Colorado State University Extension 4-H programs are available to all without discrimination.

Table of Contents: Article Page # Introduction 1 Exceed the Standard 3-30

Kindergarten 3 First Grade 7 Second Grade 11 Third Grade 15 Fourth Grade 21 Fifth Grade 27

Free Resources 31 http://www.audubon.org/

Each kit is designed to meet and exceed a specific science standard by addressing the underlying scientific concepts and utilizing experiential learning. Youth learn best by doing, and play is an important component for exploring. Lessons include: identifying the nature of science, how to meet Depth of Knowledge, ideas for expanding the lessons, ideas for meeting additional standards, using these lessons as a theme to present other standards, how the experiential learning lends itself to the scientific method, suggested vocabulary, and fascinating facts.

INTRODUCTION 28 Word Poem for February - by Eric Lies Freezing cold winds, biting chills, and white snow fluffed hills Valentines day, oh how gay! presidents' day is coming our way. February, sweet and small, greatest month of all.

Dust of Snow - by Robert Frost The way a crow Shook down on me The dust of snow From a hemlock tree Has given my heart A change of mood And saved some part Of a day I had rued. This February newsletter celebrates our shortest month of the year! The science lesson themes are related to this issue’s poems and looking towards Spring arriving soon. The activities are engaging and fun while your students explore the nature of science, scientific process, and wonder! I find that the more I examine, the more wonder I have for our world and universe. Please call or email me if you have any questions about the activities. I love to share science and will help in any way I can to make you successful as you present it to your students.

Happy February!

Excellent Science in the Classroom February, sweet and small

FYI There are 29 words in

the poem, not 28 as the title states!

February 1, 2018 Vol. 1(2)

Dr. Barbara J. Shaw Colorado State University Extension

1001 N. N 2nd Street 360-513-7916 cell Montrose, CO 81401 970-249-7876 fax

Barbara.Shaw@colostate.edu

http://www.audubon.org/field-guide/bird/american-crow

Supplemental Information

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$20 off Discount Voucher For Educator Newsletter Readers

Take $20 off when you purchase 2 or more Kits if ordered on or before April 15, 2018.

Use Code ENL18a on your order form.

Discount does not apply to shipping charges. Only 1 coupon per order

Colorado State University Extension is part of the Land Grant University System. In Colorado, we

strive to empower all Coloradans with dynamic, trusted University resources driven by important and

emerging community issues. Our 4-H extension agents want to partner with you!

Please call your county extension office to find how we can partner with you!

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COLORADO ACADEMIC STANDARDS Kindergarten Science 3. Earth Systems Science

1. The Sun provides heat and light to Earth a. Investigate, explain, and

describe that the Sun provides heat and light to Earth

b. Analyze and interpret temperature data between day (when the Sun shines on our area) and night (when the Sun does not shine on our area)

c. Investigate and communicate findings about what happens when the Sun’s light is blocked

d. Investigate and communicate the effect of varying heat and light on the growth of plants through a scientific study

NEXT GENERATION OF SCIENCE STANDARDS K-PS3-1 Energy Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.]

K-ESS2-1 Earth Systems Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include

EXCEED THE STANDARD: KINDERGARTEN “February, sweet and small” Sun Provides Heat Background Information The tilt of our Earth in relationship to the sun is the reason for seasons. Currently, the Northern Hemisphere is tilted away from the sun, so the energy we receive is at a sharper angle. This is why it is so much colder. (We are actually closer to the sun during our winter.) During the summer, the energy from the sun is much more direct. This is why it is so much warmer during the summer. Objectives Students will: Collect data about temperatures in

February based on how they dress Develop a bar graph of these data Interpret the results from the graph Materials: Large sheet of butcher paper Copy page 4 for each child Copy page 5 for two students DO: Opening Questions What did you wear to go outside this morning? Why? Do you dress the same way when you go outside in the spring,

summer, or fall? Directions Distribute supplies and copies to students. Instruct the students to draw themselves and what they are wearing

on the outline of the child. On the handout of clothing (page 4), ask the students to pick the

outerwear that is closest to what they wore to school today. Ask them to color those clothes, cut them out, and glue them onto the picture of themselves.

While the students are working, prepare the bar graph. Along the bottom of the paper, glue the parka, sweatshirt, and tee shirt from page 4 handout. A diagram of the graph is located on the next page.

Hang up the butcher paper. If your students are learning to read thermometers and clocks, as a class you can read and record the temperature and time. Discuss how the students will build their graph based on what they wore to come to school today.

Winter rays hit earth at a sharp angle—same amount of energy covers larger area; energy is more diffuse

Summer rays hit earth almost directly—same amount of energy covers smaller area; energy is more intense

Art Supplies Glue sticks Tape Scissors

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Ask students to interpret what this graph means. REFLECT: Save the graph, and repeat once a month. Compare the results each month with the prior months. APPLY: Learn to read thermometers (both digital and analog). Explain the two

different scales found on the thermometer—Fahrenheit and Celsius. Learn to read a clock (both digital and analog).

What I am wearing outside. Today’s Temperature at 9:00AM is 28°F

descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.] POWER WORDS graph: a diagram showing

the relation between variable quantities, typically of two variables, each measured along one of a pair of axes at right angles

thermometer: an instrument for measuring and indicating temperature

FASCINATING FACT Children between the ages

3-6 are ready for high-quality graphing. This will build a strong foundation in how to communicate important mathematical relationships. Graphing is a necessary and fundamental 21st Century Skill.

CITATIONS https://mynasadata.larc.nasa.gov/

glossary/season-2/ https://www.nasa.gov/content/

satellite-view-of-the-americas-on-earth-day

https://www.nasa.gov/mission_pages/hurricanes/archives/2009/h2009_Felicia.html

http://mzayat.com/

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Supplemental Information

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COLORADO ACADEMIC STANDARDS First Grade Science 2. LIfe Science

2 An organism is a living thing that has physical characteristics to help is survive a. Identify organisms and use

evidence based scientific explanations for classifying them into groups (DOK 1-3)

b. Analyze and interpret data about the needs of plants and animals (DOK 1-2)

c. Use direct observations and other evidence to support ideas concerning physical characteristics that help plants and animals survive (DOK 1-3)

NEXT GENERATION OF SCIENCE STANDARDS 1-LS1-1. Life Science Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.]

