Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedual/Time Plan | Technology Use
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LU Title: Birds of the Northeast |
Author(s): Dave DeLaney |
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Grade Level: 5-12 |
School : Oppenheim-Ephratah |
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Topic/Subject Area: Math, Science Technology |
Address: 6486 STHWY 29 St. Johnsville, NY 13452 |
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Email:delande@oecs.k12.ny.us |
Phone/Fax: 518-568-2014 518-568-2941
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Learning about the environment is paramount if mankind is to survive on the planet earth. The efficient use of resources and the ability to co exist with the other inhabitants of the planet is essential. The effects of human existence on other species, such as birds often indicate how well we are doing. We must all discover what each of us can do to become part of the evolution of humankind and the evolution of the planet. What will we leave behind? A major theme behind this unit is the understanding and appreciation of the other species of plants and animals that we share this planet with. This is done in an effort to help us, and students, better understand ourselves, themselves, and therefor live a happy and fulfilling life. The only thing we really have is time.
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Declarative |
Procedural |
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The names of some of the birds found in the Northeastern United States |
Using field observations, preserved specimens, field guides and personal experience, identify several common birds.
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The types of habitat that can be found in the northeast |
Classify the various species of birds observed. |
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Some of ways humans have effected these environments |
Choose one species of bird and research. |
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Some of the similarities, in birds, that can be easily identified |
Prepare a comprehensive report based on research and observation |
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What can be done to help repair the damage that has already been done to the environment |
Draw a map that indicates the range and possible migratory patterns of your chosen species.
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What can be done to help stop future damage to the environment |
Participate in a "real life" project that will benefit your chosen species of bird. |
ESSENTIAL QUESTIONS
1. What are some of the ways humans and their technology have effected the birds of the northeast?
2. How can wildlife, such as birds, be used as an indicator/monitor of the condition of the environment?
3. What are some of the ways and tools used to study/learn about birds?
4. How do we identify birds?
5. How do we categorize birds?
6. What can be done to improve or repair the damage that has already been done to the environment?
7. Quality of life: Do we really need this information to survive?
8. What's important?
9. Should survival be the goal of life?
CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key
Idea #: Write out related Performance Indicator(s) or Benchmark(s)
** Addressed but not assessed
Math
a. Measure things to help differentiate between individuals and groups
b. What are the birds STATS?
c. Using migratory maps calculate flight distances and possible headings necessary to reach desired destinations.
Standards:
** Standard 1: Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
Standard 2: Information Systems Students will access, generate, process, and transfer information using appropriate technologies.
** Standard 3: Mathematics Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
Science
Standards:
Standard 4: Science Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Technology
Standards:
Standard 5: Technology Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs.
Standard 6: Interconnectedness: Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Standard 7: Interdisciplinary Problem Solving Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
Art
a. Paint / draw a sketch of chosen species for presentation
b. Using drawings and diagrams draw representations of things such as nesting areas, living habitat, migratory maps etc.
**Standard 1: Creating, Performing, and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.
Social Studies
a. Is this particular species of bird historically significant in any way?
b. Is it the State Bird of any state?
**Standard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
English:
a. Prepare a written report that communicates to others the information you have accumulated during your study of your choosen species of bird.
b. Do an oral presentation to your class using a minimum of three presentation media.
Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
With appropriate field guides in hand, choose and area close to school, and take a day field trip to observe both birds and the various types of environments/habitats. Take notes to record observations. Also take pictures, video, draw rough sketches etc. Prior to activity separate into groups and determine the items that should be brought along and the appropriate apparel to be work based on the season and area to be visited. Also discuss what other types of flora and fauna may be encountered.
LEARNING
EXPERIENCES
In
chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.
1. Take field trip and record observations. These should include wildlife observed, types of environments, types of environments where observations were made.
2. Using various field guides and all of your senses identify as many types of flora and fauna as possible. Primary focus on birds.
3. Continue identifications and place identified species in a particular type of environment.
Identify birds of the northeastern United States by:
a. Visual observation
b. Auditory input
c. Nesting habitat
1. What are some of the similarities found in birds?
2. What are the things that make birds different from one another?
3. How can these similarities and differences be used to better understand birds?
4. How can what we learn from birds be applied to other species of wildlife and ourselves?
5. As a class list types of birds observed and types of environments observed. Why do you think a particular species of bird was observed in the area it was?
