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Science Teacher Education Program ©2006-2009 Geophysical Institute, UAF Sorting Snowflakes

SORTING SNOWFLAKES (MODIFIED FOR ADEED)

Science Concept:Items can be classified by physical properties. (NOTE: This lesson should be done with students who already have some practice with sorting.)

Objectives:The student will:

• sort snowflakes by physical properties; • observe, describe and classify snowflakes; and • create a pictograph.

GLEs Addressed:Science[3] SB1.1 Students demonstrate an understanding of the structure and properties of matter by being able

to classify matter by physical properties (i.e. color, shape, weight, texture, flexibility.)[3] SA1.1 The student develops an understanding of the processes of science by asking questions,

predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communicating.

Math[K] F& R-2 The student demonstrates conceptual understanding of functions, patterns, or sequences by

identifying, sorting, and classifying objects by attributes and identifying objects that do not belong to a particular group.

Vocabulary:graph – a diagram that shows (as by dots or lines) the change in one variable in comparison with that of

one or more other variables <a graph of the population since 1980>group – a number of objects or persons considered as a unitsnowflake – a flake or crystal of snowsort – to separate and arrange by kind or class

Materials: • 2 hula-hoops • Tubs • Variety of small toys or other objects • Briggs Martin, J. and Azarian, M. (1998). Snowflake Bentley. Boston, MA: Houghton Mifflin. • Waldman, N. (2003). The Snowflake: A Water Cycle Story. Brookfield, CT: Millbrook Press. • TEACHER INFORMATION SHEET: “Snowflakes”

Activity Preparation: Copy the TEACHER INFORMATION SHEET: “Snowflakes” and cut out the snowflakes so that there is

one set of snowflakes (16 total) per small group of students.


SORTING SNOWFLAKES

Activity Procedure:Gear UpProcess Skills: describing, classifying, communicating, and observing

1. Ask students to sit in a circle. 2. Ask each student to take off one shoe and hold it in his or her lap. 3. Ask students to tell you different ways they can sort the shoes (color, size, type, laces, buckles, etc.). 4. Place the two hula-hoops in the middle of the circle. 5. Choose a property to sort by and instruct students to place their shoes in the correct hoop. Discuss

the sort. Gather the shoes and sort again, using a different property.

Teacher’s Note: As an extension to the sorting activity, think of an attribute by which the shoes can be sorted but do not share it with the class. Sort the shoes without saying anything, and then ask students to tell you how the shoes are sorted. Ask students to share their reasoning. Discuss as a class.

ExploreProcess Skills: describing, classifying, communicating, and observing

6. Ask students to share what they know about snowflakes. Write all ideas on the board. 7. Tell students that they will be given pictures of snowflakes that need to be sorted into at least two

groups. Possible examples include sorting by the number of arms, or thin arms versus thick arms. 8. Divide students into small groups and distribute the snowflakes. Circulate around the room,

observing and questioning students about their sorting. Encourage students to decide how they are sorting the snowflakes.

GeneralizeProcess Skills: communicating and describing

9. Ask students the following questions:a. How did you sort your snowflakes?b. What did you notice about the snowflakes?c. Why did you put this snowflake in this group?d. What is the same about the snowflakes in this group?

ApplyProcess Skills: observing, communicating, classifying, and describing

10. Tell students that you are going to give them a tub of small toys to sort. Place the tub at a central location and allow students time to sort the toys. Circulate around the room to observe and question students.

11. As a class, point out objects in the classroom and discuss how and why they are sorted. Ask students to think of things that are sorted at home or in the classroom. Write students’ ideas on the board. Ask why we sort these objects.

Extension Ideas1. Explore with snow polymer.2. Ask students to create a poster demonstrating how they sorted their snowflakes.3. Provide students the opportunity to make paper snowflakes online at http://snowflakes.lookandfeel.

com/.


SORTING SNOWFLAKES

Assessment Task Instruct students to create a pictograph using one or more physical properties of the snowflakes

that they sorted. A sample pictograph is shown below. Pictographs should display the characteristic by which the snowflakes are sorted along the x-axis and the number of snowflakes along the y-axis.

Snow�ake Pictograph

Number of Arms

Num

ber o

f Sno

w�a

kes

6 8 12

1

2

3

4

5

6

7

8

9

10


SORT

ING

SN

OW

FLA

KES

Obj

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LEBe

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Pro

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ent

Abo

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rofic

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The

stud

ent s

orts

sno

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kes

by p

hysi

cal

prop

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s.[3

] SB1

.1Th

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ysic

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The

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snow

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&R-

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.Th

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sn

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kes.


SORTING SNOWFLAKES

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