Grade Level: 2-5
Duration: 60 min
Next Generation Sunshine State Standards
 SC.2.L.17.1, SC.2.L.17.2, SC.2.N.1.1
 SC.3.L.14.1, SC.3.L.15.1, SC.3.L.17.1, SC.3.N.1.4, SC.3.N.1.6, SC.3.N.3.1, SC.3.N.3.2
SC.3.N.3.3
 SC.4.L.17.1, SC.4.L.17.4, SC.4.N.1.1, SC.4.N.2.1
 SC.5.L.15.1, SC.5.L.17.1
Program Overview: Learn avian adaptations for survival,
and meet some of southwest Florida’s diverse birdlife.
Discover what is being done to protect these amazing
birds and how you can help.
Objective: Students will be able to identify different
types of birds, their main characteristics, and how these
traits help birds survive in the wild.
Vocabulary
Talons
Adaptations
Habitat
Habitat Loss
Raptor
Warm-blooded
Invasive Species
Pre-Program Activity 1: Intro to Florida Birds
The three main groups of birds in Florida are:
1) Songbirds short, straight beaks for grabbing worms and other grubs
 small, flat feet for perching
 highly developed vocal organ used for communication
See if students can name any songbirds.
https://img0.etsystatic.com/000/0/6289898/il_570xN.276984204.jpg
2) Raptors/Birds of Prey sharp, hooked beaks for tearing apart meaty prey
 large feet with sharp talons used for catching prey
 large eyes allow for EXCELLENT eyesight
See if students can name any raptors/birds of prey (eagles, hawks, owls, vultures).
http://www.surfbirds.com/namericanbirds/hawk-owl.html
3) Water Birds (Shorebirds/Wading Birds) long legs for walking through water/mud
 webbed feet for swimming
 long (sometimes sharp) beaks for grabbing or spearing fish
See if students can name any water birds
https://img1.etsystatic.com/000/0/6289898/il_570xN.235563591.jpg
Pre-Program Activity 2: Bird Adaptations
1) Ask the question, what is an adaptation? Answer: a trait that helps an animal
survive. Birds have specific traits, or adaptations that help them survive. By
observing these adaptations, we can gain clues as to what each bird eats and where
it lives.
2) Have students observe each bird’s beak in the following pictures. Is it long and sharp
for tearing flesh, or spearing fish? Is it short for digging?
Red-tailed hawk
Worms
Yellow-crowned
night heron
Blue jay
Nectar
Shrimp
Ruby-throated
hummingbird
Roseate
spoonbill
Rat
Fish
3) Next, have students observe the different types of feet that birds have. What do you
think the “function,” or purpose of each type of foot is?
Name the function/purpose of the feet
Long, skinny
Webbed
Large claws
Two toes in front, two behind
Tiny, short legs
Name the function/purpose of the feet (answers)
Webbed – for swimming
Large claws – for grasping prey
Long, skinny – for wading
Two toes in front, two behind – for climbing
swimming
Tiny, short legs – for flying and hovering
Post-Program Activity 1: Bird Survey
Explain how scientists conduct bird surveys to determine how many birds, and what types
of birds, live in a certain area. Tell the kids to put their scientist hats on! Take a mini-field
trip around your school, or to a nearby neighborhood, and have the kids (in pairs) conduct
their own bird survey. They probably won’t know each species that they see, so you could
have them make a tally mark for each kind of bird they see:
(Note, have kids write down characteristics of, or draw any bird that they don’t know the
name of, and identify it later back in the classroom)
Bird
Songbird
Raptor/Bird of Prey
Water Birds
Number
It is probable that the kids will mostly spot songbirds, maybe a raptor. No water birds?
Use this as a teaching point to explain why these birds live in this environment: Is there a
lake, or water nearby? Water birds live near water. Are there tall trees around? Raptors
like to live in tall trees. What do songbirds like to eat? Answer: worms, bugs, etc. Are there
plenty of worms and bugs around here? Have kids compare their data to the other groups,
and/or compile it altogether as a class to analyze.
Post-Program Activity 2: Bird Research
1) Have students draw a picture of ONE bird that they remember learning about at the
Conservancy
Examples: great blue heron, green heron, great egret, snowy egret, roseate spoonbill,
wood stork, anhinga, cormorant, brown pelican, red-tailed hawk, red-shouldered hawk,
Cooper’s hawk, bald eagle, golden eagle, black vulture, turkey vulture, blue jay, robin,
belted kingfisher, finch, ruby-throated hummingbird…
2) Have students research their bird of choice (library, internet, field/guide books) and
write down their facts on the back of their picture
Some topics to research:
 Anatomical features
 Habitat
 Range (ex. Florida to Nova Scotia)
 Is it migratory?
 Threats
 Cool facts
3) Allow students 1 minute each to share their research in front of the rest of the class