Essential Lab #12 Part A:Bird Beak (Animal Adaptations)

Grade 5 Essential lab (Student’s Version)

Background Information:

Humans use their hands and forelimbs to perform survival tasks. Birds have a unique multi-functional survival tool known as beaks. A beak is a lightweight, bony elongation of the skull. The beak is covered with keratin, the same material found in human hair and fingernails. The tips and edges of the beak are constantly renewed as they wear away just as human hair and nails are.

Birds use their beaks to complete a variety of tasks such as groom their feathers, attack rivals, weave nests, defend territories, communicate, and most importantly, capture or gather food. A wide diversity of bird beaks have evolved over time. Although many birds have straight beaks that are adapted to general feeding, some birds’ beaks are example of unique adaptations. Structures that help organisms survive in their surroundings are called adaptations. The size and shape of the beak vary among birds and creates a survival advantage which allows each bird to reproduce and pass its inherited traits on to the next generation. For example, the heron and woodpecker both have long pointed beaks. However, the heron’s beak is better for catching fish, while a woodpecker’s beak is better suited to drill holes in trees and catch insects. As a result, over time, herons have become more numerous in marshlands than woodpeckers. Consequently, it is difficult to find a woodpecker feeding in a marshland because it does not have what it takes to survive in the environment.

Below is a list of common birds:

Tree-clinging birds: (birds that cling on trees)

  • Woodpeckers: eat grubs and bugs they find in trees
  • Nuthatches: eat seeds and insects
  • Creepers: creep up trees to eat insects and spiders

Perching-birds: (range from small to quite large)

  • Hummingbirds (beaks are long and thin to protect their long tubular tongue, with which the birds extract nectar from flowers): feed almost exclusively on flower nectar but can eat bugs as well
  • Finches: eat seeds
  • Magpies, crows, and jays (larger omnivorous birds): eat meat, insects, fruits, seeds, and vegetables

Swallows and Pigeons: (spend the majority of time flying feasting on insects)

  • Cardinals (short, cone-shaped beak for cracking): eats seeds
  • Swallows and whippoorwills (wide gaping beaked mouth to catch insects in mid-air): eats insects and some also eat berries
  • Pigeons and doves: eat fruits, seeds, nuts, insects, and human “handouts” since they are primarily found in urban areas

Birds of Prey:

  • Owls (most are nocturnal): eat rodents, crayfish, waterfowl, rabbits, lizards, and frogs
  • Hawks (fly high in the air): hunt small animals such as birds, lizards, snakes, and insects
  • Bald Eagles (primarily fish using strong, hooked beaks for tearing fish): plunges over water and grabs fish with its talons

Water Birds:

  • Duck, geese, and swans (webbed-foot birds): varied diet including vegetation, fish, insects, seeds, and crustaceans.
  • Gulls (web-footed but spends the majority of its time flying): eats almost anything including garbage, eggs, young birds, crustaceans, insects, and fish.
  • Pelicans (have pouched beaks) scoops up fish

Did you ever wonder why there are so many types of bird beaks (scientists call them bills)? The most important function of a bird bill is feeding, and it is shaped according to what a bird eats. You can use the type of bill as one of the characteristics to identify birds. Here are some common bill shapes and the food they are especially adapted to eat:

SHAPE / TYPE / ADAPTATION
/ Cracker / Seed eaters like sparrows and cardinals have short, thick conical bills for cracking seed.
/ Shredder / Birds of prey like hawks and owls have sharp, curved bills for tearing meat.
/ Chisel / Woodpeckers have bills that are long and chisel-like for boring into wood to eat insects.
/ Probe / Hummingbird bills are long and slender for probing flowers for nectar.
/ Strainer / Some ducks have long, flat bills that strain small plants and animals from the water.
/ Spear / Birds like herons and kingfishers have spear-like bills adapted for fishing.
/ Tweezer / Insect eaters like warblers have thin, pointed bills.
/ Swiss Army Knife / Crows have a multi-purpose bill that allows them to eat fruit, seeds, insects, fish, and other animals.

Another characteristic that can be used to learn more about birds is feet shapes! The shape of the feet reflects the habitat that the bird will be found in and the type of food it might eat. Here are some common feet shapes and the environment they are especially adapted to live in:

SHAPE / TYPE / ADAPTATION
/ Grasping / Raptors like Osprey use their large curved claws to snatch fish from the water.
/ Scratching / Pheasants and other birds that scratch the soil for food have nail-like toes.
/ Swimming / Ducks and other webbed lined swimming birds use their feet like paddles.
/ Perching / Robins have a long back toe, which lets them grab a perch tightly.
/ Running / Many fast-running birds have three toes rather than four.
/ Climbing / A woodpecker's hind toes enable it to climb without falling backward.

Essential Lab #12 Part A: Bird Beak (Animal Adaptations)

Grade 5 Essential lab (Student’s Version)

Name: ______Date ______

Essential Question:

How have bird beaks adapted to enable birds to eat the different food sources in their environment?

