BRBT What makes a bird a bird lesson plan what... · 5. Show students an ... Ask students 2-3...

What makes a bird a bird?What makes a bird a bird?What makes a bird a bird?

Overview Students will compare types of feathers by examining structure

and function of each.

California Content Standards

Grade 5: 6.g.-I&E Grade 6: 7.b.-I&E Grade 7: 7.a.-I&E National Standards Content Standard A:

Science as Inquiry Content Standard C:

Life Sciences Materials Included Student Journal Feathers Hand lenses

Materials Needed Extra pencils Colored pencils

Activity Time

Preparation: 15 min. Activity Time: 40 min.

Best Season

All Season

Vocabulary Contour Down Barb Barbule Plumage

Grade Level: 3rd-8th (C.S.S.: 5th-7th)

Learner Objectives Student will:

• List characteristics of birds • Compare and contrast contour and down feathers • Draw and label a bird’s contour feather • Discuss function of feathers

Background Information Birds are unique in the animal kingdom for many reasons, but only one fea-ture truly sets them apart: feathers! No other animals besides birds have feathers. They are similar to mammals, reptiles, fish, and amphibians in that they are vertebrates. They are warm blooded and have a four chambered heart that regulates their core body temperature just like mammals. How-ever, feathers distinguish birds from the rest! Feathers perform a variety of functions for a bird including insulation, pro-tection, sexual attraction, and flight management. In both warm and cold conditions, feathers help regulate the body temperature of a bird. For ex-ample, in warm climates feathers retract and provide a cooling mechanism for birds. In cold climates, feathers draw in, retaining the heat supplied by the body. The color patterns of feathers, called “plumage,” serve as camou-flage, helping birds them from predators, or as display mechanisms, helping birds attract mates. In the late 1700s there was a great demand for feathers as a result of a fash-ion trend established by Maria Antoinette. Feathers were outlandishly dis-played in women’s hats and hair styles. The amount of feathers displayed indicated a woman’s social and financial status. As a result, birds were killed and shipped to England and sold on the markets. This lifestyle devastated some bird populations such as the Passenger Pigeon, Eskimo Curlew, and a California local—the Snowy Egret. On May 25, 1900 The Lacey Act was passed prohibiting the shipment of game such as birds taken illegally across state boundaries. However, this act was proven ineffective for the illegal plume trades continued largely because of the huge profits gained on the market. As a result, another act was issued called the Weeks-Mclean Law, soon to be replaced by the Migratory Bird Treaty Act of 1918. The Migra-tory Bird Treaty Act proclaimed all migratory birds and their parts, including feathers, eggs, and nests, were fully protected.

©Klamath Bird Observatory 2007 The River Center

Basin & Range Birding Trail Education Kit www.KlamathBird.org/Education/BRBT

LP-1

Getting Ready! 1. Read background information & teacher tips. 2. Make copies of Student Journal: What makes a bird a bird? Discuss! 1. Ask students to think about what comes to mind when they hear

the word “bird.” 2. List characteristics on the board. Make sure the following are

included: flight, eggs, beaks, feet, crop, warm-blooded, gizzard, and feathers (see following page).

3. Ask students which of the characteristics listed as a class are truly unique to birds. Discuss as you cross off from the list each characteristic that is not unique. The remaining feature should be feathers. No other animal on the planet has feathers!

4. Show feather pictures & discuss the basic structure of a feather. 5. Show students an example of contour and down feathers, De-

fine “plumage” (see right panel) and discuss functions of each. Investigate! 1. Divide students into five groups. 2. Hand out feathers and Student Journal sheets to students. 3. Ask students to examine contour and down feathers closely with

the hand lenses. 4. Allow students ample time to look at the feathers and draw them

in their journal sheets. 5. After time has elapsed, ask students to share interesting observa-

tions with the group. Go Outside! 1. Take students on a field trip to observe the “plumage” of birds

and to look for feathers (Important: It is illegal to take or pos-sess a feather of a migratory bird [over 800 species are listed] due to the Migratory Bird Treaty Act of 1918).

2. Ask students to observe the different types of plumage and the function of plumage (e.g., birds camouflaged, displaying).

3. Have students fill out their Student Journal. Follow-Up! 1. Ask students 2-3 questions to re-cap lesson (see right panel).

