Planning Sheet for Single Lessons s2

Cluster: 1. Diversity of Living Things Planning Sheet for TITLE: Introducing Everyday Classification Systems Year: 6. SLO 6-1-02 Single Lessons. Lesson 1

Learning Outcomes/Goal Focus Teacher Reminders Children’s Tasks Gear Required A. Scientific Inquiry Teacher begins by asking if students know Overhead projector. Cluster 0. GLO B2, E1 how to classify things. Initiating, Researching & Planning Answer: of course! One each of 6 Canadian coins (penny, Use of pre-assessment tool. Teacher produces 6 coins nickel, dime, quarter, loonie, toonie). Implementing; Observing, Measuring & (penny, nickel, dime, All students likely to classify in 6 groups Recording quarter, loonie, toonie) using value of coin (one for each coin). Tree diagram template. Use coins to introduce basic idea of and asks individual classification. students to classify using Shoes (one each for students and teacher). Use shoes to further develop appreciation 2 or more classes. of many levels of classification. KWL chart Record information. Teacher asks if this is correct Some possibilities that might be suggested Analyzing & Interpreting classification. Answer: of course! Teacher are colour (2 classes, toonie identity Identifying similarities and differences in 2 challenges students to suggest another uncertain), size (2 to 6 classes), value (2 to classes of objects (coins and shoes). classification, again using 2 or more 6 classes), date (2 to 6 classes), animal on Use of tree diagram. classes. one side (2 classes). Concluding & Applying Conclude regarding necessity to classify Teacher records suggestions on overhead, complex world. and asks if they are correct. Answer: all are Conclude regarding many ways of correct. Teacher leads discussion to two classifying. simple conclusions. (1) Classifications are Apply knowledge of classifications to used to impose order on complexity. (2) aspects of our everyday worlds. There are many different ways to classify the same group of objects. Four student volunteers physically put B. STSE Issues/ Design Process/ shoes in groups following class Decision Making Teacher takes off 1 shoe; asks students to suggestions. Students suggest 3 classes, Identify that everyday objects can be take off 1 shoe; all placed at front of room possibly based on colour, size, type. placed into classes with increasing level of (if a student is embarrassed, do not insist). Students must include all shoes in one of Questions to consider in your planning / precision as the number of classes Ask how to classify shoes using 3 groups. the classes. delivery increases. Ask students to begin a process of dividing Students proceed to classify until one shoe 1.How long will each phase last? C. Essential Science Knowledge classes into sub classes and so forth until per class. One student asked to draw the 2.How am I going to organize working Summary each shoe is in a class of its’ own. Teacher process using a tree diagram on the groups? (1) All objects are unique, but can be notes limitation of a tree diagram that overhead (template provided). 3.How will I organise and distribute the grouped into classes based on some allows for only two options. gear? similarity(ies). (2) There is not typically Student groups discuss how to respond. 4.Am I emphasising specific skills and just one ‘correct’ classification for a Ask groups to suggest and record Possible suggestions are: natural—day knowledge development? collection of objects. (3) Classifications are classification systems that are important in (dark, light), year (4 seasons); temperature 5.Am I giving clear instructions? necessary to impose order and facilitate how we structure our lives (3 natural and 3 (hot, temperate, cold); human made—day 6. What must I look for in monitoring communication. human made). (play, study, eat), year (school, vacation), student learning? place (home, school, park, shops). What will you assess? Teacher concludes that classifications are Reasons for classifying. parts of our everyday lives, allowing us to Typical bases of classification. make sense of what is often a complex Correct use of tree diagram. reality. This theme continues in next Students complete K and W sections of How will you assess it? lesson. chart (attached) Responses to questions in unit test. Journal work. Teacher introduces KWL strategy. Anecdotal in-class evidence. Teacher introduces Journal work (see attached). Journal guidelines discussed. Students assigned Journal task.