Introduction
This activity is designed for the student’s to expand their learning. They will use different sets of the lesson plans, students will learn about bald eagles and why they represent us as our national symbol. Students will be engaged in different activities to support their learning.
Task
Language Arts
Students will recreate an eagle and it's nest by using a construction paper outline after reading a story about bald eagles. Then they will identify the vocabulary related words as you shape their eagle nests.
Social Studies
Students will brainstorm ideas to draw conclusions about what the eagle represents or means to them. Their responses will be listed and make it into a pie chart on a poster paper. While doing this activity Students will listen to patriotic songs. Then, students will be divided into teams, they will recreate our National symbol and choose three words that describe our nation. The link to the songs is right below.
https://www.youtube.com/watch?v=Q65KZIqay4E&index=14&list=PL203C4E789EC…
Science
Students will watch a short video of the life of an eagle. They will have the opportunity to analyze and identify the eagle’s behaviors. With their groups they will discuss and annotate in a chart important characteristics of an eagle such as its keen eyesight that can focus in object s for long periods and other important features that distinguish these birds from others. Short video right below.
Process
Language Arts
1. I will give students content clues from the story to define the words and use them in complete sentences.
2.Then, they will recreate an eagle story by connecting the information about eagles.
3. After completing this assignment, students will use Word Cloud computer program and will select words to be incorporated in an eagle cloud. The link is right below this step.
Word Cloud-Tagxedo
4.To finish this assignment they will illustrate the words using the Paint program. Each word will be printed and used as a classroom poster.
(You will use the program paint that is in your desktop)
Social Studies
1. Students will work in teams and use Mindmap computer program to create a new symbol that would represent us as a country. The link is right below.
Mindmap-https://bubbl.us/
2. Students will complete and analyze a timeline in which they will organize significant dates from the history of our country, specifically the selection of the bald eagle as a national symbol.
Timeline-(https://www.timetoast.com/
3. They will take their work home and explain to family members the new concepts learned.
4. Student's familiy members will revise and develop 3 to 5 sentence responses indicating that the student gave reasonable explanation of why the bald eagle is a national symbol.
Science
1. Students will use the Publishing and Paint programs to design a colorful and informative pamphlet by including the information they found out about bald eagles.
(You can use either Microsoft Word or Microsoft Publisher to create your newsletter)
2. The students will present their pamphlet to the rest of the class.
3. Each student will receive a simple rubric to assess each other’s presentations.
(Example of a rubric on the bottom)
|
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Speaks Clearly |
Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. |
Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. |
Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. |
Often mumbles or can not be understood OR mispronounces more than one word. |
|
Enthusiasm |
Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. |
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. |
Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. |
Very little use of facial expressions or body language. Did not generate much interest in topic being presented. |
|
Posture and Eye Contact |
Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. |
Stands up straight and establishes eye contact with everyone in the room during the presentation. |
Sometimes stands up straight and establishes eye contact. |
Slouches and/or does not look at people during the presentation. |
Evaluation
Language Arts
Students will increase their sight word vocabulary by classifying words. They will be able to organize and differentiate the words used on their eagle nests correctly by developing sentences that incorporate the sight words.
|
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Uses self-correcting word solving strategies |
Student independently uses self-correcting word solving strategies to recognize new words. |
Student uses self-correcting word solving strategies to recognize new words; prompting cues may be used. |
Student uses self-correcting word solving strategies to recognize new words with prompting cues. |
Student does not use self-correcting word solving strategies to recognize new words with prompting cues. |
|
Labels & Features- Neatness |
90-100% of the labels/features can be read easily. |
89-80% of the labels/features can be read easily. |
79-70% of the labels/features can be read easily. |
Less than 70% of the labels/features can be read easily. |
|
Vocabulary |
Uses a varied vocabulary appropriate for the audience, and also successfully tries to enlarge the audience\'s vocabulary. |
Uses a varied vocabulary that is appropriate for the audience. |
Uses a varied vocabulary that is occasionally a little too simple or a little too hard for the audience. |
The vocabulary was not varied OR was routinely inappropriate for the intended audience. |
|
Spelling/Capitalization |
95-100% of words on the map are spelled and capitalized correctly. |
94-85% of the words on the map are spelled and capitalized correctly. |
84-75% of the words on the map are spelled and capitalized correctly. |
Less than 75% of the words on the map are spelled and/or capitalized correctly. |
|
Listens to Others |
Always listens attentively to other storytellers. Is polite and does not appear bored or make distracting gestures or sounds. |
Usually listens attentively to other storytellers. Rarely appears bored and never makes distracting gestures or sounds. |
Usually listens to other storytellers, but sometimes appears bored. Might once or twice accidentally make a gesture or sound that is distracting. |
Does not listen attentively. Tries to distract the storytellers, makes fun of them, or does other things instead of listening. |
Social Studies
The students will be able to apply the concepts of national symbols, patriotism, and other
Concepts related to the American people.
|
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Spelling and Capitalization |
Spelling and capitalization were checked by another student and are correct throughout. |
Spelling and capitalization were checked by another student and were mostly correct. |
Spelling and capitalization were mostly correct, but were not checked by another student. |
There were many spelling and capitalization errors. |
|
Content/Facts |
Facts were accurate for all events reported on the timeline. |
Facts were accurate for almost all events reported on the timeline. |
Facts were accurate for most (~75%) of the events reported on the timeline. |
Facts were often inaccurate for events reported on the timeline. |
|
Dates |
An accurate, complete date has been included for each event. |
An accurate, complete date has been included for almost every event. |
An accurate date has been included for almost every event. |
Dates are inaccurate and/or missing for several events. |
|
Preparation |
The student had notes about all the events and dates s/he wished to include on the timeline before beginning to design the timeline. |
The student had notes about almost all the events and dates s/he wished to include on the timeline before beginning to design the timeline. |
The student had notes about most (~75%) of the events and dates s/he wished to include on the timeline before beginning to design the timeline. |
The student had not prepared adequate notes before beginning to design the timeline. |
|
Time Use |
Classroom time was used to work on the project. Conversations were not disruptive and focused on the work. |
Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work. |
Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work. |
Student did not use classroom time to work on the project and/or was highly disruptive. |
Science
The students will have a one on one conference with the teacher to talk about their newsletter and to receive input on their work. The Teacher will monitor the students revising and editing their work.
|
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Information Gathering |
Accurate information taken from several sources in a systematic manner. |
Accurate information taken from a couple of sources in a systematic manner. |
Accurate information taken from a couple of sources but not systematically. |
Information taken from only one source and/or information not accurate. |
|
Data Collection |
Data taken several times in a careful, reliable manner. |
Data taken twice in a careful, reliable manner. |
Data taken once in a careful, reliable manner. |
Data not taken carefully OR not taken in a reliable manner. |
|
Construction -Materials |
Appropriate materials were selected and creatively modified in ways that made them even better. |
Appropriate materials were selected and there was an attempt at creative modification to make them even better. |
Appropriate materials were selected. |
Inappropriate materials were selected and contributed to a product that performed poorly. |
|
Construction - Care Taken |
Great care taken in construction process so that the structure is neat, attractive and follows plans accurately. |
Construction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product. |
Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product. |
Construction appears careless or haphazard. Many details need refinement for a strong or attractive product. |
Conclusion
At the end of this lesson students will be familiar with our national symbol. They will know the difference between a bald eagle and other types of eagles. They will learn about the eagles body design and how it helps them live many years.