Lesson Plan

Willow Flycatcher

Common Yellowthroat

“Plumage” Plumage is the covering of feathers on a bird. Most fly-catchers like the Willow Fly-catcher have drab or plain- looking plumage. On the contrary, warblers like the Common Yellowthroat have brightly-colored plumage.

Connections! Use with Lesson Plans:

∗ Bird ID Expert

∗ BRBT Habitats

∗ Binoculars Bonanza!


Suggested Questions What is the plumage? What is the function of contour

feather? Down feather? Describe the function of the

plumage of a local bird.


LP-2

Bird Characteristics

1. Warm-blooded: Birds, like mammals, are warm-blooded. This means their internal body processes control their body tem-perature regardless of external conditions. This allows bird to maintain high energy and metabolism during flight. By com-parison, reptiles and amphibians are cold-blooded, meaning they rely on external temperatures to regulate their body tem-perature.

2. Eggs: Like many other animals, including reptiles and amphibi-

ans, birds hatch from hard-shelled eggs. 3. Beaks (or bills): Birds use their beaks to get food, drink water,

tear or break food into pieces, gather nesting material, preen, feed babies, and protect them from enemies.

4. Feet: Birds usually have four toes on each of 2 feet. They use

their feet to walk, stand, hop, perch, carry things, grab, prey, swim, wade, and dig.

6. Crop: The crop is similar to a pouch for chipmunks. The crop

stores food that will later be digested by the bird. It is located at the bottom of the bird’s esophagus. It allows birds to eat really fast and then digest the food later. This can help decrease the exposed to predators while feeding. The crop is found in other animals such as insects, leeches, and earthworms.

7. Gizzard: The gizzard's main function is to grind and digest

tough food. Birds will sometimes eat small rocks and grit to help the gizzard digest food. The grit grinds in the gizzard and smashes up the food. The gizzard is the second part of the bird’s stomach. Earthworms, reptiles, fish, and other animals have gizzards as well.

8. Feathers: Feathers are a unique feature only to birds. There

are no other animals in the entire world that have them! See right panel for more information on feathers.

Teacher Tips

What are feathers? Feathers are one of the most complex structures found in all animals. They are formed from keratin, the same protein that makes up scales, beaks, and claws. Keratin proteins develop during the growth of cells in the epidermis or outer-most skin layer. Once a feather is formed, it is inert and essentially a dead out-growth of the skin.


Extension Have students research feather conservation and the Migratory Bird Treaty Act of 1918. Have them create a poster and share it with the class.

Basin & Range Birding Trail Education Kit www.KlamathBird.org/Eucation/BRBT Basin & Range Birding Trail Education Kit www.KlamathBird.org/Education/BRBT

LP-3

Feather Structure

The basic structure of a feather consists of a central shaft and a vane (the part usually thought of as the feather). The part of the central shaft that the vane is attached to is called the rachis. The part below the vane is called the calamus. The vane of a feather is composed of tiny needle-like structures called barbs and bar-bules. Each barb is attached to each side of the rachis and points upward to form the contour of the feather. Off of each barb are smaller barbules with hooklets. These hooklets act like Velcro and hook onto neighboring barbs, which, in turn, hold the vane together.

Shaft

Vane Rachis

Contour Feather



A bird wing is made up of contour feathers.

LP-4

Bird OlympicsBird OlympicsBird Olympics

Overview

Students will discover unique and amazing

characteristics of birds.

California Science

Standards Grade 1: 2.a.b.c.-L.S. Grade 2: 2.c.-L.S. Grade 3: 3.b.-L.S. Grade 4: 3.b.-L.S. Grade 7: 3.a.-L.S. National Standards Content Standard C:

Life Sciences Materials Included Student Journal 5 Station sheets 2-3 Stopwatches 3 Measuring Tapes Laminated bird pic-

tures

Materials Needed Extra pencils Flipchart

Space Needed

1 flat area 25-30 yards long

Activity Time


Best Season All Seasons

Vocabulary

Adaptation

Grade Level: 1st-8th (C.S.S 1st– 4th & 7th)


• Define “adaptation” in a biological context • Relate bird adaptations to function • Identify and describe different adaptations used by birds • Compare one to birds & their adaptations

