Background: Classifying is a simple process of sorting objects into groups. The process of classification can be found in the world all around us. Its used in sorting food at the grocery store, when putting toys away into the proper bins at school, in assigning students to school buses based on where they live, in scientific experiments, and in so many other various ways. The simplest form of classifying is done by sorting objects into groups. They are sorted by distinguishable properties. This can be done in endless ways, such as by size, shape, color, texture, weight, etc.

Kids will have fun coming up with different ways to classify objects according to their characteristics. (Martin, David J., Constructing Early Childhood Science, p49-50) Misconception Information: An object cannot be classified. Lesson References: - Martin, David J., Constructing Early Childhood Science - Bennys Animals and How We Put them in Order by Millecent Selsam

Attachments: - Attachment AClassifying Graphic Organizer Procedure: 1. EngageCall a group of students up to the front of the classroom with a common characteristic. Have the class guess what characteristic they have in common. Continue with this game for a few rounds. During the last round, further sort the group of students into two different groups according to two different traits and have the class guess what those traits are. Tell the students that they just classified their friends into groups. Ask the students what it means to classify. Explain that to classify means to sort objects into groups according to a common trait or characteristic. You can classify all kinds of objects. Tell the students that they will be working in groups to come up with as many ways as they can think of to classify a group of objects that I give them. Inquiry Question In what ways can we classify our set of objects? ExploreTell the students they will now be given the chance to classify a group of objects in small groups: 1. Take the bin of objects your group has and classify them into two groups by placing them into the two circles on your big piece of paper. 2. Record how you classified them by drawing the objects on your worksheet, and labeling each circle. Model for them how to do this by showing them the worksheet. 3. Make it a gameCome up with as many ways as you can think of in (10) minutes. See which group can think of the most. Set a timer in front of the kids so they know to listen for the ding.

4. Record each of your ideas on your worksheet. 5. When the time is up, each group will share the objects they had, and one idea they had of how to classify them. The following are guidance questions a teacher could ask before, while, and after students do the experiment: o What are some different ways we could classify objects? o Size, shape, use, color, etc o What are some other objects we could classify? o What things or in what way do we classify things everyday? 2. ExplainHave students revisit their inquiry question. Discuss as a class different ways that the students came up with to classify their objects. 3. Extend/ElaborateHave groups present their set of objects and share one way they classified them. Engage the students in a discussion by asking them about ways they classify things everyday? (weather, groups/turns according to lunch line order, table groups, etc). 4. Evaluate Phase Formative Strategies Questioning and anecdotal observations The teacher will circulate through the room and assist students with classifying their objects. Will prompt and stretch student thinking during experiment by asking questions. Teacher uses responses to these questions as well as observation to gage what needs to be further explained in following phase. Remind the students of the meaning of classification and engage students in a discussion on how they use classifying everyday. Through questions and circulating during student work, teacher will evaluate if students are appropriately working toward accomplishing objective. Summative Strategies None Anecdotal Notes and Observation of student classifications

Engage Explore

Explain

Anecdotal observational notes

Elaborate

Anecdotal Notes and Graphic organizer

(Attachment: A) Name:

Classifying _____________________________

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