mste.illinois.edu Unit.… · Web viewOrganisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments

C&I 351 Kim GarleyScience Unit 16 November 2003

SECTION I: INTRODUCTION & OVERVIEW

STANDARDS

State Standards:Information taken from:http://www.isbe.state.il.us/ils/science/scg12.html

State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.B. Know and apply concepts that describe how living things interact with each other and with their environment.12.B.2a Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs). 12.B.2b Identify physical features of plants and animals that help them live in different environments (e.g., specialized teeth for eating certain foods, thorns for protection, insulation for cold temperature).

Performance Descriptors:Information taken from:http://www.isbe.state.il.us/ils/sciassess/Stage%20B/sci_stageBdes.html

12B - Students who meet the standard know and apply concepts that describe how living things interact with each other and with their environment.

1. Apply scientific inquiries or technological designs to explore the impact of plants and animals in their changing environments, identifying factors that affect animal and plant growth and reproduction, or matching plant and animal adaptations to changing seasons or climatic changes.

2. Apply scientific inquiries or technological designs to examine how plants and animals (including humans) survive together in their ecosystems describing the food chains or webs in various ecosystems, identifying local habitats, or identifying predator/prey and parasite/host relationships.

NSES Content Standard:

1

http://www.isbe.state.il.us/ils/sciassess/Stage%20B/sci_stageBdes.html

http://www.isbe.state.il.us/ils/science/scg12.html


Information taken from: http://www.isbe.state.il.us/ils/sciassess/Stage%20B/sci_stageBdes.html

Life Science

CONTENT STANDARD C:As a result of activities in grades K-4, all students should develop understanding of

The characteristics of organisms Organisms and environments

GUIDE TO THE CONTENT STANDARD

Fundamental concepts and principles that underlie this standard include:

THE CHARACTERISTICS OF ORGANISMS

Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.

Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking.

The behavior of individual organisms is influenced by internal cues (such as hunger) and by external cues (such as a change in the environment). Humans and other organisms have senses that help them detect internal and external cues.

LIFE CYCLES OF ORGANISMS Many characteristics of an organism are inherited from the parents of the

organism, but other characteristics result from an individual's interactions with the environment. Inherited characteristics include the color of flowers and the number of limbs of an animal. Other features, such as the ability to ride a bicycle, are learned through interactions with the environment and cannot be passed on to the next generation.

ORGANISMS AND THEIR ENVIRONMENTS An organism's patterns of behavior are related to the nature of that

organism's environment, including the kinds and numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment. When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.[See Content Standard F (grades K-4)]

2

http://www.nap.edu/html/nses/html/6c.html#csfk4

http://www.isbe.state.il.us/ils/sciassess/Stage%20B/sci_stageBdes.html


All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, whereas others are beneficial.

OBJECTIVES

STUDENTS WILL IDENTIFY BASIC TRAITS OF BIRDS Students will recall prerequisite information about topic. Students will generate questions and ideas they want to explore. Students will be able to identify the four characteristics by which

birds are defined.

STUDENTS WILL USE LAB EQUIPMENT & EXAMINE SAMPLES Students will identify parts of a microscope. Students will be able to handle a microscope properly. Students will be able to focus microscope properly. Students will use microscope properly. Students will compare and contrast flight feathers, down feathers

and Velcro. As a class, students will create Venn diagram.

STUDENTS WILL DEFINE & DESCRIBE DYNAMICS OF FLIGHT Students will be able to define dynamics of lift and gliding. Students will be able to identify 4 ways birds fly. Students will practice accessing and navigating the Internet. Students will observe the flight patterns of various species of

birds. Students will write impressions about the movie.

STUDENTS WILL DEFINE & DESCRIBE BIRD MIGRATION Students will define migration. Students will identify continents and US. Students will document migration pattern of 3 birds. Students will describe migration pattern of one bird.

STUDENTS WILL PARTICIPATE IN AN INQUIRY-BASED PROJECT Students will apply knowledge gained about birds and participate

in some action to help Illinois birds.

RATIONALE/BACKGROUND INFORMATION

I chose this topic because I am interested in exploring the inter-relatedness of creatures—in this case, birds—and their habitat with children. I am interested in helping students begin to understand the effect habitat has on physical features as well as behavior. In this unit I will explore the general question “Why do birds fly?” in an attempt to address

3


underlying questions such as “How do wings work?” “How do wings differ?” “Do all birds fly?” and “Where do birds fly to?”

