Early Bird Lessons. A Sampler Packet

Transcription

1 Early Bird Lessons A Sampler Packet

2 Bird or Not Bird Lesson 1 Concept: Birds have certain characteristics that separate them from other animals and make them easily identifiable as birds. Materials Needed: Bird or Not Bird photos (cut photos apart on dotted line) sorting circles (hula hoops could be used) labels: Bird and Not a Bird white board with markers or chart paper with markers Procedure: small group 3-5 children Ask the children what they already know about birds. Probable responses are that birds have feathers, wings, two eyes, two feet, toes, a beak etc. Accept all responses. Create a chart and title it, Bird Characteristics. Record all the children s responses in words or pictures (even strange ones). Place the sorting circles on the floor or table. Read the labels with the children. Help the children put a label into each circle. Shuffle the photos and place them face down in front of the children. Children take turns placing the photos into a sorting circle. Don t make corrections until all of the photos have been sorted. Go through the sorts and help the group make any necessary changes. Go over the Bird Characteristics chart to see if the children were correct in their pre-knowledge. Do they need to add additional information? Place the chart and the photos into a center to be used for independent practice. Song: Head, Feathers, Beaks and Toes ( tune Head, Shoulders, Knees and Toes ) Head, feathers, beaks and toes, beaks and toes Head, feathers, beaks and toes, beaks and toes Two eyes, two legs, two wings and a tail Head, feathers, beaks and toes, beaks and toes *The children can create actions for the song. Literature Connection: Birds, A First Discovery Book Created by Gallimard Jeunesse et al Scholastic Inc.

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5 Lesson 1 Bird or Not Bird Head Start Framework Correlations SOCIAL & EMOTIONAL DEVELOPMENT SOCIAL RELATIONSHIPS Cooperated with others. APPROACHES TO LEARNING COOPERATION Helps, shares, and cooperates in a group. LOGIC & REASONING REASONING & PROBLEM SOLVING Uses past knowledge to build new knowledge. LANGUAGE DEVELOPMENT EXPRESSIVE LANGUAGE Engages in communication and conversation with others. Uses language to express ideas and needs. SCIENCE KNOWLEDGE & SKILLS SCIENTIFIC SKILLS & METHOD Observes and discusses common properties, differences, and comparisons among objects. Participates in simple investigations to form hypotheses, gather observations, draw conclusions, and form generalizations. Describes and discusses predictions, explanations, and generalizations based on past experience. LITERACY KNOWLEDGE & SKILLS PRINT CONCEPTS & CONVENTIONS Understands that print conveys meaning. Recognizes the association between spoken or signed and written words. EARLY WRITING Recognizes that writing is a way of communicating for a variety of purposes, such as giving information, sharing stories, or giving an opinion.

6 Migration Formation Lesson 11 Concept: Some birds migrate to find food. Canada geese eat a lot. Usually they will spend up to 12 hours a day feeding to take in the nutrition that they need. They usually graze on grasses, roots, leaves and other plant materials, but they also spend time in fields feeding on residual crops and grain. They need to migrate in the fall in order to find the foods they need. Geese fly in a V formation to save energy. The lead bird and the V shape create an air current that makes it easier for the other birds to follow. The V shape also makes it easier for the birds to keep track of each other. The birds change positions when the lead bird tires. Materials Needed: photo of geese flying in formation and photo of a Canada Goose a letter V Procedure: whole group 1. Show the children the picture of the migrating geese. (Some of them may have seen geese in migration and can share their experiences.) Turn the picture and compare it to the letter V. Question to see if any of the children know why a bird would migrate. Explain that the geese eat plants and during the cold of winter, plants aren t growing and are covered by snow or ice. The geese spread their wings and ride the wind to a warmer place that has growing plants and open, ice free water. As they fly, the flock of geese stay in a V formation to keep together and to stay full of energy. When it s tired, the goose that is first changes place with another goose in the flock. Tell the children that they will pretend to be flying geese. Arrange the group into a V. Have them spread out their wings arms to catch the wind. Show them how to honk like a goose. The honking keeps the flock together. The children stay in the V. Their flock doesn t actually move (just their wings). Practice honking 3 times and then stopping to listen for a child s name. The lead goose calls out a classmate s name. That child moves to the front and the lead bird takes his/her place.

7 Song: Migration Song ( tune Allouette ) Migration, time for migration Migration, time to fly away In the winter, where s the bird? Someplace warm is where he s heard. Honk, honk, honk Honk, honk, honk Oh, oh, oh ooo Migration, time for migration Migration, time to fly away Literature Connection: Goodbye Geese by Nancy White Carlstrom How Turtle Flew South for the Winter (Dakota (Sioux) -Midwest) from Keepers of the Earth by Michael J. Caduto and Joseph Bruchac p. 157

8 Lesson 11: Migration Formation Lesson 11: Migration Formation

9 Lesson 11 Migration Formation Head Start Framework Correlations SOCIAL & EMOTIONAL DEVELOPMENT SOCIAL RELATIONSHIPS Cooperates with others. Uses socially appropriate behavior with peers and adults, such as helping, sharing, and taking turns. SELF-REGULATION Follows simple rules, routines, and directions. APPROACHES TO LEARNING INITIATIVE & CURIOSITY Asks questions and seeks new information. COOPERATION Helps, shares, and cooperates in a group. LOGIC & REASONING REASONING & PROBLEM SOLVING Recognizes cause and effect relationships. SYMBOLIC REPRESENTATION Represents people, places, or things through drawings, movement, and three-dimensional objects. Engages in pretend play and acts out roles. SCIENCE KNOWLEDGE & SKILLS CONCEPTUAL KNOWLEDGE OF THE NATURAL & PHYSICAL WORLD Observes, describes, and discusses living things and natural processes.

10 Cardinal