Flamingos
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Web Sites About Flamingos and Questions
Kindergarten

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Baby Animalz

    1. By raising your hand, who can tell me one difference you see between the mamma
       flamingo and the baby flamingo?

    2. Why do you think the baby flamingo is white instead of pink like its mom?

    3. Does the baby flamingo remind you of another baby animal? Which one?


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Flamingos

    1. By raising your hand, who can tell me one thing you notice about the flamingo?

    2. Why do you think, in all the pictures of the flamingos, are the flamingos always in a
        group?

    3. What do flamingos that are in groups remind you of? Do people often do this as well?


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 American Flamingo

1.     Why do you think the flamingos in the picture are more vibrant in color than the other flamingos we have looked at?

2.     Where is one place flamingos are found?

3.     Do flamingos eat plants and vegetables, or meat?


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What do flamingos look like?

1.     Why are flamingos pink?

2.     Do flamingos live alone or in large groups?

3.     Who is a flamingo’s worst enemy?


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Flamingo Quiz

1.     What is a life span of a flamingo?

2.     What is a flamingo’s eating style; gorging, filter-feeding, or mud-sucking?

3.     Where does a flamingo build their nest?



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Digital Pictures of Student Hands-On Project


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Lesson Plan

General Information                                                    

Grade Level:            K

Subject Area(s):       SCIENCE    TECHNOLOGY                                                                                   

Total Duration of Lesson:  35 - 40 minutes

Title of Lesson  

This lesson integrates science and technology to teach children about animals.  The animal that is the focus of this lesson is the Flamingo

Primary Learning Outcome(s) (PLO)

A.  The student will use the computer to find information about Flamingos.

B.  The student will identify characteristics of Flamingos and compare them to other animals.

C.  The student explains how the Flamingo eats or the foods it eats or other information they will learn from the web sites.

D.  The student will use the mouse and point to pictures and words on the web site to find information about the Flamingo.

HANDS-ON ACTIVITY   

_The students will make their own flamingo out of pom poms and pipe cleaners. The students will be able to name their flamingo whatever they wish.

Related Georgia Performance Standard(s) or QCC Standard(s)

Identify one or two QCC standard(s) or Georgia Performance Standard(s) closely aligned to each primary learning outcome. 

SKCS6 Students will understand the important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a.   In doing science, it is often helpful to work with a team and to share findings with others.
c.   Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them (animals that live in the sea).

K-Technology Integration Strand: Basic Skills
Standard: Operates basic technology tools and applications

Materials and Equipment

·        Three medium sized and three small sized pink pom poms for the flamingo’s head and torso.

·        Three sets of eyeballs.

·        Three flamingo beaks made from yellow construction paper prior to lesson.

·        Nine pink pipe cleaners for the flamingo legs and neck.

·        Glue.

·        Three Ziploc bags for each student to hold the materials.

·        Access to a computer with Internet connection.

·        Web site http://www.valdosta.edu/~lkloveless/topic1.html

·        Pencil and Paper for teacher to make notes on rubric.

LIST THE 5 WEB SITE URLS AND TITLES HERE

1. Flamingos

http://fcit.usf.edu/florida/photos/animals/birds/flamin/flamin04.htm

 

2. American Flamingo

http://www.whozoo.org/Intro98/marisede/marinased.htm

 

3. What do Flamingos Look Like?

 

http://www.thewildones.org/Animals/flamingo.html

 

4. Flamingo Quiz

http://www.honoluluzoo.org/flamingo_quiz.htm

 

5. Baby Animalz

http://babyanimalz.com/baby_flamingo5.php

 

 

Technology Connection

This is a computer-based activity. Children will work in a small group with the teacher who will show them the web page that they have developed on the animal.  The children will find information based on questions developed by the teacher that are related to each of the web sites. 

Procedures

Step One: Introduction

Before showing the children your web site, spark their interest by asking them a riddle about the animal

 -We are going to learn about an animal that lives in lagoons, lakes, and anywhere that is muddy and its name rhymes with Mandingo.   Can anyone guess what the animal might be?
-What are some things you know about this animal?

 After they have responded satisfactorily, take them to your web site so they can see the page.
Estimated Time: (1-3 minutes per section)

Step Two: Teaching the Primary Learning Outcome(s).
(Teach the content relevant to the primary learning outcome(s).

Step 1

Go to the web site and show the children your page 
Allow students to Students will take turns finding information by pointing and clicking on links to find answers to the questions.

