Migrate Means Move (K-3)

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Charity Sabina Parks
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1 Migrate Means Move (K-3) At a glance Students role play as migrating birds. Time requirement One session of 45 minutes Group size and grades Any group size Grades K-3 Materials Photos or illustrations of migratory birds Map or globe Tree handouts, 2 per student Small table Any variety of seeds (or colorful cereal representing seeds) Goal(s) To learn about migration and the challenges that migratory birds face Theme Migratory birds need our help. Sub-themes 1. To migrate is to move from one area to another 2. Many birds migrate to find suitable habitat for each season. 3. Habitat loss is a problem for migratory birds. 4. We can help provide habitat for migratory birds. Objective(s) 1. Students will be able to define migration 2. Students will be able to describe why birds migrate 3. Students will be able to define habitat 4. Students will be able to describe how habitat loss is a problem for migratory birds 5. Students will be able to name at least one way they can help migratory birds Migrate Means Move, 04/09 Page 1 of 7

2 Academic standards Science Ohio Science Academic Content Standards (Grade: Indicators) Kentucky Core Content Science Indiana Science Standards Academic standards Social studies Ohio Social Studies Academic Content Standards (Grade: Indicators) Kentucky Core Content Social Studies Indiana Social Studies Standards Life Sciences Diversity and Interdependence of Life (K: 5,6) (1: 4,5) (2: 1,3,5,8) (3: 6) Characteristics and Structures of Life (1: 1) (2: 1) Science and Technology Understanding Technology (2:3) Biological Science Unity and Diversity SC-(EP-3.4.1) Unifying Concepts Interdependence SC-(EP-4.7.1) 1- The Nature of Science and Technology Scientific Inquiry (K.1.1) 2- Scientific Thinking Communication (K.2.2) 4-The Living Environment Interdependence of Life (1.4.3) (1.4.4) (2.4.3) (2.4.4) Human Identity (3.4.6) Social Studies Geography (K: 4) (1: 4,7a.-c.) (2: 1,3,6) (3: 7) Citizen Rights and Responsibilities (K: 1,2) (1: 1) (3: 1a.) Economics (1: 1) Social Studies Skills and Methods (K: 1,4,5) Government and Civics Rights and Responsibilities SS-(EP-1.3.2) Geography The Use of Geographic Tools SS-(EP-4.1.1) (EP-4.1.2) Human-Environment Interaction SS-(EP-4.4.1) 3- Geography The World in Spatial Terms (K.3.2) (1.3.2) (2.3.1) (2.3.3) (3.3.1) Physical Systems (K.3.5) (1.3.6) Environment and Society (K.3.7) Migrate Means Move, 04/09 Page 2 of 7

3 Background The migration of neotropical birds is one of the most spectacular natural phenomena. While some birds spend their entire lives within the boundaries of North America, neotropical migrants make a semiannual trek between their breeding grounds in North America and their overwintering grounds in Central and South America. Approximately 200 species of neotropical birds amounting to billions of individual birds travel thousands of miles twice a year in search of suitable habitat, a good place to nest and raise their young, and an abundant food source (insects, seeds, and nectarproducing flowers). Thus, many species that we commonly think of as ours orioles, thrushes, tanagers, wood warblers, and hummingbirds are really only part-time residents. We share these and other migratory species with the peoples of Central and South America. Habitat loss in Central and South America, then, may mean that we will see fewer and fewer birds here in their summer breeding grounds. Similarly, habitat loss in North America may reduce populations in their overwintering grounds farther south. We can help by protecting and restoring habitat, and putting up bird houses and bird feeders. In a very real sense, neotropical migratory birds show us that everything is really connected to everything else. Vocabulary Habitat a place where an animal lives and finds food, water, shelter and space Migrate to move from one area to another Activity Getting ready Gather the materials needed. Photos of migratory birds can be found in magazines or on the internet. Doing the activity Begin by asking students what they do to stay warm when the weather begins to turn cool in the fall. Responses may include that they wear sweaters, coats, mittens, and hats; keep their windows and doors closed against the cold; turn on their furnaces to keep warm; and spend less time outside. Explain to the class that, like people, animals must take extra steps to stay warm and survive when the weather turns colder. Some animals add extra layers of fat or grow thicker coats to guard against the cold. Others hibernate, that is, they spend the winter in a den or other shelter. Hibernating animals are able to slow down their body processes so that they do not need to eat or drink; instead, they spend much of the winter in a type of sleep. Still others cope with the cold by moving south to warmer climates. This is known as migration. Migratory animals, including many birds, move from one area to another with the change of seasons to find suitable habitat. Habitat is a place where an animal (including people) lives and finds its basic needs: food, water, shelter and space. With the start of fall, they move south to escape the cold, northern winters. In southern regions, they are able to find the food insects, seeds, or nectar they need to survive. After the winter, they once again move north, Migrate Means Move, 04/09 Page 3 of 7

