Birds of the Wetlands 


Area: Science

Purpose:
	Students will be able to identify birds and name what they eat with their beaks.
	Students will use beak simulations to find out more about the types of beaks.
	Students will use research materials and skills to aid in finding answers.
	Students will create a concept map on bird beaks.
	Students will participate in a discussion of issues facing the brown pelican.

Rationale: 
	Students will better understand the natural world around them if they hone 
	their science process skills.  Skills used in this lesson are: observing, 
	communicating, comparing, organizing, and applying.

Materials:
	-Copy pg. 79 and 80 (or make a new ditto with same information)
	-plain paper
	-construction paper
	-field guides to birds
	-food for feeding (cereal, raisins, etc.)
	-beak simulators (spoons/forks, straws, toothpicks, clothespins)

Content:
	-what do the various types of beaks do
	-what animals make which tracks
	-why do birds have specific types of beaks
	-how the beaks work
Activities:
	1. Birds of the Wetlands:  10 minutes
		Using the field guides provided, students will identify the birds and say what they
 			eat.  Will also include interesting facts about bird.
	2. Beak Simulation: 9 minutes
		Students will work in groups.  Each group will distribute a set of "beaks."  At a 			
		given signal, all will try to use the beak to "eat" the food in front of them.  They 			
		will compare and contrast which beaks worked best with which food.
	3. Concept Map: 15 minutes
		Students will fill in a concept map on bird beaks.  They will research and use 			
		knowledge gained from activity #1.  Categories will be: Hooked Beaks, Long 			
		narrow beaks, short skinny beaks, pouch beaks.
	4. Dilemma Discussion: 11 minutes
		Students will participate in a discussion of issues related to pelicans and other birds 		
		of the wetlands.  Tables will have one speaker.  Groups will hear dilemma and will 			
		discuss it.  After all are finished, tables will be called on to voice their opinion.  			
		After each group speaks, all will have a chance to respond.

Management:
Students are already divided into groups and may work in those groups or independently on these activities.

Assessment:
Assessment will be determined with the concept maps and two ditto sheets.  Unique observations will be noted.
Concept Map used in Activity #3. E-mail me your comments

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