Reflection: Intervention and Extension Feet-- They Aren't Just for Walking - Section 4: Landing (Closing)

 

I ended up with a few extra minutes at the end of the day, so I extended this lesson by having students write in their journals about why birds have different feet.  This extension mimicked the writing they did after learning about bird beaks, which is why I chose it.

Some students wrote examples like, "Birds have different feet because eagles have claws."

Some students wrote the larger idea, "Birds have different feet because they do different things."

I had students put finishing touches on their work the following day as morning work (this is our activity during arrival, before announcements).  I was able to use peer examples to help students strengthen their work.  For example, "Wow!  I like how Ava drew more than one type of bird feet" and "Oh, my, look how Tony wrote the bird names as labels!"

  Intervention and Extension: Extension
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Feet-- They Aren't Just for Walking

Unit 2: Birds of a Feather Flock Together
Lesson 6 of 16

Objective: SWBAT ask and answer questions about how adaptations to an external part-- feet-- help birds meet their needs to survive.

Big Idea: Wouldn't it be amazing if our feet helped us walk upside-down, catch fish, and even find a mate? Teach your students about birds' fantastic feet!

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