Categorizing, Classifying, Organizing, My Own Collection,Instructional Objectives
Students demonstrate a working knowledge for alternative criteria when sorting and describing their collections.
Students begin to discriminate and refine their collections to meet their specific criteria.
Third Grade Speaking Standards: "Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people places thing, and experiences"
Writing for a specific purpose, an invitation
One class period for investigating student collections and discovering how they might be sorted and described.
Materials / Resources Required
Unit Vocabulary, from lesson one
|artifact||discriminate (sort by criteria)||label (n. v.)||precious metal|
|categorize||document (n. v)||manmade||
record (n. v.)
|category||features||map (v, n)||rock|
Focus Questions (and responses)
How are the items in my
collection alike/different... (manmade, from nature, shape, color, texture,
What are some attributes I can
assign to my items... (soft, round, hard, flat, plant material, valuable
What are some ways my
treasures can be sorted... (things found at school, things found at home
What is my criteria for
sorting groups the ways I chose to sort them... (shiny rocks, bumpy rocks, smooth
rocks, rocks with holes, flat rocks)
How do I feel about some of my
items... ? Is there a value I can assign to each
Are some of my items less
interesting to me than others...
Which items belong in my
collection and which ones should I discard or save for later
? Would I be interested in
trading some items with another student...
? What are some other objects that could fit in my collection that I don't have yet, that I have yet to find...
(reminders of gathering procedures)
Students are given 10 minutes to examine and begin sorting items from their collection box.
Use Focus Questions one through four, listed above, to facilitate student discoveries.
Items are to be sorted on student desks into a minimum of two groups.
Hold a five minute class discussion of patterns, categories and criteria students are using to identify their groups.
After the class discussion, allow 10 minutes for students to modify and re-group, and finalize their sort.
Give each student approximately 15 seconds to share their categories with the class.
Replace and store items in students' collection boxes.
This website allows students to create a "personal museum" where they chose a theme or just thier favorite pieces. They add descriptions and choose a layout to make it personalized.
IF STUDENT EXHIBITS THIS BEHAVIOR...
|Creates two groups and offers little or no justification for the collection.||Re-Teach grouping objective|
|Creates three to four groups yet offers minimal selection criteria||Re-teach generation of criteria|
|Creates three or more groups and is able to name two or more attributes for each group to justify selection.||Continue with creating a second set of groups based on a different criteria.|
|Creates multiple groups, using explicit attributes, and can re-arrange the collection to fit a different criteria given new attributes.||Mastery of grouping objective|
Collector's Field Log Evaluation*:
|Complete Collector's Field Log, complete page for each item in collection box, detailed illustrations and descriptions.||Exceeds Expectations||50-46 Points
|Complete Collector's Field Log, page for each item collected, basic illustrations and descriptions, no evidence of detail.||Meets Expectations||41-45 Points
|Partially completed Collector's Field Log, missing information on log sheets, all objects represented in log.||Minimal Effort||31-35 Points||C|
|Incomplete Collector's Field Log, log pages incomplete, pages do not match items in collection box.||Needs Improvement||30 Points or less||D|
*(Points are suggested, may be modified as necessary)