Project GLAD€¦ · Web viewSignal Word—Cognitive Content Dictionary. Process Home/School...

Project G.L.A.D.Spring Branch Independent School District

All About Birds(2nd Grade)

IDEA PAGES

I. UNIT THEME Characteristics of birds help them survive. Birds select habitats to meet their needs. Some birds migrate to aid in survival. Man interacts with birds in various ways.

II. FOCUS/MOTIVATION Cognitive Content Dictionary Inquiry Charts Ornithologist awards Read Aloud – Big Book Observation charts Realia

III. CLOSURE Process all charts and information Evaluate week Share Big Books and personal explorations Team exploration Portfolio On going assessment of learning logs/journals

IV. CONCEPTS – Grade 2:SCIENCE

Birds have beaks that are adapted to their food preferences. Birds have feet that are adapted for eating, moving, and survival. Birds have many characteristics that help them survive. The shape of the bird’s wing helps keep it in the air.

SOCIAL STUDIES Geographic tools such as maps can help people find locations and determine directions. People have modified the physical environment with consequences. People can conserve and replenish natural resources.

V. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS

All About Birds Level 2 TXSpring Branch Independent School District – Project GLAD (1/06 JB)

1

Language ArtsReading

(2.1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences.

The student is expected to: The student is expected to:English Language Arts English as a Second Language(A) determine the purpose(s) for listening (A) determine the purpose(s) for listening(B) respond appropriately and courteously to directions and questions

(B) respond appropriately and courteously to directions and questions

(C) participate in rhymes, songs, conversations, and discussions

(C) participate in rhymes, songs, conversations, and discussions

(D) listen critically to interpret and evaluate (D) listen critically to interpret and evaluate(E) listen responsively to stories and other texts read aloud

(E) listen responsively to stories and other texts read aloud

(F) identify the musical elements of literary language such as its rhymes

(F) identify the musical elements of literary language such as its rhymes(G) distinguish and produce sounds and intonation patterns of English(H) infer meaning by making associations of utterances with actions, visuals, and the context of the situation

(2.3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions.

The student is expected to: The student is expected to:English Language Arts English as a Second Language(A) choose and adapt spoken language appropriate to the audience, purpose, and occasion

(A) choose and adapt spoken language appropriate to the audience, purpose, and occasion

(B) use verbal and nonverbal communication in effective ways

(B) use verbal and nonverbal communication in effective ways

(C) ask and answer relevant questions and make contributions in small orlarge group discussions

(C) ask and answer relevant questions and make contributions in small orlarge group discussions

(D) present dramatic interpretations of experiences, stories, poems, or plays

(D) present dramatic interpretations of experiences, stories, poems, or plays

(E) gain increasing control of grammar when speaking

(E) gain increasing control of grammar when speaking(F) employ English content area vocabulary in context

(2.4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words.

The student is expected to: The student is expected to:English Language Arts English as a Second Language(A) use vocabulary to describe clearly ideas, feelings, and experiences

(A) use vocabulary to describe clearly ideas, feelings, and experiences

(B) clarify and support spoken messages using (B) clarify and support spoken messages using


2

appropriate props such as objects, pictures, or charts

appropriate props such as objects, pictures, or charts

(C) retell a spoken message by summarizing or clarifying

(C) retell a spoken message by summarizing or clarifying

(2.6) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. The student is expected to: The student is expected to:English Language Arts English as a Second Language(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader)

(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader)

(B) read regularly in instructional-level materials that are challenging but manageable

(B) read regularly in instructional-level materials that are challenging but manageable

(C) read orally from familiar texts with fluency (C) read orally from familiar texts with fluency

(2.8) Reading/vocabulary development. The student develops an extensive vocabulary.

The student is expected to: The student is expected to:English Language Arts English as a Second Language(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences

(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud

(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud

(C) develop vocabulary through reading (C) develop vocabulary through reading(D) use resources and references such as beginners' dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronunciation of words

(D) use resources and references such as beginners' dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronunciation of words

(2.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently.

The student is expected to: The student is expected to:English Language Arts English as a Second Language(A) use prior knowledge to anticipate meaning and make sense of texts

(A) use prior knowledge to anticipate meaning and make sense of texts

(B) establish purposes for reading and listening (B) establish purposes for reading and listening(C) retell or act out the order of important events in stories

(C) retell or act out the order of important events in stories

(D) monitor his/her own comprehension and act purposefully when comprehension breaks down

(D) monitor his/her own comprehension and act purposefully when comprehension breaks down

(E) draw and discuss visual images based on text descriptions

(E) draw and discuss visual images based on text descriptions

(F) make and explain inferences from texts (F) make and explain inferences from texts(G) identify similarities and differences across texts

(G) identify similarities and differences across texts

(I) represent text information in different ways (I) represent text information in different ways


3

(2.10) Reading/literary response. The student responds to various texts.

The student is expected to: The student is expected to:English Language Arts English as a Second Language(A) respond to stories and poems in ways that reflect understanding and interpretation in discussion

(A) respond to stories and poems in ways that reflect understanding and interpretation in discussion

(B) demonstrate understanding of informational text in various ways

(B) demonstrate understanding of informational text in various ways

(2.12) Reading inquiry/research. The student generates questions and conducts research usinginformation from various sources.

