Author: Deanna Foxley

Utah State Science Core: This was written for English Language Learners, but is a nice introduction to birds for elementary grade levels. Fits ELL reading, writing, listening and speaking

TALONS Category: Observation of Organisms

Objective: English language learners (ELL) are introduced to the basic biology of birds to ensure understanding of terminology, animal differentiation, and general bird knowledge through a lesson that employs the four standards of ELL instruction: reading, writing, listening, and speaking.

Summary:

The Lesson has two parts "What Is A Bird?" and "What Is A Raptor?" which are interwoven to accomplish the following objectives. First, to introduce students to the basic characteristics of all birds and build background knowledge of the topic. And second, to teach students the characteristics that differentiate raptors from other birds.

Part 1 -- "What Is A Bird?": An introduction to birds, focusing on general biological and behavioral differences comparing birds to mammals, with an emphasis on basic "bird" terminology. Students will learn how birds are equipped with their own specialty "tools", such as beaks and feet, through the use of various visual and printed materials and interactive involvement.

Part 2 – "What Is A Raptor?": An introduction specifically about raptors. Students will learn what characteristics make raptors unique from other birds, compare and contrast the two, identify at least three raptors, and write an essay about what they learned.

Students will keep a notebook of all written work, with new vocabulary words, worksheets, as well as pictures or other information about birds that they have acquired. Students will complete the unit by designing an art project related to their favorite bird with a small peer group.

Subject Area: Language arts (ELL), science, art

Topic: Language, science: birds

Grade Level: 6-8 (adaptable k-12)

Season: Year round

Materials Needed:

Hatchet, by Gary Paulson

Students: pencils, paper, notebooks

Teacher: overhead projector and with lesson transparencies, and worksheets needed for lessons; various pictures of birds with specific types of beaks, feet, etc.

Venn Diagram information can be found on the Reading Quest website, http://www.readingquest.org/strat/venn.html

Part 1: "What Is A Bird?"

A variety of books, field guides, magazines, and pictures of or about birds; compare/contrasl diagram transparency (Venn); tweezers, scissors, straw, chopsticks, pliers, spoon, small stones, a cup of water, bits of string, small twigs, scraps of paper, nuts or seeds; binoculars and other related birding tools and materials.

Part 2: "What Is A Raptor?"

All printed materials as listed for Part 1; Compare/contrast diagram transparency; large pictures of raptors and/or a list of pages in books with good quality pictures of raptors; Art materials, poster paper, colors, etc.

Time Needed:

Engage: about 30 minutes for each part; Explore: about 20 minutes for each part; Explain: about 20 minutes for each part; Elaborate: about 20 minutes for each part

Total: Three 50-minute periods for entire lesson. One additional period for artwork and post-test.

Life Skills:

Enhancement of listening, observation, and writing skills, and awareness of larger world environment/ nature. Strengthening of group-collaboration skills through practice and participation. Artistic development.

Curriculum Standard:

While there is no set Utah curriculum standard for ELL, this lesson does follow general state guidelines for Language Arts (English). It focuses on development of English reading, writing, listening and speaking skills using metacognitive, cognitive, and social/affective strategies, including self- and peer evaluation, interactive activities, note taking, manipulation of learning materials, self-monitoring, and others.

Background:

For many students, but especially for ELL, it is best not to take their background knowledge of any subject for granted. Most students think they know what a bird is, but when teaching, it’s important to remember that even a subject as basic as "birds" has its own set of definitions, vocabulary, and information. Students may not be able to express their knowledge of the topic in written or spoken ways without being given an introduction first. This lesson strives to provide basic, but essential, information to help kids know more about birds, and to specifically identify raptors.

Raptors are unique to the bird world because of their special characteristics: grasping claws (talons), hooked beak, sharp eyesight and meat-only diet. They are also excellent hunters - cunning, strong, and very fast. Kids love these things about other animals, now it’s time to turn their eyes to the skies.

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Engage:

1. Students will be engaged and excited by the use of a science-related topic, "birds and raptors", in ELL class. The lesson is incorporated as a mini-lesson for the literature unit on the novel, Hatchet. Students have begun to make connections with nature though the novel, so this lesson is meant to enhance what they are learning and help make the story more real. Any other nature-related story, at any grade level can be used.

