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2nd Grade Follow-up Activities

THEME: Habitats

Before You Begin:

Choose a book about habitats to read to your students.  Some suggestions might be:

Animals That Live in Trees by Jane R. McCauley

I Took A Walk by Henry Cole

Around the Pond:  Who’s Been Hiding Here? by Lindsay Barrett George

Welcome Home, Bear:  A Book of Animal Habitats by Il Sung Na

Who Lives Here by Maggie Silver

In One Tidepool:  Crabs, Snails, and Salty Tails by Anthony D. Fredricks

Once Small Place In a Tree by Barbara Brenner

A Walk in the Deciduous Forest by Rebecca L. Johnson and Phyllis V Saroff 

Or some other book about animals and their habitats.

 

Discussion:

What four things do all animals need to survive?  (food, water, shelter, and space)

What is a habitat?  (A place where an animal or plant lives)

Are all habitats the same?  (No)

Tell me some different types of habitats.  (Hot, cold, warm, wet, damp, dry, dark, bright, or more specifically dessert, beach, forest, field, meadow, etc.)

 

Activity:

Write the word “beach” on one side of the board and “forest” on the other side of the board

Ask students to name plants or animals that live at the beach

Ask student to name plants or animals that live in the forest

Give students a piece of paper and ask them to draw an animal’s habitat.  Remind them that it must include the animal, its food, a source for water, and something it can use as shelter.

Allow students to share their drawings.

You can follow up by comparing and contrasting the similarities and differences of the habitats, animals, water, and shelter that were drawn. 

 

THEME: Birds

Before You Begin:

Choose a book about birds to read to your students:

What Is A Bird?  By Bobbie Kalman

Animals In Flight by Steve Jenkins and Robing Page

Beaks! by Sneed B. Collard III

The Best Beak in Boonaroo Bay by Henry Cole

What Makes  Bird a Bird? by May Garelick

 

 

Discussion:

What are the characteristics of birds or the things that make a bird a bird?  Warm blooded, feathers, have lungs and breathes air, vertebrate (has a backbone), and lays eggs.  Birds also have wings and beaks.

Birds living near lakes, ponds, or the ocean are most likely to eat what type of food?

Birds walking around you yard are most likely to eat what types of things?

What would a bird eat from a dead or dying tree?

Do all birds have the same shape for their beak?  No

Show pictures of different types of bird beaks and explain that they have different shaped beaks because they eat different types of food. 

Explain that a pelican has a pouch so he can scoop up his food.  Ask students to guess what type of food each bird beak in the pictures might eat.  Explain what each might eat and why if necessary.

Why do birds need to eat different things?  If all birds ate the same thing there would not be enough food to go around.

 

Materials

--Pictures of different shaped bird beaks

 

-Beaks:

Spoons

Tweezers

Clothespins

Chopsticks

Tongs

 

-Food:-

Toothpicks

Rubber fishing worms

Bottle caps

Pennies or washers

Shells

Marbles

Rubber bands

Cotton balls

Dried beans

Dried macaroni

 

 

Procedure

  1.   Each student will be given a “beak”.   Each student will also get a plastic cup.
  2.  You are now a very hungry bird.  The tool you have been given is your “beak”.  You can only use your beak to pick up food.  
  3. The cup is your stomach. It must remain upright at all times. You must hold your beak in one hand, and your stomach in your other hand, close to your body. Only food that is placed in the cup by the beak has been “eaten”.
  4. Food items will be placed in your “habitat”. When the teacher says “go”, you will have 20 seconds to feed (or until the food runs out). Collect as much food in your stomach as possible until the teacher says “stop”.
  5. When the teacher says “stop”, students will empty their stomachs and count the contents. 
  6. Make a chart on the board showing which types of beaks were able to eat how much and what types of food.   Which food was easiest for each beak type to pick up and eat.  Discuss why some beaks were able to pick up some types of food while others were not able to pick up that food. 
  7. As a follow-up have students cut picture of birds out of magazines and group them according to what foods they might eat.