Submitted by: Kristin Buholtz,

Grade Level: 4th

Subject/Topic: STEM (during Science class)

Build a Bird Species

Rationale:

Materials/Equipment:

TEKS Achieved:

Accommodations:

Students will design a new bird species by choosing the beak,

wing, and feet adaptations for their bird, and be able to
identify the importance and reason for each adaptation of
their created species.

Glue, tissue paper, string, pipe cleaners, feathers, pompoms,

empty water bottles, toilet paper rolls, paper towel rolls,
folders, journal note sheets, tape, printed matching game
for beak adaptations on board, iPad, ruler

Science: Organisms and Environments

10A: explore how adaptations enable organisms to survive in
their environment such as comparing birds' beaks
Math: Geometry and Measurement
8B: convert measurements within the same measurement
system, customary or metric, from a smaller unit into a
larger unit or a larger unit into a smaller unit when given
other equivalent measures represented in a table

1.

For a child on the autism spectrum, I will be using

peer ability grouping to choose who will be in the
groups so he can learn from classmates and feel
free to input his ideas into the activity.

2. For a student that is an ELL I will meet her needs

by providing visuals of the different external

characteristics of a bird including, beaks, wings,
and feet. She is also partnered with a student who
speaks her native language.

Blooms Taxonomy:

Knowledge/Remember
Comprehension/Understand
Application
Analysis
Create / Synthesis
Evaluation

Differentiated
Learning:
Auditory
Visual/Spatial
Kinesthetic
Logical/Math
Verbal/Linguistic
Intrapersonal
Interpersonal

Classroom Strategies:
Cooperative Groups
Hands-On
Technology
Independent Activities
Simulation
Lecture
Problem Solving
Whole-group
Student Presentations

Curriculum
Integration:
Math
Reading
Science
Writing
Art

Essential Question: Why are an animals adaptations essential to its survival in its environment?
Objectives:

TSW create, construct, and present a new bird species based on beak, feet, and wing adaptations needed for survival in the environment it
exists.
TSW will use a ruler to measure specific parts of their bird and convert their measurement in centimeters to millimeters using a double Tchart.

Lesson Plan:
Elicit/Engage:
Over the past couple of days we have talked about different animal adaptations and how they are essential to their survival. Can
someone remind me of what an animal adaptation is? Why do animals have adaptations? Yesterday we talked about some
adaptations that birds have to let them survive in their environment but today we are going to go further into the adaptations
that birds have to help us further understand how the external characteristics of an animal will help it survive!

Explore:

As a whole group students will complete a matching activity with the beak adaptations of birds. One set of cards will have the

written adaptation with the purpose of the adaptation and the other set of cards will have a picture of a bird with that
adaptation. I will pass out both sets of cards and place the name of the bird on the board. In their groups students will discuss
and match up the adaptations and put them on the board underneath the name of the bird with that adaptation.
Using their prior knowledge gained throughout the unit, in combination with books available in the class/library, and the materials
inside the folders that each group will receive including the varieties of beak, wing, and feet adaptations the student will
synthesize their knowledge in order to design their own bird species.

Explain:
Now that we have discovered a very important adaptation of birds and how their certain beaks help them survive by eating the
food that is available to them in their environment, we are going to use our knowledge of the importance of adaptations to create
a new bird species. You will work with a partner to create, design, and construct a brand new bird species. Each pair will get a set
of bird feet cards, bird beak cards, and bird wing cards that show and explain the different adaptations birds have. Your bird
species will need to include a beak adaptation, wing adaptation, and feet adaptation in which it will help your bird species survive in
the habitat or environment you choose for your species to live in. What are some different environments that birds can live in?
(backyard, rainforest, snow/cold, desert, beach, swamp) Your group will choose the environment for your bird species and think
about all of the different elements in that environment your bird species will encounter. Using the bird adaptation cards in your
groups folder, design a bird by picking one of each of the adaptations that birds have. Draw a sketch of the new bird species in
their habitat on the sheet provided in the project packet, name your bird species and be able to explain how the chosen
adaptations that will help your bird species survive. Your birds habitat must match at least two of their adaptations, and some
birds may be able to survive in more than one habitat depending on what adaptations have been chosen. Your group will then use
any of the materials available to construct a model of your bird species. We will present our birds to the class by creating a
ShowMe presentation on our iPads. In your ShowMe presentation you will need to be informative and engaging. Remember our
ShowMe presentations that we did for the Cup Tower Challenge was a practice presentation so we could learn how to give an
informative and engaging presentation. In your packet there is a think sheet to help guide your group in designing your bird
species. Your group will need to complete this sheet to turn in after presenting your bird to the class.

