Professional Documents
Culture Documents
Feathered Friends - Complete-2
Feathered Friends - Complete-2
Every activity meets a variety of the Next Generation Science Standards (NGSS) Disciplinary
Core Ideas (DCIs) and Practice Standards at the elementary level.
Happy Birding!
&
© 2017 The Cornell Lab of Ornithology - Designed by Patricia Mitter
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter SEPTEMBER
Learning Objectives
Students will be able to...
• name features that make birds unique;
• identify three common bird groups.
GETTING STARTED
Visit birdsleuth.org/Pennington to find True/False explanations, the Bird Search PDF,
and supplemental resources for this lesson. Print the Bird Search PDF, one per student,
and be prepared to show images of the three bird groups.
Feathered Friends | 3
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter SEPTEMBER
Basic Statements
Answers 1) T 2) F 3) T 4) T 5) F 6) F 7) F 8) T 9) F 10) F
Challenge Statements
Answers 1) F 2) T 3) T 4) F 5) T
Feathered Friends | 4
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter SEPTEMBER
Display or project an image of each bird group, one at a time. As you show each group, ask
• Have you ever seen this bird before? Where did you see it?
• Do you know its name?
• Do you know what sound it makes? What does it sound like?
• How would you know it’s a ______?
Feathered Friends | 5
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter SEPTEMBER
Make a list of descriptive words the students use for each group. Extend the lesson by
showing videos, listening to sounds, and viewing more photos. Ask students to try to mimic
the sounds of the birds; for example the chickadee is “chick-a-dee-dee-dee.”
After each bird group has been introduced, show the students all three together and ask
• How are these groups different from each other? (Remember to think about how they
look and sound. )
• What things do these birds all have in common? (Birds have wings, feathers, hollow
bones, and lay eggs. These birds also all visit feeders. )
Through these activities, students will develop their own list of “What makes a bird... a
bird?” Highlight the key points that all birds have two wings, two legs, hollow bones, beaks,
and lay eggs. However, emphasize that feathers are what make a bird a bird.
Birds are the only living creatures with feathers. Feathers are made of keratin,
the same protein that makes up a bird’s beak, lizard scales, mammal hair, human
fingernails, animal hooves, and horns! Feathers help birds fly and keep them
warm and dry. The color pattern of feathers, called “plumage,” can help birds stay
camouflaged or find mates.
Home Connections
Keep students thinking about and observing birds by sending the following pages home.
Feathered Friends | 6
feathered friends
HOME NAME: __________________________________
Families–Your child has been learning about wild birds. This sheet offers information and
activities so the whole family can enjoy birds too.
_________________________________________
_________________________________________
____________________________________________________________________________
Despite its tendency to eat roadkill, the American Crow is not specialized to be a
scavenger and carrion is only a very small part of its diet. Though their bills are
large, crows can’t break through the skin of even a gray squirrel. They must wait
for something else to open a carcass or for the carcass to decompose and become
soft enough to eat.
Hands-On Activity
BIRD PICTURES
Grab a piece of paper and crayons/markers. Have one person think of a bird and describe it in
detail without saying the name of the bird. As the person describes the bird, everyone else is
challenged to draw and color it based on the description. Once everyone is finished, compare
drawings. Do any of the pictures look like the bird being described?
Learning Objectives
Students will be able to...
• identify silhouettes of eight different groups of birds;
• compare birds they see outside to their Common Feeder Birds poster.
GETTING STARTED
Visit birdsleuth.org/Pennington to order your free bird feeder. Hang this feeder where
clearly visible for students. If you cannot use a feeder, check out our feeder cams.
Then select the appropriate Common Feeder Bird poster based on your location.
Print the Common Feeder Bird and Bird Silhouette posters.
Feathered Friends | 9
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter OCTOBER
LITERACY CONNECTION
AM I LIKE YOU?
