NETS-Students

NETS-Teachers

Science

Bird Rap-A Guide to Local Birds

 

 

       6th Grade         7th Grade       8th Grade

 

Estimated Length of Lesson: 8.25 to 11.25 hours

Purpose

Objectives

Description

Preparation
           Teacher Technology Knowledge
           Technology Materials/Resources
           Lesson Preparation (Non-Technology)
           Pre- or Mid-Unit Knowledge for Students

Activities

Tools and Resources

 

Purpose

Students identify different species of local birds by their behavior, shape, song, color, habitat, and food requirements. Students apply this research in assessing the local status and health of wild bird species.

Students will conduct research using several technological resources to gather and synthesize information; collaborate with peers to compare, contrast, and analyze their research; and use a variety of technological tools to create and present a product

The activities address several of the National Science Education Standards (set by the National Academy of Sciences) and all ten of the NETS Performance Indicators (established by the International Society for Technology in Education) for the grade level. The Science Standards (for grades 5-8) addressed by this lesson are A1, A2, C3, C4, C5, and F2. Arizona Department of Education Science Standards addressed by this lesson are 1SC-E1, E3, E6; 4SC-E7.

 

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Objectives STANDARDS      
In this unit, the students will NAS Science
5-8 		NETS AZScience Activities
  • Complete and create charts and concept maps to establish a course for group research (using concept-mapping software when creating).
 A1, A2, C3, C4, C5, F2 1, 2, 5, 7, 8, 9

1SC-E1

 		 1
  • Work collaboratively with a group to conduct multimedia research of a local songbird.
 A1, A2, C3, C4, C5, F2 3, 4, 7, 8, 9, 10 1SC-E1, E6;4SC-E7

 

3
  • Use database software to keep track of information as it is collected and to compare results.
 A1, A2 5, 7, 8, 9 1SC-E3

 

3
  • Work collaboratively with a group to create a Web page field guide (using Web page creation software).
 A1, A2, C3, C4, C5, F2 4, 5, 6, 7, 8, 9, 10

1SC-E3; 4SC-E7

4
  • Present the Web page field guide to the class or to another group (using a computer video-presentation system and being videotaped).
 A1, A2, C3, C4, C5, F2 5, 6, 7, 9

1SC-E1, E3;
4SC-E7

5
  • Work collaboratively with other middle school classes over the Internet to create a scientific "telecommunity."
 A1, A2, C3, C4, C5, F2 4, 5, 6, 7, 8, 9, 10

1SC-E3;
4SC-E7

6

 

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Description

In this lesson, the students (working in groups) will perform a number of tasks that lead to the creation of a Web page field guide to the birds of their community. They will be observing and researching the physical characteristics (structure and function), the behavioral and environmental adaptations, population status and lifestyles of different local birds and sharing their findings (1) with each other and (2) on a Web page field guide with middle school classrooms via Internet links. In conducting their research, groups will utilize the resources of scientific experts, field guides, video clips, CD-ROMs, scanned print resources, and related Web sites. Videotapes and photographs may be used in observations. Students conclude the lesson by giving a class presentation and posting their research on the Internet

Technology utilized in this unit includes multimedia research, digital cameras, scanner, video-presentation system, video camcorder, and concept-mapping, database and Web page creation software. For more information on software types and titles, see Software in the Tools and Resources section of this unit plan.

 

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Preparation

Teacher Technology Knowledge

  • Concept-mapping software
    		•
  • Database software
  • Multimedia research
    		•
  • Web page creation software
    		•
  • Digital camera
    		•
  • Video-presentation system
    		•
  • Scanner
    		•
  • Video camcorder
    		•

    Technology Materials/Resources

    • Have all parents/students read and sign an Acceptable Use Policy (AUP) Agreement. Each district should have one. (Example)
    • Be sure to have all software and hardware and other necessary tools available. (See Tools and Resources.)
    • Meet with the school librarian or media center teacher to find school site resources that support students' research.
    • Meet with the school Webmaster to schedule posting of student work on the school Web page.
    • Arrange for online mentors (see Tools and Resources).

    Lesson Preparation (Non-Technology)

    • Obtain a list of local songbirds from the local Audubon Society.
    • Obtain a copy of Peterson's Field Guide to Birds.
    • Create a KWL (know, want to know, learned) chart to assess students' knowledge of local songbird populations (in Activity 1).
    • Arrange to have the class present their Web pages to the local Audubon chapter.
    • (If necessary) create a mini-lesson on concept-mapping software and plan a time to deliver that lesson.
    • (If necessary) create mini-lessons on multimedia research, digital cameras, scanner, video-presentation system, video camcorder, and concept-mapping, database and Web page creation software and plan times to deliver those lessons.
    Pre- or Mid-Unit Knowledge for Students
    • Concept-mapping software
    • Multimedia research
    • Digital cameras
    • Scanners
    • Database software
    • Web page creation software
    • Video presentation systems
    • Video camcorder

     

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    Activities

    1. Establishing Prior Knowledge and Creating a Research Plan (1 hour)

    2. Forming Groups and Assigning Roles (15 minutes)

    3. Conducting Research and Creating Web Page Storyboards (4-5 hours)

    4. Creating a Web Page  (2-3 hours)

    5. Presenting the Web Page (1-2 hours)

    6. Creating and Interacting within a Scientific "Telecommunity" (2-3 hours)


    1.  Establishing Prior Knowledge and Creating a Research Plan
    (1 hour)

    As a group activity, students complete a "know, want to know, learned" (KWL) chart on students' knowledge of local songbird populations. They then use concept-mapping software to create flowcharts or concept maps for research tasks.

