Download Essential Lab 12 Animal and Plant Adaptations(Student)

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 midair): 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.
Crows have a multi-purpose bill that
Swiss
allows them to eat fruit, seeds,
Army Knife
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 tong
1 single chopstick or toothpick
1 plastic spoon
1 pair of scissors
Data Collection sheet
1 plastic cup to hold food
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
Snipes and
shorebirds
Adaptation
Use long, thin beaks to
probe shallow water, mud,
and
sand
for
small
invertebrates.
Herons
and Use long, sharp beaks for
Egrets
catching or spearing fish
and amphibians.
Owls, Hawks, Use sharp, curved beaks
and Eagles
for tearing meat/flesh from
animals they eat.
Pelicans
Hummingbirds
Tool (Bird Beak)
Model Food
Clothespins or Gummy worms buried
Tongs
in sand
Single chopstick Styrofoam “fish”
or toothpick
pieces floating in an
aluminum pan of water
Scissors
Round
¾”
stickers
(flesh) adhered to a
piece of cardboard
(carcass)
Use pouch-like beaks to Plastic Spoon
Styrofoam
“fish”
scoop fish
pieces floating in an
aluminum pan of water.
Use long slender beaks to Eye Droppers or Tall cylinder filled with
probe flowers to extract Turkey Basters
water (nectar)
nectar from the flowers.
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:
a. Gummy worms buried in sand (Station 1)
b. Styrofoam “fish” pieces floating in an aluminum pan of water (Station 2)
c. Round ¾” stickers (flesh) adhered to a piece of cardboard (carcass)
(Station 3)
d. Tall cylinder filled with water “nectar” (Station 4)
e. Marbles or uncooked macaroni elbows “snails” (Station 5)
2. Hold your beak (selected tool) in one hand and place the other hand behind your
back unless otherwise noted below.
3. 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.)
4. 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.
5. Listen for the teacher’s signal. You must 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.
6. Place food as it gathered in 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.
7. Collect the data.
8. Repeat step 5 for each type of food available/station, once every member of the
group has taken a turn,
9. 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):
Complete chart below with number of food objects picked up with “bird beak.”
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
Data Analysis (calculations): MATH CONNECTION (Science Journal entry)
 Create a bar graph with data collected (use group data collected)
o 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.
2.
3.
4.
5.
6.
What was investigated?
Was your hypothesis supported by the data?
What are 2 constants in this experiment (things kept the same)?
Look at the graph. What information can you learn from the data you gathered?
What is the most interesting discovery you made from the graph?
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 piece of felt or wool material*
scissors
3 clear graduated cylinder
plastic containers (deli containers in SF Kit)
3 blue trays
9 x 12 inch sheet of construction paper *
leaf template (provided on the last page)
masking tape
250 mL of water
marker
*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).
2. Place a piece of masking tape on each container and label one container wax,
one felt or wool and one paper.
3. Place a piece of masking tape on each of the three blue trays. Label one trial 1,
one trial 2, and one trial 3.
4. Fill each of the containers with 25 mL of water.
5. 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.
6. 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.)
7. Place each leaf on a blue tray labeled Trial 1.
8. Pour remaining water from container into the graduated cylinder.
9. Measure the remaining water.
10. Record remaining water on the Data Chart.
11. Feel each “leaf” for wetness. Compare and contrast the wetness of the three
types of leaves (wax, felt or wool and construction paper).
12. Dry out each container and repeat steps 4 – 10, to complete Trial 2.
13. Dry out each container and repeat steps 4 – 10, to complete Trial 3.
14. Analyze the data and discuss which leaf surface does the best job as a “raincoat”
for the plant.
15. 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 Type
Wax paper
Leaf “Raincoat” (Ability to Repel Water)**
Trial 1
Trial 2
Trial 3
Average**
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?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Was your hypothesis supported by the data?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. What information can you learn from the data you gathered (average remaining
water)?
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. What is the most interesting discovery you made from the experiment?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. 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?
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. 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