Classroom Mini Museum, Showcasing our CollectionsInstructional 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"
Materials / Resources Required
Focus Questions (and responses)
? What are some ways my treasures can be sorted... (things found at school, things found at home etc.)
? 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 item...
? 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 consideration...
? 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...
Give each student a large sheet of (desk sized) paper for displaying and labeling their collection.
Ask students to label, by writing directly on their paper, each of their categories and to be prepared to defend their classification criteria.
Give each student approximately 15 seconds to share their categories with the class if they have made any changes or additions from Day Four.
Students are given the opportunity to "carousel" and look at the items other students have collected and categorized..
On your signal, ask students to move from desk to desk, show their respect for others' items by not handling the displays while they view their peers' collections.
This classroom fieldtrip will be a preview to the culminating unit activity, creating your Classroom Mini Museum, Lesson 4.
As students return to their own collections, use Focus Questions five through nine, listed above, to stimulate further evaluation of collections.
Replace and store items in student collection boxes. Roll large paper and save for Mini Museum "Grand Opening"
Set up a date for a "grand opening" and send out invitations.
Extensions or Follow-up
Illustrative Materials: parent letter, Creating our Classroom Museum,
Teacher Observation Evaluation of Ability to Sort and Classify Items in a Collection:
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
|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)