Our Big Birding Day

On Thursday, Lisa and Art Hurt, along with my birding friend Sarah Humphrey, arrived at 9:45 a.m. ready to lead the 4th grade on a bird walk around the school campus. Before going outside, Art showed us how to use the binoculars - adjusting the diopter and focusing - and how to actually see a bird by keeping our eyes on the bird and lifting the binoculars to our eyes. We split each class up into 3 groups of 8 students and 2 adults each. Most of the birds seen were at the well stocked and prepared feeds -thanks 5th grade bird club members! Both Art and Lisa are regular field trip leaders with Atlanta Audubon and Lisa is a former teacher so we had both knowledge of birds and of kids.

We had a beautiful day for our walk - sunny and about 60 degrees. The birds were active at the feeders and with Lisa's and Art's knowledge and assistance we were able to identify 18 different species between the two classes: Blue Jay, Red-Bellied Woodpecker, Mourning Dove, A. Robin, E. Bluebird, Tufted Titmouse, C. Chickadee, A. Goldfinch, Downy Woodpecker, House Finch, Pine Siskin, N. Cardinal, Brown Headed Nuthatch, Mockingbird, Red Tailed Hawk, Chipping Sparrow, Brown Thrasher, Turkey Vulture, Pine Warbler. Highlights for all birders were the Bluebirds and the Red-tailed Hawk, who were very accommodating by giving us extended views. Lisa modeled how advantageous it is to learn the bird songs and calls, impressing both the students and the teachers.

I was impressed at the checklist countdown by how many birds the students remembered by name. They didn't miss one!

Preparing for our Thursday Bird Walk

This Thursday, some folks from the Atlanta Audubon Society will visit us and lead a bird walk around the school. The Bird Club has set up and maintains 3 feeder stations around the campus. In preparation for the LABS bird walk, several of the club members worked with me making suet dough.
We used Julie Zickefoose's Recipe and mixed up enough for several weeks. The kids and I smelled like peanut butter all day!

One of the feeder stations is outside a media center window. I have a hopper feeder and a suet feeder hanging from an Eastern Red Cedar and a small wooden/plastic feeder hanging on the window. We also spread sunflower seeds on the window sill. The bird activity at the feeders is quite an attraction all day as children come in and out of the library media center for lessons or checkout. The birds come up to the window and are quite bold. We have a brown headed nuthatch that will tap on the window when the seeds in the feeder get too low! This winter's cold spell has brought a good variety of species, including a large flock of pine siskins.

Science Lab #5

During our scheduled library time last week, I showed two movies from BrainPop on migration and hibernation. On the pre-test, a good many students confused the two concepts. We talked about neo-tropical migrants and the difficulties and hazards of long-distance migration. Afterwards, the classes worked again on their field guides.

The science lab this week was a whole class activity in the computer lab. We first worked through the Smithsonian Migratory Bird Center's on-line migration quiz. Every right answer would bring Wanda the Wood Thrush closer to her home in Maryland. This would be a great activity after reading Flute's Journey: the Story of a Wood Thrush by Lynne Cherry. Following the quiz, the class played Mission Migration by Audubon New York. Mission Migration is a game in which the student chooses a species and help its flock maneuver around obstacles and past hazards. The students became very engrossed in getting their flocks north safely.

The lab ended with a brainstorming session on the role humans can play in helping protect birds, particularly migrants. It was apparent that the children had learned alot from the games. We worked up about 12 slogans that they will use on posters. Cats Indoors, Bell Your Cat, Prevent Window Strikes, Be Careful with Pesticides, Clean Your Feeders, Stop Global Warming, Learn About Birds, and Support Bird Conservation Organizations were some of the poster ideas.

Science Lab #4

For the lab session on adaptation, I arranged for three activities. One group played the on-line camouflage game I had intended to use in the libary.

The second activity centered on the "What is your Wingspan?" banner that I borrowed from Tim Keyes at the Department of Natural Resources. The science lab coordinator managed this activity which began with a closer look at wing shape and differences. After that, the students spent some time measuring the wingspan of different birds using tapes and rulers in meters and centimeters.

I led an investigation of bill shape and purpose as a form of adaptation. I used an analogy with kitchen implements and the students quickly made the connection between the tools and particular types of food. We were fortunate to have 3 bird specimens on loan from Fernbank Science Center to compare bill shapes. We noticed that although fish was an important food for all three birds (Green Heron, Belted Kingfisher, and Hooded Merganser), their manner of catching the fish called for a differently shaped bills. We compared the birds with different ways in which people use tools to catch different kinds of fish - hook and line, nets, spears/harpons.

Personal Field Guides are Progressing

When the classes came to the library this week, I taught a brief lesson to prepare the students for their lab, which focuses on physical adaptation this week. On the pre-test many students missed the question on camouflage. After defining camouflage as a physical adaptation, I had intended to play an online game. Unfortunately, the game would not load but serendipitously, I spotted a site selling camouflage for hunting and I was able to illustrate the point using clothing. We talked about why both predators and prey might need camouflage for survival.

After the short lesson, we continued working on the field guides. Some of the students noticed that their field guides had both male and female when the species were dimorphic. That observation led to another discussion of camouflage being important to female birds. I observed most students using the field guide indexes to locate information.