Using Inquiry to Group Minnesota Critters

Ginger Baldwin
Bert Raney Elementary
Granite Falls, MN
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Summary

In this classroom activity, groups of 2-4 students will observe the characteristics of a variety of pictures of Minnesota critters and sort them into groups using their own ideas for the groupings. After grouping the critters, the students will chart their grouping ideas and findings on large paper to share with the class. Students will then move to small centers and group those animals according to the directions at the center. Those findings will then be shared. The idea is to realize that even though each group may have the same critters, the groupings may be different depending on the criteria used to group them. Examples: nocturnal or diurnal / habitats (grass, water, or woods) / by size / by color / amphibian, reptile, or mammal . . .


Learning Goals

  • Students will observe and investigate various characteristics of Minnesota critters.
  • Students will chart and give reason for the way they grouped the Minnesota critters.
  • Students will sort Minnesota critters according to given grouping criteria.

Key concepts:
  • Animals (various critters) can be grouped according to observable characteristics.
  • The grouping/sorting of animals depends upon the criteria or purpose of the grouping.
  • Not all people will determine groups the same way.
  • There is not always just one right answer.
  • If comparing things, it is important to know what you are comparing.

Vocabulary:
  • Grouping or sorting
  • Characteristics
  • Diversity

Context for Use

This activity would be a good introduction to classifying or grouping for a certain purpose or for using certain criteria. I would do this activity in grades 3-5, although an easier version of this could be done with younger kids too. Students should work together in small groups to generate questions and discussion.

The small groups should consist of about 2-4 students. Using pictures of the animals would be best, but names of animals could work if the students know what these animals look like. Don't assume that they have all had the same experience with animals.

Description and Teaching Materials

Supplies needed:
  • groups of pictures (about 10-15 for each group) of a variety of Minnesota critters to begin the activity.
  • additional groups of 10-15 pictures of Minnesota critters (All of these pictures should be the same for each group)
  • large paper and markers to display their group's information

Activity:
  1. Divide your class into groups of 2-4 in each group.
  2. Pass out about 10-15 pictures of Minnesota critters to each group (the pictures should vary from group to group).
  3. Students should observe the characteristics of the critters and sort them into groups using their own ideas for the groupings.
  4. After grouping the critters, the students will chart their grouping ideas and findings on large paper to share with the class.
  5. After sharing this information, student groups will then move to one center for their group. They are to group the animals at that center according to the directions at the center. All center groups should have the exact same animals but with different criteria for grouping. Examples: nocturnal or diurnal / habitats (grass, water, or woods) / by size / by color / amphibian, reptile, or mammal ...
  6. Those findings will then be shared. The idea is to have students realize that even though each group may have the same critters, the groupings or findings may be different depending on the criteria or purpose.

Teaching Notes and Tips

I have not done this activity with my 4th graders, but I felt it was an easy activity to start introducing some inquiry into my classroom and to get my students more acquainted with their Minnesota natural surroundings.
This type of activity using the inquiry approach could be easily modified to fit any subject matter in your curriculum.

Assessment

The students will share their charts of how they grouped their Minnesota critters and give their reasons for their choice of grouping.

The students will write a short response about why it is important to find out if there is any certain criteria or purpose for how something should be grouped.

Standards

Science - Inquiry:
4.I.B.1
different comparisons might occur due to different criteria or purpose
Science - Diversity of Organisms:
4.IV.B.1 and 2
grouping observable characteristics depends upon the purpose of the grouping

References and Resources