Standards Based Instruction

LOS ANGELES UNIFIED SCHOOL DISTRICTStandards Based Instruction

Instructions: Develop a Standard-Based InstructionModel which describes what students will do. Begin the CulminatingTask and Instructional Activities components with a verb.

Subject/Course Bird Inquiry Grade Level 3 Standard No(s) 3a,c,d, and 5a,c,d,e Standards
District Elementary Course of Study (Concepts) or SecondaryGuidelines for Instruction (Instructional Unit) _______________________________________________________________________________________________
Developed by Cathy Weinstein School Clover Avenue Elementary Cluster # 10 Phone # (310) 479-7739

CULMINATING TASK/ASSIGNMENT
After posing a question, designing/executingan investigation, and collecting data, students will:
--graph data
--analyze results in order to pose more questionsand design possible further inquiries.
ASSESSMENT
What criteria will be used to evaluate/score students' work/performanceof the culminating task? INSTRUCTIONAL ACTIVITIES
What learning activities will students be involved in to acquire knowledgeand skills to achieve the standard? Consider alternative strategies andmodification to promote equal access for all learners. TIME
How much (approximate) time will be required to complete each of theactivities? RESOURCES
What materials, textbooks, supplies, documents, etc., will be requiredfor and instructional activity?
DIRECTIONS TO THE STUDENTS Show your collected data for one day in the formof a line graph. Label your axes BIRDS and TIME OF DAY. Writeat least observations about your graph. Then answer the questions,"What factors contributed to your results?" and "How would you set up yourinvestigation differently to verify your conclusions?" Task to be scored:
4- Graph was set up correctly. Observationsand answers to questions were clear and insightful and demonstrate understandingof results.
3- Graph was set up mostlycorrectly. Observations and answers to questions show some understandingof results.
2- Graph was set up partially correctly. Observations and answers to questions are not clear and do not demonstrateunderstanding of results.
1- Incorrect graph. Observationsand answers to questions were insufficient or nonexistent.

Students will practiceline graphing. Students will paricipate in 2 simulations to observea)how different kinds of beaks affect the eating habits of birds, and b)howdifferent kinds of feet are related to the habitat of birds.
Students will observe, draw and label birds andtheir parts. They will read about and see slides of local birds. Students will observe and count the numbers of birds at various locationsat the school. Students will count the numbers of birds observedin the cafeteria during selected 5-minute periods of the day for 2 weeks. Pre-task instructionalactivities will be completed in a 2-week time frame. Bird countingwill take another 2 weeks. Simulations: seeds, marbles,scissors, clothespins, tweezers, spoons,

*Model developed, refined, and field-testedby Mentor teacher Standard-Based Task Force School District 1996, Los Angeles Unified

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CULMINATING TASK/ASSIGNMENT After posing a question, designing/executingan investigation, and collecting data, students will: --graph data --analyze results in order to pose more questionsand design possible further inquiries.	ASSESSMENT What criteria will be used to evaluate/score students' work/performanceof the culminating task?	INSTRUCTIONAL ACTIVITIES What learning activities will students be involved in to acquire knowledgeand skills to achieve the standard? Consider alternative strategies andmodification to promote equal access for all learners.	TIME How much (approximate) time will be required to complete each of theactivities?	RESOURCES What materials, textbooks, supplies, documents, etc., will be requiredfor and instructional activity?
DIRECTIONS TO THE STUDENTS Show your collected data for one day in the formof a line graph. Label your axes BIRDS and TIME OF DAY. Writeat least observations about your graph. Then answer the questions,"What factors contributed to your results?" and "How would you set up yourinvestigation differently to verify your conclusions?"	Task to be scored: 4- Graph was set up correctly. Observationsand answers to questions were clear and insightful and demonstrate understandingof results. 3- Graph was set up mostlycorrectly. Observations and answers to questions show some understandingof results. 2- Graph was set up partially correctly. Observations and answers to questions are not clear and do not demonstrateunderstanding of results. 1- Incorrect graph. Observationsand answers to questions were insufficient or nonexistent.	Students will practiceline graphing. Students will paricipate in 2 simulations to observea)how different kinds of beaks affect the eating habits of birds, and b)howdifferent kinds of feet are related to the habitat of birds. Students will observe, draw and label birds andtheir parts. They will read about and see slides of local birds. Students will observe and count the numbers of birds at various locationsat the school. Students will count the numbers of birds observedin the cafeteria during selected 5-minute periods of the day for 2 weeks.	Pre-task instructionalactivities will be completed in a 2-week time frame. Bird countingwill take another 2 weeks.	Simulations: seeds, marbles,scissors, clothespins, tweezers, spoons,