Shorebird Adaptations

Transcription

1 Shorebird Adaptations Grade Level: 1-2 Teaching Methods: Brainstorm, Classification, Discussion, Observation, Small Group Time: Preparation Time: minutes Activity Time: 1.5 hours Materials: Activity I Two or three pictures of shorebirds that visit Presque Isle Build a Shorebird materials - see attached Materials and Preparation page Activity II Two pictures each of a plover species, a longer-billed sandpiper species, and a Ruddy Turnstone Rubbery plastic insects and/or worms Rocks and/or driftwood 24 Stake Wire Flags Two each - clothes pins, tweezers, needle-nose pliers with upturned tip Non-grabbing beak tools - 4 strainers, 2 eye droppers, 4 straws, 2 dip nets Six small containers (about 1 cup size) Activity III Pipe cleaners - bright colors and colors that blend with sand such as tan, white, black, and brown Park Location: Shoreline Pre/Post Lessons: Pre-visit: Adaptations For All Post-visit: Parts Of A Shorebird Summary: Students examine shorebird features, behavior, and adaptations through a variety of activities. Objectives: Students will review the definition of adaptation. Students will identify at least three features of a bird. Students will compare at least two differences between shorebirds and other bird species. Students will demonstrate beak adaptations of shorebirds. Students will recognize camouflage as an adaptation for a shorebird. PA Environment & Ecology Standards: Threatened, Endangered and Extinct Species A. Identify differences in living things. B. Know that adaptations are important for survival. PA Science & Technology Standards: Unifying Themes A. Know that natural and human-made objects are made up of parts Biological Sciences A. Know the similarities and differences of living things. B. Know that living things are made up of parts that have specific functions. C. Know that characteristics are inherited and, thus, offspring closely resemble their parents. Other PA Standards: Reading, Writing, Speaking and Listening Background: Shorebirds are a diverse and widespread group of wading birds that are highly migratory. They include sandpipers, plovers, stilts, avocets, snipes, oystercatchers, turnstones, and phalaropes. Shorebirds are well-adapted for their lifestyle. They generally have small bodies, long toes with little or no webbing, long legs, and long, pointed wings. An amazing variety of bill shapes and sizes is found among shorebirds; each designed for reaching the type of animals a species eats. Shorebirds range in size from the six inch Commonwealth of Pennsylvania, Department of Conservation and Natural Resources, Bureau of State Parks 1

2 long Least Sandpiper to the Long-billed Curlew, which measures about two feet. Shorebirds wade in shallow water or walk and run along the water s edge. Their long legs allow them to wade through water or mud without getting their bodies wet and their long toes provide stability. The length of a species legs is a clue to where they feed. Shorebirds and other water birds have a special preen gland just above the base of their tail that helps them keep their feathers waterproof. The gland secretes wax and oil which the bird spreads through its feathers with its beak when preening. Shorebird habitats include seacoasts, wetlands, and the shores of inland rivers, lakes, and ponds. Shorebirds migrate over incredible distances, covering vast amounts of land during their travels. Their long, pointed wings are adaptations that allow them to fly far and fast. The Red Knot breeds in the arctic and winters in the lower half of South America and may travel 19,000 miles per year. Most shorebirds nest in the open tundra of the arctic and sub-arctic on sandy beaches, gravel areas, or vegetated marshes. However, some do nest further south in temperate areas. In summer and fall, they migrate to wintering grounds in the Caribbean, Mexico, Central and South America, and in a few cases to southern parts of the United States. Shorebirds accomplish these long migrations by stopping at various locations along the way to rest and replenish their fat supplies. Shorebirds rest by standing on one leg, pulling the other leg up close to their body, and tucking their bill into the feathers on their back. Shorebird diets include worms, larval and adult insects, crustaceans, and mollusks. The various species of shorebirds forage in different ways. Plovers have large eyes and locate their food visually by picking it from the surface of wet soil. Sandpipers generally find their food by touch, probing wet sand or mud with their bills. Also, because shorebird bill length varies, each species finds their food at different depths. For these reasons, shorebirds can forage for different prey in the same area at the same time without competing with each other. Sandpipers The