Birds, Beaks and Adaptation (PDF)

Objective:

• The student will learn and describe how different kinds of bird beaks have adapted to feed on different foods within a specific habitat.

Materials: Simulation habitat equipment:

1. 2 containers of water: one shallow (2" of water), one deep (10" or more water)
2. 4 tweezers
3. 4 tongs with tape over tong
4. 4 long handled salad tongs
5. 4 pliers
6. 1 package of rice or popcorn
7. 1 packages of sunflower seeds
8. 1 stump with holes on it for rice or popcorn
9. any floating and non-floating objects, such as cut-up straws 1/2 inch long, raisins

Procedure:

1. Tell the students that they are going to become different kinds of birds. Show them the different "beaks." These include the tongs, tweezers, and other utensils. Explain to the group that their job is to find the proper habitat for which each bird is suited. Mention that the tools or "beaks" give some clue to what a bird eats and where it may live.


2. Show the students four habitats. See Simulated Habitats (Insert A). As you move into each new habitat, give short description of the habitat to create a mood. The four habitats are marsh, pond, forest, and prairie.


3. Divide students into groups of four. Each group receives a different tool (i.e. one group receives pliers, one group receives tweezers, etc.). Groups will keep the same tool throughout the whole activity. Tell the students they will move from one habitat station to the next. They will have 30 seconds at each habitat station to eat as many food items as possible. The students must keep one hand behind their backs and cannot let their hand get wet.


4. For Food to qualify as eaten:
• Marsh: Floating objects must be dropped in another container and hands can’t touch the water.
• Pond: Sinking objects or other non-floating objects must be dropped in another container and hands can’t touch the water.
• Forest: Rice/popcorn must be dropped in another container, can’t be dropped on the floor.
• Prairie: Sunflowers must be crushed over a container and the nut taken out.
5. Emphasize to students that they are not competing against one another. Remind them that they are trying to find the habitat that they are best suited to. Have the students record the number of food pieces eaten on the Habitat Record Sheet (Insert B).

Minnesota Valley National Wildlife Refuge, 2000