Biology: Conducting Research 1.

In this activity students will be asked to draw on the knowledge they have gained over the course of a bird unit, thus acting as a summative assessment. Students are asked to choose a bird and complete research on the bird to include: field marks, diet, call or song, habitat (including landforms), breeding season, scientific name, length and width of body and wings, range map and migration pattern. Students are also responsible for explaining how specific adaptations allow their bird of study to thrive in their environment for example: how does their coloring affect their habitat? Why would a diet of X be a good choice for the bird? What type of behavior patterns are common for the bird (day/night, perching/walking/flight)? Students should use the grading rubric as a guide as they construct their report (see Appendix A). A Evernote for taking notes and organizing data B www.petersononline.com/ C www.audubon.org/ D www.raptor.cvm.umn.edu/ E Web Lessons. Science. Forest Technologies. Cary, IL. 2000 The research provides students with ownership of their learning. Students have built upon their knowledge and understandings of birds and adaptations throughout the unit and now have a chance to showcase their learning. Students are encouraged to choose a local bird and try and study it in its natural habitat using the skills they have gained during their field observations. Students tend to be more invested in their research now that they have made a personal connection to the bird of study and the natural world that is right outside their front door. 2. Interdisciplinary Connection! Examine how scientific data is presented in your literature circle book. What style and/or format does the author use to inform the reader in an engaging way?