By Laura Erickson and Brian Sockin
Illustrated by Anna Rettberg
Engage: Silhouettes
Most students know more birds than they realize. By learning these eight basic silhouettes,
even newcomers can begin to separate birds into the right group. This is one of the most
effective ways to start learning how to identify bird species. Project or share handouts of the
unlabeled silhouettes of the bird groups where everyone can see them. Ask
Feathered Friends | 10
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter OCTOBER
If you and your students wish to make feeder-bird observations regularly, consider participating
in Project FeederWatch. This is a citizen-science project that your class can join to share field
observations with scientists at the Cornell Lab of Ornithology.
Home Connections
Keep students thinking about and observing birds by sending the following pages home.
Feathered Friends | 11
feathered friends
HOME NAME: __________________________________
DATE: ______________
connections
Families–Your child has been learning about the diversity of wild birds. This sheet offers
information and activities so the whole family can enjoy birds too.
HUMMINGBIRD
FINCH OWL
GULL
DUCK RAPTOR
DOVE WOODPECKER
Hands-On Activity
BUILDING BIRDHOUSES
Want to attract more birds to your home? Build a birdhouse! A birdhouse is another option
for birds that nest in tree holes or other natural cavities, and can attract nesting birds to
your yard. Visit NestWatch.org and check out the “Right Bird, Right House” interactive
tool to get plans for building your own birdhouse.
WHAT’S IN A HABITAT?
Big Idea
A healthy habitat provides the four essential components all animals need to survive: food,
water, cover, and space.
Learning Objectives
Students will be able to...
• list the four components of habitat;
• identify at least three effects that humans have on the environment.
GETTING STARTED
Gather materials needed for drawing such as clipboards, blank paper, pens, pencils,
crayons, etc. Prepare to take your students outside.
Feathered Friends | 14
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter NOVEMBER
LITERACY CONNECTION
ON DUCK POND
By Jane Yolen
Illustrated by Bob Marstall
• Do different species need different habitats? (Yes! Try comparing two different birds, such as
a robin and hawk, and go through the four habitat components for each bird.)
• What happens if a habitat does not provide one or more of the basic needs? (If a place
doesn’t provide the proper food, water, space, and cover in the right arrangement for a
particular species, the plant or animal can’t live there.)
Next, bring the whole group back together and discuss the habitat components they drew. Ask
• What kind of food, water, and cover is available here for birds?
• What kinds of birds do you think might live here?
• Is there something we could do to make it a more complete habitat for birds? (Put in a
feeder or birdbath, clean it up, plant native plants, etc.)
• Will all birds use this space in the same way? Will all birds use the same space? (Think
about space vertically. Many animals only use space at ground level, while other animals
only like to stay high in the tops of trees.) What’s one example of animals using different
areas of vertical space? (One example is a snake versus a hawk. For birds, think about a
duck versus a hawk.)
Feathered Friends | 15
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter NOVEMBER
Home Connections
Keep students thinking about and observing birds by sending the following pages home.
Feathered Friends | 16
feathered friends
HOME NAME: __________________________________
DATE: ______________
connections
Families–Your child has been learning about wild birds and their habitats. This sheet offers
information and activities so the whole family can enjoy birds too.
WHAT’S IN A HABITAT?
Create a Map
With your child, choose a nearby outdoor space to map (a yard,
garden, local park, etc.) First, spend time just observing what is
there. Are there trees, gardens, structures, or water? Are there
flowering plants, shrubs, lawn, bird feeders? Can you or your
kids identify any of the plants? (If not, that’s ok!) After an initial
survey of the yard, draw and label a map of the space. If you want
to go further, visit Habitat.Network to add your map to an online
citizen-science project.
Hands-On Activity
MAKING A HABITAT MODEL
Scientists often use drawings and models to help make sense of the things they observe and
to share information with others. Use materials you find at home, such as plastic bottles,
cardboard, old buttons, small metal pieces, natural objects, or blocks and toys to make a 3-D
model of the habitat you mapped earlier or another habitat of your choice.
