Give me a…Beak Experiment!

Learning Targets

Students will understand:

•  Adaptations are vast and help animals survive.
• How to record the results of an experiment.
• How to evaluate research information and interpret it visually.

Students will know:

• How animals use adaptations to live in their ecosystems.
• That there is variation among individuals of one kind within a population. Students know that sometimes this variation results in individuals having an advantage in surviving and reproducing.
• Survival advantage is not something that is acquired by an organism through choice; rather it is the result of characteristics that the organism already possesses.

Procedure

Engaging, Relevant Introduction Activity: 20 minutes, at carpet

• Read story “In the Small, Small Pond” by Denise Fleming at the carpet, or show the video: https://www.youtube.com/watch?v=QRgds5x53ZI
• Discuss the adaptations that were read about in the book. Prompt them if necessary (frogs, geese, insects, turtles, herons, fish, swallows, etc.)
• If no one mentions birds after a few minutes, bring up birds and ask how they adapt.
• Once someone mentions bird’s beaks have the students go back to their seats.
• As they return, tell them to get a cup of pre distributed supplies and paper plate off the science table.

Lesson: 20- 30 minutes, at individual desks

• Once all students are seated with their supplies, tell them we are going to do an experiment that gives the class a chance to look at one adaptation in isolation: bird’s beaks. Through a type of game, followed by a realistic application, you will not only get the chance to feel like birds, but better understand why they need different beaks!
• Have students dump the contents of their cups onto the plate.
• Ask them to find the fork, chopsticks, and spoon. Tell them these represent the bird beaks. Tell them to put these items beside the plate on their desk.
• Explain the items left on the plate are food.
• The object of the experiment/game is for the students to become birds and use the beaks to try and get as much food as they can.
• Tell them to start with the chopsticks. They should try to pick up each food source. When they get a piece of food they should drop it in their cup.
• Put two minutes on the timer and let them try.
• When time is up, have them count and record the items in their cups on the corresponding worksheet.
• Next they will try the spoons. Repeat the procedure listed for the toothpicks
• Lastly, have them try the fork.
• After the experiment ask them about each beak in relation to an item. Ask them in order (“What did the chopsticks pick up the best? Does anyone pick up a toothpick?”)
• Make sure to relate how hard it was to pick up the toothpick. Ask what kind of “beak” could be used to pick it up? How might a bird adapt to eat in a toothpick rich area?
• Relate this to how adaptations help creatures to survive. Ask things like “If the spoon lived in a place where balloons lived would it survive?”
• Ask students what different kinds of bird beaks they can think of

Closure: 20 minutes

• Have students get out their science notebooks.
• Pair students with an appropriate partner, and allow them to spread out in the classroom.
• Pass out one “Introduce a Bird” sheet to each pair. Each of these sheets has a profile of a different bird and how it uses its beak to get certain food.
• Explain they will read the description and use the pictures to draw a picture of their bird using its beak to eat the food described in the description.
• They should include the birds name, the name of the food, and a detailed picture of the beak.
• After they work for 15 minutes some people will present to the class.
• At the front of the class they should tell the name of their bird and food, as well as the type of beak and how it helps them catch their food.
• Leave students by reminding them about key terms described throughout this week’s lesson (adaptation, ecosystems, etc.).

Assessment:

• Did students present an understanding of previous material?
• Did student engage in opening/closing group discussions in a meaningful way?
• Did students actively engage and share ideas with their partner in closing activity?
• Did students actively engage in the beak experiment?
• Did students fill in the blanks on their data worksheet?
• Did students draw a picture of a bird using its beak for food in their science notebook?