2018 - Carrollton

Backyard Birdies

Katelynn Kozar and Mary Demand, Carrollton Middle School, 6th grade general education and 6-8 grade Self-Contained Special Education

Brief Project Description

Over the course of the 2018-19 school year, students will explore native Michigan birds by becoming experts on the birds in our area; observing them in their natural habitat; collecting data; creating a field guide; and creating an infographic to share with friends, family, and future classrooms.

Inquiry Questions for Students

What types of birds do we see in Saginaw, Michigan?
Why do we see certain types of birds and not others?
Can we influence different types of birds by changing something about the feeder?
Why do we see the birds when and where we see them?

NGSS Standards Addressed

This unit will focus on two main NGSS standards centered around Matter and Energy in Organisms and Ecosystems:
- MS.LS2.1 - Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
- MS.LS2.4 - Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

CCSS Standards Addressed

Writing: Two specific 6th grade writing standards (W.6.2 and W.6.7) will be addressed over the course of the year. All other standards will have a supporting role in the process.
- Text Type and Purpose - W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  - EE.W.6.2 Write to share information supported by details. a. Introduce a topic and write to convey ideas and information about it including visual, tactual, or multimedia information as appropriate. Specifically, I Can Learn Level 4 which states: I can select a topic and write to convey ideas and information about it using visual, tactual, or multimedia on my own.
- Research to Build and Present Knowledge - W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
  - EE.W.6.7 Conduct short research projects to answer a question. Specifically, I Can Learn Level 4 which states: I can conduct a short research project using three or more sources to answer a question.
Language - Four specific language standards (L6.1-6.4) will be addressed throughout the unit.
- Conventions of Standard English - L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  - EE.L.6.1Demonstrate standard English grammar and usage when communicating. Specifically, I can Learn Level 4 cluster which state: I can use personal pronouns spontaneously when speaking andI can use indefinite pronouns spontaneously when speaking;
- Conventions of Standard English - L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  - EE.L.6.2 Demonstrate understanding of conventions of standard English. Specifically, I Can Learn Level 4 clusters which states: I can put a question mark at the end of written questions and I can spell words phonetically using letter-sound relationships or common spelling patterns.
- Knowledge of Language - L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  - EE.L.6.3.a-b Use language to achieve desired outcomes when communicating. Specifically, I Can Learn Level 4 cluster which states: I can provide more information when the listener does not understand the first time.
- Vocabulary Acquisition and Use - L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of strategies.
  - EE.L.6.4 Demonstrate knowledge of word meanings. Specifically, I Can Learn Level 4 clusters which state: I can use context clues to identify a missing word from a sentence during a read aloud;I can use the correct versions of words adding beginnings or endings as appropriate; and I can use resources when I encounter a difficult word.
Speaking and Listening: Two specific Speaking and Listening (SL.6.1 and SL 6.4) standards will be addressed over the course of the year.
- Comprehension and Collaboration - SL.6.1 Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
  - EE.SL.6.1 Participate in collaborative discussions. Specifically, I Can Learn Level 4 which states: Specifically I Can Learn Level 4 which states: Prepare for discussion through prior study; follow simple, agreed‐upon rules for discussions and carry out assigned role; ask and answer questions specific to the topic, text, or issue under discussion; restate key ideas expressed in the discussion.
- Presentation of Knowledge and Ideas. SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear volume, and clear pronunciation.
  - EESL.6.4. Present findings including descriptions, facts, or details related to a topic.

Project Outline

Overview of Lessons and Activities

Tentative Timeline

End of August - Install bird feeder, cross fingers that birds find our food!
September - Introduce the project and begin learning bird identifications.
October - Create classroom field guide/trading card and begin practicing identifying birds at feeders.
October-February - Observe at bird feeder, gather bird species and population data. Generate graphs using this data. Log data with Project Feeder Watch, and compare our findings with other schools in the state.
March-April - Manipulate something about the bird feeder (possibly food type?), observe feeders, gather bird species and population data. Generate graphs using this data, log data with Project Feeder Watch.
May-June - Report findings from experiment, potentially do a Claim, Evidence, Reasoning (CER) paragraph in order to answer inquiry questions/predictions. Bird brochure/research paper as a final product to share with others what was learned throughout the course of the year.

Data Collection Opportunities

Each observational period will serve as an excellent opportunity for students to collect data on the species and populations present at the bird feeder. Project Feeder Watch has a Tally Sheet students will use to record what they see at each visit to the feeder. We will then compare our data with data from other schools or locations in Michigan.

Once students determine the element of the feeder they want to change (ex: food, number of feeders, birdhouse proximity etc) they will have the opportunity to collect and analyze data with regard to an experiment.

Formative and Summative Assessments

Field Guide / Trading Card / Research Paper
Infographic
Claim, Evidence, and Reasoning (CER)
Writing about classroom data
Creating graphs/tables/charts with classroom data
Kahoot or game to practice identifying bird species

Additional Resources

One Zoom

Project Feeder Watch

Google Sites

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