Throughout this unit students will participate in a series of benchmark lessons that lead up to an action-based project in which they will participate in a project to help Illinois birds—be it habitat, conservation, population control/endangered species, etc. This inquiry-based project is really the culmination to a series of engaging and varied lessons. Benchmark lessons include content knowledge development, lab skill development, technology integration and integration with other content areas.

On a personal level, I enjoy bird watching and believe that my knowledge about birds, including birds that live in habitats outside of Illinois will bring an added dimension to this unit. I have pictures and stories to share with students that will hopefully bring life to this unit.

ASSESSMENT

Various assessments will be used throughout this unit. Daily assessment will be based on both student entries in their individual bird journals as well as teacher informal observations. Two quizzes will also be administered to test content knowledge development. Finally, the culminating project will result in a display (various possibilities) that should document students’ inquiry project.

4


SECTION II: ACTIVITIES FOR THE UNIT

PRE-LESSON- Design Bird Journal

Students will be given an opportunity to design their own bird journal prior to unit. Journal should be in a 3 ring binder.

LESSON 1- What do you know about birds?

Contextual Items:Grade 3-4Lesson duration: 30 minutes

Prerequisite Knowledge:Students already know basic information about birds (anatomy, migration, flight)

Goals & Student Objectives:Students will recall prerequisite information about topicStudents will generate questions and ideas they want to explore

Materials:Book—tbaBird Journal

Opening Activity: (3 min)Teacher will introduce thematic unit. Add personal experience to generate enthusiasm. (3 min)

Activity: (25 min) In their Science Journals, ask students to divide one sheet of paper into 3 sections

by drawing 2 horizontal lines. Then, ask them to label the top section “I know…” the middle section “I’m not sure about…” and the bottom section “I really want to know…” (2 min)

Ask students to write down everything they know about birds under the top section “I know…” including how birds fly and why or where they fly. (4 min)

Using what they just wrote as prompts, students will turn and share with a partner what they know about birds. Each student shares for about 2 minutes each. (4 min)

Reconvene. Teacher reads book aloud. Ask students to listen for new facts (about birds), words and any other interesting details. (4 min)

5


Reconvene. Direct students to now think aloud (brainstorm) with their partner about what they don’t know about birds. Encourage students to think specifically about topics such as why birds fly or how birds fly. Each group must list at least 4 things they aren’t sure about. Each student must write this list in the middle section of their journal “I’m not sure about…” (6 min)

Reconvene. Ask students to review what they’ve written in the first two sections. Then, they must individually write at least 3 sentences about what they would really like to learn about birds and flight in the coming weeks. Students should write their comments in the bottom section “I really want to know…” Students are no longer working in partners. (5 min)

Assessment:Teacher will collect journals and specifically pay attention to the final entry. Journals will not be graded.Teacher will make note of common questions, themes and areas of interest.Teacher will also note misconceptions so as to direct future instruction.

LESSON 2- What makes a bird a bird?


Prerequisite Knowledge:Students already know basic physical features of birds

Goals & Student Objectives:Students will be able to identify the four characteristics by which birds are defined.

Materials:Content information, see “Background Information” at: http://dnr.state.il.us/lands/education/virtualbird/teacher/lespl1.htmlStudent handout, see “What makes a bird a bird” at: http://dnr.state.il.us/lands/education/virtualbird/student/les1.htmlDried and clean chicken bones, other mammal bones (for comparison)Feathers, various types (down, flight)Boiled eggs, one egg should be cut in half to see partsRelevant photographs of different types of eggsBooks about warm-blooded animals (tba)Bird Journal

Opening Activity: (3 min)Teacher will introduce the format and expectations for today’s lesson. (3 min)

Activity: (45 min) Teacher presents content information. (10 min)

6

http://dnr.state.il.us/lands/education/virtualbird/student/les1.html

http://dnr.state.il.us/lands/education/virtualbird/teacher/lespl1.html


Students are given handout and are encouraged to re-read and highlight or underline relevant information. (5 min)

Students visit 4 centers for 5 minutes each. Each center contains relevant information about 4 defining characteristics. (20 min)

o Examine bird bones and other mammal boneso Examine different types of featherso Squeeze and egg and test its strength. Examine egg parts.o Read about warm blooded animals

In their own words, students describe four defining characteristics in their journal. (10 min)

Assessment:Teacher will collect journals. Journals will be checked for accuracy and will be graded. (10 points) Teacher will also note misconceptions so as to direct future instruction.