Learning Objectives
Students will be able to...
• name three bird behaviors and give the reasons for those behaviors;
• demonstrate three different ways birds move.
GETTING STARTED
Visit birdsleuth.org/Pennington to find video clips of bird movement and behavior. Practice
how you will show videos to students.
Feathered Friends | 19
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter DECEMBER
LITERACY CONNECTION
A PERFECT DAY FOR AN ALBATROSS
Written and Illustrated by Caren Loebel-Fried
Mālie, a Laysan Albatross, must protect her egg until her mate
returns. Join Mālie as she dances, hunts, and soars over the
ocean swells. Discover the behaviors and habits of Laysan
Albatrosses, the largest seabirds to make their home in the
North Pacific.
After students are comfortable with their new bird behaviors and names, it’s time to play
“Birdy Says!”
Feathered Friends | 20
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter DECEMBER
Explain the rules: You will call out one of the five movements or you may shout “Cooper’s
Hawk!” (a bird of prey that is a potential threat), and everyone must freeze! Players can only do
what you say if you start with “Birdy says _____.” If someone does the wrong movement, moves
without you saying “Birdy says,” or doesn’t freeze when you call “Cooper’s Hawk,” they must
take a seat. Encourage students to watch the different ways that birds move the next time they
are outside.
Many birds cache their food, meaning they will store food when it is abundant. If food is ever
scarce, they have reserves. Birds store small amounts of food in many different hiding
places, so if one is discovered by another animal, not all the food will be lost. Feeder birds
such as chickadees are masters of caching food.
Home Connections
Keep students thinking about and observing birds by sending the following pages home.
Feathered Friends | 21
feathered friends
HOME NAME: __________________________________
DATE: ______________
connections
Families–Your child has been learning about bird behavior. This sheet offers information and
activities so the whole family can enjoy birds too.
COOL Many birds like to cache their food, meaning they will store
food when it’s easy to find so that later, when it’s winter and
FACT less food is available, they can still eat. Birds store small
amounts of food in many places. This means they have to
Now Where Did remember all those locations. A Black-capped Chickadee
can remember thousands of hiding places!
I Put That?
Brrr! Winter can be tough for birds. But you can help them with some homemade bird treats.
Follow the recipe below, hang your treat outside when it’s ready, and enjoy watching the birds!
Ingredients
Instructions
1. Mix ingredients.
2. Press tightly into cookie cutters with spoon.
3. Insert straw or pencil to create hang hole.
4. Let dry for 4-6 hours or overnight. Remove from cookie cutter.
5. Insert string into hanging hole (use natural fibers such as cotton or wool so birds can also
use the string in their nests).
6. Hang your new feeder outdoors in a group of trees for birds to enjoy.
Learning Objectives
Students will be able to...
• name at least three foods that birds eat;
• name three ways birds have adapted for survival.
GETTING STARTED
Collect the following materials: sunflower seeds, nuts (such as walnuts and peanuts, in the
shell), nectar, fruit, fish, insects, worms, and small animals. These can be the real thing,
pictures, or stuffed or plastic animal replicas to help the students visualize the variety of
foods available to birds. This is also the perfect time to hang and fill your bird feeder.
Don’t have a feeder? Order your free school feeder at birdsleuth.org/Pennington.
Feathered Friends | 24
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter JANUARY
LITERACY CONNECTION
Bring the class together to discuss the different beaks and food sources they observed. Relate
the bird beaks and food sources they saw to those discussed earlier. Make observations with
the class and keep questions on the “I Wonder?” Board.
