This document outlines the initial goals and process for developing a project-based unit on resident and migratory birds in Yakutat, Alaska. The unit will incorporate Next Generation Science Standards and Alaska State Standards, with a cultural component. It describes an 8-step project-based learning model that includes defining a problem, researching the problem, determining solutions, and implementing and evaluating a plan. Example lessons are provided on identifying bird traits and how traits can help birds survive. The tentative problem for 3rd and 4th graders is determining the types of resident birds that live on a local trail.

2. YAKUTAT

4. INITIAL GOALS OF UNIT
- Project Based
- Incorporate NGSS and Alaska State Standards
- Cultural Component
…Started brainstorming…
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6. WINNER IS…BIRDS
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Resident Songbirds
or…
…Migratory
Shorebirds?

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8. HOW DO YOU DESIGN A PROJECT BASED UNIT?!
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Project-Based Learning Model

9. PROJECT-BASED LEARNING MODEL- 8 STEPS
• Ecosystem Description
• Visit Site and explore thoroughly- technical map
• After Site: research on components
• Final Product: Write-up or map integrating information
• Define the Problem
• 2 Versions
• Research the Problem*
• What do they know, need to know
• What resources do they need, how will information be gathered
• Stakeholder Description
• - Gaining different perspectives: interview at least 2 stakeholders
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10. PROJECT-BASED LEARNING MODEL- 8 STEPS
• Determine possible solutions
• Who has solved this before
• Develop a plan: identify, plan and reflect on project
• What are the resources and steps needed for implementation?
• Implement the plan: tracking progress through field
notes
• Students continually monitor and communicate process to
peers/teachers/stakeholders
• Summarize, evaluate, reflect
• - Present the work to peers for evaluation
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11. GETTING TO KNOW OUR RESIDENT BIRDS
3rd & 4th Grade
- Year long life-science project
- Tentative problem (version 1):
What are the types of resident birds that live on the train
trail?
• Counts
• Identification
- NGSS: 3-LS3-1, 3-LS4-2, 3-LS1-1
- ASS: (4)SC2.2, (3)SC1.1, (3)SC2.1, (3)SC1.2
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12. School Yard Bird Feeders (4
days)
- Engagement: looking at birds
around the school
- Research life histories of common
resident birds
- Build their own feeders
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LESSONS

13. What is a Characteristic? (1 day)
• Engagement: Call students up
based on physical and behavioral
characteristics
• Group leaves on physical
characteristics
• Group pictures of Alaskan wildlife
on behavioral characteristics
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LESSONS

14. Are you me? (1 day)
• Modified from Alaska’s
Wetlands and Wildlife
curriculum
• Traits are inherited from parents
but variations exist in a group of
similar organisms
Heredity or not (1
day)
• Adopted from AKSCI
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WHERE DO TRAITS COME FROM?

15. Traits of our Local Birds (1
day)
• Visiting the school bird feeder
• Physical and behavioral traits
How do you Hide? (1 day)
• Lesson modified from AKSCI
• Activity addresses how traits can
increase individual’s survival, mating
and reproduction
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WHAT IS SO IMPORTANT ABOUT TRAITS?

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