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Science - 4th Grade
Standard 5 Objective 3
This activity asks students to sort and classify an assortment of objects helping them to understand the concept as it applies to classifying Utah plants and animals.
Linking Science and Literacy in the K-8 Classroom, NSTA.
Classification is the scientific process of organizing organisms into logical groups. Students need to know that they can discover the identity of any organism by following classification schemes. These schemes focus on similarities and differences. Students need lots of experience classifying anything and everything. By providing lots of exposure in various ways you provide more opportunities to succeed. This activity is more beneficial if taught multiple times using various objects for classification.
1. Use science process and thinking skills.
4. Communicate effectively using science language and reasoning.
Invitation to Learn
Invite students to pretend that its 2030 and we know aliens exist. Explain that 3 alien ships were fighting and they shot each other down. The remnants of the ship are in the desert and need to be cleaned up. The officers want to bury the bodies of the aliens with their ship, but the aliens are scattered all over the place. The officials need your help to determine which aliens went with which ship. Pass out the Alien Cards and Alien Organizer to each group. Ask groups to cut out the pictures and put them in the column with the ship they traveled in. *The idea is for students to group aliens with the similar symbol into the ship with the same symbol.* After allowing time for groups to work, have them share their findings with another group and defend why they did it that way. Discuss how students determined the ship to put each alien.
Curriculum Extensions/Adaptations/ Integration
Wolfe, P. (2001). Brain matters: translating research into classroom practice. Association for Supervision and Curriculum Development, Alexandria, VA.
Writing should be combined with other learning activities to provide different cognitive experiences. Having students write their results or procedures extends the scientific thinking, because writing is a more complex skill.
Marzano, R.J., Pickering, D.J., Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Association for Supervision and Curriculum Development, Alexandria, VA.
Comparing, classifying, and identifying similarities and differences are effective instructional methods that encourage scientific thinking.