Day: February 4, 2022

In class, we have been studying migration of animals, including migration cues, biomes they travel between, and typical migration routes. Specifically, we have been looking at birds, as we have many birds who come and go from our backyards as a result of migration. We have the Avian Research Centre coming today to do a presentation on local birds. We will also be doing the Great Backyard Bird Count, which is sponsored by the Cornell Lab of Ornithology, in February. See here for more information.

Each of you will choose one migratory animal to look at more closely. You will use Puppet Pals on the iPads to make a short presentation to share with us. 

Step one: Do research on your animal

Step two: Make a storyboard of what you would like to share.

Step three: Make a short script to go with the storyboard. No more than 3 minutes in total length.

Step four:  Create Puppet Pals backgrounds and graphics, then record your script.

Step five: We play the presentations in class, to share with one another!

Puppet Pals can only be done on our iPads at school. If you are absent for an extended period, you may use PowerPoint or another resource to create a presentation. The script would be written in the presentation. Just have a conversation with Ms. D. 

As you research your migratory animal and create a presentation on Puppet Pals to show your knowledge, please find out the answers to these questions:

1. What is the name of your animal? Common name is fine.
2. Where does your animal live? (Biome and habitat; specific location on map)
3. What does your animal look like? What adaptations (features of its body) help it deal with the habitat and biome it lives in?
4. Where does your animal travel to as it migrates?
5. What is the migration route on a map? What biomes does it travel through?
6. What does your animal need to survive? Food/habitat/conditions
7. What cue causes your animal to migrate? What type of migration is it? (use vocabulary from handouts and discussions in class)
8. How is your animal important to the ecosystems it lives in?
9. Is your animal endangered and why? Are there any problems with human activity bothering the animal’s migration route?
10. Any other really cool and interesting facts about your animal?

Criteria:

• You are able to find specific migration information about your animal and to use the science vocabulary we have discussed to describe their migration.
• You are able to create a clear presentation using a new digital tool, using simple graphics, a clear voice, enunciation, and expression to communicate details about your animal.
• You are able to use creative thinking and an organized layout as you design your presentation so your audience is engaged in listening to your information.

Due Date:  NEW — Script and Puppet Pals Plan is due by Spring Break. Recordings will happen during recess as soon as everyone is ready, which may extend past spring break.

Websites of Interest, Mainly on Birds:  (Ms. D may post more upon request, if you are having trouble finding info on your specific animal. There are also some posted under the Articles of Interest Migration Unit Links)

Here is a basic Puppet Pals Instructional Video to get you started thinking about this technology tool if you haven’t used it already.

Here are some websites on migratory animals you may find helpful or interesting!

Earth Rangers Top Ten Most Amazing Animal Migrations

Nature Animal Migration

BBC Animal Migration Videos and Info

Cornell University Lab of Ornithology (study of birds — so any bird can be searched!)

NOVA Magnetic Field and Animal Migration

Scientific American Silent Skies: Billions of North American Birds Have Vanished

Audubon North America Has Lost More Than 1 in 4 Birds

Cornell Chronicle Nearly 30% of Birds in US Have Disappeared

Nature Canada How Climate Change is Impacting Birds

Mass Audubon Effects of Climate Change on Birds

Forbes Climate Change is Affecting Migration Timing of Birds

Cosmos Bird migratory patterns changing with climate

United Nations International Gathering on Birds to Discuss Migratory Species

Ted Ed Video on Bird Migration Dangers

Hello Everyone!

We started this project a while ago, but I wanted to put the details we have talked about down on paper!

We are building a TINY HOUSE MODEL as part of our combined math and ADST studies.

In class, we watched videos of real tiny houses, talked about why people build them, and considered different designs. Then, each person was given a planning packet to begin drafting their own tiny house scale model.

As part of math, we are using the TINY HOUSE to practice scale and proportionate thinking. We will also be practicing communication around area, perimeter, and measurement.

As part of IDENTITY, our concept for the current unit, we are exploring what kind of personal space we would invent for ourselves. This will be a great communication of our personal preferences and needs, through the designing of a living space.

Finally, as part of ADST, we will practice using a variety of tools to produce a scale model, while using the design process of envisioning our idea, drafting a plan, making our model, revising it as we go, and presenting a final product.

Steps for Creating the Model:

1. PLAN:  Read through the Tiny House Booklet and make a plan on the design page. Use the list of items on that page to help you think about what a tiny house needs. You are welcome to look at Tiny House ideas on the internet, as there are so many TV shows on YouTube about them!
2. MAKE:  Ms. D will provide you with cardstock grid paper for the floor, roof, and walls of your tiny house. The building of our Tiny House will happen in class. You may use coloured pencils, markers, clear tape, glue, extra cardstock, pipe cleaners, and other building supplies to help create your space.
3. BE AWARE OF SCALE: We discussed in class having an idea of how big your person is that is moving in the house. This will help you design things, so that your couch isn’t made for a giant! Also, we compared the grid squares to the size of our classroom, so that we would know how high to make doors and windows. Be aware that all of your items in the house need to “make sense” in terms of size and relationship to one another.
4. CREATE 3D FURNITURE: Ms. D has a handout with sample furniture already on it, or you can create your own. Make the furniture, light fixtures, garden items, etc. as 3D as you can. You can draw some things on the walls, though, such as art or in-set shelves that are not sticking out into the space.
5. BE CREATIVE:  Make sure you add colour! What does the outside look like? Will you have a roof patio? A garden? An interesting pathway? You decide!
6. PRESENT:  When you finish, we will present to one another, sharing our creativity, in our TINY HOUSE TOWN! I will ask you to write about your design experience, as well as the math involved, in a final e-port reflection.

CRITERIA:

• I can envision a creative tiny house space, including elements that represent my identity and personal preferences.
• I can use the design process to draft ideas, build, revise, and produce a tiny house model.
• I can work with alternative materials successfully to create a 3D model of a space.
• I can use proportionate thinking to design a space that makes sense in terms of the related size of furniture, door, window, and other items.
• I can use a grid plan, as well as a sense of area, to plan out a tiny house.
• I can use design elements and creative thinking (colour, 3D construction, line, texture, interesting items included) to make an interesting and aesthetic house model.
• I can explain the design process and my math thinking successfully through a written reflection.
• I can use materials responsibly, not wasting cardstock and other classroom supplies as I build.

DUE DATE:  Before Spring Break.

BUILDING HAPPENS IN CLASS — SO MS. D CAN SEE YOUR PROCESS. But, if anyone is absent for an extended period, we will talk about making acccommodations for that, okay? Thank you!!