BIRDS ON THE BRAIN! Grade Level: Third Grade Presented by: Judy Alexander, Sandra White, Judy Sisson William Jefferson Clinton Primary School, Hope, AR Length of Unit: Nine Lessons
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ABSTRACT This unit develops an understanding of animals as found in the Core Knowledge Sequence for Third Grade by building a deeper knowledge of birds. It utilizes a variety of activities to explore their characteristics and habits. The content areas of science, reading, writing and poetry are woven in the unit and culminating activity. Students will complete this exciting unit with a strong knowledge of birds and their distinctive differences.
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OVERVIEW A. Concept Objectives: 1. Students will understand the irregular changes that occur in reaction to small changes in stable conditions: predator-prey cycle; ecosystems. 2. Students will understand that cyclical changes are common to living systems: life cycles. 3. Students will understand that there are many structures in the natural world. B. The specific content areas from the Core Knowledge Sequence in this unit are: 1. Science: Introduction to the classifications of animals:birds. 2. Language Arts: Reading, Writing, Poetry C. Skill Objectives: 1. Students will classify living things as plant or animal, and list how animals are classified according to characteristics they share. 2. Students will list and explain the different types of beaks, feet and feathers and their importance to each bird. 3. Students will describe in writing how birds build different homes according to their climate and environment. 4. Students will list the different ways and reasons birds communicate. 5. Students will list the characteristics and names of birds of prey. 6. Students will use information learned on super birds to draw the bird that he/she believes fits certain categories best. 7. Students will read and interpret poetry. 8. Students will describe several types of birds’ feet and explain how each helps a bird survive its habitat. 9. Students will compare and contrast various birds.
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BACKGROUND KNOWLEDGE A. Teachers: 1. Braus, J. (1992). Ranger Rick’s Nature Scope 2. Baily, J. and Burnie, D. (1997). Birds 3. Andrews, J. (1983). Nature Library Birds
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Students: Students will have a basic understanding of the differences between animals and birds.
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RESOURCES A. Braus, J. (1992). Ranger Rick’s Nature Scope
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B. C. D. E. V.
Chessen, B. (1998). Where Do Birds Live? Gans, R. (1996). How Do Birds Find Their Way? Kearns, M. (1999). Hooray For the USA Stone, L. (1983). Birds of Prey
LESSONS Lesson One: What makes a bird a bird? A. Daily Objective 1. Concept Objective(s): a. Students will understand that there are many structures in the natural world. 2. Lesson Content: a. Introduction to the classification of animals: birds. 3. Skill Objective(s): a. Students will classify living things as plant or animal and how animals are classified according to characteristics they share. b. Students will read and interpret poetry. B. Materials 1. Poster- What is bird? 2. Bird-shaped K-W-L 3. Poem “Sometimes” – Appendix A 4. Story “Flight of Fantasy” – Appendix B 5. Five pieces of chart paper 6. Colored markers 7. Instructions for Carousel Brainstorming – Appendix C 8. “What is a bird?” sheet – Appendix D C. Key Vocabulary 1. Vertebrate – an animal with a backbone 2. Invertebrate – an animal without a backbone 3. Cold-blooded – an animal whose body temperature matches its surroundings 4. Warm-blooded – an animal whose body temperature remains unchanged regardless of its surroundings D. Procedures/Activities 1. Write the following on the board: “What is a bird?” Then have students brainstorm characteristics they know. 2. Complete a bird shaped KWL chart with students. 3. Point out to students how scientists classify living things as plant or animal. 4. Review how animals are classified as vertebrate or invertebrate, cold-blooded or warm-blooded. 5. Read poem “Sometimes” aloud to class. 6. Ask students if they have ever wanted to be a bird and what it would be like to soar high above the sky. 7. Have students close their eyes, relax their bodies and let their imaginations soar as the teacher reads “Flight of Fantasy.” 8. Following the reading, divide the class into four groups for Carousel Brainstorming. Follow instructions in Appendix C to do carousel brainstorming for four questions about characteristics of birds that they should have picked up from the story.