Feathered Friends | 25
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter JANUARY
Back in 1970, times were tough for many bird species, including Bald
Eagles and Peregrine Falcons. A pesticide called DDT had entered the
food web after humans sprayed the chemical on farm fields. Though
not harmful in small amounts, biomagnification (toxins increasing in
concentration as they are consumed through the food web) meant that
predators at the top of the food web, such as raptors, ingested harmful
amounts of the pesticide. The effects of DDT reduced populations of both species by more than
80 percent. Peregrine Falcon populations were so low that no nesting pairs could be found
within the eastern United States. With the ban of DDT, and rigorous bird restoration programs
developed in part by the Cornell Lab of Ornithology, these species were able to make a
sweeping comeback. Both species are now considered species of “Least Concern” on the IUCN
Red List of Threatened Species.
Home Connections
Keep students thinking about and observing birds by sending the following pages home.
Feathered Friends | 26
feathered friends
HOME NAME: __________________________________
Families–Your child has been learning about feeding habits of wild birds. This sheet offers
information and activities so the whole family can enjoy birds too.
Beaks (utensils): Clothespin, toothpick, straw, spoon, small plastic scoop, tweezers/small scissors.
Hold one type of “beak” in one hand and keep the other hand behind your back. With one type
of food in front of you, try to gather as much food as possible in 15 seconds. Keep in mind, your
survival depends on your ability to gather food! After 15 seconds, try another beak and gather
food for another 15 seconds. Repeat these steps for each type of beak.
Bird beaks are like the tools you used in this activity. Can you match the shape/function of any of
the tools with any real beaks? The shape of a bird’s beak is a critical adaptation for their survival
because it helps them gather the food within their habitat. Different beaks are better suited for
different foods. Next time you see a bird, take a look at its beak and see if you can tell what it eats!
Hands-On Activity
MAKE A PERCH FEEDER
Your winged visitors will love being “spoon-fed” with this simple
feeder.
Supplies
Instructions
1. Draw a 1/2-inch asterisk on the side of a clean 1-liter soda bottle (about 4 inches from the
bottom).
2. Rotate the bottle 90 degrees and draw another asterisk 2 inches from the bottom.
3. Draw a 1 inch diameter circle opposite each asterisk.
4. Have an adult use a craft knife to slit the asterisk lines and cut out the circles.
5. Insert a wooden spoon, handle first, through each hole and then through the opposite
asterisk.
6. Remove the bottle cap and twist a small eye screw into the top of it for hanging.
7. Fill your feeder with birdseed, recap it, and use a length of twine to hang it from a tree.
Check allaboutbirds.org under the Feeding Birds tab to find out more about what food to use and
what birds you can expect to see in your region.
BE A CITIZEN SCIENTIST
Big Idea
Citizen science provides a unique opportunity for people to share their observations of the
natural world with scientists.
Learning Objectives
Students will be able to...
• identify at least one bird species;
• collect data for the GBBC citizen-science project;
• describe “citizen science” and its importance.
GETTING STARTED
The Great Backyard Bird Count (GBBC) is a citizen-science project hosted by the
Cornell Lab of Ornithology, National Audubon Society, and Bird Studies Canada that
takes place over four days every February. Visit birdsleuth.org/Pennington to become
familiar with the Great Backyard Bird Count and how to participate. Carefully review the
details about how to conduct and submit counts. Print your regional bird checklist to get
an idea of the kinds of birds you’re likely to see in your area in February.
You’ll have to get a close look at these birds to tell them apart;
the House Finch’s red is more vivid, but is only found on its head,
neck, and rump. The Purple Finch is a more raspberry color which
covers its head and spreads back toward the tail.
Feathered Friends | 29
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter FEBRUARY
Write the words, “citizen science” on the board. Ask your students what they think this means.
Explain that in citizen-science projects, people help scientists with studies on everything from
birds to butterflies (see the “cool fact” for information). Explain that the Great Backyard Bird
Count (GBBC) is an annual four-day event that engages tens of thousands of people in counting
birds around the world. This creates a real-time snapshot of where birds are. Anyone can
participate, from beginning bird watchers to experts, but it is important for everyone to identify
and count the birds accurately.
