This One is for the Birds
By Bradley Uebelhor, November 29, 2009
Grade Level
- Middle School
Category
- City of Neighborhoods
Subject Area
- Science
- Technology
Lesson Time
Introduction
National Standards
Technology
Standard 3. Understands the relationships among science, technology, society, and the individual
Standard 4. Level III. Understands the nature of technological design
1. Knows that the design process is a slow, methodical process of test and refinement
Standard 5. Level III. Understands the nature and operations of systems
Standard 6. Level III. Understands the nature and uses of different forms of technology
6. Knows that manufacturing processes use hand tools, human-operated machines, and automated machines to separate, form, combine, and condition natural and synthetic materials; these changes may either be physical or chemicalObjectives
- navigate through the Audubon Society Web site
- determine what bird feed is most applicable for their backyard
- explain how technology is used to meet their wants or needs
- explain how items can be reused instead of being thrown away
- brainstorm ideas in a group setting
- sketch ideas of a proposed design solution
- builda model of a proposed design solution
- work through the design and problem solving processes
Resources
Audubon Society Web site – simply awesome! Check out the Audubon At Home section: http://www.audubon.org/
Earth 911 – great how-to site for recycling – tons of information: http://earth911.com/
Birding news and sighting information: http://ebird.org/content/ebird
Cornell Lab of Ornithology – lots of good stuff: http://www.birds.cornell.edu/
A site geared towards adults – has grant information:
Materials
- recyclables: one and two liter plastic bottles, boxes, etc.
- hot glue gun (must teach safety and monitor closely)
- box knife (much teach safety and monitor closely)
- band saw to cut plastic bottles – used by teacher – hearing protection a must!
- cordless drill with a great variety of bits is helpful
Vocabulary
- John James Audubon: 1785–1851 American (Haitian-born) artist & ornithologist
- ornithologist: a scientist specializing in the study of birds
- ornithology: a branch of zoology dealing with birds
- suet: the hard fat about the kidneys and loins in beef and mutton that yields tallow
Procedures
Day 1:
1. Review the design process with the students. Go over each step:
Reviewing the Challenge: The students will be given the design challenge (problem) to be solved: Create a bird feeder from recycled materials.
Investigate: The students browse the internet for various bird feeder designs.
(Re)/Frame the Problem: Did the student's research change their thinking of the problem?
Generate Possible Solutions: The students will brainstorm ideas to solve the problem. Brainstorming is part of the problem solving process which will already have been discussed and practiced.
Edit & Develop the Idea: The students will each take one of the brainstormed ideas that they think has potential and make a sketch of that particular idea.
Share & Evaluate: After sketching ideas, the students will share their ideas and sketches with others in their group.
Finalize the Solution: The students will pick the best solution from their group and make a model with supplied materials.
Articulate the Solution and Process: The students will present to the rest of the class their design and explain how their design solved the problem.
2. After teaching the design process, the class will be broken into groups of four and brainstorm ideas for the bird feeder.
3. Assign sketch homework, to make a sketch of a bird feeder that meets the set criteria, and have the students ask their parents/guardians if they ever put out a bird feeder and what purpose it served.
Day 2:
1. Spend time on the above Web sites studying birds found in your area and what type of feeders and food are used.
Day 3:
1. Break into groups of three or four and brainstorm possible solutions to the problem. One sketch will be made by each student of a different feeder. The students will compare drawings and decide which sketch will be used to make a model.
Days 4 to 8:
1. Students will build full scale models of their feeders and prepare a presentation.
Days 9 and 10:
1. Students will present their model and rationale.
2. After the students are done presenting, they will fill out their self-assessment.
3. After they fill out their self-assessment, the teacher will go over the assessment with each group.
Assessment
Reflection
Create a class rubric with your students that will help them understand the effectiveness of their design process. Use the following guidelines to help create the rubric:
How effective was your brainstorming in generating ideas?
Excellent____ Good____ Adequate____ Poor____ span>
Rate how effectively you analyzed the information you used to identify your problem:
Excellent____ Good____ Adequate____ Poor____
Rate the effectiveness of your presentation:
Excellent____ Good____ Adequate____ Poor____
Rate how clearly you communicated your ideas:
Excellent____ Good____ Adequate____ Poor____
Rate how clearly you communicated your solution:
Excellent____Good____ Adequate____Poor____
Rate your effectiveness as a problem solver:
Excellent____ Good____Adequate____ Poor____
Rate your creativity:
Excellent____Good____ Adequate____ Poor____
Rate how well you met guidelines:
Excellent____Good____ Adequate____ Poor____
Excellent = 10 points
Good = 7 points
Adequate = 5 points
Poor = 2 points
Total for activity = 80 points possible
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