Biology through Pedagogy 1BL 6150

Many MigrationsBy: Heather Jones

Instructional Coach: Chris Gibler

Description: This lesson will begin with a short picture book read aloud and an activity that gets the students thinking about the difference between a want and a need. This will begin a discussion on what animals need to survive and how they are able to meet those needs. On the second day, students will explore that some animals migrate to meet their needs. They will research three different animals that migrate and look at similarities and differences in their migration. Students will receive an anticipation guide (attached) to evaluate what they already know about migration. The teacher will then read a nonfiction book and students will listen for correct answers to the statements on the anticipation guide. After reading the book, the teacher will go over the correct answers and the reason with the class. To give the students a deeper understanding of migration (more than the common patterns) students will receive a vocabulary sheet with several types of migration. They will predict what each type of migration means. After viewing the website (http://www.nps.gov/akso/ParkWise/Students/ReferenceLibrary/general/MigrationBasics.htm) students will fill in the actual definition of each type of migration as well as give an example of an animal that fits that category. After gaining a deeper understanding of migration, students will be given a butterfly journal. They will observe butterflies in an outdoor habitat and will record observations and answer questions about the butterflies (specifically Monarch butterflies). Students will continue to record data about the amount of Monarch butterflies and record the data on the Journey North/South website (http://www.learner.org/jnorth/). Students will use weather data to make generalizations about how the weather really plays a role in migration.

Grade Level: 4th

Essential Question: Why do animals migrate? How do migrating animals find their way? Can migration be predicted? Do animals typically migrate to the same areas?

Student/Learner Objectives: 41Aa: Identify ways a specific organism may interact with other organisms or with the

environment (e.g., pollination, shelter, seed dispersal, camouflage, migration, hibernation, defensive mechanism)

41Da: Identify examples in Missouri where human activity has had a beneficial or harmful effect on other organisms (e.g., feeding birds, littering vs. picking up trash, hunting/conservation of species, paving/restoring green space)

43Cc: Identify internal cues (e.g. hunger) and external cues (e.g. changes in environment) that cause organisms to behave in certain ways (e.g. hunting, migration, hibernation)

71Ba: Make qualitative observations using the five senses 71Ca: Use quantitative and qualitative data as support for reasonable explanations 71Cb: Use data as support for observed patterns and relationships, and to make predictions to

be tested

Featured Scott Foresman textbook: Scott Foresman Science Grade 4, Chapter 1 “Classifying Plants and Animals”, Lesson 5 “How do Animals Adapt”, pages 26-33

Time Needed: Lessons-Six 30-minute science periods Charting of migration data-ongoing

Academic Vocabulary Words: Migration-The movement of groups of animals from one place to another. Seasonal migration- Migration that corresponds with the change in seasons. Most migration fall

within this category. Latitudinal migration- The movement of animals north and south. Altitudinal migration- The movement of animals up and down major land features such as

mountains. Reproductive migration- The movement of animals to bear young. The area may be safer for

the young because of fewer predators or more shelter from predators. Nomadic migration- The movement of animals not between known areas, but it looks to us

more like wandering. Removal migration- The migration of animals that don't come back. This can be when resources

such as food, water or shelter are no longer available to animals where they are. Complete migration- When virtually all members of the species leave their breeding range

during the nonbreeding season. Partial migration- The most common type of migration is partial migration. Partial migrant

means that some, but not all, members of a species move away from their breeding grounds during the nonbreeding season.

Irruptive migration- Migrations that are not seasonally or geographically predictable are termed irruptive. Such migration may occur one year, but not again for many years. The distances and numbers of individuals involved area also less predictable than with complete or partial migrants. In some years, irruptions can be over long distances and involve many individuals, or they can be short and involve only a few.

Definitions taken from National parks and services website. http://www.nps.gov/akso/ParkWise/Students/ReferenceLibrary/general/MigrationBasics.htm

Depth of Knowledge Level: Various DOK levels will be addressed in order to hit different levels of learning. The highest level in the lesson is a DOK 4. The specific levels are noted in each day’s lesson.