Extension:Activity to expand concept of warm-blooded animals.

LESSON 3- How to use a Microscope (skill building)


Prerequisite Knowledge:Students know what a microscope is and its uses.

Goals & Student Objectives:Students will identify parts of a microscope.Students will be able to handle a microscope properly.Students will be able to focus microscope properly.

Materials:5-6 microscopesContent information, see “Background Information” at: http://www.uen.org/Lessonplan/preview.cgi?LPid=1346Diagram of Microscope (1 per student and hole punched)Prepared slides of a typewritten letter 'e'Bird JournalMicroscope video adapter (optional)Adult volunteer (optional)

Opening Activity: (3 min)Teacher will explain that students will be looking at feathers under a microscope. In order to do that, students will learn how to use a microscope properly. (3 min)

7




Activity: (40 min) Students are arranged in small groups. Place a microscope in an area in the front of the room so that students can see it.

Using “Background Information” explain each of the microscope parts, its function and how to properly handle it. (10 min)

Teacher demonstrates how to focus a microscope. If available, consider using a video-adaptor for the microscope so that students can see along with you what the process of focusing a slide will look like as they look through the eyepiece. (5 min)

Students point to the parts of their microscope and label their diagram as the teacher repeats the parts and uses of the microscope a second time. (10 min)

Students practice focusing the microscope. Consider having additional adult help for this task or “pre train” some students in this skill so that they can help other students. (5 min)

Students look at prepared slides. Direct students to look using low and high power. Students record what they see in their journals. (10 min)

Assessment:Teacher will informally observe students while they are practicing using a microscope. Anecdotal notes will be recorded.Immediate clarification will be provided as needed.Teacher will collect journal and assess diagram. Diagram will be graded. (10 points)

Extension:For homework have students copy in their best handwriting how to properly handle a microscope. Insert page into journal next day.

LESSON 4- Hooked on Feathers


Prerequisite Knowledge:Students know how to properly handle and focus a microscope.Students know how to record observations and take notes.

Goals & Student Objectives:Students will use microscope properly.Students will compare and contrast flight feathers, down feathers and Velcro.As a class, students will create Venn diagram.

Materials:5-6 microscopesCompleted Diagram of Microscope for reference

8


Bird JournalVelcroFeathers (flight and down)-You may observe feathers that have been found or collected. Prepared slides of feathers from a biological supply company are also available. For example, Carolina Biological Supply (1-800-334-5551 or www.carolina.com) has some excellent samples to choose from.Adult volunteer (optional)

Opening Activity: (3 min)Teacher will briefly review proper procedures for handling and focusing microscope. Remind students to refer to notes for reference. (3 min)

Activity: (40 min) Students are arranged in small groups. Teacher instructs students to draw 3 columns on a sheet of paper. Label at the

top, “Feather Investigation.” Label the columns, “Flight Feathers,” “Velcro,” and “Down Feathers.” (3 min)

Students look at samples under microscope using low and high power. Students record what they see in their journals. (20 min)

Reconvene as a group and discuss findings. Create Venn diagram as a class. Students copy diagram in their notes on a new sheet of paper. (15 min)

Handouts about feathers given as supplemental information. Look at: http://www.pbs.org/lifeofbirds/classroom/lesson1.html or http://www.lam.mus.ca.us/birds/home.html

Assessment:Teacher will informally observe students while they are looking under microscope. Anecdotal notes will be recorded.Teacher will collect journal and assess observations and diagram for completeness and accuracy. (5 points)

Lesson idea taken from: http://www.lam.mus.ca.us/birds/guide/classroom/index.html

Extension:Students could also look at eggshells and/or bones under microscope.

LESSON 5- Aerodynamics of Flight


Prerequisite Knowledge:Students know that when birds flap their wings, they fly.

Goals & Student Objectives:

9

http://www.lam.mus.ca.us/birds/guide/classroom/index.html

http://www.lam.mus.ca.us/birds/home.html

http://www.pbs.org/lifeofbirds/classroom/lesson1.html

http://www.carolina.com/


Students will be able to define dynamics of lift and gliding.

