Nature Mapping Program

Transcription

1 Nature Mapping Program Sakai Intermediate School Bainbridge Island, WA Observing and experiencing wildlife helps to build an understanding that provides a greater appreciation for our natural world. Bainbridge Island students and volunteers have participated in the data collection of many Island species since the early 1990 s, at the very least, with 6 th graders when they were located at Commodore, then moved to Woodward Middle School in the mid-90 s, and then even in the early years at Sakai. Fifth graders have since completed the curriculum after it was narrowed to the data collection of bird species only. This specification has provided greater accuracy of observations. During the current school year you will become a citizen scientist recording and sharing information about bird species on Bainbridge Island. The investigative question is simply: What birds do you see/hear and where do you see/hear them? This question will be answered by you through your personal observations at home and here at Sakai. This may also occur if your class goes to a field site visit to one of many Island locations. Your focus will be to learn about and then record bird species that you have seen or heard. You will record your data in your Nature Mapping Journal and may also record the same on the website, ebird.org. This data can then be accessed by anyone including scientists, local Bainbridge Island city officials, the Bainbridge Island Land Trust, Washington State officials, and any other local decision makers. Your data reports will contribute to all who want to know what bird species live where we live. Let s begin with the cover of your Nature Mapping Journal. 1. At the top, center of the cover write, My Nature Mapping Journal. 2. In the lower right hand corner write: a. Your first and last name, such as, Sally Student or Sven Homework b. Your Homeroom Teacher s Name, such as, Homeroom: Mr. Teacher c. Your Science Teacher s name, such as, Science: Ms. Scientist d. The current year, such as, Fall 2015 Spring Decorate the rest of the cover with one or more local bird(s) of your choice from the Birds of Seattle book including some of its native habitat in the background. 1

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3 Date What is the organization of the field guide, Birds of Seattle? Use pages in the field guide to match each group with its description. 01. Diving Birds 02. Wetland Waders 03. Waterfowl 04. Hawks, Eagles 05. Game Birds 06. Shorebirds 07. Gulls, Terns 08. Alcids 09. Pigeons 10. Owls 11. Hummingbirds 12. Kingfishers 13. Woodpeckers 14. Flycatchers 15. Swifts, Swallows 16. Jays, Crows 17. Small Songbirds 18. Thrushes 19. Warblers, Vireos 20. Mid-sized Songbirds 21. Sparrows 22. Blackbirds 23. Finches A. sharp talons, hooked bills, predators B. catch insects by darting after them C. highly colored and swift fliers D. intelligent and adaptable, bold E. small, diverse plumage; splashed with colors or pale olive F. small, long legged, swiftly flying, found on shorelines G. nondescript, predominately brown H. our area: Rock Dove or Band-tailed I. heavy bodies, dive for food J. plunge after fish from the air K. predominantly black, relatively long tails L. night hunters, powerful talons, facial disk M. small, sleek, nearly always seen in flight N. stout, poor fliers, resemble chickens O. stout, webbed feet, swift in flight P. size is between sparrows & robins Q. sparrow-like, shorter legs, thick beak R. long-legged birds of the marsh S. beautiful singers T. relatively small, compact, poor fliers, swim underwater using their wings U. less likely to be seen on the ground, relatively large and light colored V. smaller than a sparrow W. make drumming sounds, hammering 3

4 Date How can observing the silhouette of a bird help identify it? Here are some properties of this bird s silhouette: - large head, with shaggy chest - very short legs and tail - long, strong, pointed bill kingfisher Use binoculars to observe each of the silhouettes displayed in the classroom. Use your observations to match the silhouette to one of the bird groups. Refer to pages in the field guide or the matching list of bird groups and descriptions on page Draw the silhouette for each of the bird groups below. Label distinctive properties. swallows sparrows thrushes 4

5 Date What additional observable properties can be useful to identify birds? When describing a bird, Ornithologists (scientists who study birds) divide its body into parts; head, beak (or bill), back, tail, wings, and legs. Many of these body parts are divided further to help in a bird s identification. The diagram above is labeled using terms to describe parts of a bird s body. Birds plumage has a huge variety of patterns and colors. This variety has evolved, in part, to enable birds to recognize other members of their own species. Birders use these features, known as field marks, to identify individual species. 5

6 Label at least 12 significant parts of the bird s external body on the diagram below. When beginning to use field marks, start by carefully observing the field marks of the head and wing. Field Marks of the Head First study the labeled parts of the head especially noting the parts listed below. Eyebrow Stripe (above the eye) Eyeline (line through the eye) Crown Stripe (possible stripe at the top of head) Throat Patch Upper and Lower Beak Crest (not all birds have this) 6

