E.T. A LOCAL WAY OF LEARNING
Title: BIRD STUDY
Author: Eulalie R. Rivera Elementary School
Environmental Education Team
Grade Level: 4-12
2. Ecosystem 1.Social Studies
3. Carrying Capacity 2.Mathematics
9. Management 3.Fine Arts
12. Stewardship 4.Home Economics
At varied locations, through the activities scheduled, students will investigate
circumstances favorable and unfavorable to bird populations and conclude the
need for man's provision of a suitable environment in order to attract and
sustain our feathery friends.
Birds play an important role in how the natural world functions in addition to
their contribution to beauty and song, and, yes, even food for people. Birds
need an environment in which they can live.
This activity asks you to respond to a few basic questions that we need to ask
ourselves more seriously than we care to admit. There follows then a number of
distinct investigations, using the same format at different locations. The
activity concludes with questions on management and stewardship if we value
birds for their great contribution to man.
References and Resources:
Birds of the Virgin Islands, Dea Murray
Silent Spring, Rachael Carlson
What Is A Bird?, Jenifer Day; Golden Press, 1975
Bird Watching, Burns, Aubrey, Watts, 1968
Birds In The Sky Lucy Hawkinson, Childrens Press, 1965
Hawks, (filmstrip), McGraw Hill
"Characteristics of Birds" (Overhead Transparencies), Teachers Publishing Cor.
Thy Friend Obadiah, Brinton Turkle
"Birds-Habits and Behavior"
Audubon's Birds of America filmstrip
Encyclopedia Brittanica Educational Corp., 1953, 6FS
Birds Of The Sandy Beach, Color, 10 minutes. This film discusses how the
differences between birds make it possible for them to live together on the
beach. Discussed are the gull, glover, sanderling, willet, and gowit. (NPS,VI)
A. School Neighborhood
A-1 School Yard
A-2 Nearby House and Yard
A-3 Closest Business Place
B-1 Business Area
B-2 Industrial Area
B-3 Residential Area
C-1 School Grounds
C-2 Wooded Lot
C-3 Farm Buildings
Enter activity identification of you or your group (A-1, B-3,
etc.). It is suggested that each individual do a separate report at this stage.
Notes are to be compared in the last step.
1. Choose a limited area for your study. Tour it, observing carefully the
natural and man-made features (buildings, grass areas, shrubs, trees, etc.) and
either draw a layout sketch or describe it here:
2. Find a quiet location from which you can observe the area of your study:
a. How many different kinds of birds can you spot?
If none, go to item "e" below.
b. Identify or describe them.
C. What kind of things in your area seem to attract birds? Why?
d. What kinds of things disturb birds in this area?
e. What conditions can you identify in this area that might be the reasons)
for few or no birds being present?
3.Can you suggest at least three specific site improvements that would attract
more birds, or different kinds of birds9
1. Have each group compare notes. (10 minutes).
2. Have each of the three groups share their information.
3. Have the class prepare a summary on which there is general agreement for:
a. Why do we need birds?
b. What do birds need from us?
C. Some general recommendations for each area of observation and study.
E. T. Name
BIRD STUDY WORKSHEET
1. In class as a unit or in small group discussion, develop a list of as many
reasons as possible for the three following questions:
A. What basic things do birds need to live?
B. Why do we (people) need birds?
C. What do birds need from people?
II. Outside/Onsite Field Investigation
Keeping in mind the reasons you listed in Section I, make a study of three
distinct places for any one of the three categories listed. Do this by
completing the activities below. Identify your particular activity area
type with the appropriate code: