MaddieSilber NancyLeeBergey ScienceMethods TermIIIScience Ms.SettlesThirdGradeClassatPennAlexander Students:Finn,Eric,Ben,Risa,Annie,Stephen(higherachievingstudentsintheclass) InitialIdeas AtfirstIimaginedIwoulddosomethingrelatedtorice,asallthethirdgradeclassesat PennAlexanderarecurrentlylearningaboutriceforsocialstudies.IspokewithJakeabout differentideaspertainingtorice.Wediscussedclassifyingriceasasciencelesson,butI thoughtricemightbealittletoosmallandtoosimilartosuccessfullyclassify.Ididwantto dosomethingrelatedtoclassificationbecauseIrememberenjoyingthatunitwhenIwasin gradeschoolandthisyearinoursciencemethodsclass.Irememberedyoumentioningthe ideaofcollectingleavesandusingthatinasciencelessonduringmethodsclassonce.I reallylikedthatideaanddecidedtocombinetheideasofclassificationandleavestogether.

r. CoreDecisionofLessonDesign WhatStudentswilllearnabouthowscientistsandeverydaypeopleclassifythings. Specifically,theywilllearntouseadichotomouskeytoclassifyleaves.Mygoalistohave studentsunderstandtheimportanceofwhypeopleclassifyobjects.Ialsowantthemtobe abletoevaluateleavessomethingtheyseearoundthemallthetimeintheir neighborhoodandhavewatchedchangedcoloroverthecourseofthefall,butmaynot haveactuallythoughtabout.Thislessonwillencouragethemtolookattheridges,the colors,thepoints,thestems,etc.IwantthemtobeabletoworkwithnaturesinceIdont seethemdothatoftenintheclassroom. HowIplantoteachthecontentwithamixofguidedpracticeandindependentpractice. FirstIwanttorelatethecontenttotheirlives,discussingexamplesofclassificationthey experienceallthetime(libraries,grocerystores,etc.).Ithenwanttopracticecreatinga dichotomouskeytogethersotheycanseehowitworks.Ihopethattheywillthenknow howtocreateonewithoutme.Iwanttomakesurewegettocheckingtheirkeysand potentiallyaddingmoreleavestobetterassesstheirunderstanding.ThisisawayIcansee theirthinkingandseeiftheyhavefullygraspedtheconceptofadichotomouskey. WhyIselectedthistopicbecauseIthinkclassifyingthingsisafunactivity.Ialsothinkitis importantforstudentstoworkwithnaturesotheygrowupwithasenseofrespectand appreciationforourfragileenvironment.MyinquiryquestionisabouthowIcan incorporatestudentsinterestsintomylessonplanningtomakemyteachingmorerelevant totheirlives.Ithinkincorporatingleavesintomylessonisanacknowledgmentofthe seasonsandtheenvironmentbothrelevanttotheirlives.Ibelievethiskindofteaching makeslearningmoreinterestingtostudentsandmorefun.Ithinkitseasiertolearn somethingifyouunderstandwhyyourelearningitorhowyoucouldimplementthis learningpracticallyintoyourownlife.Theyjustfinishedaunitaboutsoundintheirscience class,whichIrealizeisunrelated,butstudentsoftencomplainedthattheydidnotliketheir scienceclass.Forthisreason,IthoughtIwouldtrysomethingdifferent.

NancyLee Bergey 12/2/12 8:45 AM Comment: Thatissortofshockingsound canbeareallyfununit!Andcertainly relevanttotheirlives!

