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Notes for Teachers

Students will research and understand bird evolution. They will identify the functions of body parts and ecosystems. They will predict evolutionary changes that a specific bird will go through and the future anatomy of that animal.

Students will identify forms that mimic their predicted bird sketch, using repurposed materials to solve problems. They will learn to build a structure and layer paper mache.

About paper mache:

This is a method where a solid structure is coated with layers of paper and paste made from flour and water. Variations using glue and water or other ingredients are also available. Students may have sensory issues, and for those you might provide disposable gloves or close access to a sink to clean often. It is recommended to make a minimum of two layers.

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Notes for Teachers

List of Materials

internet, laptops
reading materials
graphic organizers
mixing containers
access to a sink
paper towels

Paper mache could be replaced by any other sculpture technique such as air dry clay.

This lesson can be used with the Hydro dipping lesson plan to decorate the bird sculptures.

The project extension for this lesson is to write a digital story featuring the Future Bird as the main character.

Paper Mache Materials:

repurposed materials (bottles, cardboard, newspaper, styrofoam, etc.)
other materials (cups, straws, wire, pipe cleaners, popsicle sticks, caps, etc.)
flour & water

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Art Science Engineering

Creating (2-3)

2. Organize and Develop Artistic Ideas and Work - take controlled risks using materials purposefully and organize words to explain the process.

3. Refine and Complete Artistic Work - craftsmanship, reflection and revision

Connecting (10)

10. Synthesize and Relate Knowledge and Personal

Experiences to Make Art

Cross-cutting concepts

Proportion, quantity and scale

Life Science Core Ideas

L3: Genetic information is passed down from one generation of organisms to another.

L4: The unity and diversity of organisms, living and extinct, is the result of evolution.

Cross-cutting concepts

Systems and system models

Structure and function

Stability and change

Communication Skills:

6.1 Apply technical writing skills and use visual aids to present critical information in reports (i.e., results/outcomes, conclusions, future work recommendations, etc.)

Writing: 8.W3

Knowledge Constructor

Standards

Language Arts

Technology

Math

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Vocabulary & Assessment Topics

Texture

Color

Shape (2D)

Form (3D)

Ecosystem

Life processes

Species

Evolution

Natural resources

Extinction

Many of these Science terms are also Elements of Art.

Texture, color, shape and form are among the 7 art elements.

Life science characteristics are the foundation content in this lesson.

The purpose of this lesson is to use visual arts to explore life science and predict the future of a species. The outcome should be one sculpture. Read the entire lesson before diving in.

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Future Bird 3000

Objectives: The student will…

Learn about the evolution of bird species.
Pick a bird to study, identify its characteristics.
Predict what it’s habitat will be like in the future.
Create an evolved species of bird and tell which living species it is most closely related to.
Use ratios to build a proportional model.
Evaluate a peer’s sculpture and bird anatomy using digital tools.

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Resource: eBird Explorers Biodiversity Detectives

The Cornell Lab workbook provides reading materials and activities which are the base of this lesson.

Reference materials:

eBird Explorers booklet “Biodiversity Detectives” p. 20-23, p. 51-55
graphic organizer handout
vocabulary list: adapt/adaptation, evolve/evolution, camouflage, habitat

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Lesson sequence

Intro/Hook:

real dead bird specimens

prehistoric / dinosaur birds video

Transformation: Dinosaurs to Birds #datavisualization

Are Birds Modern-Day Dinosaurs? | National Geographic - YouTube

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Resource: eBird Explorers Biodiversity Detectives

Step A:

Learn about prehistoric birds and read the article, “Are birds really dinosaurs?” (p.51-52)

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Lesson sequence

Step B:

Explore birds on the interactive map, “Wall of Birds interactive” individually or in pairs, Wall of Birds

(instructions on p.20)

Use a graphic organizer to take notes and document findings Graphic organizer for “Wall of Birds interactive”

Compare and contrast two of the bird species on the Venn Diagram:

a) size and shape

b) color patterns

c) prehistoric relatives

d) feather functions

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Intro

The purpose of studying bird species in each subject area:

ART

to practice observation skills
to practice hand-eye coordination and technical skills
to handle 3D materials

SCIENCE

to learn about ecosystems
to observe the diversity and unity of organisms
observe the cross-cutting concepts (shown as the middle section in Figure 1)

Arizona 2018 Science Standards Modified 12/22/21

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Resource: eBird Explorers Biodiversity Detectives

Step C:

“Going further” p. 23. Check out “Feathers through Time” interactive activity Think About Feathers | Bird Academy • The Cornell Lab

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(Option)

Watch clips from “A Bug’s Life” when the bugs built a bird to scare away the grasshoppers.

How did the animators decide what materials should be used for the different body parts?

