Functional Feet: How Foot Structure Connects to Bird Survival
Initial Publication Date: August 3, 2009
Summary
Students will study and observe differences in the foot structure of various birds. They will first see pictures of different birds, then watch for birds in their nearby outdoor learning area. After observing birds in their natural habitat, students will then relate the differences in foot structure to the habitat and lifestyle of each bird.
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Learning Goals
The learner will use writing and drawing skills to record observations of birds in their natural habitat.
The learners will synthesize their knowledge of bird foot structure and function, with its habitat and lifestyle.
The learners will synthesize their knowledge of bird foot structure and function, with its habitat and lifestyle.
Context for Use
Students do not need prior knowledge of birds for this activity. It is helpful to have a pond, wetland or other area where multiple types of birds with different foot structures might live, but the activity could be done in an urban area. Students can record their observations in their science notebook or nature journal.
Description and Teaching Materials
1. Begin by showing pictures of many different birds. Include a variety of species and subspecies of all shapes, sizes, etc.
2. Discuss the similarities and differences.
3. Guide students toward noticing that there are many types of feet represented in the picture collection.
4. Explain that we will be taking our learning outside to record our observations of birds in their natural habitat. Observations should be a combination of drawing and descriptive writing. Record what the bird looks like, where it is, what it is doing, and anything else you notice.
5. Review outdoor learning expectations if necessary. Go to observation area.
6. Once students have had ample time to observe the birds in their natural habitat come back together and form a circle to share student findings.
7. Guide students to notice the ways that the birds used their feet and what their feet look like; their structure and their function are directly related.
8. Be sure to question students about what would happen if a bird's habitat was the same, but its foot structure was different (i.e. "what would happen if a duck had feet like a red-winged black bird?").
2. Discuss the similarities and differences.
3. Guide students toward noticing that there are many types of feet represented in the picture collection.
4. Explain that we will be taking our learning outside to record our observations of birds in their natural habitat. Observations should be a combination of drawing and descriptive writing. Record what the bird looks like, where it is, what it is doing, and anything else you notice.
5. Review outdoor learning expectations if necessary. Go to observation area.
6. Once students have had ample time to observe the birds in their natural habitat come back together and form a circle to share student findings.
7. Guide students to notice the ways that the birds used their feet and what their feet look like; their structure and their function are directly related.
8. Be sure to question students about what would happen if a bird's habitat was the same, but its foot structure was different (i.e. "what would happen if a duck had feet like a red-winged black bird?").
Teaching Notes and Tips
When taking students to an outdoor learning area off-site it is helpful to give them a task for the transition time. In this case, I would have them begin their bird-watching as soon as they leave the school doors.
The Minnesota DNR website as great pictures and information to use in the beginning of the activity (http://www.dnr.state.mn.us/index.html).
The Minnesota DNR website as great pictures and information to use in the beginning of the activity (http://www.dnr.state.mn.us/index.html).
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Assessment
Assess students based on the relevance of their nature journal notes. If it looks like they are truly observing birds and bird habitat, they are completing the task accurately. If their observations are about their surroundings, but not birds or bird habitats they should get partial credit. If they made no observations, or they are not about their surroundings at all, they should not get credit.
Standards
Life Science Standard 5.4.1.1.1
Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system.
Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system.