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And just for fun . . .
Migratory Bird Hall-of-Famers’ Cards
SMALLEST MIGRATING BIRD:
THE HUMMINGBIRD
ost hummingbirds are 6-13 cm
long and 2-9 gms in weight.
The Ruby-throated Hummingbird
flies 24-hours non-stop over the Gulf
of Mexico to the Yucatan Peninsula.
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HIGH ALTITUDE FLIER:
THE RUPPELL’S
GRIFFON VULTURE
his vulture has been seen at
heights of 37,000 feet—higher
than commercial airplanes, which
fly at approximately 30-35,000 feet!
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Source: Neotropical Migratory Bird Basics, the Smithsonian Migratory Bird Center
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Migratory Bird Hall-of-Famers’ Cards
HIGH ALTITUDE HONORABLE MENTION:
BAR-HEADED GOOSE
ar-headed Geese are known to
cross the Himalayas at 29,500
feet. (The highest altitude recorded
in North America was a Mallard at
21,000 feet when hit by an airplane.)
B
MOST DISTANCE COVERED:
THE ARCTIC TERN
he Arctic Tern covers 22,000
miles annually—a pole to pole
traveler!
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Source: Neotropical Migratory Bird Basics, the Smithsonian Migratory Bird Center
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And just for fun . . .
Migratory Bird Hall-of-Famers’ Cards
LONG DISTANCE TRANSOCEANIC
MARATHON WINNER:
AMERICAN GOLDEN-PLOVER
he American Golden-Plover flies
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from Canada’s southern coast to
South America non-stop, passing over
thousands of miles of open ocean
without making landfall (an average
distance of 2,500 miles).
LONG DISTANCE TRANSOCEANIC
MARATHON WINNER:
THE BLACKPOLL WARBLER
lackpoll Warblers fly 80-90 hours
B
over the ocean from Canada to
South America. Flying 2,000 miles in
3 days—an average of 660 miles per
day—it’s the human equivalent of
running 4-minute miles for 80
consecutive hours!
Source: Neotropical Migratory Bird Basics, the Smithsonian Migratory Bird Center
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Sample Food Web
1. Circle all carnivores (meat-eating animals) in
this web in one color.
7. What would happen if you removed all meateaters from this web?
2. Circle all plant-eating animals (herbivores) in
another color.
8. What would happen if you removed all planteaters from this web?
3. Use both of these colors to circle all animals that
eat both plants and other animals (omnivores).
9. What would happen if you removed all animals
that eat both plants and other animals from
this web?
4. How many chains are in this food web?
5. Mark the longest food chain.
6. How many chains would be broken if you
removed the American Robin from this web?
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10. How many chains would be broken if you
removed all of the birds?
C R E A T E Y O U R O W N F O O D W E B
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Birds In Our Lives
1. FOOD AND FEATHERS
domestic chickens and turkeys
wild turkeys, grouse, quail, and doves
ducks and geese
eggs
quill pens
feather pillows, quilts, and beds
down vests, jackets, and comforters
2. RECREATION
falconry
birding (bird watching)
bird feeding
pets
hunting
pigeon-racing
photography
3. LITERATURE
poetry
folk tales
myths (Phoenix, Roc, Piasa,
Thunderbird, Halcyon,
Chinese Phoenix)
cartoon birds
4. SYMBOLS
national and state symbols
common sayings
birds symbolizing ideas
(dove, hawk, owl)
advertising
5. ARTS
painting
sculpture
carving (totem poles and
duck decoys)
songs
dance (ballet)
stamps and coins
B I R D S O N D I S P L A Y
Flying WILD: An Educator’s Guide to Celebrating Birds
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Bird Proverbs and Sayings List
B I R D P R OV E R B S
A bird in the hand is worth two in the bush
B I R D S AY I N G S F R O M
AROUND THE WORLD
A crab does not beget a bird. (Ghanaian)
Don’t count your chickens before they hatch
One swallow does not make a summer
You can cage a bird, but you cannot
make him sing. (French Jewish)
What’s good for the goose is good for the gander
Old birds are hard to pluck. (German)
Wise as an owl
No need to teach an eagle to fly. (Greek)
Eagle eye
Kill two birds with one stone
Like water off a duck’s back
God gives every bird his worm, but he does not
throw it into the nest. (Swedish)
A bird is known by his feathers. (Yiddish)
Like a duck to water
A bird does not sing because it has an answer.
It sings because it has a song. (Chinese)
Madder than a wet hen
The goose that laid the golden egg
Something worth crowing about
Light as a feather
Listen to all, plucking a feather from every passing goose, but, follow no one absolutely. (Chinese)
People live like birds in the woods: When the
time comes, each must take flight. (Chinese)
Hen party
You cannot prevent the birds of sorrow from
flying over your head, but you can prevent them
from building nests in your hair. (Chinese)
Jaywalking
Like a duck on a June bug
My little chickadee
If you have money, men think you are wise,
handsome, and able to sing like a bird. (Jewish)
Naked as a jaybird
A chattering bird builds no nest. (Cameroonian)
Nest egg
Two birds disputed about a kernel, when a third
swooped down and carried it off. (Congo)
Run around like a chicken with its head cut off
Strut like a rooster
Each bird loves to hear himself sing. (Italian)
Stuffed like a Christmas goose
That’s just ducky
A bird does not change its feathers because
the weather is bad. (Nigerian)
Watch like a hawk
A bird may be known by its flight. (Russian)
L I G H T A S A F E A T H E R
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Bird Scenario Cards
“How does Phyllis do it? She participates in
three after school activities, volunteers at the
animal shelter, and still makes straight A’s!”