The student is expected to: The student is expected to:English Language Arts English as a Second Language(A) identify relevant questions for inquiry (A) identify relevant questions for inquiry(E) interpret and use graphic sources of information

(E) interpret and use graphic sources of information

(G) demonstrate learning through productions and displays such as murals, written and oral reports, and dramatizations

(G) demonstrate learning through productions and displays such as murals, written and oral reports, and dramatizations

(H) draw conclusions from information gathered (H) draw conclusions from information gathered

Writing

(2.14) Writing/purposes. The student writes for a variety of audiences and purposes, and invarious forms.

The student is expected to: The student is expected to:English Language Arts English as a Second Language(A) write to record ideas and reflections (A) write to record ideas and reflections(B) write to discover, develop, and refine ideas (B) write to discover, develop, and refine ideas(C) write to communicate with a variety of audiences

(C) write to communicate with a variety of audiences

(D) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain

(D) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain

(2.15) Writing/penmanship/capitalization/punctuation. The student composes original texts usingthe conventions of written language such as capitalization and handwriting to communicateclearly

The student is expected to: The student is expected to:English Language Arts English as a Second Language(C) use basic capitalization and punctuation correctly

(C) use basic capitalization and punctuation correctly

(D) use more complex capitalization and punctuation with increasing accuracy

(D) use more complex capitalization and punctuation with increasing accuracy

(2.17) Writing/grammar/usage. The student composes meaningful texts applying knowledge of grammar and usage.


4

The student is expected to: The student is expected to:English Language Arts English as a Second Language(B) compose complete sentences in written texts and use the appropriate end punctuation

(B) compose complete sentences in written texts and use the appropriate end punctuation

(C) compose sentences with interesting, elaborated subjects

(C) compose sentences with interesting, elaborated subjects

(D) edit writing toward standard grammar and usage

(D) edit writing toward standard grammar and usage

(2.20) Writing/inquiry/research. The student uses writing as a tool for learning and research.

The student is expected to: The student is expected to:English Language Arts English as a Second Language(B) record his/her own knowledge of a topic in various ways

(B) record his/her own knowledge of a topic in various ways

(2.21) Second language acquisition/learning strategies. The ESOL student uses language learning strategies to develop an awareness of his/her own learning processes in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to: The student is expected to:English Language Arts English as a Second Language

(2.21) (A-G) Second language acquisition/learning strategies. The ESOL student uses language learning strategies to develop an awareness of his/her own learning processes in language arts and all content areas.(2.22) (A-E) Second language acquisition/listening. The ESOL student listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension and appreciation for newly acquired language in language arts and all content areas. (2.23) (A-I) Second language acquisition/speaking. The ESOL student speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using developmental vocabulary with increasing fluency and accuracy in language arts and all content areas. (2.24) (A-I) Second language acquisition/reading. The ESOL student reads a variety of texts for a variety of purposes with an increasing level of comprehension in language arts and all content areas. (2.25) (A-G) Second language acquisition/writing. The ESOL student writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in language arts and all content areas.

ScienceAll About Birds Level 2 TXSpring Branch Independent School District – Project GLAD (1/06 JB)

5

(2.1) Scientific processes. The student conducts classroom and field investigations following home and school safety procedures.

The student is expected to: (A) demonstrate safe practices during classroom and field investigations(B) learn how to use and conserve resources and dispose of materials.

(2.2) Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom.

The student is expected to: (A) ask questions about organisms, objects, and events(B) plan and conduct simple descriptive investigations(C) compare results of investigations with what students and scientists know about the world(D) gather information using simple equipment and tools to extend the senses(E) construct reasonable explanations and draw conclusions using information and prior knowledge(F) communicate explanations about investigations

(2.3) Scientific processes. The student knows that information and critical thinking are used in making decisions.

The student is expected to: (A) make decisions using information(B) discuss and justify the merits of decisions(C) explain a problem in his/her own words and identify a task and solution related to the problem

(2.4) Scientific processes. The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured.

The student is expected to: (A) collect information using tools including rulers, meter sticks, measuring cups, clocks, hand lenses, computers, thermometers, and balances(B) measure and compare organisms and objects and parts of organisms and objects, using standard and non-standard units

(2.5) Science concepts. The student knows that organisms, objects, and events have properties and patterns.

The student is expected to:


6

(A) classify and sequence organisms, objects, and events based on properties and patterns(B) identify, predict, replicate, and create patterns including those seen in charts, graphs, and numbers

(2.6) Science concepts. The student knows that systems have parts and are composed of organisms and objects.

The student is expected to: (A) manipulate, predict, and identify parts that, when separated from the whole, may result in the part or the whole not working(B) manipulate, predict, and identify parts that, when put together, can do things they cannot do by themselves(C) observe and record the functions of plant parts(D) observe and record the functions of animal parts

(2.7) Science concepts. The student knows that many types of change occur.

