Fill the bill
by April Frahm
Grade level: 2
Rationale
It is important for children to notice and understand the differences found in nature. Having the children learn about and discover why birds have a variety of beaks will assist the children in discovering that every object is unique and is shaped the way it is for a specific reason.
Pre-visit activity: Different beaks
Subjects/approximate time
Science, Art, Language Arts/ 75 minutes
Rationale
To introduce the students to some of the different types of beaks that birds have and help them discover an understanding for why birds do not all have the same beak. Also, to help them determine what the different sizes and shapes of beaks are best suited for. This unit will tie in easily with the previous unit on "forms of life found in your own backyard." In addition, this particular activity will serve as a good lead up to their class trip to the UWSP Museum.
Objectives
Students will be able
to describe four of the seven different types of beaks they
learned about in the activity.
Students will be able
to explain how each type of beak is adapted to feed on foods that
the bird eats.
Materials
Worksheet (create one for the children to record their results), chalkboard and chalk, chopsticks (4 sets), cakepan, sawdust, nutcracker (3), strainer (2), eyedropper (3), nuts, Styrofoam pieces, aquarium (2), slotted spoon (2), rice, tweezers (4), tiny marshmallows, envelope (2), log (2).
Procedure:
Anticipatory set
I will begin this unit on bird beaks following a unit on "forms of life found in your own backyard." To introduce this unit I will discuss with the students that even though a robin and a hummingbird are both birds, they look very different and have different features. I will have the children brainstorm ways in which the birds may be different.
Specific procedure
Once the class comes up with the idea that birds have different beaks, I will have the class discuss what types of beaks they have noticed on birds. The children will then be asked to formulate reasons as to why they think birds have these different beaks. As a class we will make a list on the chalkboard of all the different types of beaks we came up with. Once they feel their list is complete, I will add and discuss the types they left out. (The list must include beaks for probing, cracking, scooping/shoveling, filtering, trapping/gaping, picking, and hammering.) When the list is complete, the children will work in cooperative groups of three or four (whatever number equals out to seven groups) and the teacher will give each child a copy of the worksheet. Explain to the groups that their job is to determine which "beak" at each station is best suited to obtain the "food" located there. They can record their results on the worksheet by writing the name of the tool that worked best for each station. Once their group has been to each station, they can go back to their seats and match the food sources with the birds at the bottom of their worksheet based on what their beak looks like it is suited to eat. The following are some guidelines for setting up the seven stations.
Station #1- Cakepan filled with sawdust with gummy worms on the bottom to represent worms buried in the mud. (probing - snipes, curlews). Tools: chopsticks (this one works best), nutcracker, strainer.
Station #2- Nuts to represent seeds with hard coverings (cracking - grosbeaks, cardinals, sparrows, and other finchlike birds). Tools: nutcracker (this one works best), eyedropper, chopsticks
Station #3- Styrofoam chunks floating in an aquarium filled with water to represent fish and other aquatic animals. (scooping/shoveling - spoonbills, pelicans). Tools: slotted spoon (this one works best), eyedropper, chopsticks.
Station #4- Puffed rice in an aquarium filled with water to represent tiny aquatic plants and animals. (filtering - flamingos, some ducks). Tools: strainer (this one works best), tweezers, slotted spoon.
Station #5- Tiny marshmallows tossed in the air (which must be caught while in the air) to represent flying insects. (gaping/trapping - nighthawks, swallows). Tools: envelope (this one works best), tweezers, chopsticks.
Station #6- Rice spread on a log to represent caterpillars and other insects. (picking - warblers, crossbills). Tools: tweezers (this one works best), envelope, nutcracker.
Station #7- Rice scattered on and in a small log with a hole in it to represent insects in a hollow tree. (hammering - woodpeckers). Tools: tweezers (this one works best), eyedropper, slotted spoon.
Closure
Following the completion of the worksheet, the students will share their findings with the rest of the class while the teacher compiles their answers on the chalkboard. The teacher and the class will discuss any discrepancies that arise in which tool worked best or what each particular bird eats. After the above is done, take some time with the class to discuss how these specialized beaks help the birds stay alive - (the bird may be able to eat a food that none of the other birds can eat). Secondly, discuss how having a specialized beak could possibly hurt a bird - (if its food source becomes unavailable, the bird will be unable to eat anything else). Finally, discuss that some birds like crows have very versatile beaks and can eat a variety of foods.
Considerations
Make sure to discuss
with the group that they are not to eat any of the edible objects
at the stations due to the fact that they are dirty.
Have the teacher pick
the groups to ensure a diversity of skill level within each
group.
Walk around and
assist any groups that seem to be having difficulty.
Make sure the
students clearly understand any new vocabulary introduced.
Keep the lesson
moving to keep the interest of any of the children who are easily
distracted.
Label tools found at
each station so that students know what they are
called.