sandpiper family is the largest family of shorebirds. The word sandpiper means chirper in the sand. All sandpipers have fairly long wings and a short tail. Their legs and neck are often long. All have three long front toes and, except for the Sanderling, a short hind toe. There is a great variety of bill shapes and sizes. The bill is at least the length of the head in all species, but is usually much longer. Plumage is generally speckled browns and grays above with paler underparts. All are quick runners, can wade in water, and swim if necessary. The main foods of most sandpiper species are mollusks, crustaceans, and worms. Surface foods may be located by sight, but food beneath the surface is probed for and located by touch. Some sandpipers will wade into water and feed by plunging their head underwater and probing the mud with their beak in a stitching motion. The Spotted Sandpiper is the most widespread and best-known sandpiper in North America. The Least Sandpiper is the smallest native North American sandpiper and among the smallest waders in the world. Ruddy Turnstones are also members of the sandpiper family. As their name implies, they use their beak to root through seaweed and flip over stones, shells, and other objects in search of the animals hiding beneath them. They eat insects, mollusks, crustaceans and their eggs, worms, and bird eggs. They will also dig holes, often larger than themselves, in search of burrowing crustaceans. Some sandpiper species that may be seen at Presque Isle State Park in the spring or fall are listed below. Dunlins Impressive fliers, these small brown sandpipers travel in large flocks that are able to migrate at speeds of more than one hundred miles per hour. Dunlins are very tame and easy to approach for study. They have a long, sturdy droop-tipped bill, rusty red upperparts, and a black belly patch. When feeding, they often give the appearance of being hunchbacked. They wade in the shallows and use their bill to probe for food with a rapid up-and-down stitching motion several times per second. Sanderling This sandpiper runs back and forth on the beach with the ebb and flow of the water snatching up exposed invertebrates. It also stands on one leg for long periods. The palest of the sandpipers, it differs from other members of its family by its lack of a hind toe. Semipalmated Sandpipers The Semipalmated Sandpiper may be the most numerous shorebird in North America, sometimes occurring by the thousands during migration. They often mingle with other shorebirds, such as Sanderlings. The word semipalmated means half-webbed and refers to the bird s partially webbed front toes which help it walk on mud without sinking. They frequently sleep Commonwealth of Pennsylvania, Department of Conservation and Natural Resources, Bureau of State Parks 2

3 standing on one or both legs with their bill tucked into their back feathers and occasionally travel along the beach hopping on one leg. They are often seen running along the beach, pecking and occasionally probing the sand in search of food. Greater Yellowlegs This common sandpiper is distinguished by its large size (about 14 inches long) and bright yellow legs. It is a noisy, conspicuous bird, but is much more wary than its smaller counterpart, the Lesser Yellowlegs. It often plays the role of sentry; warning other birds of approaching danger with its loud whistled alarm call. Greater Yellowlegs are birds of wetland edges. They usually wade in the shallows and often frantically dash after small fish and other swimming prey. They do not probe the mud, but use their long, slightly upturned bills to peck or skim food from the water. Lesser Yellowlegs The Lesser Yellowlegs is a smaller (about 10 inches) version of the Greater Yellowlegs with a shorter, straighter bill. It is often seen walking gracefully on mudflats or shores and is tame and approachable. It feeds with a delicate highstepping gait and slowly picks food from the surface of the water. nests to distract trespassers. Some plover species that have been found at Presque Isle are the Piping Plover, Semipalmated Plover, Wilson s Plover, and the Killdeer. Piping Plover The Piping Plover is difficult to see until it moves, because its plumage is the color of dry sand found along the Atlantic Coast and southern shores of the Great Lakes region. When feeding it sprints, then stops, and cocks its head to one side picking food off the ground. It often feeds higher up on the beach, where its plumage more closely matches the sand, than other small plovers. It was once common on beaches, but is now endangered because of human activity and disturbance during the nesting season. Many shorebirds are declining in numbers due to destruction of wetland habitats and reduced or degraded stopover points, which supply feeding