The student is expected to: (A) observe, measure, record, analyze, predict, and illustrate changes in size, mass, temperature, color, position, quantity, sound, and movement

(2.8) Science concepts. The student distinguishes between living organisms and nonliving objects

The student is expected to: (A) identify characteristics of living organisms

(2.9) Science concepts. The student knows that living organisms have basic needs.

The student is expected to: (A) identify the external characteristics of different kinds of plants and animals that allow their needs to be met

Social Studies

(2.5) Geography. The student uses simple geographic tools such as maps, globes, and photographs.

The student is expected to: (A) use symbols, find locations, and determine directions on maps and globes(B) draw maps to show places and routes

(2.8) Geography. The student understands how humans use and modify the physical environment.

The student is expected to: All About Birds Level 2 TXSpring Branch Independent School District – Project GLAD (1/06 JB)

7

(A) identify ways in which people depend on the physical environment, including natural resources, to meet basic needs(B) identify ways in which people have modified the physical environment such as building roads, clearing land for urban development, and mining coal(C) identify consequences of human modification of the physical environment such as the use of irrigation to improve crop yields(D) identify ways people can conserve and replenish natural resources

(2.17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.

The student is expected to: (A) obtain information about a topic using a variety of oral sources such as conversations, interviews, and music(B) obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer software, literature, reference sources, and artifacts(C) use various parts of a source, including the table of contents, glossary, and index, as well as keyword computer searches, to locate information(D) sequence and categorize information(E) interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting

(2.18) Social studies skills. The student communicates in written, oral, and visual forms.

The student is expected to: (A) express ideas orally based on knowledge and experiences(B) obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer software, literature, reference sources, and artifacts

Math

(2.9) Measurement. The student recognizes and uses models that approximate standard units


8

(metric and customary) of length, weight, capacity, and time.

The student is expected to: (A) identify concrete models that approximate standard units of length, capacity, and weight(B) measure length, capacity, and weight using concrete models that approximate standard units

(2.11) Probability and statistics. The student organizes data to make it useful for interpreting information

The student is expected to: (A) construct picture graphs and bar-type graphs(B) draw conclusions and answer questions based on picture graphs and bar-type graphs

(2.14) Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world.

The student is expected to: reason and support his or her thinking using objects, words, pictures, numbers, and technology

VI. VOCABULARY

bird feather wingbeak bill webbedfeet wingspan perchhum dive glidesoar migrate diethabitat stream threatsurvive hummingbird penguinbald eagle pelican woodpeckerprey claw taloncurved sharp pesticidesinsects endangered adultwarm-blooded waddle flipperschick ornithologist binocularsvariations hatch pollutionlitter nectar hovercolonies pouch twigsbranches

VII. RESOURCES AND MATERIALS


9

Teacher ResourceSBISD 2nd grade Science Unit: “Feathered Friends”

Fiction:The Legend of the Red Bird, retold by Taylor, Bonnie Highsmith

Fiction: Owl Moon , Yolen, Jane Bird Watchers , McMillan, Dawn Save the Birds , Robinson, Fay Birdwoman Interview , Eggleton, Jill Flute’s Journey , Cherry, Lynne Feathers for Lunch, Ehlert, Lois The Birdwatchers, James, Simon

Nonfiction: Animals in Danger , Thompson, Gare Wibble Wobble, Albatross! , Cartwright, Pauline Birds of Prey , Wooley, Marilyn and Pigdon, Keith Catch me if You Can! The Roadrunner , Chukran, Bobbi A. Using a Beak , Windsor, Jo Birds of the City , Moon, Lynnette Penguins , Reed, Janet Penguins , Holmes, Kevin J. Puffins , Stewart, Josie and Salem, Lynn Parakeets , Harper, Clive and Randell, Beverley What makes a Bird a Bird? , Garelick, May Saving the Yellow Eye , Darby, John Name That Bird, The Wetland Detectives , Reynolds, Jan and Reynolds, Ed Bird Behavior: Living Together , Moon, Lynnette Wildlife of North America, The Bald Eagle , Potts, Steve The Great BIRD Detective , Elcome, David A Nest Full of Eggs, Belz Jenkins, Priscilla 1000 Facts on Birds , Johnson, Jinny Birds (Eyewitness Explorers) , Bailey, Jill and Burnie, David How Do Birds Find Their Way? , Roma Gans Birds (DK Eye Wonder) , Gray, Samantha and Walker, Sarah Creating a Bird-Watcher’s Journal , Walker Leslie, Clare and Roth, Charles E. Harcourt Science , Harcourt School Publishers

Poetry: Have you ever Seen? And Other Poems to Share , Wright Group Hummingbird Nest: A Journal of Poems , George, Kristine O’Connell Where Fish Go In Winter, “How Do Birds Fly”, Koss, Amy Goldman

Big Books: Name That Bird, The Wetland Detectives , Reynolds, Jan and Reynolds, Ed Flying Colors , Big Books by George


10

Birds of Prey , Woolley, Marilyn and Pigdon, Keith

Spanish titles: Las Lechucitas , Waddell, Martin Los Cinco Patitos , Paparone, Pamela Kikirikí, Quiquiriquí , Anda, Diane de

