RIC-3531 Primary Science - Book D (Digital)

Animal Adaptations
Adaptations – Activity 3
Lesson Focus
Outcomes
Life and Living
2.8 Links observable features
to their functions in living
things.
Indicators
• Observes native birds in
the local environment.
• Identifies how they have
adapted in order to
survive.
Skills Focus
• Observes
• Infers
• Collects data
• Identifies
Background Information
Birds come in many shapes,
colours and sizes. Bird
adaptations come in the size,
shape and function of their
bills, feet and wings, although
there are other adaptive
features.
Bills: The bills or beaks of
a bird are adapted to suit
feeding habits and will come
in many different shapes and
sizes. For example, a bird’s
bill may be long and tubular
to draw nectar from within a
flower, or strong and chisellike
to search for insects in
the bark of trees, or short
and hard to break open seed
casings, or strong and hooked
to tear meat.
Feet: Birds can have long legs
and feet for wading in water,
webbed feet for paddling in
water, strong sharp talons for
grasping prey, or agile and
nimble to grasp trees and
branches, or strong and short
to scratch the dirt.
Wings: The wings of a bird
have been adapted to suit
water birds, or allow them to
fly and glide to great heights,
to fly quickly, or to hover over
a flower.
(Note: There are many more
adaptations of birds.)
Before the Lesson
Materials Needed
Pictures, books and charts of birds, binoculars (optional)
Preparation
Prepare for students to observe bird species in the school grounds. Have students
bring binoculars if available.
The Lesson
Stimulus
• Discuss the pictures of different birds collected and identify the adaptations of
each. Discuss the parts of a bird that could be adapted; e.g. beak, feet, wings,
colouring etc.
What to Do
• Have students select which bird from the activity sheet is best adapted to feed on
the nectar of flowers and explain their selection.
• Discuss the selection process from the first activity.
• Explain how you are going to observe birds in the school grounds to identify their
beak structure and the type of feeding they are adapted to.
• Each student identifies four birds and sketches the beak shape. Explain that
observing the birds’ behaviour may also give clues to their feeding habits.
• Discuss the students’ records. Identify relationships between beak shapes and food
types. Prepare a chart that illustrates the class’s observations.
After the Lesson
Answers
1. (a) Thin pointed bill to feed on pollen.
2. Teacher check
Additional Activities
• Develop and draw a chart of different bird beaks, feet or wings and list their
purpose.
• Develop a bird roll for the school environment. Record the appearance and identity
of different bird species over a period. Research to find out more about each
species.
Display Ideas
• Draw or collect pictures of a variety of animals to make a collage. Label their
special features and adaptations.
• Have the students be creative and draw a bird designed to suit specific habitats or
food.
Examples: food – eats tough seeds
– eats insects under bark
– spears frogs and fish
– scoops food from water
body – has a tail like a support
– wings for soaring
– floats like a boat
What it does – perches in trees
– catches live prey
– wades in shallow water
• Display designs with a report about its name, its features and how it uses them.
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16 PRIMARY SCIENCE ~ R.I.C. Publications ® ~ www.ricpublications.com.au
ISBN 978-1-925660-54-8