Assessment/evaluations
Students will be informally assessed through their responses to the questions and by the observations the teacher makes of them as they are working. Students will be formally assessed by collecting and grading their worksheets. Also, students will be given four sheets of paper and asked to draw four of the seven beaks they learned about and briefly describe what each of those beaks are best suited to eat.
Extension Activities
One extension activity I would engage the students in is to take them outside on the playground near some trees or to take them to a nearby park and have them do some birdwatching. The students would be encouraged to try to determine what the birds they see eat based on what their beak looks like.
A second extension activity I would present would be for the students to design a beak for a bird that eats pine needles or rocks. The children would need to draw the beak and write a paper on why the beak is shaped the way it is.
On-site activity: Beak hunt
Approximate time
8:00-8:45 Students and teachers board the bus and depart from school and arrive at the UWSP Museum of Natural History.
8:45-9:45 Students explore the museum and find answers for their worksheet.
9:45-10:15 Discuss student's findings for their worksheet.
10:15-11:00 Board the bus and depart from the museum and arrive at school.
Rationale
To enhance the unit on bird beaks by giving the students the chance to see the bird beaks they have been studying up close on actual birds. This hands-on and visual experience will enhance their awareness and memory of the different functions of beaks by being able to see them in such detail.
Objectives
Students will
identify seven birds at the UWSP Museum of Natural History that
fit descriptions they learned about for the seven different
functions of beaks.
Students will pick
one of the birds they chose, draw it, and explain why they feel
its beak is best suited for the function they said it was.
Materials
Worksheet (create a worksheet for students to record their information), pencils, clipboards, paper.
Anticipatory set
Following our pre-visit lesson, we will continue our unit on the various types and functions of bird beaks by viewing actual birds at the UWSP Museum. A week prior to this field trip, the teacher will send home a permission slip to each child's parents to have them sign and return. The teacher will also call ahead to the museum the day before the visit to confirm the date and time. On the bus ride over to the museum the teacher will discuss with the students about what they are to do with their time at the museum and what is considered appropriate and inappropriate behavior. Students will be asked to form a buddy system. If there are an odd number of students, there can be one group of three.
Specific procedure
Upon arriving at the UWSP Museum of Natural History, the children will be asked to get into their groups of two or three and the teacher will hand out a pencil, clipboard, paper, and recording worksheet to each child. Review with the students that once they are inside the museum, they are to spend their hour looking around them in search of birds to fit the description for each of seven types of beaks they discussed in the previous lesson. Also, remind them that they are to pick one of the birds they selected, draw a picture of its beak, and write a paragraph on why they feel its beak is designed for the function they said it was for.
Once inside the museum, allow the children to go off in groups and work with their buddies to find answers for their worksheet. Walk around the museum and observe how the students are going about finding answers.
Closure
To close this activity students will discuss examples they found for each beak type and why they chose that bird. Once all the students have had a chance to share their findings, the teacher will ask if the students noticed any beaks that they had not discussed -(For example: the bald eagle's beak; it is for tearing apart its food).
Considerations
Make sure students
work in groups so that they do not go wandering off.
Make sure there is a
teacher at the front entrance at all times so that students
cannot leave the museum.
Remind students to go
to the bathroom before they leave the school and before they
leave the museum.
Walk around the
museum and make sure all the students are behaving appropriately
and staying on task.
Assessments/evaluation
Students will be informally assessed through observations the teacher makes of them when they are looking for answers to the worksheet. Students will also be more formally assessed through answers they give on their worksheet and through the picture and description they write about one of the particular birds.
Extension activities
One extension activity would be to challenge the children to see how many different birds they can find at the museum to fit each of the seven different beak functions. They can also make a list of the birds that seem to have beaks that do not fit any of the seven functions.
A second extension activity would be for the children to go around and draw some of the different types of feet they noticed on the birds. They could then formulate reasons for what each of the particular feet may be best suited for.
Post-activity: Bird beak parade
Approximate time
Creating picture and
compiling information - 40 minutes
Parade,
presentations, questions, and evaluation - 45 minutes
Rationale
To wrap up the unit by having children share with another class information they learned about bird beaks. This activity will provide some closure to the unit and it will provide students with a picture to take home and show to their parents and siblings to educate them about what the child is learning at school.
Objectives
Students will create
a picture of a bird with their group's chosen beak type.
Each group will work
together to compile a list of information about their chosen beak
type.
Each student will
discover one additional characteristic about their bird to
present to their class.
Materials
Hat, slips of paper (each slip has one of the seven different beak functions discussed in class written on it ), poster board cut in circles with a 2ft. diameter, markers, colored pencils, pencils, paper.
Reference books: Some examples would be Birdwise, A Golden Junior Guide: Cardinals, Robins, and Other Birds, and Exotic Birds.
Anticipatory set
Following our visit to the UWSP Museum of Natural History, we will continue our unit by engaging in a fun, multi-step wrap-up activity. Students will rely on information they learned about in class and at the museum to create a poster and list of information about their selected beak functions to present to the other second grade class in a parade. The teacher will need to contact and set up a time with the other second grade teacher for the parade to take place. Before beginning the activity, the class will have to divide into seven groups and each group will need to pick a slip of paper out of a hat. (the slips of paper have the seven different beak functions learned about in class on them.) The teacher will explain to the students that they will be participating in a "beak parade" the following day with posters they will be making.
