Science Learning Activity

Battle of the Beaks!

Purpose
The purpose of this activity is to understand how bird beak adaptation helps birds survive in
their environment. In this lab, students will see how certain adaptations can increase the birds
chances of acquiring food.
Objectives
1. Students will conduct an investigation to determine which bird beaks work best with
each food type
2. Students will record their findings and draw conclusions using charts and/or diagrams
3. By the end of the lesson, students will understand that adaptation and natural selection
help an organism better survive in its habitat. The beaks of most birds are suited to eat
specific things found in their environment.
Inquiry Question
How does variation in beak type affect a bird's ability to survive in its environment?
Target Learning Group
This activity is appropriate for students in third grade.
Approximate Time
Teacher prep/hints: One hour to gather and organize materials, print worksheets, and create
charts/graphs
Student: Two class periods, or about 1.5 hours
Background Science Information
An adaptation is a trait that helps an organism survive and reproduce. Beak shape and size is
an example of an adaptation.
Background Information on ADHD
The DSM-5TM defines ADHD as a persistent pattern of inattention and/or hyperactivityimpulsivity that interferes with functioning or development, has symptoms presenting in two or
more settings (e.g. at home, school, or work; with friends or relatives; in other activities), and
negatively impacts directly on social, academic or occupational functioning (American
Psychiatric Association, 2013).
Children with ADHD often make careless mistakes in schoolwork, do not follow through on
instructions and fail to finish schoolwork, lose things necessary for tasks, leave their seat when
remaining seated is expected, blurt out an answer without being called on, and have trouble
waiting his/her turn (American Psychiatric Association, 2013). This lesson plan may challenge
students with ADHD in some of these areas, but reasonable accommodations can be made to
make it more manageable for them.

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Next Generation Science Standards

3-LS4-2: Use evidence to construct an explanation for how the variations in characteristics
among individuals of the same species may provide advantages in surviving, finding mates,
and reproducing
3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms
survive well, some survive less well, and some cannot survive at all.
Science and Engineering Practices
Analyzing and Interpreting Data: Analyze and interpret data to make sense of phenomena
using logical reasoning. (3-LS4-1)
Disciplinary Core Ideas: LS4.C: Adaptation: For any particular environment, some kinds of
organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3)
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely
identified and used to explain change. (3-LS2-1), (3-LS4-3)
Materials Needed
Beaks:
-10 tweezers
-10 spoons
-10 sets of chopsticks
Food:
- Approx. 1 cup of rice
- Approx. 60 marshmallows
- Approx. 2 cups dried beans
- Approx. 40 rubber bands (cut so they are long and wiggly)
- Approx. 40 marbles
Other:
-Plastic cups (one per student)
-Science Notebooks (one per student)
-10 plastic trays
-Pictures of a hawk, kiwi, and pelican (one of each eating, one of each not eating)
Safety Considerations Do not overcrowd food stations and use eye protection. Consider
allergy information with food items.
References
American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, 5th
edition. Arlington, VA., American Psychiatric Association, 2013.
Brewer, M. (n.d.). The birds and the beaks. Retrieved from
http://betterlesson.com/lesson/631891/the-birds-and-the-beaks
The State of New Jersey Curriculum. (2005). Build a bird kit. Retrieved from
http://www.state.nj.us/pinelands/infor/educational/curriculum/pinecur/bab1.htm
The Oakland Schools Curriculum. (2009). Lesson 7: Whats for Dinner?. Retrieved from
www.scope.oakland.k12.mi.us
(2002). Sciencesaurus. Wilmington, MA: Great Source of Education Group.
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PROCEDURE
Pre-Assessment (and Engage)
Engage:
1. Show students pictures of different types of birds and beaks, including pelican, hawk, and
kiwi bird. Ask students to share their observations about the similarities they see between
the three very different birds. Ask students what all birds have in common. Write down
responses on the whiteboard. Tell students that today we are learning about the part of the
bird called the beak.

