Aleatra Nading Lesson 2

Inclusion
Title of Lesson: Bird Beak Experiment Unit of Study: Life Science Learner Profile/Contextual Factors: 7th grade classroom in an Urban, middle income district, with 24 students, and an Educational Assistant 13 Male, 11 Female 2 Learning Disabled, 1 Emotional Behavior Disability, 1 Autistic, 2 Other Health Impaired, 1 Gifted and Talented 2 African Americans, and 1 Hmong 1 student reading far below grade level

Goal: The students will gain a better knowledge of animal taxonomy and specific species adaptations. Description of the Activity: Students will review information about birds and their adaptations. Then they will complete the Bird Beak Experiment and compare results. Science Concepts: Living things affect their environment, and their environment affects living things. Animals are food consumers. Animals get their food by eating plants or other animals that eat plants. Organisms evolve through genetic changes that lead to adaptations. Science Processes Addressed Observation, hypothesizing, experimenting, analyzing, comparing Standards: -F.8.7 Understand that an organism's behavior evolves through adaptation to its environment -F.8.8 Show through investigations how organisms both depend on and contribute to the balance or imbalance of populations and/or ecosystems, which in turn contribute to the total system of life on the planet

Lesson Objectives: 1.) The student will use two utensils to collect as much food possible. 2.) The student will compare and contrast data from their beak experiment. Resources: Materials -Science notebook -Pencils -Data collection chart -Birds beaks: tongs, tweezers, slotted spoons, eyedroppers, staple removers -Bird food: macaroni, m&ms, red water, gummy worms, small seeds, large sees, staples in cardboard, paper clips, raisins, Styrofoam -Oatmeal -Cake pans (3 students per cake pan) -Alpha smart -Communication device -Direction handout

People or Community Resources Educational Assistant Primary Instructional Strategy Utilized: Direct (model) Instruction, Experiment is Discovery Science Instructional Procedure: Intro: (10 minutes) 1.) Ask all the students to stand up. I will ask a question to each student about what we learned yesterday. 2.) If the student gets the question correct they get to sit down. 3.) I will ask true and false questions, multiple choices, and fill in the blank. (Based on the students ability) 4.) If a student isnt sure on the answer they may ask a friend for help. Developmental Lesson: (30 minutes) 1.) Great review! Today we are going to get to experiment with one of the adaptations of birds their beaks. We are going to do an experiment on the variety of beaks that birds have. 2.) I will explain the directions to the students. As I go through the directions I will be modeling how to do it as well. (Give Suzie a direction handout as well.) a. Each student will get two beaks of their choice.

3.) 4.) 5.) 6.) 7.)

b. The students will get two attempts, with each beak, to collect as much food as possible in 30 seconds. c. Then the students will record the results on their data collection sheet. d. The students will get about two minutes at each station. e. (The stations will already be set up and ready to go. I would have put the food into the cake pans and mixed it with the oatmeal already.) Count the students off so they are in groups of threes and assign them a station to start at. Set the timer for 30 seconds and tell the students when to rotate to the next station. While the students are completing the experiment I will walk throughout the classroom to answer any questions and to observe their actions. When the students have completed all the stations I will allow them time to interact with their classmates to discuss their results. After about 3 minutes, I will ask the students to be seated and we will come back as a class and I will ask the students to organize their findings and summarize their data. a. They could do this by making a graph, drawing a picture, or writing it out. The students can choose how they want to do it. They will be asked to hand this in before they leave.
Accommodations: Materials, resources, and physical attributes needed to enhance student performance. Addresses the physical, cognitive, emotional and social needs of every learner. Modifications: Adjustments to what the student is asked to do based on their learning style and contextual factors. Allows for multiple pathways of meaningful learning. It is comprehensive and flexible. Why necessary?

Contextual Factors (examples listed, not limited to)

HPL 1. Kylie Spec. Educ. 1. 2. 3. 4. 5. 6. Taylor Molly Corey Desha Mike Ryan

1. Kylie None needed. 1. Taylor - Give short and simple directions on a handout - Use alpha smart for completing chart 2. Molly -Pair with student who is helpful 3. Corey - Pair with students to keep him on task 4. Desha - Give short and simple directions 5. Mike

1. Kylie -The experiment is at her ability level. 1. Taylor - I will write the directions on the board along with giving Taylor a handout that has simple directions. He can use the alpha smart to complete the data chart and to summarize his findings. He can choose to write or draw. 2. Molly She benefits from

- Wheel chair accessible desk -Communication device -Extended time 6. Ryan - Pair with students who keep him on task - Educational Assistant

reteaching or clarification. 3. Corey He has difficulty working alone and needs someone to keep him on task. 4. Desha -By giving the direction handout, it will keep her focused and she knows what she needs to do. 5. Mike -The stations will be set up so Mike can maneuver to all of them easily. The voice recognition will help him to provide written work. He needs to be given extended time in between classes to get from one to the next. 6. Ryan -If Ryan works with students who stay on task, he is less likely to have time to act out. The Educational Assistant will make sure he is acting appropriate and being kind to his classmates.

Other: Cultural, religious, etc.

Closing: (8 minutes) 1.) I will guide the students to review their knowledge from yesterday and relate it to their findings in the experiment. 2.) I will ask them questions such as these: a. What kind of bird has this type of beak (utensil)? b. Explain how this beak is useful for a particular bird.

c. Which beaks worked best for catching certain foods? d. If you were a bird, which beak would you want? e. Why are there a variety of beaks? Questions for Students: (Questions I prepared before hand to use in class) - What kind of bird has this type of beak (utensil)? - Which food item would this beak be able to pick up the easiest? - What would happen if you? - Predict the outcome of each beak. - Explain what is happening with the beak (utensil). Differentiate What: Content - Demonstrate/model instructions - Let students choose beaks - Break information into steps - Write instructions on the board In this lesson I differentiate by content. I will model for the students what is expected of them as I go through the directions step-by-step. I have broken down the instructions into step-by-step directions, which will make it easier for all the students to follow along. I will also write the directions on the board so the students can refer back to them throughout the experiment. Differentiate How: By letting the students choose their two beaks they want to use is differentiating by interest. The only guidelines are that they have to choose two different utensils to use for the experiment. Another way I differentiated by is student profile because some students might need the steps broken down further and left on the board, while other students might catch on right away. I will also take the students profiles into consideration when grouping. I will count the students off so they are in eight groups of threes, but I will keep in mind that some students cant be in the same group because they dont work well with one another. Assessment of Student Learning: I start my lesson off by assessing what the students learned from the lesson the day before. I will ask each student a question and then go onto the next. I will be able to see who still needs to answer a question because they will be the ones who are still standing. Another form of assessment I will use in this lesson is a checklist to check off that the students completed the data chart and summarized their findings. I am grading on completion for both of these because they will both be done during class. The students can choose how they want to summarize their findings.

Beak Experiment Directions

1.) Choose 2 beaks.

2.) Use 1 beak for 30 seconds (2 times). Then use the 2nd beak for 30 seconds (2 times). 3.) 4.) Collect as much food possible. Record results on data sheet.