What makes a bird a bird?

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1 What makes a bird a bird? Overview Students will compare types of feathers by examining structure and function of each. California Science Standards Grade 5: 6.g.-I&E Grade 6: 7.b.-I&E Grade 7: 7.a.-I&E Oregon Science Standards Grade 3: 01,02-L.S. Grade 5: 01,02-L.S. Grade 8: 01,02-L.S. National Standards Content Standard A: Science Inquiry Content Standard C: Life Sciences Materials Included Student Journal Feathers Hand lenses Materials Needed Pencils Colored pencils Activity Time Preparation: 15 min. Activity Time: 40 min. Best Season All Seasons Vocabulary Contour Down Barb Barbule Plumage Grade Level: 3rd-8th (O.S.S.: 3rd-8th) (C.S.S.: 5th-7th) Learner Objectives Student will: List characteristics of birds Compare and contrast contour and down feathers Draw and label a bird s contour and down feathers Discuss function of feathers Background Information Birds are unique in the animal kingdom for many reasons, such as unique bone fusion, but one feature truly sets them apart: feathers! No other animals besides birds have feathers. They are similar to mammals, reptiles, fish, and amphibians in that they are vertebrates. They are warm blooded and have a four chambered heart that regulates their core body temperature just like mammals. However, feathers distinguish birds from the rest! Feathers perform a variety of functions for a bird including insulation, protection, mate attraction, and flight management. In both warm and cold conditions, feathers help regulate the body temperature of a bird. For example, in warm climates feathers retract and provide a cooling mechanism for birds. In cold climates, birds will fluff out their feathers, trapping air and thus, retaining the heat supplied by the body. The color patterns of feathers, called plumage, serve as camouflage, helping birds hide from predators, or as display mechanisms, helping birds attract mates. In the late 1700s there was a great demand for feathers as a result of a fashion trend established by Marie Antoinette. Feathers were displayed in women s hats and hair styles. The amount of feathers displayed indicated a woman s social and financial status. As a result, birds were killed and shipped to England and sold at the markets. This lifestyle devastated some bird populations such as the Eskimo Curlew and a local Oregon bird the Snowy Egret. On May 25, 1900 The Lacey Act was passed prohibiting the shipment of game such as birds taken illegally across state boundaries. However, this act was proven ineffective as the illegal plume trades continued largely because of the huge profits gained on the market. As a result, another act was issued called the Weeks-Mclean Law, soon to be replaced by the Migratory Bird Treaty Act of The Migratory Bird Treaty Act proclaimed all migratory birds and their parts, including feathers, eggs, and nests, were fully protected. Klamath Basin Birding Trail Education Kit, Version Klamath Bird Observatory 2008 Klamath Wingwatchers LP-1

2 Lesson Plan Getting Ready! 1. Read background information & teacher tips. 2. Make copies of Student Journal: What makes a bird a bird? Discuss! 1. Ask students to think about what comes to mind when they hear the word bird. 2. List characteristics on the board. Make sure the following are included: flight, eggs, beaks, feet, crop, warm-blooded, gizzard, and feathers (see following page). 3. Ask students which of the characteristics listed are truly unique to birds. Discuss as you cross off from the list each characteristic that is not unique. The remaining feature should be feathers. No other animal on the planet has feathers! 4. Show feather pictures (in lesson plan) & discuss the basic structure of a feather. 5. Show students an example of contour and down feathers, define plumage and discuss functions of each (see right panel). Investigate! 1. Divide students into five groups. 2. Hand out feathers to each group and Student Journal sheets to each students. 3. Ask students to examine contour and down feathers closely with the hand lenses. 4. Allow students ample time to look at the feathers and draw them in their journal sheets. 5. After time has elapsed, ask students to share interesting observations with the group. Go Outside! 1. Take students on a field trip to observe the plumage of birds and to look for feathers (Important: It is illegal to take or possess a feather of a migratory bird [over 800 species are listed] due to the Migratory Bird Treaty Act of 1918). 2. Ask students to observe the different types of plumage and the function of plumage (e.g., birds camouflaged, displaying). 3. Have students fill out their Student Journal. Follow-Up! 1. Ask students 2-3 questions to re-cap lesson (see right panel). Plumage Plumage is the coat of feathers on a bird. They can vary by age or season. Most flycatchers like the Willow Flycatcher have drab or plain- looking plumage. On the contrary, warblers like the Common Yellowthroat have brightly-colored plumage. Willow Flycatcher Contour Feathers Contour feathers are veined feathers of the body that are primarily used for flight and smooth body contouring. Down Feathers Down feathers are very fluffy in appearance and are important for providing insulation from heat and cold. Common Yellowthroat Suggested Questions What is the plumage? What is the function of contour feather? Down feather? Describe the function of the plumage of a local bird. Klamath Basin Birding Trail Education Kit, Version Klamath Bird Observatory 2008 Klamath Wingwatchers LP-2

