Beak, Feet and Food

Overview

This is lesson 3 of 4 in the Eastern Rosella Explorers unit. Students investigate how different “beak” tools collect different foods, then connect their observations to the Eastern Rosella’s curved beak and feet. They build on earlier learning about observing animals and asking questions, with a focus on safe and respectful observation.

Learning intentions

Students will:

• use their senses and simple tools to make careful observations
• ask a question and make a prediction about which tool will collect a food
• compare their prediction with what they observe
• describe how an Eastern Rosella’s beak or feet help it feed

Success criteria

• I can describe one Eastern Rosella body part.
• I can explain how that body part helps the bird.
• I can make and test a prediction.
• I can say or show whether my prediction matched my observation.

Curriculum links

• Exploring how people use observations and questions to learn about the natural world.
• Comparing observations with predictions, with guidance.
• Following a procedure to make and record observations using familiar equipment.
• Posing questions and making predictions based on observations.

Lesson structure (30 minutes)

1. 0–4 min · Notice and wonder. Teacher displays a clear image of an Eastern Rosella using the hook and rosella observation slide and asks, “What might this bird use its beak and feet for?” Model respectful observation: look closely, keep quiet, do not chase, touch or feed wild birds. Students silently notice one feature, then share an observation with a partner.

2. 4–8 min · Connect body parts to feeding. Teacher uses the beak-and-feet teaching slides to point out the rosella’s curved beak and gripping feet, explaining that the beak can help pick up, crack or bite food and the feet can help hold onto a perch or food. Students use their fingers to make a gentle “curved beak” shape and demonstrate how feet might grip. Emphasise that the tools are models, not exact copies of a bird’s body.

3. 8–11 min · Predict and model the procedure. Teacher shows the three tools—tweezers, a spoon and fingers—and the sample foods—pom-poms, paddle-pop sticks and large beads. Open the beak investigation recording sheet and model choosing one food, making a prediction, using one tool at a time and recording what happened with a drawing, tick or adult scribing. Students make a verbal prediction: “I think the ___ will pick up ___ because ___.”

4. 11–21 min · Investigate in pairs. Teacher places students in pairs with a tray of tools and materials, displays the investigation steps and safety reminders, and circulates to prompt careful testing: “What did you notice?” “Was the food easy or hard to pick up?” Students take turns as Investigator and Recorder. They test each tool with at least two food types, make observations and record results on the worksheet. Students keep materials on the tray, use tools safely and do not put beads or other materials in their mouths.

5. 21–26 min · Compare and discuss. Teacher pauses the class and invites pairs to demonstrate one result, returning to the comparison and discussion slides. Ask, “Which tool worked best for the pom-pom? Which worked best for the stick? What evidence supports your idea?” Students compare their predictions with observations using the sentence frame, “My prediction ___ because I observed ___.” Guide students to connect a tool’s shape or grip with the food’s size and shape.

6. 26–30 min · Rosella explanation and exit check. Teacher displays the final rosella connection and reflection slide and asks each student to complete the prompt on the worksheet: “An Eastern Rosella’s ___ helps it ___.” Students may draw, dictate, speak to the teacher or demonstrate with a tool. Invite two or three students to share, then collect worksheets as an assessment record.

Resources

• the Eastern Rosella observation and investigation slide deck
• the beak investigation recording sheet
• Eastern Rosella photograph or short, sound-off video
• Child-safe tweezers
• Spoons and student fingers
• Pom-poms, paddle-pop sticks and large beads
• Small trays or tubs for pairs
• Pencils, crayons and visual instruction cards
• Hand sanitiser or wipes

Assessment

• Listen for observations that describe what students saw rather than guesses, and check that students follow the testing procedure safely.
• During partner work, ask students to explain whether a prediction matched the result and identify evidence from their test.
• Use the final worksheet response to assess whether each student can describe one Eastern Rosella body part and explain how it helps the bird.

Differentiation

• Support learners with visual step cards, teacher modelling, repeated sentence starters, larger materials, easy-grip tools and a reduced choice of two tools or foods.
• Provide hand-over-hand support where appropriate, while maintaining student control, and allow partner recording, verbal responses, drawings or demonstrated explanations.
• Pair students thoughtfully and pre-teach key words using gestures and real objects; accept home-language discussion before sharing in English. Provide additional processing time for EAL learners and students who need it.
• Extension: students predict which tool would best collect a new food type, test the prediction, and explain their choice using evidence from the investigation.