ALEX Lesson Plan

     

Bird Migration

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  This lesson provided by:  
Author:Nancy Newton
System: Monroe County
School: Monroeville Elementary School
The event this resource created for:GEMS
  General Lesson Information  
Lesson Plan ID: 23879

Title:

Bird Migration

Overview/Annotation:

This lesson teaches bird migration by using the award winning Caldecott Medal honor book: Make Way for Ducklings. It accesses a website to give a history of the book and the plot. It promotes student interaction through discussion, internet information and activities to include computer games, videos, and color sheets.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.

 Associated Standards and Objectives 
Content Standard(s):
Character Education
CE (1995)
Grade: K-12
5 ) Fairness

English Language Arts
ELA2015 (2015)
Grade: 2
9 ) By the end of the year, read and comprehend literature, including stories and poetry, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.2.10]

Social Studies
SS2010 (2010)
Grade: K
Living and Working Together in Family and Community
2 ) Identify rights and responsibilities of citizens within the family, classroom, school, and community.

Examples: taking care of personal belongings and respecting the property of others, following rules and recognizing consequences of breaking rules, taking responsibility for assigned duties

Unpacked Content
Strand: Civics and Government
Course Title: Living and Working Together in Family and Community
Evidence Of Student Attainment:
Students:
  • Create a visual representation of their immediate family that demonstrates each member's role within the family.
  • Perform assigned classroom job. Recite a classroom rule when prompted by the teacher.
  • Demonstrate proper care for their belongings and the belongings of others.
Teacher Vocabulary:
  • rights
  • responsibility
  • citizen
  • community
  • consequence
  • respect
  • job
  • duty
  • role
Knowledge:
Students know:
  • They are members of several groups: a family, a classroom, a school, a community.
  • There are different roles for each member of these groups.
  • The people in each of these groups are expected to act in certain ways and follow certain rules for the good of everyone in the group.
Skills:
Students are able to:
  • Recognize and identify the roles of individual family members, and various community members.
  • Recognize the name of their school and the community around it.
  • Demonstrate proper care for personal belongings and the belongings of others.
  • Name classroom jobs and understand each duty.
  • Understand classroom rules and know there are consequences for not obeying these rules.
  • Distinguish between items that belong to them and items that belong to someone else.
Understanding:
Students understand that:
  • People live and work together and have rules and expectations for pleasant and productive living.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.K.2- Describe how to take care of personal belongings and respect the property of others; how to follow rules and recognize consequences of breaking rules; how to take responsibility for assigned duties.


Social Studies
SS2010 (2010)
Grade: 2
Living and Working Together in State and Nation
10 ) Identify ways people throughout the country are affected by their human and physical environments.

Examples: land use, housing, occupation

•  Comparing physical features of regions throughout the United States
Example: differences in a desert environment, a tropical rain forest, and a polar region

•  Identifying positive and negative ways people affect the environment
Examples: positive—restocking fish in lakes, reforesting cleared land

negative—polluting water, littering roadways, eroding soil

•  Recognizing benefits of recreation and tourism at state and national parks (Alabama)
Unpacked Content
Strand: Economics, Geography, History
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
  • Identify ways people are affected by their human and physical environments and provide examples of each.
  • Compare physical features of regions throughout the United States.
  • Identify positive and negative ways people affect the environment, including the benefits of recreation and tourism at state and national parks.
Teacher Vocabulary:
  • identify
  • human environment
  • physical environment
  • compare
  • physical features
  • regions of the United States
  • recognize benefits
  • recreation
  • tourism
  • state parks
  • national parks
Knowledge:
Students know:
  • Difference between human and physical environments the physical regions of the United States and the features of each.
  • Affects of environment on human behavior and ways of life.
  • Positive and negative affects of humans on the environment.
  • Examples of types of tourism and recreation and the affects of each, including state and national parks.
Skills:
Students are able to:
  • List examples of the ways human and physical environments affect people and the ways they live.
  • Differentiate between regions of the United States based upon their physical features.
  • Differentiate between positive and negative effects that people have on the environment.
  • Explain the benefits of recreation and tourism, including at state and national parks.
Understanding:
Students understand that:
  • There are various ways that people are affected by their human and physical environments, as well as the effects, both positive and negative, that humans have on the environment.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.2.10- Identify the benefits of recreation and tourism at state and national parks in Alabama.