3 Teacher Tips Bird Characteristics 1. Warm-blooded: Birds, like mammals, are warm-blooded. This means their internal body processes control their body temperature regardless of external conditions. This allows birds to maintain high energy and metabolism which is a necessary component for flight. By comparison, reptiles and amphibians are cold-blooded, meaning they rely on external temperatures to regulate their body temperature. 2. Eggs: Like many other animals, including reptiles and amphibians, birds hatch from hard-shelled eggs. 3. Beaks (or bills): Birds use their beaks to get food, drink water, tear or break food into pieces, gather nesting material, preen, feed babies, and protect them from enemies. 4. Feet: Birds typically have four toes on each of 2 feet. An exception is the Three-toed Woodpecker. They use their feet to walk, stand, hop, perch, carry things, grab, kill their prey, swim, wade, and dig. Reading Application This is a great lesson to read Fine Feathered Friends to Nestlings. What are feathers? Feathers are one of the most complex structures found in all animals. They are formed from keratin, the same protein that makes up scales, beaks, and claws. Keratin proteins develop during the growth of cells in the epidermis or outermost skin layer. Once a feather is formed, it is inert and essentially a dead outgrowth of the skin. So it does not hurt a bird to molt (or shed) feathers. 6. Crop: The crop stores food that will later be digested by the bird. It is located at the bottom of the bird s esophagus. It allows birds to eat really fast and then digest the food later. This can help decrease the exposure to predators while feeding. The crop is found in other animals such as insects, leeches, and earthworms. 7. Gizzard: The gizzard's main function is to grind and digest tough food. Birds will sometimes eat small rocks and grit to help the gizzard digest food. The grit grinds in the gizzard and smashes up the food. The gizzard is the second part of the bird s stomach. Earthworms, reptiles, fish, and other animals have gizzards as well. 8. Hollow Bones: Most major bones in a bird s body are virtually hollow and filled with air spaces connected to the respiratory system. They are considerably strong and lightweight. No other animals have hollow bones. 9. Feathers: Feathers are a unique feature only to birds. There are no other animals in the entire world that have them! Extension Have students research bird conservation in the early 1900 s (related to feather use) and the Migratory Bird Treaty Act of Have them create a poster and share it with the class. Klamath Basin Birding Trail Education Kit, Version Klamath Bird Observatory 2008 Klamath Wingwatchers LP-3

The part below the vane is called the calamus. The vane of a feather is composed of tiny needle-like structures called barbs and barbules.

