A Passion for Birds (elementary)Last changed: 05/29/2019 11:10am
|1 , 2 , 3 , 4 , 5|
|Grade Level Program||Access|
- In-School Performance (intended for the entire grade level to experience together), but may be done for one classroom.
|no||Email , Phone|
|Masks and everything else.|
|School provides 2 tables.||Some open space for a stage area (10 feet deep approx.)|
I can explain why birds look the way they do.
I can figure out what a bird eats by looking at its beak.
I can explain how a different shape would help the bird survive in a different habitat.
I can use my body to explore what it would be like to be a bird and show how birds move.
This show uses masks and mime to teach about bird biology and adaptation. Different bird species are acted out with life-like, handmade masks. The performer then explains why each bird looks and acts differently, asks questions of the audience so that they can analyze what they are hearing and seeing, and helps the students to understand how the birds have evolved into the shapes they have today.
The students get to try on the masks and learn to move their bodies in different ways, miming flight and other behaviors.
The masks themselves spark the excitement grabbing the kids' attention. The physical theater and hands on work are the keys to further their understanding and knowledge.
The younger grades focus more on the masks and basics. The older ones get deeper into specifics and more complex questions.
The students will thoroughly enjoy this show while learning the science of adaptation.
|Caregivers are an active part of the audience. They will learn alongside the students thus allowing them to further the learning back in the classroom. Any number of caregivers may be present without problem.|
|Grade 1. Structure, Function, and Information Processing: 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. DCI: Structure and Function: All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air.|
|Grade 1. Structure, Function, and Information Processing: 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. DCI: Growth and Development of Organisms: Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.|
|Grade 1. Theater: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. B. Use body, face, gestures, and voice to communicate character traits and emotions in a guided drama experience.|
|Grade 2. Interdependent Relationships in Ecosystems: 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. DCI: Biodiversity and Humans: There are many different kinds of living things in any area, and they exist in different places on land and in water.|
|Grade 2. Theater: Responding: Anchor Standard 9: Understanding and evaluating how the arts convey meaning. Apply criteria to evaluate artistic work. B. Use a prop or costume in a guided drama experience.|
|Grade 3. Inheritance and Variation of Traits: Life Cycles and Traits: 3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment. DCI: Variation of Traits: Different organisms vary in how they look and function because they have different inherited information. The environment also affects the traits that an organism develops.|
|Grade 3. Inheritance and Variation of Traits: Life Cycles and Traits: 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. DCI: Natural Selection: Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing.|
|Grade 3: Theater: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. A. Identify connections to community, social issues and other content areas in drama/theatre work.|
|Grade 4. Structure, Function, and Information Processing 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. DCI: Structure and Function: Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.|
|Grade 4. Theater: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. B. Make physical choices to develop a character in a drama/theatre work.|
|Grade 4. Theater: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. A. Respond to community and social issues and incorporate other content areas in drama/theatre work.|
|Grade 5. Matter and Energy in Organisms and Ecosystems: 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. DCI: Interdependent Relationships in Ecosystems: Organisms can survive only in environments in which their particular needs are met.|
|Grade 5. Theater: Creating: Anchor Standard 3: Refine and complete artistic work. B. Use physical and vocal exploration for character development.|