LessonPlanTemplate Goals/ObjectivesStudentswillbeabletoclassifyavarietyofleavesusingadichotomous key. Standards ThreeDimensionsoftheFramework: ScientificandEngineeringPractices:Obtaining,evaluating,andcommunicating information CrosscuttingConcepts:Patterns CommonCore: WritingStandardsGrade3:ResearchtoBuildandPresentKnowledge:8.Recall informationfromexperiencesorgatherinformationfromprintanddigitalsources; takebriefnotesonsourcesandsortevidenceintoprovidedcategories. MaterialsandPreparation 2whiteboardandeaselsanddryerasemarkers linedpaper flowerpictureswithtapeonthebackofthemtapedtothewhiteboardwithapiece ofchartpapercoveringthem bagofleavesorleafpicturesifneeded pencils ClassroomArrangementandManagementIssuesIplantoperformthislessoninthe thirdgradepodoutsidemyclassroom.Iwilluse3tablessetupsoallstudentsarefacing me.Inordertobestmanagemygroup,Iwillbesuretomakemyexpectationsasclearas possible.Iwillacknowledgeoursettingandthefactthatthereisanobserverbysaying,I knowthisisadifferentspacethansomeofyoumaybeusedtoworkingin,andtheremay bedistractionsofotherclasseswalkingby,butweneedtostayfocusedonthislesson.Even iftherearepeoplewalkingby,Ialwaysknowyouarepayingattentionwhenyoureyesare onmeoronthetaskyouareworkingon.Thepersonsittingbehindyouis (Hope/Jake/Renata)andtheyarejustheretoobserveme. Plan [5minutesforgettingsettledinthepodandpackingupattheend] Introduction:[4minutes] Wearegoingtobelearninghowtoclassifyobjectstoday.Thisisapracticethat scientistsuseallthetimetocategorizethings.ButIbetyouveseensomeexamples ofclassificationinyoureverydaylives.Forinstance,whenyougotothegrocery store,youseethatallthefoodsarearrangedbycategory.Forinstanceallthe produceissetuptogether,andwithintheproducesection,alltheapplesare together,allthetomatoes,etc.Cananyoneelsethinkofatimewhentheyhaveseen thingsclassifiedorcategorized?(Bookstore,musicstore,library)Canyouimagine tryingtogetthroughyourgrocerylistinastorewhereeverythingwasput randomlyontheshelves?Thechickenwasinonecornerandthebeefwasallthe wayintheoppositecorner?Whyisclassification,therefore,important?(Becauseit makespeopleslivesimplerandkeepsthingsorganized.) DirectInstruction:[5minutes]

NancyLee Bergey 12/2/12 8:46 AM Comment: PleaseaddCoreideasforyour finalpresentation Madelyn Silber 12/14/12 1:52 PM Formatted: Font:Bold Madelyn Silber 12/14/12 1:52 PM Formatted: Bulleted + Level: 1 + Aligned at: 0.25" + Indent at: 0.5" NancyLee Bergey 12/14/12 1:52 PM Comment: Yes,Iamafraidyouwillhave troublefindingtherealthingatthispoint. Madelyn Silber 12/14/12 1:57 PM Comment: Iendedupusingpictures. NancyLee Bergey 12/2/12 8:50 AM Comment: Iwouldsuggest,atthisgrade level,findingsomethatreallyaresimilar picturesofseveraldifferentkindsofmaple trees,forexample,andseveraldifferent kindofoak,sothatthestudentswillsee bothsimilaritiesanddifferences.Ifyou wantafaroutlierfromthese,ginkgomight beagoodchoice.Allofthesearetreesthey willseeintheirneighborhood. Madelyn Silber 12/14/12 1:59 PM Comment: Iendedupusing3maple leavesand2oakleavespergroupandif theyfinishedearly,Ihadanotheroakanda dogwoodleafreadytogo. NancyLee Bergey 12/2/12 8:50 AM Comment: Explainingyourobserveris veryrespectfulofstudents.Thankyou. Madelyn Silber 12/14/12 2:00 PM Comment: Forgottodothisintheactual lesson!! NancyLee Bergey 12/2/12 8:51 AM Comment: Whynotgetthemtotellyou whatislocatedtogetherinthe supermarket? Madelyn Silber 12/14/12 2:01 PM Comment: IagreeIaskedthemwhat theyfindtogetherinthesupermarket.An exampleofaresponsewasjunkfood. NancyLee Bergey 12/2/12 8:51 AM Comment: Thisisclassificationalready NancyLee Bergey 12/2/12 8:52 AM Comment: Istheresomekindof classificationsysteminyourown classroom? Madelyn Silber 12/14/12 2:01 PM Comment: Lovedthisidea.Imadesureto askthisquestionandstudentscameupwith ourclassroomlibraryperfectexample.

