Science incorporating Math Unit: Bird Beak SEEd Standard: (DCI)Standard 4.1.1 Construct an explanation from evidence that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Emphasize how structures support an organism’s survival in its environment and how internal and external structures of plants and animals vary within the same and across multiple Utah environments. Examples of structures could include thorns on a stem to prevent predation or gills on a fish to allow it to breathe underwater. (LS1.A)Practices: (What NGSS practices will you use while teaching this standard?)

Constructing Explanations Engaging in argument from evidence Obtaining, evaluating, and communicating information

Cross Cutting Concepts: (Choose at least one CCC, show evidence in your unit that show your students understand this CCC.)

Structure and Function Systems Patterns

Day one:(10 min) Engage: What phenomena will you use to grab their attention?Show pictures of bird beaks. Have students ask questions about the pictures. Have them write down their initial thinking: How do bird beaks help a bird survive in their environment?STEM Integration(2 math concepts from your core must be used in this unit. 1 engineering concept must also be taught.)

Math:Standard 4.MP.2 Reason abstractly and quantitatively. Make sense of quantities and their relationships in problem situations. Contextualize quantities and operations by using images or stories. Decontextualize a given situation and represent it symbolically. Interpret symbols as having meaning, not just as directions to carry out a procedure. Know and flexibly use different properties of operations, numbers, and geometric objects.

Standard 4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (halves, quarters, and eighths). Solve problems involving addition and subtraction with like denominators of fractions by using information presented in line plots. For example, use a line plot to find and interpret the difference in length between the longest and shortest pencils in a classroom.Technology:Youtube video, students can research bird beaks. Engineering:

Design and engineer a bird beak that could eat a specific food. LA:Writing Standard 2: Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

Day 1cont:(45 min)Explore: (Students generate questions, make choices about their learning, and what artifacts they will. Experts, field trips, other phenomena are appropriate)

Before class:Set up: 6 containers with sand, rice, raisons, big marshmallows, yarn. 6 cylinder beakers of water, 6 empty measuring containers. Supplies: tweezers (chickadee), salad tongs (Pelican), tongs(duck), regular sized tweezers (robin), Eagle (claw or staple remover) Lab-Students are in 6 groups- assigned to one of the birds. One student comes up and tries to get as many food items they can according to the category in 30 seconds. For each category (round) you have 3 students try. Round 1: rice- representing seedsRound 2: raisins- insectsRound 3: yarn- warmsRound 4: marshmallows- small prey including fishRound 5: water from cylinder beakers- nectar

Collect data as each trial of students participates

After you are done they will graph the data. Then answer questions about data.Day 2: (60 min)Explain:(Students will write, draw, and create models about their own learning)Finish graphing activity and questions if they didn’t finish yesterday.

Discuss data and what conclusions they can make about the data.

Talk about how each bird eats different things because of the shape of their beak. Their beak is an adaptation because it helps them survive in their environment. Video:15 min (Take notes while watching) Discuss the birds we https://www.youtube.com/watch?v=lFZ8NMBDCJw&index=15&list=WL

Extend to talk about environments- Discuss the birds in the lab (chickadee, duck, pelican, sparrow, hummingbird, eagle.) What environment might they lived on based on their beak adaptations. Have them write about the beak adaptation and then what environment they live in and why the bird might live in that environment.

Day 3 and 4(60 minutes each)Elaboration: (What learning experiences do I want to use to build deeper knowledge with my students.Students make some decisions about the project)

Students will work in groups to engineer a bird beak that will eat a specific item. Assign or have students pick one of the 5 groups of birds talked about in the video (seed eaters, nectar eaters, wetland birds, powerful hunters, insect eaters). Have them draw a plan on their own. Students can use the internet to look up more information about their type of beak. Meet back on with their groups and decide on one to try to build. Do multiple timed trials.

Day 5(30 minutes)Evaluation: (How will students demonstrate their learning by creating a project beyond the classroom)

Students will be given a CER (claim, evidence, reasoning) template and a bird. They will have to state a claim in what the bird would eat, give evidence and reasoning.

Discuss with groups your answers. Math Core standard:Standard 4.MP.2 Reason abstractly and quantitatively. Make sense of quantities and their relationships in problem situations. Contextualize quantities and operations by using images or stories. Decontextualize a given situation and represent it symbolically. Interpret symbols as having meaning, not just as directions to carry out a procedure. Know and flexibly use different properties of operations, numbers, and geometric objects.

Standard 4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (halves, quarters, and eighths). Solve problems involving addition and subtraction with like denominators of fractions by using information presented in line plots. For example, use a line plot to find and interpret the difference in length between the longest and shortest pencils in a classroom.Math incorporation plan:Students will take data. They will graph the data. They will also write down fractions from our experiment of the number of birds that eat a certain item.

Performance Expectation for Engineering Design:Ask questions- 5 points Imagine/Plan- 30 pointsCreate/Test- 10 pointsImprove- 5 points

Lab sheets: Phenomenon: A bird’s beak helps a bird

survive in their environment. Questions: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Initial Thinking: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Experiment Real Life

tongs

salad tongs

tweezers

needle tweezers

staple remover

pipette

rice

raisons

yarn

marshmallows/ fish

water

Bird seeds insects worms Small prey nectar

Sparrow 1

2

3

Hummingbird 1

2

3

eagle

1

2

3

Chickadee 1

2

3

Duck 1

2

3

Pelican 1

2

3

Notes on Video about Bird Adaptations

Type of Bird Shape of beak What do the beak help them do?

Seed Eaters

Nectar Eaters

Wetland Birds

Powerful Hunters

Insect Eaters

Bird Beak Adaptation

Diet Environment

Sparrow

Hummingbird

eagle

Chickadee

Duck

Pelican

Claim______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evidence______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reasoning______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name __________________CER

Glue picture here:

Birds for CER