“I know. Phyllis has always been good at managing her time. But you can do all that too, if
you can…”
Like a duck to water
Madder than a wet hen
The early bird gets the worm
“So, what happened when your mom got
home? I bet she wasn’t too happy about the
mess we made cooking in the kitchen or the
chocolate sauce we spilled on the carpet.”
“She said I was grounded until I was a grandfather! She was…”
“I want to get good tickets for the show!”
“The tickets start going on sale tomorrow.
Let’s wake up at five in the morning and stand
in line until they start selling them at noon.”
“Even though we have to wake up really
early, I think it’s a good plan, because…”
Feather in your cap
Birds of a feather flock together
“Marge, Kevin, and Juan are never apart!
They seem to like all of the same things, and all
they do is either talk about soccer or play soccer.”
“Well, you know what they say…”
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Get your ducks in a row
“Did you go to Nyahsa’s piano recital last
night?”
“Yes, it was wonderful. Did you know she has
only been taking lessons for one year?”
“Wow! She has taken to the piano…”
“Did you hear that Yasu won the spelling bee
last night?”
“Hear about it? I was there! I’m so proud of
him; I had been helping him study for the competition for months.”
“Really? Well, his award is a…”
L I G H T A S A F E A T H E R
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Bird Illustrations Cards
L I G H T A S A F E A T H E R
Flying WILD: An Educator’s Guide to Celebrating Birds
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Observing Birds in the Wild Worksheet
ook for the behaviors listed below. Check those you find, then list the bird’s specific location and
habitat. If you can, identify the species. If not, list some identifying features.
L
CHECK
BEHAVIOR ITEMS
SPECIFIC LOCATION AND HABITAT
Singing or calling (Mostly males.)
Preening (Sometimes looks as if it is nibbling,
tugging, or combing its feathers with its beak.)
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Bathing in water
Taking a dust bath
Soaring
Flying (Its wings are beating.)
Perched on a limb or branch
Hovering in mid-air (wings beating rapidly.)
Swimming
Walking or hopping on the ground
Diving or tipping up its rump in the water
Standing on the ground
Wading in water
Feeding
Flying with a worm or insect in its mouth
Flying with or gathering twigs, grasses,
leaves, string, etc.
Perched on the edge of its nest
Climbing a trunk or branch
Hanging upside down from a branch
Chiseling into the side of a tree or branch
Perching on a wire, fence post,
tree snag, over an open area
A group of birds perching together on
a phone/electrical wire
A flock of small birds chasing a large bird
A group of birds flocking together
Other (List behavior)
B I R D
B E H A V I O R S C A V E N G E R H U N T
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IDENTIFICATION
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Bird Adaptation Chart
Beaks
Adaptation
Bird
Advantage
Pouch-like
Long, thin
Pelican
Avocet
Pointed
Woodpecker
Curved
Hawk
Short, stout
Slender, long
Finch
Hummingbird
Can hold the fish it eats
Can probe shallow water and
mud for the insects it eats
Can break and probe bark of
trees for the insects it eats
Can tear solid tissue for the
meat it eats
Can crack the seeds and nuts it eats
Can probe the flowers for nectar
it eats
Talons
Adaptation
Bird
Advantage
Webbed
Long toes
Clawed
Grasping
Duck
Crane, Heron
Hawk, Eagle
Cardinal
Aids in swimming
Aids in walking on mud
Can grasp food when hunting prey
Aids in sitting on branches,
roosting, protection
Adaptation
Bird
Advantage
Flexor tendons
Long, powerful
Long, slender
Powerful muscles
Chicken
Ostrich
Heron, Crane
Eagle, Hawk
Aids in perching, grasping
Aids running
Aids wading
Aids lifting, carrying prey
Adaptation
Bird
Advantage
Fringed
Large
Owl
Eagle
Allows silent flight
Aids flying with prey, soaring
while hunting
Long, tapered
Falcon
Aids in fast flying for prey
Adaptation
Bird
Advantage
Bright plumage
Dull plumage
Change of plumage with seasons
Male birds
Female birds
Ptarmigan
Attraction in courtship, mating rituals
Aids in camouflage while nesting
Provides camouflage protection
(brown in summer, white in winter)
Legs
Wings
Coloration
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A D A P T A T I O N A R T I S T R Y
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Forest Habitat Activity Board
he activity board can be made out of 20 pieces of sturdy paper or poster board, with each section
approximately 22'' X 28''. Place the sections next to each other on the floor or ground. Use a black
permanent marker to draw the trees, stream, and beaver pond.
T
Use this sample Forest Habitat Activity Board for ideas. You can keep the design simple, as shown
here, or color in the trees, stream, and beaver pond. You may want to number the sections on the
back so you can take it apart and put it back together again easily. (If you are working with a smaller
group, or are unable to go outside, this can be created as a board game.)
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H O M E I S W H E R E T H E F O R E S T
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Bird Cards
he following birds are dependent on forests in the United States for their habitat. Most of the
species are common throughout much of the United States.
