Birds of Prey

These activities, developed by the Bureau of Land Management, lead students in examining avian anatomy and how differences between birds enhance their ability to survive. Each activity links to worksheets and a solution.

• Wingbeats – Using Math and Science skills, students compare the wingbeats of various birds.
• Curvy Beaks – Comparing the different shapes of bird beaks, students determine how the function of the bird's diet relates to the form of its beak.
• Wings: Shapes and Spans – By examining the structure and size of bird wings, students come to understand the basics of flight and how wing variations affect survival.
• Can You Pass the Parts? – A fun activity that reinforces students' understanding of bird traits.
• Sharp Feet – Like beaks and wings, a bird's talons tell us much about how different birds survive. This activity examines the talons of raptors and other birds and lets students draw conclusions about how the differing structures help the bird's survival.

All birds do not fly the same. For example turkey vultures can soar for hours without flapping a wing while hummingbirds flap their wings over 70 times a second as they hover and fly forward and backward.

Materials

• Watch or clock that shows seconds
• 8 index cards (3 x 5) per student
• Chalkboard or easel paper
• Copies of Flappers
• Chalk or markers
• Scissors
• Wing Diagram
• Wingbeat Chart

Objectives

Students will be able to:

• determine how different birds fly
• compare their arms to a bird's wing
• see if they can "flap" as fast as a bird

Procedures: Science

1. To start, have everyone hold their arms straight out. Explain that their arms are very similar to a bird's wings. Both have:
   • an upper arm bone connected to the shoulder
   • an elbow that connects the upper arm to the forearm (lower arm)
   • a wrist that connects the forearm to the hand
2. The bird's hand section is a little different from ours. The bird has a bony thumb stuck off to one side and two finger-like bones on the end. The upper arm and forearm make up a bird's inner wing, while the remainder is the hand section (see Wing Diagram).
   • gliding birds (vultures and gulls) have long inner wings compared to their small hand sections; the larger inner wing gives them the lift they need to soar without a lot of flapping
   • birds (falcons) that must flap more have small inner wings and longer hand sections; the longer hand acts like a propeller and pulls the bird forward as it flaps
3. Have your students try out their "wings" (arms) by extending the arms and flapping away.
4. See how long the students can keep or maintain an easy flapping pace (e.g. one flap/second) before they get tired. Explain that some birds (golden plover) can fly for 48 hours straight, flapping the whole time.
5. Ask if their arms ache or hurt a bit from flapping (they may complain about the outer chest, shoulder, and arm muscles being tired). Explain that most humans get around by walking, and our leg muscles are more fully developed than our chest muscles. But for birds, the opposite is true; the chest muscles are very strong to power the wings and the leg muscles are weaker. Of course there are always exceptions to the rule. Turkeys, chickens, and ostriches have very strong and well-developed leg muscles. Why? Because they are walking birds, they use their leg muscles far more than their chest muscles.
6. To compare the different wing beats of birds, copy the chart (see Wingbeat Chart) onto a chalkboard or large piece of easel paper. Ask your students to decide which rate of flapping they think they can keep up with.

For Younger students . . .

• have the whole group come up and flap together
• encourage students to start with 20 flaps every 10 seconds to imitate a crow, then try a robin, a pigeon
• by the time students get to a starling they should find it impossible to keep up

For Older students . . .

• divide them into pairs and have one person keep time while the other flaps

Procedures: Math

Have your (older) students use the Wingbeat Chart to solve the following math problems:

1. Which of these combinations would "make the most flaps"?
   1. 1 hummingbird flapping for 45 seconds
   2. 10 crows flapping for 65 seconds
   3. 4 kestrels, 1 chickadee, 1 owl, and 1 eagle flapping for 3 minutes
   4. 4 starlings flapping for 5 minutes
2. If an owl, kestrel, and eagle each flew in the same direction going 30 miles per hour, how many times would each one flap if:
   1. the owl flew 15 miles
   2. the kestrel flew 45 miles
   3. the eagle flew 90 miles
3. If a raven, kestrel, owl, vulture, chickadee, and hummingbird each flapped their wings for 20 seconds, how many total flaps would there be?
4. How many wing beats would you get in one minute from:
   1. a hummingbird
   2. a chickadee
   3. a pigeon

Get the Solutions.

Procedures: Craft

After your students have finished flapping, give each eight index cards and a copy of "Flappers." Then have the students make their own flapping motion picture cartoons.

1. Cut the index cards in half to make 16 smaller cards. Each card should be exactly the same size.
2. Cut out the pictures and glue each one to the bottom right-hand corner of each card. It is IMPORTANT to keep the pictures in the order they appear on the sheet.
3. Arrange the cards one on top of the other, starting with #16 on the bottom and ending with #1 on top. Staple all the cards together — vertically down the far-left side. Three to four staples should do.
4. Now you are done, flip through the cards quickly and make the birds "flap" and "fly."

