Bird Study K-2 Standards and Alignment

Bird Watching Academy

K-2 Next Generation Science Standards 

K-2 Language Arts Common Core State Standards

  Disciplinary Core Ideas:  K-LS1-1: Organization for Matter and Energy Flow in Organisms- All animals need food in order to live and grow.  They obtain their food from plants or from other animals.   1-LS1.A: Structure and Function- All organisms have external parts.  Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air.   1-LS1.B: Growth and Development of Organisms- Adult plants and animals can have young.  In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. 1-LS3.A: Inheritance of Traits- Young animals are very much, but not exactly like, their parents. 1-LS3.B: Variation of Traits- Individuals of the same kind of plant or animals are recognizable as similar but can also vary in many ways. 2-LS2.A: Interdependent Relationships in Ecosystems- Plants depend on animals for pollination or to move their seeds around. 2-LS4.D: Biodiversity and Humans- There are many different kinds of living things in any area, and they exist in different places on land and in water.  

Performance Expectations

K-LS1-1: Use observations to describe patterns of what plants and animals need to survive.

Connections to Classroom Activity

• Lesson 8 (Habitats)- Video observations of birds in habitats.  Discussion of observations on what helps birds survive in habitat.

• Lesson 9 (What Birds Eat)- Bird sorting

• Lesson 7 (Bird Babies)- Video observations and discussion of how parents help babies survive

Performance Expectations

1-LS1-1: Explain and write about the function of animals’ external parts.

Connections to Classroom Activity

• Lesson 2 (Bird Bodies)- Sentence strip writing about bird parts and function, Writing and drawing about bird bodies in journals

• Lesson 3 (Bird Feathers)- Class observation and discussion of preening video, preen vocabulary frame

• Lesson 4 (Bird Feet)- Class observation and discussion of bird using feet video, exploring which feet pictured belong to which bird, writing about bird feet in journals

• Lesson 5 (Bird Beaks)- Class observation and discussion of bird beak video, writing about what birds eat in journals

Performance Expectations

1-LS1-2: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive

Connections to Classroom Activity

• Lesson 7 (Bird Babies)- Watch video clips of parents helping offspring, Early Reader (Bird Babies), Read Aloud passage (Parent Birds)

Performance Expectations

1-LS3-1: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like their parents.

Connections to Classroom Activity

• Lesson 7 (Life Cycle)- Life Cycle ordering activity, matching game, labeling life cycle stages in journals

Performance Expectations

1-LS3-2: Demonstrate understanding that individuals of the same kind of animal are recognizable as similar but can also vary in many ways.

Connections to Classroom Activity

• Lesson 11 (Types of Birds)- Compare and contrast two birds, identify and match various species of birds

Performance Expectations

2-LS2-2: Design a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

Connections to Classroom Activity

• Lesson 10 (Birds are Helpers)- Design a seed-spreading device

Performance Expectations

2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats.

Connections to Classroom Activity

• Lesson 8 (Bird Habitats)- Watch video clips of birds in habitats, discuss habitats, draw habitat and discuss habitat differences.

Science & Engineering Practices

Asking Questions and Defining Problems

• Ask questions based on observations to find more information about the natural and/or designed world(s)

• Ask and/or identify questions that can be answered by an investigation

Developing and Using Models

• Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s) (Day 8)

Planning and Carrying Out Investigations

• Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question

• Make observations to collect data that can be used to make comparisons

• Make predictions based on prior experiences

Obtaining, Evaluating, and Communicating Information

• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s)

• Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideas

 

Crosscutting Concepts

Patterns

• Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence

Cause and Effect

• Simple tests can be designed to gather evidence to support or refute student ideas about causes

Systems and System Models

• Objects and organisms can be described in terms of their parts

• Systems in the natural and designed world have parts that work together

Structure and Function

• The shape and stability of structures of natural and designed objects are related to their function(s)

Connections to the Nature of Science

Scientific Investigations Use a Variety of Methods

• Science investigations begin with a question

• Science uses different ways to study the world

Science is a Way of Knowing

• Science Knowledge helps us know about the world

Science Addresses Questions About the Natural and Material World

• Scientists study the natural and material world

CCSS for English Language Arts

Reading Literature/ Informational Text

• Ask and answer questions about key details in a text

Writing

• Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure

• Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure

• With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

Speaking and Listening

• Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups

Language

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

• Demonstrate command of the conventions of standard English capitalizations, punctuation, and spelling when writing

• Use words and phrases acquired through conversations, reading and being read to, and responding to texts