Lesson Plan:

Button Classification

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Grade
Subject
Standards
August 10, 2015
by Sharon Schellenberg

Learning Objectives

Students will be able to classify objects into categories based on their attributes.

Lesson

Introduction (5 minutes)

  • Gather your students into a circle and display the cover of Pete the Cat and His Four Groovy Buttons.
  • Read the book, placing extra emphasis on the colors and shapes mentioned in the story.
  • Tell your students that they will be learning to categorize buttons by their attributes.

Explicit Instruction/Teacher Modeling (10 minutes)

  • Ask your students to guess what an attribute is.
  • Give clues by describing some attributes about yourself.
  • Tell your students that an attribute is something that describes someone.
  • Scatter the button cards in the circle.
  • Invite your students to describe some ways the buttons could be organized.
  • Invite each student choose a button card that is near him.
  • Go around the circle and ask each student to describe his button card by color, shape, and button holes.

Guided Practice/Interactive Modeling (15 minutes)

  • Tell your students they will play a classification game with the buttons.
  • Tell your students that classification is putting things into groups that have the same attributes.
  • Tell your students that you will call out an attribute and they will stand and find their friends that have button cards with those same attributes.
  • As soon as they find their group, they will sit together and hold their cards in the air.
  • Advise your students to avoid yelling and running as they find their groups.
  • Begin the game by calling out, "Colors!"
  • Your students will look at their button cards, stand up and find friends with the same color buttons.
  • As soon as they find their group, they will sit together and hold their button cards in the air.
  • Continue the game by calling out, "Shapes!"
  • Continue the game by calling out, "Number of holes!"
  • Invite your students to trade button cards with a friend, then play the game again.
  • Have your students return to the circle with their button cards.
  • Tell your students that you will call out a specific attribute. If their button card matches the attribute, they will hold their card up.
  • Play by calling out different attributes: e.g. yellow, blue, four holes, and so on.
  • Tell your students you will call out two attributes.
  • If their card matches both attributes, they will hold their card in the air.
  • Play by calling out the following: red + four holes, green + four holes, pink + triangle, blue + square.
  • Continue the game by inviting students to call out their own attributes.

Independent Working Time (15 minutes)

  • Collect the button cards.
  • Hand out the Buttons worksheet.
  • Tell your students to put the sheet on the floor in front of them.
  • Tell your students to put a finger on a triangle button.
  • Explain that they will be drawing a circle around all of the triangles.
  • Tell your students to put a finger on a blue button.
  • Explain that they will be drawing a line under the blue buttons.
  • Ask your students if they have questions about the worksheet.
  • Dismiss your students to work in their table spots.
  • Observe and support your students as they work.

Extend

Differentiation

  • Enrichment: Above level students may complete one of the optional graphs to further categorize the button worksheet.
  • Support: Give struggling students simple clues as they work.

Related Books and/or Media

Review

Assessment (5 minutes)

  • During Guided practice, look for students who are participating and following the rules.
  • Your students should be able to quickly respond to the attribute prompts by the end of the game.
  • During Independent Working Time, look for students who are following directions and focusing on their own work.
  • Your students should be able to circle the triangles.
  • Your students should be able to underline the blue buttons.

Review and Closing (5 minutes)

  • Ask your students to describe what an attribute is.
  • Ask your students to describe what a category is.
  • Ask your students to think of other things that could be put into categories.

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