Bird adaptations
by Thea Daniels and Alison Guthman
Grade level: 2
Subjects: Science, Reading, Language Arts, and Visual Arts.
Permission Slip to Attend Field Trip Dear Parents, Our class will be visiting the UWSP Museum of Natural History on Thursday, May 7, 1998. We will be leaving the classroom at 9:45 a.m. by bus and be returning at approximately 11:30 a.m. We will be eating lunch when we return to school. On the bottom portion of this letter, you will find a permission slip. Please sign this slip indicating whether or not your child will be attending and return it no later than Friday, May 1, 1998. Thank you, Ms. Daniels and Ms. Guthman Please check one: __ My son/daughter has permission to attend the field trip to the UWSP Museum on Thursday, May 7, 1998. __My son/daughter will not be attending the field trip to the UWSP Museum on Thursday, May 7, 1998. __I would like to attend with my child as a parent volunteer and chaperone. _________________________ Signature of parent/guardian |
Pre-activity: Using adaptations to survive
Rationale
This activity will provide children with basic background knowledge about birds. They will gain an awareness of the different characteristics of birds and how they use these characteristics (beaks, feet, feathers etc.) to adapt to their environment. The children will acquire sensitivity towards birds as they experience first hand the unique qualities of individual bird species.
Objectives
To identify the
different beaks and feet that will be introduced in the eight
stations.
To identify the
different uses of these features and why birds have them.
To explain two
characteristics that give birds the ability to fly. (Example:
hollow bones and feathers)
To identify unique
characteristics of five birds, which help them adapt to their
individual environments as determined by their habitat.
Materials
Birds. Delafosse, Claude; Jeunesse, Gallimard; and Mettler, Rene. Scholastic Inc., New York, 1990.
8 tables/areas for stations, 3 tweezers, small pieces of pipe cleaner, 3 strainers, tub of pond water with algae, 3 pliers, sunflower seeds, 3 staple pullers, cotton, 3 eye droppers, colored water, 3 tongs, blocks in a bucket (no water necessary), 3 sets of chopsticks, rocks in tub of mud, 3 slotted spoons, marbles in a bucket of water, beak/feet identification cards, beaks/feet poster.
Procedure:
Anticipatory set:
We plan to introduce a unit on birds by reading and discussing the book, Birds. When reading this book to the class, focus on why birds can fly (hollow bones) and how their different characteristics (beak, feet, nests, feathers, and colors) help them adapt to their environments. This unit will be part of a larger theme incorporating all the animal kingdoms. Throughout this unit, we plan to focus on the distinct characteristics of birds and how they use them to survive in their various habitats.
Activity
Beaks and Feet
1. Break students into groups of three. To divide up the children, use 24 different colored cutout birds (eight colors, three of each color). One group will be at each of the eight stations.
2. At each station, the ID card will be read and then the children will use the tools (beaks) provided to retrieve "the bird food."
3. Stations are as follows: Tweezers, pipe cleaners, and ID card with description of "insect eaters." Strainer, tub of pond water with algae, and ID card with description of "filter-feeders." *Pliers, sunflower seeds, and ID card with description of "seed eaters." Staple pullers, cotton, and ID card with description of "birds of prey." Eyedroppers, colored water, and ID card with description of "nectar feeders." Tongs, blocks in dry bucket, and ID card with description of "wading birds." Chopsticks, rocks in mud, and ID card with description of "mud probers." Slotted spoon marbles in water, and ID card with description of "water strainers."
4. These stations are designed to allow the children to experiment with the different types of beaks. It is not meant to be competitive.
5. Allow for approximately 3 minutes at each station. Teacher will announce the time for rotation by playing bird sounds. The activity will take about 30 minutes.
Teacher role
Preparation of poster
and ID cards.
Collect materials and
organize the eight stations.
Read the book and
encourage discussion.
Monitor station time
and answer any questions.
Mentally assess and
talk with the children about what they learned during this
activity.
Lead closure
discussion.
Student role
Participate in group
discussion/debate about bird characteristics introduced through
the book and the activities at the stations.
