Compari-Stations: Bird Adaptations and Diversity Lesson Plan
A hands-on learning opportunity for grades 4-7. This lesson plan focuses on introducing students to the
concepts of biological diversity and adaptations in birds. These activities can be adjusted by grade level by
increasing the detail in introductory material and difficulty of discussion questions.
This lesson is designed to be implemented independently by the teacher, but the materials and resources have
been complied by Huron Pines AmeriCorps. If you would like us to come speak with your class and/or
administer this lesson with our own materials, please contact us.
Objective:
To show students the broad diversity among bird species and encourage students to explore the reasons
for these differences. Students will learn about biological diversity and adaptions and how they are represented
in birds. They will compare the shape, weight, wingspan and diet of four bird species (Kirtland’s warbler,
American Robin, Bald Eagle and Ruby-throated Hummingbird) through activities at four stations. They will
compare each with their own characteristics. Students will learn about the endangered Kirtland’s warbler, a
species that nests almost exclusively in northern Michigan.
Materials:
o Introductory information about adaptation & diversity
o Background information about the Kirtland’s warbler and its significance
o Pictures of each bird species, with stats
Shape Station:
o Paper/poster board silhouettes of the four bird species, preferably to size
Weight Station:
o Household objects with weights corresponding to each species, see table below
o Scale (optional), to compare with students
Wingspan Station:
o Flexible measuring tape, secured to whiteboard, wall or table, with wingspan of each species marked
Diet Station:
o Plastic/rubber insects, fish, etc. to demonstrate diet
o Real grapes, blueberries, snack fish crackers, etc. can be used to increase interest
Procedure:
1. Set up each of the four stations as follows:
Shape:
 Hang silhouettes from ceiling or mount to a flat surface (wall/whiteboard)
Weight:
 Set out each object
Wingspan:
 Fix tape measure to flat surface, preferably the wall/whiteboard, at the height of the average student
Diet:
 Set out all food objects
2. Introduce concepts of biological diversity and adaptation. Brief discuss the story of the Kirtland’s warbler,
see supplemental resources.
3. Split students into four equal size groups, have a teacher/volunteer at each station. Alternatively, you can
have the entire class go through each station together, led by the teacher. Or introduce each station to the whole
group, then split them up to explore in their small groups.
4. Students will visit each station:
Shape:
 Ask students to pair up the four silhouettes with the four bird species.
 Ask them to describe the differences in shapes, focus on beak, wings, talons, etc.
Weight:
 Allow students to pick up each object and guess how much they weigh.
 Ask students to pair each object with the appropriate species.
 Optional- Have a bathroom scale available for students to compare their weight against the birds’.
Wingspan:
 Have students stretch out their arms to measure their ‘wingspan’. If possible, mark each student’s
measurement.
 Compare these to the four markings of the wingspan of the birds.
 Have the students identify which bird has which wingspan length.
Diet:
 Let students explore the different types of food laid out.
 Ask if they would eat each of the food types. Ask what they prefer to eat.
 Have students separate the types of food according to each bird.
5. Reconvene the class and review the information from each station. Summarize results on the board using the
attached worksheet. You can also print off worksheets for each student or each small group.
Use the following tables to create each station. Silhouettes can be found online:
Weight:
Bird
Weight
Object
Hummingbird
2 ½ - 4 ½ ounces
1 penny – 1 nickel
Kirtland’s warbler
½ ounce
2 quarters + 1 penny = $0.51
Robin
3 ounces
CD in plastic case
Eagle
7 pounds
Bag of potatoes
 How much do you think you weight?
 Did you know that a bird’s bones are hollow? What does that do to its weight?
 A bird’s hollow skeleton means that they weigh less, an adaptation to flight.
Wingspan:
Bird
Wingspan
Object
Hummingbird
3.5 inches
Width of a credit card
Kirtland’s warbler
8.5 inches
Width of paper
Robin
14 inches
Width of a computer screen
Eagle
7 feet
Height of a standard door
 How long is your “wingspan"?
 An eagle only weighs 7 pounds, but his wings are wider than you are tall! Why do you think that is?
 They have to fly!
Food:
Bird
Food
Hummingbird
Nectar
Kirtland’s warbler
Blueberries, caterpillars, flies
Robin
Worms, fish fry (baby fish), grapes
Eagle
Fish, carrion (dead animals)
 What’s your favorite food?
 Would you eat these things?
 Some yes, some no
 How does a bird’s size affect what it eats, and how much?
 The larger the bird, the larger the food type. Eagles eat more food by volume, but the
hummingbird needs more food compared to its size because it has a very fast metabolism.
 What other characteristics are important in determining what kind of food a bird eats?
 Talons
 Beak
 Eyesight
 Sense of smell
 Needs (migration of Kirtland’s warbler, high metabolism of hummingbird, etc.)
Extension Activities:
 Use the homology exercise to compare the bones of a human forearm & a bird wing.
 Have students research the bird adaptation of flight and feathers.
 Discuss special human adaptations (bipedalism, large brain, opposable thumbs, etc.)
 Expand these comparisons to other bird or animal species.
 Include a wing beat speed station. Time how quickly students can flap their ‘wings’:
Wing beat speed:
Bird
Speed
Hummingbird
70 beats/second
Kirtland’s warbler
?
Robin
2.3 beats/second
Eagle
?
Other Examples
Chickadee
27 beats/second
Pigeon
3 beats/second
Crow
2 beat/second
 How fast can you beat your wings? How many times in one minute?
 Do you notice that larger birds have slower wing beats? Why do you think that is?
 Relate to wingspan exercise
 Bigger birds have longer wings and it takes long to flap them up and down.
Grade Level Content Expectations Covered:
4th: S.IA.E.1; S.RS.E.1; L.EV.E.2
5th:S.IP.M.1; S.IA.M.1; L.EV.M.1; L.EV.M.2
6th:S.IP.M.1; S.IA.M.1
7th:S.IP.M.1; S.IA.M.1; L.HE.M.2
For more information about this activity, or if you would like to have someone speak to your class about the
Kirtland’s warbler, please contact Huron Pines at (989) 448-2293 ext. 21 or info@huronpines.org
Bird Compari-Stations Worksheet
Shape:
1. Which bird has the largest silhouette? Which has the smallest?
2. Describe the beaks of each of the four bird species (sharp, long, curved, short, etc.):
Kirtland’s warblerAmerican RobinBald EagleRuby-throated Hummingbird3. Match each silhouette to the species it belongs to on the right:
A. American Robin
B. Ruby-throated Hummingbird
______
______
C. Kirtland’s warbler
D. Bald Eagle
Weight:
1. Which is the heaviest bird? Which is the lightest?
_______
______
2. What common household object corresponds in weight to each bird? Can you think of others not listed
today?
Bird
Weight
Object
Hummingbird
2 ½ - 4 ½ ounces
Kirtland’s warbler
½ ounce
Robin
3 ounces
Eagle
7 pounds
Wingspan:
1. Which bird has the longest wingspan? Which has the shortest?
2. What object is as long as each bird’s wingspan? Can you think of any other objects of that length?
Bird
Wingspan
Object
Hummingbird
3.5 inches
Kirtland’s warbler
8.5 inches
Robin
14 inches
Eagle
7 feet
Diet:
1. List the foods that each bird eats. Would you eat these foods?
Bird
Food
Hummingbird
Would you eat this?
Kirtland’s warbler
Robin
Eagle
2. How does the size and activity of each bird affect its diet requirements?
3. How do you think a bird’s beak is related to their diet?