Multimedia: National Geographic Photo Gallery, CD-ROM Google.com

Community Resources: Robert A. Vines Environmental Science Center Houston Arboretum & Nature Center Brazos Bend State Park The Houston Zoo


11



Planning Pages

I. Focus/Motivation Cognitive Content Dictionary Inquiry Charts Ornithologist awards Read Aloud – Big Book Observation charts Realia

II. Input Narrative Input – Flute’s Journey—Map of World Read Aloud Pictorial Input: Comparative (two birds) Pictorial Input: Ornithologist Poetry/Chants Graphic organizer—Migration Map Books

III. Guided Oral Practice T-graph and team points Picture file cards Team pictures Personal Interaction Poetry Mind Maps Total class graphic organizers Guided Imagery—Listen-n-sketch Farmer in the Dell Coop work—numbered heads together Expert groups Process Grid Ongoing processing of chants and charts

IV. Reading/Writing

Whole Group Group frame—Compare and contrast Coop Strip Paragraph Pocket Poetry Poetry Frames Flip Books Strip books Story Map Big Book Expository writing based on process grid


12

Small Group/flexible groupings

Expert group --#Heads together Process Grids Flexible group leveled reading Partner reading –ear-to-ear Interactive reading—cross-age reading Strip books Mind mapping Reader’s theater Big Book Shared reading Team coop strip paragraph Flip chant

Independent work Learning logs Authentic literacy events Interactive journals Individual coop strip paragraph Mind mapping Silent sustained reading Reader’s Workshop Writer’s Workshop

Writing process Author’s chair

V. Extensions Migratory Flyways: pictorial input (map included in unit). Bird Walk: Students observe where birds are seen on bird walk – In the

air, High in the trees, Low in the bushes, or On the ground. Create a class graph and analyze the data.

Build a nest: Use photos for students to use as models for their nests. Students build a nest, label the type of nest, what bird uses it, where it is usually built, and what it is made of. Students do a gallery walk to observe the nests.

Build a bird feeder (ideas found in SBISD unit). Feather observation using loupes. Students can create a feather book with

the information they find. Bird calls: search on-line for different bird calls and transcribe the sounds Design a bird using knowledge of characteristics: May be drawn or built

using materials such as paper plates or meat trays, colored construction paper, pipe cleaners, etc.

Students research a bird of their own choice.

VI. Closure Process all charts and information Evaluate week Share Big Books and personal exploration


13

Team exploration Portfolio On-going assessment of learning logs/journals


14



Sample Daily Lesson Plan

Day 1:

FOCUS/MOTIVATION Ornithologist awards Signal Word—Cognitive Content Dictionary Big Book—Shared Reading Observation Charts Inquiry Chart

INPUT World Map—Migration Ornithologist pictorial input chart

10/2 primary language learning log ELD review

GUIDED ORAL PRACTICE T-graph—team points Picture file activities/Exploration Report Personal Interaction—Which bird do you find the most interesting? Why? Chants

INPUT Narrative Input Chart—Flute’s Journey

learning log ELD pictures/words

READING/WRITING/LANGUAGE ARTS Writer’s Workshop

mini-lesson Author’s Chair

Flexible group reading guided reading team tasks

Reading/Writing Choice

CLOSURE Interactive journals/Teacher Models Re-read inquiry charts, poetry and input charts Home School Connection Read Aloud

Day 2:All About Birds Level 2 TXSpring Branch Independent School District – Project GLAD (1/06 JB)

15

FOCUS/MOTIVATION Signal Word—Cognitive Content Dictionary Process Home/School Connection Review with word cards—world map, ornithologist, narrative Read Aloud Poetry

INPUT Process Big Book Comparative Input Chart—Hummingbird/Penguin

Learning log to process ELD review

GUIDED ORAL PRACTICE Chant

Highlight scientific words

READING/WRITING/LANGUAGE ARTS Journal Reading/Writing Workshop

Pocket Poetry, retelling of narrative, etc. Author’s chair

Flexible Grouping Expert groups Team Tasks

CLOSURE Review Charts Read Aloud Home/School Connection

Day 3:

FOCUS/MOTIVATION Signal Word—Cognitive Content Dictionary Highlight poetry/chants Review with word cards

GUIDED ORAL PRACTICE Process grid Coop Strip Paragraph Chants

INPUT Story Map—Flute’s Journey


16

Read Aloud

READING/WRITING/LANGUAGE ARTS Journal Flexible Group

Team Tasks Reading/Writing Workshop

Mini-lesson Write Author’s chair

CLOSURE Review Charts Home School Connection

Day 4:

FOCUS/MOTIVATION Signal Word—Cognitive Content Dictionary Listen and sketch Act out narrative/words/conversation bubbles Process charts

INPUT Read Aloud

Fictional story about birds Total class story map

GUIDED ORAL PRACTICE Chants Farmer in the Dell

reading trading game Flip chant/book

READING/WRITING/LANGUAGE ARTS Flexible Group Reading

ELD Re-tell Team Tasks

Reading/Writing Workshop

CLOSURE Process Inquiry Chart Chant Reflection Home/School Connection—Poetry Book

Day 5:


17

FOCUS/MOTIVATION Signal Word—Cognitive Content Dictionary Poem Read Aloud

READING/WRITING/LANGUAGE ARTS Flexible Group

Struggling readers with coop strip paragraph Team Tasks

Ear to ear reading Reading/Writing Workshop

GUIDED ORAL PRACTICE Chants Read the walls with individual CCD Team Reflection Team Sharing

CLOSURE Process Inquiry Chart Team Big Book Evaluate week Class chant


18

Ornithologist AwardsPhotos can be gotten from Dell Clip Art, Yahoo Images, SBISD Feathered Friends Science Unit

Photos not included due to copyright.

