Adaptation Artistry

A TEACHER SUPPORT MATERIAL (TSM)

for Elementary

Contents:

Users Guide Activity Cards Wall Chart Posters

PHILIPPINES-AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE) REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)

A resource produced through the support of AusAID on behalf of the Australian Government

Published by the PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE) REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII) Department of Education, Culture and Sports Region VII, Central Visayas Cebu City Copyright (c) 1999 by PROBE Revised Edition 2010

REFERENCES
Books:

COPYRIGHT NOTICE

Section 9 of Presidential Decree No. 49 provides: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit.

Abracia, E., et. al. 1987, Science and Health for Better Life 5 Apolinario, N., et. al. 1996, Science and Health Today 5

Textbook Board, DECS, Finding out About Nature (Teacher Edition) Article:

This material was developed within the Project in Basic Education (PROBE) implemented by the Educational Development Projects Implementing Task Force (EDPITAF) of the Department of Education, Culture and Sports (DECS) in collaboration with the Bureau of Elementary Education, Bureau of Secondary Education and the Commission on Higher Education. Prior approval must be given by the PROBE Management Unit lodged at EDPITAF and the source must be clearly acknowledged.

1992, Project Wild, K-12 Activity Guide, Council for Environmental Education

ISF-Elementary Science/Math Cebu City Division Writer

Bernadita S. Ynclino

The production of this Teacher Support Material (TSM) has been made possible with the assistance of the P - A PROBE RLMC VII Staff. This edition has been revised for online distribution through the Learning Resource Management Development System (LRMDS) Portal by Region VII-Bohol under Project STRIVE for BESRA, a project supported by AusAID.

Title Description

Adaptation Artistry
This learning material focuses on the ways birds adapt to their environment especially in getting food. It contains a

Adaptation Artistry
(Teachers Guide)

Users Guide, wall chart, posters, illustrations and activity cards for the pupils. The activities have been designed to be used by groups of three to four members. These will lead pupils to realize that the different body structures of birds make them physically adapted to their environment for food gathering and survival. Situations for valuing are included in each activity to develop appreciation of the beauty of nature and awareness of the importance of conserving our remaining wildlife and its natural environment. The activity on designing a bird using recyclable or indigenous materials can be integrated in an art lesson, specifically in making a collage.

CONTENTS
Description Target Audience Subject Matter Duration Objectives Preparation Procedure for Use Teaching Hints Evaluation Resource List 1 1 1 1 2 2 2 3 3 3

Target Audience Subject Matter

Grade V Pupils Animals and their Environment, Science and Health for Better Living 5, p. 59 How Animals Get and Eat their Food, Science and Health Today 5, pp. 97-101 PELC II - 1.1 to 1.5 (First Rating Period) 40 minutes After completing the activities, pupils will be able to:

Duration Objectives

identify the body parts used by birds for getting/ eating their food infer the kind of food a bird eats from the appearance of its mouth parts infer that birds live in places where they can design a bird that can adapt to a given environment.

Preparation

Before allowing the pupils to work on the activities, have a thorough discussion on how birds adapt to its environment for survival.

Procedure for Use

Divide the class into groups with three to four members. Each group will choose its leader, recorder and reporter. pupils that they will work on the activities at the same time. Distribute activity cards to the assigned groups. Inform pupils that the time frame for each activity as stated in the activity cards is 10 minutes including valuing. Publishing of all group responses will be done in 3 minutes, while each group will be given 5 minutes to render their report.

Teaching Hints
While pupils are working together, move from group to group to monitor maximum participation. Inform pupils to strictly follow the time allotment for
1

each undertaking so that the activity will be finished on time. Remind each group reporter to finish his/her report within 5 minutes. Encourage maximum use of recyclable or indigenous materials. After all groups have reported, confirm the answer given by each group and with the use of the wall chart, supply any additional information needed.