Materials:Hair dryerPoster Board (option: make various wing shapes)RulerPencilClay2 StrawsTapeScissorsDirections for making an aerofoil: Reader’s Digest How Math Works by Carol Vorderman ISBN 0-89577-850-5 p. 107PaperDirections for making duck airplane: http://www.paperplane.org/ http://www.bestpaperairplanes.com/ Bird Journal

Opening Activity: (5 min)To activate thinking teacher will ask students to complete a quickwrite in their journals. Students will address the questions: Why can birds fly? What helps birds fly? (5 min)

Activity: (45 min) Teacher begins by describing “Mechanics of Flight in Birds.” Include

information about aerofoil and gliding. See: http://wings.avkids.com/Book/Animals/intermediate/birds-01.html. (5 min)

Teacher will prepare aerofoil demonstration in front of class so that they see the procedure. (5 min)

Teacher will solicit predictions: (3 min)o What will happen if we aim the air above the wing? Below? At the edge?

Teacher will encourage students to carefully observe. Teacher performs demonstration. Students might be encouraged to take notes during demonstration. (5 min)

Teacher will solicit explanations based on observations: (10 min)o When did the wing take off? Why?o Why do you think the wing didn’t take off every time?

Optional: repeat using different shape wing(s). Teacher will use already prepared paper airplane to demonstrate gliding. Teacher will encourage students to carefully observe. Teacher performs

demonstration. Students might be encouraged to take notes during demonstration. (3 min)

Teacher will solicit explanations based on observations. (10 min)o Did this bird fly? Why?o How was this demonstration different than the first one?

Students will write below their initial quickwrite. Students will describe lift and gliding. They might be prompted to begin with, “I learned about lift and gliding.

10

http://wings.avkids.com/Book/Animals/intermediate/birds-01.html

http://www.bestpaperairplanes.com/

http://www.paperplane.org/


Lift is…Gliding is…” Students might also be encouraged to draw diagrams to describe lift and gliding. (10 min)

Assessment:Teacher will collect journal and assess final entry. Entry will be graded. (5 points)

Extension:For homework have students create paper airplanes using different shaped wings. Describe shape of wings and results.

REVIEW FOR QUIZ

A review of content covered thus far will be covered. Information will be reviewed using a Jeopardy “game show” format. Teacher will prepare answers/questions. (30-40 min)

QUIZ

Students will be quizzed on content covered thus far: 4 defining characteristics of birds How to use a microscope—including parts, properly handling one and how to

focus Feathers—especially the difference between different types of feathers Flight—especially the basic dynamics of lift and gliding

Quiz will be graded. (50 points)

LESSON 6- Many birds fly, some don’t! (technology integration)


Prerequisite Knowledge:Students know dynamics of flight, especially gliding and lift.Students have basic computer skills including how to use the Internet.

Goals & Student Objectives:Students will be able to identify 4 ways birds fly.Students will practice accessing and navigating the Internet.

Materials:Computers with Internet access-This lesson is designed assuming students are working in a computer lab. Bird Journal

Opening: (3 min)

11


Teacher will remind students of expectations when working on the computer. (3 min)

Activity: (30 min) Students will access the following site:

http://www.yahooligans.com/content/animals/birds/birds_howdotheyfly.html Students will read site and take notes in their journal. (25 min) After students finish they should visit the following site to look at images of

raptors in flight: (time varies) http://www.virtualbirder.com/vbirder/onLoc/onLocDirs/HAWK/gallery/amorris/index.html

Assessment:Teacher will collect journal and assess final entry. Entry will be graded for completeness. (5 points)

Extension:Students could trace and cut out silhouettes of birds in flight. Silhouettes should be done on black paper.

LESSON 7- Movie

Contextual Items:Grade 3-4Lesson duration: up to 105 minutes

Prerequisite Knowledge:Students know dynamics of flight, especially gliding and lift.

Goals & Student Objectives:Students will observe the flight patterns of various species of birds.Students will write impressions about the movie.

Materials:TelevisionDVD/VHS playerMovie: Winged Migration- Information about the movie can be found at: http://www.sonyclassics.com/wingedmigration/home.html Bird Journal

Opening: (3 min)Teacher will introduce video and tell students how much they are really going to enjoy it! (3 min)

Activity: (up to 100 min) Direct students to watch video and try to compare the way different birds fly. Ask

them to look for birds that glide, soar, flap, and hover.