and resting areas for shorebirds during migration. A critical stopover area for migrating shorebirds is found at the easternmost end of Presque Isle State Park called Gull Point. The wide drift beaches at Gull Point also historically provided nesting habitat for the Piping Plover and Common Tern. This environmentally sensitive area is currently managed to provide foraging, resting, and nesting areas for migratory shorebirds, as well as habitat for other plant and animal species, including species of special concern. Plovers Plovers are a large family of small to medium-sized chunky shorebirds with rounded heads and large eyes. Their bills are pigeon-like, shorter and slightly swollen at the tip. They have medium to long legs and all are quick runners and strong fliers. The hind toe is small or absent and most have three relatively short, unwebbed front toes. Most species have bold color patterns, but their plumage easily blends into the background as soon as they stand still. Unlike other shorebirds, plovers spend little time wading. Instead, they forage by walking in damp areas or at the water s edge. Plovers usually locate their food by sight on the surface and quickly run forward a short distance to catch it. Foods include adult and larval insects, beetles, crustaceans, mollusks, worms, and sometimes berries. Most species are highly social and migrating flocks can be large. Plovers are known to lure predators away from the nest with the crippled bird act by dragging one or both wings, spreading their tail, and limping or tilting to one side. They will also dash around, pretending to scrape various Commonwealth of Pennsylvania, Department of Conservation and Natural Resources, Bureau of State Parks 3

4 Getting Ready: Activity I Prepare Build a Shorebird props. See attached Build a Shorebird Materials and Preparation pages. Activity II Prepare six bird kits - two plover kits, two sandpiper kits, and two turnstone kits. Plover kits include: a picture of a plover, one small container, one clothes pin, one strainer, one eye dropper Sandpiper kits include: a picture of a sandpiper, one small container, one pair tweezers, one straw, one strainer Turnstone kits include: a picture of a Ruddy Turnstone, one small container, one pair needle-nose pliers with upturned tip, one straw, one dip net Prepare food areas Use flags to mark two foot by two foot square areas in the sand along the beach. Make six areas, one for each group. Keep them close together for easy monitoring. Place the plastic insects inside the marked squares as described below. Make two of each type of food area. Plover - place the plastic insects on the surface of the sand. Sandpiper - Push the plastic insects into the sand. Place them shallow enough so that the very top of the insect can be seen. Keep track of how many you placed in the sand, so they can all be retrieved. Ruddy Turnstone - Place rocks and driftwood on the sand. Put plastic insects beneath some of the rocks and driftwood. The rocks and driftwood should be large enough to hide the plastic insects, but small enough to flip over with the pliers. Activity III Select an area along the shoreline for the pipe cleaner walk. Place various colors of pipe cleaners, including bright colors and ones that blend with the surroundings, along both sides of the walk area. Vary the height, if possible, by placing them on rocks, plants, or logs, as well as the sand. Activity: Activity I Build a Shorebird 1. Tell the students they will be learning about shorebirds and their adaptations. What is an adaptation? (a feature or behavior that helps an organism survive in its environment) 2. Tell students that they will examine a particular type of bird a shorebird. Explain that a shorebird is a bird that flies long distances between their summer and winter homes. They live in open areas and find their food mainly on shores (or beaches). Many different types of shorebirds visit Presque Isle, such as sandpipers and plovers. Show students a few pictures of some shorebirds that visit Presque Isle. Explain that shorebirds have adaptations that help them survive in their shoreline habitats. Tell students that in order to examine shorebird adaptations they will build one. Ask for a volunteer and explain that this person will be turned into a shorebird. 