POWER WORDS behavior: the way in which

one acts endotherm: an organism

that makes body heat that is higher or lower than the environment

EXCEED THE STANDARD: FIRST GRADE “February, sweet and small” Birds in Winter Background Information Birds are endothermic (warm blooded) animals. Some birds stay in Colorado all year long. During the winter, it takes lots of energy (i.e. calories) to keep warm in the winter. Birds have physical and behavioral strategies to help survive these cold winter months. Objectives Students will: Discuss how birds survive the winter Build bird feeders and hang them in a place where the birds can be

observed from the classroom Collect data how birds’ behavior helps them to stay warm Materials: Lard (you may need to order) Bagels (stale is fine) - 1/2 bagel for each student cut lengthwise Yarn or string - about 18 inches for each student Scissors Bird seed that includes black oil sunflower seeds Tub or large container Plastic knives - 1 per student DO: Opening Questions How do you stay warm in the winter? Explore both physical attributes

e.g. being warm blooded, and behavior e.g. shivering. How can birds stay alive in winter?

Physical Adaptations Feathers: Birds’ feathers provide remarkable insulation

against the cold. The oil that coats birds’ feathers also provides insulation as well as waterproofing.

Legs and Feet: Birds ’ legs and feet are covered with specialized scales that minimize heat loss. Birds can also control the temperature of their legs and feet separately which also reduces heat loss.

Fat Reserves: Birds build up fat reserves to serve as insulation and extra energy for generating body heat.

Behavioral Adaptations Fluffing: Birds fluff out their feathers to create air pockets

for additional insulation in cold temperatures. Tucking: Birds stand on one leg or crouch to cover both

legs with its feathers to shield them from the cold. They also tuck their bills into their shoulder feathers for protection and to breathe air warmed from their body heat.

Sunning: On sunny winter days, birds will turn their backs to the sun, spread their wings and tails, and raise their feathers slightly. This allows the sun to heat the skin more efficiently.

Shivering: Birds shiver to raise their metabolic rate and generate more body heat as a short term solution to cold.

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Roosting: Many small birds, including chickadees, gather in large flocks at night and crowd together in a small, tight space to share body heat.

Birdfeeders Make the bird feeders. Distribute

bagels, string or yarn, and plastic knives to each student.

Students thread the string through the hole in the bagel and tie together to make a loop.

With the plastic knife, spread the lard on the bagel’s cut face.

While students are working on their bagels, pour the birdseed into a large tub or container.

When the students have finished spreading lard, they can each dredge their bagel in the birdseed.

Hang the bagel birdfeeders in a location outside that is easy to see from the classroom window.

You may need to allow the birds some time to locate the feeders before proceeding with the data collection.

Data Collection This can be a short-term study, or something that you take over

several months to determine how bird behavior changes with the temperature fluctuations.

Depending on the class dynamics, you may wish to collect your data for 2-10 minutes. The datasheet is designed for one practice and to collect data on 2 separate occasions. Select days with different temperatures (i.e. a warm day and a cold day), collect on a single day at different times (first thing in the morning and before going home).

Record the date, time and temperature for each data collection session.

Students record with a tick mark what each bird does at the feeders. For example, if the bird displays shivering and tucking, the student would mark 1 tick for shivering and 1 tick for tucking. If the bird displays fluffing, the student would mark 1 tick for fluffing.

REFLECT: What do you notice about the birds on warmer days? How about

colder days? Why do you think that is? Build a classroom bar graph, with each behavior (cold and warm

temperatures) as one column, and the number of birds observed as the rows. Each rectangle depicted on the example graph (page 9; blue for below 40°F and red for above 40°F represents 1 tick mark.

What behavior is most common on the colder day/time? APPLY: What do you do on warmer days? What do you do on colder days? How is that different than what the birds do to stay warm? What do we copy from birds to stay warm?

FASCINATING FACTS These small birds can live a

relatively long life. The oldest banded Black-capped Chickadee in the wild lived 12 years and 5 month.

Chickadees are named after their distinctive call.

Aside from their famous “chick-a-dee” call, they also let out a “fee bee.”

If you’ve ever listened to a chickadee’s call very closely, you’ll notice that sometimes there is only one dee at the end of the chick-a-dee and other times there are multiple dees at the end. According to Christopher Templeton at BirdNote, there is actually a code to the number of dees. One dee indicates that there is no threat, but five dees at the end of the call could indicate that there’s a Northern Pygmy Owl in the vicinity.

Most chickadees are non-migratory, so you’ll often see them at your feeder in winter. This is notable because they are said to need up to 10 times more food in the winter than in summer.

CITATIONS https://media.30seconds.com/tip/lg/

National-Bird-Feeding-Month-Make-This-DIY-Bagel-Bird-Feede-13516-331b3d9d92-1488235333.jpg

https://files.allaboutbirds.net/wp-content/uploads/2014/01/BCChickadee-Wisnicki1.jpg

https://i.pinimg.com/736x/d5/5d/99/d55d9983d2cfddb3a4e73e1f07eda55d--doodle-art-bird-pictures.jpg

http://2.bp.blogspot.com/-d9uf3RiLqHU/VZmY_zZYkQI/AAAAAAAAPJk/ThOn_bARbE8/s1600/Chickadee%2Bsun%2Bbathing%2Bsunning.jpg

http://2.bp.blogspot.com/_ocC93vAmonA/SzgT35ngC9I/AAAAAAAAC1I/ZghR6u21hHI/w1200-h630-p-k-no-nu/chickadee+fluffed+Thermogenosis+and+Topor+(Shivering+and+Deep+sleep).jpg

https://www.backyardchirper.com/blog/10-interesting-facts-about-chickadees/

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Bird Behavior Data Sheet Name: __________________________________________________________________________ Behaviors: Fluffing

Tucking

Sunning

Shivering

Second Data Collection

Date:

Time:

Temperature:

Behavior Observed:

Fluffing

Tucking

Sunning

Shivering

First Data Collection

Date:

Time:

Temperature:

Behavior Observed:

Fluffing

Tucking

Sunning

Shivering

Practice Data Collection

Date:

Time:

Temperature:

Behavior Observed:

Fluffing

Tucking

Sunning

Shivering

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Example: Classroom Data Blue rectangles represent number of times behavior was observed when below 40°F. Red rectangles represented number of times behavior was observed when above 40°F.