12

http://www.sonyclassics.com/wingedmigration/home.html

http://www.virtualbirder.com/vbirder/onLoc/onLocDirs/HAWK/gallery/amorris/index.html

http://www.virtualbirder.com/vbirder/onLoc/onLocDirs/HAWK/gallery/amorris/index.html

http://www.yahooligans.com/content/animals/birds/birds_howdotheyfly.html


Play video. (up to 85 min) Students will write their impressions about the movie in their journal. (up to 15

min)

Assessment:Teacher will collect journal and assess final entry. Entry will not be graded.

LESSON 8- Migration (geography & technology integration)

Contextual Items:Grade 3-4Lesson duration: 85 min

Prerequisite Knowledge:Students have a working knowledge about birds.Students have a working concept of the world map.

Goals & Student Objectives:Students will define migration.Students will identify continents and US.Students will document migration pattern of 3 birds.Students will describe migration pattern of one bird.

Materials:Slips of paper (for opening)Prize (optional)Computers with Internet access-This lesson is designed assuming students are working in a computer lab. Though this lesson might be better conducted using one computer and a projector.Large world mapHandout of world map (hole punched)Colored pencilsLabels for all continentsBird Journal

Opening: (5 min)Teacher will ask students to (try to) define the word “migrate/migration.” Answers will be recorded on slips of paper. Put slips into jar. Have raffle-like drawing at the end of lesson. Correctly answered response wins prize. (5 min)

Activity: (80 min) Teacher begins with introduction to migration. Address following questions.

Solicit student input. See website for background information: http://dnr.state.il.us/lands/education/virtualbird/teacher/lespl8.html (10 min)

o What is migration?o What are some reasons birds migrate?

13



o Do all birds migrate?o When do birds migrate?

Discuss world map. With students’ assistance, label continents and USA. (10 min)

Students will access following website: http://www.sonyclassics.com/wingedmigration/home.html

At this site students will view migration pattern of various birds. With teacher guidance the patterns of the following birds will be examined: (20 min)

o Canada Gooseo Bald Eagleo Flamingo (no migration path)o If time permits, examine additional migration patterns.

Migration patterns will be documented on world map and posted in classroom. Students will also document patterns on their handouts. Each pattern should be documented in a different color. (20 min)

Conduct raffle (from opening). (5-10 min) Students will define migration in their journals. Students will describe migration

pattern of at least one bird. (10 min)

Assessment:Teacher will collect journal and assess handout and final entry. Handout will be graded for accuracy (5 points). Journal entry will be assessed for accuracy and description (5 points).

LESSON 9- Field Trip/Guest Speaker

Field Trip and/or Guest Speaker will be arranged. Ideally, both options would be available and this could be split into 2 separate lessons.

REVIEW FOR QUIZ

A review of content covered thus far will be covered. Information will be reviewed using a Jeopardy “game show” format. Teacher will prepare answers/questions. (30-40 min)

QUIZ

Students will be quizzed on content covered thus far: 4 ways birds fly Migration

Quiz will be graded. (25 points)

LESSON 10- Take action!

Contextual Items:Grade 3-4

14

http://www.sonyclassics.com/wingedmigration/home.html


Lesson duration: approx 2 weeks

Prerequisite Knowledge:Students have an excellent working knowledge about birds.

Goals & Student Objectives:Students will participate in inquiry-based project.Students will apply knowledge gained about birds and participate in some action to help Illinois birds.

Materials:tba

Activity: Students will participate in an inquiry-based project. Teacher will support

students throughout their development of projects. Projects will mostly be done at school. Possible projects are:

PROJECTS AND ACTIVITIES:1. Work to improve habitats for birds and other wildlife. Create/plant a bird habitat or garden. Create a community garden or prairie. Encourage retaining edges on farmland for wildlife. Create a bluebird trail with the help of a state park or a chapter of the Audubon Society. Build birdhouses. Make and give away bird feeders made of recycled products. Consider giving your feeders to nursing homes and children's homes. Provide a year-round water source for birds. Make sure your waterers are scrubbed and refilled each day to reduce chances for birds to become diseased. Place nesting material outdoors such as short pieces of yarn (6 inches or less), hair or grass clippings.

