Duck tales
by Tony Gruber and Heather Hagner
Grade level: 4
Rationale
It is important for 4th graders to know the importance of wetlands and their inhabitants. Through this lesson students will be able to take a close look at one specific wetland species, the duck. They will see the adaptations ducks have for their environment and that they would not be able to survive without wetlands. The students will also see the importance of wetlands in their own lives.
Objectives
Students will :
List four physical adaptations of
ducks.
State three sources of food for
ducks.
Name three ducks that can be seen in
Wisconsin.
Identify five different species of
ducks.
Create a model wetland environment.
State one way wetlands influence
their lives.
State one action that will help
preserve wetlands.
Pre-activity
Materials
Stuffed duck, duck pictures, many different noise makers (spoons, wood blocks, rattles, etc.)
Procedure
To ensure that the students know the background of some ducks, we will be leading a discussion about what the children know about ducks. A mounted duck and many pictures of ducks will be used. During the discussion these duck characteristics will be covered:
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Student activity
The purpose of this activity is to have the students realize how closely a duck has to listen to distinguish the difference between duck calls. The students will be paired up. Each pair will receive blindfolds and calling devices of some sort (rattles, wood blocks, spoons, etc.) Have the students gather and go outside. Here they will be separated and blindfolded. The students will then have to try to find their partner by listening for their distinct call. Inside a discussion will be lead about the importance of communication to animals.
On-site activity
9:30 Arrive at museum. Review rules and expected behavior. Students will hang their coats and use bathrooms if necessary. They will be split into designated groups of four and assigned a chaperone. This will be done at the school before boarding the bus.
9:45- 10:15 Students are free to explore the museum with their chaperone.
10:15-11:00 Each group will receive a "duck hunt" worksheet. During this time they will complete the sheet with their group. ( A sample of the "duck hunt" sheet is included)
11:00 Meet back in the museum conference room. Wrap up the activity and answer any questions the students have.
11:15 Bathroom break and board the bus.
11:30 Arrive at McDill Pond. Eat a bag lunch there and spend some time enjoying the outdoors. If there are ducks on the water, try to identify them with the kids and observe them for a while.
12:30 Board the bus and head back to school.
Post activity
Materials
Completed "duck hunt" worksheets, scissors, glue, paper, cardboard, tape, clay, student supplies brought from home.
Procedure
Students will get out their "duck hunt" worksheets that they completed while at the library. Make a list of all of the species of ducks that were found and if they thought that the duck was found in Wisconsin or not. The teacher will discuss their answers. Have students introduce their favorite duck and tell why. Then lead a discussion about what habitat the ducks were found in. Specifically recall the wetland exhibit in the museum. Talk about all of the components it included.
Student activity
Have the students create their own model wetland in the classroom. In small groups have the students brainstorm about what they need to include in their wetland model and what they could use to represent it. Tell them they can bring in what materials they want for the next day. Be sure to provide basic materials (paper, glue, scissors, tape, clay, etc.) in case students forget or unable to bring things from home.
Closure
Discuss the importance of wetlands to ducks, other animals, and humans. Give examples of areas in the community where wetlands have been destroyed. Have the students make a list of actions and attitudes that could help preserve wetlands.
Assessment/ evaluation
Students will be informally assessed through their participation and the various discussions throughout the lesson. Their "duck hunt" worksheets will be collected and graded upon completion. The final assessment will be of the model wetland habitat that they created in groups.
Duck hunt worksheet Duck's name__________________
Name your favorite duck! ____________________________ Why is it your favorite? _____________________________________________________________________ ??? Bonus question ??? There is a flying duck in the lake habitat exhibit . What species is it? ___________________ |