4 Feather Structure Vane Rachis Calamus Contour Feather A bird wing is made up of contour feathers. The basic structure of a feather consists of a central shaft and a vane (the part usually thought of as the feather). The part of the central shaft that the vane is attached to is called the rachis. The part below the vane is called the calamus. The vane of a feather is composed of tiny needle-like structures called barbs and barbules. Each barb is attached to each side of the rachis and points upward to form the contour of the feather. Off of each barb are smaller barbules with hooklets. These hooklets act like Velcro and hook onto neighboring barbs, which, in turn, hold the vane together. This is different for down feathers as they either lack a central rachis or have a very short rachis and the barbs often directly attach to the calamus of the feather. Klamath Basin Birding Trail Education Kit, Version Klamath Bird Observatory 2008 Klamath Wingwatchers LP-4

21 Birds Eat Too! Overview Students will explore wetland and/or aquatic environments to make connections to the diets of local bird species. California Science Standards Grade 1: 2.a, 4.a.-L.S. Grade 2: 4.c-I.E. Grade 4: 3.b-L.S. Grade 5: 6.a-g-I.E. Grade 6: 7.a-I.E. Grade 8: 9.a-I.E. Oregon Science Standards Grade 3: 01, L.S S.I. Grade 5: 01, 05-L.S S.I. Grade 8: S.I. National Standards Content Standard A: Scientific Inquiry Materials Included Macroinvertebrate dicothomous key Bird Field Guides Forest Trails of Klamath County Guide Materials Needed KBREC s Macro Sampling Kit Rubber boots for samplers Nets for sampling (Can be reserved separately at KBREC ) Activity Time Preparation: 20 min. Activity Time: 40 min. Best Season Spring/Summer Vocabulary Macroinvertebrate Dichotomous Key Food Web Grade Level: 4th-12th (O.S.S 3rd-8th ) (C.S.S 1st-8th ) Learner Objectives Student will: Define the term macroinvertebrate, and identify their common characteristics Explain how the diverse populations of macroinvertebrate organisms in a stream sample can indicate the "health" of that stream ecosystem which provides habitat for local bird species Illustrate a local food web in which macroinvertebrates, fish and birds are involved, and predict how the death of macroinvertebrates due to pollution would affect this food web List some pollutants that may effect bird diets by reducing macroinvertebrate populations Background Information Freshwater macroinvertebrates, or more simply "macros", are animals without backbones that are larger than ½ millimeter (i.e. can be seen with the naked eye). These animals live in water on rocks, logs, sediment, debris and aquatic plants during some period of their life. Macros include crustaceans such as crayfish, mollusks such as clams and snails, aquatic worms and the immature forms of aquatic insects such as stoneflies and mayflies. These animals are widespread in their distribution and can be found in any type of water environment. Most species can be found throughout the year, but the largest numbers occur in the spring just before the reproductive period. They remain in the water for most of their lives (typically one month to four years). After becoming adults, the majority of insects live for only a brief time, usually a few hours to a few days, while they locate mates and reproduce. Macroinvertebrates are often used as indicators of stream health: the greater diversity of macros, the healthier the water body (generally speaking). Macros are an important part of the food web, especially for fish, and then ultimately the birds that eat fish. In addition, many shorebirds and waterfowl will eat the macros directly from the water or muddy lake bottoms. Many macros feed on algae and bacteria, which are on the lower end of the food web. Some shred and eat leaves and other organic matter that enters the water. Because of their abundance and position as middlemen in the aquatic food web, macros play a critical role in the natural flow of energy and nutrients. As they die, they decay, leaving behind nutrients that are reused by aquatic plants and other animals in the food web. Without macros, there would be no food for fish, and no fish for birds. Poor water quality is the main cause for loss of macros. Klamath Basin Birding Trail Education Kit, Version Klamath Bird Observatory 2008 Klamath Wingwatchers LP-21

Getting Ready! 1. Read background information. 2. Check out a macroinvertebrate sampling kit from Klamath Basin OSU extension center and review the contents. 3.

