Project TELL -- Lessons

unit title
Migratory Birds

subject area
Science

secondary subject
Technology

grade
5th - 7th (middle school)

duration/time
2 to 3 weeks

overview
As students use a variety of resources (books, classroom activities, class discussion, and the Internet) to gather information about the ecology of birds, they learn about the special problems encountered by neotropical migrants. Using several sources of birding data, they identify local birds which are neotropical migrants and produce an electronic conservation field guide about those species.

guiding questions
What are the biological needs of birds?
What are the reasons for and challenges of migration for birds?
What special problems are posed by neotropical migration?
Which local birds are neotropical migrants?
How can students help the general public understand the conservation needs of migratory birds?

lesson plans/activities
and resources,
including key concepts
A web page was developed for this unit: www.dsisd.k12.mi.us/upbirdsweb
The information in this section is also available in the Teacher Information Page on that web page.
This unit makes most sense if taught during autumn or spring migration.
Lesson 1: (45 minutes) Migration: What We Know Now

Lesson 2: (five 30 minutes periods) Migration Stations (Mini-Unit)

Lesson 3: (30 - 60 minutes) Identifying Research Questions

Lesson 4: (three or four class periods) Data Collection

Lesson 5: (four or five class periods) Student Conservation Field Guides

standards and benchmarks (mastery)
SCIENCE, STATE OF MICHIGAN
Middle School
I.1.MS.1
Evaluate the strengths and weaknesses of claims, arguments, or data.
I.1.MS.6
Use sources of information to help solve problems.
III.5.MS.6
Describe ways in which humans alter the environment.
TECHNOLOGY, NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR STUDENTS
Grades 6-8
3. Exhibit legal and ethical behaviors when using information and > technology, and discuss consequences of misuse.
6. Design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
Secondary Standards and Benchmarks

example student materials

assessment
Available on the website developed for the unit (www.dsisd.k12.mi.us/upbirdsweb) are two evaluation checklists under Teacher Information. One is for the Conservation Field Guide, and one is for the Local Migrants Presentation.

reflection
Many people who care deeply about the environment began as birdwatchers. This unit encourages students not only to be aware of birds, but to learn about the survival challenges birds face, especially those species which migrate long distances. As they research local birds to find which ones are long distance or neotropical migrants, students become aware that it is within the power of people to do something about preserving birds. Then, by producing a conservation field guide of local migrants, they realize that it is within their own power to do something about preserving birds.

home activities
There are so many!
Go on a family walk to a natural area near your home, equipped with a pair of binoculars and a field guide. You will see most birds during the early morning and during the spring or fall migration. Consider starting with a place where ducks congregate, as ducks are large, often sitting still, and easy to identify. Make a list of the birds you see each time you go. Over time, it is interesting to compare the lists you make.

Make bird feeders for your home and keep a list of the birds you attract to your yard. Even apartment dwellers can feed and attract birds.

Explore these bird websites:

www.bird-stamps.org/country/
This fascinating site has pictures of all of the stamps from many countries which feature birds. Using a field guide, parents and students can figure out which of the birds featured occur in their state.

www.northbirding.com/
The family can participate in a bird count on this site and find out lots of interesting information about birds.

Decide to do something for birds. Feeding is mentioned above, but here are some other suggestions:

Find out about shade grown coffee, which preserves bird habitat, at this website: www.si.edu/smbc/

Participate in activities sponsored by a local Audubon Society, such as field trips, programs, and bird counts.

Plant a bush in your backyard that offers both shelter and food to birds. Ask for information at your local garden center.

credits
This unit and the unit website was developed by Wendy Bruno, a science education consultant contracted by the Delta Schoolcraft Intermediate School District. Contact information: brdwmn54@hotmail.com

annotation
Wendy Bruno, brdwmn54@hotmail.com

unit title	Migratory Birds
subject area	Science
secondary subject	Technology
grade	5th - 7th (middle school)
duration/time	2 to 3 weeks
overview	As students use a variety of resources (books, classroom activities, class discussion, and the Internet) to gather information about the ecology of birds, they learn about the special problems encountered by neotropical migrants. Using several sources of birding data, they identify local birds which are neotropical migrants and produce an electronic conservation field guide about those species.
guiding questions	What are the biological needs of birds? What are the reasons for and challenges of migration for birds? What special problems are posed by neotropical migration? Which local birds are neotropical migrants? How can students help the general public understand the conservation needs of migratory birds?
lesson plans/activities and resources, including key concepts	A web page was developed for this unit: www.dsisd.k12.mi.us/upbirdsweb The information in this section is also available in the Teacher Information Page on that web page. This unit makes most sense if taught during autumn or spring migration. Lesson 1: (45 minutes) Migration: What We Know Now Lesson 2: (five 30 minutes periods) Migration Stations (Mini-Unit) Lesson 3: (30 - 60 minutes) Identifying Research Questions Lesson 4: (three or four class periods) Data Collection Lesson 5: (four or five class periods) Student Conservation Field Guides
standards and benchmarks (mastery)	SCIENCE, STATE OF MICHIGAN Middle School I.1.MS.1 Evaluate the strengths and weaknesses of claims, arguments, or data. I.1.MS.6 Use sources of information to help solve problems. III.5.MS.6 Describe ways in which humans alter the environment. TECHNOLOGY, NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR STUDENTS Grades 6-8 3. Exhibit legal and ethical behaviors when using information and > technology, and discuss consequences of misuse. 6. Design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. 7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. 8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. Secondary Standards and Benchmarks
example student materials
assessment	Available on the website developed for the unit (www.dsisd.k12.mi.us/upbirdsweb) are two evaluation checklists under Teacher Information. One is for the Conservation Field Guide, and one is for the Local Migrants Presentation.
reflection	Many people who care deeply about the environment began as birdwatchers. This unit encourages students not only to be aware of birds, but to learn about the survival challenges birds face, especially those species which migrate long distances. As they research local birds to find which ones are long distance or neotropical migrants, students become aware that it is within the power of people to do something about preserving birds. Then, by producing a conservation field guide of local migrants, they realize that it is within their own power to do something about preserving birds.
home activities	There are so many! Go on a family walk to a natural area near your home, equipped with a pair of binoculars and a field guide. You will see most birds during the early morning and during the spring or fall migration. Consider starting with a place where ducks congregate, as ducks are large, often sitting still, and easy to identify. Make a list of the birds you see each time you go. Over time, it is interesting to compare the lists you make. Make bird feeders for your home and keep a list of the birds you attract to your yard. Even apartment dwellers can feed and attract birds. Explore these bird websites: www.bird-stamps.org/country/ This fascinating site has pictures of all of the stamps from many countries which feature birds. Using a field guide, parents and students can figure out which of the birds featured occur in their state. www.northbirding.com/ The family can participate in a bird count on this site and find out lots of interesting information about birds. Decide to do something for birds. Feeding is mentioned above, but here are some other suggestions: Find out about shade grown coffee, which preserves bird habitat, at this website: www.si.edu/smbc/ Participate in activities sponsored by a local Audubon Society, such as field trips, programs, and bird counts. Plant a bush in your backyard that offers both shelter and food to birds. Ask for information at your local garden center.
credits	This unit and the unit website was developed by Wendy Bruno, a science education consultant contracted by the Delta Schoolcraft Intermediate School District. Contact information: brdwmn54@hotmail.com
annotation	Wendy Bruno, brdwmn54@hotmail.com