Evaluation
The success of this material will be measured by: completion of the activities on time observing active participation of the members of each group in doing the activities pupils ability to identify which body part is used by the bird in food getting/eating to adapt to a particular environment pupils ability to design a bird to suit to a given environment. Resource List This learning material contains: Users Guide Wall Chart about Bird Adaptation (List of Bird Adaptation Chart) Posters showing the different bird habitats Pictures of different body parts of birds Activity Cards Activity 1 Designing a Bird Activity 2 Adapt-A-Bird ( Farm ) Activity 3 Adapt-A-Bird ( Forest )

Title:

USERS GUIDE
Adaptation Artistry
This learning material focuses on the ways birds adapt to their environment especially in food getting. It contains a Users Guide, wall chart, posters, illustrations and activity cards for the pupils. The activities have been designed to be used by groups of three to four members. These will lead pupils to realize that the different body structures of birds make them physically adapted to their environment for food gathering and survival. Situations for valuing are included in each activity to develop appreciation of the beauty of nature and awareness of the importance of conserving our remaining wildlife and their natural environment. The activity on designing a bird using recyclable or indigenous materials can be integrated in an art lesson specifically on making a collage.

Description:

Target Audience: Subject Matter:

Grade V Pupils

Animals and their Environment, Science and Health for Better Living 5, p. 59 How Animals Get and Eat Their Food, Science and Health Today 5, pp. 97-101 PELC II - 1.1 TO 1.5 (First Rating Period)

Duration: Objectives:

40 minutes

After completing the activities, pupils will be able to: Identify the body parts used by birds for getting/eating their food Infer the kind of food a bird eats from the appearance of its mouth parts Infer that birds live in places where they can find food Design a bird that can adapt to a given environment

Preparation

Have a thorough discussion on how birds adapt to their environment for survival, before allowing the pupils to work on the activities.

Procedure for Use

Divide the class into groups with three to four members. Each group will choose their leader, recorder and reporter. Assign activities 1 to 4 to specific groups. Inform pupils that they will work on the activities at the same time. Distribute activity cards to the assigned groups. Inform pupils that the time frame for each activity as stated in the activity cards will be 10 minutes. Publishing of all group responses will be done in 3 minutes, while each group will be given 5 minutes to render their report.

Teaching Hints
While pupils are working together, move from group to group to monitor maximum participation. Inform pupils to strictly follow the time allottment for each undertaking so that the activity will be finished on time. Remind each group reporter to finish their report within 5 minutes. Confirm the groups responses and supply the needed information. Encourage maximum use of recyclable or indigenous materials. After all groups have reported, confirm the answer given by each group and with the use of the wall chart, supply any information needed.

Evaluation
The success of this material will be measured by: Completion of the activities on time. Observing active participation of the members of each group in doing the activities. Pupils ability to identify which body part is used by the bird in food getting/eating to adapt to a particular environment Pupils ability to design a bird to suit to a given environment Resource List This learning material contains: Users Guide A wall chart about Bird Adaptation (List of Bird Adaptation Chart) Posters showing the different bird habitats pictures of different body parts of birds Activity Cards Activity 1 Designing a Bird Activity 2 Adapt-A-Bird ( Farm ) Activity 3 Adapt-A-Bird ( Forest ) Activity 4 Adapt-A-Bird ( Water )

Designing A Bird Activity Card No. 1 Time Frame: 10 minutes Objective

At the end of the activity, you should be able to design a bird using recyclable materials.

Materials for each group

activity card pair of scissors pentel pen glue or paste recyclable or indigenous materials (paper plates, foil paper, popsicle and barbecue sticks, empty softdrink can, plastic spoon and fork, other locally available materials) masking tape 1/4 size manila paper

Procedure
1. 2. 3. 4. 5. 6. Using the materials given to your group, design a bird. Decide on the place where you want your bird to live. Think of the adaptations the bird has to undergo for its survival. Assemble and mount the different materials needed to form your bird. Give a name to your bird. Prepare a short report about how the bird adapts to its environment.

Valuing
Situation: On your way home from school, you hear the chirping of a bird from behind the bushes. As you go to take a look, you see a birdling with a destroyed nest nearby. What will you do? Why?

Adapt-A-Bird (Farm) Activity Card No. 2 Time Frame: 10 minutes Objective

At the end of this activity, you should be able to identify the body parts that will help a bird survive in its habitat.

