Bird Beak Adaptations!

Bird Beak Adaptations!

Bird Beak Adaptations!

Grade Level: 4

Strand: Understanding Life Systems

Topic: Habitats and Communities

Specific Expectations:

  • Use appropriate science and technology vocabulary in oral and written communication
  • Describe structural adaptations that allow plants and animals to survive in specific habitats

Materials Required:

* American Pelican

Beak Tool: sieve

Food Source: bucket, small plastic fish, water

* Black-Capped Chickadee

Beak Tool: tweezers or needle-nosed pliers

Food Source: white rice grains,

black rice grains (coloured with black permanent marker)

* Rose-breasted Grosbeak

Beak Tool: Nutcracker

Food Source: scotch mints

* Ruby-throated Hummingbird

Beak Tool: straw

Food Source: bottle with a long neck, food colouring, paper flower with centre cut out to fit around the neck of the bottle

* An image of each bird tied to each tool with string is also required

* A tupperware box labeled ‘Tool Box’

Procedure:

  • Have equipment set out at the front of the classroom (or the centre of a large table that all can gather around) before students arrive
  • In a separate box (labeled ‘Tool Box’) group all the tools together
  • Have students close their eyes and imagine they are birds. On the count of three have them open their eyes and explain that they are now very hungry birds
  • Explain that there are different tools (tweezers, straw, sieve etc.) and these each represent a different type of bird beak. Show students that attached to each tool is a picture of a bird that would have that type of beak
  • Explain that there are also different food sources (hard mints, black and white rice grains, sweet liquid) and these each represent a different type of food source that birds eat, but only if they have the right beak!
  • Their challenge is to figure out which type of bird and beak tool belong to each type of food source
  • First they must choose a tool from the tool box
  • Then they must try to pick up the food source with that tool (Demonstrate for example trying to pick up the black pieces of rice with the nut cracker tool)
  • If the task is fairly easy, then perhaps this beak belongs to the bird that eats this food!
  • If the task is tricky, return the tool back to the tool box and select another tool that might be appropriate for that type of food
  • As an introductory activity invite students to raise their hand and be chosen to participate OR as a full-class interactive activity, have multiple stations set up with multiple sets of bird beak tools to allow more students the chance to explore on their own
  • Once students begin to realize which beak tools belong with which food source, begin to identify the birds on the cards
  • Have students explain why they think each beak is best suited for each type of food

Scientific Explanation:

In order for animals to survive they must be able to adapt or change in order to better suit the environment in which they live. These adaptations or changes can be physical or behavioural. For this activity, physical adaptations will be explored by comparing the shape, size and strength of a bird’s beak to what they eat.

American White Pelican (Pelecanus erythrorhynchos)

The American White Pelican does not dive for fish. Instead they dip their head under water and scoop up fish with their large bill. Water drains out of their bill while the fish stay inside.

Ruby-throated Hummingbird (Archilochus colubris)

The Ruby-throated Hummingbird uses its tongue and long bill to gather sugar-sweetened water from feeders and energy-rich nectar from flowers that have bloomed. They also eat small insects and spiders. Their beaks are long and thin so that they can reach all the way into each flower.

Black-capped Chickadee (Poecile atricapillus)

The Black-capped Chickadee will use its tiny, but strong beak to glean vegetation, the ground and branches for small insect, spiders, seeds and invertebrate eggs.

Rose-breasted Grosbeak ( Pheucticus ludovicianus)

The Rose-breasted Grosbeak forages high in the canopy as they glean vegetation for insects, buds, fruit, seeds and berries. They have also been known to hover-glean and catch flying insects in the air. Their beaks are thick, strong and powerful.

References:

Bezener, A. 2000. Lone Pine Field Guide – Birds of Ontario. Lone Pine

Publishing: Edmonton.

Cornell Lab of Ornithology. 2009. All About Birds – American White Pelican. [Online]. Available <

_White_Pelican/lifehistory> [March 15, 2010].

Opportunities and Other Considerations:

  • This activity could then lead into a research project where each student learns more about the ecology of a particular bird or perhaps this activity could lead into an outdoor bird watching hike which can be done any time of the year!
  • This activity would be beneficial for English Language Learners because of its exploration-based concept and use of real-life bird images

Names of Presenters: Meribeth Stott and Andrew Rencius

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