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Use chart paper questions and answers to come up with characteristics of birds. List on the chalkboard. 10. Use poster “What is a bird” and see how closely the characteristics match the chalkboard. Evaluation/Assessment 1. Students will complete “What is a bird” worksheet (Appendix D) to show understanding of characteristics of birds.
Lesson Two: Fill the Bill A. Daily Objectives 1. Concept Objective(s): a. Students will understand that irregular changes occur in reaction to small changes in stable conditions: predator-prey cycle; ecosystem 2. Lesson Content: a. Introduction to the classification of animals: birds 3. Skill Objective(s) a. Students will list and explain the different types of beaks, feet, and feathers and their importance to each bird. B. Materials 1. Pictures of birds 2. Water 3. Tall thin vase 4. Straw 5. Small fishnet 6. Slotted spoon 7. Nuts 8. Nut cracker 9. Tongs 10. Chop sticks 11. Tweezers 12. Envelope 13. Pliers 14. Popcorn 15. Rice 16. Puffed rice 17. Clear containers 18. Strainer 19. Styrofoam 20. Pinecones 21. Peanut butter 22. Coffee can 23. Birdseed 24. Zip-lock bags 25. Bird beak information sheet (Appendix E) 26. Bird Beak Evaluation sheet (Appendix F) C. Key Vocabulary 1. Prey – an animal that is hunted by another animal for food 2. Chisel – a tool with a sharp edge for cutting, shaping or engraving
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3. D.
Pliers – tool of many shapes with jaws hinged like scissors for holding, bending, twisting, or pulling Procedures/Activities 1. Review information from previous lessons. 2. List characteristics of a bird on the board. Briefly discuss each that has already been presented. 3. Write the question, “Why do birds have beaks?” on the board. Brainstorm and list responses on board. 4. Point out that different birds have differently shaped beaks. Make clear to students that beaks and bills are the same thing. Show pictures of various birds and discuss the shape of their beaks (Appendix E). 5. Write: SEED EATING, INSECT EATING and PREYING on the board. Explain that these are the main types of beaks. 6. Explain that birds’ beaks are adapted for the types of foods that they eat. Compare the beaks to various tools that students are familiar with: example – straws, hooks, chisels, etc. Pass out information sheet on bird beaks. Have them add to bird information folder. 7. Under each category, list types of bird belonging to that category. Teacher will have to give suggestions. Discuss reasons why each bird belongs to that category. Discuss types of food eaten by each group. If possible, show pictures. 8. Six stations will be set up with each station having a special type of food. Each station will also have three different tools – one that fits the food and two that do not. Students will test each one and decide which instrument would be best for each food. Station 1. Water in a tall, thin vase (nectar in a flower)-sipped by hummingbirds. a. straw b. small fishnet c. slotted spoon Station 2. Whole nuts to represent seeds with hard coverings. Eaten by sparrows, cardinals, grosbeaks, and finches. a. nut cracker or pliers b. tongs c. slotted spoon Station 3. Popcorn tossed in air (has to be caught in the air) represents flying insects caught by nighthawk and whip-poor-wills. a. fishnet b. tweezers c. chopsticks Station 4. Rice spread out to represent insects eaten by warblers. a. envelope b. tweezers c. pliers Station 5. Puffed rice in water in a clear container to represent tiny aquatic plants and animals, eaten by ducks and flamingos. a. strainer b. tweezers c. tongs Station 6. Styrofoam chunks floating in water to represent fish and other aquatic animals eaten by spoonbill and pelicans. a. slotted spoon b. straw
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c. chopsticks After the activity, discuss beak adaptations. Explain that many birds can often eat only one type of food because of their beak. 10. Discuss which types of birds are most common in our area. What type of beaks do they have? 11. Make a bird feeder by spreading peanut butter onto pinecones. Place the pinecones in a coffee can filled with birdseed and shake. Place the pinecone into a zip-lock bag for each student to take home. Observe what types of birds use the feeder. Evaluation/Assessment 1. Students will identify each bird beak by the type of food it eats using a worksheet (Appendix F) in which they match up each beak to the correct type of food.
