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Legaspi, Britt; Straits, William – Science and Children, 2011
Categorizing organisms as living or nonliving things may seem to be intuitive by nature. Yet, it is regulated by scientific criteria. Students come to school with rules already in place. Their categorizing criteria have already been influenced by their personal experiences, also known as observations and inferences. They believe that all things…
Descriptors: Cultural Awareness, Cultural Influences, Inferences, Classification
Novakowski, Janice – Science and Children, 2009
This article describes the experience of a group of first-grade teachers as they tackled the science process of classification, a targeted learning objective for the first grade. While the two-year process was not easy and required teachers to teach in a new, more investigation-oriented way, the benefits were great. The project helped teachers and…
Descriptors: Formative Evaluation, Classification, Grade 1, Elementary School Teachers
Crowther, David T. – Science and Children, 2003
In this lesson, students use Bertie Bott's Every Flavor Beans--a "wild" candy written about in the Harry Potter books and now available in stores--to learn about classification and dichotomous keys. In these activities, students sort jelly beans according to a key and then construct a key for a "new" flavor of beans. Students then build on their…
Descriptors: Fantasy, Classification, Teaching Methods, Science Instruction
Barman, Charles R.; Stein, Mary; Barman, Natalie S.; McNair, Shannan – Science and Children, 2003
Last fall, "Science and Children" invited kindergarten to grade eight teachers to participate in a study investigating students' ideas about plants and plant growth (Barman et al. 2002). Two hundred twenty-seven individuals from 16 states in the United States, one U.S. Territory, and one Canadian Province responded to this invitation and…
Descriptors: Plants (Botany), Concept Formation, Elementary Secondary Education, Elementary School Teachers