Bird adaptations

Day 1:
Tell students they will become bird experts for the day.
Their goal is to determine which type of food different birds would eat based on the adaptations of their beaks.
Students will receive either spoons, scissors, tweezers, and clothespins, water dropper.
They will then have different “environments” where they can find food.

• Pipe cleaners or rubber bands (worms)
• Macaroni or other types of noodles (slugs)
• Jellybeans (bugs)
•  sunflower seeds
• Water (nectar)

They will use their beaks and visit all the different environments. Based on their research, they will decide which type of food is best suited for their beak. They will write down findings in a science notebook.
 
Day 2:
Students will use their data collected to find a bird that has a similar type beak to what they had.
They will research this type of bird. (try to get students to research all different types of birds).
They will fill out a graphic organizer to collect data.
 
Day 3:
Continue Research
 
Day 4:
Create Presentation explaining their bird and the adaptations the bird has.
The presentation should include:

• Student Name
• Name  of bird
• Different adaptations (beak, feathers, feet, color, etc)
• Is this bird rare or common?
• What does the bird eat?
• Is that information similar or different from what they discovered on the first day?
• Picture of bird

Day 5: Continue to work on presentations
 
 
 
Day 6: present information to classmates
 
 
 
Day 7:
Students who had similar beaks will group together to compare and contrast other adaptations their specific bird had.
 
Students will create charts to show their findings.
 

Assess students understanding based on classroom conversations and their final presentation. (rubric included)