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Lesson Three: Feet are Neat A. Daily Objectives 1. Concept Objective(s): a. Students will understand that irregular changes occur in reaction to small changes in stable conditions: predator – prey cycle: ecosystem 2. Lesson Content: a. Introduction to the classification of animals: birds. 3. Skill Objective(s) a. Students will describe several types of birds’ feet and explain how each helps a bird survive its habitat. B. Materials 1. Pictures of birds 2. Copies of page 39 from Ranger Rick’s Nature Scope 3. Modeling clay 4. Tag board 5. Crayons 6. Scissors 7. Pipe cleaners 8. Paint 9. Forks 10. Kitchen utensils 11. Construction paper 12. “Feet are Neat” information sheet 13. “Feet are Neat” worksheet C. Key Vocabulary 1. Grasping – the power of seizing and holding 2. Scratching – to scrape or rub 3. Webbed – toes joined together by a membrane 4. Talons – the claws of an animal especially of a bird of prey D. Procedures/Activities 1. Review information from previous lessons. 2. Tell students that birds have two feet and different birds have different feet. Teach differences in each category of climbers, grassers, perchers, runners, scratchers, and swimmers.
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Show pictures of different birds. Compare and contrast the differences and likeness of their feet. Pass out “Feet Are Neat” sheet (Appendix G) to discuss and add to their bird folder. 4. Make copies of page 39 from Ranger Rick’s Nature Scope for each child. Have them decide which bird goes with which feet. 5. Pass out modeling clay and allow students to make a model of bird feet. When they are done, have them draw a picture of a bird on tag board. Color and cut it out. Next make the legs by twisting pipe cleaners together. Attach pipe cleaners to bird picture and press down into clay feet. 6. Using a variety of forks and other kitchen utensils, students will make bird feet prints. Discuss any similarities to the different types of bird feet. Put paint into shallow dishes and have students press the forks and /or utensils into the paint and then onto construction paper. This will simulate bird tracks. Evaluation/Assessment 1. Give each student a sheet that has each type of foot on it (climbing, scratching, webbed, grasping, running and perching) and have them list three birds for each type of foot.
Lesson Four: Feathers and Wings A. Daily Objectives 1. Concept Objective(s): a. Students will understand that irregular changes occur in reaction to small changes in stable conditions: ecosystems 2. Lesson Content: a. Introduction to the classifications of animals: birds 3. Skill Objective(s) a. Students will classify living things as plant or animal, and list how animals are classified according to characteristics they share. b. Students will list and explain the different types of beaks, feet, and feathers and their importance to each bird. B. Materials 1. Drawing of a bird with spread wings on transparency. 2. Copy of drawing above for each student. 3. Handout of vocabulary words and meanings for each student (Appendix I) 4. Live bird to visit or stay in the class during lesson if possible. 5. Zip-lock bags for each student. 6. Library books of birds. 7. Assessment: Vocabulary Test (Appendix J) 8. Have students bring in different kinds of bird feathers. C. Key Vocabulary 1. Contour – feathers that are stiff and cover the wings and the body, the most common type of feather; very strong and lightweight. 2. Vane – the rest of the feather that is made up of barbs and barbules. 3. Flight muscles – chest muscles where the wings are attached to the bird. 4. Down feathers – fluffy feathers that help insulate the bird to keep it warm and protect its body. 5. Convex – curved on top 6. Shaft – the hollow tube made of a very hard material. 7. Barbs – looks like small hairs coming off the shaft in parallel rows.
