Bird Beak Lab

Learning Resource Type

Learning Activity

Subject Area

Science

Grade(s)

4

Overview

The Bird Beak Lab will provide students with a hands-on discovery experience into how bird beaks are adapted based on their diet. This activity is run in station format, and groups will rotate between each of the five stations. At each station, students will use tools meant to represent the different styles of bird beaks: tweezers, pliers, eye dropper, spoon, and strainer. As students rotate, they will encounter different food items to eat: nectar, sunflower seeds, plants, fish, bugs, and worms. The challenge of this activity is to identify which beak style works best for which food source. 

This activity was created as a result of the Girls Engaged in Math and Science (GEMS) Resource Development Project, in partnership with Dothan City Schools.

Phase

During/Explore/Explain
Science (2015) Grade(s): 4

SC15.4.9

Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

UP:SC15.4.9

Vocabulary

  • argue
  • articulate
  • evidence
  • internal
  • external
  • structure
  • survival
  • function
  • behavior
  • reproduction

Knowledge

Students know:
  • Internal and External structures serve specific functions within plants and animals.
  • The functions of internal and external structures can support survival, growth, behavior and/or reproduction in plants and animals.
  • Different structures work together as part of a system to support survival, growth, behavior, and/or reproduction.

Skills

Students are able to:
  • Articulate an explanation from evidence explaining how the internal and external structures of plants and animals function to support survival, growth, behavior, and reproduction.
  • Determine the strengths and weaknesses of the evidence collected, including whether or not it supports a claim about the role of internal and external structures of plants and animals in supporting survival, growth, behavior, and/or reproduction.
  • Use reasoning to connect the relevant and appropriate evidence to support an argument about the function of the internal and external structures of plants and animals.

Understanding

Students understand that:
  • Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.

Scientific and Engineering Practices

Engage in Argument from Evidence

Crosscutting Concepts

Systems and System Models; Structure and Function

Learning Objectives

  • Students will examine five bird beak models to gain an understanding of how these external structures help birds survive in their environments.
  • Students will correctly identify which beak style is best adapted for a variety of diets.

Activity Details

This activity is set up in five stations. The teacher could modify it to be set up in small groups if preferred. The materials will be set up by the teacher before the activity. 

Station 1: Nectar

  1. The teacher will fill a small cup of water that has been colored using food dye to represent nectar.
  2. Students will use the bird beak models (eye dropper. pliers, tweezers, spoon, and strainer) to see which works best to drink the nectar.
  3. All nectar collected will be placed in an empty cup, which represents the bird’s stomach. 
  4. Students will clean up and prepare to switch to the next station.

Station 2: Sunflower Seeds

  1. The teacher will place sunflower seeds with the hulls still attached on a paper plate.
  2. Students will use the bird beak models (eye dropper. pliers, tweezers, spoon, and strainer) to see which works best to break through the hull and eat the seed.
  3. All seeds collected will be placed in an empty cup, which represents the bird’s stomach. 
  4. Students will clean up and prepare to switch to the next station.

Station 3: Pond Plants

  1. The teacher will fill a small tub or bin halfway with water and place lima beans on top of the water to represent pond plants.
  2. Students will use the bird beak models (eye dropper. pliers, tweezers, spoon, and strainer) to see which works best to eat the plants.
  3. All plants collected will be placed in an empty cup, which represents the bird’s stomach. 
  4. Students will clean up and prepare to switch to the next station.

Station 4: Fish

  1. The teacher will fill a small tub or bin halfway with water and place marbles in the tub to represent fish at the bottom of a pond.
  2. Students will use the bird beak models (eye dropper. pliers, tweezers, spoon, and strainer) to see which works best to eat the fish.
  3. All fish collected will be placed in an empty cup, which represents the bird’s stomach. 
  4. Students will clean up and prepare to switch to the next station.

Station 5: Bugs/Worms

  1. The teacher will fill a small cup with soil and place rubber bands and lima beans below the soil to represent bugs and worms.
  2. Students will use the bird beak models (eye dropper. pliers, tweezers, spoon, and strainer) to see which works best to eat the bugs and worms.
  3. All bugs and worms collected will be placed in an empty cup, which represents the bird’s stomach. 
  4. Students will clean up and prepare to switch to the next station.