List web EACH site/ by name, and the corresponding questions HERE:

WEB SITE 1 (BABY ANIMALZ) AND QUESTIONS
1. By raising your hand, who can tell me one difference you see between the mamma flamingo and the baby flamingo?
2. Why do you think the baby flamingo is white instead of pink like its mom?

3. Does the baby flamingo remind you of another baby animal? Which one?

 

 WEB SITE 2 (FLAMINGOS) AND QUESTIONS:
1. By raising your hand, who can tell me one thing you notice about the flamingo?
2. Why do you think, in all the pictures of the flamingos, are the flamingos always in a group?

3. What do flamingos that are in groups remind you of? Do people often do this as well?

 

WEB SITE 3 (American Flamingo) AND QUESTIONS:

1.     Why do you think the flamingos in the picture are more vibrant in color than the other flamingos we have looked at?

2.     Where is one place flamingos are found?

3.     Do flamingos eat plants and vegetables or meat?

WEB SITE 4 (What do flamingos look like?) AND QUESTIONS:

1.     Why are flamingos pink?

2.     Do flamingos live alone or in large groups?

3.     Who is a flamingo’s worst enemy?

WEB SITE 5 (Flamingo Quiz) AND QUESTIONS:

1.     What is a life span of a flamingo?

2.     What is a flamingo’s eating style, gorging, filter-feeding, or mud-sucking?

3.     Where does a flamingo build their nest?

 Estimated Time: (20 minutes)

Step Two Oral Review and Reinforcement of Learning and Closure
Ask the children to tell you something they learned about the animal from the web sites.
It is recommended that you write the information they tell you on a piece of chart paper or on the board, and briefly review their responses.

Estimated Time: (3 minutes.)

Assessing the Primary Learning Outcome

Making a Flamingo

Step One: The students will glue the eyeballs and beak to the small pink pom pom.

 

Step Two: The students will glue one pink pipe cleaner to the bottom of the large pom pom, keeping the pipe cleaner straight like a flamingo leg.

 

Step Three: The students will glue another pink pipe cleaner to the bottom of the same large pom pom, making a bend in the middle like a flamingo leg.

 

Step Four: The students will take the last pipe cleaner and glue it to the bottom of the already made flamingo head. Forming a flamingo-like neck, the students will glue the end of the same pipe cleaner to the middle of the large pom pom.

 

Step Five: The students will be presented the opportunity to name their flamingo.

ASSESSMENT: 

   RUBRIC

Level 3  (5 -4 points)

Level 2   (3- 2 points)

Level 1    (1-0 points)

Student is able to use the mouse to point to directed items on the page, and can click on links with little assistance.  Student is interested in the information and is attentive

Student is requires assistance to use the mouse find information, and has difficulty in following directions to find links.
Student's attention span on the computer is limited.

Student requires considerable assistance in using the mouse and/or cannot follow directions to find links.
Student's attention span on the computer is limited.


After finding information on the web sites as guided by the teacher, the student was able to respond accurately to the questions from the all sections, and contributed to responding to the chart with accuracy.


After finding information on the web sites, as guided by the teacher, the student was able to respond accurately to the most of the questions from the all sections, and contributed to responding to the chart with accuracy.

 After finding information on the web sites, as guided by the teacher, the student was unable to respond accurately to the most of the questions from the all sections, and contributed to responding to the chart with accuracy.
Student's attention span on the computer is limited.

Student demonstrated ability in all 3 areas:
-working collaboratively with others in the group
- demonstrating an
- understanding about the animal taught in the lesson
- taking pride in completing the hands-on activity.

Student demonstrated difficulty in one of the following areas:
-working collaboratively with others in the group
- demonstrating an understanding about the animal taught in the lesson
- taking pride in completing the hands-on activity.

 Student demonstrated difficulty in 2 or more of the following areas:
-working collaboratively with others in the group
- demonstrating an understanding about the animal taught in the lesson.
- completing the task

 

Plan for Early Finishers
Students who complete their activity will be allowed to go back to the computer and click on the web sites of their choice while the others complete their work. 

Accommodation

This activity is a small group activity; therefore, the teacher will be able to help students with special needs by repeating information several times to clarify information.  The teacher will also be able to assist students in developing fine motor skills by helping students as they use glue, pencils, crayons, scissors, etc.

 

 

 

 



My Hub Page

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Flamingos
Helpful websites and questions about Flamingos for children

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E-Book
The Deep South Region
A fun and informational page of the five deep south states of the United States. Includes a quiz!

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Resources for Parents
 and
 Their Students


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Fantastic Flamingos!
Paint project with information about a children's flamingo book

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LINKS TO  SPRING 2008
CLASS PROJECTS


A colorful page with all 2008 class projects!

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