Secondary Science Unit and Lesson Plans

Lesson Title Save the Homeless Birds! (STEM Integration Lesson)

Teacher Catharina Grabe
Grade Level High School Biology (I am not specifying a specific grade level because
many high school biology courses include students from multiple grade
levels)
Approximate Length 90 minutes
of Lesson
Target Target Standards: Virginia Standards of Learning (SOLs)

I obtained the SOLs below from the Virginia Department of

Education (2010) website.

1.) BIO.8 The student will investigate and understand dynamic

equilibria within populations, communities, and ecosystems. Key
concepts include
e) analysis of the flora, fauna, and microorganisms of Virginia
ecosystems.

BIO.1 The student will demonstrate an understanding of scientific

reasoning, logic, and the nature of science by planning and conducting
investigations in which
2.) i) appropriate technology including computers, graphing
calculators, and probeware, is used for gathering and analyzing data,
communicating results, modeling concepts, and simulating
experimental conditions;
Standards 3.) j) research utilizes scientific literature;

Target Next Generation Science Standard (NGSS)

I obtained the Next Generation Science Standards from the NGSS

website (Achieve, Inc., 2015).

4.) HS-LS2-7. Design, evaluate, and refine a solution for reducing the
impacts of human activities on the environment and biodiversity.*
[Clarification Statement: Examples of human activities can include
urbanization, building dams, and dissemination of invasive species.]

Related Related SOL

5.) BIO.8 The student will investigate and understand dynamic

equilibria within populations, communities, and ecosystems. Key
concepts include
d) the effects of natural events and human activities on ecosystems;
 Secondary Science Unit and Lesson Plans

Related Next Generation Science Standard

6.) HS-ETS1-2. Design a solution to a complex real-world problem by

breaking it down into smaller, more manageable problems that can be
solved through engineering.
Based on data regarding a cavity-nesting bird species within Virginia, the
student will be able to design a nesting cavity that can withstand
environmental conditions within the species’ habitat (Standards 1, 4, 6).
Based on scientific literature, the students will use GIS maps to locate
Objectives (also appropriate areas to place artificial nesting cavities for birds (Standards
provide the 2, 3).
associated standard) Given a problem regarding a lack of natural cavities for cavity-nesting
birds, the student will design an appropriate solution using engineering
(Standards 4, 6).
Through research, the student will examine how humans have influenced
the reproductive success of cavity-nesting birds (Standard 5).
What information do you need to locate from scientific literature to be
able to design a nesting cavity for a cavity-nesting bird in Virginia?
(Standard 1, 3, 6).
Essential Questions How can you use GIS maps to determine appropriate locations for
(also provide the artificial nests? (Standard 2).
associated standard) Can man-made nesting cavities help cavity-nesting bird species to
survive? (Standard 4).
How have humans have influenced the reproductive success of cavity-
nesting birds? (Standard 5).
Students will construct nesting boxes for a cavity-nesting bird found in
their community. The student and teacher will assess how well the
Post-Assessment nesting boxes withstand environmental conditions. This assessment will
(also provide the assess the student’s mastery of all of the required objectives.
associated objective)

I normally conduct pretests several days before conducting the related

lesson. I do this because I use pretest data to adjust my lessons in order to
address any misconceptions that the students have regarding the material.
Thus, the students will complete the following pre-test activity prior to
conducting this lesson: Students will view data regarding the breeding
Pre-Assessment (also
success of cavity nesting birds before and after the removal of trees from
provide the
an area. The students will develop explanations for the change in
associated objective)
breeding success of the birds. This activity will provide information
regarding the students’ understanding of the objectives for this lesson.

Materials • Laptops with Internet access

• Computer projection system
 Secondary Science Unit and Lesson Plans

• The video that is titled Jump day box #1 (Jay Goble, 2012). The
video is available through the following URL:
https://youtu.be/YRDNKdTOufo.

• 3 hot water bottles

• Boiling water – enough to fill the 3 hot water bottles

• 3 Thermometers

• Newspaper, plastic bags, and a wollen blanket (enough of each to

wrap around one hot water bottle)

• 24 copies of the publication “Artificial Nesting Structures” (May,

2001).

