TEACHING KIDS ABOUT

Grade Level: 6

Time Required: 1 class period

Purpose
Students will learn about the system of classification by classifying themselves. They will
discuss the process used and other options available. Students will give examples of and tell the importance of classifications. Students will learn to use a dichotomous key and apply this knowledge in order to determine different classes of fish, trees or salamanders. Students will define certain elements that determine specific classification differences and understand the process used to identify the topic of their choice.

Lesson Plan
1. Pass out the colored/numbered shapes and tell the students to form “groups.” All students must be classified in the same manner regardless of how they choose to classify.

2. If students go too long without coming to an agreement, call the class to order and discuss what happened. This also will lead to a class discussion of the importance of consistent and specific classifications.

3. Formed groups must list X number of things that can be classified and/or why these things are classified that way and/or examples of the different specific classes.

4. Teacher will model the process for identifying a salamander by randomly picking a picture of one of the choices. Students will play an active role in the deciding factors and determining to which numbers to go.

5. When students have a sufficient grasp of the classification process, they can each choose which item they wish to classify based on their own interests. Teacher can offer suggestions as to the easier or harder key depending on the child and the challenge.

7. Students will exchange pictures and their answer with someone in their group. That student will see if their partner’s classification was accurate or if it is debatable and must justify any ideas - supportive or otherwise.



CRITIQUE OF MRS SARINE (science teacher in grade 6)

Decide the method you will use to teach the content of your lesson. For example, does it lend itself to independent reading, lecture, or whole group discussion? Sometimes it is best to use a combination of these methods: beginning with a couple minutes of lecture, followed by a short whole group discussion to ensure that the students understand what you have taught them.
Create a materials list and vocabulary list and add to this as you write your procedure so that you know exactly what you will need including equipment, number of copies, page numbers from books.


A lesson plan helps the learners to achieve their learning objectives. It is necessary to give us guidelines for conducting learning activities. However, it is only a plan and should be carried out in a flexible manner to allow for changes depending on the contributions from learners.
The group through discussion should be able to determine the criteria so that they can agree about what are the most important issues