Fluffing Tucking Sunning Shivering 25 16 13 8 19 7 26 10

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COLORADO ACADEMIC STANDARDS Second Grade Science 3. Earth Systems Science

1. Weather and the changing seasons impact the environment and organisms such as humans, plants, and other animals a. Use evidence to develop a

scientific explanation for how the weather and changing seasons impacts the organisms such as humans, plants, and other animals – and the environment

b. Analyze and interpret data such as temperatures in different locations (sun or shade) at different times and seasons as evidence of how organisms and the environment are influenced by the weather and changing seasons

c. Analyze ways in which severe weather contributes to catastrophic events such as floods and forest fires

NEXT GENERATION OF SCIENCE STANDARDS 2-ESS1-1. Earth’s Place in the Universe Use information from several sources to provide evidence that Earth events can occur quickly or slowly. [Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.] [Assessment Boundary: Assessment does not include quantitative measurements of timescales.]

POWER WORDS air pressure: force exerted

onto a surface by the weight of the air

EXCEED THE STANDARD: SECOND GRADE “February, sweet and small” February Cold and Cloudy Background Information Cloud types are an indication of air pressure. Air pressure was the best way to accurately predict the weather until the use of satellites. Hot air rises (air molecules moving away from the Earth), and that is low air pressure. More moisture can be held in warm air than in hot air, so low pressure usually indicates precipitation. Cold air sinks, and that is high pressure (air molecules pressing towards the Earth). Cold air does not hold moisture, so high pressure usually indicates clear skies. Objectives Students will: Learn the three basic cloud types and the associated weather Make a cloud wheel Predict the weather using the cloud wheel Materials: Cloud Wheel, pages 12-13, 1 set per student Scissors Brass brad paper fastener DO: Opening Questions What is weather? Why are there different types of clouds? How can we predict the weather? Cloud Dance To reinforce the words cirrus, cumulus, stratus, and nimbus,

students use their bodies to indicate the type of cloud and whether it is found in low, middle, or high altitude. “Nimbus” cloud types indicate that the cloud is actively precipitating. You need an open space for this activity. Students stand up with plenty of room between each other. Begin by teaching them the three cloud forms: Cirrus, Cumulus, and Stratus and the actions they will do.

Cirrus—tall wispy clouds very high in the atmosphere: stand on your toes with arms raised high overhead and gently sweep your hands and arms overhead

Cumulus—big puffy clouds in the middle atmosphere: stand flat on your feet with arms shoulder-high like you are holding an imaginary hula-hoop horizontal to the floor

Stratus—blanket of clouds low in the atmosphere: stand flat on your feet, bent at the waist so your body is horizontal to the floor, and arms stretched out straight horizontal to the floor

Once the students know the three actions, begin the “dance.” You will call out a cloud name, and the students move into that position. Call out the names faster to challenge the students to pick up the pace.

Next, teach them that nimbus means the cloud is actively precipitating. When nimbus/nimbo is added to the cloud type, the students wiggle their fingers to representing the cloud is precipitating.

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cirrus: cloud forming wispy filamentous tufted streaks (“mare's tails”) at high altitude, usually 16,500–45,000 feet (5–13 km)

cumulus: a cloud forming rounded masses heaped on each other above a flat base at fairly low altitude

horizontal: parallel to the plane of the horizon; at right angles to the vertical

nimbus: actively precipitating cloud

stratus: cloud forming a continuous horizontal gray sheet, often with rain or snow

CITATION Information: http://www.noaa.gov/ Image: https://

www.artofmanliness.com/2015/07/07/fair-or-foul-how-to-use-a-barometer/

Cumulonimbus—thunderhead clouds: stand on your toes with arms holding the imaginary hula-hoop shoulder-high horizontal to the ground, and wiggle your fingers to indicate rain and make crashing/booming thunder sounds

Nimbostratus—blanket of clouds with drizzle rain or snow: stand flat on your feet, bent at the waist and your arms stretched out so your bodies and arms are horizontal to the floor, and wiggle your fingers wiggling to indicate precipitation

Call out the 5 different forms now, picking up the pace. Add the in-between forms of clouds. Each of these movements

combine parts of the two clouds that they have already learned. Cirrocumulus—clouds in between cirrus and cumulus: stand flat

on your feet with arms outstretched like you are holding an imaginary hula-hoop, but high in the air

Stratocumulus—clouds in between cumulus and stratus: stand flat on your feet, bent at the waist so your body is horizontal to the floor, with arms like they are holding an imaginary hula-hoop but horizontal to the floor

Towering cumulus—clouds growing in height building to a thunderhead: alternate between feet flat and arms holding the imaginary hula-hoop horizontal to the ground then raise up on your toes and raise up your arms, holding that imaginary hula-hoop.

Go through all 8 of the words. To start, go slow, and let each child figure out how to interpret the types of clouds to represent with their body shapes. Pick up the speed as you go until everyone is smoothly flowing between the different cloud types.

REFLECT: Cloud Wheel The Cloud Wheel will help us predict tomorrow’s weather. Distribute

to each student the Cloud Wheel pages, one brass brad paper fastener and scissors.

Cut out the two circles. Cut out the shaded trapezoid on the Predict the Weather circle. Position the picture circle under the trapezoid circle. Carefully push the paper fastener through the red dot in the center of the two circles (watch fingers).

As a class, examine the 8 different kinds of clouds and what they mean. Each picture has the name of the cloud and what kind of precipitation is common with that kind of cloud.

APPLY: Let’s go outside to look at the clouds and compare them with our

Cloud Circles. Outside, students discuss the clouds they see. Remind them that the Cirrus wispy clouds are the highest clouds, the Cumulus puffy clouds are in between, and Stratus low blanket clouds are lowest. Thunderheads are level with the low Stratus clouds and tower as high as the Cirrus Clouds.

FACINATING FACTS Clouds reflect sunlight, which make them look white. Some clouds are gray instead of white because they are holding more water droplets and/or

ice crystals. The thicker the cloud, the more light it scatters, and the less light that can penetrate all the way through it.

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Cirrus

Change in Weather

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Photographs of clouds captured May 19, 2014 from the National Oceanic and Atmospheric Administration website:

http://www.crh.noaa.gov/lmk/?n=cloud_classification

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Trapezoid

Predict Weather from the Clouds

Dial the bottom circle to view 8 different types of clouds until you find the

image that looks most like the clouds you see today.

What is the cloud type?

What kind of weather can you expect?

