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.
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
45 to 90 minutes
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.
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Add drawings or other visual displays to descriptions as desired to provide additional detail.
- Photographs of different types of birds
- Small styrofoam balls
- Medium styrofoam balls
- Googly eyes
- Candy corn
- Pipe cleaners
- Large and small feathers
- 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?
- Give each student a small and a medium sized styrofoam ball.
- Assist the students in using toothpicks to attach the two balls by piercing each ball, inserting the toothpick half way and then sliding the other ball onto the exposed edge of the toothpick.
- Explain that the large ball will form the body of their bird model and the small ball will be the head.
- Have the students use the pipe cleaners to create legs for their bird models, inserting them into the styrofoam body of the bird.
- Give each student several large feathers and have them insert the feathers into the sides of the body of the model to represent wings.
- Tell the students to create a tail for the bird using a smaller feather.
- Have the students glue the googly eyes onto the head of the bird to represent eyes and a candy corn onto the head to form a beak.
- Finally, have students cover their birds in small feathers, attaching them with glue.
- Bring a live bird to class for student observation.
- Take the class on a bird-watching excursion.
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