SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards
Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning

Accommodation
s, Modifications

DETAILS
CK
Miss Miller
Science
3
Two 40 minute class periods
Birds beaks are important for survival and the shape of
a birds beak relates to what a bird eats and how it
eats.
Why are beaks so important for birds?
What are the different kinds of beaks?
How does the shape of a birds beak determine its food
intake?
How does the shape of a birds beak relate to its eating
behavior?
Standard 3.1.3.C2: Describe animal characteristics that
are necessary for survival.
During a reading of Beaks! by Sneed B. Collard III (C),
all third grade students (A) will correctly identify (B) the
importance of a birds beak and the purpose of four
different kinds (D) of beaks.
After building a bird beak (C), all third grade students
(A) will pick up (B) at least five pieces (D) of bird food.
Formative Assessment
Formal Evaluation: Students complete the Build a Bird
Beak Lab Sheet.
Informal Evaluation: Teacher observes and discusses
with students as they do the Build a Bird Beak Lab.
Teacher records observations on a clipboard.
The pre-assessment activity on the Smart Board aligns
with ISTE standard 6c: Students communicate complex
ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models
or simulations. It also fits into the Learning and
Innovation Skills and Information, Media, and
Technology Skills of the Framework for 21st Century
Learning.
Name of Student: Thomas
Age: 9
Grade Level: 3
Type of Disability: Cerebral Palsy with Cognitive
Disability

Summary of disability characteristics: Hypotonia

(floppiness) in one arm, lack of coordination and
balance, speech difficulty (dysarthria), scooter bound,
able to use cane to stand for short periods of time,
sways when standing, leg braces (orthotic devices) on
both legs, gait disturbance (walks with a propulsive
gait), unsteadiness when walking, and learning
disability
Academic Profile: Below grade level (in special
education)
Capabilities: Able to operate scooter with hand that is
not impaired, able to support self with cane for a few
minutes, able to walk with cane for a few steps, able to
type on the computer with hand that is not impaired,
and able to write with hand that is not impaired
Limitations: Unable to stand with cane for long periods
of time, trouble talking clearly, difficulty writing legibly,
difficulty participating in some physical activity
(running, catching a ball, and throwing a ball), difficulty
with precise motions and fine motor skills (picking up a
pencil or other small object), and unable to sit down
without using both hands for support

Accommodations:
Student will sit at the scooter compatible desk and lab
table.
Teacher will highlight the directions on the Build a Bird
Beak Lab Sheet.
Student will use a pencil grip to help him write his
answers on the Build a Bird Beak Lab Sheet.
Teacher will pre-cut strips of tape for the student to use
for his beak.
Teacher will assist student in securing the beak with
rubber bands since this will be difficult to do with one
good hand.
Teacher will assist student in pouring out some bird
food.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan

This lesson plan is built off the students knowledge that

animals need food to survive. This lesson is centered around
Standard 3.1.3.C2: Describe animal characteristics that are
necessary for survival. This lesson focuses specifically on
birds. Students learn the importance of beaks and the purpose

CK

Introduction

Explicit
Instructions

Lesson
Procedure

of four different kinds of beaks.

Activating Prior Knowledge
Teacher reminds students when they learned that
animals need food to survive.
Hook/Lead-In/Anticipatory Set
Teacher tells students that they are going to be learning
about how birds get their food. They are going to read a
book and then build their own bird beak.
Big Idea Statement
Teacher states the Big Idea in kid-friendly terms: Birds
need beaks to survive. What a bird eats and how it eats
depends on the shape of the beak.
Essential Questions Statement
Teacher states the Essential Questions in kid-friendly
terms:
Why are beaks so important for birds?
What are the different kinds of beaks?
How does the shape of a birds beak affect what it eats?
How does the shape of a birds beak affect how it eats?
Objective Statement
Teacher states the Objectives in kid-friendly terms:
After you read Beaks! by Sneed B. Collard III, you are
going to describe the importance of beaks and the
purpose of the four different kinds of beaks.
You are also going to build a bird beak. Your goal is to
pick up at least five pieces of bird food with your beak.
Transition
The class sings the Busy Beaks song together. Teacher
puts the lyrics on the board so the students can follow
along.
Key Vocabulary
Beak: what a bird uses to get food
PreAssessment of Students
Teacher gives each student a partner and asks them to
discuss a few questions together. The questions are:
What do you know about bird beaks? If you were
building a bird beak, what would it look like?
After the groups discuss their answers to the questions,
teacher asks for volunteers to share their responses with
the class. Teacher creates a list on the Smart Board and
students add their answers to the list.
Teacher passes out the Build a Bird Beak Lab Sheets.
Teacher reads the book Beaks! by Sneed B. Collard III
out loud to the students.
Modeling of the Concept
Teacher reads the directions for the first section of the
Build a Bird Beak Lab Sheet.
Teacher models how to complete the first section and
the class completes this section together.

Teacher reads the Build a Bird Beak Activity Guide and

models each step for the students.
Teacher reads the directions for the second section of
the Build a Bird Beak Lab Sheet.
Teacher shows students how to record their information
from the lab in the chart.
Guiding the Practice
Teacher walks around the room as students are doing
the lab.
As they are creating their beaks, teacher discusses their
thought process with them. Teacher asks questions such
as, Why did you decide to use those materials for your
beak?
Teacher also makes sure students are properly recording
their information on the Build a Bird Beak Lab Sheet.
Providing the Independent Practice
Students will create a bird beak using the supplies
provided. Students will record the amount of food the
beak was able to pick up in the chart on the Build a Bird
Beak Lab Sheet.
Transition
The teacher has the students move back to the lab
tables based on the color of their shirts. Ex: If your shirt
is red, go back to the lab table. If you have a blue shirt,
you may now go back to the lab table.
Reading
Busy Beaks song (https://www.nwf.org/kids/familyMaterials
fun/songs/busy-beaks.aspx)
Technology
Beaks! by Sneed B. Collard III
Equipment
Build a Bird Beak Activity Guide
Supplies
Build a Bird Beak Lab Sheet
Plastic forks and spoons
Toothpicks
Pipe cleaners
Rubber bands
Unsharpened pencils
Masking tape
Scissors
Bowls
Bird food (container of macaroni, beans, and rice)
Hourglass
Evaluation of
Formal Evaluation
the
Teacher grades the Build a Bird Beak Lab Sheets.
Learning/Master Informal Evaluation
y of the
Teacher takes notes of discussions with students as they
Concept
do the Build a Bird Beak Lab.
Closure
Summary & Review of the Learning
Teacher reads the objective in kid-friendly terms and
asks the students to repeat.

Teacher
Self-reflection

Teacher asks students how they met the objective. This

results in a class discussion.
Teacher asks students what difficulties they encountered
during the lab.
Teacher asks other students for suggestions on how they
could have solved these problems.
Teacher asks for suggestions of how the activity could be
improved.
Homework/Assignments
None
I will know that students have learned the importance of
a birds beak and the purpose of four different kinds of
beaks when they answer the fill in the blank questions
on their Build a Bird Beak Lab Sheets.
I will know that students can build a bird beak that picks
up at least five pieces of food if they complete the
chart on the Build a Bird Beak Lab Sheets.
If students have difficulty grasping this concept, we will
review bird beaks again using this video:
https://vimeo.com/68342257. I will also allow students
to work in partners to create their bird beaks.