Eat like a Bird

Through the connections with the EL curriculum, students will continue their learning about the importance of birds by eating like a bird and making healthy bird treats that encourage safe and caring animal practices around our community.

Course Outcome
How can we, as nature smart students, prepare different foods that showcase the life and diet of birds around the community, which results in a deeper care for the animals around us?
This PBL is broken into 3 subparts:
  1. Eating like an herbivorous bird
  2. Eating like a carnivorous bird
  3. Eating like an omnivorous bird
Through the partnership of local partners like the TN Bluebird Society, this PBL was a beautiful extension of the learning done in the content classroom while deepening their vocabulary, skills, and communication habits needed for the real-world.

TN State Standards Aligned:

Standard 1: RI.1.7: Use the illustrations and details in a text to describe its key ideas

Standard 2: W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

tandard 3: 1.EST1.1 Solve scientific problems by asking testable questions, making short-term and long-term observations, and gathering information.

Standard 4: TNSS1.23 Use correct words and phrases related to chronology and time, including: past, present, and future.

Integrating the multiple intelligences as well:

Interpersonal: Students will communicate with partners on a daily basis to discuss the importance of birds while also interviewing key community figures that help protect our local birds.

Intrapersonal: Students will develop introspective as they discover the urgency in protecting birds and other pollinators as it connects to their favorite foods.

Naturalistic: Students will take ownership in creating bird treats and houses to promote more birds in the school garden and local areas.

Verbal: Students will be able to verbalize and communicate effectively how the protection of birds is important to our local area.

Logical: Students will show logic while preparing dishes using specific tools, collaborating and communicating with others, and relating their learning to the classroom content.

Spatial: Students will “see the big picture” and promote activism throughout the school and community.

Day 1-3: Eating like an herbivorous bird

Day 1
SunButter was used in replace of peanut butter due to allergies. It was a huge hit and easy replacement! 

Day 2! 
You can add any fruit. I had to be careful with key allergies to specific berries in some classes.
Day 3! 
Students also worked on their "art smarts" to draw their own bird and identified if it would be an omnivore, herbivore, or carnivore.

Day 4-6: Community Partner Spotlight & carnivorous bird focus

Day 4

She had LIVE FOOTAGE of birds in her own birdhouses throughout her yard. Students also got to hear and see real life babies in action.
We use these questions to build our "people smarts" whenever a community partner visits.
Day 5

Day 6

Day 7-9: Omnivorous bird diet & mystery recipe

Day 7
Diane Shelly came back TWICE!

Focusing on the design process that is strongly intertwined in all PBLs as a STEAM designated school.
Diane Shelly spoke about her personal experience through the design process with her birdhouses.

Day 8- We had ANOTHER Community Partner come: B's Sweets to help make Hummingbird Cake! 

Day 9

I also asked how we could make this dish something an OMNIVORE would eat.

Course Overview

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