favorite place to live: dense shrubby areas

call pneumonic: birdie, birdie, birdie

2  Refer to when Ruby goes to the park and sees the warbler and ask if the children ever see birds outsides

3 Ask children what they know about birds and expand on the observations accordingly.  This can be guided by the interest of children.  Natural objects related to birds can be brought to share during this conversation.  (Eg: wings, eggs, feathers, feet)  Share feathers and mention that what really makes an animal a bird is if it has feathers.

4 Ask what noises birds make.  Children will usually tweet.  The ask what noises other birds children know make.  (owls, ducks, chickens, etc)  Ask if all of these noises are the same or different.  All birds sound different.  Reference page in the book where the bird could be seen before heard and the noise it made.

5 If the children have the focus for it an alterative or additional activity can be listening to a recording of birds singing.

6Introduce the concept that all birds have beaks and their beaks are kind of like tools.  Use owl, woodpecker, and hummingbird as example.  While discussing their diet and beak type, share study skins.

7 break out into 3 stations to do the fill the bill activity.  Use owl (scissors), woodpecker (tweezers), and hummingbird (pipette) for bill stations.

8 Thank the children.  Encourage them to continue exploring birds.  Remind them that they are always welcome to come to the park to look for birds or play

Pores: air and moisture can pass through pores

Membrane: defense against bacteria

Yolk: nutrients

White: protection