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COOPER’S HAWK
GREAT HORNED OWL
LONG-EARED OWL
am about 15-20 inches long. My
feathers are a dark blue-gray
color above. I have a white underside with rusty-colored bars. My
nest is a mass of sticks placed
about 20 or more feet above the
ground in a tree. Watch out! I hunt
during the day and I eat small
mammals and birds.
am about 18-25 inches long and my
wings span over 4 feet. I am dark
brown and gray with a white throat
patch and large ear tufts. I have
big yellow eyes so I can see at night.
I often take over an unused nest of
a hawk or crow, high up in a tree. I
am a night-time predator and I eat
mammals, birds, reptiles, and frogs.
I am called “the tiger of the woods.”
am 12-15 inches long and my
wing span is a little over 3 feet. I
am a mottled brown color and I
have big ear tufts. I often nest in a
deserted nest of a crow, hawk, or
squirrel. I have excellent hearing
and eyesight, which help me hunt
at night. I eat small rodents,
shrews, and rabbits.
I
I
I
WOOD DUCK
PILEATED WOODPECKER
HAIRY WOODPECKER
am 17-20 inches long. I am a
beautiful, crested, multicolored
duck. Many people think I am one
of the loveliest birds in the world!
I live in wooded rivers, ponds, and
swamps. My nest is a cup of
downy feathers in a hole in a tree
or in a nest-box. I eat plants that
grow in the water, small fish, nuts,
and fruit.
am a large woodpecker, about 1619 inches long, and quite shy. I
am black with white stripes on my
neck. I have a bright red crest on
my head. I use my beak to make
large rectangular holes in trees. I
make my nest in these tree holes,
about 15-70 feet above the ground.
I eat ants and other wood-boring
insects. Sometimes I eat berries.
am about 9-10 inches long. I have
black and white feathers and a
long beak. My nest is made of
woodchips in a hole in a tree. I
help trees by eating insects that
bore in trees. I also eat berries and
seeds. I drum on wood with my
strong beak to let other Hairy
Woodpeckers know I am looking
for a mate.
I
I
I
BLACK-CAPPED CHICKADEE
WHITE-BREASTED NUTHATCH
BROWN CREEPER
am about 5 inches long. I have a
black “cap” and throat, white
cheeks, and a gray back. One of
my calls sounds just like my
name: “chick-a-dee-dee-dee.” I
make my nest out of plant fibers,
feathers, and moss. My nests are
usually in a hole in a tree or in a
birdhouse. I eat insects, seeds, and
berries.
am 5-6 inches long. I have black
on the crown of my head, a white
face, a blue-gray back, and white
underneath. I make my cup-shaped
nest in a cavity in a tree or in a
birdhouse. I eat nuts, seeds,
insects, and fruits. I am a good
gymnast—I often scamper down
tree trunks headfirst in search of
insects.
am about 5 inches long. My
feathers are brown-streaked
above and whitish below. I tuck my
nest beneath a wedge of bark on a
tree. My nest is made of moss,
twigs, feathers, and bark strips. I
creep up a tree, moving around it
looking for insects and spiders.
I
I
WARBLING VIREO
WOOD THRUSH
am 5-6 inches long. I am an olive
green color and am hard to spot
in the forest. I have a beautiful
warbling song. My cup-shaped
nest is made out of strips of bark,
plant fibers, and even spider web.
I often place my nest high up in a
tall tree near a stream. I eat
insects, spiders, and berries.
am about 8 inches long. My
feathers are brown above and
white below with large blackish
spots. I have a rich, flute-like
voice. My nest is shaped like a cup
and I like to place it in a bush or
very young tree. I like to eat
insects. I also like to eat berries,
such as those found on dogwood
and black cherry trees.
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I
I
YELLOW-THROATED WARBLER
am about 4-5 inches long. I have
a bright yellow throat, a face patterned with black and white, and
gray on my head and back. For
many people, seeing me return
from my migration is a sign that
spring has finally arrived. I often
hang my cup-shaped nest in a
sycamore or pine tree. I like to eat
insects and spiders.
I
H O M E I S W H E R E T H E F O R E S T I S
Flying WILD: An Educator’s Guide to Celebrating Birds
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Scenarios
ole-play each of these scenarios, and consider what might happen to you, as a bird, if each one
actually occurs.
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Scenario 1 – Cowbird Delight
new suburban town called “Cowbird Delight” has just been developed. Eight sections of forest
were cut to develop this town. (Remove 8 sections from the forest. The birds that were in
these sections must leave the forest.)
A
This new development has opened many new areas for the Brown-headed Cowbird to feed. The
Brown-headed Cowbird likes to feed along forest edges, farms, feed lots, roadsides, and towns.
A female Cowbird flies into the forest and lays its eggs in the nests of 20 different Warbling
Vireos. The Cowbird eggs hatch first. When the Warbling Vireo eggs hatch, the young are
pushed out of their nest by the bigger Brown-headed Cowbird. (If you are a Warbling Vireo,
your breeding has not been successful. You must leave the forest.)
Scenario 2 – Pesticides, Caterpillars, and Birds
large tract of forest habitat in a recreation area in your state has been infested with caterpillars. The people who use this area are complaining about the caterpillars. They are concerned
that the caterpillars are destroying the leaves of the forest trees. They are also concerned
because the caterpillars are found in such great numbers that they are ruining their recreational
experience. The forest managers of this area have decided to spray a pesticide over this forest
to control the caterpillars. The pesticide worked and greatly reduced the number of caterpillars.
A
A big problem, however, resulted from this spraying. Yellow-throated Warblers could not find
enough caterpillars to feed newly hatched babies. The nesting season was not successful and the
warblers left this forest in search of a better area to live. (If you are a Yellow-throated Warbler,
your breeding has not been successful. You must leave the forest.)