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COLORADO ACADEMIC STANDARDS Third Grade Science 2. Life Science

1. The duration and timing of life cycle events such as reproduction and longevity vary across organisms and species a. Use evidence to develop a

scientific explanation regarding the stages of how organisms develop and change over time (DOK 1-3)

b. Analyze and interpret data to generate evidence that different organisms develop differently over time (DOK 1-2)

c. Use a variety of media to collect and analyze data regarding how organisms develop (DOK 1-2)

NEXT GENERATION OF SCIENCE STANDARDS 3-LS1-1. Life Science Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. [Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.]

POWER WORDS dormancy: A period in an

organism's life cycle when growth, development, and (in animals) physical activity are temporarily stopped; minimizes metabolic activity to help an organism conserve energy; tends to be closely associated with environmental conditions

EXCEED THE STANDARD: THIRD GRADE “February, sweet and small” - How to Survive Winter Background Information Animals have three strategies to survive winter in Colorado and other cold climates: 1) Migrate to warmer climates, 2) Dormancy (hibernate), and 3) Tough it out. Objectives Students will: Identify birds and mammals as endotherms (warm-blooded animals) Describe the three strategies for endotherms (warm-blooded animals)

use to survive in cold weather Compare similarities and differences how birds and mammals stay

warm in cold weather Materials: 4—quart size ziplock plastic baggies per group of 4 1—large can shortening, and a spoon to scoop 1—one or two gallon container for each group of 4 Ice and water Copies of pages 16-17, 1 set for every 4 students Scissors DO: Opening Questions When it gets cold out, what do you do to stay warm? What do you think birds do to stay warm? What do you think mammals do to stay warm? Migration Copy (double-sided) 1 set of mammal pictures and information and 1

set of bird pictures and information for every 4 students. Ask the students to cut apart the images. Note information is on the

reverse side of each picture. As a group, have the students decide which animals stay in Colorado

and which animals migrate to warmer climates when it is winter. The animals that migrate are: hoary bat, tanager, hummingbird,

warbler, crane. The animals that remain are: coyote, bear, big brown bat, woodrat, squirrel, chipmunk, sheep, chickadee, magpie

Dormancy There are various kinds of dormancy from deep hibernation to light

hibernation. Hibernation involves lowering the body temperature, slowed breathing to conserve energy. Some animals, like the bear, wake up frequently through the winter. Others deeply hibernate. Separate the animals that are dormant from the animals that live through the winter.

The dormant animals are: bear, big brown bat, chipmunk. The animals that tough it out are: coyote, woodrat, squirrel, sheep,

chickadee, magpie. Tough It Out Discuss coyotes, woodrats, squirrels, sheep, chickadees, and

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endotherm: an organism that makes body heat that is maintained at a temperature higher or lower than the environment

migration: seasonal movement of animals from one region to another

torpor: decreased physiological activity in an animal, usually by a reduced body temperature and metabolic rate; enables animals to survive periods of reduced food availability

FASCINATING FACTS

The difference between torpor and hibernation: Torpor is usually shorter-term in response to environmental temperature and food availability. Longer-term hibernation is driven by day length hormonal changes.

A hibernating animal’s body temperature and heart rate drops and its breathing and metabolism slow. Hibernating bats can go up to an hour between breaths!

The common poorwill is the only bird known to hibernate for months at a time. Scientists didn't discover this until the 1940s, but the Hopi people of the Southwest knowingly called the species "the sleeping one."

CITATIONS http://www.audubon.org/bird-guide http://www.birds.cornell.edu/

Page.aspx?pid=1478 https://www.mammalogy.org/

mammals-list http://mentalfloss.com/

article/61351/10-eye-opening-facts-about-hibernation

https://learning-center.homesciencetools.com/article/whale-blubber-project/

magpies physical and behavioral adaptations to help deal with the cold based on information and observations. Birds shiver through the winter. Mammals den together to share body heat. During extremely cold

weather, they remain hunkered in their dens to conserve heat. Birds normally sit wing distance from the next bird. During cold

temperatures, they will nestle in tight flocks in shrubbery or hollows in trees.

Some mammals and birds, like chickadees, go into torpor in the evening. That means they lower their body temperature and breathing so they don’t need as much energy, similar to animals that hibernate.

Bird feathers are great at keeping the cold out. They have outer feathers that are waterproof (a gland provides oil that they bird spreads over the outer wings). The inner layer is down, like a down coat. This fluffy layer traps air to keep them warm.

Mammals have guard hairs, an outer waterproof layer, and undercoat, fine hairs that trap air, similar to how bird down works.

Both birds and mammals can store fat both for energy and insulation. The most famous insulation is whale blubber, a layer of fat under the skin. These animals can also build up fat to help insulate them from the cold.

REFLECT:

Students will test how fat can insulate from the cold by making a “blubber” glove with shortening insulation between 2 baggies. They will also have a control glove, but no shortening.

Distribute 1 bucket of ice water (use lots of ice) and 4 quart-size plastic baggies to each group of 4.

Turn 2 of the baggies inside-out. Insert each the inside-out baggies inside each of the

right-side-out baggies. Warning—do not twist the baggies.

Add enough shortening between the 2 baggie layers in only one set of the baggies to completely coat the inside of that baggie for each group of 4.

Ziplock the inside-out baggie to the right-side-out baggie. Be sure that you have a good seal. You will have two baggie gloves, one with and one without shortening.

One at a time, each student puts the shortening glove on one hand and the no shortening glove on the other hand, and dip both hands into the bucket of ice water. Be sure that the students do not dip the gloves over their ziplock seal.

Discuss the results. APPLY: Use the back of the picture cards to look up the diet and body size of

each of these animals. Can diet be used to predict if an endothermic animal had dormancy periods, migrates, or toughs it out?

Calculate centimeters to inches (2.54 cm = 1 inch). Graph the results and interpret these data.

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Western Tanager Body Length: 17-19 cm Diet: Mostly insects, some fruit and berries. Feeds mainly on insects, including wasps, bees, ants, beetles, grasshoppers, termites, cicadas. Also feeds on many berries, such as mulberries and elderberries, and takes some cultivated fruit. Winter: Migrate from as far north as Canada’s Northern Territory down to Central America.

