Bird Watching and Identification Grades: 1-4.

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1 Unit Title: Bird Watching and Identification Grades: 1-4 Subject: Science/Bible Time Estimate: 2-3 Weeks Name: Apryl Maloon Unit Overview: Learning Objectives: Faith Integration: After setting up a feeding station visible from the classroom, students will observe, identify, and illustrate indigenous birds and participate in activities that will assist them in understanding the basic characteristics of birds. As a class, students will identify and then tally birds feeding and what seed they are eating each time a bird is noticed. Third and fourth graders will take photos of birds, write reports, complete centers, and as a culminating activity, create a PWPT from these items. 1. Students will engage and participate in activities that assist them in identifying and illustrating indigenous birds. 2. Students will graph various birds seed preferences. 3. Students will integrate technology such as digital photography and PWPT to demonstrate learning. 4. Students will demonstrate good stewardship towards God s creation by feeding and involvement with birds. This unit will help students understand the love of God for all His creatures. The teacher will use teachable moments to integrate scriptures and songs about God, His creation, and His love. Culminating project may include a report on God s love as demonstrated for His care of creation. Materials: 1. Separate bird feeders for suet, sunflower seed, millet, and thistle. 2. Suet, sunflower seed, millet, and thistle seed. 3. Bird Identification Guide (Book) 4. Teacher created booklets of bird information for jigsaw cooperative groups 5. Bird Identification poster 6. Bird report worksheets 7. Pocket Organizer 8. Student bird illustration booklets (My Bird Watching Book) 9. Bird Observation Charts 10. Student folders or 3-ring binders for organization of illustration booklets, reports, center worksheets, and bird journals.

2 Teacher Preparation: Instructional Input: 1. Installation of bird feeders near windows where students can observe birds directly from the classroom. 2. Duplication of the student bird illustration booklet (one per student available). 3. Bird identification guides, books, and posters are displayed and/or placed within access of students and teacher. 4. Class bird observation chart is placed near windows within reach of students for charting purposes. 5. Preparation of desired bird centers. Bird Identification As birds visit the feeding station, the teacher will use instructional strategies such as questioning, discovery learning, and modeling as well as books, guides, and posters to facilitate identification of birds. As birds approach and feed at the station, the teacher and/or an older student photographs them. To manage instruction time during other subjects, the teacher may use a hand signal for when birds are noticed at the feeder. This allows the teacher to decide whether or not to stop and identify a new bird, or simply nod, smile, and affirm the student while continuing with current instruction. (I found that birds usually came to our feeder at the same time each day, so disruptions from the feeding station were minimal. However, teachable moments came up throughout the day often giving opportunity to integrate faith and relate to God s love.) Preferred Seed When a bird is identified at the feeding station, the teacher and students note which feeder the bird is feeding at. Students take turns placing a tally mark on the bird observation chart each time a bird is observed feeding. Use this chart for recording data for reports and bird illustration booklets, and math integration of graphing and tallying.

3 Bird-of-the-Day The teacher chooses one bird each day (which has been previously identified at the feeding station) to illustrate in the student bird illustration booklets. The bird s name, preferred seed, and location sighted are recorded. The teacher then models drawing the bird on the board, while students draw and color in their individual booklets. As the teacher draws, he or she uses instructional strategies to teach camouflage, beak shape, nesting, feeding, migration habits, and other interesting facts. Jigsaw Cooperative Learning Groups After identifying and illustrating birds and their seed preferences, students work in jigsaw cooperative learning groups to learn more about the birds they observed. The teacher chooses the bird to study and students are placed in cooperative learning groups. Each group has a designated blue, green, red, and yellow student. Each student is given a jigsaw worksheet and fills in their name and the names of each member of their group. Then, all blue students meet at a table and complete information on the chickadee s beak and diet, while green students meet to complete information on the chickadee s habitat and migration, red students complete information on the chickadee s coloring, and yellow students complete information on the chickadee s nesting habits. After completing their section of the worksheet, students return to their original groups. Each student then shares his information with his group, teaching them what he/she has just learned. Students can then fill in remaining sections of their worksheet. Later the teacher may decide to have students write and revise a report on their jigsaw bird individually, in partners, or as a group. Bird Song Identification The teacher may use the ornithology websites such as to demonstrate the bird s song as a group. This site also has great information for reports.

4 Bird Art An art project using scrapbook paper, construction paper, and feathers is a creative way to illustrate sighted birds. Pocket Organizer Center Guided Practice Centers Pocket Organizer Identification Center Using a pocket organizer, the teacher will create an interactive bulletin board or bird center using photos taken from the feeding station or internet. As birds are sighted, photographed, and identified, the teacher will place the printed photos of birds and a separate slip of paper with the birds identification, in pockets of the organizer. After 3 or more photos have been added, the teacher rearranges the names of the birds. Students then place bird names in the pocket with the correct bird. (Photo illustration above).

5 Bird Song Center Using a birdsong book, one student partner plays a bird song and the other student partner identifies the bird singer. A teacher-created worksheet may be used for assessment. Bird Habitat Center A bird habitat center may be created in the room using stuffed songbirds with authentic sound from Sound/dp/B000A1422Q/ref=pd_sim_t_2 Use silk or plastic trees, real or purchased nests, blue cellophane water, etc. and arrange in a natural-looking habitat setting. See photograph. A teacher-created worksheet can be used for assessment. Questions may include, Which bird is sitting in the pond? Does this bird migrate? Does this bird eat seeds, insects, or both? Journaling Center In an area with a good view of the feeding station, students write about the bird-of-theday, or a bird they observe in journals. Suggested writing prompts follow. 1. When I see a (bird-of-the-day) I feel.i know God.. 2. The (bird-of-the-day) reminds me.. 3. The (bird-of-the-day) looks like They are. 4. I learned that the (bird-of-the-day) 5. The (bird-of-the-day) lives.. 6. The (bird-of-the-day) is cool because

6 Third and fourth graders may also work at centers or engage in other activities such as: A (bird-of-the-day) report worksheet and/or a 2-paragraph report reflecting their learning. Capture photos of birds at the feeding station. Write a report on God s love as demonstrated for His care of creation. Create a PPT using the photos and information gleaned from jigsaw groups, reports, worksheets, Student Bird Illustration Book, and centers. (All worksheets, journals, and reports can be organized in a folder or 3-ring binder for this culminating activity.)

7 Name Names in your jigsaw group Group Blue What kind of beaks do they have? Group Green Where do they live? What do they like to eat? Do they migrate? Group Red What color are they in spring and summer? Group Yellow Where do they build their nests? What color are they in winter? What is the nest made of? How are the males and females different in color? How many eggs do they lay?

8 My Bird Watching Book By

9 Name of bird Type of seeds it prefers Date sighted Location Name of bird Type of seeds it prefers Date sighted Location

10 Bird Observation Chart House Finch Carolina Wren Mourning Dove Purple Finch Blue Jay Red-headed Woodpecker Nuthatch Cedar Waxwing European Starling Millet Sunflower Seed Peanut Butter Suet Thistle Seed

11 Bird Observation Chart \ House Sparrow Male Cardinal Female Cardinal Tufted Titmouse Downy Woodpecker Winter Goldfinch Black Capped Chickadee Grosbeak other Millet Sunflower Seed Peanut Butter Suet Thistle Seed