Scenario 3 – Where are the Birds of Prey?
ird watching is one of Jesse and Trina’s favorite hobbies. Each spring they look for birds in a
forested area they have been visiting for the past 10 years. Some of their favorite birds to
spot are birds of prey, such as the Cooper’s Hawk, Great Horned Owl, and Long-eared Owl.
B
This spring when Jesse and Trina arrive at the forest, they notice that a large part of the forest
had been cleared for a new development. Eight sections of forest were cut for this development.
(Remove 8 sections from the forest. The birds that were in these sections must move over into the
remaining sections.)
They also notice that after spending several days bird watching, they could not find any of their
favorite birds of prey. They meet a wildlife biologist. She explains that clearing the land for the
development caused many small mammals to leave this forest in search of other places to live.
The Cooper’s Hawk, Great Horned Owl, and Long-eared Owl are birds of prey. They depend on
small mammals for their food. Because there are fewer small mammals in this forest, many of
the birds of prey left to find a better place to live with more food. (If you are a Cooper’s Hawk,
Great Horned Owl, or Long-eared Owl, you can not find food and you must leave the forest.)
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H O M E I S W H E R E T H E F O R E S T
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Scenario Wrap up
Scenario 1
1. What happened when part of your forest was taken away?
2. What do you think happened to the Warbling Vireo to cause it to leave the forest?
How will this affect the numbers of Warbling Vireos inhabiting this forest in the future?
3. What do you think eventually happened to the birds that had to leave the forest?
Scenario 2
1. Why do you think the Yellow-throated Warbler left the forest?
2. Do you think the Yellow-throated Warbler will find a more suitable place to live?
Scenario 3
1. What happened when part of your forest was taken away?
2. Why do you think the hawk and owls left the forest?
3. Do you think the hawk and owls will find a better place to live?
H O M E I S W H E R E T H E F O R E S T I S
Flying WILD: An Educator’s Guide to Celebrating Birds
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Bird Monitoring Form
Name _________________________________________________________Date____________________________
NUMBER OF NUMBER OF NUMBER OF NUMBER OF NUMBER OF NUMBER OF NUMBER OF
NONRED
GREEN
BLUE
YELLOW
PURPLE
ORANGE
BANDED
BANDED
BANDED
BANDED
BANDED
BANDED
BANDED
BIRDS
BIRDS
BIRDS
BIRDS
BIRDS
BIRDS
BIRDS
TOTAL
COUNT #1
TIME: __________
COUNT #2
TIME: __________
COUNT #3
TIME: __________
COUNT #4
TIME: __________
COUNT #5
TIME: __________
TOTALS ________
COUNT #1
COUNT #2
TOTAL COUNT
How many birds did you see
during your first count?
How many birds did you see
during your second count?
Add the number of birds
you saw in Count #1 and
Count #2 and write the
number here: ______________
What color bands did you see?
What color bands did you see?
How many did you see of
each color?
How many did you see of
each color?
List the number of color
bands of each color you
saw in Count #1 and
Count #2 and write
the numbers here: ____________
What do the different color
bands mean?
B U S Y B I R D M O T E L
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Sandpiper Silhouettes
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B U S Y B I R D M O T E L
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Hidden Hazards Background Information
ith some populations of Neotropical migrants already in decline,
these added stresses may push them closer the edge to extinction.
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Collisions
stimates of the annual number of bird deaths caused by collisions
with windows vary among ornithologists. In the United States
alone, the numbers are between 100 million and one billion. Reflective
glass windows may be aesthetically pleasing to humans, but many birds
cannot distinguish the difference between real sky and a reflection of the
sky in a window. Non-reflective window coating, window screens, flash tape,
awnings, or netting on the outside of a window can break up the reflection. Bird silhouette stickers on windows may scare birds away.
E
Many birds migrate at night. A low cloud ceiling forces birds to migrate at lower altitudes than
they normally would when skies are clear. This makes birds very susceptible to flying into tall towers and their guy wires, which they cannot see in the dark. Following bad weather events during
spring and fall migration, biologists often pick up hundreds of dead migratory birds under these
towers. They estimate that as many as one million birds die each year from colliding with tall
structures. Birds also are attracted to the bright lights on the towers. Lighthouses, spotlights,
lighted bridges, and illuminated skyscrapers lure birds to their deaths. As they circle the lights,
confused, they run into something or run out of precious energy. A group called FLAP (Fatal Light
Awareness Program) is working with building managers to encourage them to turn off unnecessary lights at night. FLAP and the World Wildlife Fund have initiated the Bird Friendly Building
Program that educates people about the dangers faced by migrating birds. Of all the problems
faced by Neotropical migrants, the confusion from building lights is a preventable one.
Cowbirds
he Brown-headed Cowbird is a native, migratory bird that used to follow bison herds to eat
insects they stirred up. As the bison disappeared, cowbirds adjusted to the change in scenery
and began associating with domestic cattle in open pastures. The cowbird is a nest parasite. The
females lay their eggs in other bird species’ nests, then leave. The host species is left to raise
baby cowbirds along with their own young. Cowbird eggs have a shorter incubation time and
hatch before most of the host’s eggs. Cowbird chicks are often larger than the host’s chicks and
out-compete them for food and space.
T
Grassland bird species historically associated with the cowbird do have some defenses. Some
species recognize cowbird eggs, abandon that nest and start over. Others throw
the cowbird eggs out of their nest. The Neotropical migratory species adapted
to nesting in interior forest habitat or outside traditional grassland zones are
most affected by cowbird nest parasitism. With the fragmenting of large
tracts of forest, cowbirds now have access to areas where forest-interior
birds (such as the Wood Thrush, American Redstart, Yellow-throated
Vireo, and Ovenbirds) are attempting to nest. These birds have not developed the same defenses as the grassland and forest-edge nesting species,
and
end up raising large numbers of cowbirds and few of their own young.
BROWN-HEADED
COWBIRD
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H I D D E N H A Z A R D S
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Hidden Hazards Background Information
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Cats
mericans keep an estimated 60 million cats as pets. If each one of those cats killed only one
bird a year—60 million birds would die each year! Scientific studies show that each year cats
do kill hundreds of millions of migratory songbirds and more than a billion small mammals.
A
Predation by domestic cats is not part of the natural food chain. After being
domesticated by ancient Egyptians and taken throughout the world by the
Romans, cats were brought to North America in the 1800s to control rats
(although they have proven ineffective at consistently killing adult rats).
However, it has been documented that cats do kill birds—even when
well-fed, de-clawed, and wearing a bell-collar.
Besides having a devastating effect on bird populations (fledglings
and ground nesting birds being the most susceptible), cats compete with
native predators (hawks, owls, coyotes, foxes, and others). Some cats have
the advantage of being fed at home if unsuccessful in hunting, thus the cat
population is not regulated by prey numbers as are most native predators’ populations. Cats also are prolific breeders, having up to three litters per year, with four to six kittens
per litter. Free-roaming cats can transmit diseases (such as rabies, feline leukemia, and feline
distemper). These outdoor cats usually lead short lives, being exposed to injury and disease or
hit by cars. The solution to this problem is to keep all pet cats indoors for the safety of wildlife
and the cat.
Exotic and Invasive Species
hen it comes to getting resources, several species of native American birds face tough competition from “outsiders.” For various reasons, people sometimes bring plant or animal
species from other parts of the world and introduce them to a new habitat or a new continent
where they had never appeared before. While it may sound like a nice idea at the time, these
introduced exotic species often become intrusive by greatly disrupting the lives of previously
existing populations, eventually causing serious threats to entire ecosystems.
W
One example among North American birds is the introduction of House Sparrows to the
United States in the late 1800s. At that time, a small number of these little birds were brought
from Europe because they were known for eating agricultural pests such as wireworms.
However, the House Sparrows actually took up residence in urban spaces, where they began to
compete with native bird species for what limited housing was available, such as small crevices
under eaves of buildings and in backyard nesting boxes. Similar in size to native species such as
bluebirds, chickadees, and swallows, the feisty house sparrows proved to be
tough competitors for limited nesting spaces—often attacking and even
killing their native competitors.
HOUSE SPARROW
For birdwatchers who try to offer safe nesting places to native species,
the tenacious house sparrows—which now number in the millions—are a
constant source of frustration. In addition, in some cases of “invasion”
by exotic species, the newcomers become so prominent that they may
eventually cause the extinction of native species, which in turn affects
entire ecosystems.
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Hidden Hazards Background Information
Chemicals
hemicals used by people to control weeds and pests can greatly impact bird populations.
DDT was linked to the devastation of bird populations and has been banned from use in the
U.S. since 1972. This chemical, however, is still used in several countries where Neotropical
migratory birds winter. The effects of exposure can be, and often are, lethal. DDT is not the
only pesticide problem for birds.
C
Take a close look at the labels on the chemicals found on the shelves at hardware and garden
stores. Several other popular pesticides still used in the U.S. are lethal to birds. Over 40 active
ingredients in pesticides used today have been linked to migratory and resident bird population
die-offs, involving anywhere from one to 2,000 to 20,000 individuals. Given their proven toxicity
to wildlife, six chemicals (all organophosphates or carbamates) are of particular concern to the
U.S. Fish and Wildlife Service. All are used in crop production and one in particular, Diazinon,
is commonly used for home lawn care. The others are Aldicarb, Azinphos-methyl, Carbofuran,
Ethyl Parathion, and Phorate. All of these insecticides kill pests by damaging their central nervous systems. Unfortunately, these insecticides have the same action on non-target invertebrates,
fish, and wildlife.
Another insecticide group that has seen increased use recently is the pyrethroids. These are
synthetic formulations of naturally occurring pesticides and have low to medium toxic effects;
birds and mammals can break the chemicals down and pass them through their bodies rapidly.
However, pyrethroids are highly toxic to fish, which have shown a high sensitivity to this chemical.
Many pesticides may not kill birds on contact, yet they can contaminate food and water. The
non-target animal may then ingest them and exhibit a sub-lethal effect that impairs the bird,
preventing it from avoiding a predator, feeding its family, or finding shelter from inclement
weather. The chemicals of concern can affect a bird’s nervous system and can disorient it enough
so it cannot find its way to its wintering ground. Pesticides also are blamed for weakening
immune systems, and causing reproductive failure or birth defects in surviving offspring (such
as twisted beaks or abnormal estrogen levels). Many Americans consume low levels of pesticides in their drinking water at some time each year. Health effects are unknown for these low
levels of pesticide consumption, as are the effects of the interaction of different pesticides
found together in water.
