Name: Magda Abarca

Date: Nov. 30, 2010

Grade level: 4th/5th

Bird Beaks

GOALS

Content Area: Science

Common Curriculum Goal (CCG): 5.2L.1 Explain the interdependence of plants, animals, and environment, and how adaptation influences survival.

ESOL Goal (Function): Comparing

OBJECTIVES

Following the lesson students will be able to compare the beaks of six birds by at least 3 differences.

ESOL Objectives (Forms):

B: Yes. (Do hummingbirds use its long beak to suck out nectar from

flowers?)

EI: Nectar. (What kind of food does a hummingbird eat?)

I: It eats nectar . (What kind of food does a hummingbird eat?)

EA: The hummingbird uses its long beak to suck out nectar.

A: The hummingbird uses its long beak to suck out nectar from

flowers.

Learning Strategies: Cooperative learning activities, shared reading

MATERIALS

  • Book: Amazing Birds by Alexandra Parsons
  • Handout What we learned-attached (one per group)
  • Handout Comparing (one per student)
  • Chart paper (one per group)
  • Copies of the pages in text for each group
  • Groups of four students

PROCEDURE:

Anticipatory Set:

  1. Play youtube video to students. (Bird Beaks
  2. Have a short discussion about the different types of beaks.

Teaching:

  1. Model what they will be doing in groups.
  2. Put the copy of the text on the doc camera and think aloud what steps to take.
  3. First, read the entire page. (Hummingbird p.p. 26-27)
  4. Second, choose four facts to share with the class.
  5. Third, share with the class what I found out about my bird.
  6. Ask if students have any questions.

Guided Practice:

  1. Students will work in their cooperative groups to read and find four interesting facts to share.
  2. Remember to give the what we learned handout.
  3. Explain to student how to use the handout.
  4. Make sure they all understand their responsibilities.
  5. Repeat the instructions in Spanish.
  6. Groups will share what they found.
  7. Make sure all groups share.

Independent Practice:

  1. Give students the comparing handout.
  2. Have them fill it out individually using the information they learned from the group presentations.
  3. Remind students to write complete compound sentences.

Closure: Ask for volunteers to share the information they put in their handouts.

DIFFERENTIATION

ESOL strategies are in italics.

ASSESSMENT

Informal: Walk around the room and make sure students understand what their role is in the group. Also make sure all students are staying on task. Aid any students that seem to be confused.

Plans for formal: I will have a post-assessment that includes the characteristics of bird’s beaks.

Group Names______Date______

What We Learned

Individual Tasks

Time Keeper______

Note taker______

Reporter______

Task master______

Assignment: In your group you will need to agree on three to four interesting facts about your bird to share with the class. Use this paper to write down notes that will help your group during the presentation.

Names______Date______

Comparing

Main Idea

Alike