Includes: Topic, developmental level and rationale Thematic web Main Ideas General Objectives Previous Knowledge Theoretical Underpinnings Curriculum Strands List of Resources List of Skills Evaluation Strategies List of Activities Activity Plan (sample) Integration of Bird Theme into the Environment Parental Involvement

1. THEMATIC UNIT:
BIRDS
Group Members:
Vieanna Khadan
Christina Sookdeo
Trisha Assing-Raghoonath
Rosemarie Wilson-Mansingh
Shenelle Noel
Course Title: Curriculum Planning and Pedagogy II
Lecturer: Mrs. A. Coward-Rose

2. TOPIC - Birds
DEVELOPMENTAL LEVEL – Preschool - ages 3-5
RATIONALE-
 It is important for each child to have at least a basic knowledge of the birds that live in our
country.
 From this topic, children would be able to identify types, colours, physical features, foods
and habitats of the birds in our country.
 An appreciation and understanding of birds in our environment should be fostered.
TOPIC, DEVELOPMENTAL LEVEL
AND RATIONALE

3. RATIONALE (Continued)
In this thematic approach various necessary skills, attitudes and dispositions would be
developed.
These include, but are not limited to:
 fine and gross motor skills
 planning
 observing
 investigating
 recording
 documenting
 creating
 showcasing

4. THEMATIC WEB

5. MAIN IDEAS
 Birds are part of our environment.
There are different types of birds.
Different types of birds make different sounds.
Birds eat insects, crumbs, fish, seeds and fruits.
Birds live in nests, trees, houses and cages.
Birds hatch from eggs.
Birds have a head, a body, a tail, two wings, two legs, a beak and they are covered
in feathers.
We must protect and enjoy the birds in our environment.

6. GENERAL OBJECTIVES
By the end of this unit, children would be able to:
 Identify different types of birds in the environment.
 Display their findings about birds.
 Appreciate birds in the environment.

7. PREVIOUS KNOWLEDGE
 Children have seen birds flying and heard birds singing in their home,
school and other settings.
 Some children have visited the zoo where they saw birds.
 Some children have their own or have seen others keep birds as pets.

8. THEORETICAL UNDERPINNINGS
 Jean Piaget - Cognitive Development
 John Dewey – Constructivism
 Lev Vygotsky - Socio-constructivism
 Urie Bronfrenbrenner - Ecological Theory
 Howard Gardner - Multiple Intelligences

9. CURRICULUM STRANDS
 Wellness – Socio-Emotional, Mental and Physical well-being
 Effective Communication – Listening, Oracy and Emergent Literacy skills
 Citizenship/Belonging – Valuing culture, Respect for self and others, Belonging
 Intellectual Empowerment – Critical Thinking, Problem Solving, Gathering and
Processing Information
 Aesthetic Expression – Creativity, Imagination, and Appreciation for Cultural art forms

10. LIST OF RESOURCES
MATERIALS -
 Mural
 Art and craft material – paper,
glue, cotton/foam balls
 Audio/Video clips
 Stuffed bird toys
 Paint, coloured pencils, crayons,
chalk pastels
 Plastic birds
 Pictures of birds
 Eggs
 Egg salad
 Binoculars
 Bird cage
 Bird books
 Bird puzzles
 Bird stamps
 Bird seeds
 Bird nests
 Bird Props
 Bird seeds,
 Bird expert
 Charts
 Cameras
 Clip boards
 Labels
 Flashcards
 Feathers

11. LIST OF SKILLS
Cognitive skills –
 Observing
 Investigating
 Critical thinking
 Problem solving
 Numeracy
 Literacy
 Memory

12. LIST OF SKILLS (Continued)
Social/Emotional Skills –
 Sharing
 Interviewing
 Cooperating
 Empathizing
 Being Responsible

13. LIST OF SKILLS (Continued)
Physical Skills -
Fine motor
 writing
 sketching
 painting
 fingerplay
Gross motor
 dancing
 flying
 stretching
 running
 hopping
 twisting
•

14. EVALUATION STRATEGIES
 Observations
 Checklist
 Questioning
 Work sample
 Worksheet
 Portfolio
 Anecdotal record
 Journaling

15. LIST OF ACTIVITIES

16. LIST OF ACTIVITIES (Continued)

17. ACTIVITY PLAN
 Theme: Birds
 Sub Theme: Where do Birds live?
 Activity Title: Creating a Bird nest
 Age Range: 4yr olds
 No. of children: 14
 Time: 10-20mins
 Curriculum Areas: Physical Education, Science/Discovery, Creative Arts