Care and timing in applying pesticides by land managers can greatly
reduce their effects on wildlife and water quality. When using pesticides, land managers should avoid any water areas; use unsprayed
buffer areas to protect wetlands; avoid applying when wind
speeds are greater than 5 miles per hour; and use integrated
pest management systems to apply pesticides only where and
when they are needed. In addition, land managers should use
the least toxic type of pesticide available for the necessary
application. There also are alternatives to pesticides.
Mechanical and biological control for pests can work just
as well as chemicals in certain circumstances.
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Hidden Hazards Diagram
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JAY T. BIRDER JOURNAL
ENTRY FOR MAY 3, 2004 • LOCATION: HOMETOWN, U.S.A., EASTERN U.S.
6:45 a.m.
Location: edge of the forest, observing a large pile of fallen tree limbs and
bramble bushes
What an incredible morning! Not a cloud in the sky, and a cool breeze blowing in from
the east. I heard what sounded like the busy call of a House Wren—chattering, chattering all the time. What an incredible sound from such a small bird! Well, maybe it’s
not a House Wren. . . . I just spotted it. It looks just like a House Wren but its eye
stripe is sooooo much brighter white. Its body is a little redder too!
QUESTION #1. What was that bird? _______________________________________________________________
___________________________________________________________________________________________________________
7:30 a.m. Location: edge of the forest, observing high in a tree top
Holy cow! I can’t believe the color of this bird. It’s the brightest red I have ever seen!
It’s shaped like a robin but not as big. Its wings are black and the rest of its body is
bright, bright red. It really seems to like hanging out high up in the tops of the trees. I
have been watching it for a long time—what an incredible red!
QUESTION #2. What was that bird? _______________________________________________________________
___________________________________________________________________________________________________________
10:00 a.m. Location: in the forest
Okay, I know it’s definitely a warbler from its shape and size. Cute little guy! It’s
black and white and totally striped. What is it? It seems to prefer hanging out in
that old hemlock tree, and seems to be climbing up its trunk and looking for
insects in the bark.
QUESTION #3. What was that bird? _______________________________________________________________
___________________________________________________________________________________________________________
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JAY T. BIRDER JOURNAL
ENTRY FOR MAY 3, 2004
LOCATION: HOMETOWN, U.S.A., EASTERN U.S.
11:00 a.m. Location: edge of the forest, Hometown Meadow
Well, it appears that the birds are not as active any longer. It’s getting late. I am sitting quietly at the edge of the forest on my favorite rock. I am going to see what’s
happening in the meadow. I just spotted a robin. Note: Learn the Latin name for robin
(serious birders, like me, need to know such things!). Bingo! Wow! I just spotted
another bird—the most incredibly blue bird! When the sun catches that guy, he
appears to be the brightest blue imaginable. It’s the size of a sparrow, and is completely blue except for a little brown on its wings.
QUESTION #4. What was that blue bird? __________________________________________________________
QUESTION #5. What is the Latin scientific name for robin? ______________________________________
___________________________________________________________________________________________________________
11:45 a.m. Location: heading towards home by way of Hometown Swamp
I am ready for some lunch and a little nap. My hand is tired of writing, so I’ll turn on
my tape recorder as I get closer to the swamp. What a great day for birding!
JAY’S TAPE RECORDING FOR THE EASTERN UNITED STATES
TIME: 11:56 a.m.
LOCATION: Edge of the Tall Timbers Forest near Hometown Swamp
This is Jay, and I am ready to spot a couple more birds before calling it a day. All that rain
last week has really got this swamp swamped! (Laugh. . .) Better head for higher ground so I
can observe the swamp without getting too wet. Okay, tons of insects, but very little bird
action. There goes Mr. Catbird popping in and out of the raspberry bushes. Wait a minute. . .
wait a serious minute. I cannot believe my eyes, I must be seeing things. . . no, it’s true! I had
to drop my binoculars to scratch my legs and administer a little justice to that mosquito
feasting on my neck! Lost my bird. Wait, here it is again. I have just spotted a bird I have
never seen before. It has a super long tail, it’s about the size of a crow (maybe 12 inches),
but much slimmer than a crow. It’s a pretty brown color, with a white breast. The tail is
what is special. It looks patched together—black, white, and black, white. Did I say patched?
Well, to be more scientifically precise, it is patterned. Does that make sense? Let me see if I
can get a closer look. Patience, Jay, patience. . . . there it is again. It just landed in a tree,
15-20 feet in front of me. It is munching on a berry. Wow! Its beak is kind of a yellowish color.
Ouch! I am being seriously harassed by the entire insect population! I am out of here! Listen
to the strange noise it’s making! (A chuckle sound. . .)
QUESTION #6. What bird did Jay describe in her recording? __________________________________________
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JAY T. BIRDER JOURNAL
ENTRY FOR MAY 3, 2004 • LOCATION: HOMETOWN, U.S.A., WESTERN U.S.
6:45 a.m.
Location: edge of the forest, observing a large pile of fallen tree limbs and thickets
What an incredible morning! Not a cloud in the sky, and a cool breeze blowing
in from the north. I heard what sounded like the busy call of a House Wren—
chattering, chattering all of the time. What an incredible sound from such a
small bird! Well, maybe it’s not a House Wren. . . . I just spotted it. It looks just
like a House Wren but its eye stripe is sooooo much brighter white. Its tail has
a little white in it too!
