[NM-Science] FW: Tuesday's Lesson Plan - bird taxonomy

[Ellen Loehman]

THE NEW YORK TIMES LEARNING NETWORK LESSON PLAN
URL:http://www.nytimes.com/learning/

Developed in Partnership with
The Bank Street College of Education in New York City

TODAY'S LESSON PLAN:
IN A CLASS OF THEIR OWN: Applying the Science of Taxonomy to the World of
Birds

BASED ON THE ARTICLE:
13 Ways (at Least) of Looking at a Sparrow, By JAMES GORMAN,October 22, 2002
URL: 
http://www.nytimes.com/learning/teachers/featured_articles/20021022tuesday.h
tml

AUTHOR(S):
Georgia Scurletis, The  New York Times Learning Network
Bridget Anderson, The Bank Street College of Education in New York City

GRADES:
6-8
9-12


SUBJECTS:
Science


OVERVIEW OF LESSON PLAN:
In this lesson, students learn about taxonomy and how birds are classified
in this scientific system.  They then use this knowledge to create entries
for a field guide to birds that can be used to identify different species.

SUGGESTED TIME ALLOWANCE:
45 minutes - 1 hour

OBJECTIVES:
Students will: 
1. Examine the physical traits of two different species of owls.
2. Learn about how a birder distinguishes among different species of birds
by reading and discussing "13 Ways (at Least) of Looking at a Sparrow."
3. Create dichotomous keys that a birder could use to help him or her
distinguish among the different species of birds within certain bird
families. 
4. Illustrate certain species of birds that will be featured in the class'
field guide to birds; compile field guide.


RESOURCES / MATERIALS:
-copies of the enlarged images of two of the owl species (the long-eared owl
and the short-eared owl) featured on the Owl Pages Web site, to be
downloaded and printed from http://www.owlpages.com/n_american_owls.html
(one copy of each image per small group)
-pens/pencils
-paper
-classroom blackboard
-copies of "13 Ways (at Least) of Looking at a Sparrow" (one per student)
-four slips of paper or index cards, each containing the name of a family of
birds (Cardinalidae, Phasianidae, Turdidae, Anatidae)
-resources for researching bird taxonomy (field guides for birds,
encyclopedias, books on ornithology, computers with Internet access)

ACTIVITIES / PROCEDURES:
NOTE TO TEACHER: This lesson plan reviews the concept of taxonomic
classification (kingdom, phylum, class, order, family, genus, species). If
you students are unfamiliar with these terms and their order, you should
incorporate that information into this lesson or a prior lesson. If students
have already studied taxonomy, review the terms when they arise in the
lesson.

1. WARM-UP/DO NOW:  Prior to class, arrange desks into small groupings, and
place enlarged images of the long-eared owl and the short-eared owl on a
desk within each grouping.  These images should not be accompanied with the
owls' names or any other information.  Write the following prompt on the
board (for small groups to respond to upon entering class): "What is the
subject of these two images?  List as many visual details as possible about
each of these subjects, including their similarities and differences."
After a few minutes, have each small group share their responses and details
with the class.  Write a list of details that the students observed on the
board.  After each small group has shared their responses with the class,
write the two binomial names of the owl species depicted on the board: "Asio
otus" and "Asio flammeus."  What do these names have in common?  Why does
the word "owl" not appear in these names?  Point out that these names are
the owls' binomial names - two-part names that include the owls' genus and
species names.  What physical characteristics might lead one to distinguish
between these two species of owls?  Students will most likely note that the
Asio otus variety of owl has "longer ears."  At this point in the
discussion, reveal that the common names for these two species of owl are
the "long-eared owl" and the "short-eared owl."  Why is this type of
binomial naming necessary when categorizing living things?  How do the names
reflect the physical characteristics of the species?

