Suggested Lesson Plan

This suggested lesson plan draws on the experiences of teachers who have used The Evolution of Flight in Birds in a variety of classroom settings.

They found that usually students benefit most if:

Students work in teams of two per computer to allow students to read and share ideas with one another as they proceed.
Students complete the Review Activity at the end of each section (see below).
Students keep a journal or portfolio of their work throughout the module. This would include their responses to the Review Activities (see below). The portfolio will be useful in completing the Special Assignment and can be used for assessment.
There is time for class discussion of major concepts between each section.

Although the on-line time may vary from 10 - 40 minutes, each section is actually designed to take one class period. At the end of each section, students are asked a series of questions reviewing the main concepts covered. If the student gets any of the answers wrong, they are given hints so that they can correct their answers before proceeding. Following the review quiz, students will be offered three options:

Stop for the day - Students leave the computer. The Review Activity can be assigned as a class discussion or as homework.
Pause for the activity - Students are presented with an on-line version of the Review Activity for the section they have completed.
Full speed ahead - The student proceeds directly to the next section of the module and bypasses the Review Activity.

The suggested lesson plan incorporates activities that may be used before and after students complete the module to give students a more complete experience. Links to resources are embedded within the lesson plans where they are mentioned; most are offered in both html and pdf formats. See Assessment Materials for keys to pre- and post-test questions.

Day 1. Introducing Flight

Option: Give students the Evolution of Flight in Birds Pre-Test (html | pdf).
Describe to the students the focus of the lesson: an investigation into the evolution of flight in birds.
Do not tell them that birds are dinosaurs, that feathers arose before birds, etc. The students will discover this information for themselves as they proceed through the module.
Explain to students how they will navigate through the module.
Encourage students to explore each page thoroughly, taking the time to understand the material before moving ahead.
Advise students in advance which choice they should make at the end of the first section (we recommend either #1 or #2):
1. Stop for the day — Students leave the computer. The Review Activity (html | pdf) can be assigned as a class discussion or as homework.
2. Pause for the activity — Students are presented with an on-line version of the Review Activity for the section they have completed.
3. Full speed ahead — The student proceeds directly to the next section of the module and bypasses the Review Activity. (Not recommended.)
Students complete Section 1: Introducing Flight.

Day 2. Investigating Skeletal Features

Once again, advise students in advance which choice they should make at the end of the second section (we recommend stopping after the Review Activity (html | pdf) ).
If possible, have skeletons of a modern bird such as a pigeon, and another kind of vertebrate available for the students to examine and compare.
Students complete Section 2: Investigating Skeletal Features.

Day 3. Focusing on Feathers

Once again, advise students in advance which choice they should make at the end of this section (we recommend stopping to do the Review Activity (html | pdf) ).
If possible, have a variety of types of feathers for the students to examine. Magnifying glasses are recommended.
Students complete Section 3: Focusing on Feathers.

Day 4. Exploring Form and Function

Once again, advise students in advance which choice they should make at the end of this section (we recommend stopping to do the Review Activity (html | pdf) ).
Students complete Section 4: Exploring Form and Function.

Day 5-6. Special Assignment

Provide students with a copy of the Features Cladograms (html | pdf) and the Features Table (html | pdf).
If the students have completed the Review Activities along the way, their responses should also be made available to them. If the students have not completed these activities, make sure that they are familiar with the differences between direct evidence and inference. You may want to use Review Activity #1 (html | pdf) to provide a classroom discussion about evidence and inference.
Give the students a copy of the Special Assignment (html | pdf) and explain what they will be expected to do.
You may select to use a rubric for evaluating the final presentations. If so, explain the rubric (html | pdf) that will be used or have the students create their own rubric.
Students work in teams to complete the Special Assignment (html | pdf).

Day 7. Sharing with Colleagues

Teams present their findings to the class.
Option: Give students the Evolution of Flight Post—Test (html | pdf).

Day 8. An Interview with Dr. Padian

Students will return to the computer to view an interview with Dr. Kevin Padian.
Following the interview, students should discuss Dr. Padian's hypotheses in light of what they have learned.
Students may want to explore other current hypotheses on the origin of flight in birds.

We strongly encourage using one or more of the Related Activities to enhance and extend the concepts.