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Flight feathers – contour feathers are shaped to fan the air, which creates a lift that helps the bird get off the ground, maneuver in the air and land safely. 9. Pectoral – chest muscles where the wings are attached to the bird. 10. Molting – replacement of old feathers with new feathers. 11. Keratin – a very hard material that makes up the shaft and is the same material our fingernails and reptile scales are made of. 12. Barbules – rolled edges on one side and tiny hooks on the other side that interlock to hold the barbs together; one of the most important flight features of the bird. 13. Concave – flat or slightly curved on the bottom. 14. Preening – cleaning of feathers using the bill; pulling out dirt and insects. Procedures/Activities 1. Hand out vocabulary words and meanings 2. Read and discuss each word 3. Teacher and students locate each word on the bird feather and label. (Teacher using transparent copy of birds with spread wings and students using their copy). 4. Bring in a live bird if possible to discuss molting 5. Using library books, have students look for birds with different kinds of feathers. (May work in pairs or groups). 6. Have students show and tell bird feathers that they have brought to class. 7. Divide students into pairs and go outside on school campus for a feather hunt. Give each pair of students a zip-lock bag. 8. Show and tell about feathers found. Evaluation/Assessment 1. Vocabulary Test (Appendix J) 2. Write a paragraph explaining why feathers and wings are important to birds.
Lesson Five: “Nests” For Sale
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Daily Objectives 1.
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Concept Objective(s): a. Students will understand the irregular changes occur in reaction to small changes in stable conditions: ecosystems. Lesson Content: a. Introduction to the classifications of animals: birds Skill Objective(s) a. Students will describe in writing how birds build different homes according to the climate and environment.
Materials 1. Drawing of a bird house on chart paper 2. Where Do Birds Live 3. Dirt 4. Water 5. Twigs, stones, string, etc. (will be brought in by the students) 6. Discover Birds 7. Butterscotch morsels 8. Peanut butter 9. Chow mein noodles 10. Peanut M&M’s 11. Tablespoon
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Wax paper Copies of Appendix K, L, M and N –enough for students Key Vocabulary 1. Nest – a bed or shelter prepared by a bird for its eggs and young 2. Twigs – small shoots or branches 3. Habitat – the place or type of place where a plant or animal naturally or normally lives or grows 4. Protected – covered or shielded from something that would destroy or injure 5. Predators – animals that lives by killing and eating other animals 6. Lichens – any of numerous complex plants made up of an alga and a fungus growing together on a solid surface 7. Thistledown – the mass of seed-carrying fluffy bristles from the ripe flower head of a thistle. 8. Adaptable – to make or become suitable Procedures/Activities 1. Using previously drawn birdhouse on chart paper labeled “Bird homes” at the top, have the students brainstorm as to what different types of homes they think birds live in. 2. Read aloud Where Do Birds Live and discuss all the different types of homes. 3. Using chart paper and background knowledge, have the students compare the ways that different people and animals build homes: example – Eskimos use ice for their homes and bats use caves, etc. 4. Give each student a copy of Appendix K. Using this appendix and the book Discover Birds, discuss the different types of birds and their nests. Let the students brainstorm on each different type of nest as to other birds they know build this type of nest. The students need to add this sheet to their bird notebook for future reference. 5. Give each student a copy of Appendix L. Using this sheet, open up a class discussion on how many different sizes of nests there are. Then let the students color the nests and add this sheet to their bird notebook. 6. Give each student a copy of Appendix M. Using this recipe, make the edible birds’ nest. Then give the students M&M’s to put in the nest for eggs. At the end, let the students eat their nests and eggs. Have them add the recipe to their bird notebook. Evaluation/Assessment 1. Give each student a copy of Appendix N. The student will choose a bird and draw the bird and its nest. Then on the second part, he/she will take a matching test over the different types of nests.
