Jennifer Knight: Hummingbird Lesson Plan

S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals.
a. Develop models to identify the parts of a plant--root, stem, leaf, and flower.
b. Ask questions to compare and contrast the basic needs of plants (air, water, light, and nutrients) and animals (air, water, food,
and shelter).
c. Design a solution to ensure that a plant or animal has all of its needs met
MGSE1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of
comparisons with the symbols >, =, and <
Objective: Materials: Children’s Literature:
Students will identify where the - computer access (ipads/laptops) Hummingbirds
hummingbird can be found in the US. -science journal Harry the Hummingbird
Students will compare the difference in
hummingbirds found in different states -crayons
and different times of the year. -US map blank (1-per student)
Students will learn how the hummingbirds
migrate. -US map with numbers (1-per student)
Students will learn basic needs of a -Map response sheet (1-per student)
hummingbird.

Procedure:
Engage Read aloud Hummingbirds Before reading, allow students to tell you what they think
the book will be about. Ask them what do you already know about hummingbirds?
Where do they come from? What do you want to learn about these birds?
During reading, you may stop to ask what do you think the author will teach us about
the hummingbird next?
After reading, what are somethings the hummingbird needs to survive? Where does it
live? What kind of weather does it like (cold or warm)?
Explore Students will explore the website Journey North specifically on the Hummingbird
Project. Instead of telling students what to do in this section teachers will act as a
facilitator and let students explore the site).
1. Show students how to get to the site
2. Click on “kids” section from them to explore first
3. Put students in groups with an ipad/laptop (vary groups with high, average, &
low learners to provide peer support to one another)
Jennifer Knight: Hummingbird Lesson Plan

4. Have students jot down five new things there group has learned about
hummingbirds from the website.
5. Teacher circulates the room to probe students and trouble shoot for them

Explain When students have found there new learning from the website, they will share with
the class of their new findings and teacher can chart their new ideas in an organized
way.
Some topics students discover might include: What they look like (size, features,
color), flying (talk about uniqueness), migration (what is it, why), nests (size, what do
they use).
Listen to students as they come up with tons of new information. They will discover
even more on their own.
Extend Have students click on “Maps” from the project home page. Explain to students that
these are sightings of hummingbirds in the US.

Show students the key on the right-hand side and ask what they notice. Have a
discussion:
Do the hummingbirds fly north or south for the spring and summer months? As the
weather changes to fall/winter months, what do you predict the hummingbirds will do?
Why do you think that is? Are there many hummingbirds our state? What time of year
would we see more hummingbirds in our state?
Give students a blank US map (Printable). Together guide students in coloring the
states that have had hummingbird sightings.
Tie in math content area: using printable map with hummingbird numbers and
answer sheet to follow (found below).
Jennifer Knight: Hummingbird Lesson Plan

For more information for extension on another day (53 mins):

National Geographic video
Evaluate Evaluate students understanding through an exit ticket. Give students a piece of paper
and ask them to write down two new things they have learned about hummingbirds. Be
sure to let lower-learners draw and label pictures to demonstrate their understanding.
Closure:
Review the chart of all the fun, new, and exciting things the class has discovered together about hummingbirds.

Invite students to listen to a read aloud: Harry the Hummingbird

*incorporates ELA content areas and Social Studies: Character Traits
Differentiated Instruction:
DI in incorporated in varying groups so that learners can learn from one another in groups as they explore the Journey North
website, and exit ticket as lower learners are allowed to demonstrate their learning in a more appropriate way for them.
Jennifer Knight: Hummingbird Lesson Plan

Hummingbird sightings July 2019

79

68

60 68
54
45 64
52
52 59

43
34 49
28
30
30
31 23
30 27
29
20
26

23
Jennifer Knight: Hummingbird Lesson Plan

Name: __________________________________
Hummingbird Sighting Response Sheet

1. What do you notice about the number of sightings in the states in the North?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

2. How many hummingbird sightings does Georgia have? ________________________________________

3. How many hummingbird sightings does New York have? ______________________________________

4. Which state has more Georgia or New York? ________________________________________________

5. Color the state that has the most RED. Which state is it? ______________________________________

6. Color the state that has the least GREEN. Which state is it? ____________________________________