Experiment with
hands-on simulations at each station.
Listen to and follow
directions.
Closure
After completion of the station activity, students will assemble in a large group to discuss new discoveries. (Example discussion starters: Which beak did you find the easiest to use? …the hardest to use?) Using the beak/feet poster, the children will identify which beak and/or feet goes with each description given. To conclude, have children write in their journals, identifying one bird, two of its distinct characteristics, and how/why it has these features.
Considerations
This activity should be done the day before visiting the UWSP Museum to get students excited about the observations and discoveries that will take place at the museum. This could be an indoor or outdoor activity depending on the weather. If possible, it would be helpful to have a student helper at each station (to help with reading ID cards and to discourage disruptive behavior) or just at the stations you feel are necessary.
Assessment/evaluation
The teacher will assess student learning based on group discussion and observation of the station activity. During the closing poster activity, children should be able to identify different beaks and feet that birds have and their uses. Students will demonstrate that they understand these characteristics through their journal entries.
References
Natures
Scope-Birds, Birds, Birds! Ranger Rick,
National Wildlife Federation, 1989.
How Birds Make A
Living, Learning About Birds-An instructional unit for Oklahoma
educators. Pages 11-15. Department of
Wildlife Conservation, Oklahoma, 1989.
Birds.
Delafosse, Claude; Jeunesse, Gallimard; and Mettler, Rene.
Scholastic Inc., New York, 1990.
On-site activity: Comparing birds
Rationale
This field trip is designed to create excitement in students toward birds and to give them an opportunity to apply their knowledge about various bird characteristics. Various habitats displayed at the museum will help children understand how birds' characteristics (beaks and feet) help them adapt to their environments.
Objectives
Be able to spot the
different characteristics of the birds that help them adapt to
their habitat.
Distinguish between
different shapes, colors, and sizes of birds.
Compare similarities
and differences between birds.
Use a combination of
previous knowledge which has been gained at the museum to design
a bird and its habitat.
Materials
Each child will need
a worksheet and a pencil.
ID cards from beaks
and feet activity.
Procedure:
Anticipatory Set
On the bus ride to the site, review with the children new information learned about birds and their characteristics. Have each child choose a couple of specific characteristics (such as an "insect eaters" beak) that they will try to identify first hand at the UWSP Museum. Observation at the museum will hopefully give the children a better understanding that birds live in many different habitats and use their characteristics to adapt to their environments (webbed feet and long legs are helpful for birds that live near water).
Activity
I spy a bird with….
1. Give each child a worksheet (see included example worksheet).
2. Group children with their pre-assigned partner.
3. Partners will be given 30 minutes to explore the museum exhibits and attempt to identify two birds from each category (insect eaters, filter-feeders, birds of prey, etc.).
4. After the children have been given time to investigate on their own, the class will meet in the auditorium.
5. Each set of partners will choose their favorite bird and describe its characteristics and habitat to the rest of the class.
UWSP Museum "I Spy" Sheet Type of beak ___________________________________ Name of two birds 1._________________________2._______________________ Exhibit where birds are found 1. __________________2._______________________ Find two birds in each category: Insect eaters: (tweezers); filter-feeders: (strainers); seed eaters: (pliers); birds of prey: (staple puller); nectar feeders: (eye droppers); wading birds: (tongs); mud probers: (chop sticks); water strainers: (slotted spoon) |
Teacher role
Prepare worksheet
before field trip.
Reserve museum.
Arrange
transportation and parking.
Get trip approved by
administration.
Get parent/community
volunteer chaperones.
Supervise children at
museum and initiate group discussions.
Go over the UWSP
Museum's rules and regulations.
Student role
Follow all bus and museum rules.
Work collaboratively
with partner to complete worksheet.
Participate in group
discussion.
Have fun exploring
museum exhibits.
Closure
The closure at the museum will be the group discussion in which the children will present what they have discovered during their exploration of the museum.
Considerations
1. Time spent at the museum will be approximately an hour to an hour and fifteen minutes.
2. Make sure chaperones are familiar with activities and rules before the trip to the museum.
3. Call museum a couple days prior to field trip to confirm reservations.
4. Bring along the bird ID cards from beaks and feet activity so children can use them as a reference while at the museum (keep them in the large group room).