Materials Needed: Scott Foresman Science text book Attached student worksheets Pencil Butterfly journal Computer with Internet access Smartboard or Projector Picture books (Great migrations : whales, wildebeests, butterflies, elephants, and other amazing

animals on the move, Migrating Animals of the Land, Migrating Animals of the Water, Migrating Animals of the Air, Going home : The Mystery of Animal Migration)

Lesson narrative:Day 1: Engage; DOK Level 2— On the first day the teacher will read the book City Mouse and

Country Mouse. After reading the story, there will be a discussion on wants vs. needs. The class will make a comparison chart on the board, listing ideas in each category. Students will be given the wants vs. needs handout and will differentiate between one’s needs and one’s likes. After discussing their needs, the class will read the selected pages in our Scott Foresman text book. This will introduce the concept of animal migration to them. (Determine Importance)

Day 2: Explore; DOK Level 3—Today’s lesson will begin by briefly reviewing what the text book says about migration. To give the students a chance to explore migratory animals, the students will be put into small groups and will briefly research three animals that migrate:

humpback whale http://www.learner.org/jnorth/search/HumpbackWhale_notes3.html#8 frogs http://www.learner.org/jnorth/search/FrogNotes3.html Canadian Geese http://www.ehow.com/about_6391030_migration-canada-geese.html

Students will work with their partners to fill in a triple Venn diagram to compare and contrast the three animals. After students have had time to discuss this with the group, they will share their findings with the class and complete a class Venn diagram on the board. This activity will get the students thinking about the fact that not all animals migrate north to south (or vice versa) and not all migration means animals travel a long distance.

Day3: Explain/Evaluate; DOK Level 3— Review what has been taught about migration. The students will be given an anticipation guide to complete at the beginning of class. The teacher will read the book Why do Animals Migrate aloud to the class. Students will listen for answers to their questions as the teacher reads. If they think they hear an answer, they can quietly touch their finger to their nose to quietly indicate they have heard an answer (Determining Importance). After reading, students can

go back to the anticipation guide fill in the second and third column (formative assessment). Review the answers to the anticipation guides together to make sure that students have the correct answers. (Synthesize)

Day4: Elaborate/Explain; DOK Level 2—Students will be given a vocabulary prediction sheet. They will use any prior knowledge of migration to make predictions of what each type of migration is. As a class review the following website on the Smartboard. http://www.nps.gov/akso/ParkWise/Students/ReferenceLibrary/general/MigrationBasics.htm While reading through the information, students will be given time to stop and fill in the remaining boxes-what the word really means and an example of each (formative assessment). (Synthesize)

Day 5: Engage/Explore; DOK Level 4— Students will be given a “butterfly journal” (Questioning). Instruct them to go outside to an outdoor area. In the outdoor classroom at our school, we have a section of flowers planted specifically to attract butterflies. Students will observe what they see, using their senses. They will count each monarch butterfly they see. Review distinguishing visual features of the Monarch so students will not confuse it with similar looking butterflies. Upon returning to the classroom, students will share their observations, and will discuss the number of Monarch butterflies seen by the students. A recorder will be designated each day and will continue counting the butterflies that he/she sees. Record the data on the journey north/south website(http://www.learner.org/jnorth/) each day of school. The “recorder” will be responsible for collecting this data each day. As a class, discuss Monarch migration and students will continue to fill in their “butterfly journals”. As students observe the weather and the number of Monarch butterflies, they should understand that the butterflies are beginning to migrate BEFORE the weather gets cold. They will use the Kestrel to look at the weather data in conjunction with the number of Monarch butterflies seen in the butterfly garden at our school.

Day 6: Summative Assessment- Students will be given a written assessment to show what they have learned about migration.

Misconceptions: Students often believe that animals migrate only due to cold weather. In this lesson students

will explore a variety of reasons animals may migrate. It is a common misconception that animals that migrate south do so when the weather gets

cold, when in fact the Monarchs begin migrating in early fall, while it is still warm. Students will be able to make this observation when charting the number of Monarch butterflies each day.

Many people believe that migration is when animals travel long distances and is a north to south or south to north pattern. Students will learn about several different migration patterns.

Safety: The teacher should check with the school nurse to be sure there are no student allergies to any plants or animals that may be in the outdoor area. The teacher should also make sure that the weather is appropriate for students to be outside observing (e.g. heat advisory, lightning, etc.)

Reading Comprehensive Strategies: The following reading strategies have been used in the unit. They are noted in bold throughout the lesson.

Determining importance Synthesizing Questioning

General Suggestions for Students and Teachers: Teacher’s need to be aware of student conflicts when letting them work in small groups or with

partners. The timing of the lesson could be altered. If you have a longer period to teach science, the

lesson may take fewer days than projected. If the teacher does not have access to a Smartboard or a projector, student computers can be

used for that piece of the lesson. The data collection sheet in the butterfly journal could be copied as may times as needed. It

could be recorded as a class or by individual students and discussed as a class.