Wearegoingtocreatewhatscalledadichotomouskey.Dichotomousjustmeans dividedin2.Socreatingakeylikethismeansyoutakeagroupofsomethingand keepdividingitintocategoriesof2untilyoueachitemisinitsowncategory. ImgoingtodemonstratewhatImeanusingflowers.(Showallflowersexceptthe dahlia)Imgoingtostartbydividingthisgroupofflowersintotwo:Straightstems andbentstems.(Writeoutkeyonsecondwhiteboardeasel.)NowImgoingtolook atallthestraightstemmedflowers.Ineedtodividetheminto2again.Thosewith purpleandthosewithoutpurple.Nowtheonepurpleflower,thefritillary,isinits owncategory.Iwilldividetheotherthreestraightstemmedonesagain:Thosewith petalspointingoutandthosewithpetalspointingin.Nowthecosmosisinitsown category.Nowweneedtodividethelaststraightstemmedonesin2again:Those withorangeandthosewithoutorange.NoticehowIdidntsaythosewithorange andthosewithyellow,becauseifweweregoingtoaddmoreflowerstothiskey,we couldhaveaflowerthatdoesnthaveeithercolorandthenwedbestuck.Sonow thetulipandtheroseareeachintheirowncategoriestoo. GuidedPractice:[10minutes] Nowletslookatthebentstemmedflowers.Cananyonethinkofawaytodivide theseintotwo?(Responsegiven.)Doesthatwork?Thumbsupifyouagree. Wewillcontinuetodividethebentstemmedflowerswithstudentsuggestions.If neededIwillcontinuetomodelhowIwoulddividetheflowers. Letsaddonemoreflowerandseehowwecouldclassifyitusingourkey.Showthe Dahlia.Whichfirstcategorydoesitbelongto?(StraightStemmed)Now,doesithave purple?(No.)Doesthishavepetalspointingourorin?(Out.)Doesithaveorangeor not?(No.)Noweneedtoaddonemoreruletodifferentiateitfromtherose.Takea 30secondsandthinkabouthowyouwouldclassifythis.Sharewithapartneryour idea.Whocantellmeanideayouoryourpartnercameupwith?(Addtherule.) Nowletsdoafinalcheck.Letsclassifythesnowdropagain.Wheredowestart? (Gothroughuntilthesnowdropiscategorizedagain.) IndependentPractice:[12minutes] Iamgoingtosplityouupinto2groups,3ineach.(Risa,Ben,Finn&Annie,Eric, Stephen).Youaregoingtoeachgetasetofpicturesoffallleavesandclassifythem bycreatingadichotomouskey.(Iwilladvicethemnottocategorizebysizebecause thepicturesmightnotbeexactlytoscale.Whowantstovolunteertobetherecorder intheirgroup?(Choose2students)Rememberthatweareallworkingtogether.If youuseonepersonsideaforonedivide,useanotherpersonsideaforthesecond. Discussion:[7minutes] Letsdoafewtestsofeachgroupskeytomakesurealltheleavesendupintheir owncategory.(Iftheydont,whatdidntwork?) Assessmentofthegoals/objectiveslistedabove Iwillassessthestudentsbyseeingifthedichotomouskeystheymakework.Iwill alsobeassessingaswegobyaskingforstudentstocomeupwithwaystocategorize theflowers.Iwillbemovingbetweeneachgroupwhiletheyworkindependentlyto listentotheirdiscussionsandassistifneeded. Anticipatingstudentsresponsesandyourpossibleresponses

NancyLee Bergey 12/2/12 8:57 AM Comment: OK,thedifferencebetween whatyouaredoinghereandwhatIdidis thatyouaredoingtheclassifying,whereI hadclassmembersdoit.Ididthiswith5th grade,soIcanseethatyoumightwantto holdontotheabilitytomakeitcomeoutas youwish,withyoungerkids,butaproblem heremightbethatifyoudoitaloneitwill gomuchmorequickly.Sometimesslowing thingsdownhelpskidshavetimetogetit. Ilikethatyoutalkedaboutnotsaying orangevsyellow.Otherissuesthatariseare thingslikebigandnotbigwhereyouneed somecriteriontodeterminewhatcountsas bit. NancyLee Bergey 12/2/12 8:57 AM Comment: Ah,OK,sorrythisisgood. NancyLee Bergey 12/2/12 8:58 AM Comment: Goodpoint. NancyLee Bergey 12/2/12 8:58 AM Comment: Irecommend5leavesper group. Madelyn Silber 12/14/12 2:04 PM Comment: Itookthisadviceandgave5 leavestoeachgroup. NancyLee Bergey 12/2/12 8:59 AM Comment: Whynotendbyshowingthem anofficialclassificationsystem? Madelyn Silber 12/14/12 2:05 PM Comment: ThisIwouldhavelikedtodo butdidntthinkwewouldhaveenough time.IfIweretoteachthelessonagainI wouldwanttomakesuretoworkthisin becauseitbringsthelessonoutsidethe classroomtotherealworld,whichIthinkis soimportant. NancyLee Bergey 12/2/12 8:59 AM Comment: Authentic! NancyLee Bergey 12/2/12 9:00 AM Comment: Youmightevenwanttohave anadditionalleaftoholdbackincasethis goesreallyquicklywherewouldthisnew speciesfitintoourclassificationscheme? Madelyn Silber 12/14/12 2:06 PM Comment: Asstatedincommentabove,I heldback2leavesforeachgrouptoaddto theirclassificationsystems.