22 Getting Ready! 1. Read background information. 2. Check out a macroinvertebrate sampling kit from Klamath Basin OSU extension center and review the contents. 3. Select field sampling site and conduct a pre-visit before student field trip. Forest Trails of Klamath County publication and KBBT brochure can be used to identify safe and appropriate field sites. 4. Make copies of Student Journal: Birds Eat Too! 5. Ideally, students will be taken to a suitable (safe and wade-able) stream or lake where collection techniques will be demonstrated. If possible, students will be able to collect samples on their own in order to better learn collection techniques. If students cannot go to a water body, instructor can go before the demonstration and collect a large enough sample to divide evenly between groups. After sample collection is complete, students will pick through the debris to locate and then identify macroinvertebrates for local food web creation. Emphasis can be placed on experimental nature of project because leader usually does not know what the results will be. Even if sampling has been previously done on the same stream conditions could have changed between tests. Discuss! Lesson Plan 1. Discuss a food web with students in classroom before trip. 2. Review safety issues with students before heading into field. 3. Discuss what a macroinvertebrate is and what they can tell us about water quality. Investigate! 1. Arrive at site and set out gear in small teams of 4-6 students. 2. Each station should have 1 D-frame net, 2-3 keys, 1 plastic dishpan, 1 ice cube tray, magnifiers and sorting tools as needed. 3. Use discretion as to how many students, if any will gather samples. 4. Collect samples for each group using D-frame net. 5. Invert net into plastic dishpan with a small amount of water in it and wash off net into the pan to collect all organisms in dishpan. 6. Have students sort through sample in dishpan placing individual organisms into ice cube tray for a better look. 7. In small groups, use dichotomous key (a key for the identification of organisms based on a series of choices between alternative characters) to identify as many organisms as possible. 8. Bring the whole group together to share results/findings and include in their Student Journal. Site Comparison! Take students on two field trips to aquatic sites where macroinvertebrates can be easily sampled. Compare the invertebrates and bird populations between sites and see if there is any evident relationships. Dragonfly Nymph A dichotomous key is a tool that allows the user to determine the identity of items in the natural world, such as trees, wildflowers, mammals, reptiles, rocks, and fish. Keys consist of a series of choices that lead the user to the correct name of a given item. "Dichotomous means "divided into two parts". Therefore, dichotomous keys always give two choices in each step. Klamath Basin Birding Trail Education Kit, Version Klamath Bird Observatory 2008 Klamath Wingwatchers LP-22

Lesson Plan 9. Release the macros back into the water safely and rinse out all equipment. 10. Have students observe birds with binoculars in the field.

Upon return to classroom have students illustrate a sample food web from the location sampled that includes at least five species.

23 Lesson Plan 9. Release the macros back into the water safely and rinse out all equipment. 10. Have students observe birds with binoculars in the field. Have them specifically observe feeding behavior and see if students can note whether any are eating macroinvertebrates or fish in the water. Help them make the visual connection. Follow Up! 1. Upon return to classroom have students illustrate a sample food web from the location sampled that includes at least five species. An example is provided here, but student images should be localized to field site visited. 2. You could also have them illustrate macroinvertebrates found in samples like the mayfly example in the right panel. Helpful Hint! While gathering macro samples don t forget to pick up rocks, gently roll logs, and look on aquatic vegetation to see macros living in their natural habitats. What is a food web? A food web is an illustration of how all living things are connected to each other through what they eat. Mayfly Illustration Suggested Questions What is the most common macroinvertebrate found here? What are the most common birds found here? 3. Ask students to share information they found about their samples, and what macroinvertebrates were missing or most common. 4. Help students make connections between macros, birds at site, and common fish that birds may also rely on. 5. Ask students 2-3 questions to recap the lesson (see right panel). Do you think these birds rely on the macroinvertebrates we found? If so, how? Do you see anything here that could help or harm the food/ habitat that the birds rely on? Can you explain how fish are a part of this food web? Klamath Basin Birding Trail Education Kit, Version Klamath Bird Observatory 2008 Klamath Wingwatchers LP-23

Binoculars Bonanza! Overview Students will explore the bird world through binoculars and learn basic bird identification strategies.

Binoculars Bonanza! Overview Students will explore the bird world through binoculars and learn basic bird identification strategies. California Science Standards Grade 6: 7.b.-I&E Grade 7: 7.a.d.-I&E Oregon