|
Birds
In the
birds unit students will learn about the processes of
science by studying feathers, beaks, feet, eggs, and
nests. They will also learn about the relationship of
form and function. Students will count objects, and
graph and interpret data.
Critical Questions
- Why do some birds have curved beaks while others
have long, pointed beaks?
- Why do some birds have webbed feet while others
don't?
- How do the body parts of a bird adapt to its
environment?
- How does the way a bird looks tell you about its
environment?
Suggested time Frame: 3 weeks |
|
|
|
Student Performance Expectations |
|
Key
Information in the brackets that is not in bold
(8.2A) is the Texas Essential Knowledge and Skill (TEKS)
that this objective is aligned to.
Information in the brackets that is in bold
(8.2.11B)
(8.2.12A) (11.2US10A)
is the specific Texas Assessment of Knowledge and Skills
(TAKS- test) objective this objective is aligned to.
|
|
Plan and conduct simple
descriptive investigations.
Observe and record the function of bird parts.
(2.2A-F) (2.4A & B) (2.5A) (2.6D) (2.7A) (2.8A) |
|
Measure and compare birds and
feathers exploring the characteristics, properties, and
functions of feathers. Identify the external
characteristics of birds that allow their needs to be met.
(2.4B) (2.9A) |
|
Identify similarities and
differences in beaks as important external characteristics.
Compare tools used to simulate a bird's beak in order to
identify the importance of this external characteristic. (2.2C,
2.3A-C, 2.4A, 2.9A) |
|
Observe and record the
function of animal parts. Identify the external
characteristics of birds that allow their needs to be met.
(2.6D, 2.9A) |
|
Illustrate changes in size,
color, and position of birds. Classify and sequence
the life cycle of birds. (2.5A, 2.7A) |
