Classification with Seeds

Transcription

1 Classification with Seeds Grade Level: 1 Time: Four class periods By: Tiffany Burchette (Amherst County Public Schools) Students begin this lesson by engaging in the process of classification of seeds based upon attributes or properties that describe objects in a collection. Students are introduced to the idea of classification as an organizing principle of science and are given the opportunity to classify seeds. This classification introduces students to the diversity of seeds and sets the stage for an open inquiry investigation. Students are supported as they pose a question for investigation and carry out the investigation. Other utilized skills include data collection and using the data to answer their investigation question. This lesson was developed through the Introduction to Inquiry: A Professional Development Model to Reform Teacher Practices project directed by Science by Inquiry at Sweet Briar College and funded by the Virginia Department of Education Math Science Partnership Grant (MSP) Classification Page 1

2 Objectives Know Objects can be classified based upon their physical properties Plants need water, sunlight, nutrients (found in soil), air, and space to grow Understand Physical properties from observations can be used to classify and arrange objects so that similarities and differences are apparent. Plants have basic needs in order to grow including light, water, and nutrients. Do Students will sort and classify a variety of seeds according to rules. Students will ask questions, design, and carry out an investigation involving seeds and plant needs. Students will collect and analyze data pertaining to their designed investigation. Students will draw conclusions based upon their investigation data. Classification Page 2

3 Standards Virginia Standards Science 1.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which: a) the senses are used to observe differences in physical properties; c) objects or events are classified and arranged according to characteristics or properties; g) a question is developed from one or more observations; i) observations and data are recorded, analyzed, and communicated orally and with simple graphs, pictures, written statements, and numbers; and j) simple investigations and experiments are conducted to answer questions. Science 1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be classified according to certain characteristics. Key concepts include: a) plants need nutrients, air, water, light, and a place to grow; c) plants can be classified based on a variety of characteristics. Science 1.7 The student will investigate and understand weather and seasonal changes. Key concepts include: a) changes in temperature, light, and precipitation affect plants and animals, including humans. Classification Page 3

4 Context and Background Information The lesson invites students to identify the differences in physical properties from among a collection of things. As this lesson falls within a unit on plants, it is appropriate to tap into the skill of classification using seeds as a basis. This gives students further experience with the skills of using physical properties, making observations, and grouping objects based upon similar characteristics. Students will use their senses to classify objects and arrange them according to attributes or properties. This classification of seeds also serves as an engagement activity to the inquiry, promoting students to ask questions about seeds, eventually leading to an investigation about seeds, plants and their needs. This lesson is designed as an open inquiry: Students pose a question to investigate, they design the method to follow, and they collect data and observations. Students organize their data using appropriate tables, charts, and graph formats to use their data as evidence to support an answer to the question posed. These data and observations are communicated orally. It was enlightening to witness students able to complete KWL charts, journaling observations, and graphing results. Students had great group dynamics and they worked together to accomplish a common goal. ~Tiffany Burchette Classification Page 4

5 What You Need A variety of seeds for sorting: I used larger seeds, like sunflower seeds, pumpkin seeds, etc. because I knew it would be easier for tiny fingers to manipulate. ~Tiffany Burchette magnifying glasses balance scales rulers graduated cylinders various cups for planting seeds various soil for planting seeds graph paper science journal Classification Page 5

6 Getting Ready Since I conducted this lesson well into the school year, my students were familiar with classification, as well as the names of tools (balance scale, ruler, thermometer) and what the tools are used for. Students should have experience with using a variety of measurement tools in order to prepare for an open inquiry. They may not be particularly competent with reading the tools, but they should be familiar with recognizing a change in the tools. Also my students were familiar with bar graphs because students are required to graph the weather on a daily basis. Classification Page 6

7 Day One: Engagement 1. Provide students with sets of assorted seeds. Ask them to sort and classify them based upon attributes identified by the student. Students were selected based upon their Scientific Investigation Assessment in which they had to identify their five senses, as well as scientific tools. 2. After students have worked in small groups, they will then assemble into a class discussion about what they discovered and how they were able to sort the seeds. The goal is to create a class list of rules for sorting the seeds. 3. Students next complete, individually, a pre- assessment KWL in which they are asked to draw/write what a seed needs in order to grow and survive. 4. Look over the KWL at the end of the day and group students based upon level of details in the K part of the KWL. This will help you to target those students that may need more assistance and to challenge those student groups that are already comfortable with seed needs. I recognized that students are able to work independently without providing every detail of the lesson. I found it difficult to not provide the answer when students prompted me with questions. I was shocked to find that students are able to think inquisitively and construct models, as well as articulate their results pictorially and verbally. ~Tiffany Burchette Classification Page 7

