Geneva College

Beaver Falls, PA
Geneva Lesson Plan
Name: Kelsey McFarland Date: 9/16/21 Time: 8:35-3:00
th
Subject: Science Grade Level: 4
I. Topic & General Goal Bird Beak Lab: Discover how different beaks are used for
picking up food.
II. Reference to PA or 3.1.4.C2 Describe plant and animal adaptations that are important
Common Core to survival.
Standards

III. Lesson Objectives TSWBAT name the tool (beak) that resembles each bird’s beak.

IV. Materials  Bellringer

 Science Notebooks
 Pencils
 Projector
 iPads
 Lab Worksheets
 Paper plates
 Big tweezers
 Small tweezers
 Pliers
 Pipette
 Big spoon
 Chopsticks
 Beans
 Water
 Graduated cylinders
 Cups
 Swedish fish
 Sponge pieces
 Velcro
 Pom poms
 Pipe cleaners
 Water bin
 Large bowl
 Cart
V. A. Introduction Students will begin the bellringer for today. The question asks,
 “What are the 5 basic needs of animals?” Review the question
and answer with students. Students will put away their notebooks
and prepare the lab worksheet on notability or print it out.

Tell students that the bellringer is related to today’s lab. They

will be watching a demonstration of different tools that resemble
bird’s beaks. They will read about each bird then watch the
demonstration.
B. Procedures All six stations will be set up on three tables. Each station is
labeled with the bird and has two different tools. The iPad will be
connected to the gooseneck and will be wheeled around on the
cart to each station. This will give students an overview of the
demonstration. A student will time how long it takes to pick up as
much of each object as possible with both tools.

Station 1: Pelican- There is a large spoon and large tweezers at

this station. There is a bin of water with Swedish fish in the
bottom. Students will read the description of a pelican and write
the type of beak pelicans have. Then they will determine which
tool most resembles its beak. A student will time how long it
takes to pick up as much ‘food’ as possible. The Swedish fish
will be picked up and placed into a cup to resemble the bird’s
stomach. Students will then determine which of the two tools
worked best. They will write down their observations of the tools.

Station 2: Toucan- There will be large tweezers and chopsticks at

this station. Read the information about Toucans. Students will
determine which tool will work best. There will be a box with
Velcro on the side of it. Pom poms will be stuck to the box to
resemble fruit. A student will time for one minute. Pick the ‘fruit’
off the box with each tool. Place the pom poms into the empty
cup. Students will write their observations on their lab worksheet.

Station 3: Robin- There will be small tweezers and pliers at this

station. There will be a plate with cut up pieces of pipe cleaners
on it. Use both the small tweezers and the clothespin to try and
pick up the pipe cleaners. They will read the information about
robins before beginning. Ask a student to set a timer for one
minute as each tool is used. Move the pipe cleaners into the cup.
Students will write their observations of each tool.

Station 4: Cardinal- There will be pliers and a large spoon at this

station. There will be a plate with beans on it. Students will read
information about Cardinals. Ask a student to time for one
minute as each tool is used. Move the beans from the plate to the
cup. Students will write their observations of the pliers and the
 spoon.

Station 5: Hummingbird- There will be a pipette and small

tweezers. There will be a graduated cylinder filled with water.
Students will read the information about hummingbirds then a
student will time for a minute for each tool. They will write their
observations.

Station 6: Great Blue Heron- There will be chopsticks and a

pipette at this station. They will read information about Great
Blue Herons before beginning the station. There will be a bin
with water that has cut up pieces of sponges in it. Ask a student
to be the timer. Move the sponges from the water bin into the cup
at the station. Students will write observations.
C. Differentiation Process: Students will watch a visual demonstration of different
tools that will model bird’s beaks. They are discovering what
kinds of beaks are used to pick up different foods.