Black-Capped Chickadee Body Length: 12-14 cm Diet: Mostly insects, seeds, and berries. Diet varies with season; vegetable matter (seeds and fruits) may be no more than 10% of diet in summer, up to 50% in winter. Summer diet is mostly caterpillars and other insects and other invertebrates; also eats berries. In winter, feeds on insects (especially their eggs and pupae), seeds, berries, small fruits. Will eat fat of dead animals. Winter: Resident

Broad-Tailed Hummingbird Body Length: 10-11 cm Diet: Mostly nectar and insects. Takes nectar from flowers, favoring red tubular flowers, and will feed on tiny insects as well. Also attracted to sugar-water mixtures in hummingbird feeders. Winter: Central America

Canada Goose Body Length: 63-108 cm Diet: almost entirely plant material. Feeds on very wide variety of plants. Eats stems and shoots of grasses, sedges, aquatic plants, also seeds and berries; consumes many cultivated grains (especially on refuges, where crops planted for geese). Occasionally eats some insects, mollusks, crustaceans, sometimes small fish. Winter: Resident

Sandhill Crane Body Length: 100-120 cm Diet: Omnivorous. Diet varies widely with location and season. Major food items include insects, roots of aquatic plants; also eat rodents, snails, frogs, lizards, snakes, nestling birds, berries, seeds. May eat large quantities of cultivated grains when available. Winter: Only a small part of Colorado has these cranes spend the summer. They are usually seen only during spring and fall migration.

Black-Beaked Magpie Body Length: 44-55 cm Diet: Omnivorous. Diet is quite varied, but feeds on insects more consistently than most members of the crow family; eats many grasshoppers, caterpillars, flies, beetles, and others. Also eats carrion, rodents, eggs and young of other birds, sometimes small snakes. Vegetable matter such as berries, seeds, and nuts may be eaten more in winter. Winter: Resident

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Coyote Body Length: 100-135 cm plus tail 40 cm Diet: Carnivore: (90%), hunting smaller prey (rodents, reptiles, insects, etc.) if solitary, and bringing down larger prey if hunting in a pack. Eat some fruit (berries, pears, apples, etc.) and some vegetables (carrots, beans, corn, etc.) Winter: Coyotes are found everywhere. One even took a light rail ride into downtown Portland, OR! They survive the winter by hunting and eating every day.

Abert’s Squirrel Body Length: 46-58 cm, plus tail 19-25 cm Diet: Herbivore: ponderosa pine seeds, inner bark (especially young twigs), tips of the branches, new needles, and pollen cones. They also eat fungus, carrion, bones, and antlers. They also eat pinion pine seeds and gambol oak acorns. Winter: Abert’s squirrels do not hibernate. They live in Ponderosa Pine forests, and build nests in the branches, often infected with mistletoe. They do not store food.

Bushy-Tailed Woodrat Body Length: 28-46 cm Diet: Herbivore: leaves, shoots, needles, twigs, fruit, nuts, seeds, mushroom, sagebrush, mustard, vetch, cactus grasses, and a few arthropods Winter: They live in natural crevices and collect plant matter, human trash (love shiny objects), feces, and glue it together with their urine. They do not hibernate; instead they build several food stores to use during the winter months.

Bighorn Sheep Body Length: 50—105 cm Diet: Herbivore: grasses during the summer and more woody plants during the winter. They use salt licks for minerals. Winter: Bighorn sheep cannot walk through deep snow, so they prefer drier slopes. They live at lower elevations in the winter, and higher elevations during the summer. They do not hibernate.

American Black Bear Body Length: 120-200 cm Diet: omnivore: although their diet is primary vegetation (85%). They eat shoots, new grasses, fruit (especially berries), nuts, seeds, and some carrion. Winter: Very efficient hibernators! They do not eat, drink, urinate, or defecate for months during the winter when food is scarce.

Big Brown Bat Hoary Bat …..

Body Length: 11—13 cm 13-14.5 cm

Diet: Insectivore: beetles, Insectivore: primarily moths, bees, wasps, moths, also beetles flies, stinkbugs, wasps, grasshoppers ants, cockroaches, dragonflies, and and mosquitoes termites

Winter: Usually hibernate in Usually migrate to different location than Mexico or Central

summer roosts (caves) America

Supplemental Information

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21

COLORADO ACADEMIC STANDARDS Fourth Grade Science 2. Life Science

3. There is interaction and interdependence between and among living and nonliving components of ecosystems a. a. Use evidence to develop a

scientific explanation on how organisms adapt to their habitat (DOK 1-3)

b. Identify the components that make a habitat type unique (DOK 1)

c. Compare and contrast different habitat types (DOK 2)

d. Create and evaluate models of the flow of nonliving components or resources through an ecosystem (DOK 2-3)

e. Make a plan to positively impact a local ecosystem (DOK 2-4)

f. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate endangered habitats (DOK 1-2)

NEXT GENERATION OF SCIENCE STANDARDS 4-LS1-1 . Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems .]

EXCEED THE STANDARD: FOURTH GRADE “February, sweet and small” Chickadees Background Information Colorado is home to two species of chickadees: black-capped chickadee and mountain chickadee. Both call Colorado home throughout the year. The black-capped chickadee is found everywhere, however the mountain chickadee is only found in the western half of our state. Both these birds are very small. This lesson is going to explore the relationship of their size to the abiotic components (cold temperatures, and water access) during our winter months in their ecosystems. Objectives Students will: Compare and contrast the two chickadee species in Colorado Conduct an experiment on size and heat loss Relate this experiment to chickadee bird size Describe both abiotic and biotic requirements chickadees need in

their environment Discuss strategies these birds use to stay alive during winter Design solutions to help chickadees survive the winter Materials: Computer with internet and speakers Recycled containers, each a different size—about 1 week before this

lesson, ask students to bring in a recycled container—any size from individual yogurt to milk jug—each student will have a container

Measuring cups Thermometers Space to record class data (i.e. whiteboard or document projector) Two-sided copies of pages 22-23—chickadee image/info card (1

card / student) Scissors to cut the images apart Data sheet Sharpie marker Color pencils DO: Opening Questions Have you ever thought about why whales are so big? Even the

smallest whales (porpoise) are still much larger than the average mammal (which is the size of a house cat size; 44-48 cm plus tail 25—28 cm). The critically endangered vaquita porpoise is 135-142 cm. Large size has less heat loss and lower metabolism. For example, an ostrich heart beats about 60 times a minute at rest. A chickadee heart beats 540 times a minute at rest.