Background Information Birds have developed a host of incredible characteristics that have allowed them to fly, find food, protect themselves, migrate, and reproduce. Some of these characteristics are physical and include bright coloration, waterproof feathers, streamlined body shape, and perching feet. Others are behavioral and include communication to others, building nests, migration, and ways of finding food. Together, these characteristics are called adaptations. Adapta-tions are modifications, or changes, by which a species improves its condi-tion in relationship to its environment over generations. Adaptations help birds survive in their habitats. For instance, hummingbirds depend on flower nectar for food. The long tubular bill and hovering ability are specialized ad-aptations for life around flowers and aid the hummingbird in feeding. With-out these adaptations, the hummingbird would not be able to eat, and, there-fore, it would have difficulty surviving. For 150 million years, birds have gradually developed several adaptations al-lowing them to live in a variety of different habitats. Today, there are 9,000 to 10,000 bird species in the world. Three hundred twenty-eight species of birds regularly occur in northern California. Habitats in California range from sagebrush to mixed conifer forests to wetlands to the riparian areas along the Pit River Watershed. Because of adaptations you find certain species using certain habitats. Waterfowl such as Canada Geese, Mallards, and Snow Geese are found in water areas. Webbed feet, flat filter-like bills, and water-proof feathers are a few adaptations that have allowed waterfowl to fill the variety of water habitats. Birds of prey such as Red-Tailed Hawks, Bald Ea-gles, and American Kestrels are found in prairie or meadows areas. These birds have developed long, extended wings for soaring and hovering as well as sharp-bills and talons for attacking and killing prey.



LP-5

Getting Ready! 1. Read background information & teacher tips. 2. Decide on a site and set-up the five stations with appropriate ma-

terials (stopwatches, measuring tapes, etc). 3. Make copies of Student Journal: Bird Olympic Sheets. Discuss! 1. Ask students a few questions to get them started thinking about

adaptations. Some questions include: How many birds do you think are in the world? (9,000-10,000) How many birds are in northern California? (328) How can so many birds live in one place? (Birds have special adaptations for

living in different habitats [wetlands, rivers, ponds, etc]). 2. Show pictures of a Bald Eagle and Anna’s Hummingbird. 3. Have the students identify 3-4 differences between these birds. 4. List the differences: (Size, Shape, Feet, Color, Bill, Legs, Habitat). 5. Ask students if they know what an “adaptation” is. Discuss that

many of the differences you see between the birds are specific adaptations that help birds live/survive in their habitats.

6. Discuss behavioral and physical adaptations (see following page). Investigate! 1. Tell students they are going to be playing a game called Bird Olym-

pics where they will see how they match up to the following Bird Olympic Champions: Bald Eagle, Great Blue Heron, Great Horned Owl, Anna’s Hummingbird, and Peregrine Falcon.

2. Give each student a Student Journal. 3. Guide students through the different stations identified by station

cards. Aid them as needed (see tips on next page). 4. During each station ask students to think critically about why

each bird has the particular adaptation and to record their an-swers in the journal sheet.

5. Give students an ample amount of time to complete the activity at each station.

6. After each station have students discuss how well they matched up to the Bird Olympic Champions.

Follow-up! 1. Ask students 2-3 questions to re-cap the lesson. See right panel. 2. For older students (fledglings), have them fill out the additional

Bird Olympics student journal page. Discuss answers as a class.

Lesson Plan

What is an adaptation? An adaptation is a modifica-tion, or change, by which a species improves its condition in relationship to its environ-ment over generations. Essen-tially, an adaptation is a physi-cal or behavioral characteristic that helps a bird survive in its habitat.


∗ What makes a bird a bird?

∗ BRBT Habitat

Suggested Questions What is an adaptation? Why does a Great Blue Heron

stand on one leg while sleeping?

What bird has an adaptation

for hunting at night? What are some adaptations

people have that birds do not (hair, opposable



LP-6

Teacher Tips!

Peregrine Falcon


Behavioral Adaptations Communication Nest-type strategy Reproduction Migration Food-finding (foraging)

Physical Adaptations Size Coloration Bill Shape Feet Shape

Olympian Management Pair-up: Pair younger students up and have the class work together as you guide them through each station.

Tape Measure: Before the Blue Heron station, explain how to use a tape measure (or measure each person yourself and with a helping teacher or chaperone).

