ICT Integrated Lesson Plan

 ICT Lessons

Author

 Janet Landrigan

Title

 Birdhouse design

Grade Level

7-9

Subject Area

Technology Education

Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

 Student made houses can help wildlife find a suitable home especially during the long winter. Houses and boxes can be constructed with recycled material and wood . Students should have prior knowledge of how to conduct research using the Internet, and the library. They should be aware of  the steps in the design process .There should also have prior knowledge of how to read a ruler, both metric and imperial, how to use a compass and how to make orthographic sketches. This project involves the use of the band saw, drill press and power sander as well as various hand and safety tools so previous instruction in the use and safety of hand and power tools is mandatory.

Correlations to ICT and curriculum outcomes

 

BOC 9.1 (Relates to 6.1) operate a wide variety of school media, computer, and other educationally appropriate equipment for learning, communication, and the representation of their learning, independently and safely with teacher supervision
BOC 9.5 (relates to 6.1, 6.2, 6.3, 6.4) 
from a range of resource options, knowledgeably select, manage, and use technological resources to solve curriculum problems and enhance their learning, with teacher guidance
RPSD 12.4 (relates to 9.7) identify the strengths and limitations of different approaches to research, and select those approaches which efficiently meet their learning needs 
RPSD 9.9 (relates to 6.5) accurately and independently cite information sources
RPSD 9.6 (relates to 6.3, 6.4) select and refine a research topic, according to teacher-provided criteria, to fulfill a curriculum requirement, with teacher assistance

Curriculum outcomes to be added

Projected timeline for preparation and for carrying out activities

 

  7-8 weeks( based on 2hr/wk class time) Research can be done outside class time

Equipment Requirements: (computers, software, etc)

 Computer, Internet access, band saw, drill press, rulers, scissors, bristol board for pattern making, softwood, glue, hammers and nails.

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

 The instructor can have on hand some basic birdhouse plans  and example of the different stages of the design process from brainstorming sketches, thumbnails to final sketch ,dimensions and layout.  A mockup of the prototype could be supplied.

Resources available for teacher/student use (websites, references, etc)

There are many free wood working plans for birdhouses available on the Internet 

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

 

 Students will identify specific wildlife species ( focus on birds) that live in Nova Scotia. They must do research to identify the key elements necessary to make an appropriate dwelling for their particular tenant.

key elements for consideration are:

  • House built for certain kind of bird
  • Correct amount of floor space
  • Proper depth of house
  • Correct size entrance proper distance from floor
  • Arrangements for cleaning
  • Means provided for ventilation
  • Good exterior finish appropriate to type of bird . For example, bluebirds will build in a house that is finished in brown, gray or green. They also like rustic houses. Martins also like rustic houses but prefer the color white. You can make a house rustic by staining it a natural color. ( Nailing bark to the house won't last. Can you guess why?)
  • Smooth interior free of nails
  • Good construction, tight joints
  • Quarter-inch hole bored in floor of house for escape of moisture

 

The structure must be designed so that cleanup is easy, the bird has easy access  and is kept safe from predators. The house must be built for a certain type of bird. A house that would suit a family of wrens would not suit a family of martins. A well-built birdhouse should give the birds 40 years of service.

     Students should do research on the particular bird they are building for, and adhere to those specifications. They can design their house based on existing plans and make alterations as they see fit. There should be at least 2 original design elements included. They will first make thumbnail sketches of their plans( 4) choosing one as their finalized sketch with exact measurements. A full-scale model make of cardstock or cardboard is then produced. Whether the top should be hinged will have to be considered for cleaning and how the box is to be secured on site.

Once the full-scale model is approved, students will make templates for their houses, layout their templates on wood, use a steel ruler to draw their layout lines,  and apply safety rules when using hand tools and power machines.  Each stage of the process must be approved and checked by the instructor.

Student products expected

 A finished birdhouse with original design elements

Samples (include teacher notes, assessment information, student work if available)

 

  Links to birdhouse pictures to follow

Logistics (organization, grouping, management issues, access to technology)

 

  Students work on their own house design however collaboration is encouraged and expected. Students may work on the same basic design as long as some original design elements are added. Students will need help with beveling in some cases.

Assessment information (e.g., rubrics for products and/or process)

 Rubric for Birdhouse Construction

 
 

Possible extensions

   Designing a habitat for other wildlife species