Author: katpease

Classification Bead Activity

Objective: We will determine what classification in by completing a hands-on sorting activity that will aid in an investigation of classification through the use of a power point.

Materials:
1 set per group of 2 to 4 students of multi-mixed beads
(different shapes/colors)
1 Lab graphic organizer to record data on per student
Pens/Pencils
Internet connected computer with projector
Large sheet to make class bubble chart on
Procedure:
students are put into small groups of 2 to 4 students
Each group receives Lab Graphic Organizer , 1 per student
Teacher Explains directions/expectations for lab
A. Each group is to create 3 main groups using items teacher gives I in small container, all items must go into 1 of the 3 groups.
B. Each group needs to create a title and write out a description of what an item must have to be in that particular group (3 groups/3 descriptions)
C. Each group will sort out items into the correct group, remember all items must go into one of the three groups.

D. Each student with in the group must record data collected from the activity onto their graphic organizer for lab.
E. Each group is allowed to share how they sorted the items and
describe each group they created
F. Teacher explains to students that what they just did was
classification. Teacher asks students; “What do you think
classification means?”
G. Students discuss answers in small group and complete the bubble map that is on the graphic organizer for the lab.
H. Groups re-group as a class and volunteer ideas from bubble map to add to class bubble map in the classroom
4. Class re-groups and watch YouTube clip on taxonomy (https://www.youtube.com/watch?
v=F38BmgPcZ_I), teacher reminds students to add new information to their bubble maps
as they watch the film. Remind them that we are trying to answer the question
What does classification mean?
5. After film clip, re-group as a class and teacher allows volunteers to
add any new information the students have for the class bubble chart.
Teacher facilitates discussion to assist students to understand what
what classification is.
7. Students will do steps A to E again but will make 6 new groups from
the main 3 groups.
8. Class re-groups and discuss answers to the questions on next page.
9. Teacher will pass out outline notes that go with the power point on
classification.
10. Students will use the note outline that goes along with power point to answer exit slip
question.
Explain how the bead activity that we did in class relates to what you have learned about the way animals and plants are sorted from the power point.
-Complete sentences, 1/2 page or more

Name: ________________________________________ Class Period: ____
Questions to answer from activity…
What do the 3 main groups we first created represent in regards
to the movie clip on taxonomy?
What do the 6 smaller groups that were made out of the original 3 groups represent in regards to the movie clip on taxonomy?
3. What do you think would happen if we broke the 6 groups into 12 groups? What do you think these new 12 groups would represent in regards to the movie?
Answer the Exit Slip Question on the back of this sheet….
Explain how the bead activity that we did in class relates to what you have learned about the way animals and plants are sorted from the power point.

Name: ___________________________________________ Class Period: _______
Data Sheet / Classification Bead Activity

Tile of Group
Description of what must have to be in the group.
Items put into group

Title of Group
Description of what must have to be in the group.
Items in group

Bubble Map / Brainstorm

Classification

Explain how the bead activity that we did in class relates to what you have learned about the way animals and plants are sorted from the
power point.