Pre-assessment:
1. Ask students to describe the three different beaks they see on the pelican, kiwi, and hawk.
2. Ask students what questions or ideas they have about why they think there are differences
between the bird beaks.
3. Have students record their thinking in their science notebooks. Encourage students to draw
pictures and illustrate their ideas.
4. The teacher circulates around the room as the students are writing to informally assess
their current understanding about adaptation.
5. After recording their ideas in their science notebooks, allow time to share ideas in small
groups.
6. Engage the students in a discussion by calling on a few students to share what they wrote.
7. *Accommodation for student with ADHD:
a. When asking questions to the class, remind them that you expect them to raise their
hands and wait to be called on before answering.
b. Praise the student with ADHD for raising their hand and following directions. Remind
them of the rules if they do not.
Description of Student Learning Activities
Explore:
1. Ask the question, What is adaptation?
2. Have students turn and talk at their tables. Ask each table to offer one idea or example.
3. Tell the class, Today we will be exploring adaptation by learning how different beak
types affect a bird's ability to survive in its environment.
4. Tell students they will get the chance to become different types of birds - very hungry
birds. Each bird will have a different beak, represented by tweezers, a spoon, or
chopsticks. Their birds want to eat as many food objects as possible in 30 seconds.
They will do this by picking up one piece of food at a time with their beaks and putting
it in a plastic cup, which represents their stomach.
5. Have five food stations ready, with two trays of the same food at each station. Have two
sets of each beak at each station (one tweezer, spoon, chopsticks per each tray)
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6. Ask students to write predictions about how well each beak will help the bird survive.
7. Write predictions in their ISN.
a. Example prediction questions:
Which bird beak is best suited for eating long, wiggly foods (like rubber bands)?
Which bird beak is best suited for eating hard or quick moving food (like
marbles)?
Which bird beak is best suited for eating very small food (like rice)?
Which bird beak is best suited for eating small, hard food (like beans)?
Which bird beak is best suited for eating soft, squishy food (like marshmallows)?
Which beaks are most successful? Which are the least?
8. After all predictions are made, divide the class into even groups of five. Have five
stations set up with a different food source and two sets of each beak type.
9. Students have 30 seconds to try to put as much food as possible into the birds
stomach. PUT ONLY ONE FOOD ITEM AT A TIME. DO NOT USE YOUR HANDS TO
TOUCH THE FOOD!
10. Count and record the number of food items in the birds stomach (plastic cup) at the end
of each 30 second round. Record the amount of food eaten in the data table.

Number of Food Items Eaten in one Minute

Tweezers

Spoon

Tongs

Beans
Rubber bands
Rice
Marshmallows
Marbles

11. Students take turns using each beak, giving every member a chance to use each
beak once. Students move as a group to the next table once they have eaten the
food at their station with all three different beaks.
12. Repeat steps 9 through 11 until each group has eaten food from each station.
13. *Accommodation for student with ADHD:
a. This part of lesson plan may be very challenging for the student to stay focused.
There will be many items around that could become potential distractions. Place
the student in a group that will stay on task, not with students they will play
around with. Have student with ADHD count and record their food items off to
the side, away from distractions.
b. Before beginning the investigation, state that this is a fun activity and students
are expected to follow directions and use tools appropriately if they want to
participate. Offer each student one verbal warning before they must sit out from
the lesson.
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Explain:
1. Call on students to share one conclusion they made about bird beak adaptations based on
the activity. Ask the students which beaks types they found most and least successful.
2. Explain that the shape of a birds beak is adapted for it to survive in its environment and not
all beak types will be successful in all environments. Ask students if one beak type was
less successful or more challenging to use than others. (The chopsticks should be
mentioned)
3. Put up the pictures of the hawk, pelican, and kiwi. Ask which birds beak is represented
by the chopsticks. Ask students how a long, skinny beak could this be an advantage for
it.
4. Play the clip of a kiwi eating by probing the ground to get food. This video will reinforce
the concept that beak shape and size is best suited for the specific habitat and food a
bird eats, and that not all beaks will be successful in all environments.
https://www.youtube.com/watch?v=go52mHlKDEo
5. Introduce the vocabulary words: adaptation, environment, and trait. Vocabulary words
should be recorded in the students science notebook.
a. Adaptation- Structure, behavior, or other trait in an organism that helps it to
survive in its environment (Sciencesaurus, 2002)
b. Environment- Surroundings and conditions in which an organism lives
(Sciencesaurus, 2002)
c. Trait- A physical or behavioral characteristic of an organism (Sciencesaurus,
2002)
6. *Accommodation for student with ADHD:
a. To make sure they are keeping up with their work, have student with ADHD show
you their notebook with the vocabulary words neatly written and defined.
b. Keep a jar stocked with extra writing utensils in case they misplace their pen or
pencil.
Expand or Elaborate:
Now that the students have gained a great deal of knowledge about bird beak adaptations, I
want them to see that beaks are not the only body parts designed to adapt to the environment.
1. Write the question on the board: What other parts of a bird have adapted to help it
survive in its environment?
2. Ask students to write their thinking in their science notebooks.
3. Show pictures of the hawk, pelican, and kiwi eating or catching their food in their natural
habitat to further stimulate thought.

