October—First Grade

Lesson: Unbeatable Beaks & Feeding Campus Birds

Indicators:

Standard 3.0 Life Science

The students will use scientific skills and processes to explain the dynamic nature of living
things, their interactions, and the results from the interactions that occur over time.

TOPIC
A. DIVERSITY OF LIFE

INDICATOR

 Compare and explain how external features of animals help them survive in different
environments.
 Provide evidence that all organisms are made of parts that help them carry out the basic
functions of life.
 Gather information and direct evidence that humans and other animals have different
body parts used to seek, find, and take in food.

TOPIC
C. GENETICS

INDICATOR

 Explain that there are differences among individuals in any population.

OBJECTIVES

1. Examine a variety of populations of plants and animals (including humans), to identify

ways that individual members of that population are different from one another.

2. Make a list of possible advantages and disadvantages of differences of individuals in

a population of organisms.

Essential Questions:

Do all birds look alike?

How does the shape of a bird’s beak relate to its function?
Which beak is best to pick up certain types of food?
Enduring Understanding:

There are many species of birds. A bird’s beak has a particular shape that is best for collecting
different types of food. It is easier for some birds to get nectar, nuts, or organisms from the
water. A hummingbird sucks nectar with a beak that is similar to an eyedropper. A toucan
collects nuts and berries with a beak that is similar to a clothespin. Flamingos filter organisms
from the water with a beak that is similar to a strainer.

Performance Assessment:

* Students will draw a line to connect a bird to an object that represents its particular beak
structure: (hummingbird/eyedropper, toucan/clothespin, flamingo/fork)

* Students will sort drawings of birds into that have similar beak structures.

*Students will fill in the blanks to demonstrate that they know “The Right Beak for the Job.”
For example, when given a picture of a hummingbird, toucan and flamingo, they will fill in the
following blanks:

A ______________________has a beak that is right for______________because it

___________________________.

Learning Activities:

1. Students will each be given a different book with photographs of many birds from a variety
of habitats including that of local Ellicott City, MD.

They will sit in a circle and pass the books around the circle every 1:30seconds.

They will share unusual, long, pointed, short, etc. beaks.

2. Read Unbeatable Beaks by Stephen R. Swinburne

3. They will each be given a stuffed animal bird and asked to describe the difference in beaks.

4. Students will hypothesize why birds have different shaped beaks.

5. Students will view a photograph of a toucan, hummingbird and flamingo and learn what those
birds eat. Students will test tools that mimic the birds’ beaks to determine which tool is best to
pick up each food type.

6. Students will use a clothespin, eyedropper & fork with ends taped and predict how many
marshmallows (berries/nuts), large lima beans in water (represent tiny animals swimming in the
water), and how much water (representing nectar) can be obtained in 20 seconds. Students will
record how many/how much marshmallows, lima beans and water is collected using each
different tool.
Students will determine that the clothespin/toucan’s beak is best to collect nuts, the fork-
strainer/flamingo’s beak is best to filter organisms from the water, and the
eyedropper/hummingbird’s beak is best for sucking nectar.

7. Read and discuss: Beaks! By Sneed B. Collard III

8. Determine which type of birds are most likely to live in the habitats around campus: toucan,
flamingo or hummingbird. Discuss what food should be placed in the bird feeders around
campus that can easily be eaten by local birds.