• 24 sheets of graph paper

• Access to a geographic information system (GIS)

Students who live in Norfolk can use the City of Norfolk (n.d.) website
to access the GIS Internet Web Portal for their community. This resource
is available through the following website: http://va-
norfolk.civicplus.com/index.aspx?NID=1596

Technology Lesson Students will analyze geographic information system (GIS) maps of the
landscape around their homes.
Scientific Inquiry
Lesson
Engage 1. I was inspired to create this lesson after reading the article
(5 “Saving Pelicans” by Karahan, Guzey, and Moore (2014). I got
minutes) the main idea for the activities in my lesson from the “Saving
Pelicans” article.
2. Students will watch a short video of a family of wood ducklings
Procedur jumping out of a nest box. The video is titled Jump day box #1
e (Jay Goble, 2012). The video is available through the following
URL: https://youtu.be/YRDNKdTOufo.
3. The teacher will ask the students to explain what they thought the
video was demonstrating. At this point in the lesson, the teacher
will not provide the students with additional information.

Explore I got the idea for the following activity from the article “Saving
(10 Pelicans” by Karahan, Guzey, and Moore (2014):
 Secondary Science Unit and Lesson Plans

minutes 4. At the beginning of class, the teacher will fill three hot water
plus 30 bottles with boiling water. The teacher will instruct the students
minutes not to touch the hot water bottles until she informs them that they
of wait may do so. Next, the teacher will wrap the water bottles with
time – three different types of materials. The teacher will wrap one of
The the hot water bottles with newspaper, another with plastic bags,
students and another with a woollen blanket. Then, the teacher will place a
will thermometer in between the folds of the materials surrounding the
work on hot water bottles. The teacher will allow the hot water bottles to
other cool for 30 minutes.
portions 5. After 30 minutes, the teacher will instruct the students to record
of the the temperatures from the thermometers. The teacher will instruct
lesson the students to answer the following questions on a piece of
during paper:
the wait
time). Create a graph that compares the temperatures from the three different
water bottle scenarios.

Based on your graph of the temperature data, what conclusions can you
make regarding the insulating properties of the materials used in this
activity?

What are some of the flaws in the design of this activity?

Explain 6. The teacher will transition to the next activity with the following
(30 information: We completed the Explore activity to investigate the
minutes) property of insulation. Insulation is very important in the field of
engineering. Engineers often think about this property when they
are designing a new piece of technology.
• Today you will conduct an activity that requires you to synthesize
information from science, technology, engineering, and math. We
will use these disciplines to design blueprints for artificial nesting
cavities. The video that you watched earlier showed a family of
ducklings exiting from an artificial nesting box.
7. Next, the teacher will explain how the nature and history of
science relates to the concept of artificial nesting cavities. The
teacher will ask the students to answer the following question:
8. What is the relationship between science, technology,
engineering, and math? The teacher will allow the students to
discuss their opinions regarding the relationship between these
fields. The teacher will provide the students with the following
information:
• Technology is a term that describes any tool that is used for a
specific purpose. Engineering refers to the process of creating
technology. Science involves the process of collecting empirical
data in order to study the natural world.
 Secondary Science Unit and Lesson Plans

• Scientists often collaborate with engineers, mathematicians, and

technicians to conduct investigations. Collaboration is an important
component of the nature of science.
• In order to conduct investigations about the natural world,
scientists need to use highly specialized technological tools.
• Scientists also use the principles of mathematics to analyze data
in order to understand the natural world.
• Our topic today focuses on designing artificial nesting cavities for
cavity-nesting birds. Artificial nesting cavities can help to increase
the reproductive success of certain species of birds. One of the
organizations that supports the creation of artificial nesting cavities
is the National Audubon Society. The National Audubon Society
(n.d.) uses the principles of science to promote the conservation of
birds. The following information is from the National Audubon
Society’s website:

• “In 1901, state-level Audubon groups joined together in a loose

national organization, which helped to establish the first National
Wildlife Refuge in the U.S. – Pelican Island, in Florida, in 1903 –
and facilitated the hiring of wardens to protect waterbird breeding
areas in several states. In 1905, the National Audubon Society was
founded, with the protection of gulls, terns, egrets, herons, and other
waterbirds high on its conservation priority list” (National Audubon
Society, n.d., “History,” para. 2).

