IOWA 4-9 SCIENCE PROJECT

TEACHER GUIDE for: Birds on Wing Gloria Baker
Edited by Reta Lemon
Ecology.46B Grades 4-6

CONCEPT OBJECTIVE:
Through this activity students will be able to identify ten common Iowa birds by sight, song, and/or flight pattern, and discover the habitat in which it lives.

PROCESS OBJECTIVES:
Students will develop observing, classifying, recording and measuring skills.

TEACHER NOTES:
This is the fourth of four cycles, Ecology.46I Trees Changing, Ecology.469 Flowers Growing, Ecology.46A Insects Around and Ecology.46B Birds on Wing.

Field Identification Birds of North America by Herbert S. Zim, from Golden Press from New York, Golden Book and Peterson are all good soft-cover field guides that are student friendly with excellent pictures and easily read identifications. Birds of North America not only has pictures and stories about the bird but also has its song pattern and its migration path and leaving and returning time.

Before starting this activity investigate an area that has variety of habitats including an open field, a deep woods, a low shrub area, along a waterway, the edge of the woodland and a people area.

One pair of binoculars for every two students would really make bird watching a great experience. Many science catalogs carry a variety ranging in price from $12.00 to hundreds of dollars. The cheap ones come with their own carrying case and really work quite well.

The following birds can be seen throughout Iowa so the ten to be identified might be taken from this list.

1. Robin 7. Sparrow
2. Cardinal 8. Swallow
3. Downy Woodpecker 9. Wren
4. Red-headed Woodpecker 10. Kingfisher
5. Red-winged Blackbird 11. Starlings
6. Hawk 12. Goldfinch

Plan to take the students on a walk that will include the above mentioned habitats four times (October, December, February and April) during the year so that they can compare the species, numbers of a given species, habitat conditions, foods, etc. within the same habitat at different times of the year and between habitats.

MATERIALS:
For each group of 2 or 3 students
1. 1 pair of binoculars
2. 1 clipboard, clip, paper and pencil
3. 1 foot ruler or metric ruler.

EXPLORATION:
Have one student in each group take the recording sheet and mark a line the width of a ruler on the left hand side, label this BIRDS. Mark another line the width of a ruler and label this NUMBER. Mark another line the width of a ruler and label this HABITAT. Mark the last part of the paper SPECIAL FEATURES.

Direct the students to observe, record and identify as many birds as they can as they walk through the habitats. They should be looking for the information needed for the recording sheet. To begin with the teacher may have to help the students in identifying the habitat.

Allow time to stop and use the binoculars frequently.

Remind them not to worry about naming the bird at this time unless they are sure what it is. Their task is to observe as many special features as possible and record them. In the classroom time will be given to identify the birds.

Students will have to estimate the number of a species, especially if they are in a flock.

CONCEPT DEVELOPMENT:
Prepare a class room size chart on 24 x 36 tagboard labeled as follows:

Bird Time Habitat Number Special Features

Record all of the student information for the first field experience, discuss it together, then display it where more information can be recorded and compared after each trip. The students should be able to draw some conclusions about where some birds are found most often at certain times of the year, which birds migrate, which do not, the feeding habits and food for a given species as well as their nesting habits.

Student comments might include the following:
1. "The robin is always easy to identify, because of its coloring and it's usually
found out in the open looking for food on the ground."

2. "The little wren is hard to spot but you can hear his perky song where ever
there are shrubs around. You can identify him when you see him by
his little turned up tail."

3. "I always thought the kingfisher was a blue jay, until I saw him dive into the
water. I wonder if he realizes how shallow the water is in some places. He
sure has good eyesight!"

4. "The woodpeckers are easy to identify because of their color and the fact that
they are always running up and down trees. If you are quiet in the woods
you can also hear them."

5. "When you are near the waterway you can see the Red-winged Blackbird sitting
on a willow with his bright red shoulder straps. He also has a very watery
song. He is so black and so red!"

6. "I thought that watching that hawk up on top of the hill by the edge of the forest
was really fun. He glides so far on the air currents without ever having to
flap his wings. He looks so peaceful and is so quiet."

7. "The gold finch is really easy to spot when they are around because their color
is so bright. MY father said there were more around when he was my age
because many open fields had thistles in them and that is what they like to
eat. They come to our feeder in the winter but they have almost green coats
so it is hard to tell they are gold finches."

APPLICATION:
Challenge the students with the observations they have made, to choose any bird that lives in Iowa and design and construct from their design a suitable nesting structure.

Allow time for them to design the structure in class and construct it at home.

Display the finished product where it can be shared by the school community.

Give certificates or ribbons to all structures with MOST LIKELY TO PLEASE A ____________________ (name of bird).

EVALUATION:
A valid way of evaluating what the student has learned is through teacher observations and the finished product of the application activity.