THEMATIC UNIT: BIRDSGroup Members:

Vieanna Khadan

Christina Sookdeo

Trisha Assing-Raghoonath

Rosemarie Wilson-Mansingh

Shenelle Noel

Course Title: Curriculum Planning and Pedagogy IILecturer: Mrs. A. Coward-Rose

TOPIC - Birds

DEVELOPMENTAL LEVEL – Preschool - ages 3-5

RATIONALE-

It is important for each child to have at least a basic knowledge of the birds that live in our country.

From this topic, children would be able to identify types, colours, physical features, foods and habitats of the birds in our country.

An appreciation and understanding of birds in our environment should be fostered.

TOPIC, DEVELOPMENTAL LEVEL AND RATIONALE

RATIONALE (Continued)

In this thematic approach various necessary skills, attitudes and dispositions would be developed.

These include, but are not limited to: fine and gross motor skills planning observing investigating recording documenting creating showcasing

THEMATIC WEB

MAIN IDEAS Birds are part of our environment.

There are different types of birds.

Different types of birds make different sounds.

Birds eat insects, crumbs, fish, seeds and fruits.

Birds live in nests, trees, houses and cages.

Birds hatch from eggs.

Birds have a head, a body, a tail, two wings, two legs, a beak and they are covered in feathers.

We must protect and enjoy the birds in our environment.

GENERAL OBJECTIVES

By the end of this unit, children would be able to:

Identify different types of birds in the environment.

Display their findings about birds.

Appreciate birds in the environment.

PREVIOUS KNOWLEDGE

Children have seen birds flying and heard birds singing in their home, school and other settings.

Some children have visited the zoo where they saw birds.

Some children have their own or have seen others keep birds as pets.

THEORETICAL UNDERPINNINGS

Jean Piaget - Cognitive Development

John Dewey – Constructivism

Lev Vygotsky - Socio-constructivism

Urie Bronfrenbrenner - Ecological Theory

Howard Gardner - Multiple Intelligences

CURRICULUM STRANDS

Wellness – Socio-Emotional, Mental and Physical well-being

Effective Communication – Listening, Oracy and Emergent Literacy skills

Citizenship/Belonging – Valuing culture, Respect for self and others, Belonging

Intellectual Empowerment – Critical Thinking, Problem Solving, Gathering and Processing Information

Aesthetic Expression – Creativity, Imagination, and Appreciation for Cultural art forms

LIST OF RESOURCESMATERIALS - Mural Art and craft material – paper,

glue, cotton/foam balls Audio/Video clips Stuffed bird toys Paint, coloured pencils, crayons,

chalk pastels Plastic birds Pictures of birds Eggs Egg salad

Binoculars Bird cage Bird books Bird puzzles Bird stamps Bird seeds Bird nests Bird Props Bird seeds, Bird expert Charts Cameras

Clip boards Labels Flashcards Feathers

LIST OF SKILLSCognitive skills – Observing Investigating Critical thinking Problem solving Numeracy Literacy Memory

LIST OF SKILLS (Continued)

Social/Emotional Skills –

Sharing Interviewing Cooperating Empathizing Being Responsible

LIST OF SKILLS (Continued)

Physical Skills -

Fine motor writing sketching painting fingerplay

Gross motor dancing flying stretching running hopping twisting

EVALUATION STRATEGIES

Observations Checklist Questioning Work sample Worksheet Portfolio Anecdotal record Journaling

LIST OF ACTIVITIES

LIST OF ACTIVITIES (Continued)

ACTIVITY PLAN

Theme: Birds Sub Theme: Where do Birds live? Activity Title: Creating a Bird nest Age Range: 4yr olds No. of children: 14 Time: 10-20mins Curriculum Areas: Physical Education, Science/Discovery, Creative Arts

ACTIVITY PLAN (Continued)

Objectives: At the end of this activity, children will be able to: Knowledge- (a) Collect dried leaves and branches (b) Look at a documentary on how birds make their nest (c) Make a bird nest Psychomotor- (a) Walk outside to look for dried leaves and branches Skills (b) Follow the patterns of real birds in making a bird nest (c) Weave, plait and twist dried material to make the bird nest Affective- (a) Feel excitement for the activity (b) Cooperate in the activity (c) Share material and help each other

ACTIVITY PLAN (Continued)

Previous Knowledge: Children have seen dried grass and branches before. They have seen a bird’s nest before.

