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Bird Adaptations

Class Title: Bird Adaptations
Audience: 3rd Grade
Offered: 3rd Quarter
Length: 1 hr.50minutes (including, if time allows, 10 minutes look around time in the Exploration Hall)

Preparing for this Class:

1. Students, teachers and any parent volunteers should dress for the weather. We will be going outside for brief periods of time. Snow pants are not needed, but depending on snow conditions, snow boots might be a good idea.
2. It’s helpful if students can recognize these common birds: Cardinal, Junco, Black Cap Chickadee, House Sparrow, House Finch, Blue Jay, White-breasted Nuthatch, American Goldfinch, & Downy Woodpecker. (Quarry Hill has prepared a power point presentation to help your students learn to identify these common birds. A copy of this power point is available in Blackboard or you can request a copy from canelson2@rochester.k12.mn.us).

I. Class Description

This class has students actively learning about birds as they observe birds with binoculars, identify them using a picture key, and record their observations, including habitat that the birds were seen in. To illustrate the role habitats have in bird adaptations, students will see mounts of birds that occupy different habitats and observe differences in their feet and beaks. Students will work in groups as they observe birds and then set traps to catch birds. Students will have time to look closely at any live birds that are caught, observe their adaptations and record their beak and feet type (Is this bird a percher, a climber / A seed-eater, an insect eater, etc.?). FYI: Quarry Hill staff will still band and record band numbers of these birds but students will not record this information before each bird is released by a student. Most classes spend 10 minutes in our Exploration Hall before boarding the bus for the return trip to school.

II. Correlation to MN Science Standards

1. Use tools, including rulers, thermometers, magnifiers and simple balances, to improve observations and keep a record of the observations made. (3.1.3.4.1)
2. Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. (3.4.1.1.1)
3. Describe and sort animals into groups in many ways, according to their physical characteristics and behaviors. (1.4.1.1.1)
4. Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others. (1.1.1.1.2)

III. Science Vocabulary (*denotes a Quarry Hill vocabulary word)

Stewardship Habitat Grassland

Predator Prey Camouflage

Evergreen Deciduous Aquatic Limb

Roost Flit Adaptation Survival Characteristics

IV. Classroom Extensions

Web sites:
http://www.dnr.state.mn.us/young_naturalists/woodpeckers/index.html
http://www.dnr.state.mn.us/young_naturalists/awesomeowls/index.html
http://www.dnr.state.mn.us/young_naturalists/ducks/index.html
http://www.dnr.state.mn.us/young_naturalists/feathers/index.html
http://www.dnr.state.mn.us/young_naturalists/cavity_nesters/index.html
http://www.dnr.state.wi.us/org/caer/ce/eek/critter/bird/index.htm