Ornithologist- a scientist who studies birds

Bald Eagle- national symbol of the US. It lives only in North America near water.

Penguin

Pelican

Hummingbird

Woodpecker

Beak

Wing

Feet

Characteristics


19

All About BirdsBy Elsa Delgado, Vivian Cashion, and Katherine Spencer

Did you know that birds have different characteristics?

Birds are warm-blooded animals with spines. They are covered with feathers that keep them warm and dry.

Flying birds have wings that are curved on top and only slightly curved or flat underneath. The shape of the wings makes it easier for birds to fly as air passes over and under the wings.

Most birds have hollow bones which makes their bodies lighter. Light bodies make it easier for them to fly.

Birds have different kinds of beaks or bills. The size and shape of their beaks or bills depend on their eating and hunting habits

Birds have different kinds of feet. Their feet are used for collecting food and for perching in their unique environments. These variations are necessary for their survival.

Birds hatch from eggs of different colors and sizes.

Now you know that birds have different characteristics.


20

Did you know that birds have different kinds of diets?

Birds eat different kinds of food depending what kinds of beaks and feet they have.

Birds with strong beaks crack open nuts, shells, and branches of trees to get to the food inside. Others use their strong beaks to fish for food.

Some birds have long beaks to poke inside flowers, shells, trees, and the ground to get to their food.

Some birds have beaks like soup spoons. They scoop up the water and then let it drain out of their beaks. They eat the small animals that are trapped inside.

Some birds also use their strong feet to pick up small animals, to scratch the ground looking for food, or to climb trees to get to their food. Other animals have webbed feet that help them swim to get their food.

Some birds migrate to warmer places in order to find food during the winter time. Other birds stay in the colder climates during the winter. People often leave food in bird feeders for them.

Now you know that birds have different kinds of diets.


21

Did you know that birds live in different kinds of habitats?

Birds build nests in hollow trees, on high or low branches, or in saguaro cacti. They also build them on rocks, underground, on snowy ground, or in the sand.

Some birds build nests on the eaves or ledges of buildings.

Nests can be made from twigs, grass, mud, moss, and leaves.They may also be made of spider webs, animal hair, and other birds’ feathers. Some birds use man-made things such as string, aluminum foil and plastic bags.

Lazy birds even steal other birds’ nests.

Some birds migrate to warmer places to build new nests during the winter.

Now you know that birds live in different kinds of habitats.


22

Did you know that birds are threatened by different things?

Some birds are threatened by other birds. Hawks, blue jays, crows, and owls will attack and kill other birds. Eggs and chicks are easy targets for these birds.

Other animals and insects also attack birds. Cats, raccoons, foxes, squirrels and snakes are just a few animals that will attack and eat birds. Bees, wasps,spiders, and praying mantis will attack small birds like hummingbirds.

People are also destroying birds’ habitats by cutting down the trees where they live.

Pollution is another threat to birds. Dirty air from factories or cars can make birds sick. Water that is polluted can also harm birds. They can also be hurt by litter that gets caught around their bodies.

Pesticides, used to kill insects, and fertilizers, used to help plants grow, may also be dangerous if eaten by birds.

Natural disasters, like floods, droughts, and lightning, can endanger birds’ habitats.

Now you know that birds are threatened by different things.


23


24


25

(for Narrative Input)Flute’s Journey By Lynne Cherry

Adapted by Katherine Spencer

In a small dogwood tree in a forest in Maryland, four lovely turquoise eggs lay in a nest made of leaves, mud, and fine rootlets. The wood thrush eggs were warmed all day and night by the mother bird. One day in May, the babies began to feel tight and squeezed in the eggs and began to peck. Each pecked and pecked until it pecked apart its eggshell and emerged into the wide world. The baby birds were wet and featherless, except for a bit of down. Their eyes were closed.

The hungry chicks let out shrill cries and reached out with outstretched necks while their parents flew back and forth and brought them meals of insects and soft squishy worms. After three days, the chicks’ eyes opened and gray pinfeathers began to cover their pink and gray skin. They started beating their wings, strengthening them. Seven days later, the chicks hopped to the edge of their nest and out onto the branches of the tree, exploring the world around them. They tried out their wings, fluttering from one branch to another and then to the ground. They had left their nest – they had fledged.

