BIRDS

BIRDS

COMMUNICATION
1. LANGUAGE OF LEARNING
  1. DESCRIPTIVE LANGUAGE
    1. red, yellow, blue, pointed beak
  2. Vocabulary related to content areas
    1. column chart line
    2. bird golfinches cardinals blue jay forest slingshot hunt disease sick cage
    3. first second third then
2. LANGUAGE FOR LEARNING (FUNCTIONAL LANGUAGE)
  1. Ask comprehension questions
    1. How many goldfinches did they see?
    2. Did they see two or three cardinals?
    3. How many lines did they draw in the chart in total?
    4. Which birds did the kids see in the forest?
    5. Which bird has a pointed beak?
    6. What color is the cardinal?
  2. Follow instructions to build a chart
    1. Draw two lines here.
    2. Paste the cardinal in the first column.
3. LANGUAGE THROUGH LEARNING
  1. To be identified after class is taught
CONTENT
1. MATH
  1. Building a chart
2. SCIENCE
  1. Names and characteristics of birds in North America
CULTURE
1. Stimulate students to preserve nature by preserving birds
2. Help student understand that hunting (or using sligshots) is cruel to animals
3. Raise students' awareness to the fact that birds help balance our ecossystem and perform a vital function in reforestation and pollination
4. Motivate students to preserve birds by showing their importance for research: cardinals biologically suppress the disease upon infection.
5. Help students conclude that keeping birds in cages is cruel, thus discouraging them from doing it.

Resource summary

	Created by Angela Novaki over 6 years ago