7 Second study the labeled parts of the wing. 1. wing bars Field Marks of the Wing 2. wing patch FLIGHT PATTERN Additional Observations for Bird Identification You will observe most birds flying in a straight line and flapping in a constant rhythm. But some bird groups have characteristic flight patterns that can help identify them. For example: Finch Woodpecker Describe how the flight of the finch is different from that of the woodpecker. 7

8 You will likely observe crows and ravens on the Island. You probably know ravens are larger than crows. But, sometimes it is hard to tell the difference in size when you are observing a bird from a distance. Observing the difference in their flight patterns may be helpful. Note how the American Crow flies with flapping wing beats. The Common Raven, however, often alternates flapping with hawk-like soaring. American Crow Common Raven SIZE Observing the size of a bird can be a clue in identifying an unknown bird. However, it can be difficult to tell the size of the bird when viewing it at a distance. Size comparisons are most useful when the unknown bird is seen side-by-side with a familiar species. Otherwise, use the size of birds you really know, like the American Robin or American Crow, as reference. 8

9 HABITAT Turn to page 9 in the Birds of Seattle and Puget Sound. Read about the importance of habitat and the habitat icons used in the field guide. Draw the icon in the box below each name of a habitat listed below. Ocean Coastal Shoreline Lakes Marshes Meadows & Fields Broadleaf Forests Parks & Gardens Coniferou s Forests Mountain Forests Find each of the birds listed below in the field guide. Complete the observable properties list for each bird. Notice that the Quick I.D. box for each bird is very helpful for distinguishing field marks. Index is found on page 156. American Robin Most likely habitat(s) Field marks to look for (list 2) Size: inches. List an object in this room that is about the same size: Red-breasted Nuthatch Most likely habitat(s) Field marks to look for (list 2) Size: inches. List an object in this room that is about the same size: In summary, to identify a bird, observe its: 9

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11 Common Name Scientific Name Distinguishing Properties: Family (from Birds of Seattle) Size inches; (bigger than/smaller than) a robin Habitat(s) likely to be observed 11

12 Seasonal Abundance Ja Fe Mar Ap May Jun Jul Au Se Oc No De Description of call and song: Diet and forage habits: Nesting Information: Interesting behaviors: Additional cool facts: I (did/did not) see this bird in my backyard observations. If your class went out to a local viewing site, I (did/did not) see this bird at during the field trip while I visited. 12

13 Common Name Scientific Name Distinguishing Properties: Family (from Birds of Seattle) Size inches; (bigger than/smaller than) a robin Habitat(s) likely to be observed 13

14 Seasonal Abundance Ja Fe Mar Ap May Jun Jul Au Se Oc No De Description of call and song: Diet and forage habits: Nesting Information: Interesting behaviors: Additional cool facts: I (did/did not) see this bird in my backyard observations. If your class went out to a local viewing site, I (did/did not) see this bird at during the field trip while I visited. 14

15 Common Name Scientific Name Distinguishing Properties: Family (from Birds of Seattle) Size inches; (bigger than/smaller than) a robin Habitat(s) likely to be observed 15

16 Seasonal Abundance Ja Fe Mar Ap May Jun Jul Au Se Oc No De Description of call and song: Diet and forage habits: Nesting Information: Interesting behaviors: Additional cool facts: I (did/did not) see this bird in my backyard observations. If your class went out to a local viewing site, I (did/did not) see this bird at during the field trip while I visited. 16

17 Common Name Scientific Name Distinguishing Properties: Family (from Birds of Seattle) Size inches; (bigger than/smaller than) a robin Habitat(s) likely to be observed 17

18 Seasonal Abundance Ja Fe Mar Ap May Jun Jul Au Se Oc No De Description of call and song: Diet and forage habits: Nesting Information: Interesting behaviors: Additional cool facts: I (did/did not) see this bird in my backyard observations. If your class went out to a local viewing site, I (did/did not) see this bird at during the field trip while I visited. 18

19 Common Name Scientific Name Distinguishing Properties: Family (from Birds of Seattle) Size inches; (bigger than/smaller than) a robin Habitat(s) likely to be observed 19

20 Seasonal Abundance Ja Fe Mar Ap May Jun Jul Au Se Oc No De Description of call and song: Diet and forage habits: Nesting Information: Interesting behaviors: Additional cool facts: I (did/did not) see this bird in my backyard observations. If your class went out to a local viewing site, I (did/did not) see this bird at during the field trip while I visited. 20