Deep in the old forest called the Belt Woods, the young wood thrushes were safe from most dangers but they had to watch for hawks, black snakes, foxes and people – especially 2 children that came to watch them quietly every day. One of the baby thrushes, who had a few unusual white feathers on his head, flew closer and closer to the children each day. The children named him “Flute” for they knew that when he grew up he would sing as beautifully as his father and that his song would echo through the forestlike the clear, sweet music of a flute.

During July and August, Flute’s baby feathers were replaced with long and lustrous feathers. It was time for the young birds to take care of themselves. September came and a cool breeze blew through Flute’s feathers. The shorter, fall days gave Flute and the other wood thrushes the urge to go to where it would be warmer and where there would be more food for winter. Flute ate as many berries and insects as he could find so he could store up fat for the long flight ahead. One evening, Flute and many other wood thrushes lifted from the forest and took to the air. The stream of migrating songbirds flew south, traveling only at night in order to be protected from hawks and other predators by the darkness.

One morning when it was time for him to eat and rest, Flute flew low looking for woods with berry bushes. But where there had once been a forest, all he saw was paved roads and new houses. Finally he saw below him a berry bush grove planted by children who wanted to help the migratory songbirds. He flew down and ate to his heart’s content.

Flute took to the air again and in several days he reached High Island off the coast of Texas. There he joined throngs of birds. All the birds were feasting to store up energy for their flight across the Gulf of Mexico.

One night, in a huge burst, Flute left land and flew in the same direction of the winds for twenty straight hours, six hundred miles over water until he arrived on the Yucatan Peninsula in Mexico where he rested and fed.

Flute continued south through the forests of Central America, eating all the way. Finally Flute arrived in the rain forest in Costa Rica, where his ancestors had come every


26

winter for generations. There was plenty of food for all in the rain forest. From October through March, as it snowed in the cold north, Flute was warm and happy in this forest called the Bosque Eterno de los Niños (the Eternal Forest of the Children). Many forests are being cut down in Costa Rica but children from all over the world have raised money to help preserve this one as a home for the songbirds and the other forest creatures.

From October to March the days passed comfortably for Flute but in March in the North, longer days meant spring was coming. Flute, now full grown, felt the urge to return home to his Maryland Forest. So, one day in March, with hundreds of other birds, he took to the sky. He flew along the Yucatan again and made the hard crossing of the Gulf of Mexico. After he rested in Texas, he headed northeast through Louisiana, Mississippi, Alabama, Georgia and the Carolinas.

With spring, plants and flowers were opening their buds and caterpillar eggs were hatching, providing food for the migrating birds. The migrating wood thrushes always stopped in a forest in South Carolina where they had been safe from predators. But now, much of the forest was being cut down and Flute had to look for food at the edge of clear-cuts. As he fed, he noticed a dark shadow growing larger and larger around him. A hawk swooped toward him and Flute flew up, only seconds before the hawk’s sharp talons hit the ground.

At Flute’s stopover in North Carolina, he found that a new road and houses were being built where there had been acres of forest only a few months before. Flute had to look for beetles, snails, slugs, and spiders in the leaf litter on the edge of a lawn where chemicals called pesticides had been sprayed into the leaves and insects that hid under them. That night, Flute felt sick and without energy. He couldn’t lift his wings to fly and sat shivering on the forest floor throughout the night and all the next day.

Finally the next night, Flute felt well enough to eat again. As he ate to get his strength back, he noticed a sudden movement in the underbrush. Then a cat pounced! Flute burst into the air just in time and the cat caught only tail feathers.

Flute arrived in Belt Woods in late April. But upon arriving at this forest where he had been hatched he became confused. Much of the forest along one side of Belt Woods had been cut down and many homes and a road were being built. Flute finally found his own spot on a small tulip poplar tree. He sat still and began to sing the wonderful notes of his song. The next day he began to sing again and the 2 children that had been waiting for his return followed the sound of his song until they found him.

In May, Flute was joined by a female wood thrush that the children named Feather. Flute and Feather fed together and then began to build a nest. Several days later Feather laid four turquoise eggs. Twelve days later 4 wood thrushes hatched from the turquoise eggs.

When Flute’s chicks were grown and old enough to care for themselves, he and Feather chased them out of the nest. The 4 wood thrush chicks stayed in the forest looking for food under the leaves of the forest floor. Every day the 2 children would come and watch Flute and Feather and their brood. In September, when the days became cooler and shorter, the children watched as Flute and his family left on their migratory journey south. They hoped that the wood thrushes would be able to avoid the dangers and return safely back to the Belt Woods next spring and for many springs to come.


27


28

POETRYBOOKLET


29

Ornithologist Bugaloo

I’m an ornithologist and I’m here to say,I study birds in every way.I look at their wings and their feathers too,They show me how they fly through the sky so blue.

Eagles, penguins, hummingbirds too,Doing the ornithologist BUGALOO!

I see that beaks help the birds survive,They find the food that keeps them alive.Their feet will help them perch and sit,When they have the need to rest a bit.

Owls, crows, mockingbirds too,Doing the ornithologist BUGALOO!

I study their eggs for color and size,To see how the little birds come alive.The nests of twigs and grass and feather,Keep the chicks safe in all kinds of weather.

Woodpeckers, pelicans, thrushes too,Doing the ornithologist BUGALOO!

