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Classification Key

This lesson plan is for a 5th grade science class. Students will learn to use classification keys by sorting jelly beans into flavors. The teacher will give each student 7 jelly beans and a classification key. Students will follow the key to identify each jelly bean's flavor and record their answers. The teacher will model using the key first. Then students will independently sort and identify 10 jelly beans total. At the end, the class will discuss how classification keys are useful for making sense of the world.

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112 views

Classification Key

This lesson plan is for a 5th grade science class. Students will learn to use classification keys by sorting jelly beans into flavors. The teacher will give each student 7 jelly beans and a classification key. Students will follow the key to identify each jelly bean's flavor and record their answers. The teacher will model using the key first. Then students will independently sort and identify 10 jelly beans total. At the end, the class will discuss how classification keys are useful for making sense of the world.

Uploaded by

api-270241956
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Page County Public Schools Lesson Plan Template (revised August 2015)

Grade Level: 5th

Subject: Science_

Teacher: Boyd/ Weikle

Date: __10/2/15___

Standard

5.1 The student will demonstrate an understanding of scientific reasoning, logic, and
the nature of science by planning and conducting investigations in which
a)items such as rocks, minerals, and organisms are identified using various
classification keys;

Essential Knowledge or Skill


(From Curriculum Framework)

Use classification keys to identify rocks, minerals, and organisms.

Cognitive Level(s)

Use classification keys to identify rocks, minerals, and organisms. (3 apply)

Big Ideas (Essential


Questions, Enduring
Understandings, how this
lesson relates to these, etc,)

Essential Understandings:
Scientists have created order in the world we live so we can better understand it.
All living organisms are organized according to their genetic relationships.

Essential Questions:
What is a classification key?
Why are classification keys helpful?
Objectives(s) (behavior,
conditions, criteria for
mastery)

I will be able to classify items using a classification key so I can understand how to use
them in the real world. I will know I know it when I am able to accurately go through
the steps in the classification key to identify materials.

LEARNING TARGET

Individual

Background knowledge:
Students began sequencing objects by their physical characteristics as early as kindergarten:
K.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and
conducting investigations in which d) a set of objects is separated into two groups based on a single physical
characteristic.
This continued in first grade:
1.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and
conducting investigations in which; c) objects or events are classified and arranged according to characteristics or
properties.
In second grade they work on classifying when two or more properties are used:
2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and
conducting investigations in which d) two or more characteristics or properties are used to classify items.
Third grade became even more challenging by adding in more sets and subsets.:
3.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and
conducting investigations in which c) objects with similar characteristics or properties are classified into at least two sets
and two subsets;
Fourth grade classification lent itself more to animal classification.
4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and
conducting investigations in which b) objects or events are classified and arranged according to characteristics or
properties.
Horizontally it is coming after learning about vertebrates and invertebrates, which they classified using task cards.

Misconceptions:
Classification keys dont always work.
Classification keys are confusing.
Previous Student Learning Data:
My data is based on formative assessment activities like bell ringers and exit tickets, as well as the PCPS pretest.

Time
5 minutes

Anticipatory Set
Brief discussion on how to sort things. What have we sorted in the past? How do you know how to sort
things?

Time
5 minutes

Teaching/ Instructional Practice


Objective: I will be able to classify items using a classification key so I can understand how to use them in
the real world. I will know I know it when I am able to accurately go through the steps in the classification
key to identify materials.
I do: Explain the task: Each student will get 7 jelly beans to sort using a classification key. They are to
follow along the classification key in order to figure out what flavor it is. They will be given a recording
page to write their answers on. The recording page includes the following sections: classification key route
(1a, 2b, 4d, 8a), what kind they think it is based on the route they took, and if they were correct.
Whole group

Assessment

What is your job today? How will you get this job done? What question do you have?

Time
5 minutes

Guided Practice and Monitoring


Objective: I will be able to classify items using a classification key so I can understand how to use them in
the real world. I will know I know it when I am able to accurately go through the steps in the classification
key to identify materials.
We do: Model how to go through the classification key. Lets try to identify the flavor of the bean before
eating it. We will go through the keys in order to identify the bean flavor.

Assessment
Time

Through teacher observation.


Differentiation Plans
Students with IEPs will have their needs met as required by their accommodations. Other students will be
seated based on their needs behaviorally.

Time
15-20
minutes

Time
10 minutes

Independent Practice
They do: Students will fill out their recording sheet as they classify the 10 jelly beans by their flavors.

Closure
Objective: I will be able to classify items using a classification key so I can understand how to use them in
the real world. I will know I know it when I am able to accurately go through the steps in the classification
key to identify materials.

At the end of class, we will come back together to talk about their task. What did you use to determine
what flavor jelly bean you had? What other things do we classify in the world? (They should know
vertebrates and invertebrates from last weeks lessons.) Why would we want to classify things? (To make
sense of the world.)
Formative
Assessment

This occurs as I am walking around monitoring, questioning, and observing that the students understand
classification.

Resources:

Dixie cups to put jelly beans in (105 total), jelly beans (10 per student, 735 total), copies of the
classification key (1 class set), pencils, recording sheet (105 total).

Materials:

Dixie cups to put jelly beans in (105 total), jelly beans (10 per student, 735 total), copies of the
classification key (1 class set), pencils, recording sheet (105 total).

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