Local/National Standards:

National Science Education Standard come from the National Academies of Science, and Project 2061 comes from the American Association for the Advancement of Science.
K-4.3 LIFE SCIENCE
As a result of activities in grades K-4, all students should develop understanding of the characteristics of organisms.
Life cycles of organisms.
Organisms and environments.
NS.K-4.5 SCIENCE AND TECHNOLOGY
As a result of activities in grades K-4, all students should develop abilities of technological design
Understanding about science and technology
Abilities to distinguish between natural objects and objects made by humans.

Primary Learning Objective(s):

*The students will define migration. *The students will explain that birds have to travel for survival due to climate changes in certain seasons. *The students will describe how we are dependent upon each other in the communities in which we live.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

(1) Book: Make Way for Ducklings by Robert McCloskey.
(2) Chart paper and marker or marker board and dry erase marker.
(3) Printer & copier for color sheets.

Technology Resources Needed:

(1) Computer with Internet Explorer access.
(2) Windows Media Player.
(3) Adobe Acrobat Reader.
(4) Quicktime for Movies.
(5) Real One Player.

Background/Preparation:

(1)Access to the book: Make Way for Ducklings by Robert McCloskey.
(2)Preview websites to make sure your computer does not need any updates.
(3)Print out color sheets & copy.

  Procedures/Activities: 
1.)Read the book: Make Way for Ducklings by: Robert McCloskey. This book teaches migration and survival. It also teaches the importance of community and helping each other. Next show the website listed to see the picture of the bronze statue of these ducks in Boston's Public Garden. (I would group students on the floor in a group while reading and for discussion aferwards, if possible).
(Make Way for Ducklings)
This is a reference of the book. The history of the book is given and background of the author. The plot is given and there is a picture showing a bronze statue in Boston's Public Garden commemorating the ducks. Wikipedia is a non-reference resource

2.)After reading the book Make Way for Ducklings by Robert McCloskey, ask students what they learned from this story. After listening to responses, show the word migration with definition on chart paper or marker board. Go over definition with students. Migration: When an animal or person travels to a different area for food, shelter and to avoid weather that is too hot or too cold. Next show the website listed about bird migration. Choose the area that interests you or your students the most. Make copies of your favorite color page for the students to do or as homework and/or use as a writing activity.
(Bird Migration Game - Smithsonian Migratory Bird Center)
This is a great website. You can actually listen to birds sing. There is a hummingbird video, online color pages and many other activities. Just follow the prompts.

3.)Discuss how the birds were dependent on the policeman as a community helper for survival. Discuss how we are dependent upon each other in our own community. Ask children to describe ways we depend on each other. Emphasize the fact that we have to think of others first and what is best for them sometimes instead of acting selfishly. Visit the Clifford's Big Ideas page and use the play fair character trait idea and color page.
(Clifford's Big Ideas)
Clifford's Big Ideas are positive character traits modeled by the characters in the tv series Clifford the Big Red Dog. There are several character lesson ideas, discussion topics and coloring page for each on this website.

4.)Writing Activity for Assessment. Have students write the beginning, middle and end of the story and what they learned. If they are too young to write, have them draw a picture of these things on the attached pages. Use the attached page for this assessment.
(free graphic organizers)
This site houses free graphic organizers.

5.)For an extension activity, refer to this website with an animated globe of the Arctic Tern flying it's migratory pattern. There is also a video of an Arctic Tern feeding it's chick among other activities.
(Project Puffin Virtual Puffin)
This website shows an animated globe with an Arctic Tern flying it's migratory pattern. There is also a video of an Arctic Tern feeding it's chick. There are other activities on this website at the touch of a mouse. Just click & enjoy!

  Assessment  

Assessment Strategies

See Step #4 for assessment strategy. Attached is the assessment page for this step.

Acceleration:

When finished with assignment, these students can assist in helping other students if needed. They can also access the websites (Step #2 and/or Step #5) which are attached to the lesson and do the various activities offered while other students are involved with completing teacher led instruction or completing current task.

Intervention:

Peer tutoring. Pair with student who has completed and understands assignment. Allow them to work together for completion of task. They may also need assistance with computer and accessing websites. A computer expert should be the helper - the child who has mastered this and can help others navigate through the process as needed.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.