MULTICULTURAL LESSON PLAN

Lesson Title

Beak Adaptations

Student

Sydne Faith Yanez

1. Objectives:

Students will be able to create a total educational environment that

promotes respect for difference

Students will be able to identify the differences in birds beaks

Students will be able to recognize that nature gives all living things
what they need to adapt to their surroundings.

L2B Students understand that living things have identifiable

characteristics

L5B Students understand that living things have specialized structures

that perform a variety of life functions.
o Students will be able to identify the differences in birds beak
structures.
o Students will recognize that nature gives all living things what
they need to adapt to their surroundings.

Learning styles implemented1. Kinesthetic

2. Visual
3. Auditory

Gardners 8 Intelligences implemented

1. Musical Intelligence: go outdoors and listen to different birds

and look for the size of their beaks. Do their beaks make
different sounds due to their size?
2. Spatial Intelligence: mold clay into the form of birds (focusing
on the beaks)
3. Naturalist Intelligence: Go outside and experience the real
thing.
4. Intrapersonal Intelligence: Independent project
5. Interpersonal Intelligence: Match vocabulary words to their
definitions as a class
6. Bodily-Kinesthetic Intelligence: Various types of tongs and
tweezers to use as beaks
7. Logical-Mathematical Intelligence: Graph the different sizes of
birds beaks and visual flash cards
8. Linguistic Intelligence: See what items size items the different
tongs and tweezers can pick up

2. Materials/Equipment:

Microsoft Word, printer, paper, Google, Google Images, Molding

clay, various tongs and tweezers, graphing sheet, flash cards,
pictures of birds and their beaks, books on different birds, articles
on birds, playground/outdoors, various sizes of bird food, rubber
insect, and rubber fish

3. Instruction:
A.

Teacher Procedures: The teacher will explain to students that like

humans, animals come in all different shapes and sizes. Not only do
they come in all different shapes and sizes so do things like their
eyes, ears, mouths, and noses. With all animals being unique some
animals may not be able to hear, some animals may be able to
whistle, some animals may chew their food while others just
swallow it. The teacher would ask the students if they have ever
been to a zoo. If some answered yes, they would then be asked if
that zoo had any bird they could remember. For students who
havent been to a zoo have you ever just sat outside and watched
the birds fly by you or see them just standing in one place? The
teacher will tell the class that today we are going to pretend we are
a zoo full of birds colorful ones, large ones, small ones quiet ones,
etc.
B. Student Activities: Students will be assigned thirty minutes of in class
research time. They will research different types of birds and their
beaks. Followed by the research students will spend twenty minutes of
visual flashcards. Students will match pictures of birds and pictures of
beaks that are similar to the one on each bird. After the visual
flashcards students will be able to identify the differences in birds
beaks. Students will then have fifteen minutes to use different types of
tongs and tweezers as if they were a birds beak to see what type of
objects a bird can pick up depending on their beak size. With using the
different sizes of tongs and tweezers students will be able to recognize
that nature gives all living things what they need to adapt to their

surroundings. Students will then be given 10 minutes to mold clay into

the shape of a bird (focusing on a specific beak). The student will later
present this model to the class. Students will also make a graph on the
different sizes of each birds beak, largest to smallest. This graph will
also be turned in for a grade. After all activities each student will have a
maximum of five minutes to present their clay model and explain which
beak they chose to create, why they choose it and two facts about it.
Also they will have to turn in their graphing work sheet for a grade to
make sure they understood the concept.

4. Closure:

To help students remember what they have learned a closure for

this lesson would be sharing their projects to the class and then displaying
them in the class for a week or two.

5. Evaluation:

I would grade/assess/evaluate my students learning by informal

question and answers during their class presentation.

Excellent

Good

Poor

Fully completed graph

Correctness
Effort and time
Clear communication

6. Bibliography:

Provide a list of all resources used to plan, write and present this lesson
including all books, literature, software, videotapes, websites, etc.

"Animal Photos." Animal Photos RSS. Ontology2. Web. 7 Dec. 2015.

"Biological Drawings of Birds. Parrot Beak." Biological Drawings. Bird Beaks. African Grey
Parrot. Birds. D G Mackean & Ian Mackean. Web. 7 Dec. 2015.
"BLUE BEAK PARROT (1280x960)." 1280x960 Blue Beak Parrot Wallpaper.
MrWallpaper.com. Web. 7 Dec. 2015.
"Grade One." CCSD Elementary Curriculum. Clark County School District, 2006. Web. 7 Dec.
2015.
"Hummingbird Beak." Hummingbird Beak. Florida Center for Instructional Technology. Web. 7
Dec. 2015.
Mason, Kimberly. "Loving Hummingbirds to Death." Almost Daily News. Cascade Musky
"Natural World of Living Things." Natural World of Living Things. Web. 7 Dec. 2015.
Web. 7 Dec. 2015. <http://wildlife-animals.com/coloring-pages/pelican-3.gif>.