Skip to content
Would you like to visit your local site?


We noticed you’re located in New Zealand. There isn't a local site available. Would you like to visit the Australian site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Skip to Content
Back to Become a Creative Champion with Crayola
Skip to Navigation

Flying Bird Fact-Finds

Display information about backyard birds on 3-D bird mobiles.

  • Grade 2
    Grade 3
    Grade 4
  • 60 to 90 Minutes
  • Directions

    1. Research various topics on local backyard birds, including how to recognize birds, what different species like to eat, how birds drink and bathe, and where they live. Choose interesting facts to post on a hanging bird mobile.
    2. Fold a piece of grocery bag paper in half. Use a Crayola® Construction Paperâ„¢ Crayon to outline half of a bird on one side. Beginning at the fold, draw half of the head, continuing with the spread wing, returning again to the fold with half of the tail feathers. Cut out your bird with Crayola Scissors.
    3. Design the bird's plumage with crayons, referring to resources to make a backyard bird that can be found in your area. Color the bird's feathers on both the top and underside.
    4. Tie a string or yarn to the center of a craft stick. Glue the craft stick to the underside of the bird going across the body from wing to wing so the string will hang down below the bird. Dry.
    5. Fold three pieces of construction paper in half, gluing the back of one half to the back of another piece so all three are glued together. Dry.
    6. Write interesting facts on each side of the folded paper using Crayola Markers. Attach string on the bird to the center of the fold and hang from the ceiling.
  • Standards

    LA: Read with sufficient accuracy and fluency to support comprehension.

    LA: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

    LA: Engage effectively in a range of collaborative discussions with diverse partners on grade level topics and texts, building on others' ideas and expressing their own clearly.

    LA: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    LA: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

    SCI: Ask questions about the natural and human-built worlds.

    SCI: Construct drawings or diagrams as representations of events or systems.

    VA: Use visual structures of art to communicate ideas.

    VA: Select and use subject matter, symbols, and ideas to communicate meaning.

  • Adaptations

    Take students on a school yard field trip to watch the birds indigenous to the area. If possible, provide students with digital cameras to take photographs of the birds they see. Display photos in the classroom. Have students view these and discuss the attributes of each bird they see. If possible, have students identify the types of birds indigenous to the area.

    Investigate the variety of bird houses used in the area. What materials would be needed to create a bird house? Attempt to re-create a bird house using only recycled materials. Make a list of the materials you use in creating your original bird house.

    Interview the owner of a nature shop. Investigate the variety of bird seeds available and ask why some are preferred over others. Get the recipe for bird feed and make some. Use this bird seed in your original bird feeders.

    On hallway bird mobiles, students write a summary of their research into their selected birds. Hand this so that it can easily be read by a hallway passer-by.


Share this Lesson Plan

Back to top