3. Explain that the volunteer must first be changed from a person to a bird. Ask students if they can list some features of birds that make them different from other animals. (feathers/flight, hollow bones, air sacs, beak) As each of the features is discussed, attach it to the volunteer with tape or clothes pins. The instructor should attach the parts at this point to speed the discussion along and demonstrate to the students how it is done. Students will help attach bird features in the second part of the activity. Feathers Pass around down and contour feathers. Tell the students that birds have two main types of feathers. Down feathers are fluffy and keep the bird warm. Contour feathers are strong and flexible and are used for flight. Attach a few large feathers to the volunteer. Hollow Bones Pass around a bird bone and a mammal bone. Ask students which is heavier. Explain that a bird s bones are hollow, which makes them lighter. How would lighter bones help a bird? (less weight makes flying easier) Attach a paper towel tube to the volunteer. Air Sacs Ask a student or the entire group to stand up and pretend to be a bird that is flying. Have them flap their arms 20 times in 10 seconds. When they are finished ask if their arms are tired and if they are breathing harder. Tell students that some birds, like the Lesser Golden Plover, can beat their wings for two whole days (48 hours) without stopping. Explain that birds have strong chest muscles and in addition Commonwealth of Pennsylvania, Department of Conservation and Natural Resources, Bureau of State Parks 4

5 to lungs, have air sacs that let them get extra oxygen, which gives them energy for flying. Attach two plastic bags or balloons to the volunteer. Beak Ask the students what a bird uses its beak to do. (eat, feed young, defend itself, carry nest material, build nest, preen) Ask the students if people use different things to help them eat different foods. After students give a few examples, tell them that we use utensils that fit the food we are eating. It would be hard to eat soup with a fork. Explain that since a bird eats with its beak, the shape and size of its beak must fit the type of food it eats. Show students a few pictures of birds with different types of beaks and discuss how the beak is designed for the food the birds eats. Attach a beak to the volunteer. 4. Explain that the volunteer has now been turned into a bird, but now has to be turned into a shorebird. Continue the discussion, but let the students attach the shorebird parts to the volunteer. Long, Pointed Wings Show students a picture of a falcon, a songbird, and a penguin preferably with the wing outstretched. Point out the wings on each picture and explain that the size and shape of a bird s wings are related to how the bird uses them. Falcons, have long, pointed wings that let them fly fast and far. Songbirds that live in the forest have short, broad wings for flying among the trees. Penguins have short, stubby wings that they use as paddles for swimming. Explain that shorebirds often fly long distances from their summer home where they nest to their winter home where they find food and warmer weather. Have the students look at the pictures again and ask them which type of wings would be better for flying long distances. Have a student attach the long, pointed paper wings to the volunteer s arms. Preen Gland Ask students how they keep dry in the rain. Explain that a raincoat has a special coating that keeps the rain from soaking through. Tell them that shorebirds and other birds that spend time in water have a special feature called a preen gland. The gland makes wax and oil which the bird spreads on its feathers with its beak. When the bird spreads oil on its feathers, it makes them waterproof, just like a raincoat. Have a student attach the empty baby oil bottle on the back of the volunteer. Long Legs Tell students that when shorebirds are not flying, they spend most of their time walking along shorelines or wading in shallow water looking for food. Ask students whether they think short or long legs would be better for wading in water. Why? Explain that long legs allow the bird to keep its body out of the water, so it doesn t get wet. Have a student attach long legs to the volunteer s chest to emphasize their length. Long Toes/Feet Ask students what they think our toes help us to do. Explain that toes help us keep our balance when we walk. Show students three types of bird feet webbed feet, long-toed feet, and perching feet. Explain that shorebirds don t spend much time swimming or perching in trees. Ask students which type of feet might be best for standing or walking along shorelines. (long-toed feet) Explain that webbed feet are important for ducks and other birds that swim a lot and that perching feet have three toes in front and one long toe in back for wrapping around a tree branch. Have a student attach the drinking straw toes to each of the volunteer s shoes. Explain that while shorebirds have special legs and feet for walking and standing, they must still rest their feet. They do this by standing on one foot, so they can rest the other. Have the volunteer stand on one foot. 5. Tell students that they have now turned the volunteer into a shorebird almost. Quickly review the features used on the volunteer long, pointed wings, long legs, long toes, and oil gland. As you review each feature, remove the prop from the volunteer and when finished have them rejoin the group. Explain that there are still a few other shorebird features that they haven t talked about yet. Activity II Beak Adaptations 1. Explain that shorebirds find their food in different ways and their beaks are designed for what and where they eat. Tell students they will be examining some different types of shorebird beaks. 