a.
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Before teaching this lesson, the teacher must prepare a pictorial on chart paper for each of the three animals: pterosaur, bird, and bat. Using diagrams found either in books or online, trace an outline of the skeleton of each animal large enough to fill most of each page of chart paper. Around each skeleton, lightly write down the information you plan to share with the students (near the part of the skeleton to which it refers), as well as labels for the important bones in the skeleton. Also, prepare index cards with important vocabulary words (i.e., names of different parts of the animal skeletons) and tape to stick them to the posters.
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b.
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Gather students around the poster of the pterosaur. Students should be sitting near a partner with whom they are accustomed to turning and talking.
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c.
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Explain to the class that you will be teaching them about a prehistoric reptile that could fly (pterosaurs are not actually dinosaurs, although you may explain to students that they did live during the same time period). Begin tracing the skeleton, discussing important information about each part as you trace it, and tracing over this information with marker as you talk about it.
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d.
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Stop frequently to give students an opportunity to turn to their partners and discuss what they have learned so far. Prompt them with questions such as, "What about this animal's skeleton allowed it to fly?" Call on students to repeat to the whole class what they have discussed with their partners.
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e.
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After completing the pictorial, hand out index cards with vocabulary words printed on them to various students, and have them take turns coming up to stick the index cards directly on the pictorial where they belong.
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f.
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Have students draw or write about what they have learned in their science journals.
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g.
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Repeat the previous steps with the pictorial on the bird and the bat (probably the next day). Stop frequently to ask students to make comparisons between the animals. Emphasize the skeletal features, and also that each of these animals belongs to a different animal kingdom.
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h.
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Once all three pictorials have been completed, read the book
Stellaluna
, using information students have learned about birds and bats to discuss Stellaluna's conflicts with the birds.
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i.
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As an assessment, have students complete a Venn diagram, choosing two of the three animals to compare and contrast. This can either be done individually or in pairs. If in pairs, I suggest students use two different colors so you can easily see that both students participated in the activity.
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