Post-Activity. (Bird Beaks) Pre-K Guidelines/Examples of Child Behavior. Learning Objectives

Transcription

1 Pre-K Guidelines/Examples of Child Behavior Learning Objectives VI.B.1. Child observes, investigates, describes and discusses the characteristics of organisms. Describes color, size, and shape of organisms. Describes animals needs for food, water, air, and shelter or plants needs for water, nutrients, air, and light. Compares differences and similarities of animals (fish live in water, dogs and cats have fur, all birds have feathers). Uses the tools of science (hand lens and measurement tools) to observe and discuss plants and animals. VI.B.3. Child observes, investigates, describes and discusses the relationship of organisms to their environments. Describes characteristics and differences between living and non-living. Discusses how animals and humans depend on plants and other organisms such as birds eat seeds, cows eat grass, humans eat vegetables and meat. Observes, discusses, and records living organism (spiders, insects, worms, snails, birds) in their natural environments to learn about their habits. Observes, discusses, and records seasonal changes in the neighborhood trees and organisms (watches for birds in the spring as they collect nesting materials). Discusses how seasons affect daily life (clothes worn or activities played). Describes and explains animal behaviors (a bird building a nest). V.E.2. Collects data and organizes it in a graphic representation. Places concrete objects or picture representations on a floor graph (uses an apple or orange to show his favorite fruit). Answers question of the week ( Do you have a cat? ) and places a check on the yes or no graph. Compares data on graphs or charts (e.g., talks about the class-made graph showing how children get to school walk, car, bus, vans Look Juan walks to school. See his name is here. ). Uses mathematical language to describe data (more, less, same, longer, shorter, etc.). Children will learn about the special functions of bird beaks. Children will match the type of beak to its food source. Children will graph beaks. The bullets listed above are excerpts from the Example Student Behaviors from the Pre-K Guidelines. These are examples that demonstrate the rigor at which the students should be working. Use these as a guide when planning your instruction as they are not directly tied to EcoLand activities and content will need to be adjusted to fit your topic. 1

2 Quick Facts All animals must eat to survive. Depending on the kind of animal and where it lives, each animal has certain body features and behaviors that help it find and eat food. For many animals, these traits are specifically suited to the particular foods found in their environments. Birds all have some kind of beak for grasping and eating their food. The size and shape of a bird s beak enables it to eat certain kinds of foods. Seed and nut eaters, such as sparrows and finches, usually have short, thick beaks for cracking open seeds. Nectar feeders, such as hummingbirds, have long, slender beaks for reaching into flowers. Flesh eaters, like hawks and owls, have powerful hooked beaks for tearing and cutting flesh and skin. Other birds may have beaks suited for filtering, spooning, chiseling, or pinching. Adaptation Feature Beak Shape Tool Utensil Preen Nectar Vocabulary A bird s beak is an example of an adaptation a special feature or behavior that helps an animal survives in its environment. Many adaptations, like bird beaks and claws, help animals get food. Other adaptations may help the animal move around, protect it, or reproduce. 2

3 Materials Books 7-8 small containers Near and Far with Birds Water EFollet Book Materials needed for the types of beaks: ISBN-10: Chopsticks (or two craft sticks) ISBN-13: Straw Slotted spoon Beaks! Hand strainer ISBN-10: Two toothpicks ISBN-13: Clothespin Have you seen Birds? Pliers ISBN-10: Child size scissors ISBN-13: Tweezers Materials needed for the food source: Various shapes of pasta Sunflower seeds Rice Gummy worms Grass Gold Fish Crackers Pumpkin seeds Small plates Markers beak tools and food (See attachment) Copies of BIRD CARDS b3419?accesskeyid=6b2040f f042f&disposition= 0&alloworigin=1 How and Why Birds Use Their Beaks ISBN-10: X ISBN-13: Unbeatable Beaks ISBN-10: ISBN-13:

4 Activity: Begin by asking children, What kinds of foods do you like to eat? What do you use to eat these foods (fork, fingers, and so on)? Why do you think we eat some foods with a spoon, some with a fork, and some with our fingers? Ask children what things other animals use when they eat. (The might say teeth, paws, claws, their mouths, etc.) Have you ever seen a bird eat? How do birds eat? Provide each child with a set of tools (clothespin, tweezers, pliers, straw, hand strainer, slotted spoon, and chopsticks). Encourage each child to use the tools to remove the food source (seeds, pasta, grass, etc.) with each beak type. Share with children what type of bird used that type of beak by showing children the BIRD CARDS. What kind of food might each bird eat? Why do they think so? How might each bird s special beak help it find, catch and eat food? After children try the tools, place one tool on an empty plate. Ask children to place alongside it any food they found easy to pick up with that tool. Why did this tool work well with these foods? Repeat for each utensil. We eat with utensils, and certain utensils work best with certain foods. See picture below for example: 5

5 Questions: 1. What kind of birds do you think you would find at Caddo Lake? 2. What foods are easy to eat with a spoon? A fork? With chopsticks (or craft sticks)? With toothpicks? Why? 3. Which bird beaks are best for each of the bird foods? Extension Ideas/ Resources: Ask children, Which beak worked best for each food? Let s graph our results. Which food should we start with? For that food, we will draw columns on a piece of chart paper, and tape a beak at the top of each column. Place a sticky note under the beak you think worked best for eating this food. (If you think two beaks worked well, you may place a sticky note in each column.) Looking at our graph, how many sticky notes does each beak have? Which beak has the greatest number of sticky notes? Which beak did more children think worked best for this food? Repeat the process for each food. 6