Activity created by BLM Snake River Birds of Prey NCA staff, 1997. Boise, ID.

A bird does not have teeth. However, it does have a hard, pointy beak. Beaks come in all shapes and sizes. The shape of a bird's beak is a clue to what it eats and how it gathers its food. Since scientists theorize that birds do not have a good sense of smell or taste, they feel that birds generally find food by its color and shape.

Materials

• Worksheet I: "Match Beak to Use" [Solution]
• Worksheet II: "Match Bird to Beak" [Solution]
• Worksheet III: "Challenger: Match Beak to Food" [Solution]

Objectives

The student will be able to:

• identify beaks belonging to birds of prey and non-birds of prey
• determine the kinds of food a bird with a certain type of beak might eat

Procedures

Take time to make sure that your students understand:

1. the importance of the shapes of beaks
2. how beaks are used based on their shape
3. the differences between beaks belonging to birds of prey and non-birds of prey
4. Allow students time to work through the Curvy Beaks worksheets.
   Note: The Curvy Beaks Challenger is designed for the upper grades.
5. Once students are done, discuss the activity and clarify any questions.

Activity created by BLM Snake River Birds of Prey NCA staff, 1997. Boise, ID.

Hawks, owls, eagles, and falcons have many different wing shapes, depending on the kinds of animals they hunt and the habitat in which they live.

For example, the falcon (e.g. peregrine) relies on its wing shape and speed to catch other birds and literally grab them out of the sky. For this bird, a narrow, pointed wing is perfect - drag is kept to a minimum and the swept-back wing design allows them to dive at speeds over 100 miles per hour.

However, the wing shapes of hawks, eagles, and vultures are designed to ride the winds. Their wings are much wider with long, slotted wing feathers that can be opened to keep airflow smooth and prevent stalling at slow speeds. This allows the birds an advantage in scanning the ground or water below, watching for movement that signals the presence of prey.

Warm air is lighter than cold air. And as the sun heats the earth, it sets up warm air currents, or thermals, that rise from the ground. Eagles, hawks, and vultures use their broad wings to soar upward on these thermals. When they reach the top of a column of air, they launch out on a long glide to the next thermal, where they circle upward once again. Without their long, broad wings, they would not be able to soar.

Woodland (forest) hawks have shorter wings and longer tails to allow quick, tight turns among the trees. However, the trade off is that they must do more flapping, and are recognized by their typical flap-flap glide pattern of flight. They spend less time in the air than soaring birds, and usually hunt from a perch. Their short, broad wings allow for quick, steep takeoffs.

Owls have long, broad wings with flight feathers that are frayed on the edges to muffle sound and allow silent flight. This is an advantage to a night hunter who must sneak up on its prey without being heard.

Materials

• Copies of Paper Raptor Designs
• Sheets of paper

Objectives

The student will be able to:

• describe the basics of flight
• describe and explain wing-shape and -span of raptors and the varying uses for their survival

Procedures

1. Begin by simultaneously dropping a flat piece of paper (unfolded) and a piece of paper that has been folded in quarters crosswise. Ask students to observe which piece of paper drops more slowly, and why.

Then have students:

• make two paper raptors (see Paper Raptor Designs)
• predict how each will fly, and why

Then allow students to fly and observe their paper raptors outside or in a gym, if possible. Be sure to inform students to observe and compare the designs for:

• speed
• distance
• time aloft (in the air)

Then discuss what students observed, and clarify any questions.

Activity created by BLM Snake River Birds of Prey NCA staff, 1997. Boise, ID.

In this activity, your students can review bird traits by playing a team relay race called "Can You Pass the Part?" Before you start, read your students this poem as an introduction:

Poem: A Lizard Has No Gizzard

A lizard has no gizzard, and a camel has no beak.
And you will never see a shark soar like a turkey vulture will.

Bear bones do not have struts inside, and wallabies do not have wings.
And you will never see a kangaroo that twitters, squawks, or sings.

A cheetah does not ever have a feather or a crop.
And a giraffe can not fly 500 miles without a single stop.

An octopus has no air sacs, a squid never did have down,
and you will rarely see an earthworm that is any color but dull brown.

But birds have feathers and wings, and a crop, gizzard and beak.
With dazzling colors and awesome flight, they really are unique!

Materials

• Sheets of blank white paper
• Plastic straws for each student
• Sheets of easel paper
• 1 copy of the Clues per team
• Markers
• Tape/thumbtacks/Velcro
• Chalkboard (optional)
• Scissors
• Chalk (optional)
• Circular objects/one per team
• Drawing of Mr. Birdy

Objectives

Students will be able to:

• Describe traits that make a bird a bird

Procedures

After reading the poem, you and your students should discuss some of the traits that make birds different from other wildlife.

