Using Inquiry to Group Minnesota Critters
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
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
- 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:
- Divide your class into groups of 2-4 in each group.
- Pass out about 10-15 pictures of Minnesota critters to each group (the pictures should vary from group to group).
- Students should observe the characteristics of the 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.
- 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 ...
- 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
This type of activity using the inquiry approach could be easily modified to fit any subject matter in your curriculum.
Assessment
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
- 4.I.B.1
- Science - Diversity of Organisms:
- 4.IV.B.1 and 2
- grouping observable characteristics depends upon the purpose of the grouping
- 4.IV.B.1 and 2