Lesson Six: Bye -Bye Birdie A. Daily Objectives 1. Concept Objective(s): a. Students will understand that cyclical changes are common to living systems. 2. Lesson Content: a. Introduction to the classifications of animals: birds 3. Skill Objective(s) a. Students will classify living things as plant or animal, and will list how animals are classified according to characteristics they share.
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Materials 1. Vocabulary Sheet 2. World Map 3. How Do Birds Find Their Way book 4. A book on US land marks – Hooray for the USA 5. Paper 6. Pencil Key Vocabulary 1. Migration – to move from one region of climate to another on a regular schedule for feeding or breeding. 2. Compass – a device for determining directions by means of a magnetic needle pointing to the magnetic north. 3. Ornithologist – a scientist who studies birds 4. Navigation – the method of determining position, course and distance traveled Procedures/Activities 1. Review lesson on bird homes 2. Introduce all new vocabulary and add words to bird folder. 3. Read the book, How Do Birds Find Their Way? aloud to the class. 4. Have class discussion on why and when birds migrate. Use a world map to help explain. 5. Explain birds migrate to the same place every year. Birds use different signs to point them in the right direction. 6. Explain that some birds migrate and some do not. Give examples of both. 7. Explain that birds that migrate are born with an instinctive drive telling them where to go, when to stop, and how to get back. Evaluation/Assessment 1. Write a story pretending you are a bird migrating from the northern U.S. to the southern U.S. Discuss all the states and landmarks you will see during your travel. Use Hooray for the USA for landmark references.
Lesson Seven: Bird Talk A. Daily Objectives 1. Concept Objective(s): a. Students will understand that there are many structures in the natural world. 2. Lesson Content: a. Introduction to the classifications of animals: birds 3. Skill Objective(s) a. The students will list the different ways and reasons that birds communicate. B. Materials 1. Recordings of bird sounds 2. Tag board 3. Markers C. Key Vocabulary 1. Ornithologist – scientist who study birds 2. Innate – born with 3. Calls – sounds consisting of a note or a few notes that birds make during feeding, migration, or whenever danger is near
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Procedures/Activities 1. Review 2. Ask the question “Why do you think a bird sings?” List responses on the board. 3. Explain to students that birds have several ways of communicating with each other. Discuss the uses of birds’ songs and calls in attracting mates, staking out and defending territories, and in giving warning calls. Compare the differences in the sounds. 4. Explain to students that some birds are named the sounds of their calls. Birds such as the bobwhite, whip-poor-will, chickadee, and killdeer are examples of birds that “say” their name. Play some recordings of these calls. Have students make up calls for their own names and perform for the rest of the group. 5. Tell students that many people try to imitate the songs or calls of birds. Hold a contest to see who is the best bird imitator in the class. Play a recording of bird sounds then have a student try to imitate it. The rest of the class can vote on whom they think did the best. Repeat the contest until everyone has a chance to participate. The winner of each birdcall can compete against each other for the title of “Best Bird Imitator.” 6. Divide the class into five groups. Have each group design/create an imaginary bird. Let them draw it on tag board. Let each group make up a song and/or call for their bird. Also have them make up a warning call and any others they want to add. Have each present their birds and demonstrate their songs and calls. Evaluation/Assessment 1. Play a recording of birds’ songs or calls. Determine what types of calls they are.
Lesson Eight: Beastly Birds
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Daily Objective 1. Concept Objective(s): a. Students will understand that there are many structures in the natural world. 2. Lesson Content: a. Introduction to the classifications of animals: birds 3. Skill Objective(s) a. Students will list the characteristics and names of birds of prey. Materials 1. Birds of Prey 2. Collection of pictures 3. Video – It’s a Hoot! 4. Story – “The Bald Eagle” from Turtles like to Sleep In Key Vocabulary 1. Prey – animal hunted or killed by another for food 2. Talon – claw of a bird of prey 3. Buzzard – one of the various hawks and vultures 4. Falconer – person who trains, hunts, or breeds birds of prey 5. Keen – sharp eyesight or hearing 6. Burrowing – digging a hole in the earth Procedures/Activities 1. Review 2. Compare/contrast songbirds and birds of prey. 3. Define and discuss key vocabulary.
