Classification

Elizabeth Pride, Michelle K, Chloe Norpel



Hi, this is Elizabeth. The bowls are taken care of and are large. I don't know if I am bringing up the updated version. Pls ignore if this is "double" info. In the Goal section, we had discussed taking the % out and putting each child completing 2 tasks(star matching).

Why is this important section(Connections): Students need to learn how to catagorize objects since it is a basic skill and will set up a foundation for other math and science skills.

Classroom description: My copy has none. We should specify size of classroom and any special needs students. See you tonight!

Hi, Michelle here; wikispaces isn't cooperating with me tonight, so I'm in the process of attaching some thoughts and additional information to include in our lesson plan to an email (TitanWeb) to everyone. I noticed that some of the questions I added were similar to version 3 (great), but I think that there are other additions worth adding as well. Take a look, let me know what you think. If you don't get a chance, just letting you know that all the stars are "accounted for" and I have plenty of bears for everyone. See you tomorrow! -Michelle

**4/18/2010 POST CHAT: Amanda again. I have added more questions and rationale as well as more adaptations and rationale. I have also changed the goal and added assessment into the closure activity. I need ideas for more questions/rationale, potentially more adaptations (we don't want to go overboard though), and the last portion of the lesson plan where it talks about if we have too much time or run out of time. Please either change on plan and re-name to another version or wiki post or e-mail me and I will change to my master. Thanks!**

4/18/2010: This is Amanda. Thanks Elizabeth for the input. New lesson plan posted, additions in technology section as well as some explaining for our rationale (did I spell that correctly?) for certain questions. Posted as V2. It is now 3:23pm. If no new requests are made before 3:45ish I will post to D2L as rough draft for Lucky to access.

4/18/10 I have the appropriate color cups, not bowls. They should work nicely. Due to my computer settings, I am unable to type directly on to the lesson plan. I will post here. Goal/Objectives may need to be more clearly defined, specific as to what we are measuring. Limitations of the tool: Students with motor skills development issues. Assist them. Possible limitation with seeing the board. Move students into a cirlce or move desks around.

Advanced Preparation: Bowls-Eliabeth(not Amanda), arrive early-Michelle and Elizabeth(this is what it looks like below)

4/18/10: I do not have access to a die cut machine. What type of material for the stars are we looking for? Is it something I can purchase??? If not, then I am not able to provide the stars. ***I will bring the bowls for sure and get to class around 5:10 to help Michelle with preparation.

4/17/2010: Amanda here. Lesson plan is posted. PLEASE, if you make changes, save plan to your computer and post it as a different name here, like V2, V3 so we can follow changes made. Do not delete previous lesson plans.** __ ELIZABETH! __**- do you have access to a die cut machine? If so, are you able to cut 20 red, 20 blue, and 20 yellow stars? If so, are you able to get to class at about 5:10/5:15 to help tape them to the bottom of chairs? This will save Michelle a lot of work. __// WHO BRINGS WHAT? //__ //__Chloe__//: 4 flannel boards, 4 red sheep + 12 red wool bags, 4 blue sheep + 12 blue wool bags, 4 yellow sheep + 4 yellow wool bags. //__Michelle__//: enough blue, yellow, red maniplatives for all groups. You do not have to bring ALL frogs, but make sure there are enough of the same shape/item for an individual group. It does not matter if I have frogs, you have bears, Chloe has pigs and Elizabeth has monkeys, but each group has to have the SAME item in the three different colors. Aim for each group having 3-5 items of each color. Also the stars (20 each of yellow, blue, red) **if **Elizabeth is unable to. //__Elizabeth__//: Stars please. If you absolutely cannot bring the stars, please bring the colored bowls. You will need 4 yellow, 4 blue, and 4 red. Preferrably ones that are colored inside AND out. Otherwise get paper/styrofoam and color them yourself.** Post to here what you can do**. //__Me (Amanda):__// I will write the lesson plan (already done for the most part). Please look at and edit.** You may also e-mail me changes and I will change on my master plan and post to the WIKI.** I did not enter the reason for the questions so please help me out with that! When as good as we can get it, I will put in D2L as well as print copies for class (one for each of us and one for Lucky). I will post whatever lesson plan we have finalized to D2L for Lucky to look at before our group chat. Then I will re-post the FINAL version before class on Tuesday. I will also bring the bowls if Elizabeth can do the stars. If she cannot do the stars she will bring the bowls.