Directions Set up a chart on your whiteboard (or other way to class-record) with

two categories: Similar | Different. Using the 2 links provided below, pull up the webpages. Towards the

bottom, on the right hand column you will find recorded mountain and

22

POWER WORDS abiotic: physical rather than

biological; not derived from living organisms

biotic: relating to or resulting from living things, especially in their ecological relations

haiku: a Japanese poem of seventeen syllables, in three lines of five, seven, and five, traditionally evoking images of the natural world

metabolism: the chemical processes that occur within a living organism in order to maintain life

HAIKU Chickadees flutter On snowy branches dancing Busy little birds FASCINATING FACTS Haiku originated in Japan. It

is a fairly new style popular in the 17th and 18th century.

Because the haiku is so brief, it relies on simple phrases. Every word in the haiku has to play a meaningful role, so haiku poets choose their words carefully.

The brevity of the haiku lends itself well to imagery.

The structure of haiku follows a 5/7/5 syllable pattern, for a total of 17 syllables. There is no rhyme scheme.

CITATIONS https://www.allaboutbirds.org/

guide/Black-capped_Chickadee/id

https://www.allaboutbirds.org/guide/Mountain_Chickadee/id

http://www.audubon.org/field-guide/bird/black-capped-chickadee

http://www.audubon.org/field-guide/bird/mountain-chickadee

black-capped chickadee song. Play them for your class. Discuss the differences in the bird song. http://www.audubon.org/field-guide/bird/black-capped-chickadee http://www.audubon.org/field-guide/bird/mountain-chickadee

Distribute 1 chickadee image/information card to each student. Have the students find the other students with the same image to

form a group. Example: 24 students will make 6 groups of 4 students. Each group reads the information on the back of their chickadee

image and discusses it. As a class, have each group record the similarities and differences

between these two species of chickadees. Discuss how chickadees survive the winter. REFLECT: To better appraise the strategies for surviving cold temperatures,

students will collect data about the size of a container, and how fast each loses or gains heat.

Distribute the small group datasheet, thermometer, measuring cup, and containers to each group of four students.

Use the same temperature of water for all containers. Use the measuring cup to measure the water in the container, and

record that on the datasheet. Do not fill to the top. If the container has a lid, that is perfect for transporting to experiment location.

Each student measures and records the temperature of the water in their container.

Place the containers at a suitable location outside for the day. Collect data once every hour for a 4 hour period. Graph results (temperature through time) and discuss what they

mean, in relationship to body size of different endothermic (warm-blooded) animals. (Note for teachers: The smaller the container, the faster the temperature change.) Use a different color pencil for each student to keep track of the size of the container.

APPLY: What are the biotic and abiotic factors in the Chickadee’s winter

ecosystem? What strategies to Chickadees use to stay alive in winter? All organisms on Earth require water, an abiotic component of every

ecosystem. Do Chickadees drink water during the winter? How do you think that impacts their survival?

What can you do to help Chickadees survive a cold snap? https://www.thespruce.com/how-to-attract-chickadees-386246 has

some great tips Make a bird feeder (see page 7 for directions for an easy feeder).

Instead of lard, use suet. Instead of bird seed, use black oil sunflower seeds. These little birds need high quality food, packed with calories. Suet and these sunflower seeds pack plenty of power!

Can your class design a heated bird bath for access to water (rather than snow or ice)?

Write a chickadee haiku. The Japanese poem consists of 3 lines and 17 syllables. The first line has 5 syllables, the 2nd line has 7 syllables, and the 3 line has 5 syllables.

Supplemental Information

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Mountain Chickadee Body Length: 13-14 cm Identify: Similar to the Black-capped Chickadee, but black of cap interrupted by a white line over the eye. Winter: Resident

Black-Capped Chickadee Body Length: 12-14 cm Identify: The Black-capped Chickadee can be separated from the Mountain Chickadee by the solid black cap in conjunction with its gray back and buffy sides. Winter: Resident

Black-Capped Chickadee Diet: Diet varies with season; vegetable matter (seeds and fruits) may be no more than 10% of diet in summer, up to 50% in winter. Summer diet is mostly caterpillars other insects, some spiders, snails, and other invertebrates; also eats berries. In winter, feeds on insect eggs and pupae, seeds, berries, small fruits. Feeding Behavior Forages mostly by hopping among twigs and branches and gleaning food from surface, often hanging upside down to reach underside of branches.

Mountain Chickadee Diet: Feeds on a wide variety of insects, including many caterpillars, beetles, and others; often feeds on insect eggs and pupae, as well as spiders and their eggs. Also eats many seeds, some berries and small fruits. Feeding Behavior: Forages actively in trees, often feeding very high in conifers. Forages by gleaning food from twigs, often hanging upside down. Has been seen using a wood splinter to probe in deep cracks. Sometimes takes food from while hovering. Will come to bird feeders for seeds or suet.

Black-Capped Chickadee Eggs: Usually 6-8, White, with fine dots of reddish brown often concentrated around larger end. Incubation is by female only, 12-13 days. Female covers eggs with nest material when leaving nest. Male often brings food to female during incubation. Young: Female remains with young most of time at first, while male brings food; later, both parents bring food. Young leave nest at about 16 days. Normally 1 brood per year.

Mountain Chickadee Eggs: 5-12. White, dotted with reddish brown, sometimes unmarked. Incubation by female only, about 14 days. Adult disturbed on nest will give a loud hiss, sounding like a snake. Young: Female spends much time with young at first, while male brings most food; later, both parents feed young. Age of young at first flight about 3 weeks.

Supplemental Information

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This image: https://www.allaboutbirds.org/guide/Mountain_Chickadee/id

Mountain Chickadee

Mountain Chickadee

Mountain Chickadee Black-capped Chickadee

Black-capped Chickadee

Black-capped Chickadee

Supplemental Information

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Group Datasheet: Container Size and Temperature

Temperature outside today is: ___________________________________________

Record the time you start this experiment: _________________________________

Container (student name) Container (student name) Container (student name) Container (student name)

How much water is in

your container?

How much water is in

your container?

How much water is in

your container?

How much water is in

your container?