Specific procedure
The teacher will begin the activity by having each child in the seven groups decide what bird they would like to be. They must choose a bird that has the beak function listed on the paper their group selected. Next, the teacher will give each child a piece of round poster board. The teacher will explain that each child is to draw a picture of their bird and write the name of it on the front side of the poster board. (The picture can be of the whole bird or just the head portion - this can be left up to the students to decide.) After each student has completed their picture of their bird, they can begin to look up information about their selected bird and choose one or two things they would like to tell the class. Children should write this information on the back of their poster board. This information can be looked up in the reference material the teacher has set out that relate to birds. (Some examples would be Birdwise, A Golden Junior Guide: Cardinals, Robins, and Other Birds, and Exotic Birds) Once each member of their group is done, they can begin compiling a list of information they would like to tell the other class about the beak function their group represents. They should include information as to why the beak is shaped the way it is and what type of food it is used to eat. Each group should write down this information on a sheet of paper to hand in.
On the following school day the teacher will explain the idea of the parade more completely to the students. They will discuss information like where and how to walk, how to hold their poster so that everyone can see it, how to introduce their group's beak function and their specific birds to the class, and what rules need to be followed during the parade. After the explanation is completed, the students will hang on to their posters in front of them and proceed to begin their parade. During the parade the beak function groups will enter the classroom one at a time. Each group will describe and discuss their beak function. Next, each child will introduce their bird that has that type of beak. (The children will not discuss their interesting fact or two they found out about their bird yet.) After each group has had their turn, the class will return to their own classroom. Once everyone is seated, each student will take their turn doing a short presentation about their bird and the information they found relating to it.
Closure
After the presentations, the teacher will conduct a question/answer period revolving around the facts the students shared about their bird. When the teacher asks a question, anyone can volunteer the answer unless it is about their bird. Before ending the unit, the students will also complete an evaluation form regarding what they learned about birds and their beaks.
Considerations
Walk around and help
students if they are struggling.
Give students hints
(if needed) as to what information they might want to share with
the class.
Make sure the
children know they will be orally quizzed on the information
their fellow classmates present about their birds.
Check with the other
second grade teacher the day before to confirm the time of the
parade.
Encourage group
members to assist others in their group who may need some help in
writing any of the information.
Have the students
count off to create the seven groups for the project.
Assessment/evaluations
Students will be formally assessed on the list of information each group gathers about the beak their group represents. A second thing the students will be assessed on is the information they gather about their specific bird. A third thing they will be assessed on is their answers to the teacher's questions following the parade. A final thing the students will be assessed on is the responses they give on their evaluation form.
Extension activities
One extension activity I would present to the students is to have them design a bird feeder on paper. Once their feeder is designed, they would need to describe what type of bird would feed there based on its beak shape.
A second extension activity I would present to the students would be for them to play "It's a bird's life." This is a board game that has information about the things a bird may face in its first year of life.
Annotated bibliography
Ranger Rick's Nature
Scope: Birds, Birds, Birds! National Wildlife
Federation, 1989.
This resource was extremely helpful to me in designing my first activity. It provided me with a variety of excellent ideas and the basis for one of my worksheets.
MacPherson, Mary. Bird
Watch: A Young Person's Introduction to Birding.
Toronto: Sumerhill Press, 1988; pp. 11-33.
I used this source as a reference on the aspects of bird watching. It also contained some useful descriptions of how certain beaks are shaped for their particular functions.
Grolier Multimedia
Encyclopedia. (computer software) Grolier Interactive
Inc., 1997.
I used this source to find pictures of birds and beak function. It also provided me with information about these birds and beak functions.
Fichter, George S. A
Golden Junior Guide: Cardinals, Robins, and Other Birds.
New York: Western Publishing Company, Inc., 1993.
This resource will be used as reference material for the students to look up information about their chosen bird. Also, if the children finish early or would like to know more about birds, they can look at and read these books.
Hickman, Pamela M. Birdwise.
Addison-Wesley Publishing Company, 1988.
This resource will be used as a reference for students to look up information about their chosen bird. If children finish early or would like to know more about birds, they can look at and read these books. Of all the children's books I looked at about bird facts, this one is by far the best.
Singer, Marilyn. Exotic
Birds. New York: Doubleday, 1991.
This resource will be used as a reference for the students to look up information about their chosen bird. If the children finish early or would like to know more about birds, they can look at and read these books to discover more about the different types of beaks not discussed.
Illinois Department of
Conservation. Conservation Education Today and
Tomorrow: Illinois Birds. Nature Discovery Press,
Inc., 1992.
This source provides me with excellent examples of activities I could do revolving around the theme of birds and their distinguishing characteristics.