Taking a Peek at Birds Beaks

Taking a Peek at Birds’ Beaks

Lesson Plan by Kim Trinkle

S.C. Science Standards:

8-1: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and

analysis, and problem solving.

8-2.1: Explain how biological adaptations of populations enhance their survival in a particular

environment.

Materials needed

-  Metric ruler

-  Graph paper

Activity

This activity is designed to not only introduce students to the concept of biological adaptations of organisms, but also to give them practice making measurements, graphing, reading tables, and making conversions within the metric system. It helps to first review the metric system, since many of our students did not remember how to make conversions. Additionally, I showed a powerpoint with images of all the bird species listed in the table to allow students to better relate to the data. I had the students graph the data as a scatter plot and make a line of best fit. You will have to draw the lines with a ruler that the students measure once you have printed a blank copy of the worksheet.

Worksheet

Below is a table showing measurements of bill (beak) lengths of birds commonly found in salt marshes as well as the length of biggest prey that they are able to eat (Data obtained from Birds of North America Online Database http://bna.birds.cornell.edu). Is there a relationship between bill length and size of prey a bird is able to ingest (eat)? (Hint: graph the data!!)

How long, in meters, is the bill of an American Oystercatcher? Show any work

Which bird(s) eat fiddler crabs as part of their diet?

How long, in kilometers, is the bill of a Saltmarsh Sparrow? Show any work

Which bird can eat frogs as part of its diet?

Which bird consumes prey that is 9.0 cm long?

Measure the length of the line below in millimeters. How long is it? This line is as long as which bird’s bill?

Measure the length of the line below in centimeters. How long is it? How many millimeters is this? This line is as long as which bird’s bill?

Measure the length of the line below in millimeters. How long is it? This line is as long as which bird’s bill?

Measure the length of the line below in millimeters. How long is it? This line is as long as which bird’s bill?

Measure the length of the line below in centimeters. How long is it? How many millimeters is this? This line is as long as which bird’s bill?

Measure the length of the line below in millimeters. How long is it? This line is as long as which bird’s bill?

Measure the length of the line below in millimeters. How long is it? This line is as long as which bird’s bill?

Measure the length of the line below in millimeters. How long is it? This line is as long as which bird’s bill?

Measure the length of the line below in centimeters. How long is it? How many millimeters is this? This line is as long as which bird’s bill?

Measure the length of the line below in centimeters. How long is it? How many millimeters is this? This line is as long as which bird’s bill?

What is the independent variable? What is the dependent variable?

All of these birds can be found in South Carolina salt marshes for at least part of the year. Since they occupy the same general habitat (marshes), why is there such a variety of bill sizes?

Do you think it is possible for birds to consume prey that is smaller than what they can theoretically catch? (For example, would a Great Blue Heron ever eat something less than 300mm)? Explain your answer.

You notice that both White Ibises and Great Blue Herons have similar bill lengths yet White Ibises consume (eat) much smaller prey. Why do you think this is? (hint: the width of White Ibis bills is smaller than Great Blue Herons, resembling something close to chopsticks)