9. Next, the teacher will provide the student with copies of the
publication “Artificial Nesting Structures” (May, 2001). I have
attached a copy of this publication to the unit plan.
10. The students will spend 15 minutes reading through this
publication. This publication provides detailed and interesting
information regarding the importance of artificial nesting cavities.
The application also contains Examples of blueprints for artificial
nesting cavities for a variety of different animals.
11. The publication by May (2001) contains a list of cavity-nesting
birds that are found in North America.

Elaborat
e (45 1. In the following activity, students will work in their groups to
minutes) design and construct artificial nesting cavities for a species of bird
that is found in the area where they live. The teacher will provide
the students with a handout that contains the following
information:

• You will work in a group of four students to design and construct

 Secondary Science Unit and Lesson Plans

a nesting cavity for a species of bird found within Virginia. We will

work on this assignment in class for a week, beginning today. Therefore,
the goal for today is to begin conducting research and designing the
blueprint for your nesting cavity. Within the blueprint, you must include
the dimensions, materials, and procedures that will be used to create
your nest. You must justify your choice of materials and procedures by
citing qualitative and quantitative data from research regarding the
birds’ needs.
• You will have time tomorrow and the day after to finalize the
blueprint for your nesting cavity. Therefore, do not rush through the
research. It is important that you conduct thorough research regarding
the nesting needs for your species of bird. We will actually construct the
nests and place them outside for birds to use. Therefore, it is essential
that you create the best possible nest. The quality of your nest will
influence the chance of survival for birds that might use your nest.

• Use the publication by May (2001), in addition to the Internet, to

select one cavity-nesting species of bird that is found within your
community. You will design a nest for this species of bird.
• Analyze scientific literature, such as the publication by May
(2001), to identify the nesting needs of the species of bird that you
selected. You can find scientific literature by conducting a search using
the Google scholar website (https://scholar.google.com).
• You must use mathematical principles to identify the proper
dimensions for your nesting cavity. Different birds require different
sizes for their nesting cavities. This is a very important factor because
the bird must be able to easily get in and out of its nest, while being
shielded from predators and the elements.
• Conduct research using the Internet to identify the types of
materials to use for your nest. Remember the insulation activity we
did at the beginning of class. Insulation is very important to birds
 Secondary Science Unit and Lesson Plans

because eggs develop more quickly when they are in a warm

environment. You must conduct your research appropriately to find out
what temperatures must be maintained within the birds’ nesting
cavities.
• Once you have identified the specific nesting needs of your
species of bird, think about how those needs will determine what types
of materials you can use for your nest. Always keep the needs of the
bird in mind when deciding on the dimensions and materials that you
will use to construct your nest.
• Refer to the publication by May (2001) to find examples of
materials, designs, and nesting needs of certain species of birds.
• The next step is for you to create a blueprint of the design for
your nest. Use graph paper to draw a model of your nest that is to scale.
Make a list of the materials that you need to create your nest.
Remember to justify your design decisions with data from scientific
literature.
• Once you have completed your list, you will give the list to your
teacher. Your teacher will obtain these materials with resources that
have been set aside for this project.
• In addition to constructing the blueprint for your nest, you need to
find the best location in your community to install the nest.
• Use geographic information system (GIS) maps to analyze the
characteristics of the landscape in your community in order to identify
the best location for your nest.
• Use the information that you gained from your research regarding
the nesting needs of your bird to choose an appropriate location. For
example, if your species of bird is very sensitive to noise, you will need
to choose a location that is as far away as possible from busy roadways.
• You can conduct an Internet search to find a geographic
information system (GIS) for your area.
• Students who live in Norfolk can use the City of Norfolk (n.d.)
 Secondary Science Unit and Lesson Plans

website to access the GIS Internet Web Portal for their community. This
resource is available through the following website: http://va-
norfolk.civicplus.com/index.aspx?NID=1596

