Students listened to the story, The Lorax, by Dr. Seuss, and discussed what they could do to make a world a better place. Students discussed the “Power of One” with Mrs. Henry, a bird expert from Sea World who came to teach the class about birds. If each person does their part to pick up trash, take care of animals, and recycle, then each will have a positive effect upon the world. Students went on a bird watching field trip across the street from our school to Lindo Lake. There they saw 23 different types of birds. Since it is spring, there were many babies! In fact, a duck laid three eggs on our school campus just yesterday!

Students wrote poems about birds, using a template (see Birds Here, Birds There). Some students wrote free verse poems using the book Cat’s Colors (1997) by Jane Cabrera. (See Ariadna’s poem about a penguin’s favorite colors.) Students used Microsoft Paint to illustrate an environmental message for Earth Day. A word processing program was used to publish the poems.

Birds By Jake Birds here, birds there, Birds, birds everywhere! Strong robins flying, Fast blue jays soaring, Trumpeter swans feeding, And brown bald eagles eating. Birds in the air, Birds on the ground, Birds on telephone wires, And birds on a lake! Birds here, birds there, Birds, birds everywhere! Birds! Birds! Birds!

I’m a Penguin By Ariadna I’m a penguin. What is my favorite color?

Is it white? White is the color of my belly which is hard to see against the light to a whale.

Is it orange? Orange is the color of my back and feet as I bring krill to feed my chick.

Is it brown? Brown is the color of mud that I stand in, in the spring when the chicks are born.

Is it yellow? Yellow is the color of my mom’s neck and head. She is an Emperor penguin.

Is it black? YES! Black is the color of my mother on the ice.

 

 

California Language Arts Standards

3.0. Literary Response and Analysis
Students read and respond to a wide variety of significant works of children's literature. Narrative Analysis of Grade-Level-Appropriate Text
3.4 Identify the use of rhythm, rhyme, and alliteration in poetry.

Writing
1.0 Writing Strategies
Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus
1.1 Group related ideas and maintain a consistent focus.
Evaluation and Revision
1.4 Revise original drafts to improve sequence and provide more descriptive detail.

National Educational Technology Standards for Students (NETS)
Use technology communications tools: Students use telecommunications to collaborate, publish, interact with peers, experts, and other audiences.