Classifying science in a box
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The document describes an activity where students will classify animals in different ways and explain their classifications. Students will group animals based on their own criteria, find 3 ways to classify the animals, and explain their methods and how the classifications could be useful. They will also compare two animals by listing their similarities and differences, including where they live and what they eat. Finally, students will compare their classifications with others in their group.
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Field primatologists face a number of challenges. He or she must locate subjects, habituate them to the
presence of an observer without disrupting their natural behavior, and learn to recognize individual
animals from amongst a group. Only then can the primatologist begin "data collection" -- making behavioral
observations in a systematic way.
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observer and not just watch the most "interesting" animal, and 2) it is impossible to see and record
everything, particularly if many primates are together in a group.
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behaviors are recorded at pre-selected moments in time (e.g., every 30 seconds). Instantaneous or scan
sampling is best achieved with a sample interval time as short as possible, and with behaviors that are very
easily identified. It is recommended that the observer create a list of possible behaviors, based upon
research, prior to beginning their fieldwork. When the observer is well prepared, this is an excellent
method for collecting a large amount of data on a group of animals.
It is only by collecting data systematically in this way that primatologists can describe and summarize the
complex behaviors of primates. Observation sampling lets primatologists measure natural behavior and
later address interesting comparative questions, such as:
How do primates spend their time? Do activity patterns vary with age or sex?
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Do males and females compete for mates differently?
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Background: How do we study primates?
Field primatologists face a number of challenges. He or she must locate subjects, habituate them to the
presence of an observer without disrupting their natural behavior, and learn to recognize individual
animals from amongst a group. Only then can the primatologist begin "data collection" -- making behavioral
observations in a systematic way.
There are two problems: 1) you need to maintain objectivity as an
observer and not just watch the most "interesting" animal, and 2) it is impossible to see and record
everything, particularly if many primates are together in a group.
Therefore, all primatologists use
SAMPLING techniques to record their data. There are different types of sampling methods primatologists
employ.
For this assignment, we will use Scan Sampling. Based upon this technique, an animal's observed
behaviors are recorded at pre-selected moments in time (e.g., every 30 seconds). Instantaneous or scan
sampling is best achieved with a sample interval time as short as possible, and with behaviors that are very
easily identified. It is recommended that the observer create a list of possible behaviors, based upon
research, prior to beginning their fieldwork. When the observer is well prepared, this is an excellent
method for collecting a large amount of data on a group of animals.
It is only by collecting data systematically in this way that primatologists can describe and summarize the
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Are individuals equal in their social group, or is there a social ranking?
Do males and females compete for mates differently?
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Pretend that you are a primatologist from another planet. You have just arrived on earth, and have taken
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be different from the lives of other people. But most of your ideas about life off-campus come from either
watching TV, or from other strange settings, like the Starbucks or the mall. You begin to ask yourself, what
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The document discusses a classification project-based learning unit where students will learn about classifying organisms and create their own classification system. They will work in groups to research and classify animals according to the six-kingdom system. The unit objectives are for students to understand classification systems, work collaboratively, and demonstrate classification skills. Parents are asked to ensure students complete assignments and actively participate in groups.
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Through this inquiry, our Pre-K learners worked on a project to learn more about animals and to document their findings with graphic organizers. They were fascinated with the world of animals, showing intense interest and curiosity.
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1. Students will create a project to show the levels of organization in multicellular organisms (cells to tissues to organs to organ systems) and present it to the class.
2. The document provides guidance on the project, including that students can choose from formats like a song, diagram, or story. The project is due on October 29th.
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Classifying science in a box
- 1. Classifying By :Jennifer Peckenpaugh
- 2. Standard Indicator 3.4.2-Explain the features used for grouping depending on the purpose of the grouping.
- 3. Definitions Grouping- the act or process of combining in groups Alike- in the same manner, having the same characteristics as one another. Differences- having different characteristics than one another in a group or setting.
- 4. Background In this activity the students will find different ways to classify animals using what ever type of classifications they would like to use. As long as they explain why they classified them the way that they did. Then they will find an animal that has some similarities but also had some differences and they will have to explain those as well.
- 5. Activity When you begin this you will need a piece of paper and a pencils to write down your answers. The things you should have in the box are several baggies with different animals in each. If you do not have this in the box please see the teacher for further instruction.
- 6. Activity cont. Pick one baggie for each person and pour out the animals take a look at them. Take any notes that you think will be helpful Do you see any thing that is common among the animals. Do you see anything different among the animals.
- 7. Activity cont. Now on your piece of paper you are going to break up these animals into groups that you see fit. In other words you are going to classify the animals in ways that you see. You will need to find three different ways to classify the animals. Please write why you used these methods. Also write what you could use this classification for in a real life situation.
- 8. Activity cont. Now that you have completed that part of the activity lets do something a little different. Pick two animals at random and put the rest in the bag. Now with these two animals write down all of the differences and similarities. Also compare where these two animals live and what they eat.
- 9. Activity Cont. The last thing you will do is compare what you have come up with, with the other members of your group. Write down all of the different ways that your group as whole came up with to classify the animals.
- 10. Multiple choice question Which of these is a way to classify? (circle all that apply) Where they live How many hairs they have on their bodies How they reproduce Their color They way in which they move