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4. Ask the class what habitat the birds live in, what they are doing in the picture, and what

other body parts besides beaks are helping them get food. What have we learned about
adaptation so far to help answer this question?
5. Call on students and write down ideas and observations on the whiteboard.
6. Students should notice that the hawk and pelican are flying and that the hawk is using
its talons to hold down its prey. They might notice that the kiwi bird is not flying in either
picture. Help guide student thinking by asking what other body parts besides the beak is
the bird using to get food.
7. Have students record the following in their science notebooks:
Question: Does adaption occur in other body parts of parts of birds besides beaks?
Claim:
Evidence:
Conclusion:
Students can draw pictures in their science notebooks to illustrate their conclusions.
Question:

Claim:

Evidence:

Does
adaption
occur in
other body
parts of
parts of
birds
besides
beaks?

Adaptation
does occur
in other
body parts
of birds in
order to help
birds
survive in
their
environment
.

Birds have
different shaped
and sized wings
and feet.
They use their
feet and wings
for different
purposes.

What do we
Conclude?
Feet shape and
wing size are
other
adaptations that
help birds
survive.

8. *Accommodation for student with ADHD:

a. To make sure they are keeping up with their work, have student with ADHD show
you their notebook with the question, claim, evidence, and conclusion chart
neatly filled in.
Real-World Connections
Send students on a "bird watch" at home to discover what kind of bird beaks are found where
they live. Have students think about available food sources in their location and how that
might affect the shape and size of beaks, wings, and feet of the birds they see.
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Post-Assessment (Evaluate)
1. Allow students time to review and reflect on their pre-assessment pictures and ideas
recorded in their science notebooks.
2. Students should have the opportunity to respond to or modify (not erase and change)
their original ideas.
3. The class may also reflect on the ideas listed on the "pre-assessment" chart. Allow
students to add new or better ideas to the list.

What do we THINK we
know about
MAGNETS?

WHAT questions do we have?

What do we CONCLUDE?

4. To further assess the students understanding, have them complete a build a bird kit in
their science notebook. Have students describe and draw their birds environment and
diet and explain why each body part is adapted to help them survive in those conditions.
http://www.state.nj.us/pinelands/infor/educational/curriculum/pinecur/bab1.htm
5. Completion of this final assignment fosters higher order thinking skills and provides the
instructor with a clear picture of each students understanding and ability to apply their
knowledge of adaptations to bird habitats and feeding practices.
6. If some students are still having difficulty with the concept, additional activities may be
introduced at this point in the unit before moving on to the next concept.
7. *Accommodation for student with ADHD:
a. To help a student with ADHD stay on task, have them take out only necessary
supplies for that task. For example, when they are cutting, they only have paper
and scissors out.
b. Use a timer to keep them focused on the task ahead. When the timer goes off,
they have to finish up what they are on and move on to the next task. Reset the
timer for the next task.

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Build a Bird Kit:

Body Forms To Be Used For All
Birds:

Heads:

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Beaks:

Feet:

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Tails:

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