Bibliography:Websites:

www.senoraglass.com/wlo/migration http://www.learner.org/jnorth/ http://www.nps.gov/akso/ParkWise/Students/ReferenceLibrary/general/MigrationBasics.htm

Books used in the lesson: The City Mouse and the Country Mouse; Percy Graham Why do Animals Migrate; Kalman, Bobbie Scott Foresman Science Grade 4, Pearson Education

Books available in the student literacy center: Great migrations : whales, wildebeests, butterflies, elephants, and other amazing animals on the

move; Carney, Elizabeth Migrating Animals of the Land; Feldman, Thea Migrating Animals of the Water; LaBella, Susan Migrating Animals of the Air; Ball, Jacqueline A Going home : The Mystery of Animal Migration; Berkes, Marianne Collins

Name: _______________________

Wants vs. Needs

Pick three items you would LIKE to have. Circle those three items in blue.

Pick three items you would NEED. Circle those items in red.

Worksheet adapted from www.senoraglass.com/wlo/migration Need for survival PowerPoint.

Name: __________________

Migration Anticipation GuideStatement Predict

True or False

AnswerTrue orFalse

Evidence of your answer

1. Animals only migrate south because of cold winter temperatures in the north

2. Only large animals migrate.

3. Seasonal migrators always go to the same spot each year.

4. Not all animals in the same group migrate.

5. Migration can be traveling long distance or short distances.

Name: ________________

Migration Anticipation GuideStatement Predict

True or False

AnswerTrue or False

Evidence of your answer

1.Animals only migrate south because of cold winter temperatures in the north

False There are many reasons animals migrate south. Temperature is one of them. Food is also a reason.

2. Only large animals migrate.

False In addition to large animals, many insects and smaller animals migrate.

3. Seasonal migrators always go to the same spot each year.

False While some animals do migrate to the same areas, others do not always take the same paths.

4. Not all animals in the same group migrate.

True Partial migration is when some, but not all, of a group migrate.

5.Migration can be traveling long distance or short distances.

True There are several different categories of migration, including animals to travel long distances and animals that migrate much shorter differences.

This page is used as a formative assessment. Students will NOT receive points for their predictions. Students will receive 1 point for a correct answer and 2 points for supportive evidence.

Name: ________________________

Migration Vocabulary Prediction ChartType of

MigrationWhat I think it

meansWhat it really

means(in my own

words)

Example Illustrate the meaning of the word

Seasonal migration

Latitudinal migration

Altitudinal migration

Reproductive migration

Nomadic migration

Removal migration

Complete migration

Partial migration

Irruptive migration

This page is used as a formative assessment. Students will NOT receive points for their predictions. Students will receive 1 point for a correct definition and one point for a correct example.

_________________’s Butterfly Journal

Take the first 5 minutes to quietly observe what is around you. In the box below, draw a picture of what you see.

Using your senses, record your observations using words or phrases.

Sense Touch Hearing

Butterfly journal, cont.

After recording your observations, answer the following questions. Remember to work quietly so you will not disturb the other students.

1. How many butterflies did you observe?

2. Do you think all of the butterflies you observed were Monarch butterflies? Why or why not?

3. Describe where the butterflies were located. Be specific.

Using the Kestrel, gather data about today’s weather. Record your data below.

4. Temperature: 5. Wind speed:6. Humidity:

7. In what way to you think today’s weather may have played a role in the number of butterflies you observed?

Think of two wonderings you have after observing the butterflies. Record them below.

8. _______________________________________________________

9. _______________________________________________________

Butterfly journal, cont.

# of butterflies counted

Temperature Wind speed Humidity

Analyze the date you have recorded. Do you see any patterns? List any wonderings or new questions that you have below.

# of butterflies counted

Temperature Wind speed Humidity

Analyze the date you have recorded. Do you see any patterns? List any wonderings or new questions that you have below.

Name:__________________

Migration Summative Assessment

1. Some animals travel in order to meet certain needs. This is an example of ____________________.

2. Animals that migrate use ____________ and ____________ as navigation tools.

3. It is a cold November morning. Predict how many Monarch butterflies you would see in the outdoor classroom. Explain your prediction.

4. Name two migration cues and describe how animals use them.

5. What might happen to the population of Monarch butterflies if milkweed was no longer available in the northeastern United States?

