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Skills Introduction - Classifying

Can you imagine shopping for a CD in a store that kept its recordings in a single,huge pile? Chances are you’d take your business to a place that classified CDs into groups,such as rock,rap,country,and other categories. Classifying is organizing objects and events into groups according to a system,or organizing idea.The most simple type of classification system uses two groups,one that has a certain property and another that does not.Other systems may begin with three or more groups.

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298 views4 pages

Skills Introduction - Classifying

Can you imagine shopping for a CD in a store that kept its recordings in a single,huge pile? Chances are you’d take your business to a place that classified CDs into groups,such as rock,rap,country,and other categories. Classifying is organizing objects and events into groups according to a system,or organizing idea.The most simple type of classification system uses two groups,one that has a certain property and another that does not.Other systems may begin with three or more groups.

Uploaded by

marco
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Name ____________________________________ Date __________ Class ___________________

SKILLS INTRODUCTION

Classifying
Insects

Can you imagine shopping for a CD in a store that kept


its recordings in a single, huge pile? Chances are youd
take your business to a place that classified CDs into
groups, such as rock, rap, country, and other categories.
Classifying is organizing objects and events into
groups according to a system, or organizing idea. The
most simple type of classification system uses two
groups, one that has a certain property and another
that does not. Other systems may begin with three or
more groups.

First Level
Have
wings

No
wings

Second Level
Wings
fold
over
body

Wings
do not
fold
over
body

No
antennae

Have
antennae

Example 1: Plants With Wood; Plants Without Wood (simplest system


using two groups)
Example 2: Locations at Sea Level, Locations Above Sea Level; Locations
Below Sea Level (three groups based on one idea)
Many classification systems, like the one in the diagram above, have more
than one level. Each of the first-level groups in the system is further classified into
smaller categories based on new organizing ideas.
In science, objects and processes can be classified in different ways. Scientists
choose the system that best suits their purpose. They may classify to organize
objects, such as the chemicals stored in a laboratory. They also classify to help simplify and make sense of the natural world. Good classification systems make
finding information easier. They also help to clarify the relationships among the
things being classified.

Tips for Classifying

Carefully observe the group of objects to be classified. Identify similarities and


differences among the objects.

Choose a characteristic that some of the objects share. Using this characteristic
as the organizing idea, place the objects into groups.

Examine the groups and decide if they can be further classified. Each round of
further classification may need a different organizing idea.

Checkpoint

Develop a classification system for your clothes that has at least


two levels. Write a word or phrase that shows the organizing idea for each grouping.

2000 - 2004 Pearson Education, Inc. All Rights Reserved

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Page 13

Name ____________________________________ Date __________ Class ___________________

SKILLS PRACTICE

Classifying
The 8 rows of illustrations that follow contain 32 animals. (The illustrations are
not drawn to scale.) There are many different ways to classify these animals. As
you try out various organizing ideas, dont be discouraged if you have to revise
some of those ideas.
Use the illustrations to answer the questions on page 19.

1.

Bluebird

Alligator

2.

Chicken

Cow

Earthworm

Eel

Frog

Goose

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QQQQQ
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QQ

,
Q
,

Q
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QQQQ

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QQQ

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QQ

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QQQQQ

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QQQQ

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QQQ

,,,
QQQ

,,
QQ

,,,
QQQ

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QQQ

,,
QQ
Deer

Duck

,,
QQ

,,,
QQQ
,,,
QQQ

,,
QQ

Q
,
,,,
QQQ
Q,
,,
QQ

,
Q

,
Q

QQ
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,

QQ
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,
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,
,
Q

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QQ

,
Q

3.

Elephant

2000 - 2004 Pearson Education, Inc. All Rights Reserved

Fly

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Page 14

Name ____________________________________ Date __________ Class ___________________

Classifying (continued)
4.

,,,,,,
QQQQQQ
,,,,,,
QQQQQQ

,,,
QQQ

,,,
QQQ

Grasshopper

Guppy

Hawk

Jellyfish

5.

Lizard

Monkey

Octopus

Ostrich

Pig

Ray

Robin

Salamander

Salmon

Seal

Shark

Sheep

Tiger

Tortoise

Tuna

Turtle

6.

7.

8.

2000 - 2004 Pearson Education, Inc. All Rights Reserved

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Page 15

Name ____________________________________ Date __________ Class ___________________

Classifying (continued)
Use the illustrations on pages 17 and 18 to answer the following questions. Write your
answers on the back of this page or on a separate sheet of paper.
1. Develop a classification system for the animals that contains just 2 groups.
Give a name to each group, and classify the animals according to this system.
2. Develop a classification system for the animals that uses 35 groups. Give a
name to each group, and classify the animals according to this system.
3. Develop a classification system for the animals that contains 2 levels. You can
use one of your systems from Questions 1 and 2, or develop a new system. Use
a diagram to show all the groups in your system.
4. Classify the animals according to the system that you developed in Question 3.
(Hint: You may want to use a data table to organize your lists.)
5. Suppose that you are designing a zoo. Your goal is to prepare exhibits that will
be easy to maintain. Would you use any of your classification systems from
Questions 14 to plan the zoo? Explain.
6. Think About It Which of the classification systems that you developed in
Questions 14 would help you learn the most new information about animals?
Explain.

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Page 16

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