Lesson Plan

Turkeys or Eagles?

Main Subject Area: Mathematics

Keywords:

• Probability
• Problem Solving
• Statistics

Brief Description:

After discussing how Benjamin Franklin wanted the wild turkey (not the bald eagle) to be our national bird, students graph their preferences and discuss the survey results.

National Standard(s):

• Data Analysis and Probability

Additional Subject Area Standard(s):

Objectives:

Students will collect, organize, and describe data; construct, read, and interpret data; solve problems that involve collecting and analyzing data; and explore concepts of chance.

Materials (online):

Materials (offline):

Paper (chart for the graph, construction for the small squares), crayons, and glue.

Coins Used in Lesson:

Grade Level(s):   K-2  

Procedures (online):

Procedures (offline):

1. Cut out a small paper square for each student in the class, and use chart paper to create a classroom graph with two areas - Turkeys and Eagles. In addition, you may want to gather pictures and other information about bald eagles and wild turkeys.

2. Share the following fun fact with students: Benjamin Franklin wasn't happy that the eagle was selected as our national bird. He wanted it to be the wild turkey. Franklin wrote: "I wish the bald eagle had never been chosen as the representative of our country; he is a bird of bad moral character; he does not get his living honestly..."

3. Ask students, If you had your choice, which would you rather have as our national bird - the bald eagle or the wild turkey? Why do you think the bird better represents our nation?

4. Give each student a paper square and crayons. Have them draw their "bird of choice" on the paper.

5. Have students come to the class graph and glue their bird drawing under Turkey or Eagle on the graph.

6. As a class, analyze the results. Ask questions such as: How many students in our class think the bald eagle is the best national bird? How many students in our class think the wild turkey would be a better choice? How many more people in our class like eagles instead of turkeys? What else can you tell about the students in our room from this graph?

Assessment / Evaluation:

Teacher observes and discusses the activity with students.

Differentiated Learning Options:

Have students write additional questions about the graph's data and ask other students to answer them.

Have students create a bar graph of the classroom responses using graphing software, such as The Graph Club or The Cruncher.

Have students research and learn about other kinds of birds. Using the information they've gathered, have students select another bird that could be our national bird and explain the reasons behind their choice.