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Additional Search Results 1 - 8 of 8 for Sparrows
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1. City Animals
...ince much of it is independent study, its completion need not be tied directly to classroom activities. It is an appropriate activity to use in conjunction with studies of taxonomy, population, ecology, and land use. Background Animals of many kinds are important parts of a city's environment. From sparrows to house cats to cockroaches, animals provide us with amusement and companionship, or fill us with disgust. They inhabit our trees and lawns, scurry about our sewers, and fly through our too often polluted skies. To understand them is to better understand ourselves. Although many of them would survi...
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2. Verterbrate Classification Lesson Plan
...different preferences, there are: Water Birds, e.g., ducks, swan, heron, ibis Video of Swan Video of mother duck with ducklings Video of Egret. Notice the long beaks of some water birds like egrets and ibises ? they it make it easy for getting food in water Perching Birds, e.g., parakeet, finches, sparrows Watch this intelligent parakeet Tree Birds, e.g., woodpecker, creepers, etc. Woodpecker Video. Grounds birds, e.g., ostrich, emu, pheasant, etc. Ostrich Close-up Video. Night Birds, e.g., owl, nightjar, etc. Video of Owl Hooting. View Slide Show Mammals The common features of Mammals: give birth to...
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3. For the Birds
...lows birds time to locate the feeder and establish feeding routines. Make necessary modifications to the classroom. Begin by administering pretest baseline picture checklist. Introduce a featured bird of the week for several weeks. Feature the birds most commonly seen at feeders in your area (house sparrows, goldfinches, Mexican house finches, chickadees, blue jays, mourning doves, woodpeckers, etc.). Instruct students about the six key features used to identify birds (color, size, shape, habits, flight and song). Emphasize color, size and shape, which includes shape of beak and shape of tail. Provide...
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4. Birds of a feather, an interdisciplinary unit: Math/Science wing
...ties Students need to be divided into groups of two to three students. Each group should observe the bird feeders over a period of five minutes and make a frequency table of the bird species observed. In our geographic area species will probably include cardinals, mourning doves, nuthatches, wrens, sparrows, finches, goldfinch, and hummingbirds. Other species might include robins, bluebirds, mockingbirds, and indigo buntings, but these are primarily insect eaters. Students will need some practice in identifying bird species. Teachers will want to be familiar with eating and migration habits of local bi...
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5. Urban Safari- Elementary
...d, etc.)? C. Do you see any animal homes in human-built structures? D. Do you see any plants growing on man-made structures? E. Be a bird-watcher: Where do you see them? What do they seem to be doing? What do they look like (color, shape)? Can you identify any of them? (Common city birds are crows, sparrows, finches, mockingbirds, jays, starlings, pigeons.) How many of each species do you see? F. Compare the "wildlife" to human-influenced life: what plants are growing wild, or planted by people? Are there any wild animals? Are there any domestic animals? G. Be an ant-watcher: Where do you see them? Wha...
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6. Birds of a feather, an interdisciplinary unit: Language Arts wing
...Score using the attached rubric. Supplemental information For additional fables, see Virginia Hamilton's book of bird fables called When Birds Could Talk and Bats Could Sing. In his series of Redwall books, author Brian Jacques uses dialect to personify many of his animal characters, especially the sparrows and hedgehogs. Modifications 1. Provide a key or teacher-made dictionary that references the English meaning of the slang words /phrases that appear in the dialect. 2. Illustrations to accompany the text/dialects. (Students could help provide these illustrations) 3. Pair students to decipher meaning...
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7. Angela Tate
...otected themfrom fires which would regularly sweep through the prairie. Some commonprairie plants include big bluestem, goldstem, prairie dock, rattlesnakemaster, cord grass, sedge and blue joint. Illinois prairies support (or supported) a wide variety of birds includingbobolinks, meadowlarks, song sparrows, kingbirds, upland plover and red-wingblackbirds. There are also ground squirrels, meadow and jumping mice, foxes,deer and coyote. The buffalo and the prairie chicken, once abundant on theprairie, are long gone. In this lesson, students will have the opportunity to become familiar withprairie plants...
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8. Can we have unity within our nation of Immigrants
...spective. Ellis Island: Land of Promise ~Letters/Journals by Joan Lowery of immigrants ~Describe facts of Nixon immigrants with ~Symbols of a Flag, fractions and and creation of our percentages e.g. 25% own classroom flag ~Stories of of 3 million Journey of the immigrants or stories immigrants were Sparrows passed down Irish. by Fran Leeper Buss ~Mock Ellis Island immigration process with class. ~Poetry lesson from ~Analyze and ~ Discussion with famous inscription on describe patterns of local immigrants. the Statue of immigration of the Liberty. past and today ~Create a class mathematically. democracy...
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