Darwin’s Finches

Age range: Elementary-Middle School

Darwin's finches by Gould

Introduction:

The Galapagos Islands off the coast of Ecuador are home to many different animals, including many different species of birds! Of all of these birds, the most famous are the finches. In 1835, Charles Darwin observed these finches and noticed that even though finches living on different islands were closely related, they all had different sizes and shapes for their beaks! Each different beak seemed to be good for collecting and eating the specific food sources found on the islands where the finches lived. For example, some finches had long, skinny beaks (good for probing in the ground for insects), while others had short, fat beaks (good for crushing seeds). When closely related species of animals develop different physical characteristics to suit specific environments, it is called “adaptive radiation.” (Want to know more? Click here!)

In this activity, you will use different “beaks” (forks, spoons, knives, and cups) to collect different types of “food” (anything you can find around the house that is small enough to be picked up with the tools mentioned above)! You will do this in three different “environments” (bins). At the end of the activity, you will look at how good each “beak” was at collecting food in each of the different environments.

Time Required:

10-15 minutes

Materials Needed:

  • 3 buckets or bins (or just change out the materials in one bin after each round)
  • Various types of ”beaks,” such as spoons, knives, forks, and cups
  • Various types of “food”: (beans, yarn, pipe cleaners, packing peanuts, marbles, beads, Legos, or even crumpled up pieces of paper in different shapes and sizes!)
  • Timer (or just count out loud!)

Optional Materials: a printer and the Darwin’s Finches worksheet

Activity Breakdown:

  • Round 1: “Prairie A”
    • This environment will have equal parts of the different food types.
    • Students can choose which “beak” they want to use.
    • Once the time starts, students will use their “beak” to grab as much “food” as they can in the 30 seconds.
    • After the 30 seconds, have students record their beak and the amount of each food that they grabbed on the worksheet (below!)
  • Round 2: “Prairie B”
    • This environment will have mainly one type of food, and little portions of everything else.
    • Students have the option to change their beak if they wish (if multiple students are playing, it is good to give everyone a chance to use different beaks).
    • Once again, the goal is to grab as much food as possible with their chosen beak in the 30 seconds allowed.
    • After the 30 seconds, have students record their beak and the amount of each food that they grabbed on the worksheet (below!)
  • Round 3: “Forest”
    • This environment will have equal parts of food.
    • The bin will be blocked by a “forest” that makes grabbing food more difficult.
      • You can choose the item you want to use for the trees in your “forest”! Tell students that these items are not food, but instead are “trees” and are to be avoided.
    • Student may change beaks for this round as well
    • After the 30 seconds, have students record their beak and the amount of each food that they grabbed on the worksheet