8 Days Two and Three: Setting the Stage for Investigation Identifying Testable Questions 1. Put students into their assigned groups based upon their level of knowledge. 2. Return their KWL from the previous day and ask them to complete the W section of what they want to know. During the Want to Know discussion, students will write (brainstorm) questions about seeds, about the various groupings that the class came up with on the previous day, and extrapolating the content to the relationship between seeds and plants. 3. The teacher will explain what a testable question is. Emphasize that a testable question will lead to finding an answer and not to confirm what they already know. 4. From among the questions that are generated during the brainstorming session, students need to select one testable question for investigation. I believe the most difficult part of the open inquiry lesson was permitting student groups to create their own testable question. However, utilizing a KWL helped to rectify a potentially difficult situation. Students discussed what they knew about plants and then several of the groups questions can be summed up as what does a plant need to grow? ~Tiffany Burchette Materials and Method 1. Once a question has been selected and approved by the teacher, students will design a method that will investigate their chosen question. 2. The teacher will walk around the classroom listening to students discuss what question they might test and will prompt them to defend their selection with probative questions (e.g. What will you be measuring? How will you find the answer? What materials will you need? What will you hold constant? How will you make sure the test is fair?) 3. Support students as they determine what data to collect and how to collect it. Tell students that great scientists can only share their discoveries when they collect and share data. Students needed to talk it through with each other and then the teacher to come up with a plan for recording their observations, as well as their data. Classification Page 8

9 Most of the teams decided to measure the growth of the plant. One team wanted to measure the weight of the plant and another team wanted to measure the temperature of the soil. The team that wanted to measure the temperature of the soil was redirected by asking a simple question as to what would the purpose of measuring the temperature of the soil bring, their response was they just wanted to use thermometers. They decided to measure the growth of their plant with a ruler. ~Tiffany Burchette Set up the Investigation 1. Allow students to gather their materials and begin their experiment. Prompt the students to go over their procedure with their teammates one time orally before beginning to the investigation. Remind students that they need to be writing down their data and observations, and remind them of their plan for this. 2. Set expectations for how the students should communicate with each other and with the teacher during the investigation. I have a stop light that I use and move clips to reflect student behavior. Over the next several days, allow a few minutes for students to observe their seeds/plants and collect and record their data. Encourage students to articulate their data verbally and/or written and in pictures. Classification Page 9

10 Last Day: Analysis Making Meaning of the Investigation Experience 1. Provide students with graph paper and ask them to create a graph of their results. This may be overwhelming to some students. To scaffold this, model a bar graph on the SMART Board and provide a rubric. I used data from our class weather chart to model how to use a bar graph. It was very familiar with the students because we graph the weather on a daily basis. I had not utilized the vocabulary of x- axis or y- axis so I had to substitute with up and down and left and right. 2. Allow students to present their question, methods, and results using the bar graph as a support. Classification Page 10

11 Assessment Objectives The overall learning objective of this lesson (The Big Idea) is for students to understand the concept of classification and gain experience designing their own investigation. Learning goals also include: graphing and analyzing data to answer an investigation question; and collaboration and communication skills that lead to a deeper understanding of the nature of science. Assessment Plan The assessment will be given pre and post data, class discussion, teacher observation, individual and group questioning. Pre- lesson Assessment One portion of a large scale assessment was on sorting and classifying. The results of this assessment will be used to identify students knowledge of classification. Students will also complete the Know section of the KWL chart. This allows the teacher to see what students already know about plants and also group students based on ability levels. Formative Assessments: As students are working, the teacher will ensure that the students are on- task and will provide assistance where needed. Listening in on group discussions and asking prompting questions will help to both assess the students progress and to steer the students to design valid investigations. Some possible questions to use while students are working include: What will you be measuring? How will you find the answer? What will you hold constant? How will you make sure the test is fair? Summative Assessments: Use the provided rubric for the bar graph both to help students make a bar graph and to assess this skill post- lesson. (See Appendix.) Student groups will share their findings and discuss their created graphs. This lesson was age appropriate and the students enjoyed manipulating with several materials. The fear that they would goof around and not take the experiment seriously was quickly diminished. ~Tiffany Burchette Classification Page 11

12 Acknowledgements o VDOE o sciencecompanion.com o inquiryinaction.com o carolinacurriculum.com Classification Page 12

13 Appendices: Handouts 1. Rubric for bar graph Classification Page 13

14 Rubric for bar graph Student(s) A Great Graph Has Yes No Title X- Axis (Up and Down) Y- Axis (Left to Right) Coloring the bars *5 points each Total: out of 25 points Student(s) A Great Graph Has Yes No Title X- Axis (Up and Down) Y- Axis (Left to Right) Coloring the bars *5 points each Total: out of 25 points Student(s) A Great Graph Has Yes No Title X- Axis (Up and Down) Y- Axis (Left to Right) Coloring the bars *5 points each Total: out of 25 points Student(s) A Great Graph Has Yes No Title X- Axis (Up and Down) Y- Axis (Left to Right) Coloring the bars *5 points each Total: out of 25 points Classification Page 14