Bird Beak Adaptations

Transcription

1 Bird Adaptations Lesson by: Shannon Pawlak Science Lab Teacher Riverwood Elementary School Purpose/Goals: This lesson was adapted from a teacher resource book I had years ago. I have used it with 4 th graders and 6 th graders and can be easily adapted for younger and older grade levels NCSOS Standard: 4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received from the environment

2 4.L.1.4 Explain how differences among animals of the same population sometimes give an advantage in surviving and reproducing in changing habitats Background: Students should have had some background information on what an adaptation is. In my class we studied an African Dwarf Frog for a few days and observed them over time to learn about different parts of their bodies that help them to survive in their environments. We discussed what effects changes in that environment would have on their survival. At least one lesson or mini lesson on adaptations will help set up a deeper understanding prior to this activity. Materials: Science Notebook/Journal (per student) Paper plate (1 per pair) Plastic cup (1 per pair) Clothespin (1 per pair) Spoon (1 per pair) 2 Chopsticks (per pair) 10 Marbles (per pair) 1 oz of regular M&M s (per pair) 10 Gummy Worms (per pair) 1 oz of bird seed (per pair) Timers (1 per pair or a clock on the wall with seconds hand) Teacher Input:

3 The teacher should discuss and show pictures of different bird species and the shapes of their beaks. Ask students to describe the beaks they see (try to show a good variety of birds, I tried to focus too on birds that are native to North Carolina). Lead a discussion about how the shape of the beak may be a clue as to the type of food the bird can /does eat. Ask students what would happen if a birds food supply was not available? Do they think we could just substitute something new? Discuss their thoughts. Procedure/Activity: Explain to students that today they will be collecting data to help answer the following science problem; Problem: How does the shape of a birds beak help to determine the food it can eat? Give students a copy the following chart to staple into their Science Notebooks: Type Snails (marbles) Seed (bird seed) Worms (gummy worms) Insects (M&M s) Scoop (Spoon)

4 Probing (Chopsticks) Grasping (Clothespin) Ask students to look at the different types of beaks on the chart. Tell them to predict which beak they think is best adapted to each which type of food Prediction: Students should make three predictions one for each bird Explain to students that they will begin the procedural part of the activity: Procedure: In pairs students will take turns. One will be the time keeper and one a bird. The time keeper will record when 30 seconds has elapsed. The student acting as the bird will begin when the time keeper says to start. On the start/go mark the Bird will choose one of the beak types (a spoon, chopsticks or clothespin) and the type of food they want to test (marbles, gummy worms, M&M s or bird seed). The foods should be on the paper plates. They will have 30 seconds to try to get as many of the food type into a cup (represents the bird tummy) as they can before time is up. They may NOT use their hands at all, only the beak may

5 touch the food. Once time is called they will count how many of the food type made it into the cup. They will record this on the chart in the corresponding section of the chart. Continue repeating this until all the sections have been filled out. Alternate each time between who is the bird and who is the time keeper. Once the chart is complete have students analyze their collected data. Allow them time to discuss their findings. Assesment: After students have had time to discuss their findings, have them answer the following questions in their science notebooks/journals 1. Which bird beaks were most well adapted to each which foods? Explain for all three beak types 2. What happens when a bird eats something that is is not adapted to eat? Conclusion: Throughout this lesson there are many teachable moments. I have had many students get a marble (snail) stuck in a clothespin (grasping beak). We talk about what happens to an animal under these circumstances. I use this to help them understand that when habitats are destroyed as well as food sources, these animals cannot simply eat something else. We talk about how the Panda is specially adapted for the bamboo it eats. Why chocolate can be toxic to a dog. There are many discussions that can be had after this experiment is concluded.