2. Break the students into six groups. Each group should receive a bird kit that includes a picture of their bird, a small container, and three tools that represent different types of beaks. One of the tools in each kit should function like the beak of the bird in the picture. Give two groups a plover kit, two groups a sandpiper kit, and two Commonwealth of Pennsylvania, Department of Conservation and Natural Resources, Bureau of State Parks 5

6 groups a turnstone kit. 3. Point out the flagged food areas. Tell the students that each of the three types of birds finds their food in a different way. Explain that plovers eat insects from the surface of the sand or rocks. Point out the flagged squares with insects on the surface of the sand. Explain that sandpipers poke their beaks into the sand to pull up food that is just below the surface. Point out the flagged squares with insects pushed into the sand. Explain that Ruddy Turnstones use their beaks to flip over rocks and debris to find animals that are hiding under them. Point out the flagged areas with the rocks and driftwood. Send each bird group to the appropriate flagged square. 4. Tell the students that each group should have a picture of their bird. Have students look at the picture to examine the beak. Tell them that each group has three tools that represent different types of beaks. It is the group s job to find the best tool for the type of food their bird eats. Explain that they must use the tool to pick up the food and put it in the container. Tell them to try all of the tools and then decide as a group which tool works best. 5. Once students have matched the tool to the food, review their selections. Have each group hold up the picture of their bird, give its name, and explain their choice. Check to see if groups with the same bird selected the same tool. If they selected different tools, discuss their reasons and see if they can come to an agreement on one tool. 6. Review each type of bird and explain how the size and shape of its beak fits its food. (the correct tools are: plover clothes pin, sandpiper tweezers, ruddy turnstone needle nose pliers with a curved tip) Explain that the plover s beak can be short since it gathers food from the surface, the sandpiper has a longer beak because it must poke it into the sand, and the turnstone has a beak with a turned up tip that helps it to flip over rocks. Activity III Coloration 1. Line up the students in pairs. Point out the start and end of the pipe cleaner walk. Hold up a pipe cleaner for students to see. Tell students they will walk with their partner from the start to the end looking for pipe cleaners. Tell students they should count how many different pipe cleaners they see and remember the pipe cleaner colors. Students should not pick up the pipe cleaners or point to them, but only share the discovery with their partner. 2. Tell them you will walk to the end and wait for them. Ask a chaperone to space the pairs to allow about three feet between one pair and the next and to send them through the pipe cleaner walk. 3. When everyone has reached the end, ask them how many pipe cleaners they saw. What colors did they see? Walk back through and point out the pipe cleaners they may not have noticed. Ask students which colors were easy to see and which colors were harder to see. Ask them why they think some colors were more difficult to see. 4. Explain that shorebirds are many of the colors that were hard to see, such as tan, white, black, and brown. Ask students how being these colors might help shorebirds. (the colors blend in with the shoreline and help to camouflage the birds from predators) Activity IV Shorebird Observation 1. Take the students to an area where they can observe birds along a shoreline. Take a brief walk along the shoreline to look for birds or have the students sit quietly and observe them. Explain that there are many different types of birds that spend time along the shoreline and not all of the birds they may see are shorebirds. 