Running head: AVIARY ADAPTATIONS 1

A Lesson in Aviary Adaptations

Sarah Barnhart, Kellie Ventimilia, Michael Vicent

California State University, Monterey Bay

November 20, 2018

IST524 Instructional Technology

Dr. Sarah Tourtellotte

Running head: AVIARY ADAPTATIONS 2

A Lesson in Aviary Adaptations

Course Topic/Focus

Our lesson plan will be focused on local aviary wildlife, and the adaptations that they

possess.

Learning Management System

Our lesson will include a blended style of instruction. Students will be required to make

aviary or outside observations, choose a bird to study, conduct research online, and build a

working model of an adaptation (wing shape, foot shape, beak shape, etc). As a final product,

the student will have to create a microlearning lesson design to explain their bird and its unique

adaptations. Options for this include, but are not limited to, a video, an animation, or an

infographic.

Blended or Online

Our lesson will be a blended design. We chose a blended course because by having

students observe outside or live-camera observations, and choose their own subject matter (bird),

they are more likely to take ownership of their project. Physically constructing part of their bird

will help the students retain lasting knowledge of the bird physiology and biology. Finally,

having the students create a short microlearning module will allow students a creative outlet for

sharing their knowledge, and this module has the ability to be accessed and viewed by other

students in an easy and timely manner. By incorporating all of these different types of learning,

our students will be more invested and interested in their project, and they will retain their

learning over a longer period of time.

Visual Design
Running head: AVIARY ADAPTATIONS 3

Our course will have four major components. The first component is a field research

piece, in which the students will be required to go outside and observe birds in their natural

habitat. From that observation, the students will need to choose one bird in particular that stands

out to them that they would like to research. The first module will consist of a list of resources

for students to explore the best areas to locate various birds in various parts of California. There

will be an interactive map where students will be able to click on the various birds spread

throughout the map. Upon clicking on a bird, the student will be directed to the park, beach, or

any public accessible location that the bird is often seen.

The second component of this project is to research the bird of choice, and learn its

habitat, food sources, and behaviors. Then, the students will need to identify an adaptation that

the bird has that enables it to live in its particular habitat, find its food source, and maximize its

efficiency in its environment. This can include adaptations such as webbed feet in ducks,

featherless heads for turkey vultures, or the shape of a hummingbird’s beak. A second module

will provide a history of various birds in the area containing lessons on migration patterns, eating

habits, mating techniques, and physiological capabilities. We will also have a required video for

the students to watch, which will contain playposit quiz questions.

The third component of this project is to physically construct (using simple household or

crafting items) a model of the chosen bird’s adaptation. For example, students could use

cardboard, popsicle sticks, and glue to create a webbed food and showcase a duck’s capability to

move easily and efficiently through water (its chosen habitat). This allows for students to gain a

deeper understanding of how and why their chosen bird functions the way that it does. A third

module will consist of instructions for this project with various examples of previously

constructed birds, as well as a list of tools and products that can be used to construct their design.
Running head: AVIARY ADAPTATIONS 4

Finally, the students will need to share their findings with their peers. As a final check

for understanding, the students will be asked to construct a microlearning module about their

bird of choice, and explain why its adaptations have made it suited to its environment. This

microlearning module can be created in the form of a video, infographic, short slide show, or

animated cartoon. The fourth module will contain a blog post where their choice of design will

be uploaded for other students to view.

Learning Theory and Instructional Design Model

Our lesson is based in the constructivist theory. By using a constructivist approach,

students will be able to have their own learning conclusions based on their research. The lesson

places the learner at the center of the lesson emphasizing discovery and building on existing

knowledge. The course instruction will be designed based the ADDIE model. With the use of

this model, we will be able to analyze the needs of our students, design the most appropriate

course content, develop the online course materials for each module, implement the materials

unto our learners, and evaluate the actual learning based on the end responses and accuracy to

the intended outcomes. (Reiser and Dempsey, 2017)

Asynchronous or Synchronous

This lesson will be asynchronous, as students will be able to conduct their research, build

their models, and create their microlearning modules on their own time. Once the microlearning

modules are uploaded in a blog post, other students will be able to view the lessons at their

leisure as well.

Rich Media

We will be using rich media as our final product in the class--the microlearning

module. Students will be encouraged to be creative in their media piece with examples such as
Running head: AVIARY ADAPTATIONS 5

videos, animated graphics, infographics, or short documentaries. Photos of their birds, as well as

the adaptations that they built, will be required.

Intentional Learning Outcomes

Our intentional learning outcome is for students to identify the unique adaptations that

birds have that allow them to thrive in their particular habitats. By having each student focus on

one bird and adaptation, and then having the students share out their findings, it allows for the

class to have access to many different examples of birds and their adaptations.

 Given a natural habitat, students will be able to choose a bird and accurately represent its

physiological adaptations.