Evaluate 1. While completing the design activity, the students will create a
design blueprint of the nesting cavities. Within the blueprint, the
students must include the dimensions, materials, and procedures
that will be used to create their nests. The students must justify
their choice of materials and procedures by citing their research
regarding the birds’ needs. The teacher will assess the students’
blueprints based on the quality of the research and design.
2. In the future, the students will collect materials and build their
nests. The students will place the nests in appropriate areas within
their communities. Every few weeks during the birds’ breeding
season, the students will check the nests to see if the birds use
them.

Explicit In the Explain portion of the lesson, the teacher conducts a detailed
Incorporation of discussion regarding the nature of science with regards to the integration
Nature of Science of science, technology, engineering, and math.
Explicit In the Explain portion of the lesson, the teacher discusses the history of
Incorporation of the National Audubon Society. The National Audubon Society (n.d.) uses
History of Science the principles of science to promote the conservation of birds. The
teacher provides the students with information about how the National
Audubon Society was founded.

Modifications to To meet the needs of English Language Learners (ELL), I will provide
Meet Individual these students with documents regarding nesting cavities that are written
Student Needs in their home languages. This way, they will gain a better understanding
of the subject matter. I will also identify all of the essential terms within
this lesson that ELL students may find challenging. I will then define
these terms and provide the list to the ELL students.

A student who has Down syndrome is enrolled in my class. The student

has moderate intellectual disabilities. This student will work with a
teacher’s aide to complete the activities. However, this lesson contains
many opportunities for the student to engage in hands-on learning. The
teacher’s aide will work with the student to help him understand how
scientists can design nesting cavities to help birds in the community.

To meet the needs of gifted students, I will provide the students with an
opportunity to design and conduct an experiment regarding nesting
cavities. For example, the students can design an experiment to find out
which nesting cavities are the most successful in attracting birds. The
students will have the option of completing this assignment in the place
 Secondary Science Unit and Lesson Plans

of other coursework.
Safety The teacher will discuss responsible use of the Internet to conduct
research. The Internet contains information that can be harmful to
children. Thus, the teacher will demonstrate how to use search engines
appropriately and efficiently. For example, the teacher will show the
students how to select appropriate search terms.

The teacher will also remind the students not to touch the hot water
bottles until after they have cooled because the bottles will contain
boiling water.

References Achieve, Inc. (2015). HS.Interdependent Relationships in Ecosystems.

Retrieved from http://www.nextgenscience.org/hsls-ire-interdependent-
relationships-ecosystems

City of Norfolk. (n.d.). Geographic information systems. Retrieved from

http://va-norfolk.civicplus.com/index.aspx?NID=1596

Jay Goble. (2012, June 19). Jump day box #1 [Video file]. Retrieved
from https://youtu.be/YRDNKdTOufo

Karahan, E., Guzey, S. S., & Moore, T. (2014). Saving pelicans. Science
Scope, 38(3), 28-34.

May, H. L. (2001, January). Artificial nesting structures. Fish and

Wildlife Habitat Management Leaflet Number 20. Retrieved from
http://www.wildlifehc.org/new/wp-content/uploads/2010/10/Artificial-
Nesting-Structures.pdf

National Audubon Society. (n.d.). History of Audubon and science-based

bird conservation. Retrieved from
http://www.audubon.org/content/history-audubon-and-waterbird-
conservation

Virginia Department of Education. (2010). Science Standards of

Learning for Virginia public schools. Retrieved from
http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.sht
ml

Teacher Reflections To analyze the effect of the lesson on student learning, I will evaluate the
on Lesson changes in the students’ understanding of the material based on the
pretests and posttests. I will use the pretests to identify any
misconceptions that the students might have about the material. I will
address these misconceptions during the lesson. If 80% of the students do
not demonstrate mastery of the objectives with regards to the posttest,
then I will allocate additional class time to remediate the concepts that
 Secondary Science Unit and Lesson Plans

the students struggled the most to understand.