ManagementIssuesIcouldseestudentspotentiallygettingbossyduringthe independentpractice,tryingtoasserttheirideasoverothers.Iwillbethereto mediateandencourageteamparticipation.Iwillexplainmyexpectationsandideas aboutwhatgoodgroupworklookslikebeforetheybegin.Iwillalsogivestarsto students(amethodusedintheclassroom)forworkingwelltogether,ifneeded. ResponsetoContentoftheLessonIimaginestudentswillfindthistobeafun activityasitsalmostlikecreatingamaporagame.Iamalittleworriedaboutthe timingofthingsbutifIfindthatmyflowerguidedpracticeistakingtoolongorthey seemtogetthepointquickly(orstartofferingoutideasbeforeIaskforthem),then Imightnotcompletetheentirethingtomakesuretheyhaveenoughtimetomake theirown.IwillonlydothisifIcansensethateveryoneisunderstanding. Accommodations AccommodationsforstudentswhofindthematerialtoochallengingBecause thisisallguidedpracticeandgroupwork,studentswhoarestrugglingwillbeable toalwaysaskme(duringguidedpractice)ortheirgroupmates(duringindependent practice)forhelp.Imightsitbythemmoreforoneononehelpduringindependent practiceifneeded.Iwillpaycloseattentiontoseeifeveryoneisraisingtheirhandto respondduringguidedpracticeandtrytogetachangetocalloneachstudent. Accommodationsforstudentswhomayneedgreaterchallengeand/orfinish early?Ifonegroupfinishesearly,Iwillhaveextraleavesforthemtoaddtotheir dichotomouskeys.Theycanaddmoreuntiltheothergroupisfinished.Ialsomight askthemtocheckafewoftheonestheyalreadydid. References: Bigelow,Mary.(2009).NSTABlog:Classification.Retrievedfrom http://nstacommunities.org/blog/2009/02/23/classification3 Watson,SandyandMiller,Ted.(2009).NSTA:ClassificationandtheDichotomousKey: ToolsforTeachingIdentification.Retrievedfrom http://learningcenter.nsta.org/files/tst0903_50.pdf

NancyLee Bergey 12/2/12 9:02 AM Comment: Yourpicturesarebeautiful!I usuallyuse7objectswhendoingthis,which seemstobeenough.Youhave9. Madelyn Silber 12/14/12 2:07 PM Comment: Icutitdownto7muchmore realistictimewise. NancyLee Bergey 12/2/12 9:02 AM Comment: Ilikethisflexibility NancyLee Bergey 12/2/12 9:04 AM Comment: Itisharderthantheyimagine, althoughyoucanmakeiteasierwiththe choicesofleavesyouoffer.Themain difficultyisrememberingneverto recombinegroups.Kidsdothiswhenthey realizethatatraittheyareusingtodivide itemsfitstheothergroup,too. NancyLee Bergey 12/2/12 9:04 AM Comment: Nice!

Madelyn Silber 12/14/12 2:21 PM Deleted: NSTADichotomousKey Lesson: NancyLee Bergey 12/2/12 9:04 AM Deleted: NancyLee Bergey 12/2/12 9:05 AM Comment: Forsomereasonthatfirstlink doesnotopenforme.Ididnottrythe second.Bettertoincludeareal bibliographicentryforthefinal presentation. Madelyn Silber 12/14/12 2:14 PM Deleted: NSTAClassificationBlog: http://nstacommunities.org/blog/2009/02 /23/classification3/