Setup

1. Divide students into teams of four or five. Give each team:
   • a large piece of easel paper
   • markers
   • several sheets of blank white paper
   • several pairs of scissors
   • circular object (e.g. lid of a cup, cardboard circle, etc.)
2. Draw "Mr. Birdie and His Parts" on the chalkboard or large piece of easel paper (with all the details), so that all the teams can see it.
3. Then instruct students/teams to do the following:
   • one student from each team copy "Mr. Birdie and His Parts" (as it appears on the chalkboard) onto the large piece of easel paper
   • one student from each team create a set of circles (8) by drawing/tracing around the circular object onto the sheets of blank white paper, making sure that the circles are numbered as they appear on the chalkboard
4. Each team will then cut out the eight circles from the sheets of white paper, and label the circles as follows:

• gizzard
• wing
• air sacs
• crop
• preen gland
• ears
• feather
• bones

Now create a large enough space in the room so that students can form relay lines. Each team should have a relay line, and the students should be lined up one behind the other. Place a desk/table in front of each team and lay out the labeled circles on the table. Then place a copy of the Clues next to each set of circles on a table. On a wall or bulletin board behind each team, hang up the team's large bird picture. Roll a piece of tape and stick it in the center of each circle (or use the adhesive Velcro stickers), adhering a set to the teams bird picture circles and the other to the teams labeled circles. Give each person a plastic straw.

How to play

1. The first student in line for each team will initiate the game. The leader must read "Clue #1" on the clue sheet and decide which circle fits the clue best.
2. Then that student must pick up the circle with his or her straw by placing the end of the straw against the circle and sucking it.
3. The leader must pass the circle to the next student in line without letting it fall off the end of the straw. The second student must then pass it to the third student in line without letting it fall off. This should continue until the last person in line has the Clue #1 (or labeled circle).
4. The last student can then hand carry the "Clue" to the big bird and tape or stick it onto the right number (Clue #1 goes on Circle #1).
5. When the last student has placed Clue #1, he or she should quickly go to the front of the line, read Clue #2, pick up the appropriate circle, pass it down the line, and the last person should place it on the right circle. This is repeated until a team has its bird circles all in place then the game is over.

How to score

Get the Clue Answers.

1. The team that finishes first gets 10 points
2. But each team also gets 5 points for every circle that is in the correct spot (maximum score that can be received is 50 points)
3. If the fastest team has all of its circles filled in correctly, IT WINS
4. However, if it missed some, another team can still WIN
5. As you record the teams' scores, discuss each CLUE so that everyone understands the answers

Rules and reminders

1. No one is allowed to use their hands as the circles are being passed along; ONLY after the last student in the line has sucked up the circle/CLUE can he or she touch it, to place it on the bird.
2. If a circle/CLUE should fall before it gets to the end of the line, it must be placed back on the desk/table, and the team must start that round again. Suggestion: If your students really have a tough time, after a few tries just allow them to keep going from where they dropped the circle or CLUE by sucking it up with the straw — (without having to START at the front of the line).
3. Teams should be far enough apart so that they cannot see which circles are being selected or picked by other teams.

Activity created by BLM Snake River Birds of Prey NCA staff, 1997. Boise, ID.

You can certainly learn a lot about a bird by looking at its feet. Birds have a variety of feet that come in many shapes and sizes. The type of feet a bird has depends greatly on the food it eats and where it lives.

Materials

• Worksheet I: "Match Feet to Use" [Solution]
• Worksheet II: "Match Feet to Bird" [Solution]

Objectives

The student will be able to:

• identify feet belonging to raptors and non-raptors
• determine the uses of feet for raptors and non-raptors

Procedures

1. Take time to make sure that your students understand:
   • the importance of the shape and size of bird feet
   • how birds use their feet for survival
   • the differences between feet belonging to raptors and non-raptors
2. Allow students time to work through the worksheets.
3. Once students are done, discuss the activity and clarify any questions.

Activity created by BLM Snake River Birds of Prey NCA staff, 1997. Boise, ID.

• Feathers - This quiz reviews the material found in the Feathers section of What Makes a Bird a Bird? [Solution]
• Beaks - The Curvy Beaks Activity is the source for this quiz. [Solution]

• Talons - This quiz is a follow-up to the Sharp Feet activity. [Solution]

• Identify My Parts - The revisits the material covered in What Makes a Bird a Raptor? and in the Can You Pass the Parts? activity. [Solution]

• Raptors: Multiple Choice [Solution] and Raptors: Fill In the Blank [Solution] -Both of these quizzes are a wrap-up to What Makes a Bird a Raptor?

• Owls – Did you know?
  
• Snowy Owls
• Peregrine Falcons