QUESTION #1. What was that bird? _______________________________________________________________
___________________________________________________________________________________________________________
6:50 a.m. Location: open forest, observing high in a tree top
Wow! I can’t believe the colors of this bird. Its body is a bright, bright yellow and it has
two very distinctive wing bars. Its head is an amazing red. The red and yellow contrast in this bird is like nothing I have ever seen! It’s shaped like a robin but not as big
(maybe 7 inches). Its wings are black. It really seems to like hanging out high up in the
tops of the trees. I have been watching it for a long time, what a colorful bird!
QUESTION #2. What was that bird? _______________________________________________________________
___________________________________________________________________________________________________________
10:00 a.m. Location: edge of the forest near Hometown Stream
Okay, I know it’s definitely a warbler from its shape and size. Cute little guy! It’s
mostly yellow; in fact it’s yellow all over but with reddish orange stripes on its belly.
What is it? It seems to prefer hanging out in the bushes along the stream.
QUESTION #3. What was that bird? _______________________________________________________________
___________________________________________________________________________________________________________
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JAY T. BIRDER JOURNAL
ENTRY FOR MAY 3, 2004 • LOCATION: HOMETOWN, U.S.A., WESTERN U.S.
11:00 a.m. Location: edge of the forest, Hometown Meadow
Well, it appears that the birds are not as active any longer. It’s getting late. I am sitting
quietly at the edge of the forest on my favorite rock. I am going to see what’s happening
in the meadow. I just spotted a robin. Note: Learn the Latin name for robin (serious birders like me, need to know such things!). Bingo! This is my day for yellow birds! It’s a largish, chunky bird, about 9 inches in length. It has a brown back, and a bright yellow chest.
On the chest is a black V shape. It also has a bigger, heavy looking black beak. Every single
time I come to this meadow I see this bird; it must love meadows. I wonder if this bird
eats seeds. Note: Find out why this bird loves meadows.
QUESTION #4. What was that bird? _______________________________________________________________
QUESTION #5. What is the Latin (scientific) name for robin?_______________________________________
QUESTION #6. Does the brown and yellow bird eat seeds? _________________________________________
___________________________________________________________________________________________________________
11:45 a.m. Location: heading towards home by way of Hometown Marsh
I am ready for some lunch and a little nap. My hand is tired of writing, so I’ll turn on
my tape recorder as I get closer to the marsh. What a great day for birding!
JAY’S TAPE RECORDING FOR THE WESTERN UNITED STATES
(Note: If possible, include the sound of ducks in the background.)
TIME: 11:56 a.m. LOCATION: Edge of the Tall Timbers Forest near Hometown Swamp
This is Jay, and I am ready to spot a couple more birds before calling it a day. All that rain last
week has really got this swamp swamped! (Laugh. . .) Better head for higher ground so I can
observe the marsh without getting too wet. Okay, tons of insects, but very little bird action.
There goes Mr. Robin popping in and out of the raspberry bushes. Wait a minute. . . Wait a serious minute. I cannot believe my eyes, I must be seeing things… No, it’s true! I had to drop my
binoculars to scratch my legs and administer a little justice to that mosquito feasting on my
neck! Lost my bird. Wait, here it is again. I have just spotted a bird I have never seen before.
It’s a duck that is bright orangish brown, almost completely this color, except its wings are a
bit browner. (Duck quacking in background) Patience Jay, patience. . . there it is again. It just
went under, but its back end is sticking up. So, it would be a dabbling duck. Wow! Check it out.
It’s surfaced again and now I can see a bright blue patch on its wing. Ouch! I am being seriously harassed by the entire insect population! I am out of here!
QUESTION #7. What bird did Jay describe in her recording? ___________________________________________
W H O W A S T H A T M A S K E D B I R D ?
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Western Hemisphere Map
M I G R A T O R Y M A P P I N G
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North America Map
NOTE: Geographers include Central America as part of the North American continent.
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South America Map
M I G R A T O R Y M A P P I N G
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Datasheet 1: Swainson’s Thrush Records
Swainson’s Thrush banded in Northcentral
Pennsylvania on 7/7/92.
Swainson’s Thrush banded in NW British
Columbia 6/31/91 was recaptured 9/16/91 in
SE Arizona, and again (amazingly!) 12/21/92 in
El Salvador.
Swainson’s Thrush banded found dead
on an oil platform off the coast of Louisiana
May 25, following the passing of a cold front
with heavy rains over the Gulf of Mexico.
Swainson’s Thrush banded in SW Alaska early
July of 1986 was recovered in SE British
Columbia after it flew into the window of a
private residence in mid-September 1986.
Swainson’s Thrush banded in Central
Ontario in June 1980 was recaptured at the
same site many times over several years.
It was last recorded 7/23/91.
Swainson’s Thrush banded
in SW Mexico 2/3/92.
Swainson’s Thrush banded in North
Wisconsin in early August 1993.
Swainson’s Thrush banded in NE
Quebec 6/11/84.
Swainson’s Thrush banded Massachusetts
6/17/91 recaptured in November 1992 in Cuba.
Swainson’s Thrush banded in
Guatemala 12/19/93.
Swainson’s Thrush banded in
North Nevada 8/3/92.
Swainson’s Thrush that was banded with a
unique combination of three colored leg bands
by a researcher studying bird behavior in Central
Saskatchewan on 6/11/89 was re-sighted by a
bird watcher in NE Oklahoma on 4/26/91.