In preparation for the GBBC, assign each student a study bird so they can become an expert in
identifying one bird. This way your whole class will learn a dozen or more birds that they can
find, identify, and count together! Have each student draw and color the bird, paying special
attention to field marks. Then have students add details such as distinguishable features used
to identify it.
Not sure which birds to select? Look at the top 10 birds commonly seen during the GBBC at
birdsleuth.org/Pennington.
Over the four days of the GBBC, plan to count birds for at least 15 minutes in as many places
and on as many days as you'd like. Or just observe your bird feeder for 15 minutes one time.
Submit a separate checklist for each time, day, and location. Compile your class results (i.e.
the highest count anyone in the group has seen) into one checklist to submit. Enter your
results on the GBBC website before the deadline, which is a couple of weeks after the count.
Check the site for details.
Feathered Friends | 30
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter FEBRUARY
After some time for reflection, review the observations students made. How many species did
your group see? If they visited more than one site, can they see any trends in the sites they
visited? Follow up by asking how they think their counts will contribute to science. (For
example, these counts help track changes in bird populations from year to year and over long
periods of time.)
Visit the GBBC home page to review the overall stats for the world. Before you show the stats,
ask students to guess how many birds species were seen around the world during the GBBC.
How many people do they think participated? This is a great opportunity for students to see
that they have participated in a global event with hundreds of thousands of other birders.
(Statistics will not be final until data entry closes, usually on March 1.)
Feathered Friends | 31
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter FEBRUARY
Citizen science is a partnership between the public and professional scientists which can help
answer questions scientists couldn’t answer alone. Our citizen scientists help with research
tasks such as observation and data collection. We welcome your students’ data about the kinds,
numbers, and behaviors of birds that they see. These data will help us better understand and
conserve birds. Children are really motivated to help scientists answer real-world questions,
and have their data used to help protect birds.
Home Connections
Keep students thinking about and observing birds by sending the following pages home.
Feathered Friends | 32
feathered friends
HOME NAME: __________________________________
Families–Your child has been learning about citizen science and birds. This sheet offers
information and activities so the whole family can enjoy birds too.
BE A CITIZEN SCIENTIST
Participating in the Great Backyard Bird Count (GBBC)
Citizen science is a partnership between the public and professional scientists designed to
help answer questions scientists alone couldn’t answer. Citizen scientists help with research
tasks such as gathering data about the kinds, numbers, and behaviors of birds. This data help
scientists better understand and conserve birds.
Citizen science isn’t just something that happens in schools. You can participate in the Great
Backyard Bird Count at home. Visit Birdcount.org for information on how you can collect data
in your neighborhood. Have the whole family make some predictions about which birds, and
how many of each, you might see.
COOL and you can take part. During the GBBC in 2015, volunteers,
including some beginning birders, reported more than 9.5
Both of these birds are found on the eastern and western coasts of
the United States, however the House Finch was not always found
on the East coast. In 1940 House Finches were introduced to New
York. Since then their population has grown, but Purple Finches
seem to be declining. Since the introduction of the House Finches to
eastern North America, Purple Finches are losing feeding
opportunities at feeders more than 95 percent of the time when the
two birds encounter each other.
Hands-On Activity
DRAWING LIKE A SCIENTIST
There is room for art and science in the same nest, so to speak. Scientists need images of birds
that are accurate to share with the world. Watch your feeder or find some photos of birds you’d
like to draw. Really pay attention to the details that you see. You can draw the whole bird or just
focus on one part such as the beak, wings, tail, eye, or a tuft of feathers. Maybe you’re inspired
to draw the same kind of bird in different positions. If you’re still looking for inspiration you may
want to read The Boy Who Drew Birds: The Story of John James Audubon, by Jaqueline Davis,
illustrated by Melissa Sweet.
Learning Objectives
Students will be able to…
• describe why some birds soar;
• identify at least three hazards that migrating birds face.
GETTING STARTED
Get background information about bird migration and a list of additional hazards for the
Migration Game at birdsleuth.org/Pennington.