Material/Resources: Documentary on birds making their nests, dried leaves and branches, a real bird nest.

Classroom Management: Limits/Rules- Children will be reminded of the rules for sharing of material. Children

will be reminded to take turns on asking and answering questions. Prompts- Cues or hints will be provided during discussions and tasks.

ACTIVITY PLAN (Continued)

Redirecting Behavior- Children who get off task will be redirected by assigning a task or asking a direct question. (e.g. (child’s name) where did the birds find their items to build their nest?

Acknowledgement- Verbal praises and incentives will be used to encourage children to do their best. (e.g. That’s an excellent observation______! Very good answer, ____. I see that you are really thinking!)

Energizers: (1) Breathe - in and out (3) Stretches (4) Freeze

ACTIVITY PLAN (Continued)

Theoretical Underpinnings: Experiential Learning – John Dewey - Children will make their own bird nest using actual dried leaves and branches

Ecological Theory – Urie Bronfenbrenner – As the children walk in the fields looking for dried leaves and branches, they will become aware of their environment and what is found in these natural settings which are an important part of their everyday lives.

Cognitive Development - Jean Piaget – Knowledge construction and language skills will be developed as the children talk about and name the material they are using and vocalize the steps they are taking in building the nest.

Main Idea: Birds use dry leaves, grass and branches to make their nests.

Set Induction: The teacher presents the bird nest that she found.

ACTIVITY PLAN (Continued)

STEPS:Step 1- Talking about the nest

The teacher will invite the children to observe the bird nest she found. The children will look, touch and feel the nest as they observe. Children will ask questions about the bird nest. Like: ‘where did you get this? Or

how do birds live in such a small nest? Or do birds get wet when they are sleeping in their nest?

The teacher will answer the questions.

ACTIVITY PLAN (Continued)

Step 2- Looking at the documentary

The teacher will invite the children to look at the documentary. The children will look at the documentary about how birds build their nests. Children will ask questions about the documentary. The teacher will answer the questions and facilitate further discussions.

ACTIVITY PLAN (CONTINUED)

Step 3- Building the bird nest

• The teacher will invite the children to build their own bird nest. • The children will follow the teacher outside to find dried leaves and branches. • Children will collect items that they think they can use to build a bird nest.• Teacher will assist and facilitate the activity and discussions. • The children and the teacher will proceed to build their bird nests outside in the field. • They will then take their nests to a display table, which the teacher had previously

prepared with name labels in each space for each child.

• The teacher will then take the children to wash their hands before proceeding to lunch.

ACTIVITY PLAN (Continued)

Questioning Strategies: Convergent (closed), Divergent (open-ended) and Scaffolding questions will all be used:

Step 1 – What do you think I have here? How do you think birds make their nests? Step 2 – What did the birds use to build their nests? Where did they find all that

material? Step 3 – What are we going outside to look for? What are we going to make? Verification of learning: Observation – a checklist of student participation will be

used to record teacher observation. Questions and observations will be used to verify student learning.

ACTIVITY PLAN (Continued) Assessment Activities: Observation and questions will be used during the activity.

Based on the children’s observations, ideas and participation, I will be able to identify if the learning objectives were met.

Adaptations of lesson: If I had to reinforce this concept, I would take the children on a nature walk to look

for birds’ nests. Or I may allow them to dissect a bird nest to determine what the birds used to build the nest.

For children who need an extra challenge, I can allow them to lead discussions or activities or have them help in assisting students requiring assistance. They may even be allowed to build a bigger nest or a hanging nest.

Closure: Recap – Students will be asked to explain what they have made, what they used to make the nest and how they made their nest.

INTEGRATION OF BIRD THEME IN THE ENVIRONMENT

The Bird Theme will be represented in each learning centre through bird-related materials and resources.

In so doing, while children are at centre time they will be exposed to the topic which will ignite further interest in the bird topic.

The Topic Web, Rational and Curriculum Strands for the Theme will be displayed on the walls of the reception area so parents and visitors can be informed and reminded as they visit the centre.

The Topic Web will also be displayed at eye-level for the children in the Language centre so they can track their own learning and progress.