Materials:

Per group:Per student:

1 clothespin or tongData Collection sheet

1 single chopstick or toothpick1 plastic cup to hold food

1 plastic spoon

1 pair of scissors

Per Station:

Station 1: Gummy worms (about one small box/group), aluminum pan, 2 cups of sand

Station 2: Styrofoam packing pieces (about 20), aluminum pan, 2 cups of sand

Station 3: 1 box of round ¾” stickers, 8 ½ x 11 piece of cardboard

Station 4: 1 tall cylinder vase or container, water

Station 5: Marbles (about 20)

Bird / Adaptation / Tool (Bird Beak) / Model Food
Snipes and shorebirds / Use long, thin beaks to probe shallow water, mud, and sand for small invertebrates. / Clothespins or Tongs / Gummy worms buried in sand
Herons and Egrets / Use long, sharp beaks for catching or spearing fish and amphibians. / Single chopstick or toothpick / Styrofoam “fish” pieces floating in an aluminum pan of water
Owls, Hawks, and Eagles / Use sharp, curved beaks for tearing meat/flesh from animals they eat. / Scissors / Round ¾” stickers (flesh) adhered to a piece of cardboard (carcass)
Pelicans / Use pouch-like beaks to scoop fish / Plastic Spoon / Styrofoam “fish” pieces floating in an aluminum pan of water.
Hummingbirds / Use long slender beaks to probe flowers to extract nectar from the flowers. / Eye Droppers or Turkey Basters / Tall cylinder filled with water (nectar)

Problem Statement:

Which tool will picks up the most food?

Hypothesis:

If______(tool) is used to pick up food, then ______tool (will/will not) pick up the most food.

Safety Reminder: Use safety precautions (DO NOT EAT ANY FOOD!)

Procedures:

  1. Pretend each member of the group represents a bird with a different kind of beak (clothespin/tongs, toothpick/chopstick, scissors, plastic spoon, eye dropper/baster). Each bird will attempt to eat four different types of food:
  2. Gummy worms buried in sand (Station 1)
  3. Styrofoam “fish” pieces floating in an aluminum pan of water (Station 2)
  4. Round ¾” stickers (flesh) adhered to a piece of cardboard (carcass) (Station 3)
  5. Tall cylinder filled with water “nectar” (Station 4)
  6. Marbles or uncooked macaroni elbows “snails” (Station 5)
  7. Hold your beak (selected tool) in one hand and place the other hand behind your back unless otherwise noted below.
  8. Use only one hand at all times to operate beaks. Beaks will be used as follows:
  • Clothespin/Tongs – Hold the clothespin at the very end so it can be opened as wide as possible. Use only one hand to operate the clothespin.
  • Toothpick/Single Chopstick – Use the toothpick/chopstick only as a spear to capture food and not as a scoop. Use one hand to hold the toothpick and only one finger of the other hand to push food off the toothpick.
  • Scissors – Use the scissors like tweezers. Do not use them as a spear or a scoop. Use only one hand to operate the scissors.
  • Spoon – Use only one hand to hold the spoon as a scoop for food.
  • Eye Dropper/ Turkey Baster – use only one hand to press and release the rubber bulb.

(Do not become discouraged if you cannot pick up food with the beak. This is an investigation to see which beaks are best suited to pick up certain food sources.)

  1. Use a plastic cup for the bird’s stomach. It should be near the food source and standing upright, but it should not be touched at any other time while eating food.
  2. Listen for the teacher’s signal. Youmust compete for as much of the food as you can gather with your “beak” in 10 seconds. Your survival depends on your ability to gather food.
  3. Place food as it gatheredin your plastic “stomach” cup. When time is up, you should empty the plastic cup, count the number of “food” in the cup, and share the data with your group members.
  4. Collect the data.
  5. Repeat step 5 for each type of food available/station,once every member of the group has taken a turn,
  6. Make a bar graph to compare the amount of food each beak was able to gather.

Essential Lab #12 Part A: Bird Beak (Animal Adaptations)

Name:______Date ______

Data (Log and Observations):

/ Gummy “Worms” / Styrofoam Pieces “Fish” / Cardboard and Stickers
“Carcass & Flesh” / Cylinder with Water
“Nectar” / Marbles “Snails”
Spoon Beak
Toothpick or chopstick Beak
Clothespin or tongs Beak
Scissors Beak
Eye Dropper or Turkey Baster Beak

Complete chart below with number of food objects picked up with “bird beak.”

Data Analysis (calculations): MATH CONNECTION (Science Journal entry)

  • Create a bar graph with data collected (use group data collected)
  • Include each type of beak and the number of food items eaten
  • Label the x-axis and y-axis.
  • Be sure to include a title for the graph. (Remember to use a Key if necessary).

Results and Conclusions (Science Journal entry)

1.What was investigated?

2.Was your hypothesis supported by the data?