2. As a class, read and discuss "13 Ways (at Least) of Looking at a
Sparrow," focusing on the following questions:
a. According to the article, how has Mr. Sibley made "a big impact in the
past few years in the birding world"?
b. What moves Sibley the most about studying birds?
c. What types of exercises does Sibley suggest in order to sharpen one's
"sense of observation" in regard to birding?
d. How does Sibley also use behavior to distinguish among different types of
birds? 
e. How does Sibley use mnemonics to help him distinguish among different
species of birds? 
f. Why does Sibley compare birding to a jigsaw puzzle?
g. How has ornithology changed over the last fifty years?
h. What changes has Sibley noticed between juvenile and adult long-billed
dowitchers?

3. Explain to students that today they will be creating entries for a field
guide for birders to use in order to identify birds during their
bird-watching expeditions.  The entries to the guide for which they will be
responsible will focus on four specific "families" of birds and will lead
birders through a process by which they can answer questions in order to
determine the exact genus and species of birds they may find within that
particular bird family.  Divide students into four groups, and have each
group select a slip of paper or index card containing the name of a family
of birds (Cardinalidae, Phasianidae, Turdidae, Anatidae).  Using all
available resources, each group completes the following tasks for their bird
family (written on the board or photocopied in a handout for easier student
access, and reviewed aloud with all students prior to research to ensure
understanding): 
--Identify the kingdom, phylum, class and order to which your family of
birds belongs. 
--Research the different species of birds that fall within your family's
category of birds.  Choose a variety of species of birds within your family
that you wish to feature in your field guide, and list their binomial names
(genus and species).  Choose a number of species of birds within your family
that matches the number of students within your small group.
--Create a dichotomous key that a birder could use to help him or her
distinguish among these different species of birds within your family.  A
dichotomous key is a method for determining the identity of something by
going through a series of choices that leads the user to the correct name of
the item. (Dichotomous means "divided into two parts.")  At each step of
using the key, the user is given a question with two possible choices for
the answer.  Each answer then leads to another question until the subject is
identified. (This process is like playing 20 questions.  Eventually, when
enough questions have been answered, the identity of the living thing is
revealed.)  For example, a question in a dichotomous key for distinguishing
between the species of owls discussed in the beginning of class might be
something like, "Are the owl's ears long or short?"  If the answer is
"long," then the birder will discover that he or she has spotted a
"long-eared owl" (Asio otus) as opposed to a "short-eared owl" (Asio
flammeus).  Creating the dichotomous key for the different species of birds
within your family will require you to research what physical
characteristics distinguish the different species of birds that you chose to
feature in the field guide.
--Before class ends, each group member should select one of the species of
birds in your group's family, for which he or she will be responsible for
illustrating for the field guide.

4. WRAP-UP/HOMEWORK:  Each student creates a detailed illustration of one
species of bird within his or her group's family of birds to accompany the
dichotomous key written in class.  In a later class, groups should reconvene
to each create a chapter in the collective birding field guide, featuring
the dichotomous keys and illustrations for each species of birds within
their assigned bird family.  Groups may then swap copies of their chapters,
take them along on a birding expedition, and see if the dichotomous keys and
illustrations aid them in identifying birds in their area.

DISCUSSION QUESTIONS:
--How do different biologists use different systems of taxonomy,
classification, systematics and cladistics to classify all living things?
--How does form sometimes correlate with function in relation to the
physical traits of animals?
--How do hybrids figure into taxonomy and classification?
--How can genetic research aid biologists in their quest to classify all
living things? 
--Why do you think Carl Linnaeus created a system of naming living things?


EVALUATION / ASSESSMENT:
Students will be evaluated based on their thoughtful participation in small
group and class discussions, participation in their group research and
dichotomous key creation, and final illustrations for the field guide.


VOCABULARY:
mudflats, congregate, brackish, impressionist, parsed, taxonomy,
distillation, diffidence, obscure, singularity, savor, staccato,
naturalists, immune, exquisite, enumerate, interplay, gestalt, daintily,
mnemonics, sheepishly, ornithology, paradox, plumage, molt


EXTENSION ACTIVITIES:
1. Go on a bird-watching expedition in your area.  You can contact a local
bird club or the local chapter of the Audubon Society to find out what birds
you might be able to spot on your journey.  Take along a birding field guide
to help you identify any birds you observe.  Keep an illustrated journal of
your trip, along with written notes describing the distinguishing physical
traits of each species you identify.  These entries could initiate your
"life list" of birds you identify throughout your birding life.

