Birds
by Lynn Helgeson and Betsy Roehl
Pre-activity: Boasting about birds!
Rationale
Birds can be found all around us. It is important for students to become familiar with various species of birds, including those native to Wisconsin. This lesson allows students to study a particular species in-depth in order to gain a better understanding of birds’ common characteristics as well as unique traits.
Objectives
Students will verbally recall what they
already know about birds.
Students will identify five
characteristics of a particular bird species.
Students will compare prior knowledge to
recently-acquired facts about birds.
Materials
 | Loon recording. |
| Plastic beak. |
| Flip chart. |
| Marker. |
| Cards containing bird species. |
| Box. |
| Bird resources (from library). |
| Paper mach� projects (from art class). |
| Permission slips. |
Procedure
Anticipatory set
| As students return to the classroom, the teacher will play a recording of music containing loon calls and will wear a plastic beak over his or her nose. Students will brainstorm everything they know about birds in general using a KWL (know, want to know, learned) chart. The teacher will record responses on a flip chart. [10 minutes] |
| The teacher will explain that the class will be taking a field trip to the UWSP Museum of Natural History after studying about birds. Birds will then be the focus of the field trip. [5 minutes] |
| The teacher will assign students to a pre-determined partner. Each group will choose a card containing one bird species from a box. All species will be represented at the museum. [10 minutes] |
The following is a list
of species that can be used:
|
| The teacher will explain that each group must make a three-minute presentation to the class about a chosen bird species. Students will investigate their bird using books, magazines, the Internet, encyclopedias, videos, and other reference materials. Students will find at least five interesting facts that must be included in their presentation. The teacher will encourage creativity and originality in the presentations. For example, students may perform skits, present newscasts, or recite original poetry. As part of the bird unit, students will also create a three-dimensional paper mach� replica of their bird during art class. Birds will be as authentic as possible, using feathers, paint, and other materials. These models will be incorporated into the presentations. [Students will be given one class period to research their species and one class period to prepare their presentations.] |
Closure
The teacher will ask students what they have learned about birds from the presentations. Using the flip chart, the teacher will record their responses again. The students will compare previous responses to new facts and ideas. The teacher will remind students that the birds studied in class will also be seen at the museum. [One class period will be devoted to presentations and assessment.]
Considerations
| The teacher should receive administrative approval for the UWSP Museum of Natural History field trip at the beginning of the school year. |
| The teacher should discuss the art integration activity with the art teacher prior to beginning the unit. He or she should be given a list of birds students will be studying. Students should have at least two art periods prior to presentations to complete the paper mach� project. |
| This activity should be done no more than a week before the field trip. This will encourage interest in the field trip and birds in general. |
| Loon music may be played while students research. |
| The teacher should distribute and collect permission slips by the due date. |
| The teacher should communicate with the office about any medication that may be needed by a student on the field trip. |
| Chaperones should be given a copy of the scavenger hunt in advance. An itinerary will accompany the permission slip. |
Assessment
The teacher will assess students’ learning by comparing learned outcomes to prior knowledge using the flip chart. The teacher will evaluate presentations by checking for at least five facts about a group’s particular species.
Extensions
| Students may examine the migratory patterns of their bird species. Using a map or globe, they will demonstrate the migratory route to a peer. |
| Students may find an example of a footprint from their particular bird species. The may note certain features such as talons, webbing, and size. Students may create their own bird prints by carving a potato and stamping the prints with paint. |
Dear parent/guardian,
As part of our unit on birds, we will be taking a field trip to the UWSP Museum of Natural History. This museum is free to the public and contains hundreds of animals in their habitats, various endangered and extinct species, as well as one of the largest collections of eggs in the world. This will be a valuable learning experience for all involved. We will be touring the museum on Friday, October 23, 1998. An itinerary of the morning is listed below. If you would like to chaperone this field trip, please indicate your interest on the permission slip. Please return this permission slip and $ .25 for the bus ride no later than Friday, October 9, 1998. There is also a gift shop at the museum. Your child may bring additional spending money if allowed. We’re looking forward to learning more about birds! Thank you for your help.
Sincerely,
Miss Helgeson and Miss Roehl
UWSP Museum of Natural History Itinerary-Friday, October 23, 1998
9:00 – Students arrive at school.
9:15 – Teachers, chaperones, and students load bus and depart for museum.
9:30 – Arrive at museum.
9:40 – Teacher introduces birds at the museum.
10:00 – Students given free time to tour museum and complete scavenger hunt.
11:45 – Teachers, chaperones, and students load bus and depart for school.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
I give my permission for ___________(student’s name) to go to the UWSP Museum of Natural History on Friday, October 23,
I have included $ .25 for the bus fee.
__________________ (student’s name) will be unable to participate in the field trip to the UWSP Museum of Natural History.
_________________________________________Parent/guardian signature
I am interested in chaperoning the above field trip. You can reach me at the following phone number: ___________________________
On-site activity: Let’s go on a scavenger hunt!
Rationale
Although students gain useful knowledge about birds through research and presentations, the UWSP Museum of Natural History field trip allows students to see a real-life model of the bird species. The various displays at the museum also give students a better understanding of the habitats in which the species survive.
Objectives
Students will identify and describe
various species of birds.
Students will compare and contrast
different species of birds.
Students will define terms such as
dabbling duck and merganser.