6. Classify birds based on their characteristics.
Classifying:
Categorize birds by their characteristics
7. Choose a species of bird that you find particularly interesting and begin research.
1. How has technology impacted this particular species of bird?
2. What can be done to reverse current trends?
a. Education
b. Active participation
c. Change in personal habits
8-10. Accumulate information from several sources.
11. Draw a map to indicate habitat and migratory routes.
12. Calculate area of range and distances traveled during migration.
CULMINATING PERFORMANCE
Include rubric(s)
1. Do an oral presentation for the class on the species of bird you choose for your project. Include in your presentation three or more of the following: (Others may be used)
2. Submit a comprehensive written report of your findings. Include in your report three or more of the following: (Others may be used)
1. Audio Information
2. Video information
3. Pictorial information
4. Factual written information
5. Photographs
6. Graphic information
3. Undertake a project that will benefit your chosen species of bird. Examples are:
a. Build a feeder or nesting habitat
b. Make an improvement on the natural environment
c. Create a public awareness video
d. Do a public presentation
Choose and investigate the bird of your choice. Include in your report and oral presentation a minimum of three different types of information. Examples:
1. Audio Information
2. Video information
3. Pictorial information
4. Factual written information
5. Photographs
6. Graphic information
Oral Report Rubric for 7-12
Task Component
4 points Each 3 Points Each
Thoroughly and clearly states States clearly the relevant
Content the main points and precise points and details that are
details that are accurately accurately focused on the .
Focused on the topic/task. topic/task.
2 Points Each 1 Point Each
States most of the relevant States few relevant points and
points and details that focus details that focus on the topic
on the topic/task. May include or task
some unfocused information.
4 points Each 3 Points Each
Provides an accurate and Provides an accurate specific
Organization through specific structure, structure, sequence or
Sequence or pattern for the pattern for the information
information being presented. Being presented.
2 Points Each 1 Point Each
Provides some structure Provides little or no structure
sequence or pattern for the sequence or pattern for the
information in sections of the information being presented.
presentation.
4 points Each 3 Points Each
Effectively and creatively Effectively delivers the
Delivery Delivers the information while information while accurately
Accurately keeping to the keeping to the purpose,
Purpose, context as well as context as well as the
the audience. audience.
2 Points Each 1 Point Each
Delivers the information but Little or no attempt is made
does not keep to the purpose to keep to the purpose,
or context or the audience context or the audience in the
throughout the presentation. delivery of the information.
4 points Each 3 Points Each
Effectively enhances the Appropriate use of voice
Presentation presentation by accurate use posture, eye contact,
of voice, posture, eye contact, gestures and pacing during
gestures and pacing. the presentation.
2 Points Each 1 Point Each
Inappropriate use of voice, Inappropriate use of voice,
posture, eye contact, gestures posture, gestures, eye contact
or pacing is apparent but does or pacing interfere with the
not interfere with the message message being delivered.
being presented.
4 points Each 3 Points Each
Presentation showed detailed Presentation showed
Preparation preparation as well as practice adequate preparation as
in the delivery. practice in the delivery.
2 Points Each 1 Point Each
Presentation showed some Presentation was lacking in
preparation as well as some needed preparation as well
practice in delivery. as in practice in the delivery.
4 points Each 3 Points Each
Visual Aids More than 3 visual aids used. 3 visual aids used.
2 Points Each 1 Point Each
2 visual aid used. 1 visual aid used.
1. Knowledge of the use of Field Guides
2. Knowledge of the use of a word processing program
3. Knowledge of the use of the internet.
4. Problem solving and creative thinking skills
It would be beneficial if this unit were to take place during the "better weather" time of year. The unit should last from 3 to 4 weeks depending on the number of activities the instructor wishes to incorporate. Additional field trips to nearby environmental centers id encouraged.
1. Using the Internet to research various species of birds
2. Use binoculars for observation.
3. Use computer, word processing, to prepare presentation
4. Use a Camcorder to video birds and habitat and to document observations.
5. Use a camera to photograph birds and habitat and to document observations.
6. Use audio recordings to become familiar with birdcalls and songs.
7. Common hand tools for construction / planting purposes.