18. ACTIVITY PLAN (Continued)
Objectives: At the end of this activity, children will be able to:
 Knowledge- (a) Collect dried leaves and branches
(b) Look at a documentary on how birds make their nest
(c) Make a bird nest
 Psychomotor- (a) Walk outside to look for dried leaves and branches
Skills (b) Follow the patterns of real birds in making a bird nest
(c) Weave, plait and twist dried material to make the bird nest
 Affective- (a) Feel excitement for the activity
(b) Cooperate in the activity
(c) Share material and help each other

19. ACTIVITY PLAN (Continued)
 Previous Knowledge: Children have seen dried grass and branches before. They have
seen a bird’s nest before.
 Material/Resources: Documentary on birds making their nests, dried leaves and
branches, a real bird nest.
 Classroom Management:
 Limits/Rules- Children will be reminded of the rules for sharing of material. Children
will be reminded to take turns on asking and answering questions.
 Prompts- Cues or hints will be provided during discussions and tasks.

20. ACTIVITY PLAN (Continued)
 Redirecting Behavior- Children who get off task will be redirected by assigning a task
or asking a direct question. (e.g. (child’s name) where did the birds find their items
to build their nest?
 Acknowledgement- Verbal praises and incentives will be used to encourage children
to do their best. (e.g. That’s an excellent observation______! Very good answer,
____. I see that you are really thinking!)
 Energizers: (1) Breathe - in and out (3) Stretches (4) Freeze

21. ACTIVITY PLAN (Continued)
 Theoretical Underpinnings: Experiential Learning – John Dewey - Children will make
their own bird nest using actual dried leaves and branches
 Ecological Theory – Urie Bronfenbrenner – As the children walk in the fields looking
for dried leaves and branches, they will become aware of their environment and what
is found in these natural settings which are an important part of their everyday lives.
 Cognitive Development - Jean Piaget – Knowledge construction and language skills
will be developed as the children talk about and name the material they are using and
vocalize the steps they are taking in building the nest.
 Main Idea: Birds use dry leaves, grass and branches to make their nests.
 Set Induction: The teacher presents the bird nest that she found.

22. ACTIVITY PLAN (Continued)
STEPS:
Step 1- Talking about the nest
 The teacher will invite the children to observe the bird nest she found.
 The children will look, touch and feel the nest as they observe.
 Children will ask questions about the bird nest. Like: ‘where did you get this? Or
how do birds live in such a small nest? Or do birds get wet when they are sleeping in
their nest?
 The teacher will answer the questions.

23. ACTIVITY PLAN (Continued)
Step 2- Looking at the documentary
 The teacher will invite the children to look at the documentary.
 The children will look at the documentary about how birds build their nests.
 Children will ask questions about the documentary.
 The teacher will answer the questions and facilitate further discussions.

24. ACTIVITY PLAN (CONTINUED)
Step 3- Building the bird nest
• The teacher will invite the children to build their own bird nest.
• The children will follow the teacher outside to find dried leaves and branches.
• Children will collect items that they think they can use to build a bird nest.
• Teacher will assist and facilitate the activity and discussions.
• The children and the teacher will proceed to build their bird nests outside in the field.
• They will then take their nests to a display table, which the teacher had previously
prepared with name labels in each space for each child.
• The teacher will then take the children to wash their hands before proceeding to
lunch.

25. ACTIVITY PLAN (Continued)
 Questioning Strategies: Convergent (closed), Divergent (open-ended) and
Scaffolding questions will all be used:
 Step 1 – What do you think I have here? How do you think birds make their nests?
 Step 2 – What did the birds use to build their nests? Where did they find all that
material?
 Step 3 – What are we going outside to look for? What are we going to make?
 Verification of learning: Observation – a checklist of student participation will be
used to record teacher observation.
 Questions and observations will be used to verify student learning.

26. ACTIVITY PLAN (Continued)
 Assessment Activities: Observation and questions will be used during the activity.
Based on the children’s observations, ideas and participation, I will be able to identify
if the learning objectives were met.
 Adaptations of lesson:
 If I had to reinforce this concept, I would take the children on a nature walk to look
for birds’ nests. Or I may allow them to dissect a bird nest to determine what the
birds used to build the nest.
 For children who need an extra challenge, I can allow them to lead discussions or
activities or have them help in assisting students requiring assistance. They may even
be allowed to build a bigger nest or a hanging nest.
 Closure: Recap – Students will be asked to explain what they have made, what they
used to make the nest and how they made their nest.