Materials
| Recording of the "Chicken dance". |
| Scavenger hunt worksheets. |
| Pencils. |
| Museum activities (found at entrance). |
Procedure
Anticipatory set
Students will participate in the "Chicken dance." A recording will be played while the teacher and chaperones demonstrate the various actions. Students will then participate. [5 minutes]
| The teacher will meet with the class in the large group room at 9:40 a.m. He/she will briefly discuss the subject of birds. [20 minutes] |
| The teacher and chaperones will distribute "Let’s Go on a Scavenger Hunt" worksheets. The teacher will briefly explain directions. [5 minutes] |
| Students will tour the museum and complete the worksheet. Students will visit various habitats and focus on acquiring new information about birds. [1 � hours] |
| The teacher will photograph students as they tour the museum. A final group photograph will be taken in the large group room. |
Closure
The teacher, chaperones, and students will gather in the large group room to discuss new information found at the museum. The teacher will ask students for their favorite exhibit and bird. [10 minutes]
Assessment
The teacher will evaluate learning by examining each student’s worksheet. A discussion of what students have learned will conclude the museum visit.
Considerations
| The teacher should contact the museum one month prior to the field trip to arrange a visit. A follow-up call should be made one day in advance to verify field trip time and date. |
| Students will be responsible for money that can be spent at the museum store. |
| Students visiting the museum store must be accompanied by a chaperone in groups no larger than five. |
| The museum is handicapped accessible and provides a wheel chair for those in need. |
| The teacher should dispense proper medication if necessary. |
| The teacher should bring permission slips on field trip. |
| Film must be developed before post-lesson activity. |
Extensions
| Students may complete the following activity sheets available at the museum entrance: "What do you think?," "Museum scavenger hunt," and "Find the animal." |
| Students may interview a museum staff member (if available) about topics of interest. |
Name: __________________
Directions: Find each listed habitat in the museum. Hunt for each answer in the display. Lobby (exhibit)
Meet the survivors (exhibit)
Alpine snow glade (exhibit)
Desert (exhibit)
Grassland and wetland (exhibit)
Tropical rain forest (exhibit)
Long distance flyers (exhibit)
Large river and forest (exhibit)
Antique songbird arrangements (exhibit)
Forest edge (exhibit)
Northern forest (exhibit)
Stream and stream edge (exhibit)
Sandpipers (exhibit)
Lake (exhibit)
Mergansers (exhibit)
Pond and wetland (exhibit)
Muskeg tundra (exhibit)
Tundra (exhibit)
Don’t forget to listen to a sandhill crane.
Locate the bird you studied in this museum.
Did you learn any new facts about your bird? If so, what were they? ____________ ____________________________________________________________________ ____________________________________________________________________
Can you find the tundra swan? Do they visit our area? __________________ |
Post-activity: Making our own museum
Rationale
It is important for students to make connections between field trips and the classroom. By creating a class museum similar to what they observed at the UWSP Museum of Natural History, the students can better appreciate the work of a curator and the importance of preserving artifacts.
Objectives
Students will identify responsibilities of
a museum curator.
Students will create their own museum
exhibit using their bird replicas and displaying five facts about
their specific species.
Students will evaluate their museum
experience(s) by writing a journal entry of at least five
sentences.
Materials
| Developed film from museum field trip. |
| Opaque projector/tagboard. |
| Bird replicas (from art class). |
| Paper. |
| Markers. |
| Scissors. |
| Glue. |
| Student journals. |
Procedure
Anticipatory set
The teacher will display photographs taken at the UWSP Museum of Natural History by using an opaque projector or mounting photographs on tagboard. The photographs will remind students of the field trip and will hopefully stimulate the students’ interest in creating a museum of their own. [5 minutes]
| Students will brainstorm the responsibilities of a curator. The teacher will record responses on the chalkboard. [5 minutes] |
| The teacher will explain that the students will be curators in charge of creating a classroom museum. Working in the same pairs as the pre-lesson, each group will be responsible for building a bird exhibit about their specific species. The display must include the bird replica from art class and a written description about the bird containing at least five facts. Facts can be taken from the students’ own research or information acquired at the museum. [5 minutes] |
| Students will create their own exhibits. Facts will be mounted on construction paper and displayed with the bird model around the room. Habitats may be incorporated into the exhibit. [30 minutes] |
| Students will respond to the field trip and class activities by writing in their personal journals. Topics may include: creating a bird replica in art class, touring the museum, exhibits at the museum, or creating a classroom museum. Entries must be one paragraph of at least five complete sentences. [10 minutes] |
Considerations
| The teacher should contact staff, administration, and other classes and invite them to view the class museum. |
| Students should be prepared to make a short presentation of their bird species when guests visit the museum. |
Assessment
The teacher will evaluate students’ understanding of curator duties by observing the brainstorming process at the beginning of the lesson. The teacher will evaluate the students’ exhibits by checking for five facts included with the bird model. The teacher will assess students’ overall understanding of birds and the field trip by reading their journal entries.
Extensions
| Create a thank-you banner for the UWSP Museum of Natural History. Write "What I learned at the museum…" on the banner and have students create a sentence with their own knowledge. Students will sign and decorate the banner after they have completed their journal. If a student created a potato footprint in the pre-lesson extension, this can also be used to decorate the banner. |
| Students may write in their personal journal about why they would or would not like to become a curator. They may also discuss what kind of museum they would like to become a curator of. |
| Students interested in using computers may word-process their museum facts. |