You be the timer. At each station where a timer is needed, you be the timer. When the person acting as the “bird” stands on one leg or stares have the other partner watch to make sure he/she is doing it properly. Once the “bird” puts its foot down, or blinks its eyes, the “bird’s” partner calls out “time!” You then read off the times for each “bird.”


LP-7

Bird Olympics Stations For each station, have each student record their results in their Student Jour-

nal. For discussion, record student results on a white board or clipboard. Bald Eagle: Station 1 Introduction: Bald Eagles have a wingspan of 7-9 feet. Ask students

why would some birds like the Bald Eagle need a large wingspan. Answer: The large wingspan aids in crane flight during long migrations.

With the long wingspan, Bald Eagles are able to soar for hours without expending any energy. In comparison, ducks with a much smaller wingspan have to flap continuously to stay off the ground. (Ask students if they ever have seen a eagle or a duck fly).

Demonstrate: How big is your wingspan (armspan)? Measure students’ wingspans by using a measuring tape.

Compare: Who is the Bird Olympic Champion? How do they match up?

Great Blue Heron: Station 2 Introduction: Great Blue Herons can stand on one foot for hours while

sleeping. Ask students why they think GBHs would do such a bi-zarre thing.

Answer: Feathers keep birds warm and insulated. However, the legs of a GBH are featherless and lose a lot of heat while standing. By tucking one leg up close to its feathered body, it can keep at least one leg warm. While sleeping, a GBH will switch legs.

Demonstrate: Pair up students and have them take turns being the sleeping GBH while the other records the time. The person acting as the GBH should close his eyes and is only allowed to stand on one foot. (They are not allowed to change feet!)

Compare: Who is the Olympic Champion? How do they match up? Great Horned Owl: Station 3 Introduction: Great Horned Owls can stare for hours without blinking.

Ask students why GHOs would need to stare for so long. Answer: GHOs are nocturnal and hunt for prey during the night. Be-

cause of the darkness, GHOs need to stay alert in order to locate prey, which is typically a small mammal. They also need to take advantage of minimal night.

Demonstrate: Pair up students and have one person be the staring GHO while the other records the time. (It is also fun to have a staring contest!).

Compare: Who is the Olympic Champion? How do they match up?

Teacher Tips

Great Blue Heron

Great Horned Owl

Bald Eagle



LP-8

Bird Olympics Stations …...continue

Anna’s Hummingbird: Station 4 Introduction: In 10 seconds, an Anna’s Hummingbird can flap its wings

700 times. Ask students why a hummingbird would need to flap its wings so fast.

Answer: Hummingbirds typically feed on the nectar of flowers. The ability to hover and flap its wings at an astonishing rate allows the hummingbird to enter a flower and feed on its nectar.

Demonstrate: Pair up students and have students take turns being the hummingbird while the other keeps track of time or counts the number of wing flaps. While the time recorder keeps track of 10 seconds, the “hummingbird” should flap its wings as fast as pos-sible and count the number of flaps.

Compare: Who is the Bird Olympic Champion? How do they match up?

Peregrine Falcon: Station 5 Introduction: A Peregrine Falcon can fly up to 200 miles per hour! Ask

students why this bird would need to fly so fast. Answer: Peregrine Falcon are large powerful birds and use their amaz-

ing speed to pursue, attack, and seize quick moving prey such as jackrabbits and other small mammals.

Demonstrate: Mark off a flat area that is 20 yards long with a rope or flag. Allow additional room at the end of the run for students to slow down. Have students form a line at the starting line and have each student sprint to the finish line. Have students use the conversion chart (see following page) to see how well they did.

Compare: Who is the Bird Olympic Champion? How do students match up?

Teacher Tips

Anna’s Hummingbird

Peregrine Falcon



LP-9

Use this chart to convert human running speeds for 20 yards into miles/hour.