Starting Temperature Starting Temperature Starting Temperature Starting Temperature

1. Time / Temperature 1. Time / Temperature 1. Time / Temperature 1. Time / Temperature

2. Time / Temperature 2. Time / Temperature 2. Time / Temperature 2. Time / Temperature

3. Time / Temperature 3. Time / Temperature 3. Time / Temperature 3. Time / Temperature

4. Time / Temperature 4. Time / Temperature 4. Time / Temperature 4. Time / Temperature

Supplemental Information

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80°F 27°C

78°F 26°C

76°F 24°C

74°F 23°C

72°F 22°C

70°F 21°C

68°F 20°C

66°F 19°C

64°F 18°C

62°F 17°C

60°F 16°C

58°F 14°C

56°F 13°C

54°F 12°C

52°F 11°C

50°F 10°C

48°F 9°C

46°F 8°C

44°F 7°C

42°F 6°C

40°F 4°C

38°F 3°C

36°F 2°C

34°F 1°C

32°F 0°C

Temperature

Time

Start 60 minutes 120 minutes 180 minutes 240 minutes

Class Graph Temperature through Time

Student’s Container size Name (ounces) Color & line

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COLORADO ACADEMIC STANDARDS—Fifth Grade Science 2. Life Science

2. Human body systems have basic structures, functions, and needs

a. Develop and communicate an evidence-based scientific explanation regarding how humans address basic survival needs (DOK 1-3)

b. Analyze and interpret data to generate evidence that human systems are interdependent (DOK 1-2)

c. Assess further scientific explanations regarding basic human body system functions (DOK 1-3)

d. Create and evaluate models of human body systems and organs (DOK 2-3)

e. Compare and contrast a human system to that of another organism, and provide hypotheses about why the similarities and differences exist (DOK 2-3)

NEXT GENERATION OF SCIENCE STANDARDS HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.]

EXCEED THE STANDARD: FIFTH GRADE “February, sweet and small” Valentines Hearts Background Information Our cardio-vascular system delivers oxygen to every cell in our body. Oxygen is a requirement for most life on Earth (although some bacteria and protists are poisoned in oxygen). Oxygen is a powerful atom in cellular respiration that makes packets of energy that power our cells. Objectives Students will: Find their pulse quickly Develop hypothesis Collect data Analyze data Draw conclusions Materials: Clock with second hand Data sheet and graph (pages 28-29) 1/student DO: Opening Questions What does your heart do? How does the heart carry oxygen and molecules to every cell? Why do we need oxygen? What happens to our heart when we exercise? Why? What happens

to our heart when we stop exercising? (Teacher Note: Our bodies require ATP, the right amount of energy in our cells to make them function, for example releasing the contracted muscle so it can either relax or contract more. Oxygen is very powerful, and produces up to 36 packets of ATP compared to 2 packets of ATP without oxygen. If you have ever gotten a cramp while exercising, it is because you are making ATP without oxygen.)

Directions Distribute the data sheet and graph

to each student. Practice finding pulse quickly.

○ Hold your right hand palm up. Wrap your left hand around the wrist of the right hand, palm touching the back of the right hand wrist. Curl the fingers around to the right wrist with the index finger just under the crease of your thumb. Press down with the flats of your left hand fingers lightly toward the bone. You may feel the pulse in any one or all of the flats of your fingers.

Each student develops their own hypothesis. A hypothesis is a “best guess” and written as a statement.

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POWER WORDS baseline: a minimum or

starting point used for comparisons.

homeostasis: the tendency toward a relatively stable equilibrium between interdependent elements, especially as maintained by physiological processes

hypothesis: a supposition or proposed explanation made on the basis of limited evidence as a starting point for further investigation

physiology: the way in which a living organism or bodily part functions

pulse: a rhythmical throbbing of the arteries as blood is propelled through them, typically as felt in the wrists or neck

FASCINATING FACTS Make a fist. Your heart is

approximately the size of your fist.

Every minute, your heart pumps about five quarts of blood through a system of blood vessels that's over 60,000 miles long, according to the Cleveland Clinic. That translates to about 2,000 gallons of blood every day.

Your heart rate drops while you sleep. At night, it’s common for heart rates to drop below 60 bpm.

CITATIONS Image: Tom Lindsay,

1/22/2018 https://

www.everydayhealth.com/news/9-amazing-facts-about-your-heart/

Students start by taking their pulse for 3 times (baseline). Heartbeats are recorded as beats per minute. The easiest way to find your beats per minute is to collect your pulse for 10 seconds and multiply by 6.

Once everyone has their baseline recorded, the students need to elevate their heart rate by exercising. This lessons opts for jumping jacks. They can do jumping jacks by their desks with pencil and datasheet ready to collect the pulse as soon as they stop jumping.

Time your students’ jumping jacks for at least 1 minute. As soon as they have completed their jumping jacks, sit down in their chairs and immediately find and count their pulse for 10 seconds. Be sure that everyone can see the clock with the second hand. Record the number in column 2 “Beats / 10 seconds.”

Keep track of the time, and after each minute, students find their pulse and count their heartbeats for 10 seconds. Record that number. Repeat every minute for 10 minutes after exercising.

REFLECT: Calculate the heartbeats per minute by multiplying each rate for 10

seconds by 6. Look at the table. What do your data tell you? Is there a way we can

make more sense of these numbers? Find the average of your baseline heartbeat data (the three times

pulse was taken at rest before exercising). Develop a graph to visualize your data. The X axis is time in minutes

and the Y axis is heartbeats per minute. Explain the graph. Does this support or reject your hypothesis?

Why? APPLY: Our bodies maintain balance to operate efficiently. This is called

homeostasis. Our heartrate returns to our baseline, our breathing rate returns to baseline (about 17-23 breaths per minute for a 10 year old). Many of our body functions are maintained through homeostasis. For example, our body temperature is an average of 98.6°F (37°C). What that actually means is a normal range for body temperature is anywhere from 97°F—99°F (36.1°C—37.2°C).

Discuss: What happens to our core body temperature if we put a hand in ice water? (Teacher Notes: The hand will get very cold, but our temperature remains the same. The more body exposed to cold temperatures, the harder it is for our body to maintain the core temperature.)

As a class, design an experiment to test homeostasis of body temperature. What data will you collect? How will you analyze those data? The analysis is part of an experimental design.

Discuss: What happens when we get sick, and we run a fever? (Teacher Notes: The body resets the temperature at a higher “norm,” because most viruses and bacteria do not thrive at higher temperatures. This first response of our immune system weakens them and helps our body develop the ability to find an destroy that invader with our white blood cells and the immune factors. When our immune system has overrun the invader, our body temperature is reset to normal 98.6°F.)

