Oystercatchers

Oystercatchers

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
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Further Resources
This task is about interpreting information in a text.
Read the article below and answer the questions.
 
Oystercatchers are shore birds that nest in the sand above the high tide line. It was summer time and we knew that at this time of year the oystercatchers at the beach were likely to have either eggs or young chicks. As we walked up the beach I saw a pair of oystercatchers standing together on the dry sand but as we drew closer to them they ran off in opposite directions. As we continued walking towards the spot where I had first seen the birds they began to get agitated. They started squawking loudly and flying directly at us, only swerving away right at the last moment. They repeated this performance several times. It was really quite scary.
 
As we continued on in the direction of where I had first seen the birds their behaviour changed. Instead of “dive bombing” us one bird was now acting as though it had a broken wing. It flapped around on the ground very close to us. It looked as though it would be very easy to catch! Then, by chance, I looked down and there on the sand right by my foot, standing absolutely still, was a fluffy young oystercatcher chick. Its grey mottled down made it almost impossible to see against the sand.

Question 2Change answer

a)  Fill in the chart below to show:

  • the different ways the oystercatchers behaved in the story;
  • the specific purpose of each behaviour.
Behaviours shown by the oystercatchers The specific purpose of each behaviour
1. 
2. 
3. 
4. 

Question 2Change answer

b)  What is the main purpose of all the behaviours described?
Task administration: 
This task can be completed with pencil and paper or online.
Level:
5
Description of task: 
Task: Read a short piece of narrative. Identify and explain the behavioural adaptations of oystercatchers. Assessment focus: interpreting text to identify behavioural adaptations and their purposes.
Curriculum Links: 
Science capabilities
The capabilities focus is brought about by the conversations you have and the questions you ask.
Capability: Gather and interpret data
This resource provides opportunities to discuss how using observations supports inferences. 
 
Science capabilities: 
Answers/responses: 

 

Y10 (08/2005)

a)

    

    

 
 
 
i)

ii)

iii)

iv)

Behaviours shown by the oystercatchers

Moving away from where chick was

Dive bombing

Pretending to have broken wing

Chick standing still

The specific purpose of each behaviour

Lessen chance of chick being found

Drive away people

Encourage people to chase the bird, lures them away from chick

Less chance of being seen

Identified at least …

4 behaviours – difficult
3 behaviours – easy
2 behaviours – easy
1 behaviour – very easy

b)

 

•   Protection of its young
•   Survival

1 correct – easy

Diagnostic and formative information: 
Check whether the students can identify behavioural adaptations as opposed to structural. For example, the chick standing still is behavioural, its colour is structural.
Next steps: 
Can students identify the risks to oystercatchers' survival, for example, the impact of human activity?
Comments could include ideas such as; genes control instinctive behaviour and the capacity to learn, behaviour is a mix of instinct and learning. It is important to stress that genes cannot change within an individual's lifetime and that adaptive changes happen across generations, not within generations.
  • School Journal Part 4 No 2, Learning Media, 1998, Tern Diary – article outlines survival risks for shore birds.
  • School Journal Part 2 No 2, Learning Media 1998, Dotterel Chicks – article about dotterel chicks displaying some of these behavioural adaptations.