27. INTEGRATION OF BIRD THEME IN
THE ENVIRONMENT
 The Bird Theme will be represented in each learning centre through bird-related
materials and resources.
 In so doing, while children are at centre time they will be exposed to the topic which
will ignite further interest in the bird topic.
 The Topic Web, Rational and Curriculum Strands for the Theme will be displayed on
the walls of the reception area so parents and visitors can be informed and reminded
as they visit the centre.
 The Topic Web will also be displayed at eye-level for the children in the Language
centre so they can track their own learning and progress.
 Circle time, each day, will involve a song, story or poem about birds.
 Children will also be invited to discuss ideas and ask questions about birds during
circle time and throughout the day.

28. INTEGRATION OF BIRD THEME IN THE
ENVIRONMENT (Continued)
Creative Arts Centre –
 Clipboards, easels, pencils, crayon, coloured pencils, paint, pastels and brushes for
drawing, painting and sketching.
 Binoculars in preparation for their fieldtrip and outdoor observations
 Identification/Information cards for field trips – created by children
 a mural created by children after their field trip
 Feathers, seeds, grass and other material to be added to the map/mural
 Foamed ball, toilet paper rolls, match sticks, feathers, paint, glue, kite paper, pipe
cleaners, plastic eyes, clothes pegs for making bird model to represent which bird they
like
 Colouring books with images of birds

29. INTEGRATION OF BIRD THEME IN THE
ENVIRONMENT (Continued)
Language Arts –
 List of children’s questions about birds
 Brainstorming Web
 Books with information about birds
 flash cards with names and images of birds, charts on birds,
 Chart with parts of the bird were added to the Language centre
 Small group seating arrangement for discussing their observations

30. INTEGRATION OF BIRD THEME IN THE
ENVIRONMENT (Continued)
Drama Centre –
 Bird wings for dress up
 Play-Eggs for cooking
 Feathers for dressing up
 Bird puppets
 Big image of a tree stuck on the wall
 Pet bird in cage

31. INTEGRATION OF BIRD THEME IN THE
ENVIRONMENT (Continued)
Science/Discovery Centre –
 Bird in a cage
 Clipboards and microphones for interviewing
 Binoculars, cameras and clipboards for outdoor observations
 feathers, rice, rubber insects, bird house, birdfeeder, bird nests, Bird charts, water
fountain
 Bird puzzles

32. INTEGRATION OF BIRD THEME IN THE
ENVIRONMENT (Continued)
Mathematics/Manipulative centre –
 seeds for counting, coloured feathers for sequencing/sorting,
 bird puzzle
 bird outlines for lacing
 Pictograph of “How many children like which type of birds”

33. INTEGRATION OF BIRD THEME IN THE
ENVIRONMENT (Continued)
Technology Centre –
 PowerPoint on different types of Birds
 Musical cd on sounds of birds
 Educational games that are bird-based
 Simulations on Birds’ natural habitats
 Documentaries on types of birds
 Virtual Tours

34. PARENTAL INVOLVEMENT
Parents are the children’s first teachers. As such they will be very active in the learning
process of the Bird Theme.
 Parents will assist children in gathering data and materials about birds and related
topics.
 They will also assist in answering some of the questions that children have.
 Parents will also come into the Centre to tell stories about birds and assist in
preparations for field trips and outdoor nature walks.
 Parents will be involved in making a bird model with their child/children at the Centre.
 Parents will also be invited to bring their pet birds, if they have any, for demonstrating
to the children and explaining how they are taken care of.

35. BIBLIOGRAPHY
• Web sites –
• http://www.youtube.com/watch?v=v3gT5WEENL0
• http://www.sciencekids.co.nz/experiments/floatingeggs.html
• http://www.mytobago.info/birdwatching01.php
• http://www.ttnaturelink.com/quick-guides/birds-trinidad-marshland-water-
edge-1
• http://prek-8.com/preschool/lessonPlans_birds.php
• http://ecrp.uiuc.edu/v8n1/elizondo.html

36. BIBLIOGRAPHY
• Books -
• Catron.C.E & Allen.J. (2008). Early Childhood Curriculum: A Creative-Play Model. Upper Sad
dle River, NJ: Pearson Education Inc.
• Gordon, A. M., & Browne, K. W. (2008). Beginnings and beyond: Foundations in early child
hood education. 8th ed. Clifton Park, NY: Delmar Learning.
• Hohmann, B. & Weikart, D. (2000). Educating Young Children. Yipsilanti, MI: High/Scope
Press
• Kostelnik. M. J., Soderman, A. K., & Whiren, A. P. (2007). Developmentally Appropriate Cur
riculum: Best Practices in Early Childhood Education. Upper Saddle River, NJ: Pearson
Education Inc.
• Ministry of Education, (2006) National Early Childhood Care and Education Curriculum Guide
• Wortham, Sue, C. (2006). Early Childhood Curriculum: Developmental Bases for Learning and
Teaching. Upper Saddle River, NJ: Pearson Educational Inc.