THE CONNECTION BETWEEN BEAK FORMS AND FUNCTIONS

Under Construction June 28, 2000
ELAINE DAIGLE, ST. ANGELA MERICI and BETTY JACKSON, ST. MARY'S ACADEMY

MODULE DESIGNED FOR 4-5 GRADE STUDENTS

BIRDS USE THEIR BEAKS TO MAKE THEIR NESTS, ATTACK PREDATORS, GROOM THEMSELVES, COMMUNICATE WITH OTHER BIRDS, AND, OF COURSE, GATHER OR CAPTURE FOOD.

Summary|Introduction|Objectives|Materials|Student Activities|Teacher's Guide

Summary

This module is designed to introduce the concept that birds are adapted to their environment in many unique ways. One of these ways is the shape and size of beaks. Students will explore the idea that birds live in specific habitats, depending on food availability and the type of beak each has. Students will observe birds and learn about habitat and feeding preference. Related activities and references will help further their knowledge of birds.

Introduction

Birds' beaks are actually thinner extensions of the skull. They are made of skin which produces keratin, a substance found in human fingernails and hair. This substance dries, forming the hard, glossly, outer covering of the beak. The tips and cutting edges of the beak wear down with constant use, but, like fingernails, they are constantly renewed.

Birds use their beaks for many things. They use them to make nests, defend themselves and their nests, attack predators, groom themselves, communicate with other birds, and, of course, gather or capture food.

Birds live in habitats that contain the types of food that their beaks are best suited for.

Objectives

1. Observe diversity among bird beaks in one of the following areas:
Audubon Zoo, Louisiana Nature Center, a park, school yard and neighborhood, students' homes.

Based on observations, students will record and analyze the adaptations of three different types of birds.

2. Participate in "Bird Beak Buffet", a specially designed activity of the Lake Pontchatrain Basin Foundation.

3. Construct an ecological community in a box, including birds specially adapted to a particular assigned habitat. Exhibits will be set up in the school library, or used to make presentations to other classes in the school.

Materials

Objective #1-- Students use the attached form to record data. See Observation Chart

Objective #2-- Food resources, beaks, and other materials as described in Student Activities, Objective Two.

Objective #3-- Shoeboxes or soft drink boxes and various materials brought in by students to create their ecological communities.

Student Activities

Objective One: Observation and Recording of Data

Take an expedition to a local zoo, nature center, or park. If this is not possible, use the school yard and surrounding neighborhood, or have the students observe birds in their own yard.

Take note of at least three different birds. Describe the habitat, beaks, and type of food each eats. The following chart can be used to record data.

Observation Chart

Name______________________________ Date_________________________________

Bird Observation Data Sheet

Observe three birds in your assigned area. Note the types of birds and where they
are found. Pay particular attention to the size and shape of the birds' beaks and the type of food each eats. Record your observations on the chart below.

Comments:_______________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Date Due_________________________

Objective Two: Bird Beak Buffet

Birds live in specific habitats, depending on food availability and the type of beak each bird has. In this activity, students will use everyday objects to model different birt beaks to gather food land place it in their "stomachs". The following activity was adopted from the Lake Pontchatain Basin Foundation.

Materials:
---Suggested Food Resources: uncooked shell macaroni, goldfish crackers, M&M
candies, gummy worms, chocolate sprinkles, peanuts, sunflower seeds, raisins, mini-marshmallows, cereals, etc. (Or, try to find objects that resemble various food sources for birds.)

---Beaks: (utensils): (one set per group) clothespin, toothpick, straw, spoon, small plastic scoop, tweezers/small scissors

---Other Materials: paper plate for feeding dish (1 per group); small cup for stomach (1 per group), whistle/bell to signal change of feeding

INSTRUCTIONS

Students should work in groups of 4-6, either at a table or around a clean mat on the floor. Distribute one type of "beak" (utensil) to each student, instruct them to hold it in one hand and place the other hand behind their back. Place a "stomach" (cup) in front of each student. Place one type of food in each group's feeding area (plate) and instruct students that, at your signal, they must compete for as much of that food resource as they can gather with their "beaks". Remind them that their survival depends on their ability to gather food. Give the signal, then allow each group 5-10 seconds to "feed". All food must go into their "stomach" (cups)! After 10 seconds, give the signal to stop. Have the students tell which beak was most successful in gathering that type of food. Repeat the procedure for each type of food available.

Extensions:

1. Have students predict which type of beak will be successful in collecting each type of food.

2. Ask students to compare each of the food items to things that birds really eat, like snails, grubs, worms, seeds, and other things.

3. Give each student a small brown bag in which to store the food collected. If you use all edible items, students may eat them later as a reward snack.

4. Repeat the food-gathering activity with some types of foods floating in a plastic container of water.

5. Have students sort the food they collected into small piles and construct a data table to record how much of each food they collected per beak type.

6. Using the class data, construct a bar graph, with food types along the horizontal axis and beak types along the vertical axis. Discuss the results the the class.

7. Discuss with the class the differences between a bird specialist ( one thet eats only a certain type of food) and a bird generalist (one that eats a variety of foods.) Relate these ideas to habitat destruction, competition, and ecological niches.

Objective Three: Construction of Ecological Community

Students will be assigned to groups of 3-4 to work on the following activity. Each group will be assigned a particular bird to research, particularly its beak type and the type of food it eats. Group time will be provided in which they will construct an ecologigal community in a shoebox or other type of box specified by the teacher. The diorama must include a model of the bird, being specific in showing the type of beak it has. The surroundings should be realistic to the natural habitat of the bird.

The completed ecological communities can be set up as an exhibit in the school library, or be used to make presentations to other classes. Presentations should include type of bird, type of beak, natural habitat, and food choice. Each member of the group is expected to contribute in the overall project.

The following rubric can be used to assess the work of the students.

ECOLOGICAL COMMUNITY PROJECT

Group Names________________________________________Date_________

Type of Bird________________________________Type of Beak______________________________

Habitat_____________________________________________________________________________

Ecological Community Project Assessment

Materials are due on _____________________________

Project due date_________________________________

Teacher's Guide