K. Spencer 2004


30

I Can Spell

I can spell bird, b-i-r-d,I can spell bone, b-o-n-e,I can spell wing, w-i-n-g,I just can’t spell characteristics.

I can spell beak, b-e-a-k,I can spell feet, f-e-e-t,I can spell food, f-o-o-d,I just can’t spell characteristics.

I can spell egg, e-g-g,I can spell chick, c-h-i-c-k,I can spell hatch, h-a-t-c-hI just can’t spell characteristics.

Hey! Get real! No big deal!Char-ac-ter-is-tics, CHARACTERISTICS!

E. Delgado, V. Cashion, and K. Spencer 2004


31

Bird Migration

Migration is a way birds survive.Migration is a way birds survive.

Before the snow falls from the sky,Toward new homes they will fly.Migration is a way birds survive.

Migration is a way birds survive.Migration is a way birds survive

They find the food they need to eat,And some homes where there is heat.Migration is a way birds survive.

Migration is a way birds survive.Migration is a way birds survive.

When melting snow can be seen,Birds return from where they’ve been.Migration is a way birds survive.

V. Cashion and K. Spencer 2004


32

It’s the Bald Eagle

There’s a bird that we all know,That our country likes to show.It’s a symbol of our freedom.

It’s the bald eagle!

Its head has feathers of black and white,So calling it bald just isn’t right!Its eyes can see so far and wide.


Rats, ducks, and snakes it eats,But fish is its favorite treat.It migrates in winter to find more food.


It lives up high in the trees,Somewhere near rivers and seas.Its nests can weigh as much as a ton.


DDT from the fish it ate,Made its eggs so thin they’d break.Now DDT cannot be used.

Long live the bald eagle!

E. Delgado and K. Spencer 2004


33

I Met a Tiny Hummingbird

I met a tiny hummingbird.a colorful, tiny hummingbird,a colorful, tiny hummingbird,

The smallest bird in the world.

With a rolling, grooved tongue,And a long slender beak,He hovers before the flowersTo get the nectar that he’ll eat.

With tiny, weak feet For scratching, perching, or preening,His strong humming wingsWill get him where he’s heading.

I met a tiny hummingbird.a colorful, tiny hummingbird,a colorful, tiny hummingbird,

The smallest bird in the world.

K. Spencer 2004


34

Yes, Ma’am

Is this a penguin? Yes, Ma’am.Is this a penguin? Yes, Ma’am.How do you know? It has webbed feet with three toes.How do you know? It has solid bones.

Is this a hummingbird? Yes, Ma’am.Is this a hummingbird? Yes, Ma’am.How do you know? It’s the smallest bird in the world.How do you know? It can fly backwards.

Is this a bald eagle? Yes, Ma’am.Is this a bald eagle? Yes, Ma’am.How do you know? It has a 7 foot wingspan.How do you know? It lives in North America.

Is this a woodpecker? Yes, Ma’am.Is this a woodpecker? Yes, Ma’am.How do you know? It lives in tree holes.How do you know? It likes to eat insects.

Is this a pelican? Yes, Ma’am.Is this a pelican? Yes, Ma’am.How do you know? Its bill can hold a lot of food.How do you know? It lives in warm regions.

V. Cashion 2004


35

DATE: __________________________

ALL ABOUT BIRDSHOME/SCHOOL CONNECTION

Ask your parents or adults in your home what they know about birds. Tell them about different characteristics of birds, what they eat, where they live and how they are threatened.

Parent ________________________________ Student _________________________


36

DATE: __________________________


Go out in your neighborhood with an adult in your family. Observe and sketch birds you see.

Parent ________________________________ Student _________________________


37

DATE: __________________________


Tell someone in your home the story of Flute’s Journey. Sketch your favorite part of the story.

Parent ________________________________ Student _________________________


38

DATE: __________________________


Read one poem from your poetry booklet to your family. Explain it to them.

Parent ________________________________ Student _________________________


39

FECHA: __________________________

TODO SOBRE LOS PÁJAROSCONEXIÓN HOGAR/ESCUELA

Pideles a tus padres o cualquier adulto en tú casa que te cuenten lo que saben sobre los pájaros. Explicales diferentes characterísticas de los pajaros, lo que comen, donde viven y las cosas que amenazan sus vidas.

Padre ________________________________ Estudiante _______________________


40

FECHA: __________________________


Toma un paseo en la vecindad con un adulto. Observa y dibuja diferentes pájaros que vean.



41

FECHA: __________________________


Dile a una persona en tú casa el cuento de Flute. Dibuja tú parte favorita del cuento.



42

FECHA: __________________________


Leele un poema de la libreta a otra persona en tú familia. Explicale de qué se trata el poema.



43

NGÀY: __________________________

BÀI HỌC VỀ CÁC LOẠI CHIMLIÊN HỆ HỌC ĐƯỜNG/ GIA ĐÌNH

Hãy hỏi phụ huynh hay người lớn tại gia đình em xem họ biết gì về các loại chim không. Kể cho họ nghe về đặc điểm của các loại chim như thức ăn, môi trường sinh sống và những gì đe dọa đến đời sống của chúng.