2. As the students observe, have them try to determine if a bird is a shorebird or not by looking at its features. If it is not a shorebird, discuss what its features tell about the bird. For example, a gull s webbed feet would indicate that it spends time swimming. As you see certain birds, discuss some of the following: What is the shape of its tail and wings? What colors are its feathers? Would it blend in with any of its surroundings? What is the shape of its beak? Is the bird doing anything with its beak? Where do you think it might find its food? How long are its legs? What does this tell you? What kind of feet does it have? What would this tell you? Are there any birds resting their feet? Ask students how they know. Is the bird alone or in a group? How do the bird s features help it to survive along the shoreline? 3. If students don t see any shorebirds, discuss some reasons why they may not have seen them such as time of year, location in the park, habits of the birds, etc. Explain why Presque Isle is an important place for shorebirds and steps the park is taking to improve shorebird habitat. Evaluation: Students describe different features of a bird. Commonwealth of Pennsylvania, Department of Conservation and Natural Resources, Bureau of State Parks 6

7 Students differentiate shore birds from other birds by their adaptations. Students demonstrate shorebird beak adaptations using different types of tools. Students examine colors that blend in with sand to explain how shorebird coloration is an adaptation. Extensions: While observing shorebirds, have students compare one type of shorebird to another. How are they alike? How are they different? Why? References: Alsop, Fred J., Birds of North America, Bull, John, Farrand, John Jr., National Audubon Society Field Guide to North American Birds, Eastman, John, Birds of Field and Shore, National Wildlife Federation, Ranger Rick s NatureScope, Birds, Birds, Birds, Perrins, Christopher M., Middleton, Alex, The Encyclopedia of Birds, Pennsylvania Department of Conservation and Natural Resources, Bureau of State Parks, Resource Management Plan Presque Isle State Park, Presque Isle State Park Staff, Silver, Donald M., One Small Square Seashore, Davidson, Lisa, Simon, Elizabeth, The University of Arizona, Marine Birds, Shorebirds: Winging Between Hemispheres. Winging Northward, A Shorebird s Journey, Build A Shorebird. Developed By: E-Concepts LLC, Albert, JoAnn and Davis, JoAnn, Commonwealth of Pennsylvania, Department of Conservation and Natural Resources, Bureau of State Parks 7

8 Build a Shorebird Materials Materials: Clothes pins or tape String Two large feathers Samples of down and contour feathers One paper towel tube; One bird bone One mammal bone Two plastic bags or un-inflated balloons One bird beak made from construction paper and elastic string or use a purchased plastic beak Pictures of types of bird beaks Poster board Pictures of a falcon, a songbird, and a penguin with wings visible One empty baby oil bottle Six long drinking straws or chopsticks Duct tape Pictures of webbed, long-toed, and perching bird feet Commonwealth of Pennsylvania, Department of Conservation and Natural Resources, Bureau of State Parks 8

9 Build a Shorebird Preparation Directions: Use clothespins or tape to attach the props to the volunteer. If necessary, attach string to the props to make it easier to pin on the volunteer. Feature Build a Shorebird Props Other Support Materials Feathers/Flight Two long feathers Samples of down feathers and contour feathers Hollow bones Paper towel tube Bird bone and mammal bone Air sacs Two plastic bags or un-inflated balloons Beak Purchased plastic bird beak or construction paper, elastic string How to: Roll the construction paper into a cone and staple closed. Draw a line on the cone indicating the upper and lower parts of the beak. Cut two holes in the wider part of the cone and attach elastic string so it will fit around the volunteer s head. NOTE: If the beak comes in contact with the student s nose or mouth, it is recommended that a plastic beak be sterilized with alcohol and a paper beak be replaced after each use. Two or three pictures or mounts of birds with different types of beaks Long, pointed wings Poster board, string How to: Cut two long, pointed shorebird wings from poster board. Punch two holes near the top and tie a string through them. Pictures of a falcon, a songbird, and a penguin with wings visible Preen gland Empty baby oil bottle Long legs Poster board, string How to: Cut two long legs from poster board. If desired make the leg in two pieces, punch a hole in each, and join them with string, so they move and indicate the knee. Long toes Six drinking straws or individual chopsticks, duct tape How to: For each foot take three drinking straws or individual chopsticks and bind them together at one end with duct tape. Tape them so the toes are somewhat spread apart. Three examples of bird feet: webbed, long-toed, and perching - use pictures or mounts Commonwealth of Pennsylvania, Department of Conservation and Natural Resources, Bureau of State Parks 9