2. Read about birds and habitats then give a talk to your class or a club. Write letters, make posters or design a T-shirt or bumper sticker. Discuss where posters and bumper stickers should be placed for maximum viewing.

3. Help with a clean up project or assist with fundraising for an environmentally oriented project. Volunteer to do a radio public service announcement for the group.

4. Write for information about a topic you are interested in. Form a school or class conservation club. Disseminate the information to other students and local decision-makers.

5. Research the animals that rely on insects, the effect insecticides have on those populations and the impacts of both insecticides and insect overpopulations on man. Discuss various insect control methods and how to determine when control is necessary.

6. Construct silhouettes of birds of prey and affix them to windows. Birds often fly into windows because the reflection of trees and clouds makes windows appear to be openings in the walls.

15


Lesson idea taken from: http://dnr.state.il.us/lands/education/virtualbird/teacher/lespl12.html

Assessment:Projects will be assessed for thoroughness and application of previously learned material. See rubric. (100 points)

16



RUBRIC- for Culminating Project

Identifying the Project

20 pts Independently identified a question which was interesting to the student and

which could be investigated or can be researched.

15 pts Identified, with adult help, a question which was interesting to the student and

which could be investigated or can be studied.

10 pts Identified, with adult help, a question which could be investigated or can be

studied.

5 pts Identified a question that could that did not make sense at all.

Use of Class Time

20 pts Used time well during allotted class time. Focused on getting the project done.

Never distracted others.

15 pts Used time well during allotted class time. Usually focused on getting the project

done and never distracted others.

10 pts Used some of the time well during allotted class time. There was some focus on

getting the project done but occasionally distracted others.

5 pts Did not use class time to focus on the project OR often distracted others.

Quality of Information

20 pts Information clearly relates to the main topic. It includes several supporting details

and/or examples.

15 pts

17


Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

10 pts Information clearly relates to the main topic. No details and/or examples are

given.

5 pts Information has little or nothing to do with the main topic.

Display

20 pts Each element in the display had a function and clearly served to illustrate some

aspect of the project.

15 pts Most elements had a function and clearly served to illustrate some aspect of the

project.

10 pts Some elements had a function and clearly served to illustrate some aspect of the

project.

5 pts The display seemed incomplete or chaotic with no clear plan. Many labels were

missing or incorrect.

Conclusion/Summary

20 pts Student provided a detailed conclusion based on what was discovered through the

project or the student sums up what the importance of the project was.

15 pts Student provided a somewhat detailed conclusion clearly based on their research

or action project.

10 pts Student provided a conclusion with some reference to the research or action

project.

5 pts No conclusion was apparent OR important details were overlooked.

18


SECTION III: BIBLIOGRAPHY & Potential Resources

A note about this list…For this bibliography I have compiled a lengthy list of titles and resources that could be used for projects about birds. As I hope to eventually teach this Unit (or a variation of it), I thought it was most useful to include all possible resources I could turn to in the future.

Multimedia

Corel Software. Animal Life Detailed information about Bald eagles and other endangered birds. 1(800)955-3313. CD Rom $99.99. Grades 3 and up.

Davidson. Kidworks Deluxe Students can write their own bird stories, and hear it read back to them and use clip art to illustrate it then print it out in book form. CD Rom. $59.99. Grades 3-6.

Tom Snyder Production. Mapping the World Students can locate what states or region their bird is located in on various maps and print them out to share with classmates. CD Rom. $105.00. Grades 3-8.

Audubon's Animal Adventures- 30 minute taped segment.

From SC's ITV television series for elementary school students: Animal Classifications, lesson #4 entitled, "Birds", tape #1975-0004, length: 22:52 minutes.

Book of Birds, 16 lessons total, all running about 15 minutes each, tape #s 0314-0001 to 0314-0016.

What Is a Bird, 1 lesson, tape #0141-0008, length 13:50.

Bird Songhttp://www.virtualbirder.com/vbirder/edcentral/birdsong/shelf/index.htmlA selection of CDs etc available from the Virtual Birder.

Internet

Free materials about IL environment, animals, etc: http://dnr.state.il.us/lands/education/CLASSRM/edmats02.htm

19

http://dnr.state.il.us/lands/education/CLASSRM/edmats02.htm


Also, see Internet URLs cited throughout lesson plans.