6. Name and describe two kinds of migration. Give an example of each.

7. A group of children volunteer to do some planting at the local park. Sally suggests planting milkweed. Would this have a positive or negative effect on Monarch butterflies? Why?

Name:__________________

Migration

Summative Assessment

1. Some animals travel in order to meet certain needs. This is an example of migration. (1 pt.)

2. Animals that migrate use mental maps and scent as navigation tools. (2 pts.)

3. It is a cold November morning. Predict how many Monarch butterflies you would see in the outdoor classroom. Explain your prediction. (2 pts.)

You would most likely not see ANY Monarch butterflies. Monarchs begin migration though Missouri in September and are much farther south by November.

4. Name two migration cues and describe how animals use them. (4 pts.)

Food availability can be a motivator for some longitudinal and altitudinal migrators. For example, as plant foods in upper elevations become hidden under snow, animals move down toward the valleys, and then in the spring as the plants come out again, animals move back into the upper areas following the plants as they appear.

For many types of migration it is the change of seasons that spurs animals on. As summer becomes fall, days become shorter and that can trigger animals to prepare for migration.

5.What might happen to the population of Monarch butterflies if milkweed was no longer available in the northeastern United States? Why? (2 pts.)

Answers will vary. A possible answer is shown below.

If the population of milkweed no longer existed in the northeastern United States, Monarch butterflies would likely migrate somewhere else. Monarch butterflies migrate in search of milkweed to eat, so I think they would just migrate to a new location so they would be able to have milkweed to eat.

6. Name and describe two kinds of migration. Give an example of each. (6 pts.)Answer will vary. Possible answers are:

Seasonal migration is migration that corresponds with the change in seasons. Most migration fall within this category. Many altitudinal, longitudinal, latitudinal, and reproductive migrations take place when the seasons change.

Latitudinal migration is the movement of animals north and south. The geese flying south for the winter is one of the most recognizable examples of latitudinal migration. By moving north and south, animals are changing their climate. In the northern hemisphere, the winters are colder as you move north and warmer as you move south. On the other hand, summers in the north can be rich in food, especially in the far north where summers are short, but the days are very long.

Altitudinal migration is the movement of animals up and down major land features such as mountains. While food may be plentiful in alpine meadows in summer, the winters will be colder and have more snow as you move higher up. Many animals take advantage of the summers, and then move to lower more moderate elevations during the winter.

Reproductive migration is the movement of animals to bear young. The area may be safer for the young because of fewer predators or more shelter from predators. In other cases, the area is safer because the animal requires a different type of habitat when it is young than when it is older.

Nomadic migration is the movement of animals not between known areas, but it looks to us more like wandering. Grazing animals will move across larger expanses as the grasses get eaten and they travel to greener pastures.

Removal migration is the migration of animals that don't come back. This can be when resources such as food, water or shelter are no longer available to animals where they are. The environment can have changed, through fire, flooding, invasive plant species or human development or other causes and the animals need to leave to survive. Another cause of removal migration is when the resources haven't changed, but the population gets too big, there are too many animals and many of them leave to find food, water and shelter elsewhere. Removal migration is what brought immigrants to America in the 1800s.

Complete migration is when virtually all members of the species leave their breeding range during the nonbreeding season. Many North American birds are complete migrants. Most complete migrants breeding in northern temperate and arctic areas (such as Alaska) of North America, Europe, and Asia. Complete migrants travel incredible distances, sometimes more than 15,000 miles (25,000 kilometers) per year. The wintering areas for most complete North American migrants are South and Central America, the Caribbean basin, and the southern most United States.

Partial migration The most common type of migration is partial migration. Partial migrant means that some, but not all, members of a species move away from their breeding grounds during the nonbreeding season. There is an overlap between breeding and nonbreeding ranges of the species. Species like Red-tailed Hawk, Herring Gull, and Golden Eagles are partial migrants over much of their North American range.

Irruptive migration Migrations that are not seasonally or geographically predictable are termed irruptive. Such migration may occur one year, but not again for many years. The distances and numbers of individuals involved area also less predictable than with complete or partial migrants. In some years, irruptions can be over long distances and involve many individuals, or they can be short and involve only a few

8.A group of children volunteer to do some planting at the local park. Sally suggests planting milkweed. Would this have a positive or negative effect on Monarch butterflies? Why? (2 pts.)

Possible answer: If Sally plants milkweed, there would be an increase of Monarch butterflies in the park area. Monarch butterflies eat Milkweed, so if there was a supply of it in the area, it would attract the butterflies to the area.