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Day 2- I have come to the realization that TEACHING is indeed a HUGE task. I am amazed how much I sweat before in trying to improve my student's learning and yet have not done even 20% of what I think I should have done in terms of learning objectives and

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Here are some ideas that I recollect from today's meeting:

- We have to think of our class as wholistic considering - Before - During - After class.

- The skills that we hope the students acquire at the end of the learning process require DEVELOPMENT or the formative assessments.We are skill-builders.

- "It is all about alignment". For example, we should teach to the test if it is well-aligned to the objectives.

- It is important in the learning process that the learners know or be aware of their process in the formative assessment we engage into.

- It is important sometimes to preserve the anonimity of paper to grade to avoid bias in grading.


By the end of this unit students will be able to:

Learning Objective 1:  

Ø  Label a diagram of a representative bird with a least 15 morphological key terms (Knowledge)


Learning objective 2:

Ø  To classify 5 members of the class Aves in their respective and proper order (knowledge)


Learning objective 3:

Ø  To list at least 15 useful functions of birds to humans  (eg. In agriculture, medicine, economy, landscape, health etc.)(knowledge)


Learning objective 4:

Ø  To identify at least 10 birds belonging to different Orders, by look, and by HABITATS (including terrestrial (arboreal, ground, tree cavities etc.), aquatic (eg. river, open ocean etc.) (knowledge - comprehension)


Learning objective 5

Ø  To understand the mechanism of flight and assess the evolution of wings  in birds (comprehension and synthesis)


Learning objective 6:

Ø  To recognize the anatomical structures of the birds as related to their functions  and compare to mammals (such as humans) and reptiles (Knowledge and analysis)


Learning objective 7

 #7 seems like two learning objectives, but I see how they are related. I think there are other reasons why you might want your students to be able to predict the effects of population decline of beneficial birds, OTHER than the impact on conservation efforts, though this is certainly one issue that can be explained by the effects of population decline. You might want to separate these, or simply drop the second part.

Ø  To predict the effects of population decline of beneficial birds on human society to understand the current  conservation status of birds,  (synthesis and comprehension)


Learning objectives 8


Ø   To build arguments for and against caged poultry treatment in rural farms in the major poultry producing states (evaluation)


Learning objective 9:


Ø   To compare the metabolism of birds and reptiles; in particular indicate the importance of different types of bird feathers in their metabolism (analysis)


Learning objective 10:

Ø  To understand the mechanism of evolution in birds and be able to compare that to other animals systems (mammal and bird co-evolution)

 Overall, the objectives are strong and pretty clear. However, they seem to be random and unorganized. Can you group them or order them in a way that builds from lower to higher level taxonomies?


Janet's feedback on the grid

Learning Objective


Taxonomy Level/Category

Learning Activities

Formative Assessments

Summative Assessment





Lecture with diagrams describing the morphology of the bird





·         Match the pair  writing exercise

·         Labeling activity: (individual work) : students need to label a bird diagram with the right terms

EXAM Q #3: Match the pairs


EXAM Q #4: Indicate the name of this bird and label the parts




Lecture that explains the Latin roots of Bird orders to help memorize the different orders considered in this course




·         Class- Guessing activities: Students have to match the bird with their Order name.


Quiz: Multiple choice question





In class Reading assignment where students learn about the usefulness of birds in human life – per group establish the points on a scrap paper and mark on the board the class findings



Quiz: Multiple choice question




Homework Online (warm-up activities) individual search of  assigned bird common name and its full classification, habitat, type of food, geographical range, hatch size)


Synthesis/writing assignment: What birds would you likely see  in a freshwater pond, indicate their Order and give examples of birds


Clickers – video flashcards of the class birds with orders

·         In-class Two minutes individual oral presentation on individual  bird (homework)

·         IF-ATs group exercise based on the birds information from oral presentation

·         Exercise to associate birds with their habitat/ food/ORDER

EXAM Q #1: Essay question: What types of birds (give at least 5 birds from different Orders) would you likely to see in the backyards of Raleigh, NC and explain why? (know, synthesize, write)


EXAM Q#2: VENN DIAGRAM comparing perching birds and  birds of prey




Using drawing, compare the structural characteristics of a bird's wing to the wing of an airplane. Describe some of the significant similarities and differences between the two wing types








Lecture: anatomical structure of birds as related to function: feathers, gizzards, heart


Lecture on what makes bird anatomy different – compare with humans, other mammals








How to build arguments?







Flash card(group activities







Movie on cold-blood vs. warm blood organism


Discussion on the movie: group work





Comprehension and analysis

Quiz driven lecture on evolution -

GROUP HOMEWORK ACTIVITY: Using INTERNET resources, find information showing co-evolution between birds and mammals. What types of relationships have influenced these evolutionary patterns? Describe ways in which mammals may have affected the evolution of flight.





The Assigned birds for the class of 25:


Order Peciformes) Woodpeckers, falcons

(Order Gaviiformes)Divers and loons

(Order Pelicaniformes )Pelicans, cormorants, frigate birds

(Order Ciconiiformes)Herons, egrets, flamingo, storks

(Order Anseriformes)Ducks, swans, geese, teals, pochards

Order Falconiformes: Falcon, eagles, Kite, buzzard, hawks, vultures

Order Galliformes: turkey, pheasants, peacocks, fowls

Order Columbiformes: pigeons, doves, dodo, sandgrouse

Order Psittaciformes: parrots, macaws, parakeet, cocatoo

Order Strigiformes: Owls

Order Passeriformes (perching birds) : skylarks, swallows, kngithtingale, flycatchers, warblers, blue jay, Robin, cardinal, crow


Order Sphenisciformes: penguin


Order Struthioniformes: African Ostrich

Order Apterygiformes: Kiwi+


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