Assessment/evaluation
Teacher will assess students' learning based on the following activity, which will be completed back in the classroom, the afternoon of the field trip to the museum.
Activity
Design Your Own Bird
Children now know about the unique features of birds so this is their chance to create an imaginary bird.
1. Give each child paper, pencil, and markers.
2. Children should use their imagination to create their own "make-believe" bird, which has its own unique characteristics.
3. Children will show and tell about their final creation to the class.
4. Each child will describe how his/her bird will use its characteristics to adapt to its habitat/surroundings.
Teacher role
Hand out paper and
drawing material.
Keep children on
task.
Encourage creative
thinking and problem solving through questions.
Student role
Create a bird using
their imagination, and illustrate this bird on paper.
Show and tell about
their final "imaginary" bird.
Considerations
Allow approximately 30 minutes for this activity. Depending on the weather, this can be an outdoor or indoor activity. As an extension activity, these bird designs could be displayed as a classroom mural. in which the children would construct the birds' habitats.
Post activity: Build a bird feeder
Rationale
This activity, centered on making a bird feeder, will create an awareness of birds located in the area. It will help the class appreciate and enjoy watching birds. Through observation, students will apply the knowledge they have already gained in previous lessons. By creating an ideal environment for bird watching, we hope to encourage environmental sensitivity.
Objectives
Identify five birds
common to the area by observing the birds that use the feeders.
Recognize what types
of food the different birds eat while at the feeders.
Identify the
different types of beaks and feet birds have that are most
commonly seen using the feeders.
Materials
Station One: Milk carton feeder- Empty milk cartons, scissors, pencils, paper punch, straight pins, string, birdseed .
Station Two: Pine Cone Feeder- Large pine cones, peanut butter, birdseed mix, oatmeal or cornmeal, string .
Station Three: Popcorn and cranberry strings- Heavy string or wire, big needles, old popcorn (easiest to string), cranberries .
Procedure:
Anticipatory set
Students will use knowledge they have gained about birds to create an environment that will be beneficial to several different birds. This will also create an area for bird observation right in the classroom.
Activity
Build a bird feeder
Set up the three stations with a different bird feeder being assembled at each. Divide children using the same method as in the pre-visit activity. Each child will assemble one bird feeder. Construction of the bird feeders are as follows:
Milk carton feeder-
Draw the door with a pencil. Cut on the line that was drawn.
Punch little holes with a pin in the bottom to let rain water
out. Punch a hole in top of carton and attach string. Fill the
feeder with birdseed.
Pine cone feeder- Tie
a string around a pine cone for hanging when finished. Cover the
pine cone with peanut butter. Roll in bird seed, oatmeal, and/or
cornmeal.
Popcorn and cranberry
strings- Thread needles with wire or string. String the popcorn
and/or cranberries.
After the feeders are assembled, hang them outside the classroom window for observation.
Teacher role
Gather needed
materials before class.
Give directions on
how to make each individual feeder.
Help hang the feeders
outside.
Encourage discussion
during closure activity.
Student role
Make the feeder and hang it outside a window for the birds. During the closing activity, talk about the kinds of birds that will eat at the feeders.
Closure
The children will anticipate which birds will eat from which feeder. Set aside free time during the week in which the children have the opportunity to bird-watch. Suggest that they can include their observations in their journals.
Considerations
Allow one hour for bird feeder construction and observation. Some of the materials used to construct the bird feeders (ex- milk cartons) could start a discussion on recycling and reusing.
Assessment/evaluation
The teacher will be able to assess the children's understanding of the many different bird characteristics and their attitude toward birds by reading their journal entries. Since bird watching will be an option during free time, the teacher could initiate group discussion about observations.
Extension activities
After a month of observation, have the students identify which birds are most common to the area based on frequent use of the feeders. Math can also be incorporated by having the students graph the number of times certain types of birds appear at the feeders. As a class, make a bird book with colored pictures of the most common birds in the area.