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4. 5.
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Read aloud Birds of Prey. Individually give characteristics of different birds of prey after reading book – vultures, condors, hawks, eagles, owls. 6. Show pictures of common birds of prey and point out characteristics of each. 7. Using pattern for “Are You Sleeping” Appendix O, create a song about a bird of prey. 8. Sing song to class members 9. Watch video-It’s a Hoot and identify birds of prey. 10. Ask class if they know what bird is the national bird? Read story “The Bald Eagle” aloud. 11. If possible, have as a guest a wildlife rehabilitator of birds of prey. Evaluation/Assessment 1. Research and create a data bank of three birds of prey on data bank form (Appendix P)
Lesson Nine: Super Birds A. Daily Objectives 1. Concept Objective(s): a. Students will understand that there are many structures in the natural world. 2. Lesson Content: a. Introduction to the classifications of animals: birds 3. Skill Objective(s) a. Students will use information learned on super birds to draw the bird that he/she believes fits certain categories best. b. Students will compare and contrast various birds. B. Materials 1. Pictures of wandering albatross, marabou stork, Andean condor, ostrich, hummingbird, and penguin. 2. Yard stick 3. Bathroom scales 4. Ping pong ball 5. Jellybeans 6. Drawing paper 7. Crayons C. Key Vocabulary 1. Armspan- the distance covered between the two outstretched arms of a person 2. Wingspan- the distance covered between the two outstretched wings of a bird D. Procedures/Activities 1. Review the previous lesson. 2. Show pictures of a wandering albatross, marabou stork, Andean condor, an ostrich, a hummingbird, and a penguin. Ask students if they know what these birds have in common. Explain that each holds a record for an unusual and/or interesting fact. Using background knowledge, present each bird with their fact. 3. Using pictures of the albatross, condor, and stork explain to students that they hold the record for the largest wingspans. Have each student guess his or her own “arm span.” Next have students pair up and measure each other’s arms, using a yardstick. Ask how they compare to the three birds. 4. Show a picture of an ostrich. Using background knowledge present each fact about an ostrich: tallest, heaviest, largest eyes, and largest eggs. Estimate how Birds on the Brain, Grade 3
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much you think each weighs before giving known weights. Weigh each child using bathroom scales. Compare their weight to that of an ostrich. Who weighs more? 5. Show the class a ping-pong ball. Tell the students that the bee hummingbird is about the size of the ping-pong ball. Show pictures of hummingbirds. Pass around some jellybeans. Tell the class that a hummingbird’s eggs are even smaller than the jellybeans. Compare and contrast the hummingbird and the ostrich using a Venn diagram. 6. Ask the students who likes to swim. Ask them if they can swim fast. Next, show pictures of penguins. Explain to the students that although penguins can’t fly, they are the fastest swimmers (using background knowledge to give facts). Compare the penguin’s wings to flippers worn sometimes in swimming. How are they alike? How are they different? E. Evaluation/Assessment 1. Ask the students what each group has in common. List answers on the board (warm-blooded, feathers, beaks, two legs, etc.). Display pictures of all the super birds discussed. Have a contest. Have each student draw the bird they think is the weirdest, funniest looking, the most colorful, etc. Have students present their drawings and explain why they chose this bird, using tally marks to see which bird wins the most categories. VI. CULMINATING ACTIVITY VII. HANDOUTS/WORKSHEETS
See Appendices A-O
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VIII.