    Outline the objectives of the final project-a Web page field guide; include required components of the Web page (see Assessment in the Tools and Resources section of this lesson plan).

    2. Forming Groups and Assigning Roles
    (15 minutes)

    Group students in teams of four. Assign the following primary tasks to each team member. Rotate tasks daily.

    • Manager: Collects all materials needed for investigation and is the only team member who can communicate with other teams
    • Tracker: Keeps groups on-task, reviews procedures, and manages time
    • Data Processor: Enters and retrieves information using the computer
    • Principal Investigator: Leads activity and is the only team member who can communicate with the teacher

    3.  Conducting Research and Creating Web Page Storyboards
    (4-5 hours)

    At the first group meeting, have each group select a different local songbird. Group members collaboratively outline the research tasks, including the following: songs and calls; habitat, physical characteristics, and adaptations; reproductive and mating behaviors; role in local food web; migration patterns (winter, summer, and breeding ranges); population dynamics; and ecological health. They then conduct multimedia research on the chosen bird, using books, CDs, Web sites, experts, etc. Students use database software to keep track of information as it is collected and to compare results.

    As research progresses, team members collaborate in creating Web page storyboards for their field guide by incorporating script, graphics, transitions, special effects, and other available tools. Throughout the process, students pose questions, seek explanations, find additional resources, and edit their products.

    Students may use a digital camera, camcorder or scanner if they are available.

    4.  Creating a Web Page
    (2-3 hours)

    Students work collaboratively with their group to create a Web page field guide using Web page creation software. Review the required components of the Web page as established in Activity #1. The required components must be present in each group's Web page. They may, however, add additional components as they see fit.

    5.  Presenting the Web Page
    (1-2 hours)
    Each group presents its Web page field guide to the class or to another group (e.g., the local Audubon chapter) or both, using a computer video-presentation system. Students are to be videotaped while presenting Web pages.

    6.  Creating and Interacting within a Scientific "Telecommunity"
    (2-3 hours)


    As a whole, the class collaborates with other in- and out-of-state middle school classes over the Internet to create a scientific "telecommunity." (See Tools and Resources for making connections with other classrooms.) Within this framework, students can compare, evaluate, read, share, investigate, and debate each other's avian research.

     

     

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    Tools and Resources

    Software
    (Click here to view software types, titles, and descriptions, and links to tutorials)

    Concept-mapping, database, Web page creation, word-processing (if used for note-taking)

    Educational Software on Birds:
    Birds of North America (Thayer Birding Software), Jr. Nature Guide Series-Birds (Forest Technologies), Peterson Multimedia Guides: North American Birds (Houghton Mifflin Interactive)

    Hardware
    Video camcorder, video-presentation system, digital camera, scanner

    Websites

    For information on birds:

    For finding keypals/project partners:

    Other
    Library reference print materials, binoculars or spotting scopes, online references and mentors

    Assessment
    Students and teachers can generate a separate scoring rubric for both the Web page and the presentation. The Web page should include all of the following:

    • Title
    • Appropriate photos, scanned images, digital photos, or video of specific wild birds
    • Appropriate sounds depicting songs and calls
    • Graphics depicting field marks, behavior, habitat, and ranges
    • Graphs of current populations and health trends
    • Six paragraphs illustrating bird-specific natural history and current avian issues
    • Five links to other related avian Web sites
    • One hyperlink to another Grade 6-8 class (preferably out-of-state)

    The groups will debrief and do self-assessment on their daily progress.
    Use peer evaluation for final assessment of all group members.

    Credits
    (idea adapted from the NCTM Standards, 2000)
    Jim Schulz, Helena Middle School, Helena, Montana
    Debbie Silver, Louisiana Tech University, Ruston, Louisiana

    Comments from Originating Teacher
    We used this activity as the basis for one of our thematic units. The opportunities for interdisciplinary instruction are limitless, especially when you have staff willing to support your science instruction. We did! The art teacher helped with Web-page design and bird photography, the language arts teacher helped with the narratives, the math teacher helped the students put their data into graphs, and the science teacher helped guide the biological explorations. Next year we plan to add videos of some alternative assessments that the students developed (e.g., bird collages, bird stories, an informational tape about bird songs, and a skit about bird adaptations).

    The parents really got involved in this activity. They enjoyed being able to go to the Web site and see their children's work. Several students commented that when parents saw what other groups did, they encouraged their own children to improve their products. It was a great way to engage the parents' interest as well as that of the students.

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