Gather or purchase at least two different kinds of craft feathers. Find some that are
medium length and downy, and some that still have the quill. Gather a box of jumbo
paper clips, and some small washers or nuts. Find a location from which you can observe
a good “drop,” such as a second-story window, stairwell, or stepladder.
Feathered Friends | 35
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter MARCH
LITERACY CONNECTION
Have students stand in place and practice flapping their “wings”(arms) for 30 seconds. When
time is up, talk about how that felt. (Probably tiring!) Ask, if you had to flap your wings all the
way home, could you do it? (Probably not!) Next, have students hold their “wings” out for 30
seconds, rocking gently side to side like a soaring eagle. How did it feel this time? Was soaring
easier or harder than flapping? Ask students if they’d prefer to fly to school by flapping their
wings or soaring.
Ask students if they know where some birds go in the winter. Explain that some migrate from
their breeding grounds in the North to their wintering grounds in the South during autumn.
They reverse the trip in spring, returning North. This seasonal movement is migration. In this
game there will be both hazards and triumphs.
Tell your students that everyone in the class is a bird migrating to their winter locations. Have
everyone start at the “North” end of a large room or outdoor space and progress “South” for
migration (not all will succeed). To run the activity, choose a characteristic of the students (i.e.
wearing sneakers; blue shirt; brown shorts) and randomly choose an event (suggestions on the
next page) that makes them step forward, step back, or sit down. For example, anyone
wearing a watch flew into a building, is dazed, and takes a step back. Once a student sits
down, he or she fails to safely migrate. End the game when about half the kids are still
standing and emphasize how challenging migration is for real birds.
Feathered Friends | 36
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter MARCH
At the end of the game, ask students what they thought of the migration trip with these follow-
up questions:
• What were some of the negative things that happened? (Poor stopover habitat, strong
headwinds, bad weather.)
• Some of the positive things? (Good weather, plenty of food.)
• How could humans help? (Create better bird habitat to provide plenty of food, water, and
cover.)
• Can you name any birds that do not migrate (resident birds)?
• Can you think of an animal that migrates but is not a bird? (Monarch butterfly, caribou,
whales, earthworms)
• Do all birds migrate? (No. Some birds, like feeder birds, can stay.)
Feathered Friends | 37
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter MARCH
Guide students by suggesting a test to see how feathers float or “fly.” This is easily tested by
dropping the feathers from various heights and attaching weights such as paper clips, washers,
or nuts. (But don’t tell students this.)
Inquiry investigations should be led by the students as much as possible. Provide materials
and guidance in the form of probing questions along the way, but be sure not to provide specific
steps or directions. Ask students to chart their question, proposed experiment, materials
needed, outcomes with supporting data, and any new questions. Give teams time to share their
findings. Depending on the time you have available, use one session for generating questions,
forming groups, and making a plan, while a second session may be used for conducting the
investigation and sharing findings.
Home Connection
Keep students thinking about and observing birds by sending the following pages home.
Feathered Friends | 38
feathered friends
HOME NAME: __________________________________
DATE: ______________
connections
Families–Your child has been learning about migrating and resident birds. This sheet offers
information and activities so the whole family can enjoy birds too.
Hands-On Activity
PAPER AIRPLANE CHALLENGE
Experiment with flight by making and testing different paper airplane designs. How will
different materials, shapes, and sizes affect the plane’s flight? What happens if you cut the ends
of the wings in a zigzag shape or throw the plane into or away from a headwind (fan)? Jot down
some of your observations.
Learning Objectives
Students will be able to...
• compare and contrast six different habitats, how birds use them, and how humans have
impacted them;
• assess their local habitat and how humans have altered it.
GETTING STARTED
Visit birdsleuth.org/Pennington to print copies of the six “Habitat Sheets.” Test the eBird
STEM model map, an animated map representing bird migration, so you can share
with students. Become familiar with your local region and what the habitat was like
before humans.