21 Common Name Scientific Name Distinguishing Properties: Family (from Birds of Seattle) Size inches; (bigger than/smaller than) a robin Habitat(s) likely to be observed 21

22 Seasonal Abundance Ja Fe Mar Ap May Jun Jul Au Se Oc No De Description of call and song: Diet and forage habits: Nesting Information: Interesting behaviors: Additional cool facts: I (did/did not) see this bird in my backyard observations. If your class went out to a local viewing site, I (did/did not) see this bird at during the field trip while I visited. 22

23 Common Name Scientific Name Distinguishing Properties: Family (from Birds of Seattle) Size inches; (bigger than/smaller than) a robin Habitat(s) likely to be observed 23

24 Seasonal Abundance Ja Fe Mar Ap May Jun Jul Au Se Oc No De Description of call and song: Diet and forage habits: Nesting Information: Interesting behaviors: Additional cool facts: I (did/did not) see this bird in my backyard observations. If your class went out to a local viewing site, I (did/did not) see this bird at during the field trip while I visited. 24

25 Common Name Scientific Name Distinguishing Properties: Family (from Birds of Seattle) Size inches; (bigger than/smaller than) a robin Habitat(s) likely to be observed 25

26 Seasonal Abundance Ja Fe Mar Ap May Jun Jul Au Se Oc No De Description of call and song: Diet and forage habits: Nesting Information: Interesting behaviors: Additional cool facts: I (did/did not) see this bird in my backyard observations. If your class went out to a local viewing site, I (did/did not) see this bird at during the field trip while I visited. 26

27 Common Name Scientific Name Distinguishing Properties: Family (from Birds of Seattle) Size inches; (bigger than/smaller than) a robin Habitat(s) likely to be observed 27

28 Seasonal Abundance Ja Fe Mar Ap May Jun Jul Au Se Oc No De Description of call and song: Diet and forage habits: Nesting Information: Interesting behaviors: Additional cool facts: I (did/did not) see this bird in my backyard observations. If your class went out to a local viewing site, I (did/did not) see this bird at during the field trip while I visited. 28

29 Common Name Scientific Name Distinguishing Properties: Family (from Birds of Seattle) Size inches; (bigger than/smaller than) a robin Habitat(s) likely to be observed 29

30 Seasonal Abundance Ja Fe Mar Ap May Jun Jul Au Se Oc No De Description of call and song: Diet and forage habits: Nesting Information: Interesting behaviors: Additional cool facts: I (did/did not) see this bird in my backyard observations. If your class went out to a local viewing site, I (did/did not) see this bird at during the field trip while I visited. 30

31 Common Name Scientific Name Distinguishing Properties: Family (from Birds of Seattle) Size inches; (bigger than/smaller than) a robin Habitat(s) likely to be observed 31

32 Seasonal Abundance Ja Fe Mar Ap May Jun Jul Au Se Oc No De Description of call and song: Diet and forage habits: Nesting Information: Interesting behaviors: Additional cool facts: I (did/did not) see this bird in my backyard observations. If your class went out to a local viewing site, I (did/did not) see this bird at during the field trip while I visited. 32

33 Common Name Scientific Name Distinguishing Properties: Family (from Birds of Seattle) Size inches; (bigger than/smaller than) a robin Habitat(s) likely to be observed 33

34 Seasonal Abundance Ja Fe Mar Ap May Jun Jul Au Se Oc No De Description of call and song: Diet and forage habits: Nesting Information: Interesting behaviors: Additional cool facts: I (did/did not) see this bird in my backyard observations. If your class went out to a local viewing site, I (did/did not) see this bird at during the field trip while I visited. 34

35 Date Backyard Observations Guidelines Do FOUR observations - each at a different time of day. Ideal times are early morning, late afternoon, or even sunset. Observations can be done on different days or all on the same day. Each observation should last 30 MINUTES. Use a new Backyard Observations sheet each of the FOUR times that you do an observation. Complete the Date, Time, and Weather data. Do all of your observations at the same location in your backyard. Do your best to record the name of the birds you see or hear including how many you see or hear of each species. If you don t know a bird s name, record field marks and other distinguishing properties. Look it up at school or try this online field guide: All About Birds from the Cornell Lab of Ornithology Do a sketch each time you do an observation. Sketch the bird, the habitat, or both the bird and habitat. Work on the sketch when there are no birds to view, but be certain to stop working on the sketch if there is a bird to be observed and recorded. 35

36 Prediction What birds are most common in my own yard in the spring? I predict because Mark and label the location of your home on the BI map on page 10. Conclusion (Complete this after you analyze the data from all FOUR of your backyard observations in this nature journal and/or on ebird.) I predicted After examining the collected data, I think I wonder 36

