Animal Classification: Birds

Bird page from booklet with characteristics filled in.

Bird page from booklet with characteristics filled in.

(This is the third in a series of sorts…the PDF of the animal classification booklet can be found here. Teaching plan for Mammals and Fish can be found here.)

Resources:
Bird poster from Vertebrate Teaching Poster set
Assorted books on birds–the kids really enjoyed DK Eyewitness Books: Bird

Activity:
Birds, Beaks, and Adaptation: PDF activity found at the teacher resources page of the National Park Service’s Mississippi (Minnesota) National River and Recreation Area.

Handout:
Bird word search–Googling will bring up many choices. One of my students asked for a word search to bring home each week so I am trying to accommodate!

For our third session, I began by asking the kids what they knew about birds. I realized after the fish class that I need to do lots less talking with this group. They are so eager to share what they know, and they know plenty. We went around the group and everyone shared something about birds–they lay eggs, they have feathers, they fly, they have beaks, etc–and we compared those things to mammals and fish. This was a great way to review the previous two groups we’ve covered, especially since it had been two weeks (instead of one) since we last met. I only put up the poster after we’d discussed what we knew of bird characteristics, and we checked if we’d missed anything, and we had! We’d all forgotten about warm-blooded or cold-blooded, so we reviewed that too and then talked about the groups of birds shown on the poster.

While the kids wrote in their booklets, I set up for the beak adaptation activity. Early finishers looked through the selection of bird books I’d brought. Some of the youngest kids aren’t reading yet, but I noticed older kids explaining and reading the information–I love these opportunities that naturally arise in a mixed-age group.

We had eight kids in class, so I separated them into four pairs for the beak adaptation activity. Each group was given one tool and a recording sheet, and they went around the room trying their “beak” at the different “habitats.” More than one tool will work for some items, so I told them this and asked them to find the beak that worked best. When they’d finished, they traded tools with other groups so they could try more out.

It’s impossible in an hour to cover everything about a group of animals! But focusing on one area (beaks) through a hands-on activity worked really well.

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2 Responses to Animal Classification: Birds

  1. Pingback: Animal Classification: Amphibians | kids in the studio

  2. Pingback: Animal Classification: Reptiles | kids in the studio

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