Learning Environment: The iPad will be set up on a moveable

cart that will be moved around the room to each station. Students
will view the different stations virtually.
D. Closure Students will submit their lab sheet following the lab. Wrap-up
the lab by asking what discoveries students made about the
different kinds of bird beaks. Remind students that a bird’s beak
is an adaptation to help the bird meet its need for food. Students
will write in their planners the assignments and test dates.
VI. Assessment The lab sheet will be used to assess students’ ability to name the
tool that resembles the bird’s beak at each station. Check if
students were able to read the information and look at the picture
of the bird to choose which tool was a model of each bird’s beak.
VII. Modifications and/or Class 1: Nolan will have the option to type his lab sheet on
Accommodations notability. Nolan can use speech-to-text instead of writing on a
paper copy. A TA will be in the google meet to help. A
supplementary activity will be printed out and sent home for
Kaylee.

Class 2: Nevaeh will have the option to type her lab sheet on
notability. She can use speech-to-text to type. Easton and Nevaeh
will have a TA on the meet to help.
Co-Operating Teacher Approval Signature: Date of Approval:

_______________________________________________ ______________________

IX. Self-Evaluation Class 1: I was unable to get the lab directions and readings shared
for this class. Since the document was a pdf, it would not let me
screenshare it on the google meet. Students were able to find the
readings. I read through the lab directions and procedures with
the students. I explained that we were going to read about a few
different birds and look at some tools that might work like their
beaks. The students understood quickly and were ready to start.

I used the cart with the gooseneck to hold the iPad. I had the
camera and mic on for the iPad. I used the laptop to see which
students had their hands up and I could see all their faces. Since I
was demonstrating the lab, I was unable to write down names of
who read or timed me throughout the lab. I did my best to call on
students who had not had a chance to participate.

This lab was a great success. I was nervous with it being online
and the students not able to conduct the investigation on their
own. Majority of the students participated and wanted to time me
for the stations. I tried to pick students who do not typically
volunteer during class. We read the information about each bird
together and discussed the type of beak they have. Then I showed
students the station set up. They wrote which tool they thought
was going to work most like the bird’s beaks. Then students
timed me for one minute to use each tool. Then we discussed
their observations of the tools, and which one worked most like
the beak. The students had a blast watching me demonstrate the
tools. They had excellent observations and connections to the
actual beaks.

If school were in-person, I would have students conduct this

investigation themselves. They would work with a partner and
switch between the stations. I wish they would have been able to
manipulate the materials themselves, but I did my best to explain
what I felt as I used each tool. Having the stations set up around
the room and moving the cart around was a great success. This
helped me keep the stations straight. I should have dismissed
students after I saw they submitted their lab worksheet, but I just
told them to get it submitted and dismissed them. Several still
have not turned in their worksheet.

Class 2: Beginning with this second class went quicker. Students

were quick to volunteer for reading or timing. They had good
observations and connections between the tools and the beaks.
The students said the spoon scooped like a pelican scoops their
fish. They also said that the pliers were able to crush the seeds
like a cardinal’s beak does.
I finished the demonstration with a few minutes to spare in this
class. I asked students if they needed any stations repeated and
made sure they got the information. This class worked hard
throughout the lab. They shared their stories of seeing robins and
great blue herons. We wrapped up our observations and talked
about different kinds of beaks and their uses. Again, I did not
dismiss students by name, but all except two students finished
and submitted their lab. Those two students had connection issues
and speech therapy during class. I met with them during MTSS to
demonstrate the stations they needed and work through the
observations with them. I was able to wrap-up the lab with these
students during this time.

Class 3: This class was able to get through the entire lab in the
class period. There were several students who struggled to keep
up with each station and I had to repeat the tools and observations
several times. I wanted to keep pace with the lesson, and it was
difficult to tell if these students were paying attention during the
demonstration. I just repeated what we discussed for the stations
and other students shared what they wrote. I did not have as
much time at the end to wrap-up the lab, but I did have the
chance to dismiss students by name. I checked if their labs were
submitted and told them they could leave after I have said their
name. This helped check who needed extra time or the
information repeated.

This class needs directions stated clearly. They struggle to find

documents and get the information they need without direct
instruction. I am going to work on laying out the schedule for the
day and seeing if that will help students clear up confusion. I do
not mind repeating myself, but if it comes to losing instruction
and activity time to repeat myself then I have to find a different
way.