37 Backyard Observations Observation # Date Time (a.m. / p.m.) Weather: (looks like, smells like, feels like, and maybe sounds like the exact weather conditions are not required but can be written in) General Temperature Sky Condition Air Moisture Wind Description Birds Observed: Common Species Name # of Individuals SAW HEARD 37

38 Birds Observed(continued): Common Species Name # of Individuals SAW HEARD Need an online field guide? Try All About Birds from the Cornell Lab of Ornithology whose website ( will help. Sketches and Field Notes: Record field marks or calls and songs of birds you can t identify to look up later. Sketch habitat you are observing and any bird or birds that you can identify. 38

39 Backyard Observations Observation # Date Time (a.m. / p.m.) Weather: (looks like, smells like, feels like, and maybe sounds like the exact weather conditions are not required but can be written in) General Temperature Sky Condition Air Moisture Wind Description Birds Observed: Common Species Name # of Individuals SAW HEARD 39

40 Birds Observed(continued): Common Species Name # of Individuals SAW HEARD Need an online field guide? Try All About Birds from the Cornell Lab of Ornithology whose website ( will help. Sketches and Field Notes: Record field marks or calls and songs of birds you can t identify to look up later. Sketch habitat you are observing and any bird or birds that you can identify. 40

41 Backyard Observations Observation # Date Time (a.m. / p.m.) Weather: (looks like, smells like, feels like, and maybe sounds like the exact weather conditions are not required but can be written in) General Temperature Sky Condition Air Moisture Wind Description Birds Observed: Common Species Name # of Individuals SAW HEARD 41

42 Birds Observed(continued): Common Species Name # of Individuals SAW HEARD Need an online field guide? Try All About Birds from the Cornell Lab of Ornithology whose website ( will help. Sketches and Field Notes: Record field marks or calls and songs of birds you can t identify to look up later. Sketch habitat you are observing and any bird or birds that you can identify. 42

43 Backyard Observations Observation # Date Time (a.m. / p.m.) Weather: (looks like, smells like, feels like, and maybe sounds like the exact weather conditions are not required but can be written in) General Temperature Sky Condition Air Moisture Wind Description Birds Observed: Common Species Name # of Individuals SAW HEARD 43

44 Birds Observed(continued): Common Species Name # of Individuals SAW HEARD Need an online field guide? Try All About Birds from the Cornell Lab of Ornithology whose website ( will help. Sketches and Field Notes: Record field marks or calls and songs of birds you can t identify to look up later. Sketch habitat you are observing and any bird or birds that you can identify. 44

45 Why do birds call and sing? Some of the reasons why birds call and/or sing: Date You can t always see a bird hiding in a leafy bush or tree, but you might HEAR it! Learning to identify birds by their calls and songs is just like learning a new language. So be patient. It is a learned skill but a rewarding one. When listening to the bird sounds, record what the bird sounds like to YOU. Each person hears the sound somewhat differently. Some people use dots and dashes for long and short sounds O O O O O O O O O O O O------O Others use squiggly lines and graph-like pictures. Using words is also very helpful. For example, cheerily-cheer up-cheerily is the song of the American Robin. So let s get started. Listen to the call of the first bird, the American Crow, and make notes about its call on the next page. You will record observations about the songs and calls of the 16 of the most common birds here on Bainbridge, some of which you may have chosen to be a part of the recorded and detailed observations on pages of this nature mapping journal. 45

46 Descriptions of the call or song of these birds: 1.American Crow 2.Stellar s Jay 3.Black-capped Chickadee 4.Killdeer 5.Red-breasted Nuthatch 6.Pileated Woodpecker 7.Northern Flicker 8.Downey Woodpecker 9.American Robin 10.Winter Wren 11.House Finch 12.Great Horned Owl 13.Western Screech Owl 14.Varied Thrush 15.Red-winged Blackbird 16.California Quail 46

47 Choose two birds to compare and contrast using the box and T-chart below. Similarities Differences 47

48 Using the compare and contrast graphic organizer from page 47, write a scientific comparison of the two birds. I wonder about 48

49 Date What I think I know about feathers. Sketch of a feather Bird Trivia Once formed, feathers are non-living matter. Feathers grow quickly and are then sealed off at the base. There are still muscles attached to the base of the feather which can move each individual feather. Feathers are replaced regularly, once or twice per year, depending on the species. This replacing of old feathers is called molting. It requires a lot of energy to grow new feathers, so molting usually does not coincide with other annual events that require a large energy investment, such as migration or rearing young. Feathers are made from the same material as toenails and fingernails. The next time someone is cooking a chicken or turkey at your house, look carefully at the goose bumps on the bare skin. Each bump is where a feather was attached. Notice how the bumps are arranged in precise patterns or feather tracts on the skin. Each bird may have different patterns of feather tracts. Each feather may have 40 or more muscles attached to its base. Birds raise and lower their feathers to control body temperature and during courtship display. 49