2. Begin the lesson by discussing various birds from the novel Hatchet, and the ways Brian is helped by them in the story. Do birds help us? What birds do we use in the city?

Part 1 – What is a bird?

Explore:

1. Ask students to carefully study pictures of birds in books or that are displayed in classroom. Encourage students to take notes.

2. Engage in a short, classroom discussion about birds: explore what names they are familiar with, different types of birds they have seen, what birds eat, and so on. A list can be written on the board, students can copy or take notes.

Explain:

1. Pass out compare and contrast diagrams (Venn); ask students to think about what makes birds different from other animals: use "mammals" for simplicity.

2. On overhead transparent Venn diagram, list mammals and birds at top, then identify their similarities and differences; make sure students copy the information on their own diagram for placement in their workbooks. Workbooks are worth 1/4 of grade.

3. Students can use all materials brought into the classroom to help them identify bird characteristics, i.e., feathers, beaks, lay eggs, etc. Teacher will provide cues to complete list.

Elaborate:

1. Using pictures of birds, show different types of beaks and feet; ask what students think about them.

2. Demonstration: Have bird "tools" arranged on table with seeds, nuts, string, etc. Show how each is similar to a birds beak or bird feet: nutcracker, pick, strainer, scratcher, pliar-grip, etc.

3. Activity: Allow students to handle the samples and try to use them to pick up sample foods, items (string, nuts, sticks, etc.).

4. Students will draw and label at least five different types of beaks and at least three types of bird feet for their workbooks. Students can use written materials for reference.

5. Questions or comments for discussion.

6. Homework: Pass out list of bird-related vocabulary words and ask students to match the words with the definitions. A good additional exercise is to have students translate the vocabulary words into their native language, then discuss what they’ve learned at home.

 

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Part 2 – What is a raptor?

Explore:

1. Begin Part 2 of the lesson by reviewing general bird characteristics studied and discussed in Part 1.

2. Students will study bird pictures, identify similarities and differences. Class will list on board and copy in workbooks.

3. Teacher will ask students: What is a raptor? What kind of animal is it? Is it a dinosaur? Encourage students to use their knowledge of inference for this activity. Questions/comments for discussion.

4. A video clip or pictures of dinosaur raptors can be used for interest and/or to clarify concept further. (optional)

Explain:

1. Write the definition of "raptor" on the board (see link). Students copy correctly into workbooks.

2. Pass out fresh copies of the compare and contrast diagram (Venn); write "raptors" and "birds" at top.

3. Ask students to read the definition again and to think about what makes raptors different from other birds? List as many similarities and differences as possible.

4. If students have not given them, be sure to list the three important things that differentiate raptors from other birds: talons, beaks, and meat eating.

5. Questions and discussion.

Elaborate:

1. Activity: Using pictures from bird books, students will find and study as many raptors as possible. Students will write their list to share for board activity. Write the list on the board; students can add to their list in their workbooks.

2. Students will write a paragraph about their favorite raptor – list the characteristics, where found, colorations, etc. – place in workbooks.

3. Essay: Students will research from classroom texts, internet, and other sources for information about their favorite raptor. A 200-word essay will be due in one week. It must include 1. What I’ve learned about birds; and 2. A comparison of my favorite raptor with other birds. Students must use a minimum of five vocabulary words from the list in the essay. Worth 1/4 of final grade.

4. Teacher will provide a list of good sites for research.

5. Activity: In groups, students will create a poster or other art form, about raptors. Any ideas are acceptable. (Next class day.) Art project is worth 1/4 of final grade.

6. Students can discuss what things they learned about raptors.

7. Final questions, comments, discussion.

8. Special Guest: A member of the Navajo tribe will share knowledge of the sacredness of feathers within the Native American culture. (After lesson completion) (optional)

9. Special Presentation: HawkWatch International presentation a week after lesson completion.

Evaluate/Assess:

Student work will be assessed based on four parts of this lesson: ¼ grade on workbook, ¼ grade on essay, ¼ grade on art project, and ¼ grade on class and group participation.