Circle time, each day, will involve a song, story or poem about birds. Children will also be invited to discuss ideas and ask questions about birds during

circle time and throughout the day.

INTEGRATION OF BIRD THEME IN THE ENVIRONMENT (Continued)

Creative Arts Centre –

Clipboards, easels, pencils, crayon, coloured pencils, paint, pastels and brushes for drawing, painting and sketching.

Binoculars in preparation for their fieldtrip and outdoor observations Identification/Information cards for field trips – created by children a mural created by children after their field trip Feathers, seeds, grass and other material to be added to the map/mural Foamed ball, toilet paper rolls, match sticks, feathers, paint, glue, kite paper, pipe

cleaners, plastic eyes, clothes pegs for making bird model to represent which bird they like

Colouring books with images of birds

INTEGRATION OF BIRD THEME IN THE ENVIRONMENT (Continued)

Language Arts –

List of children’s questions about birds Brainstorming Web Books with information about birds flash cards with names and images of birds, charts on birds, Chart with parts of the bird were added to the Language centre Small group seating arrangement for discussing their observations

INTEGRATION OF BIRD THEME IN THE ENVIRONMENT (Continued)

Drama Centre –

Bird wings for dress up Play-Eggs for cooking Feathers for dressing up Bird puppets Big image of a tree stuck on the wall Pet bird in cage

INTEGRATION OF BIRD THEME IN THE ENVIRONMENT (Continued)

Science/Discovery Centre –

Bird in a cage Clipboards and microphones for interviewing Binoculars, cameras and clipboards for outdoor observations feathers, rice, rubber insects, bird house, birdfeeder, bird nests, Bird charts, water

fountain Bird puzzles

INTEGRATION OF BIRD THEME IN THE ENVIRONMENT (Continued)

Mathematics/Manipulative centre –

seeds for counting, coloured feathers for sequencing/sorting, bird puzzle bird outlines for lacing Pictograph of “How many children like which type of birds”

INTEGRATION OF BIRD THEME IN THE ENVIRONMENT (Continued)

Technology Centre –

PowerPoint on different types of Birds Musical cd on sounds of birds Educational games that are bird-based Simulations on Birds’ natural habitats Documentaries on types of birds Virtual Tours

PARENTAL INVOLVEMENT

Parents are the children’s first teachers. As such they will be very active in the learning process of the Bird Theme.

Parents will assist children in gathering data and materials about birds and related topics.

They will also assist in answering some of the questions that children have. Parents will also come into the Centre to tell stories about birds and assist in

preparations for field trips and outdoor nature walks. Parents will be involved in making a bird model with their child/children at the Centre. Parents will also be invited to bring their pet birds, if they have any, for demonstrating

to the children and explaining how they are taken care of.

BIBLIOGRAPHY

• Web sites –

• http://www.youtube.com/watch?v=v3gT5WEENL0

• http://www.sciencekids.co.nz/experiments/floatingeggs.html

• http://www.mytobago.info/birdwatching01.php

• http://www.ttnaturelink.com/quick-guides/birds-trinidad-marshland-water-edge-1

• http://prek-8.com/preschool/lessonPlans_birds.php

• http://ecrp.uiuc.edu/v8n1/elizondo.html

BIBLIOGRAPHY• Books -

• Catron.C.E & Allen.J. (2008). Early Childhood Curriculum: A Creative-Play Model. Upper Sad

dle River, NJ: Pearson Education Inc.

• Gordon, A. M., & Browne, K. W. (2008). Beginnings and beyond: Foundations in early child

hood education. 8th ed. Clifton Park, NY: Delmar Learning.

• Hohmann, B. & Weikart, D. (2000\). Educating Young Children. Yipsilanti, MI: High/Scope

Press

• Kostelnik. M. J., Soderman, A. K., & Whiren, A. P. (2007). Developmentally Appropriate Cur

riculum: Best Practices in Early Childhood Education. Upper Saddle River, NJ: Pearson

Education Inc.

• Ministry of Education, (2006) National Early Childhood Care and Education Curriculum Guide

• Wortham, Sue, C. (2006). Early Childhood Curriculum: Developmental Bases for Learning and

Teaching. Upper Saddle River, NJ: Pearson Educational Inc.