50 What are the functions of feathers on a bird? What are the parts of a feather? 50

51 What properties can be used to identify different types of feathers? The three main types of feathers are: List at least one property for each type of feather on the lines above. Choose one type of feather and draw a scientific drawing of it in the box below. FEATHER Additional Observations 51

52 What is the relationship between a bird s beak and the way it acquires and eats food? Date Match by drawing a line from the beaks of each bird head on the left with the description of its beak and the types of food the bird eats on the right. Insect Eaters: slender pincer-like bills Drillers: strong beaks that get more narrow at the tip, forming a chisel; pecks holes in trees for insects which live under the bark Dabblers: a broad bill good for scooping and straining plants, seeds, and small animals from the mud and water Nectar Feeders: long, slender bills for reaching into flowers Predators: powerful, hooked bill for tearing and cutting flesh Seed and Nut Crackers: short, thick bills for cracking and crushing hard 52

53 What is the relationship between a bird s beak and the way it acquires and eats food? Prediction Conclusion 53

54 Individual Bird Beaks Data Collection Sheet Food Types Beak Types Chopsticks Plastic Pieces Pompoms Red Petals or Macaroni Total Food Collected Spoon Clothespin Tweezers Combined Group or Class Data of Food Items Available Beak Types Food Types Plastic Pieces Tweezer Beak Chopstick Beak Spoon Beak Clothespin Beak Pompoms Red Petals or Macaroni 54

55 Nature Mapping Local Viewing Site (Possible) Field Trip Preparation Our class will be going to (field site) Mark and label the location on the Bainbridge Island map. We will begin on Be sure to dress for the weather. We will go even if it is rainy and cold. You will enjoy this experience more if you are prepared. Nature Mapping Local Viewing Site Post-Reflections Describe the habitat(s) you visited. List three species of birds you saw the most Check the field guide. What kind(s) of habitat are indicated for each of your top three species? Record above on the line right beside the species name. Did you find these in the predicted habitat(s)? Return to pages and mark if you saw the bird or not. Describe any patterns or other observations you see in the data. 55

56 Ode to Bird-Watching Now to look for birds! The high iron branches in the forest, the dense fecundity of the soil, the whole world is wet, rain or dew shines, a tiny star in the leaves: in the early morning mother earth is cool, the air is like a river that shakes the silence, it smells of rosemary, of space and roots. Above, a wild song, a waterfall, It s a bird. How from a throat smaller than a finger can the waters of this song fall? Luminous grace! Invisible power, torrent of music in the leaves, sacred conversation! Cleaned, washed, cool is this day, resonant like a green zither, I bury my shoes in the mud, I leap over springs, a thorn nips me and a gust of air like a crystal wave separates on my chest. Where are the birds? Was that one, maybe, that whispering in the foliage or that fugitive ball of gray velvet or sudden shift of perfume? That leaf which the cinnamon tree let go, was it a bird? That dust from the irritated magnolia or that fruit which fell resounding, was that a flight? O invisible little cretins, fiendish birds, with your twittering, with useless feathers! I just wanted to stroke them, to see them glisten, I don t want to see their lightning embalmed in a showcase, I want to see them alive, I want to touch their gloves of genuine leather, which they never forget in the branches, and to talk with them on my shoulders even if they leave me like certain statues undeservedly whitened. Impossible. They can t be touched, they can be heard like a heavenly whisper or movement, they talk precisely, repeat their observations, brag about whatever they re doing, comment on whatever exists, master certain sciences like hydrography and know for certain where all the grains are being harvested. Well then, invisible birds of the forest, of the woods, of the pure bower, birds of the acacia and of the oak, crazy, amorous, astonishing birds, conceited soloists, migratory musicians, one last word before I go back with wet shoes, thorns and dry leaves to my home: vagabonds, I love you free, far from the shotgun and the cage, fugitive corollas, this is the way I love you, ungraspable, united and sonorous society of the heights, liberated leaves, champions of the air, petals of smoke, free, cheerful flyers and singers, aerial, terrestrial, sailors of the wind, happy builders of the softest nests, unceasing messengers of pollen, matchmakers of the flower, uncles of the seed, I love you, ingrates: I m going home, happy to have lived with you a moment in the wind. 56