“Bald Eagle”
Kindergarten – History/Social Science and Visual Arts
Background Information:
The bald eagle can be found from Alaska to the northern border of Mexico and from the
Pacific to Atlantic coast. It is the ONLY eagle that is found exclusively on the North
American continent. It is a true “native American”. The Founding Fathers chose the bald
eagle to be the national bird of the United States in 1782. National symbols are intended
to unite people by creating visual, verbal, or iconic representations of the national people,
values, goals, or history. The bald eagle is a bird of prey with sharp talons, powerful
wings, and a hooked beak. It is a large powerful brown bird with a white head and tail. Its
wingspan is 6 to 8 feet and weighs from 7 to 14 pounds. Bald eagles are protected under
the National Emblem Act of 1940, also known as the Bald Eagle Protection Act. They are
also protected under the Endangered Species Act; stiff penalties are imposed for killing,
harassing, possessing, or selling bald eagles. Special permits are issued to zoos and other
institutions that protect and breed the magnificent birds in captivity. The word “bald”
does not mean that this bird has no feathers. Instead, it comes from the word piebald, an
old word which means “marked with white.”
History/Social Science Content Standards:
Kindergarten – Learning and Working Now and Long Ago
K.2 Students recognize national and state symbols and icons such as the
national and state flags, the bald eagle, and the Statue of Liberty.
Visual and Performing Arts Standards
Visual Arts 1.0 – Artistic Perception
Students perceive and respond to works of art, objects in nature, events, and the
environment. They also use the vocabulary of the visual arts to express their
observations.
1.3 Identify the elements of art (line, color, shape/form, texture, value, space) in
the works of art, emphasizing line, color, and shape/form.
Visual Arts 2.0 – Creative Expression
Students apply artistic processes and skills, using a variety of media to
communicate meaning and intent in original works of art.
2.2 Demonstrate beginning skill in the use of tools and processes, such as the use
of scissors, glue, and paper in creating a three-dimensional construction.
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Visual Arts 4.0 – Aesthetic Valuing
Students analyze, assess, and derive meaning from works of art, including their
own, according to the elements of art, the principles of design, and aesthetic qualities.
4.1 Discuss their own works of art, using appropriate art vocabulary (e.g., color,
shape/form, texture).
4.3 Discuss how and why they made a specific work of art.
4.4 Give reasons why they like a particular work of art they made, using
appropriate art vocabulary.
Visual Arts 5.0 – Connections, Relationships, Applications
Students apply what they learn in the visual arts across subject areas. They
develop competencies and creative skills in problem solving, communication, and
management of time and resources that contribute to lifelong learning and career skills.
They also learn about careers in and related to the visual arts.
5. 3 Point out images (e.g. photographs, paintings, murals, ceramics, sculptures)
and symbols found at home, in school, and in the community, including national
and state symbols and icons.
Learning Objectives:



Students will know the art element texture and demonstrate this by using and
discussing the word as they talk about their bald eagle artwork.
Students will increase their skill of cutting and gluing and demonstrate this with
the processes used in creating the bald eagle head.
Students will increase their ability to analyze and assess art by discussing their
own works of art and using the appropriate terminology.
Vocabulary:
texture
bird of prey
United States
feathers
national
power
symbol
country
bald eagle
protected
law
surface
Materials:
tag board/heavy paper with bald eagle head black line drawing (see lesson
plan book)
feathers
white glue
squiggly eyes
scissors
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blue and red construction paper (9 x 12”)
yellow or yellow-orange crayons
rock, piece of stone, or brick
Motivation:
Students in kindergarten are introduced to basic spatial, temporal, and causal
relationships, emphasizing the geographic and historical connections between the world
today and the world long ago. The stories of ordinary and extraordinary people help
describe the range and continuity of human experience and introduce the concepts of
courage, self-control, justice, heroism, leadership, deliberation, and individual
responsibility. Historical empathy for how people lived and worked long ago reinforces
the concept of civic behavior: how we interact respectfully with each other, following
rules, and respecting the rights of others.
Visual Arts Content Lesson:
1. Hold up a sentence strip with the word texture. Ask the students, “Does
anyone know what the word texture means?”
2. Have students run their hands across the desk. “How does your desk feel?”
(smooth) “Look at this rock/stone/brick, how do you think this feels?” Have
students answer and have some students feel the rock/stone/brick. (rough,
bumpy, etc.).
3. Describe to students the meaning texture. (Our world is full of a rich variety
of surfaces that provide us with both information and visual pleasure.
Texture is the physical surface structure of a material.)
4. Have pictures of bald eagle(s) available as reference, or refer to
history/social science big book for kindergarten, “Our World, Now and
Long Ago”, Unit 2, page 17 and Time for Kids reader, “The Bald Eagle”.
“Does the bald eagle have texture? (yes) “What type of texture? Remember
the definition of the word texture. (feathers are texture) Have a example of
the bald eagle project done so feather texture can be identified and
explained. “Today we are going to use texture in making our art project.”
Procedure:
1. Introduce the word, texture to students on sentence strip or other display
means.
2. Guide students through the process of identifying texture with desks and
rock/stone/brick, and discuss meaning.
3. Display pictures or refer to pictures of bald eagle(s).
4. Give each student the “eagle head” handout copied on heavy paper.
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5. Make sure each student has access to a yellow or yellow-orange crayon.
“The first thing I would like you to do is to color the beak of the bald eagle.
What color is the beak?” (refer to pictures/big book/time for kids reader)
Students should identify yellow/yellow-orange as the color of the beak.
6. After students are finished coloring the beak, have them cut out the bald
eagle head.
7. Mount each bald eagle head on blue or red construction paper. (teacher
choice or student choice)
8. The next step is to glue on feathers onto the bald eagle head. Give each
student a small pile of feathers, explain and demonstrate how to glue. (white
or light feathers at the top of the head, dark feathers at the bottom of neck.).
Distribute glue.
9. When the feathers are all glued and dried, give one squiggly eye to each
student. Have them glue in place in indicated eye area.
10. When artwork is completed ask students about the project, the choices they
made and their perception of what they did.
Assessment and/or Evaluation:
What do we want students to know?


Students will know the art element of texture and demonstrate this is class
discussion and student evaluation of art project.
Students will increase their beginning skill in the use of tools and processes of art
and demonstrate this by using scissors and glue.
Extensions:
1. Show students national symbols from other countries and ask what they
think they represent.
.
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