 Upon researching their chosen bird, students will be able to construct a model of their

bird’s physiological adaptation.

 Students’ research will help clarify their understanding of wildlife adaptations to

environmental changes.

Triangulated Alignment

The activities are designed for students to interact and build off of the previous

activity. For example, task three (model construction) cannot be completed without first

completing task two (research about a specific bird). Our activities seek to first engage the

students, then ask them to expand their own knowledge, to put that knowledge to the test with

physical construction, and to finally use all of their learning to present a final product to their

peers.

Content and Readings

The content will mostly rely on students doing their own research. However, reading

assignments containing information explaining adaptations in nature will be provided and

Running head: AVIARY ADAPTATIONS 6

required. Because students may be completing this task from different locations in California, we

will avoid an overarching article about bird life in one particular habitat or location. Therefore,

the material we provide will cover examples of habitat adaptations in some types of birds found

in beach settings, mountains, woods, and towns. By avoiding linear material, students will be

self-motivated to complete their own research on birds that are specific to their region. Although

all students will be completing the same tasks, the variety in birds will vary.

Assignments

Our Assignments include four components.

1. Students will conduct an outdoor observation to identify a chosen bird.

2. Once students have identified a bird of their choice, they will conduct research on that

bird to discover its habitat, food sources, and other unique characteristics. The student

will then identify a particular adaptation of this bird that they would like to focus on.

3. Once an adaptation has been chosen, the students will then construct a model of that

chosen adaptation (building a bird foot or beak, etc).

4. Finally, the student will construct a microlearning module explaining the bird and its

adaptation. The module must include an explanation of the built model, as well as a photo

of their chosen bird. Some options for the module include an infographic, a short

documentary, or an animated video.

Authentic Tasks

The tasks will serve to educate the students more about the local wildlife in their region,

as well as how well these birds are adapted to their habitats. This is important because empathy,

or understanding an animal is often the first step toward a conservation mindset. Gaining

empathy for local animals will make the students more aware of the animals that they live near,
Running head: AVIARY ADAPTATIONS 7

and it can also help them learn to care for these animals, and to help keep their habitats clean and

safe.

Discussion Forums

The only time students will interact with each other will be while posting their final

microlearning modules, and commenting on each other’s posts. This will give students the

chance to not only learn facts about other birds, but also to see how other students chose to be

creative and impart information.

Social Learning Technologies and Purposeful Learning Activities

Social learning technologies will be implemented with the use of a forum post so that

students can interact with each and comment on one another’s designs. An interactive map will

also be used so that students are aware of the types of birds that live in various parts of

California. This map will help broaden student’s perspective on wildlife and natural habitats. We

will devote a module to articles that students can read as well as a short video that contains key

information explaining how the environment affects the wildlife in various parts of California.

This video will contain playposit quiz questions, which will be implemented in the video. The

video will pause to ask the student questions, keeping them engaged in their learning.

Technology and Social Media

Technology will be incorporated through both the research of the students chosen birds,

and also through the presentation of their microlearning modules at the end of the lesson. The

only social media platform used will be the discussion forum and blog post accessed while

posting and reading the microlearning modules.

Functional Architecture
Running head: AVIARY ADAPTATIONS 8

Our course content will be embedded into iLearn. We will use the functionality of the

iLearn site to create our modules, which will showcase our video, articles, instruction, intended

outcomes, examples, and forum post. This architecture will allow for easy navigation and the

best pathway for a home learning experience.

Technics

We intend on using a variety of technics previously mentioned; however, one of the more

engaging technics that will ultimately launch the students’ learning experience is the interactive

map of California’s natural birdlife. As the student navigates through the map, they will be able

to click on the different bird types which will take them to more information on a specific bird.

They will be able to gain a better understanding of how different birds live prior to exploring

their own local terrain.

Intentional and Unintentional Learning

The intentional learning that is expected from the design of this course is meant to teach

students about their own local birdlife and environment in comparison to birdlife found in other

parts of California. In addition to gaining a broader perspective on bird species and their

environmental adaptations, we hope to instill an unintentional learning outcome of empathy and

coexistence. By understanding the differences in species, students may relate their bird research

and projects on a human level by appreciating our own differences.

Feedback

The final grade given will be based on the microlearning module that the students create.

Feedback on their module will be given by both their fellow students, and based off of a

predetermined rubric, which will be graded by the instructor.

Running head: AVIARY ADAPTATIONS 9

References

Monterey Bay Aquarium Foundation. (n.d.). Aviary Cam. Retrieved November 19, 2018, from

http://www.montereybayaquarium.org/animals-and-exhibits/live-web-cams/aviary-cam

Reiser, R. A., & Dempsey, J. V. (2017). Trends and Issues in Instructional Design and

Technology. Boston, MA: Pearson Education.