Elaborate:

In each project packet there are journal sheets that will guide their problem-solving in designing their bird species and
demonstrate the application of the knowledge gained. Students will be able to use this information when they create their
ShowMe presentations. The ShowMe presentations will allow students to label the chosen adaptions onto a picture representing
the environment the bird will live in.

Evaluate/ Assessment:

The teacher will assess the students as they work in pairs on creating the bird. The teacher will walk around the room and
observe students as they complete the task of making their bird. The teacher will listen to the conversations the pairs are having
about their birds and why the students are choosing a specific beak, feet, or wing type to determine if the students comprehend
and are applying the concept of adaptations.
The students will be assessed at the end on the bird they created. The students will present their bird to the class and explain
the birds adaptations and the importance of each adaptation for survival (including beak, feet, and wing type) and the birds
adaptations related to the birds habitat. A rubric will be used to determine if the group created a bird with beak, feet, and wing
adaptations to fit the habitat they created/chose and accurately explained the importance of the adaptations to the class. The
rubric also includes the presentation and the student note page the students will complete.

Extend/ Enrichment:

Using materials provided, have students construct the habitat/environment in which their new species of bird would live.
Have the students create an animal of any species that would be able to survive in their backyard. Have them include body
type (arms/legs/tail/ears), food, shelter, and any other adaptations the animal would need to survive in the backyard. The
students will draw and describe their animal.

Closure / Culminating Activity:

At the beginning of this project I passed out index cards and had each pair write down a question they had about adaptations. I
will pass those index cards back out at the beginning of class on presentation day and ask them to think about whether or not they
were able to answer their question during this project. I will also have the students repeat the essential question with me, Why
are an animals adaptations essential to its survival in its environment? I will give each group a new question similar to our
essential question and I want you to discuss with your group and when it is your turn, you will give one statement that answers
your question to the class. Groups 1 & 2, How are birds beaks important to their survival? Group 3 & 4, How are birds wings
important to their survival? Group 5 & 6, How are birds feet important to their survival? The groups will present each of their
answer statements and I will try to extend their answers for discussion purposes.

Reteach

Read Animal Characteristics by Sue Barraclough with the class. This book encourages science enquiry with an interactive,
investigative, and visual approach to learn how the external characteristics of animals are important to their survival. The book
allows students to use scientific processes such as prediction, hypothesis, and inference in answering a series of questions on
important topics throughout the book. Students will create an animal of their choosing and the students will become zoologists.

Build a Bird
EQ: Why are adaptations essential for living
things to survive?
Group Members:

from
your

eacher

Your new bird species should:

-have one chosen beak adaptation

-have one chosen wing adaptation
-have one chosen feet adaptation
-have a chosen habitat it will live in
-have at least two of the adaptations connected to
survival in the chosen habitat

Something to

Chirp

about

You and your partner will create a ShowMe Presentation to introduce

your new bird species to the class. You will need to be able to explain
your birds

-one chosen beak adaptation

-one chosen wing adaptation
-one chosen feet adaptation
-chosen environment it will live in
-adaptations connected to survival in the chosen environment

Rooting our Knowledge

Measuring Units Needed:
-millimeters
-centimeters
*Measure the height of your bird and the length of each wing of your bird
using a ruler. Measure to the nearest centimeter.
The bird is ______centimeters high.
The left wing is ______centimeters long.
The right wing is ______centimeters long.
*Convert the height of your bird and the length of each wing of your bird
using a double T-chart.
The bird is ______millimeters high.
The left wing is ______millimeters long.
The right wing is ______millimeters long.

Describe and draw the habitat for your new bird species.
Shelter: Where will your bird rest?

Food: What will your bird eat?

Environment: What climate or earth elements will your bird have to adapt to for survival?

Build a Bird

Name of your new bird species:

Write the name of each adaptation and draw a picture that represents that adaptation.

Beak Adaptation

Wing Adaptation

Feet Ad aptation