Supplemental Information

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Hypothesis (prediction) Questions: Question 1: What happens to your heartbeat when you exercise? Question 2: What happens to your heartbeat after you stop exercising? Hypotheses (plural of hypothesis): Write your prediction to each question above. Make your guess as a statement: Hypothesis 1: __________________________________________________________________

____________________________________________________________________________

Hypothesis 2: __________________________________________________________________

____________________________________________________________________________

Interval Beats per 10 seconds Times 6 Beats per minute Average

Baseline 1 (before

exercise) 6

Baseline 2 (before

exercise) 6

Baseline 3 (before

exercise) 6

0 minutes (immediately after

exercising) 6

1 minute (after

exercising) 6

2 minutes (after

exercising) 6

3 minutes (after

exercising) 6

4 minutes (after

exercising) 6

5 minutes (after

exercising) 6

6 minutes (after

exercising) 6

7 minutes (after

exercising) 6

8 minutes (after

exercising) 6

9 minutes (after

exercising) 6

10 minutes (after

exercising) 6

Supplemental Information

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Baseline 0 1 2 3 4 5 6 7 8 9 10 Time in Minutes

220

215

210

205

200

195

190

185

180

175

170

165

160

155

150

145

140

135

130

125

120

115

110

105

100

95

90

85

80

75

70

65

60

55

50

45

40

35

30

Typ

ical 5

th g

rad

er

he

art

rate

at

rest

Hea

rtb

ea

ts/

min

ute

Ma

xim

um

He

art

Rate

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FREE RESOURCES

Harriet Hemenway and Mina Hall founded the Massachusetts Audubon Society in 1896 (the first one). They were outraged over the slaughter of birds for fashion—fancy feathers in women’s hats. National Audubon: http://www.audubon.org/ The national site includes wonderful bird guides. Almost every bird picture in this newsletter was used from their site. Each page has information and images. The site is easy to use, and young readers should be able to easily use the search feature to find birds.

Colorado Audubon: http://rockies.audubon.org/ John Kloster-Prew, Deputy Executive Director of Rockies Audubon prepared this list of links found on page 31. Thank you John. The Rockies Audubon also has Education drop down menu (circled below in red) links to more information about Educator Resources,

FASCINATING FACTS February comes from the

Latin “februa” which means “purification.” It was adapted from the Roman Festival of Purification, a pre-spring ritual.

This February, we have no full moon, called a Black Moon Month. February is the only month that this is possible.

February is Black History Month celebrated in the USA, Canada, and the United Kingdom.

In Old English, February was called Sol-monath (Mud Month) or Kale-monath (Kale Cabbage Month).

Before Julius Caesar’s calendar reform, February was the only month with an even number of days. All the other months had either 29 or 31 days.

February is Bird-Feeding Month.

Groundhog Day, celebrated on February 2, came about because of a German superstition. They thought if a hibernating animal cast a shadow on February 2nd that winter would last for another six weeks. If there was no shadow, spring would come early.

The Chinese Calendar begins the Year of the Dog on February 16, 2018.

Valentines Day coincides with National Cream-filled Chocolates Day. Ahhhh.

President’s Day is February 19th observed, and traditionally celebrated on the 22nd, George Washington’s birthday.

Colorado State University, U.S. Department of Agriculture and Colo-rado counties cooperating. CSU Extension programs are available to all without discrimination. No en-dorsement of products mentioned is intended nor is criticism implied of products not mentioned. © Colorado State University Exten-sion. 8/14. www.ext.colostate.edu

32

Teacher Training, and Traveling Trunk Program. The Traveling Trunk Program offers 8 different trunks that you can use for free. That is a GREAT price!

Online Resources for Birding in Colorado Colorado County Birding – this extremely useful website is put together by Colorado

Field Ornithologist. It’s in a user-friendly format that provides (1) birding info by county, (2) checklists, and (3) birding locations

Colorado Birding Trail - Colorado Division of Wildlife and partners have launched the Colorado Birding Trail. The Colorado Birding Trail is a major ecotourism initiative to promote wildlife recreation, conservation of natural resources by private landowners and a diversified income for rural economies. The Birding Trail links outdoor recreation sites, both public and private, into a network of loops where visitors can observe birds and other wildlife, often in addition to archaeological and paleontological treasures. Suggest you check out “The Trails” tab à Currently there are 40 trails with over 800 sites where you can explore Colorado and view watchable wildlife. Alternatively, you can view an interactive map with the trail locations.

Colorado Birding Society – this has loads of good birding info, includes interesting bird sightings From Colorado Rare Bird Alert, calendar of statewide birding trips, birding locations by county (includes detailed driving directions and species list), etc.

Birdwatching in Colorado - Provides birding contacts (local “Birdingpal Contacts”) and birdwatching information … note the tips to recipients of the knowledge/time shared by the Birdingpals.

BirdNote – All kinds of good resources here… including link to the various Audubon chapters in Colorado. Our chapters contain fantastic birders and many have field trips planned that you might be interested in joining.

Cornell Lab of Ornithology – their outstanding staff have identified birding recommendations in each state … in Colorado, Rocky Mountain National Park is featured.

BirdZilla – this website has an enormous amount of info geared towards birding (even has gardening info to attract birds!)

Check out what Audubon has for you!

Authors Dr. Barbara J. Shaw, Colorado State University Extension Western Region STEM Specialist, 4-H Youth Development

Tom Lindsay, retired HS science teacher (AP and IB Chemistry, Physics, Biology, and Calculus) and university instructor (geology and paleontology)

Bill Ekstron, Rio Blanco County Extension Director: Contributions to the 3rd Grade Lesson on insulation

John Kloster-Prew, Audubon Rockies, Deputy Executive Director

Acknowledgments Funding for this project provided by Colorado State University System Venture Capital Fund

CJ Mucklow, Colorado State University Extension Western Regional Director; Annette Haas, Colorado State University Extension State Office, State STEM/4-H Specialist; Kellie Clark, Colorado State University Extension Western Region Program Assistant; and Nicole Goza, Colorado State University Extension Montrose County 4-H Assistant

Dr. Joe Cannon and Marketing Strategies students: Berlyn Anderson, Jenna Balsley, Rachel Kassirer, Rachel Richman, Colorado State University, College of Business, for marketing strategies and kit graphics.

Joanne Littlefield, Colorado State University Extension Director of Communications and Doug Garcia, Colorado State University Creative Services Communication Coordinator/ Designer