Books

Below titles taken from: http://www.libsci.sc.edu/miller/birds

Non-fiction:

Arnold, Caroline. On the Brink of Extinction: The California Condor, San Diego: Harcourt, Brace, and Jovanovich, 1993. Describes the history of the condor in the United States and effects to capture and breed the few remaining California condors to save them from extinction. This book also explores the problems of endangered birds in the U.S. and wildlife conservation effects.

Audubon, John James, and Roop, Peter and Connie, eds. Capturing Nature: the Writings and Art of John James Audubon, New York: Walker and Co., 1993. The writings of naturalist, John James Audubon, are collected from various sources to describe his work. This book explains to children the beginning of the wildlife conservation movement in the United States with an emphasis on birds.

Burnie, David. Bird, New York: Alfred A. Knopf, 1988. A photo essay on the world of birds examining such topics as body construction, feathers and flight, the adaptation of beaks and feet, feeding habits, courtship, nests and eggs, and bird watching.

Guiberson, Brenda Z. Spotted Owl: Bird of the Ancient Forest, New York: Henry Holt & Co., 1994. Details the spotted owl in the Northwest Pacific area of the United States. Forest ecology and environmental concerns are also highlighted. Jenkins, Priscilla Belz. Falcons Nest on Skyscrapers, New York: HarperCollins Publishers, 1996. Describes the ornithologists quest at saving the American falcon. Explores the legislative tools at aiding in the fight to save the birds as well as environmental actions.

Poetry:

Adoff, Arnold. Birds, New York: J.B. Lippincott, 1982. A collection of poems, written free verse, from the point of view of various birds.

Day, David. Aska's Birds, New York: Bantam Doubleday Dell, 1992. A collection of poems in which the reader must guess, "if birds were people, what jobs would they do?"

Florian, Douglas. On the Wing, San Diego: Harcourt, Brace & Co., 1996. A collection of poems about such birds as the emperor penguin, rhinoceros hornbill, and whooping crane.

Fiction/Folklore:

20

http://www.libsci.sc.edu/miller/birds


Hamilton, Virginia. When Birds Could Talk and Bats Could Sing, New York: Scholastic Books, 1996. A collection of stories, featuring sparrows, jays, buzzards and bats based on African-American tales.

Harrell, Beatrice Orcutt. How Thunder and Lightning Came To Be, New York: Dial Books, 1995. Based on a Native American folklore, two very large and silly birds accidentally create thunder and lightning as a way to warn the Choctaw people of a coming rainstorm.

Williams, Julie Stewart. And the Birds Appeared, Honolulu: University of Hawaii Press, 1988. Retells the traditional legend of how Maui, a boy with magical powers, made the birds appear on Hawaii.

Below title taken from: http://dnr.state.il.us/lands/education/virtualbird/index.htm

Bash, Barbara. Urban Roosts - Where Birds Live in the City. (Sierra Club Books/Little Brown and Co. Inc., 1990)

Boulton, Carolyn. Birds. (Franklin Watts, 1984)

Burnie, David. Bird - Eyewitness Books. (Alfred A. Knopf, 1988)

Caitlin, Stephen. Amazing World of Birds. (Troll Associates, 1990)

Cole, Joanna. A Bird's Body. (Morrow, 1982)

Cook, David. Birds. (Crown, 1985)

Coombs, Charles. Soaring: Where Hawks & Eagles Fly. (H. Holt & Co., 1988)

Crook, Beverly Courtney. Invite a Bird to Dinner: Simple Feeders You Can Make. (Lothrop, Lee & Shepard, 1978)

Forsyth, Adrian & Laurel Aziz. Exploring the World of Birds. (Firefly Books, Ltd., 1990)

Fowler, Allan. It Could Still Be a Bird. (Rookie Read About Science Series, 1990)

Gans, Roma. When Birds Change Their Feathers. (Crowell Jr. Bks. Harper, 1980)

Gans, Roma. Bird Talk. (Crowell, 1971)

Gans, Roma. Birds At Night. (Crowell, 1968)

George, Jean Craighead. The Moon of the Winter Bird. (Crowell, 1969)

Gise, Joanne. A Picture Book of Birds. (Troll Assocs., 1990)

21

http://dnr.state.il.us/lands/education/virtualbird/index.htm


Herschi, Ron. What is a Bird?. (Walker & Co., 1987)