20-Yard Dash Conversion Chart


Finish time (secs) Miles/hour 6.0 6.8 6.1 6.7 6.2 6.6 6.3 6.5 6.4 6.4 6.5 6.3 6.6 6.2 6.7 6.1 6.8 6.0 6.9 5.9 7.0 5.8 7.1 5.8 7.2 5.7 7.3 5.6 7.4 5.5 7.5 5.5 7.6 5.4 7.7 5.3 7.8 5.2 7.9 5.2 8.0 5.1 8.1 5.1 8.2 5.0 8.3 4.9 8.4 4.8 8.5 4.8 8.6 4.8 8.7 4.7 8.8 4.6 8.9 4.6

Finish time (secs) Miles/hour 3.0 13.6 3.1 13.2 3.2 12.8 3.3 12.4 3.4 12.0 3.5 11.7 3.6 11.4 3.7 11.1 3.8 10.8 3.9 10.5 4.0 10.2 4.1 10.0 4.2 9.7 4.3 9.5 4.4 9.3 4.5 9.1 4.6 8.9 4.7 8.7 4.8 8.5 4.9 8.3 5.0 8.2 5.1 8.0 5.2 7.9 5.3 7.7 5.4 7.6 5.5 7.4 5.6 7.3 5.7 7.2 5.8 7.1 5.9 6.9


LP-10

Migration Obstacle CourseMigration Obstacle CourseMigration Obstacle Course

Overview Students will discover

the obstacles birds face during their

amazing migratory journeys.

California Content

Standards Grade K: 2.a.-L.S. Grade 1: 2.a.b.-L.S. Grade 2: 2.b.-L.S. Grade 3: 2.a.c.d.-L.S. National Standards Content Standard C:

Life Sciences Materials Included Student Journal Life of Birds DVD See Migration Obsta-

cle Course Layout

Materials Needed Dry erase board 4 chairs Cardboard boxes Cat Headband

Space Needed

Large space in a safe location the size of a school gym

Activity Time

Preparation: 20 min. Activity Time: 35min.

Best Season All Seasons

Vocabulary

Migration

Grade Level: K-8th (C.S.S. K-3rd)


• Define migration • List potential hazards that birds face during migration • Identify ways to help reduce negative impacts on migrating birds

Background Information Birds undertake incredible seasonal journeys of various lengths, a phenome-non called bird migration. Each migration season (fall and spring) biologists, community groups, students, and families join together to view this amazing spectacle. The most common migration pattern of birds is demonstrated by migratory land birds such as warblers, sparrows, and hawks. During the spring, most of these birds migrate northward to their breeding grounds often within the tem-perate or Arctic northern hemisphere. In the fall, they migrate southward to spend their winters in warmer climates such as the tropics where food is plen-tiful. Other birds such as waterfowl and seabirds tend to migrate to areas far enough to escape the frozen waters (e.g., lower elevations or further to sea). One of the most incredible migratory journeys is that been accomplished by the Arctic Tern. This extraordinary bird travels 15,534 miles from the Artic breeding grounds to the Antarctic non-breeding grounds. Two birds species found in California—the Golden-Crowned Sparrow and Yellow Warbler—also display incredible migration journeys. The Yellow Warbler is a neotropi-cal migrant (and spends its summer in areas of California. During the fall, the Yellow Warbler migrates as far as the tip of Central America while some only go to Mexico). The Golden-Crowned Sparrow is a winter resident of Califor-nia and migrates far north to Alaska during the spring migration to its breed-ing grounds. Birds such as the Artic Tern, Golden-Crowned Sparrow, and Yellow Warbler all take mind-boggling expeditions, but this does not come without a cost. Mi-gration can be full of dangers many of which could be detrimental to a bird’s survival. For instance, many migratory birds need a place to rest during the long journeys (stop over sites), but if there are no forested areas, wetlands, or grasslands for them to rest and gain food and shelter, they cannot migrate on.



LP-11

Getting Ready! 1. Read background information. 2. Determine a site large enough for the Obstacle Course. 3. Set-up the Obstacle Course using materials & layout. 4. Make copies of Student Journal: Migration Obstacles sheets. Discuss! 1. Ask students if they know what “migration” is. Give students

some time to think about it before giving the correct answer. 2. Define migration (see right panel). 3. Show students the map and point out how far different species

migrate. The Golden-Crowned Sparrow migrates from Alaska and the Yukon Territory down to California. The Yellow Warbler migrates from California all the way down to Central America. The Artic Tern travels 15, 534 miles between the poles every year.

4. Ask students if they know how it feels to travel in a car for more then two hours. If you had a perfectly straight road from the North Pole to the South Pole, it would take you 280 hours straight in the car driving at highway speed without stopping, eating, or drinking.