Assessment Strategies

Students will be assessed by completing Bird Beak Lab Assessment Form: https://docs.google.com/forms/d/1HnWAF7mTxR0WxjHOxiymQQH2BYP4dYUWKbiG4JubrUg/template/preview

The assessment could be printed for those who do not have access to digital devices. 

The assessment totals 10 points.

Six points are multiple choice.

Four points are open responses (teacher graded).

Proficient scores would be 6/10 or higher.

Acceleration

Students can use the following website to enhance their understanding of animal adaptations. This website offers six interactive games that cover animal adaptations.

https://sciencetrek.org/sciencetrek/topics/animal_adaptations/games.cf

Intervention

Students experiencing difficulty using the beak tools can be placed in a teacher-led small group. 

Students who do not show a proficient score on assessment will sit one-on-one with the teacher to review missed answers.

Background / Preparation

This activity is designed as a discovery lesson. Therefore, students do not need prior knowledge of bird beaks. The teacher can explain beforehand that birds have a variety of diets: worms, bugs, fish, nectar, plants, etc. The teacher should also remind students of lab safety and how to handle scientific instruments, such as tweezers and pliers, properly. The teacher will need to gather all items in the materials list and set up lab stations prior to the activity.

Total Duration

46 to 60 Minutes

Materials and Resources

Digital materials:

Lab materials needed to complete the activity (Set up in five stations):

  1. Station 1: Nectar
  • 1 cup of water (This can be dyed using food coloring if the teacher prefers.)
  • 1 eye dropper, 1 plier, 1 plastic spoon, 1 tweezer, and 1 strainer or slotted spoon
  • 1 empty plastic cup (This will represent the bird’s stomach.)
  • 1 empty plastic cup (Students will dump waste in the cup before leaving the station.)
  • Paper towels
  1. Station 2: Sunflower Seeds
  • Sunflower seeds
  • Paper plate to put seeds on
  • 1 eye dropper, 1 plier, 1 plastic spoon, 1 tweezer, and 1 strainer or slotted spoon
  • 1 empty plastic cup (This will represent the bird’s stomach.)
  • 1 empty plastic cup (Students will dump waste in the cup before leaving the station.)
  • Paper towels
  1. Station 3: Pond Plants
  • 1 small bin or tub filled halfway with water
  • Lima beans (These will float on top of the water to represent pond plants.)
  • 1 eye dropper, 1 plier, 1 plastic spoon, 1 tweezer, and 1 strainer or slotted spoon
  • 1 empty plastic cup (This will represent the bird’s stomach.)
  • 1 empty plastic cup (Students will dump waste in the cup before leaving the station.)
  • Paper towels
  1. Station 4: Fish
  • 1 small bin or tub filled halfway with water
  • Marbles (These will sit on the bottom of the tub to represent fish.)
  • 1 eye dropper, 1 plier, 1 plastic spoon, 1 tweezer, and 1 strainer or slotted spoon
  • 1 empty plastic cup (This will represent the bird’s stomach.)
  • 1 empty plastic cup (Students will dump waste in the cup before leaving the station.)
  • Paper towels
  1. Station 5: Bugs/Worms
  • 1 small bin or cup filled loosely with soil
  • Rubber bands (Put in a cup of dirt to represent worms.)
  • Lima beans (Put in a cup of dirt to represent bugs.)
  • 1 eye dropper, 1 plier, 1 plastic spoon, 1 tweezer, and 1 strainer or slotted spoon
  • 1 empty plastic cup (This will represent the bird's stomach.)
  • 1 empty plastic cup (Students will dump waste in the cup before leaving the station.)
  • Paper towels
Bird Beak Lab Assessment Form
https://docs.google.com/forms/d/1HnWAF7mTxR0WxjHOxiymQQH2BYP4dYUWKbiG4JubrUg/te…
Animal Adaptations Interactive Games Website
https://sciencetrek.org/sciencetrek/topics/animal_adaptations/games.cfm
Bird Beak Example Pictures
https://aptv.pbslearningmedia.org/resource/tdc02.sci.life.colt.birdfood/bird-fo…

Approved Date

Owner (Author)

aubriemc
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