2. According to the article "13 Ways (at Least) of Looking at a Sparrow,"
the field of ornithology has changed over the last fifty years.  Research
how one becomes an ornithologist today - the academic work, the fieldwork
and the potential career paths involved.  Research the same questions in
regard to an ornithologist who studied and worked fifty years ago.  Write
two contrasting "a day in the life" journal entries to highlight how the
field of ornithology has changed.

3. Research the life of Carl Linnaeus, the scientist responsible for
creating the binomial system of naming living things.  Create a timeline
that highlights the different events in his life that culminated in his
system of classification.

4. Distinguish between the different systems used for identifying and naming
living creatures:  taxonomy, classification, systematics and phylogenetic
cladistics.  Create a chart that explains how each of these different
systems is distinct and operates under different principles.


INTERDISCIPLINARY CONNECTIONS:
Fine Arts- In the article "13 Ways (at Least) of Looking at a Sparrow," the
birds at the Parker River National Wildlife refuge were said to appear as "a
kind of impressionist wash of color and movement." Research the French
artists who painted in the impressionistic style.  Choose a specific painter
of this period, and model a painting of birds after his or her style.

Geography- Choose a local bird that migrates through your area and research
its migration path.  Create a map that charts this bird's migration
patterns.

Global Studies- Research how certain birds and other animals have cultural
significance in a variety of cultures (For example, the bald eagle is
significant to American culture, and the cow is sacred to believers in the
Hindu religion.)  Create an illustrated chart to display your findings.

Journalism- Contact a local birding club or local chapter of the National
Audubon Society and interview an avid birder about his birding experiences.
Does he or she keep a "life list" of the birds he or she has spotted?  If
so, what rare birds are included on the list?  What does the birder find
most satisfying about bird-watching?  Submit your completed interview to
your school or local newspaper for possible publication.


ADDITIONAL RELATED ARTICLES:

NATIONAL CONTENT STANDARDS:
Grades 6-8
Science Standard 4- Understands the principles of heredity and related
concepts. Benchmark: Knows that the characteristics of an organism can be
described in terms of a combination of traits; some traits are inherited and
others result from interactions with the environment
(CTSS - 'science', '6-8', '4')
Science Standard 7- Understands biological evolution and the diversity of
life. Benchmarks: Knows basic ideas related to biological evolution; Knows
evidence that supports the idea that there is unity among organisms despite
the fact that some species look very different; Knows ways in which living
things can be classified
(CTSS - 'science', '6-8', '7')
Science Standard 12- Understands the nature of scientific inquiry.
Benchmarks: Knows that there is no fixed procedure called "the scientific
method," but that investigations involve systematic observations, carefully
collected, relevant evidence, logical reasoning, and some imagination in
developing hypotheses and explanations; Establishes relationships based on
evidence and logical argument
(CTSS - 'science', '6-8', '12')

Grades 9-12
Science Standard 4- Understands the principles of heredity and related
concepts. Benchmarks: Knows ways in which genes may be altered and combined
to create genetic variation within a species; Knows that new heritable
characteristics can only result from new combinations of existing genes or
from mutations of genes in an organism's sex cells
(CTSS - 'science', '9-12', '4')
Science Standard 7- Understands biological evolution and the diversity of
life. Benchmarks: Knows that heritable characteristics, which can be
biochemical and anatomical, largely determine what capabilities an organism
will have, how it will behave, and how likely it is to survive and
reproduce; Knows how variation of organisms within a species increases the
chance of survival of the species, and how the great diversity of species on
Earth increases the chance of survival of life in the event of major global
changes;  Knows how organisms are classified into a hierarchy of groups and
subgroups based on similarities that reflect their evolutionary
relationships 
(CTSS - 'science', '9-12', '7')
Science Standard 12- Understands the nature of scientific inquiry.
Benchmarks: Knows that scientists conduct investigations for a variety of
reasons; Knows that investigations and public communication among scientists
must meet certain criteria in order to result in new knowledge and methods
(CTSS - 'science', '9-12', '12')






Copyright 2002 The New York Times Company