Feathered Friends | 41
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter APRIL
Kaylayaan the Philippine Eagle is shot by illegal hunters. See how this
endangered bird is rescued and rehabilitated in this touching story.
Feathered Friends | 42
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter APRIL
Show students a STEM model. Do not provide background information about the animation.
Have students describe what they observe as it plays. Have students discuss with each other
and see if they come to the conclusion that this is a model of a single bird species as it migrates
from South America to North America and back.
Ask students
• Are the birds we see "ours?" (No. We share migrating birds with other countries.)
• Where do birds spend more time during the year? (It depends on the species and which
STEM model you show. Some species spend only a few months in the United States and
leave quite early. Other species, such as the Barn Swallow, spend around six months in the
United States and four months in South America.)
With humans altering environments more and more, some birds are
adapting to their changing home. Before European settlement,
Chimney Swifts nested in caves, cliff faces, and hollow trees. As
development progressed and natural cavities became less abundant,
Chimney Swifts began to nest in new locations, such as chimneys.
Chimney Swift populations increased along with the numbers of large,
old chimneys. Now people are building special swift towers because
there are fewer chimneys.
Home Connection
Keep students thinking about and observing birds by sending the following pages home.
Feathered Friends | 43
feathered friends
HOME NAME: __________________________________
Families–Your child has been learning about conservation of wild birds. This sheet offers
information and activities related to bird conservation around your home.
We can stop
buying/using:
All the European Starlings in North America descended from 100 birds
released in New York’s Central Park in the early 1890s. Because of their
recent arrival in North America, all of our starlings are closely related.
Genetically, individuals from Virginia are nearly indistinguishable from
starlings sampled in California, 3,000 miles away.
Hands-On Activity
BUILD SOMETHING RECYCLED!
During the course of a week, collect recycled supplies. These can be cardboard boxes, bottles,
wires, and cloth. Use these recycled materials to make something beautiful! You could make
a bird feeder, nest box, model bird, or whatever your imagination suggests! Bring your bird
creation into class to share.
Learning Objectives
Students will be able to...
• recreate the call or song of at least three species;
• match at least five birds to their typical calls;
• explain why birds sing.
GETTING STARTED
Make sure you are set up to access and play audio from birdsleuth.org/Pennington.
Familiarize yourself with Bird Song Hero and spectrograms.
Feathered Friends | 46
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter MAY
The dawn chorus can be heard during early morning as birds are waking up and establishing
their territory and singing to attract mates. Have students, in groups of two or three, choose a bird
song they recently learned. Now you will act as the conductor. To practice and allow the dawn
chorus to warm up, have each bird group recite their song when you point to them. When each
bird group is comfortable with their song, have everyone sing together to create a dawn chorus!
• How did having so many birds “talking” at once affect your ability to find your bird group
members? Did it make it easier or harder? Why?
• Why do you think different bird species have distinct calls? (Example: Distinct calls help
birds identify potential mates, tell individuals apart, etc.)
• Did all members of your group mimic the assigned bird call the same exact way? Do you
think that means all birds of the same species sound exactly the same?
Feathered Friends | 47
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter MAY
Make the activity more challenging by adding some noise pollution! Try playing loud music
while students look and listen for their group members to represent distractions like cars,
trains, airplanes, people talking/yelling, etc. This shows how noise can make it more difficult for
birds to communicate.
Birds use songs, calls, and other sounds for many reasons: to attract
mates, to tell other birds that a predator is nearby, to communicate to
family members about where they are, to claim territory, or to let other
birds know where to find food.
Home Connections
Keep students thinking about and observing birds by sending the following pages home.
Feathered Friends | 48
feathered friends
HOME NAME: __________________________________
Families–Your child has been learning about bird communication. This sheet offers information
and activities so the whole family can enjoy birds too.
Draw lines to match these birds to the way they sing. Listen
to these calls at AllAboutBirds.org.