5. Ask students what obstacles they think birds would encounter during their migration.

6. List obstacles on the board. 7. Discuss that a bird’s life can be full of dangers, many of which are

presented in the obstacle course. Not all birds will encounter all of these obstacles every day, but many will encounter most of these along their migration route. Also, did you know that birds have to do this trip twice a year? One way is flying south for the winter, and the other is flying north for the spring and summer. The biggest threat is human disturbance of habitat. Many migrating birds need a place to rest during their long journeys (stopovers), and if there is no park or forested area for them to do so, they cannot migrate on.

8. Ask students if they know how birds migrate and know which way to go. See right panel.

Play the Game! 1. Let students know they will discover bird migration through a

migration obstacle course. 2. Explain the RULES of the game (see right panel). 3. As the teacher, be the “example bird” that goes through the ob-

stacle course conquering all obstacles. 1)Begin at the start line (represented by Frisbees), 2) move under “windows,” (Saran wrap), 3) step over the river of “poison,” (cards) 4) jump over

Lesson Plan-Part I

What is migration? Migration is when a living thing travels from one place to another, usually to find food, shelter, or a mate and a place to nest.

How do birds migrate?

They use features such as rivers, coastlines, and mountain ranges.

They use the earth’s magnetic fields with very tiny bits of metal in their Heads.

They observe stars at night They use the sun for

guidance.


∗ Bird Olympics

∗ Take Action Pledge

“Life of Birds” To introduce bird migration, show students the Migration section of the “Life of Birds.”



LP-12

“powerlines” (rope) 5) run around buildings with going out of bounds, 6) fully stop before the road and walk slowly across, and 7) Cross the finish line and successfully migrate! Don’t get eaten by the cat on your way! 3. As the teacher, you can act as a cat or choose a student to be.

The cat’s duty is to try to catch the “birds” at the end of the ob-stacle course. Once a “bird” is caught by the cat it fails to mi-grate. Set-up wildlife refuges with rope or tape along the obstacle course to represent safe haven for migratory birds.

4. Have one or two students go through at a time (depending on time constraints). This migration is from south to north.

5. Once they reach the end, have them line up lengthwise to the course to watch and cheer on the other students. (If a student fails an obstacle they do not survive migration).

6. Review survivorship and times. How many made it? 7. Have students migrate again from north to south. They have

nested and successfully fledged young. Students who did not sur-vive the first migration may return as young migrants.

Follow-up! 1. Review survivorships and times again. How many made it? 2. Give students Student Journal sheets. 3. Go over as a class or divide students into pairs and answer the

Student Journal: Migration Obstacles questions. 4. Ask students what would happen to the slower birds. The slower

birds would have the last choice in food, territory, and mates. Some have to fight for these things. Do you think you’d have the energy to fight after mi-grating? If you arrived too late, you may not survive at all!

5. Ask students, besides the obstacles you just experienced , do you think there are others out there. What else do you think makes it hard for birds to survive migration? Some possible answers: con-fused by bright lights (about their direction), fly into bridges and towers, die from eating foods with pesticides, pushed out by exotic species (e.g. European Starlings, House Sparrows), or eaten by natural predators (e.g. raptors).

6. Which obstacle(s) that you experienced do humans play a role in? All of them!

7. What can you do to help? Have students brainstorm actions they can take. Some possible answers: keep cats indoors, plant bird habitat, clean up polluted or littered in habitat, don’t use pesticides on lawns, remove exotic plants, turn off lights at night, etc.

Lesson Plan-Part II GAME RULES!

1. PRETEND: You have to pretend you’re a bird all the way through by flapping your wings and chirping.

2. DON’T TOUCH: If you touch any of the obstacles, you instantly fail to migrate!

3. STAY IN BOUNDS: If you go out of bounds, you instantly fail to migrate!

4. CHEER: The students waiting in line can urge the birds through the course by clapping and moderate cheering—preferably bird

Obstacles Birds Face During Migration

Habitat Loss Power lines Development Predators (cats) Pollution Pesticides Bright Lights



LP-13

Migration Obstacle Course Materials Using the following materials & layout on next page.

