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    This document provides instructions for a classroom activity called "Classifying" where students organize information into categories. Students are given categories to label sections of paper or index cards. They then classify objects by writing them in the appropriate categories. For example, when learning about the five kingdoms of living things, students would write the kingdoms as headings and classify bacteria under Monera or deer under Animalia. The activity allows varied time and can be done individually, in small groups, or with the whole class.

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    This document provides instructions for a classroom activity called "Classifying" where students organize information into categories. Students are given categories to label sections of paper or index cards. They then classify objects by writing them in the appropriate categories. For example, when learning about the five kingdoms of living things, students would write the kingdoms as headings and classify bacteria under Monera or deer under Animalia. The activity allows varied time and can be done individually, in small groups, or with the whole class.

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    21 views2 pages

    3 Classifying

    Uploaded by

    api-266761119
    This document provides instructions for a classroom activity called "Classifying" where students organize information into categories. Students are given categories to label sections of paper or index cards. They then classify objects by writing them in the appropriate categories. For example, when learning about the five kingdoms of living things, students would write the kingdoms as headings and classify bacteria under Monera or deer under Animalia. The activity allows varied time and can be done individually, in small groups, or with the whole class.

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    of 2

    Category: Identifying Similarities and Differences

    Tite: #3 Classifying
    Time Needed: Varied
    Room Arrangement: Typical Room Arrangement
    Materials: Categories graphic organizer, pieces of paper split into parts, or index cards, pencils,
    textbooks, notes, or additional resources and whiteboard or projector.
    Process/Directions: Model for the students how to split up their paper, head their categories, or
    index cards. Tell the students what they must put in each category, give one or more example.
    Either continue to classify all objects as a whole group, or allow students to work in small groups
    or individually.
    Example of when I would use this: In a lesson on the five kingdoms of living things, have the
    students write the five kingdoms at the top of the categories, sections or on index cards. Give at
    least one example for them, like putting bacteria in the Monera classification or a deer in the
    animal classification.
    Source:
    Marzano, R., & Pickering, D. (2001). Classroom instruction that works: Research-based
    strategies for increasing student achievement. Alexandria, Va.: Association for Supervision and
    Curriculum Development

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