Bird Stories: Fact or Fiction

A Student Publishing Activity




Overview/Introduction:

This activity will give students the opportunity to distinguish between their scientific knowledge of the life cycle of birds with their often exposure to the imaginary life of birds in literature.

Purpose or Objective:

  1. To evaluate / distinguish scientific fact from fiction

  2. To discuss similarities and differences in the life cycles of various birds.

  3. To use the Internet as a research tool.

  4. To write a story and publish it electronically

Time Required: two weeks to one month

Materials, Tools, and Resources Needed: Computers with Internet access, digital camera, scanner, binoculars, Easy Book (Sunburst) or other word processing software, multimedia software such as KidPix or web authoring software such as Netscape Composer (optional), Bird Books, CD-ROM, project model/ template

Web Sites:

Zoom Birds

Bird Identification

Bird On! Bird Dictionary

Zoological Record

Perterson Online


Teacher Preparation:

Provide bookmarks of appropriate web sites on server, student computers or on diskettes.

Decide whether students will work collaboratively or independently.

Make available bird models, field guides, videos, field trips, or any other experience to bring students closer to real experiences.

Prerequisite Student Knowledge:

Science:

Grade K- LS2 b

Different types of plants and animals inhabit the Earth. As a basis for understanding this concept, students know:

b. stories sometimes give plants and animals attributes they do not really have.

Technology: word processing; how to access the Internet; scanning or digital camera downloading.

Writing skills:

Stories have a beginning, middle, end, characters, setting, and plot

Procedure:

    Engaging: After introducing the study of birds and talking about some of the different types of birds, hand out the fact and fiction tracking sheet. As you share with students a story which is a combination of fact and fiction (e.g. Are You My Mother?), they will note down examples in each column. Create a classroom chart with the results from each groups/students notes. For the information is entered in the last column there is space to enter challenges to student notes.

    Exploring: Have students observe birds in the neighborhood or on the school grounds. Give students data sheets to record their outdoor observations: the kind of bird, description or drawing, where it was sited (tree, grass, water, etc.), and comments.

    Investigating: Spend a class session together doing observations, then have students continue at home, or during recess and lunch periods. In addition to student data sheets, they should use a digital camera, use binoculars and draw pictures, or write a description. Students use bird identification books, research the Internet and cd-roms to acquire more specific details of their bird and its life cycle.

    Application: Students will write a story of their bird incorporating both facts they have learned and attributes that are imaginary. Students should be encouraged to use descriptive and metaphorical language in their story. Each page of the book should have a fact footnote to support the attributes they have given to their bird.

    Students may use their own generated graphics, digital pictures they took on their observations, or scan in their drawings.

    Students publish stories electronically using a multimedia application such as KidPix or webn authoring software such as Netscape Composer and present them to the class.

Student Handouts/ Record Sheets

  1. Fact or Fiction Activity Sheet

  2. Data sheet

Student Discussion Questions:

  1. The class discusses what is fact and what is fiction in each story that is presented.

  2. What are some similarities in the life cycle of all birds? What are some differences?

  3. What is the difference between precocial (birds that born fairly independent, like ducks) and altricial birds (birds that are helpless and dependent on the parent(s)?

Assessment:

Multimedia Presentation 4-Point Rubric

4

3

2

1

Presentation

Project flows well, keeps the attention of the audience, and interest level is high.

Project somewhat flows and has some interesting items included.

Project is often disjointed and interest level is inconsistent.

Project lacks sequencing, is poorly presented and has little interest level.

Text / Content

Text rich information is accurate, well written, and descriptive, complete with proper grammar and punctuation.

Information is somewhat text rich and accurate with an attempt at description. Some errors in grammar and punctuation.

Information is brief and sometimes inaccurate. Major errors in grammar in punctuation.

No grasp of factual information. Lack of punctuation. Grammar poor.

Graphics / Scanned Images

Images support the text. They are placed appropriately with thought given to layout.

Images somewhat support the text. Placement is acceptable.

Images are relevant. Very few used.

No graphics or images



Grades 2-3 Life Sciences

California Science Content Standards Addressed:

Grade 2--LS2a,b; IE4d

Plants and animals have predictable life cycles. As a basis for understanding this concept, students know:

a. organisms reproduce offspring of their own kind. The offspring resemble their parents and each other.

b. the sequential stages of life cycles are different for different animals, for example butterflies, frogs, and mice.

Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content of the other three strands, students should develop their own questions and perform investigations. Students will:

c. write or draw descriptions of a sequence of steps, events, and observations

Grade 3--LS3a

Adaptations in physical structure or behavior may improve an organism's chance for survival. As a basis for understanding this concept, students know:

a. plants and animals have structures that serve different functions in growth, survival and reproduction.

National Education Technology Standards for Students Addressed:

3. Technology productivity tools

  •  
    		• Students use technology tools to enhance learning, increase productivity, and promote creativity

  •  
    		• Students use productivity tools to collaborate in constructing technology

    4. Technology communications tools

  •  
    		• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

  •  
    		• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

    5. Technology Research Tools

  •  
    		• Students use technology to locate, evaluate, and collect information from a variety of sources

  •  
    		• Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks


    The Integrating Technology into Science Instruction webpages project is partially funded by grants from The Boeing Company and The Ralph M. Parsons Foundation. Integrating Technology into Instruction is a project of Target Science (target@laep.org) and is displayed on the Los Angeles Educational Partnership Learning Exchange. Target Science is an initiative of the Los Angeles Educational Partnership.
    Updated July 2000