| Title: Birds
of a Feather Flock Together |
| Subject: Science
|
| Grade Level: 5
|
| Overview:
|
| TLW identify all parts of the egg and their importance to the life
cycle of the chicken; determine which came first the bird or the egg;
compare and contrast birds and place in categories according to their
likenesses; through observations determine the various habitats. |
| Approximate
Duration: 5 forty-five minutes class periods |
Content Standards:
- Science as Inquiry
The students will do science by engaging in partial and full
inquiries that are within their developmental capabilities.
- Life Science
The students will become aware of the characteristics and life
cycles of organisms and understand their relationships to each other
and to their environment.
|
Benchmarks:
- LS-M-B3
describing how heredity allows parents to pass certain traits
to offspring. (1,4)
- LS-M-C1
constructing and using classification systems based on the
structure of organisms; (1,2,3,4)
- LS-M-D1
describing the importance of plant and animal adaptation,
including local examples; (1,3,4,5)
- LS-M-D2
explaining how some members of a species survive under changed
environmental conditions. (1,2,3,4,5)
|
Interdisciplinary Connections:
- Mathematics : Patterns, Relations, and Functions
In problem-solving investigations, students demonstrate an
understanding of patterns, relations, and functions that represent
and explain real-world situations.
- English/Language Arts : Standard 1
Students read, comprehend, and respond to a range of materials,
using a variety of strategies for different purposes.
- English/Language Arts : Standard 2
Students write competently for a variety of purposes and
audiences.
- English/Language Arts : Standard 3
Students communicate using standard English grammar, usage,
sentence structure, punctuation, capitalization, spelling, and
handwriting.
- English/Language Arts : Standard 5
Students locate, select, and synthesize information from a
variety of texts, media, references, and technological sources to
acquire and communicate knowledge.
- Social Studies : Geography: Physical and Cultural Systems
Students develop a spatial understanding of Earth's surface and
the processes that shape it, the connections between people and
places, and the relationship between man and his environment.
- Agriscience/Agribusiness : Animal Systems
AgEd/FFA students will understand the concepts and principles
of animal science.
|
Educational Technology Standards:
- Use technology tools (e.g., multimedia authoring, writing tools,
digital cameras, drawing tools, web tools) to gather information for
problem solving, communication, collaborative writing and publishing
to create products for various audiences.
- Understand Internet concepts (e.g., website, hypertext link,
bookmarks, URL addresses) and apply intermediate on-line searching
techniques (e.g., employ keyword, phrases, and Boolean Operators).
- Use telecommunications and online resources efficiently and
effectively to collaborate with peers, experts, and others to
investigate curriculum-related problems, issues, and information and
to develop solutions or products for various audiences.
- Communicate information using spreadsheets and databases to
visually represent data and integrate into other documents (e.g.,
entering data, formatting using formulas, analyzing data, and
sorting).
- Determine when technology is useful and select the appropriate
tool(s) and technology resources to address a variety of tasks and
problems.
|
Objectives:
1. TLW describe how heredity allows parents to pass certain traits to
offspring.
2. TLW construct and use classification systems based on the structure
of organisms.
3. TLW describe the importance of plant and animal adaptation,
including local examples.
4. TLW explain how some members of a species survive under changed
environmental conditions.
|
Lesson
Materials and Resources:
1. Variety of pictures
2. Variety of research books
3. Library
4. posters |
Technology
Tools and Materials:
Hardware:
1. Computer
2. Overhead Projector/Transparency
3. TV/VCR/Video
Software:
1. Bird
Art <http://www.clipart-design-software.com/l_birds-1.htm>
2. Encarta 1997 Encyclopedia
Websites:
Birds
<http://www.nationalgeographiconline.com/>
Chickscope <http://chickscope.itg.uiuc.edu/resources/egg_to_chick/formation.html>
The Parts of the Egg
<http://www.ext.vt.edu/resources/4h/virtualfarm/poultry/poultry_eggparts.html>
Thayer Birding <http://www.top-co.com/Birds.shtml>
|
Background
Information:
TL should have a general knowledge of birds as animals with feathers.
TL should have general understanding that birds are developed from
eggs.
TL should know that although birds have needs to survive as people do
they are very different. |
Lesson
Procedures:
1. TTW introduce birds by asking the question: "Which came
first, the bird or the egg?"
2. TTW develop a graph after taking a poll of students' answers and
post in class.
3. TLW watch video from Reading Rainbows series on "Which Came First,
the Chicken or the Egg?"
4. The class will discuss what they learned from the video and how the
poll taken compares to the information in the video. Ask, "Did the
video tell which came first?"
5. After asking the learners, "Are all birds alike?" TTW
have a variety of pictures of birds and ask the students to
compare/contrast.
6. TLW use computers to go to websites for information and pictures on
birds.
7. TLW get in groups and using Venn Diagram will compare/contrast
birds.
8. TTW then have learners get in whole group and discuss reasons birds
are alike/different and what category they would fall in.
9. TTW and TLW discuss birds' care of their young (homes, food,
warmth).
10. TTW introduce the words "habitat" and "migration" and ask learners
what these words mean.
11.TLW use software locate birds in other areas and why they made
their homes in these locations.
12. The class will discuss various habitats and why they vary with
different birds.
13. The class will also discuss why birds would need to migrate.
14. TLW use software for making drawings of birds.
15. TLW work in groups to make models of various habitats and the
birds that live there.
16. TLW be given a multiple choice test on above materials for
comprehension and understanding of information discussed.
|
Assessment
Procedures:
1. Vocabulary Test
2. Multiple Choice Test
3. Study Guide
4. Label parts of egg
|
Accommodations/Modifications:
1. Model directions
2. Materials read orally
3. Extended time
4. Modified test and worksheets
----- written by
Larry Whitehead
|
Explorations
and Extensions:
Locate various birds, nests, etc. around the school, home, and
community. |
Lesson
Development Resources:
1. Teacher's Manual
2. Louisiana Website on Content Standards |
Reflections:
Determine to what level of comprehension each student mastered the
information on birds, who needs reinforcement, reteaching and to be
challenged. |
Contact
Information:
Larry Whitehead
larry.whitehead@mcschools.net
Lexington |
|
