Birds
by Kelly Wood and Kim Meyer
Grade level: Grade 2
Rationale
We share the environment with birds. The changes that occur in our environment will affect us as well as the birds. The activity will provide children with information about birds that will help them to see how they live and interact with their environment.
Objectives
Students will be able to:
Identify a bird of their choice.
Identify information about their bird such
as habitat, food, coloring and protective features, and egg type
that the bird possesses.
Identify physical characteristics that
help birds survive in their environment.
Relate bird's adaptations to how humans
survive in their environment.
Materials
Story book, Flute’s Journey/ paper/ pencils/ markers/ paints/ butcher block paper/ bird costume/ one chaperone for every 4 kids/ permission slips.
Anticipatory set (10 minutes)
Teacher will enter the classroom wearing a bird costume (a mascot uniform) and singing the "Five Little Ducks" song that the students know to gain the attention of the students and to introduce the topic of birds. Students will be asked to make observations about the bird costume that the teacher is wearing. They will be asked, "What can you tell about this bird by looking at it?"
Pre-activity (30 minutes)
Procedure
 | Students will discuss the characteristics of what makes them who they are- (appearance, home, personality, and backgrounds). What kinds of ways do we as humans protect ourselves? |
| The teacher will then read the story Flute’s Journey by Lynne Cherry to the children. Student will look for these same kinds of characteristics in the bird described in the story. |
Teacher's role
Teachers will help students relate their different characteristics and needs to those of the bird. While reading the story teachers ask students to observe habitat, food, egg type, and protective features of "Flute." Give an explanation of these different components if necessary.
Student's role
To share what makes them who they are with the group. To respond to the teacher's questions by using picture and contextual clues.
On-site activity (45 minutes)
| Students will explore the museum and choose a bird to focus on. |
| Students will read the informational signs by their bird to gain information about what the bird eats. |
| They will make observations about the plants and animals in that region to figure out where the bird's habitat is located. |
| Students will then examine the bird to see how it has adapted to its surroundings. |
| As a group the class will go to the egg exhibit and each student will find the egg of their chosen bird. Students will sketch their egg and record information that they have gained about their bird. |
Teacher's role
Chaperones will be provided to lead small groups through the museum and to help students locate needed information about their chosen bird. Each small group of students will start at a different part of the museum as to not have too many children by one exhibit at a time. Teacher will facilitate and oversee the exploration process, keeping the children on task. Teacher will remind students of the components discussed in the pre-activity as they record information about their bird.
Student's role
Students will chose a bird and observe it's surrounding, physical characteristics, and written information. They will record their findings and sketch their egg after group exploration.
Post activity ( 30 minutes)
| Students will share their findings with their classmates. |
| Students will make and compare a list of what they need to survive versus what a bird needs to survive. |
| From these lists they will create their own bird based on each survival need from the list. |
Teacher's role
To facilitate the comparison discussion of humans and birds and record student's answers.
Student's role
To participate in the comparison process. They will create their bird using the components of survival.
Closure (10 minutes)
| Review the characteristics that make the students who they are. Review what human survival needs are and how we fulfill those needs. |
| Highlight selected features from a few of the chosen birds that the children have explored. Discuss characteristics of those birds and how they met their needs for survival. |
| Students will share the bird that they created with the class. |
Assessment/Evaluation
| Students will be assessed based on their oral explanations of their bird’s habitat, food, coloring and protective features and egg type that their bird possesses. They will receive a checkmark for the completion of this task. |
| Students decision making will be evaluated based on whether or not they chose a bird and related the concepts being discussed to their bird. Both their drawings and explanation will be given a letter grade based on how they relate their bird’s features to their lives. |
| Students will be asked to write four sentences about what they have learned from their field trip experience. Students will receive one point for each sentence they write with the maximum amount of points being four. |
Extensions
| Students will make a life-size drawing of the bird they created |
| Students will compose a short story about the adventures that their bird may encounter. |
| Students may choose to create a different type of creature, draw it and compose a story about it telling of its survival needs. |