3.What are 2 constants in this experiment (things kept the same)?

4.Look at the graph. What information can you learn from the data you gathered?

5.What is the most interesting discovery you made from the graph?

6.List 3 questions that you can answer using the graph (make believe you are the teacher).

Lab #12 – Part B Adaptation! Plant Survivors

Grade 5 Essential (Student’s Version)

(Adapted from San Francisco Conservatory of Flowers)

Background Information:

An adaptation is the way a plant species has changed over generations to better survive in its environment. Certain plants have special characteristics to help them survive in the wet, hot, and crowded tropics.

Sunlight manufactures food energy through the process of photosynthesis.

Water, usually taken up through the roots, helps the plant move nutrients through the whole plant.

Air is necessary for the photosynthesis process. It allows the plant to take in carbon dioxide and release oxygen.

Nutrients from the soil and decaying plants and insects are absorbed through the roots and help the plant grow strong.

Too much rain on a leaf can cause it to grow mold or fungus. When mold grows on a leaf, the plant can’t get as much sunlight as it needs and the leaf may rot. Imagine leaving your wet sneakers outside for weeks. They’d probably start getting moldy! Some rain forest plants have a surface that repels water and helps them stay dry.

ESSENTIAL QUESTION:

How can characteristics of plants be affected by the environment?

EXPLORE:

Problem statement:

Which leaf surface adaptations, waxy, fuzzy, or uncoated repels water the best?

Materials:

9 x 12 inch piece of wax or parchment paper*9 x 12 inch sheet of construction paper *

9 x 12 inch piece of felt or wool material*leaf template (provided on the last page)

scissorsmasking tape

3 clear graduated cylinder250 mL of water

plastic containers (deli containers in SF Kit)marker

3 blue trays

*Use authentic leaves (if available, students should compare the similar characteristics to make the connection between the authentic leaves and the model leaves)

Waxy = Wax paper

Fuzzy = Felt or wool cloth

Uncoated = Construction paper

Procedures:

  1. Cut 9 identical (shape and size) leaves (See leaf pattern on the page 55), three of wax paper, three of felt or wool, and three of construction paper (around 3x5 inches).
  1. Place a piece of masking tape on each container and label one container wax, one felt or wool and one paper.
  1. Place a piece of masking tape on each of the three blue trays. Label one trial 1, one trial 2, and one trial 3.
  1. Fill each of the containers with 25 mL of water.
  1. Place one of each of the three leaf “types” in its labeled container for trial 1. Let leaves sit in the container for 30 seconds.
  1. Lift up each leaf above its container to let water drip off for 30 seconds. Do not dry with a towel, as this won’t represent what happens in the plant’s habitat. (Wax paper and felt should be dry with a few droplets on the surface. Construction paper should be wet. Felt paper should absorb the droplets better.)
  1. Place each leaf on a blue tray labeled Trial 1.
  1. Pour remaining water from container into the graduated cylinder.
  1. Measure the remaining water.
  1. Record remaining water on the Data Chart.
  1. Feel each “leaf” for wetness. Compare and contrast the wetness of the three types of leaves (wax, felt or wool and construction paper).
  1. Dry out each container and repeat steps 4 – 10, to complete Trial 2.
  1. Dry out each container and repeat steps 4 – 10, to complete Trial 3.
  1. Analyze the data and discuss which leaf surface does the best job as a “raincoat” for the plant.
  1. Compare your predictions to the results observed in their group’s investigation.

Lab #12 - Part B:Adaptation! Plant Survivors

Name: ______Date ______

Problem statement:

Which leaf surface adaptations, waxy, fuzzy, or uncoated repels water the best?

Hypothesis:

If I put the same amount of water on each leaf, then the ______leaf will repel water the best.

Data Chart:

Leaf “Raincoat” (Ability to Repel Water)**
Leaf Type / Trial 1 / Trial 2 / Trial 3 / Average**
Wax paper
Felt or wool
Construction
paper

**The leaf type that has the most water remaining repels water the best.

The leaf type that has the least water remaining absorbs water the best.

EXPLAIN:

Results and Conclusions:

  1. What was investigated?

______

______

______

  1. Was your hypothesis supported by the data?

______

______

______

  1. What information can you learn from the data you gathered (average remaining water)?

______

______

  1. What is the most interesting discovery you made from the experiment?

______

______

______

  1. List three questions that you can answer using the data results (make believe you are the teacher).

______

______

______

EVALUATE:

Look at class data table on display. Identify the average results of each of the “raincoat” ratings from the different groups in the class. Compare and contrast all the data.

Answer the following:

  1. Why is some of the data the same and why is some data different?

______

______

  1. What constant variables could have affected the results? Explain.

______

______

______

______

EXTENSION:

Take a nature walk and collect various leaf samples. Use hand lens to observe and record plant adaptation characteristics in your science journal/notebook. Include drawings, similarities, and differences. Summarize your findings.

Leaf Pattern