For Entire Obstacle Course

Large space for the obstacle course, in a safe location the size of a school gym Stopwatch or wristwatch (optional) Start line & finish marker (Frisbees) Dry erase board and marker Map

For Windows

Saran Wrap 2 chairs or something to attach Saran wrap between

For Power Lines

Heavy string (2 pieces) 2 chairs or something to attach them between

For Long Jump of Polluted Water

Pictures of toxins & Poison For City of Buildings

Many cardboard boxes or kit boxes For Cat

Cat head band (optional) For Wildlife Refuge

Designate an area for a wildlife refuge. This is a safe area where the cat cannot enter (yellow rope).

For Road

One black plastic strip or trash bag with yellow road lines marked on it.



LP-14

KEY

Saran Wrap Toxic Sheets Ropes Boundary Cones/Ropes Duct Tape Buildings

Finish

Start

Migration Obstacle Course Layout


——— —— —— —— —— —— —— —— —— ——


LP-15

BRBT HabitatsBRBT HabitatsBRBT Habitats

Overview Students will identify essential components of a habitat and pres-ence of habitat & bird species at various Ba-sin and Range Birding

Trail Sites.

California Content Standards

Grade 3: 3.b.c.d.-L.S. Grade 4: 3.b.-L.S. Grade 7: 7.c.-I&E National Standards Content Standard A:

Science as Inquiry Content Standard C:

Life Sciences Materials Included Student Journal Binoculars-optional Clipboards BRBT maps Bird focus cards Common Birds

PowerPoint

Materials Needed Colored pencils

Activity Time


Best Season

Spring/Summer/Fall

Vocabulary Habitat Wetland Sagebrush-steppe Riparian Conifer Forests Grassland

Grade Level: 3rd-8th (C.S.S: 3rd, 4th, 7th)


• Define “habitat” in a biological context • List the four essential components of a habitat • Identify habitat components at various Basin and Range Bird-

ing Trail sites

Background Information Birds like all animals rely on a habitat to survive. A habitat is described as an animal’s special home providing food, water, shelter, and space. These four components are essential to an animal’s survival. Some birds need wet-lands and marshes, others inhabit conifer forests or meadows. By knowing what habitat birds live in can help identify specific behaviors of birds such as feeding, mating, and nesting. Also, biologists and birders often use habi-tats as an indication of where to find specific bird species and what species to expect in an area. The five common habitats of Modoc County include sagebrush, wetlands, conifer forests, grasslands and riparian areas. Birds are found in all of them. Learning about the habitats can aid in the identification of specific bird spe-cies. Since the Basin and Range Birding Trail extends throughout all five habitat types it provides access to identify and observe an array of local birds. Birding trails like the Basin and Range Birding Trail also provide in-formation in the form of brochures and interpretative signs about local birds and associated habitats. Taking students on a hike along the Basin and Range Birding Trail is a good way to teach about the local habitats and birds found in them. To prepare students see Using Field Guides as a warm-up lesson plan. This activity also provides information about limiting factors associated with a habitat.



LP-16

Getting Ready! 1. Read background information. 2. Determine a Basin & Range Birding Trail site or other natural site

for the field activity preferable with two habitat types. 3. Copy enough Student Journal: Trail Habitat sheets. Discuss! 1. Let students know that in this investigation, they will go on a field

trip to a Basin and Range Birding Trail site. But first they need to “warm up” their habitat skills.

2. Ask students what people need in order to survive. What do wildlife such as birds need to survive?

3. Explain to students that each animal has a habitat where it lives and gathers all of the things it needs to survive.

4. Ask students if they know what a “habitat” is? 5. Ask students if they can list the four things animals need in their

habitat in order to survive. Write them on the board. Animals need in their habitat: food, water, shelter, and space. Do you think you could sur-vive through a blizzard or rain storm without any shelter?

6. Explain that these components may be limiting and at times are not available to birds as a result of competition, human interfer-ence, and/or extreme weather.

7. Explain to students that there are five primary habitats types found along the Basin and Range Birding Trail: sagebrush, coni-fer forests, wetlands, grasslands, and riparian areas. Discuss with students, that each bird tends to live in only one or two of these habitat types and thus need to fun all four habitat components within it.

8. Give each student a focus bird ID card and Student Journal. 9. Show Common Birds PowerPoint and have students write down in-

formation about their focus bird. Older students can use field guides for an additional information about their bird.

