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Build A Bird Lesson Plan

Instructor: Dana Dance-Schissel

Dana teaches social sciences at the college level and English and psychology at the high school level. She has master's degrees in applied, clinical and community psychology.

What parts combine to make a bird? This lesson plan introduces the parts of a bird to students. An activity gives students the opportunity to build a bird using simple supplies.

Learning Objectives

Upon completion of this lesson, students will be able to:

  • list the parts of a bird
  • identify the head, eyes, beak, body, wings, legs, tail, and feathers on a bird
  • discuss the functions of the body parts of a bird

Length

45 to 90 minutes

Curriculum Standards

  • CCSS.ELA-LITERACY.SL.K.2

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

  • CCSS.ELA-LITERACY.SL.K.3

Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

  • CCSS.ELA-LITERACY.SL.K.4

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

  • CCSS.ELA-LITERACY.SL.K.5

Add drawings or other visual displays to descriptions as desired to provide additional detail.

Materials

  • Photographs of different types of birds
  • Small styrofoam balls
  • Medium styrofoam balls
  • Toothpicks
  • Googly eyes
  • Candy corn
  • Pipe cleaners
  • Large and small feathers
  • Glue

Instruction

  • Begin by displaying the photographs of the birds for the class.
    • What type of animal do you see in the photographs?
    • Let's review the parts of the bird.
  • Write the word 'head' on the board.
    • Can you point to the head of a bird using the photographs?
    • What does the head of the bird allow them to do?
  • Write the word 'eyes' on the board for the class to see.
    • How do birds use their eyes?
    • Who can find the eyes of the birds on the photographs?
  • Write 'beak' on the board.
    • Can anyone find a beak on the birds in the photographs?
    • What do birds use their beaks for?
  • Write the word 'body' on the board.
    • Where is the bird's body?
    • What can birds do with their bodies?
  • Write 'wing' on the board.
    • Where are a bird's wings?
    • How do birds use their wings?
  • Write the word 'legs' on the board.
    • Can you spot the legs on the birds in the photographs?
    • How do birds use their legs?
  • Write the term 'tail' on the board.
    • Do you see any tails on the birds in the photographs?
    • Why might birds have tails?
  • Write the word 'feather' on the board for the class to see.
    • Can you identify a bird's feathers in any of the photographs?
    • Why do you think birds are covered in feathers?

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