BIBLIOGRAPHY Alverman, D. (1993). Turtles Like to Sleep In. Lexington, Massachusetts: DC Health & Co. ISBN 0-669-30047-0 Andrews, J. (1983). Birds. New York: Exter: ISBN 0-671-05593-3 Bailey, J. and Burnie, D. (1997). Birds: New York: Pk Publishing: ISBN 0-7894-2212-3 Biel, T. (1990). Owls. Mankolo, MN: Creative Education, Inc., ISBN 0-88682-268-8 Braus, J. (1992). Ranger Rick’s Nature Scope: Birds Birds Birds: Washington, D.C. ISBN 0- 945051-32-8 Chessen, B. (1998). Where Do Birds Live? USA: Scholastic, Inc. ISBN 0-590-76967-7 Gans, R. (1996). How Do Birds Find Their Way? New York: Harper Collins Publishers, Inc., ISBN 0-06-020224-6 Gibson, D. (1999). Owls and Their Homes. The Rosen Publishing Group, Inc. ISBN 0-8239-5308-4 Jenkins, P. (1996). Falcons Nest on Skyscrapers. New York: Harper Collins: ISBN 0-06-021104-0 Kearns, M. (1999). Hooray for the USA. Teacher Created Materials, ISBN 1-57690-361-3 Matteson, S. (1995). Hawks. Milwaukee, WI: Gareth Stevens Publishing: ISBN 0-8368-13758 McConoughey, J. (1983). The Bald Eagle. Mankato, Minnesota. Crestwood House: ISBN 0-89686-218-6 Messner, J. (1991). Killer Birds. Simon & Schuster. Inc., ISBN 0-671-72243-3 Pierce, G. (1967). Bird Life. Champaign, IL: Gamard Publishing Co., ISBN 67-16853 Royston, A. (1994). Birds. San Diego, CA: Thunder Bay Press: ISBN 1-85028-261-7
Stone, L. (1983). Birds of Prey. Chicago, IL: Childrens Press: ISBN 0-516-01676-8 Stone, L. (1987). The Great Horned Owl. Mankato, MN: Crestwood House: ISBN 0-89686-325-5 Stone, L. (1997). What Makes a Bird? Vero Beach, FL: Rourke Book Co. ISBN 1-55916-1949 Watts, B. (1986). Birds’ Nest. Morristown, New Jersey: Silver Burdett Press. ISBN 0-38209443-3 Weidensaul, S. (1991). Birds. Lincolnwood, IL: Publications International, Ltd. ISBN 1-56173-108-0
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Appendices A & C
Sometimes… I wish I were a bird. I’d fly so high, and then, I’d swoop to earth again, zoom in on a moth or a bug or a bee and finish my meal in my nest in the tree. And I’d whistle at cats, tease the dogs a lot… Sometimes… I wish I were a bird. But…I’m not. By Anne Blischke
Appendix C
Carousel Brainstorming Pre-Activity: 1. Determine topic and write questions on a different flip chart. 2. Post charts around room to form a “carousel”. 3. Divide the class or group into the number of questions on the flip charts. Activity: 1. Divide groups. Give each group a different color of marker. Have them brainstorm answers to the questions on their chart they are sent to. After a determined amount of time, stop the writing. 2. Have groups rotate clockwise to the next chart. Read what was written before them. Add new ideas to answer the question. At the end of the determined time, stop writing. 3. Repeat until all groups have been to all charts. 4. Have everyone be seated and begin to analyze the results. Post-Activity: There are multitudes of ways to use the results depending on the task or problem of the group.