Investigate! 1. Let students know they will be going outside (or to a BRBT site)

to identify birds and to search for resources in the habitats. 2. Students will be responsible for searching for habitat components

for their focus bird during the trip. 3. At the site, ask students to identify the habitat types. 4. Define an area to search and have students search for their bird’s

four habitat components.

Lesson Plan

Habitat Components Food: to obtain energy

Water: to stay healthy

and hydrated

Shelter: to protect from harsh weather

Space: to gather the other three resources, reproduce, raise their young, and de fend their territory.

What is a habitat? A habitat is a special home for an animal. Just like we have a home to go to, ani-mals such as birds have one too. In an animal’s habitat there are four es-sential components they need in order to survive– food, water, shelter, space. In Modoc County, there are several kinds of habitats each with different popula-tions of birds. Along the Basin and Range Birding Trail you can find sage-brush, wetlands, conifer forests, and riparian habi-tats.


∗ Bird ID Experts

∗ Using Field Guides

∗ Counting Birds

∗ Binoculars Bonanza!



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5. During the field trip, ask students to check off birds seen or heard.

6. After searching the habitat(s) have students share information about the habitat quality for their species (compare with birds de-tected).

7. Discuss the differences between the two habitats and whether their focus bird could live in either one of them.

Follow-up! Ask students 2-3 questions to re-cap lesson (see right panel).

Lesson Plan Suggested Questions What is a habitat? What are the four components of a habitat? What kinds of habitats are found in Modoc County? Where would you find habitat for your focus bird species?

BRBT Map! .Give students birding trail maps and have them color code habitat types at each site. For example, color grassland habitats green, blue for riparian areas, yel-low for conifer forests, and so on.

Fledglings!

Have older (6th-8th) stu-dents map the area and identify where each habitat component of their species is located on the map..

Nestlings! An additional journal has been designed for younger students. If teaching K-3rd grade level, set up a habitat scavenger hunt where students have to locate and gather the four components of a bird habitat. Give each student a paper bag where they will put a few habitat components. For example, birds need food and shelter in their habitat. Students should identify and gather such items as seeds, plants, sticks, and feathers. Remind students that bird items, live ani-mals, and wildflowers should not be collected but re-member them to discuss.



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Basin and Range Birding Trail Sites 1. Modoc National Wildlife Refuge: Habitat: Wetlands and grasslands Birds: Waterfowl, raptors 2. Dorris Reservoir: Habitat: Shallow wetlands and sagebrush-steppe Birds: Geese, ducks, cranes, and terns 3. Stough Reservoir: Habitat: Conifer forests Birds: Raptors, hummingbirds, songbirds 4. Cedercreek Trailhead: Habitat: Riparian and conifer forests Birds: Woodpeckers, raptors, waterfowl 5. Surprise Valley Wildlife Area: Habitat: Conifer forests and grasslands Birds: Raptors, sparrows, waterfowl 6. Fee Reservoir: Habitat: Wetlands and grasslands Birds: Sparrows, waterfowl, and raptors 6. Big Mud Reservoir: Habitat: Sagebrush steppe, wetlands, grasslands Birds: Sparrows, raptors, waterfowl 7. Pepperdine Campground: Habitat: Old growth conifer forests and wetlands Birds: Shorebirds, crows, raptors, hummingbirds, waterfowl

BRBT Sites What if there aren't any birds?

If there are no birds pre-sent at the field trip site, have students brainstorm possible reasons for the lack of birds. Reasons might include weather, new development, or distur-bance (including you!). Recording when there are no birds can provide valu-able information and help students recognize pat-terns.

Five Habitats Types

Sagebrush Steppe: A dry environment characterized by the sagebrush, shrubs, and bunchgrasses. Wetlands: Lowland area where there is an excess of water such as a marsh or swap. Conifer Forests: A dense growth of conifer trees (cone bearing trees in the pine family), plants, and underbrush. Grasslands: An area such as a prairie or meadow of grass or grass-like vegeta-tion. Riparian Areas: An area relating to the banks of flowing water such as streams, creeks, or rivers.



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BRBT What makes a bird a bird lesson plan what... · 5. Show students an ... Ask students 2-3...

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