Herschi, Ron. Where do Birds Live?. (Walker & Co., 1987)

Hoffman, Mary. Bird of Prey. (Raintree Publishers, 1987)

Hornblow, Leonora & Arthur Hornblow. Birds Do the Strangest Things. (McKay, 1991)

Hunt, Lynn B. Birds-How to Draw and Paint Series. (W. Foster, 1989)

Hurd, Edith T. Look for a Bird. (Harper, 1977)

Kalman, Bobbie. Birds at My Feeder. (Crabtree Pub. Co., 1987)

Kaufman, Joe. Joe Kaufman's Big Book about Mammals & Birds. (Golden Books/Western Pub., 1989)

Kidman, Rosamund. Usborne First Nature-Birds. (Usborne, 1980)

Lohan, Frank J. Sketching Birds: Pen, Pencil, & Ink Wash Techniques. (Contemp, 1990)

MacPherson, Mary. Birdwatch: A Young Person's Introduction to Birding. (Summerhill CN, 1989)

McCauley, Jane R. Baby Birds and How They Grow. (Natl. Geog., 1983)

Parsons, Alexandra. Amazing Birds. (Alfred A. Knoph, 1990)

Pringle, L. Living Treasure: Saving Earth's Threatened Biodiversity. (Morrow Jr. Books, 1991)

Ryder, Joanne. Catching The Wind. (Morrow Jr. Books, 1989)

Selsam, Millicent E. & Joyce Hunt. A First Look at Birds. (Walker & Co., 1973)

Seuss, Dr. The Lorax. (Random House, 1971)

Seuss, Dr. Horton Hatches an Egg. (Random House, 1940)

Steele, Philip. Birds. (Macmilian, 1991)

Stewart, Frances T. and Charles P. Stewart. Birds & Their Environments. (Harper, 1988)

Storms, Laura. The Bird Book. (Lerner, 1982)

22


Wheeler, Margaret. Owls-Hunters of the Night. (Lerner, 1981)

Wiesinger, John. Birds-Right Before Your Eyes. (Enslow, 1988)

Wolff, Ashly. A Year of Birds. (Dodd, Mead, 1984)

Yolen, J. Birdwatch. (Philomel Books, 1990)

Zolotow, Charlotte. Flocks of Birds. (Crowell, 1981)

Below titles taken from: http://www.cstone.net/~bcp/3/3SSci.htm

Bash, Barbara. Urban Roosts: Where Birds Nest in the City. Boston: Little Brown, 1990.

Burnie, David. Bird. New York: Knopf, 1988.

Cole, Joanna. A Bird's Body. New York: Morrow, 1982. Excellent material on bird anatomy.

Cohen, Daniel. Prehistoric Animals. New York: Yearling, 1993. Good pictures of fossil birds.

George, Jean Craighead. The Moon of the Winter Bird. New York: Crowell, 1969. Follows a sparrow through the winter.

Gerstein, Mordecai. Arnold of the Ducks. New York: Harper, 1983. A human baby is accidentally kidnaped by a passing pelican and is raised by a duck mother. He is covered with feathers by his duck brothers and sisters and learns to fly and live like a duck.

Helmsley, William. Fins to Wings. New York: Gloucester Press, 1991. Examines how animals move and includes a section on bird flight.

Parker, Steve. Skeleton, New York: Knopf, 1988.

Parsons, Alexandra. Amazing Birds (Eyewitness Junior book). New York: Knopf, 1990.

Ricciuti, Edward. Birds. Woodbridge, CT: Blackbirch Press, 1993. Contains sections on evolution of birds and bird senses.

Taylor, Barbara. The Bird Atlas. New York: Dorling Kindersley, 1993. Three hundred birds by continent including physical characteristics and information on habitat. Also a section on the evolution of birds.

Naturescope: Birds, Birds, Birds! Washington, D.C.: National Wildlife Federation, 1985. "Take a Peak at That Beak," Ranger Rick Magazine, Jan 1985, pages 10-14.

23

http://www.cstone.net/~bcp/3/3SSci.htm


Short, Lester. The Lives of Birds. New York: Henry Holt, 1993.Highly readable book by the curator of birds for the American Museum of Natural History. The chapter on the bird-reptile connection is fascinating.

24

Documents

mste.illinois.edu Unit.… · Web viewOrganisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments