Lesson Plan: Science Lesson one Day one Daily topic: Learn about how birds adapt to different

t habitats and how this adaptation affects their appearance. Objectives: - Observe the difference between birds that live in different habitats such as the wetlands, rivers and ponds. How do birds use the difference in their appearance (beaks, feathers, ect.) to survive in their habitat? The objective is that students can identify the parts of the bird that are used to adapt to an environment after they complete the activity. Procedures: 1. First, I am going to ask the students a few questions to get them thinking about adaptations. a. How birds do they think exist in the world? b. How many birds exist in Louisiana? c. What do birds use to protect themselves? d. Where do birds live? 2. Then I am going to show the students pictures of different birds (hummingbird, bald eagle, pelican, penguin) 3. After I show the pictures, I am going to ask the students to tell me the observable differences of these birds. 4. List the differences between the birds that the students came up with (beaks, size, feathers, shape, feet, color, ect.) 5. Next, I am going to show a youtube video on the different habitats of birds and how they adapt based on their different appearances. Activity for students 1. I will assign each student a different habitat (some students may have same habitat). 2. The students will then simply google the habitat and what birds live in that habitat. 3. Next the student will use kid pix to draw the bird and the habitat it lives in. 4. Each student will present their kid pix and the birds that lived in their habitat 5. The student will have to label one part of the bird that is used to adapt in its habitat. (beak, feet, feathers, body size). 6. After the activity we will go over the presentations and the how the birds differed in their given habitats. 7. The teacher will give the student time to ask questions regarding the topic.

Materials: 1. Computer with a Screen for youtube presentation 2. Need a dry erase board with marker for the teacher

3. Students will need a notebook and pen or pencil to take notes with 4. Students will need a desktop monitor

Teacher Materials: Video on Adaptation: http://www.youtube.com/watch?v=069ucB-nG2U

How do you accommodate students with: special needs, non-native , and gifted. Special Needs: the teacher will be there to help those kids with special needs. The teacher will walk the student through the assignment while they perform the steps to complete the assignment. Non-Native: The teacher will do there best to explain through dialogue and non verbal communication. Non-verbal communication may mean pointing at the computer screen and directing where the student should browse. The teacher may also pair the non-native student with an American student. Gifted: A gifted student may be given two different habitats and may have to present on both of them and make two kid pix pictures.

Daily evaluation should be related to the lesson taught that day Use a Rubric Use Rubistar http://www.rubistar.com/ or look in your text.

Teacher Name: Brannin Petit Student Name: ________________________________________

CATEGORY Accuracy

Weight for Each Category X2 (up to 8 points available)

4 95% or more of the assigned structures are drawn accurately and are recognizable. All assigned structures are labeled accurately. The student followed the general instructions of the project.

3 94-85% of the assigned structures are drawn accurately and are recognizable. All assigned structures are labeled accurately. The student followed the general instructions of the project.

General Formatting

X2 (up to 8 points available)

Labels

X2 (up to 8 points available)

Knowledge Gained

X2 (up to 8 points available)

The student followed the general instructions of the project. Every item that Almost all Most items (75- Less than needs to be items (90%) 89%) that need 75% of the identified has a that need to be to be identified items that label. It is clear identified have have labels. It is need to be which label labels. It is clear which identified goes with clear which label goes with have labels which structure. label goes with which structure. OR it is not which structure. clear which label goes with with item. The student was The student was The student was The student able to present able to present able to present was able to the assignment the assignment the assignment present the and use and use and use assignment knowledge knowledge knowledge and use learned from learned from learned from knowledge class. class. class. learned from class.

2 94-85% of the assigned structures are drawn accurately and are recognizable. 94-85% of the assigned structures are labeled accurately. The student followed the general instructions of the project.

1 Less than 85% of the assigned structures are drawn AND/OR labeled accurately.

Total points= 32 points