Classification

This is a great article about Classification. The authors, using the 5-E model, have written a very thorough article describing the value that standard classification activities lead to. The... See More

This is a great article about Classification. The authors, using the 5-E model, have written a very thorough article describing the value that standard classification activities lead to. They discuss how two different information-processing systems are used; sorting and ranking. They also point out the misconception that teachers can add to during their teaching by omitting the ranking process. The first activity listed is a sorting activity complete with objectives, materials, and directions. As the students advance through this 5-E cycle about Classification, the article discusses what the students are accomplishing. It also includes a classification key for a typical 5-Bean Soup mixture that the students can use during their activities. A rubric to grade the students’ construction of their own dichotomous key during the Application process of the lesson is included. The authors have even included a sample of student’s work. Very thorough, well written, and easy to follow, I recommend this article to any teacher wanting to include a fully developed Classification Unit in their curriculum.

Taxonomic Keys with Peas, Please!

This article provides an excellent lesson on dichotomous keys. Many students are familiar with field guides, but few of them have ever seen a key that identifies an organism by its scientif... See More

This article provides an excellent lesson on dichotomous keys. Many students are familiar with field guides, but few of them have ever seen a key that identifies an organism by its scientific name (genus and species). Using the 5 E Learning Model, instructions are provided to guide middle school students through a series of sorting, ranking and classifying activities that will eventually allow them to create their own dichotomous keys for several different types of beans and peas. As students learn how to make their dichotomous keys, they are also practicing several process skills including observing, measuring, comparing and contrasting, and inferring. The authors include a rubric to use to evaluate each student’s dichotomous key, and a student sample is shown where a student group made a dichotomous key using paper fasteners. Students exchange dichotomous keys to allow for peer evaluations. Student groups are given feedback that persuades them to review and revise their group keys BEFORE the classification systems are handed in to the instructor for evaluation.