Phụ Huynh _________________________ Học Sinh _________________________


44

NGÀY: __________________________

BÀI HỌC VỀ CÁC LOẠI CHIM LIÊN HỆ HỌC ĐƯỜNG/ GIA ĐÌNH

Hãy đi chơi vòng quanh khu phố nơi em ở với một người lớn trong gia đình. Quan sát và vẽ lại những loại chim mà các em thấy.

Phụ Huynh __________________________ Học Sinh _________________________


45

NGÀY: __________________________


Kể cho một người trong gia đình nghe về cuộc phiêu lưu của Flute. Vẽ lại đoạn mà em thích nhất của câu chuyện này.

Phụ Huynh _________________________ Học Sinh _________________________


46

NGÀY: __________________________


Đọc một bài thơ từ quyển sách thơ nhỏ cho gia đình em. Giải thích cho họ nghe về ý nghĩa của bài thơ này.

Phụ Huynh __________________________ Học Sinh _________________________


47

Expert Group-Bald Eagles

Bald eagles are large birds with a wingspan of up to eight feet wide. They have curved yellow beaks and sharp claws called talons to get their food. Most eagles have brown feathers on their bodies and white feathers on their head and tail.

Bald eagles eat fish, rabbits, turtles, ducks, and other small prey. They look for dead animals because they are clumsy hunters. Bald eagles often steal fish from other birds or animals. They have great eyesight that helps them find food.

Bald eagles only live in North America. Some migrate in the winter. They like to live near water, but do not like to live near humans. Their nests can be about 9 feet across and 12 feet deep.

Bald eagles are threatened because they are hunted by people. It is also dangerous for them if they eat things sprayed with pesticides. The pesticides can make their egg shells too thin for baby eagles to survive.


48

Expert Group-HummingbirdsHummingbirds are the smallest birds in the world. They are about as long as 2 to 4 paperclips in length. They have very strong wings that move so fast they make a humming sound.

Using their slender beaks, hummingbirds eat tiny insects or nectar from flowers. They have to eat ½ their weight in sugar to get enough energy to fly. They eat every 10 minutes.

Hummingbird nests are shaped like cups. The nests hang in between branches. They like to make their nests near water. Many hummingbirds migrate. Some go as far as Mexico.

Some threats to hummingbirds include cats, snakes, frogs, and other birds like hawks, roadrunners or crows. They can get caught in spider webs and be eaten.

Expert Group-Penguins


49

Penguins are warm-blooded birds with more feathers than most other birds. Their heavy solid bones and their short flippers keep them from flying, but make them excellent swimmers and divers. Their short, thick legs and webbed feet make them waddle when they walk.

Adult penguins eat fish, squid or krill. Baby penguins eat green plants and food brought from the sea by their parents. Penguins only eat while in the water. They catch food by diving deep into the water.

Penguins spend 80% of their time in water. All penguins live south of the equator, some where the weather is very cold and others where it is warm. Penguins live in large groups called colonies.

Penguins are in danger of being eaten or hurt by sea birds, seals and killer whales. Humans also hurt penguins by hunting them for their feathers and for their oil that comes from the fat layers called blubber.

Expert Group-PelicansAll About Birds Level 2 TXSpring Branch Independent School District – Project GLAD (1/06 JB)

50

Pelicans have the largest beak or bill of all birds. The bottom part of the bill is a large pouch or bag of skin. Pelicans can grow as tall as a man, but they have short legs and webbed feet with four toes.

Pelicans eat mainly fish. They fill up their large pouch with fish to eat or share with their chicks. Some pelicans dive into the water from high above to catch fish beneath the water. Other pelicans work as a group. They form a circle, stick their bills into the water and force the fish to the middle so they can catch them.

Pelicans are found everywhere in the world except for Antarctica. They live with many other pelicans in colonies. They usually build their nests of twigs and branches on the ground near seas, lakes or rivers.

One of the biggest threats to the life of a pelican is man and his fishing hooks. The hooks can tear the pelican’s pouch. People driving boats and jet skis can also harm the pelicans. Chemicals can make the pelican egg so thin that it breaks before the chick can hatch.


51

Expert Group-Woodpeckers

Woodpeckers have the ability to hammer wood by using their strong pointed beaks. They use their strong tails to keep them from falling while hammering. Woodpeckers have feet with two toes in front and two in back which help them climb trees.

Woodpeckers eat mostly insects. Because most do not migrate during the winter, woodpeckers must find food in trees infested with insects. This means the trees are full of insects. Woodpeckers also eat fruit and nuts.

Some woodpeckers live in areas where there are many trees. They make holes in trees or cacti and live inside them. Buildings and other things made of wood may also be homes for the woodpeckers.

Woodpeckers are in danger when humans cut down trees for their own needs. That leaves the woodpeckers without a place to build their homes.


52


53

Process Grid


54

Date post:	05-May-2020
Category:	Documents
Upload:	others
View:	2 times
Download:	0 times

Project GLAD€¦ · Web viewSignal Word—Cognitive Content Dictionary. Process Home/School...

Documents