For our lesson I think we should focus on 'Same/Different' or 'Matching.' The concept of 'classification' is too hard for kiddos.

Intro/review past concepts: Story with flannel board - Chloe bring in? - Just basically reviewing colors. Students who cannot match colors will not be able to name them. This could also be a check for understanding however. Other ideas for reviewing assuming our kiddos do not yet know same/different or have only matched when given 1-2 choices of colors and we are expanding to 2-3 or 3-4 choices?

Core Instuction: Ice cream cones? 2 diff colored cones per table with 2 or 3 diff colored ice creams to match? Sorting beads/bears/little figures/other manipulatives? As is intro to matching concept, should only reinforce a few colors rather than throwing the entire load at them (red, blue, yellow, green?).

Closure (check for understanding): Walking around room to check ice cream cones or whatever we decide on? Other ideas?

Independent Practice: Color hunt: each student finds 1-2 item(s) of color around the room and puts on top of matching colored piece of construction paper? We could place items around room and bring in construction paper. Quick way to reinforce as well as monitor and check. Other suggestions?

Remember, we are pretending our classmates are 3 or 4 years old!

Who does what? I (Amanda) will write the lesson plan if others want to plan materials, organize lesson better. Any suggestions?

Hi ladies, this is Michelle I agree with the idea of only using three colors; how about the primary colors since this is what they usually learn first. Also, do you think we need to have a story for the intro - or could we just do this as a flannel board matching activity. On the flannel board we could have "colored stars" (or some other shape) for the three colors (one star of each color). Students could each have a flannel board piece (ie. red wagon/circle - I think we talked about the idea of using colored circles for this since that only gives one variable - the color - so it's clear to students what we are working on learning) and when it is their turn, we could ask them to put their "red circle" under the "star" of the same color, and use/introduce the termonology of "same color" and "matching", for those kidoos who may not have the concept entirely grasped.

Core: To keep things similar and consistant with the intro, I like the idea of using bears/beads/figures at their tables; having them put the manipulative into a "matching" color bin/bowl. Again, just using the three primary colors. This is what exactly what classification is at this stage even if we don't use the term "classification" with them. Putting objects into matching, or same, groups is the skill of classification.

Closure: Sounds good, just wondering if we are still giving them a small color "square"... to hold onto for reinforcement as they search. I think this would be good.

I don't mind bringing in materials and/or organizing ideas. Also, at school I was just using a fun color matching game with one of my students. It has a "star" of each color and picture pieces such as a blue sandpail, yellow rubber duck,... I was thinking this would be easy to use for the closure activity instead of having to find all these individual objects to bring into class to use. We could just put the picture pieces out around the room for students to find, then bring up to match. They could say what their object is as they bring it up to match it (also a good verbal skill connection) and we could help with color recall (since in real life, these students may not all have color identification/names down) as they match it to the construction paper/star. What do you think? I don't mind either way, just thought I'd throw the idea out there. Keep in mind that even if they aren't able to name/identify the color (which usually does come later than just being able to match) they should still be able to work on the matching of same colors. The assessment part would only be on if they matched it to the right "star/construction paper" color, and not if they identified the correct color name. I'm open to thoughts/suggestions 4/11: Also, from looking at other people's pages, we could post the lesson plan on here and I could fill most of it in once I get feedback from everyone and then you could all plop changes in and edit where you see fit.

4/16: Amanda again. Below I started the lesson plan but did not fill in the actual content as we need to discuss more. PLEASE add/edit this document and post with new version number each time so originals are not lost in case we need to go back. Also save a copy of your changes to your computer in case the file does not upload correctly for some reason. Feel free to edit what I entered as it is just a quick write up. We need to figure out if we are planning modifications for certain made-up students with disabilites - something we can discuss in the chat.