4 where they nest and raise their young. One of the most reliable signs of spring is the return of birds that have spent the winter in the south. When summer is over and fall begins again, they head south once more. Using a map or globe, ask your students if they can find the United States. What about Canada? Where are Central and South America? Explain that the United States and Canada are the northern breeding grounds for about 150 species of migrating birds that winter in Central and South America. Show the class photos of some neotropical migratory bird species. Discuss the distances between North America and Central and South America. What outstanding geographical features do they notice between these locations? (Mountain ranges, Gulf of Mexico, etc.) Explain to the class that they will play the role of migratory birds. Give each student two copies of the tree handout (or have them draw their own tree pictures). Ask them to write their names or draw a picture of a bird on each sheet, so they recognize their own handouts. Move all of the desks, chairs, and tables out of the way to maximize floor space. Collect one of the handouts from each child and arrange them in a circle or square at one end of the room. Explain that these handouts represent the northern breeding grounds in your state. Collect the remaining handouts from each child and arrange them in a circle on the opposite side of the room. Explain that these handouts represent wintering grounds in South America. Place a small table halfway between the northern and southern grounds. Put the seeds in a dish on the table. Explain that the table represents wetlands, which are critical stopovers on the migratory routes used by birds. Birds gather at wetlands to find food and water to refuel, as well as to rest and recover while on their long flights. Direct all of your students to locate their handouts in the northern grounds and to sit on them. Tell them that their job is to migrate from their northern grounds to their wintering grounds in the south. On the way, they can imagine crossing mountains, rivers, large lakes, and other obstacles. These are the ground rules: first, so that all students do not migrate at once, explain that they can only get up to migrate after you tap their shoulder. Until they feel that tap (i.e. urge to migrate), they must sit and wait. After they are tapped, they should leave the handout they were sitting on, and flap their arms like wings the entire time they are in flight. Second, they must walk, not run. Third, each bird must stop along the way to refuel direct them to only take a few seeds to eat so that there is enough food for everyone. Finally, when they reach the south, they must find their own special nest (handout) and sit down on it. Tap several students on the shoulder, and when they are nearly at the stopover site, tap several others. It s okay to have the stopover site back up a bit. The students will unknowingly mimic birds as they crowd around the table trying to Migrate Means Move, 04/09 Page 4 of 7

5 eat and refuel. Keep tapping students at varying intervals until all have migrated. When the students are quietly seated in their wintering grounds, ask them how they felt as they were migrating. Did their arms tire? Were they happy to rest? Why was it crowded at the stopover site? What did they have to do at the stopover site in order to get the food they needed? Did they patiently wait in line or fight over the food? Was it hard to find the right nest (i.e. their own handout) when they reached the south? Next, remove about one-third of the student handouts from the northern breeding grounds. Explain that a shopping mall is being built in some of the forest habitat used by birds, and part of the woods must be cleared to make room for the mall. Repeat the exercise, and tell the students who cannot find their handouts that they must leave the game. Have them sit in chairs or desks along the sides of the playing field. After the others have found their handouts and are sitting quietly in the northern breeding grounds, talk about what happened. Why did some of the students have to leave the game? Help the class understand that there is only so much habitat once it is gone, there is less room for birds and other wildlife. Next, remove all but a small amount of the seeds (enough for about one-third of the remaining students) from the stopover site. Explain that this is being done because a vacation resort is being built on the wetlands used by birds as a stopover site during migration. Part of the wetlands had to be cleared to make room for the resort. Repeat the exercise, telling the students that those who cannot find seeds must leave the game. Only a few students will remain in the game. After they have found their handouts and are sitting quietly in their wintering grounds, talk about what happened. Why did some students have to leave the game? Again, help students to understand that there is only so much habitat, and it can support only so many species and individuals. Also, inform them that habitat loss takes place in all areas critical to the survival of neotropical birds northern breeding grounds, southern wintering grounds, and stopover sites along migratory routes. If we want to preserve migratory species, we must protect habitat in all of those areas. Explain to your students that while humans can and do take habitat from other species, they can also help preserve to increase habitat and thereby protect habitat. Ask them what they can do in order to increase habitat for migratory birds. Responses may include putting up bird houses and bird feeders, and planting bushes and trees. Return the handouts you have removed to the northern breeding grounds, and replenish the seed dish. Have the students role play once again so that the entire class can make one last trip to the southern wintering grounds. Migrate Means Move, 04/09 Page 5 of 7

6 Wrap-up Have students either write a story or draw a picture of a bird migrating with the flock from the northern breeding grounds to the southern wintering grounds. Set aside time for each student to explain their story or picture to the group. Assessment Assess the student s stories or pictures. Unsatisfactory Story or picture did not accurately portray migration Satisfactory Story or picture illustrated how birds migrate from the north to the south Excellent Story or picture illustrated how birds migrate from the north to the south and included evidence of habitat loss and habitat protection Extension String together dried fruit, cereal, and popcorn, and hang the strings outside for the birds. Resources Children s book: Crossingham, John. What is Migration? Crabtree Publishing Company Adult book: Lovejoy, Thomas E. Atlas of Bird Migration: Tracing the Great Journeys of the World s Birds. Firefly Books Migrate Means Move, 04/09 Page 6 of 7

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