Materials for each group

activity card Adapt-A-Bird (Farm) Adapt-A-Bird Body (illustrations) pair of scissors, paste or glue

Procedure
1. 2. 3. 4. 5. 6. Study the poster labelled Adapt-A-Bird (Farm). Think of a bird that lives in a farm habitat. Get the illustrations of the different bird body parts. (Adapt-A-Bird Body) From the illustrations , choose the body parts of the bird that you have chosen to live on the farm. Cut out the body parts and assemble them directly on the poster. Use paste or glue. Using the space below the illustration, write a short report about your bird.Give your reasons why you want your bird to have those body parts that you have chosen.

Valuing
Situation: Your father is a rice farmer. You know from you science lessons that spraying insecticides to the rice field will cause harm to the soil, water and the ozone layer. You also observe that birds and herons come near the field to look for food. What will you tell your father? Why?

Adapt-A-Bird (Forest) Activity 3 Time Frame: 10 minutes Objective

At the end of this activity, you should be able to identify the body parts that will help a bird survive in its habitat.

Materials for each group

activity card Adapt-A-Bird Body (illustrations) pair of scissors, paste or glue Adapt-A-Bird (Forest )

Procedure
1. 2. 3. 4. 5. 6. Study the poster entitled Adapt-A-Bird (Forest ). Think of a bird that lives in this habitat. Get the illustrations labelled Adapt-A-Bird Body. Choose one body part from each box to complete a bird fitted to live in the forest. Cut out the body parts that you choose and assemble them directly on any part of the forest. Use paste or glue. Using the space below the illustration, write a short report about your bird.Give your reasons why you want your bird to have those body parts that you have chosen.

Valuing
Situation: Your house was destroyed during a fire. You have nowhere to go except to a nearby forest. Your mother decided to clear an area in the forest enough to build a house. Your brothers immediately cut the trees to clear the area. You observe that as trees fall, birds living on their branches fly away. What will you do? Why?

Adapt-A-Bird (Water) Activity 4 Time Frame: 10 minutes Objective

At the end of this activity, you should be able to identify the body parts that will help a bird survive in its habitat.

Materials for each group

activity card Adapt-A-Bird Body (illustrations) Adapt-A-Bird (Water) pair of scissors, paste or glue

Procedure
1. 2. 3. 4. 5. 6. Study the poster given to your group. Think of a bird that lives in this habitat. Get the illustrations labelled Adapt-A-Bird Body. Choose one body part from each box to complete a bird fitted to live in water. Cut out the body parts that you choose and assemble them directly on any part of the water. Use paste or glue. Using the space below the illustration, write a short report about your bird.Give your reasons why you want your bird to have those body parts that you have chosen.

Valuing
Study the situation below and answer the question. What do you think will happen to the organisms living in the pond community if someone suddenly decides to convert the pond into a garden?

ADAPT-A-BIRD FARM

ADAPT-A-BIRD FOREST

ADAPT-A-BIRD WATER

ADAPT-A-BIRD BODY
BODIES:

NECKS:

HEAD & BEAKS:

LEGS: (Dont cut apart)

TAILS:

FEET:

Choose 1 body part from each box to make each bird.

LIST OF BIRD ADAPTATION CHART

STRUCTURAL ADAPTATION
BEAKS
Pointed Flat with rounded tip Strong, hooked Short, hard Straight, long and powerful webbed long toes curved talons grasping flexor-tendons long-powerful long powerful muscles large bright

BIRD
Woodpecker Duck Hawk Maya King fisher Duck Heron Hawk-Eagle Chicken Chicken Ostrich Heron Eagle/Hawk Eagle Male birds-chicken Peacock, turkey Female birds

ADVANTAGE
can break and probe bark of trees for insects probe shallow water and mud for food and insects can tear solid tissue, like meat crack seeds and fruits catching fish, insects and other invertebrates in the water aid in swimming through muddy waters aid in wading through mud can grasp food when hunting prey aid in sitting on branches, roosting aid in perching aid in running aid in wading aid in flying with prey, soaring while hunting

FEET

LEGS

WINGS

aid in flying with prey, soaring while hunting attraction in courtship aid in camouflage while nesting

FEATHERS