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Description
Birds are remarkable in their variety and adaptations. This lesson introduces students to the types of beaks that enable different bird species to feed on particular foods. As they use household objects to mimic feeding activity, students will achieve the following learning objectives:
- Analyze how beak shape relates to the type of food eaten.
- Compare and contrast bird beaks and bills.
- Classify and sort birds based on feeding strategies.
General Assessment
What skills does this resource explicitly teach?
- Analysis
- Classification
- Observation
- Problem solving
Strengths
- Activity is well organized with a complete list of materials required
- Unique approach that encourages exploration
- Relevant topic
Weaknesses
- Assessment is described but not supported with accompanying materials
- Does not include suggestions for conservation actions
Recommendation of how and where to use it
This resource supports science curriculum examining the basic needs of animals and adaptations. Students also use science process skills such as classification, observation and making hypotheses.
This lesson encourages an interest in birds. Discussions around this topic will raise awareness that declining songbird populations are a significant environmental issue. A class can easily develop action projects to help protect bird populations in their community For example, a community awareness campaign to educate residents about harm caused by roaming cats could encourage pet owners to have their cats wear bells outside or provide controlled outdoor spaces. Bird feeders could also be added to the school grounds to support overwintering species and add a nature component to outdoor play.
Relevant Curriculum Units
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
- Step 1Select a province
- Alberta
- Step 2Select a grade level
- Grade 4
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Investigating change and the diversity of Earth’s systems helps us to develop understandings of the conditions necessary to sustain life.
- Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interaction
- British Columbia
- Manitoba
- Newfoundland & Labrador
- Northwest Territories
- Nova Scotia
- Nunavut
- Prince Edward Island
- Saskatchewan
- Yukon Territory
Themes Addressed
Ecosystems (2)
- Appreciating the Natural World
- Biodiversity
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Good | Students will link new information and understanding about bird adaptations and habitat requirements which supports discussions surrounding environmental challenges like habitat loss and climate change. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Satisfactory | Declining bird populations are a significant environmental concern which a teacher can also discuss in relation to the social and economic implications of the loss of ecological functions like insect control. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Poor/Not considered | |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Satisfactory | The lesson includes an extension suggestion that has students investigate local bird species and apply new learning to analyze the habitat requirements of these species. This exercise will encourage a conservation ethic as students become aware of the needs of local populations. |
| Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
| ||
| Values Education | Good | This activity supports discussions surrounding conservation and the value of wildlife to each individual. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Poor/Not considered | |
| Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
| Personal Affinity with Earth | Good | The resource topic stimulates curiosity about nature and students are encouraged to observe birds in their natural environment. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Good | Using bird beaks and bills as an example of adaptations provides a learning experience that students can apply in their daily lives as birds are easily observed and present in all environments. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Poor/Not considered | |
| Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | ||
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction | Good | Prior knowledge is activated through a hands-on inquiry process that supports independent thinking. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Satisfactory | Although primarily a science lesson, the content can be used to support mathematics learning related to shapes and social studies discussions around sustainability. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Satisfactory | Exploration is a key component of the lesson as students use household objects to simulate birds feeding and investigate how each tool relates to the type of food that can be picked up. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Poor/Not considered | The activity and topic will appeal to learners who enjoy kinesthetic lessons. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Satisfactory | An authentic problem forms the basis of the lesson and a hands-on approach engages students in a meaningful problem-solving task that is applicable and relevant. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | Students work individually and in small groups. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Satisfactory | The suggested assessment tool involves students investigating birds outside, hypothesizing what a particular species eats and designing an experiment to test this hypothesis. A rubric or worksheet could be developed by the teacher to use this activity to formally evaluate learning. |
| Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
| Peer Teaching | Poor/Not considered | Peer teaching could be incorporated into this lesson by having student presentations about the life history of specific bird species. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Satisfactory | This lesson is an ideal introduction to a comprehensive learning unit about local bird species where students explore the biology and habitat requirements of birds in their community. |
| Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
| Locus of Control | Satisfactory | The lesson encourages interaction with the outdoor environment which provides an authentic learning experience that fosters discovery. |
| Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. | ||
