Classifying fruit

Classifying fruit

Online interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources

Scientists agree on certain ways to classify ...

Some of the ways scientists group fruit is by looking at:
  • the number of seeds in the fruit
  • the size of the seeds
  • whether the fruit is fleshy or dry and
  • if the outside of the fruit is soft, hard or leathery. 

Question 1

Classifying fruit S1

a)  Choose 2 different fruits that have similar seeds.

    • tamarillo_xl_35535635.jpg
      tamarillo

    •  
      plum_xxl_56111822.jpg
      plum

    • melon_xxl_16280684.jpg
      melon

    •  
      peaches_xxl_26910049.jpg
      peach

Question 1Change answer

b)  Explain in each box how the fruits you chose are the same. 

  • tamarillo_xl_35535635.jpg
    tamarillo

  •  
    plum_xxl_56111822.jpg
    plum

  • melon_xxl_16280684.jpg
    melon

  •  
    peaches_xxl_26910049.jpg
    peach

Number of seeds
Size of seeds
Area around the seed
 

Question 1Change answer

   
Cherry
cherry with label.PNG
Date
date with label.PNG
 
c)  Api chose cherries and dates. He said they were the same because:
  • both are a dry fruit and
  • their outside skin is thin
     i)  Are both answers Api gave correct? YesNo
         Explain why you think this. 
         
     ii) Has Api left out any other reasons why they were the same? 
         YesNo
         Explain why you think this.
         
 
Task administration: 
This task can be completed online with SOME automarking.
Level:
3
Curriculum info: 
Science, Investigating in science, Living World
Key Competencies: 
Thinking
Keywords: 
classification, fruit, seeds, observation
Description of task: 
Task: Look for similarities and differences in fruit to answer questions about observation and evidence.
Curriculum Links: 
Science capabilities
The capabilities focus is brought about by the conversations students have and the questions they ask.  
 
Capability: Gather & interpret data
This resource provides opportunities to discuss the data/evidence students collect in order to answer a question about classification and/or identification. 
Science capability: Gather and interpret data (TKI)
 
Capability: Critique evidence
This resource provides opportunities to discuss whether the data gathered provides evidence for the conclusions drawn.
Science capability: Critique evidence (TKI)
Science capabilities: 
Critique evidence, Gather and interpret data
Answers/responses: 
Questions Student response
a)  Choose 2 different fruits that have similar seeds
 
tamarillo_xl_35535635.jpg and melon_xxl_16280684.jpg 
or
plum_xxl_56111822a.jpg and peaches_xxl_26910049.jpg
b)  Explain in each box how the fruits you chose are the same. 
tamarillo_xl_35535635.jpg and melon_xxl_16280684.jpg
Explanation:
  • many seeds
  • seeds are small or use measurement  
  • fruit is fleshy
or
 plum_xxl_56111822a.jpg and peaches_xxl_26910049.jpg
Explanation:
  • one seed
  • seed is large or use measurement, e.g., quite big about 2.5cm high
  • fruit is fleshy.
c) Api chose cherries and dates. He said they were the same because:

  • both are a dry fruit and
  • their outside skin is thin
i) Are both answers Api gave correct? Yes/No        
Explain why you think this. 
No
Explanation involves both answers not being correct because:
  • cherry is a fleshy fruit [only the date is a dry fruit]
  • the cherry's outside skin is thin but the date has a thick outside skin
ii) Has Api left out any other reasons why they are the same? Yes/No        
Explain why you think this.
Yes
Explanation:
  • Both the cherry and the date have one seed.
  • Both the cherry and the date have a large seed. 
Teaching and learning: 
This key ideas in this task are about making precise observations and critiquing evidence.
Diagnostic and formative information: 
Questions Sudent explanations
b)  Explain in each box how the fruits you chose are the same. 
When gathering data it is important to notice particular relevant, scientific features that are useful in grouping/classification. In this resource many students did not use the relevant science features [fleshy or dry] given in the definition at the beginning of the resource, to describe the area around the seed. Instead they used: their own spatial descriptions, e.g.,
  • The big seed is in the middle of the fruit
  • there is not much area around the seed
  • the same amount of fruit there is around each seed.
  • flesh evenly spread.
or colour (only), e.g.,
  •  It is a yellow-brown colour
​or content knowledge beyond observation, e.g., 
  • The area around the seed for peach is smooth and sometimes a bit of a hairy feel.
  • [the fruit is] soft
  • Both fruits can be of same size depending of how big the seed has grown.
Also, many students confused the term fruit as just the flesh/pulp part of the fruit, e.g., 
  • The area around each fruit is the fruit.
c) Api chose cherries and dates. He said they were the same because:

  • both are a dry fruit and
  • their outside skin is thin
i) Are both answers Api gave correct? Yes/No        
Explain why you think this. 
When critiquing evidence it is important for students to look carefully at all the data/evidence given and decide if it supports the statements/conclusions made. 
In this resource some students:
did not support/explain their decision, e.g.,
  • Their skin are not both thin 
paid attention to just one piece of data/evidence, e.g., 
  • Yes/they both have thin skin
used observations that were not given in the critique, e.g., 
  • The area around the seed is pretty dry and have a color red around it
used prior knowledge beyond observation, e.g., 
  • Cherries are not a dry fruit as when you bite into them juice trickles out causing this fruit to be a wet fruit. 
  • both fruits are dry but are juicy so the texture is not to dry.
  • The skin of the date is more chewy and a but thicker than a cherry. 
ii) Has Api left out any other reasons why they are the same? Yes/No        
Explain why you think this.
Most students recognised that it was the seed of both the cherry and date that was the missing factor. However very few students recognised that both the cherry and the date had just one seed.
Instead students talked about:
the shape of the seed, e.g.,
  • They both have small, thin seeds inside of them.
or the seeds in general, e.g.,
  • the seeds are different sizes
  • they have different seeds
  • In both fruits, their seed is located in the core
Students also used prior knowledge beyond observation, e.g., 
  • they both have skin that is eatable.
  • Yes|Dates are tough but cherries are soft
  • The feeling of the skin on both fruits are very leathery and smooth which is another similarity.
Based on a sample of 76 students completing the task on-line. 
Next steps: 
Capability 1: Gather and interpret data
An important component of this assessment is precise observation. Science knowledge is based on data derived from direct, or indirect, observations of the natural physical world. Precise observations are the data we collect. Paying attention to features is important in science to support how things are grouped/classified. To help students to make accurate and relevant observations give them opportunities to look for similarities and differences in a range of objects.  A good strategy is to share observations, so they build on others' ideas. Things they could look for:
  • Can they make more than one observation?
  • Can they pay attention to precise observation that does not include knowledge beyond observation?  
  • Do they have sufficient vocabulary to give a rich and accurate description?
  • Can they look for relevant/science features?
In question a) the majority of students chose the peach and the plum possibly because these fruits are more common than tamarillos and melons. Another chance for students to practise making observations would be to ask them to
  • repeat question b) using the two fruits they did not chose the first time.  
Capability 3: Critiquing evidence​ 
In order to evaluate the trustworthiness of data, students need to know quite a lot about the qualities of scientific tests/investigations. To support students to test their understandings about the qualities of scientific explanations give them opportunities to ask each other questions about their investigations/pattern seeking. 
  • Can they decide if the amount of evidence/data given supports the explanation/conclusion? 
  • Is the evidence/data of sufficient quality to support the explanation/conclusion?  
The following Level 3 ARB resources are on Capability 1:Gathering and Interpreting Data and Capability 3: 
Critiquing Evidence of the Nature of Science.
They focus on accurate observations, looking at patterns and/or critiquing evidence.