Definition[ edit ] Any thunderstorm which produces hail that reaches the ground is known as a hailstorm.
Science NetLinks Purpose To show students that many kinds of living things can be sorted into groups in many ways using various features to decide which things belong to which group and that classification schemes will vary with purpose. Context This lesson is the first of a two-part series on classification.
At this grade level, students should have the opportunity to learn about an increasing variety of living organisms, both the familiar and the exotic, and should become more precise in identifying similarities and differences among them. Firsthand observation of the living environment is essential for students to gain an understanding of the differences among organisms.
Classification Scheme is intended to supplement students' direct investigations by using the Internet to expose students to a variety of living organisms, as well as encourage them to start developing classification schemes of their own.
A Touch of Class extends this thinking by exposure to the idea that a variety of plants and animals organisms can be classified into one or more groups based on the various characteristics of a specific group. This lesson gives students the opportunity to look at and discuss different classification schemes.
Learning about a variety of living organisms helps them identify the similarities and differences among them.
Further, this information will help students realize that there are many ways to classify organisms but that any classification scheme depends on its usefulness. It follows that a classification is useful if it contributes either to making decisions on some matter or to a deeper understanding of the relatedness of organisms.
Research suggests that upper elementary-school students tend to group certain organisms in mutually exclusive groups rather than a hierarchy of groups.
Because of this tendency, students may have difficulty understanding that an organism, for example, can be classified as both a bird and an animal. Further, students do not recognize that trees, vegetables, and grass are all plants.
Students also tend to group things either based on observable features or based on concepts. For example, when students distinguish between plants and animals, they often use such criteria as number of legs, body covering, and habitat to decide whether things are animals.
Finally, elementary-school students typically use criteria such as movement, breath, reproduction, and death to decide whether things are alive. For example, some students believe fire, clouds, and the sun are living organisms, while others think plants and certain animals are nonliving.
Benchmarks for Science Literacy, p. Students could access these cards online, or you could print them out and make copies for students ahead of time.
Motivation Start this activity by having students participate in a brainstorming session where they come up with different ways in which objects or living organisms could be grouped e.
Ask students to write down their ideas in their journals. Then, ask students to think about some common objects they might find around their homes, like clothes. Ask questions such as: Could your clothes be divided into different groups like pants, shirts, shoes?
If so, how would you divide them? What about the dishes in your kitchens? How would you group those?
Next, divide students into three groups and assign one of the items listed below to each group. Have each group practice classifying objects according to physical structure and features. You should have the following items on hand: A box of assorted buttons A box of assorted tools A box of assorted keys Ask students to group the items according to any feature they choose.
Each group of students should keep a written record of how they divide the objects.
Then have students share their classifications with the rest of the class. What features did you use to divide the items? Do you believe that the way you have divided the items is useful in helping you to better understand the properties of the items?
What other features could you use to further divide your items?
Also, because upper elementary-school students tend not to use hierarchical classification, they may have difficulty understanding that an organism can be classified as both a bird and an animal.
Explain to students that scientists classify animals depending on the features they share and that animals can be classified in a number of different ways. For instance, they can be classified by where they live, by what they eat, and by their body structure.
Refer your students to the animal cards that are part of the Utah Education Network site. You can either have your students work online for this exercise or you can print out the page ahead of time and make copies for your students to use.
Ask each group of students to divide the animals based on whatever feature they choose. Remind them to write down in their journals how they have grouped the animals.
Ask students the following questions: Are there features that are shared by all of the animals?Purpose.
To show students that many kinds of living things can be sorted into groups in many ways using various features to decide which things belong to which group and that classification . The Kansas High School Activities Association approved two classification proposals for football and all Considerable clouds this evening.
An in-depth look at KSHSAA's new classifications. Box and Cox () developed the transformation. Estimation of any Box-Cox parameters is by maximum likelihood. Box and Cox () offered an example in which the data had the form of survival times but the underlying biological structure was of hazard rates, and the transformation identified this.
The Summer of and in particular and produced the best displays I have ever seen. I never realized that nature could produce such beautiful art work in the sky.
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