Introduction: A Bug's Life (1998) Bird Attack Scene

Making of the bird: A Bugs Life (1998) | The Making of "The Bird"

Attack: A Bug's Life Bird Scene

Conclusion: ://www.youtube.com/watch?v=hJnc2-rLBbc&ab_channel=kiaramarbalto2

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Lesson sequence

Step D:

Identify the parts of the bird you have chosen.

You may need to use additional sources and cite them.

Use the organizer to include four significant body parts, the habitat it lives in, and its habits.

Tell what purpose each of the parts serve.

Then determine what would happen if that part was different or missing.

This will help you decide how the bird will evolve in the future.

*This is a Thinking-Based Learning activity developed by Dr. Robert Swartz

Swartz, R. J. (2010). Thinking-based learning: Promoting quality student achievement in the 21st Century. Teachers College Press.

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Hands-on Activity

Build a bird body

Step E:

Start with a sketch of the bird.
Select objects that fit the forms of each body part.
You may need to manipulate them (cut or fold).
Consider size and proportion.
Decide how to put them together:

tape
glue
fit pieces inside each other

Make sure it is heavier at the base (weight and mass).

shape is 2D and form is 3D

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Hands-on Activity Instructions

Considerations:

How will the bird stand on its own?
Are all of the parts to scale?
How can the weight be distributed?
Should anything be adjusted?

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Hands-on Activity

Cover the form with paper mache.

Create a cohesive layer of paper mache to unify all the body parts into one solid mass.

Carefully tear thin paper (newspaper or coffee filters or paper towels work well).
Dip into premixed flour paste.
Layer pieces criss-cross over each other.
Minimum 2 layers for stability.

Prime the entire body with paint (acrylic or spray paint primer).
Add details as desired.

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Here are two student examples.

They had to work with a partner and look at the original bird species and the future bird sculpture.

They had to ask questions about the changes their partner made to the future bird. They had to inquire about the function of those changes.

They also had to do a mathematical comparison of proportions, relating the original bird size to that of the sculpture.

Partner Comparison

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Assessment 1 -

Go to: All About Bird Anatomy - The Cornell Lab of Ornithology

The first step of evaluation will be a peer review.

The objective is to:

identify parts of a bird’s anatomy.
determine how each student adapted their bird.

Students complete the form survey about their sculpture and a partner's.

Find a partner, and get the bird sculptures out.

Respond to the questions, then put the sculptures back.

Link: Peer Review - Future Bird Anatomy

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Assessment 2 - Extension Activity

Bird Comic Storyboard

Bird comic storyboard

Factual research	Species information from your “parts of the bird” chart and “wall of birds”.
Creative ideas	Invent story details from your imagination.
Plot sequence	Intro, rising, conflict, falling, conclusion
Story elements	Characters, setting, mood
Visual design	12 frames with different camera angles. All drawings are original.

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Assessment

Use of materials
Method - Paper mache process
Plan
Results
Compare & Contrast

Visual Art	Life Science	Engineering
Creating (2-3) 2. Organize and Develop Artistic Ideas and Work - take controlled risks using materials purposefully and organize words to explain the process.	Using (U2-U3) L3: Genetic information is passed down from one generation of organisms to another.	Communication Skills: 6.1 Apply technical writing skills and use visual aids to present critical information in reports
3. Refine and Complete Artistic Work - craftsmanship, reflection and revision	L4: The unity and diversity of organisms, living and extinct, is the result of evolution.	6.3 Apply communication skills, including listening skills, with project teams, project managers, clientele, and/or contractors
Connecting (10) 10. Synthesize and Relate Knowledge and Personal Experiences to Make Art

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Assessment

Use of materials
Method - Paper mache process
Plan
Results
Compare & Contrast

Math	Language Arts	Technology
x	8.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.	6-8.3.a. Knowledge constructor - Students practice and improve research strategies to locate information and other resources for their intellectual or creative pursuits.
x	a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
x	b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.	Math
x	e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

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Differentiation

These lessons require lots of preparation about following proper procedures. Before, during and after teachers must monitor this.

Teachers must clarify and repeat safety measures as well as break down each activity into steps.

Teachers should group students by combining levels (H/M, M/L), behavior and group dynamic to allow the most learning to take place.

Remediation

Extension/Enrichment

Watch clips from “Dusk Chorus” and/or “Racing Extinction” to extend learning about future environmental implications. Introduce students to how birds evolved from dinosaurs and use the Wall of Birds.

Take a field trip to the Nina Mason Pulliam Rio Salado Audubon center to learn about bird watching Rio Salado Audubon Center

Have students think about what humans must do to ensure survival of species. Let them research and write appeal letters to nonprofit organizations or government agencies for support.

Teach students other uses for paper mache and have them develop ideas for other projects.

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