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Appendix B Flight of Fantasy You are going to travel to places you have never ever gone to before. You will begin by moving high above the earth. First your body will go through changes, for it is now too heavy and would never be able to get off the ground. Think of your feet and notice how they feel. Wiggle your toes and bend your ankles. Your feet begin to feel real warm. Each ankle is getting squeezed and keeps growing until it is very skinny and long. One of your toes disappears and you now will only have four. Now, all of your toes do not face in the same direction. Three are held in front and one sticks out of the back of your foot. On the end of each toe you will have a very sharp, curved toenail. You feel the outside of your feet and ankles slowly change from smooth skin to rough, bumpy scales. There is a perch in front of you and you hop over to it and feel your toes close around it. You are now perching. Each leg becomes short and your knees pull up close to your body. You feel your body tip forward and become much shorter. You feel your body shrinking along with your insides as your body is becoming very slim and compact. Suddenly heat fills your hands and arms. Your fingers almost dissolve and your hands grow very long and flat and wide. Now you have wings. Go ahead, flap them a few times and feel how they move. Very quickly, your head feels warm and everything begins to change. Your teeth disappear and your nose and mouth grow together to get very long and hard. Finally they form a sharp, curved beak-hooked and strong. Your chin is gone now too, and each outer ear falls off. Now your eyes slide to the side of your head and you can no longer turn your whole head to look around. The ear holes move close to your eyes, beneath and behind them. You are changing very quickly now! Each lung changes and air sacs appear in many places in your body. They are like thin balloons connected to your lungs. Air spaces invade your dense bones and make them much, much lighter that they were. Hair begins to grow all over your body. No, this isn’t hair, but feathers. They cover everywhere except your beak and feet. Soft down feathers grows close to your body and longer, wider feathers cover your body, shape your wings and form a broad tail. When you try to speak, only a loud, hoarse call comes out. A great desire to go outside comes over you and you hop down off your perch and hop quickly to the nearest door. As you face outside, the wind calls to you and you jump, flapping your wings quickly and with great force. As you circle on the rising winds the breeze rushes around your body. You see a puffy, white cloud ahead, and with a few flaps of your wings and a tilt of your tail you glide into the clouds. The mountains and sky are your new home. You are now a bird!!
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Appendix I
Vocabulary Words and Meanings: 1. contour- feathers that are stiff and cover the wings and the body, the most common type of feather and are very strong and lightweight 2. shaft- the hollow tube made of a very hard material 3. keratin- a very hard material that makes up the shaft and is the same material our fingernails and reptile scales are made of 4. vane- the rest of the feather that is made up of barbs and barbules 5. barbs- looks like small hairs coming off the shaft in parallel rows 6. barbules- rolled edges on one side and tiny hooks on the other side that interlock to hold the barbs together and is one of the most important flight features of the bird 7. flight feathers- contour feathers are shaped to fan the air which creates a lift that helps the bird get off the ground, maneuver in the air and land safely 8. down feathers- are fluffy and help insulate the bird to keep it warm and protect its body 9. pectoral/flight muscles- chest muscles where the wings are attached to the bird 10. convex- curved on top 11. concave flat or slightly curved on bottom 12. preening- cleaning feathers by using its bill; pulling out dirt and insects 13. molting- replace old feathers with new feathers
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2001 Conference
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Appendix J
Science Test: Vocabulary Directions: Use word bank and fill in the blanks Word Bank: contour vane barbs shaft keratin barbules convex Preening molting pectoral down feathers flight feathers
concave
1. _______________the hollow tube made of a very hard material. 2. _______________the rest of the feather made of barbs and barbules. 3. _______________look like small hairs coming off the shaft in parallel rows. 4. _______________a very hard material that makes up the shaft. 5. _______________interlock to hold the barbs together and is one of the most important flight features. 6. _______________are fluffy and help insulate the bird to keep it warm and protect its body. 7. ______________replaces old feathers with new ones. 8. _______________are also called contour feathers shaped to fan the air which creates a lift for the bird to get off the ground, fly in the air and land safely. 9. _______________is when the bird cleans its feathers by using its bill pulling out dirt and insects. 10. _______________are chest muscles where the wings are attached to the bird. 11. _______________flat or slightly curved on bottom. 12. _______________curved on top. 13. _______________feathers that are stiff and cover the wings and the body, the most common type of feather and are very strong and lightweight.
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2001 Conference
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Birds on the Brain, Grade 3
2001 Conference
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Birds on the Brain, Grade 3
2001 Conference
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Birds on the Brain, Grade 3
2001 Conference
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