Hands-On Activity
SONG VISUALIZATION
Go outside and listen to bird songs and other sounds from nature. Create a picture in your
mind of what you hear. Focus on the movement and the mood of the sounds. Get your favorite
art materials and use them to make a visual representation of what you heard. If you are still
looking for inspiration, check out MacaularyLibrary.org for sound and video recordings and
spectrograms of bird songs.
Learning Objectives
Students will be able to...
• describe when, where, and why birds build nests;
• build a model bird nest.
GETTING STARTED
Visit birdsleuth.org/Pennington to find True/False explanations.
Feathered Friends | 51
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter JUNE
LITERACY CONNECTION
ON BIRD HILL
By Jane Yolen
Illustrated by Bob Marstall
• Why do you think birds build nests? (A nest is a place for incubation and parental care of
young.)
• Have you seen a nest before? If so, where was it? What was it made out of?
With your students, make a list of locations where you expect to find a nest and then make a list
of nesting materials. Once both are complete, assess the list you’ve developed and ask, “Where
wouldn’t you find a nest?” The point of this is to teach your students that birds can nest virtually
anywhere on land.
Feathered Friends | 52
© 2017 The Cornell Lab of Ornithology
Designed by Patricia Mitter JUNE
Answers 1) F 2) F 3) T 4) F 5) F 6) F 7) T 8) T 9) F 10) F
Most birds do not live in their nests year round. Nests are only used for incubating eggs and
raising chicks. Some nests aren’t made of leaves and twigs—some are burrows in the ground,
holes in trees, or just round depressions in sand or rocks.
Home Connections
Keep students thinking about and observing birds by sending the following pages home.
Wrapping up…
Pennington and the Cornell Lab of Ornithology would like to thank you for being such great
feathered friends this year. Summer is a perfect time to put your new skills to use. Stay curious,
have fun while out birding, and don’t forget to participate in citizen science whenever you can!
&
Feathered Friends | 53
feathered friends
HOME NAME: __________________________________
Families–Your child has been learning about nesting birds. This sheet offers information and
activities so the whole family can enjoy birds too.
If there are any nests near your home, you can monitor how many eggs are laid, how many
chicks hatch, and how many fledge. Report your findings to the Lab’s NestWatch project
(NestWatch.org). This is a great way to continue being active in citizen science.
Q If you find a baby bird on the ground, what do you feed it?
A Don’t feed it anything. Humans cannot provide the things baby birds need. But don’t worry!
The vast majority of “abandoned” baby birds are perfectly healthy and learning to fly with
parents nearby.
Q If I handle a baby bird, will its parents pick up my scent and abandon it?
A Fortunately, that’s just a myth. Parent birds don’t recognize their young by smell.
Q I accidentally spooked a nesting mother. She flew away and hasn’t returned. Should I try
to hatch the eggs myself?
A Hatching eggs is a very delicate process. The right equipment and conditions are essential.
In these cases, the best solution is to contact your local nature center or wildlife rehabilitator.
They will know how to deal with the situation.
Visit NestWatch.org to learn more about nests, incubation, hatching, and first flights.
Hands-On Activity
EGG-SPLORATION
• Everyone should have their own bowl and at least one raw egg. (Wash hands thoroughly
before and after the activity.) Gently pick up the egg and take a close look at the outer shell.
- What color is the shell?
- What does the shell feel like? Is it rough or smooth?
- How would you describe the shape of the egg?
- When we crack the egg, how will the inside of the shell look?
• Gently crack open the egg over your bowl, being careful not to break the yolk. After eggs are
broken, look at the inside of the shell.
- Compare the inside of the shell to the outside. What is similar/different?
- What color is it?
• Then look at the egg white and yolk of your egg.
- What color is the egg white? Do you know why it’s called “white?” (Because it turns white
when cooked.)
- What color is the yolk? What shape is it?
- What other details do you notice?
• Break the yolk and carefully observe what happens.