Swainson’s Thrush banded in Central
Alberta during the summer of 1987 was killed
by a cat in SE Colorado. It was discovered
and reported by the cat’s owner.
Swainson’s Thrush banded 5/11/93
in West Virginia.
Swainson’s Thrush banded in Columbia,
South America in January 1994.
Swainson’s Thrush banded in Southcentral
Montana on 6/11/88 was subsequently
recaptured at the same site on the following
dates: 6/27/89, 7/13/90, and 6/20/92.
Swainson’s Thrush banded in Central
Yukon Territory in June 1991.
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Swainson’s Thrush banded
in NW California 6/28/89.
Swainson’s Thrush banded in Central
Colorado 7/17/91, found dead in Peru by indigenous person in the tropical forest in January of
1993. The band was eventually returned with a
description of the recovery location to the Bird
Banding Laboratory (BBL) in Laurel, MD.
Swainson’s Thrush banded in Northcentral
New Mexico 9/29/93.
Swainson’s Thrush banded in
Western Washington 7/7/94.
Swainson’s Thrush banded in the SW Northwest
Territories in July of 1986.
Swainson’s Thrush banded in Central
Idaho during the summer of 1994.
Swainson’s Thrush banded in Western Oregon
5/31/81 is killed as it flies into a lighthouse on
the Central Californian coast 4/11/94.
Swainson’s Thrush banded in
Central Manitoba, Canada 6/13/94.
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Datasheet 2: Wood Thrush Records
Wood Thrush banded 6/21/94 in
Central New Brunswick.
Wood Thrush banded in SE Ontario, Canada,
6/12/93, recaptured in coastal Alabama 4/13/94.
Wood Thrush banded in eastern North Carolina
at a MAPS station during the summer of 1990,
recaptured at the same site in 1992 Kentucky
6/1/94. It was not captured in 1991 or 1993.
Wood Thrush banded at a MAPS station in
West Ohio during the summer of 1991 was recaptured in Costa Rica during December 1993.
Wood Thrush band sent in from Illinois
during the summer of 1991 with no information
about recovery or cause of death. It had been
banded on 8/31/91 in NW Ohio.
Wood Thrush banded 7/27/93 in Delaware
recaptured 10/1/93 on the NE Texas coast.
Wood Thrush banded in Honduras 1/17/91
recaptured in SW Pennsylvania 6/18/91.
Wood Thrush banded in SE Quebec 6/17/91.
Wood Thrush banded in Panama 2/17/91,
recaptured in Central Tennessee, 6/9/91.
Wood Thrush banded in South Mexico 11/21/94.
Wood Thrush banded 6/29/94 in Central New
York recaptured 8/30/94 in SW Virginia.
Wood Thrush banded in East Georgia 8/5/94.
Wood Thrush banded in Southcentral
Pennsylvania 8/11/87. The Wood Thrush was
found dead the following summer near the original banding location. It had been killed by a cat.
A Wood Thrush that was banded in Central
Mississippi on 6/21/85 with a unique combination of colored leg-bands was re-sighted by a
bird watcher 8/29/85 in coastal Mississippi.
Wood Thrush banded in NE Texas 5/29/80 as an
adult was recaptured at the same site 6/21/89.
Wood Thrush banded at MAPS station
in East Kentucky 6/1/94.
Wood Thrush banded in Central Oklahoma
7/19/83. The study site on which it was banded
was not used after this year as construction for
a residential development began in 1984.
Wood Thrush banded 6/3/04 in Central
South Carolina.
A biologist monitoring the nest of a pair
of Wood Thrushes he banded during the
summer of 1993 in Central Minnesota found
that although no young Wood Thrushes were
successfully raised, the pair did successfully
raise one Brown-headed Cowbird.
Wood Thrush banded in the summer
of 1980 in NW Florida.
Wood Thrush banded 8/9/89 in Central
Maine was later recovered after it flew into
the window of a residence in Connecticut.
Wood Thrush banded in Central
Wisconsin 7/18/92.
The nest of a banded pair of Wood Thrushes
in SE South Dakota was monitored in 1989. No
eggs were hatched as raccoons ate the eggs.
Wood Thrush banded in Central Georgia
7/7/85 later recovered nearly 50 miles
southeast after being struck by an automobile.
Wood Thrush banded in East Nebraska as
a juvenile 6/30/93 recaptured as an adult
in East Kansas 7/1/94.
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Bird Feeder Designs
Milk Carton
Pie Plate
Suet Sack
Coffee Can
Water Jug
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Bird Feeder Data Sheet
LIST BIRDS PRESENT AT FEEDER
Feeder 1
Feeder 2
Feeder 3
Date _______________________________
Time _______________________________
Group ______________________________
Date _______________________________
Time _______________________________
Group ______________________________
Date _______________________________
Time _______________________________
Group ______________________________
Date _______________________________
Time _______________________________
Group ______________________________
Date _______________________________
Time _______________________________
Group ______________________________
Date _______________________________
Time _______________________________
Group ______________________________
Date _______________________________
Time _______________________________
Group ______________________________
Date _______________________________
Time _______________________________
Group ______________________________
Date _______________________________
Time _______________________________
Group ______________________________
F E E D E R F R E N Z Y
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HABITAT EVALUATION WORKSHEET
Name(s) _____________________________________________________ Date_______________________________
Location __________________________________________________________
PART I: NATURAL HISTORY
Bird Species: _____________________________________________________________________________________
Description: ______________________________________________________________________________________
Specific behavioral and/or physical adaptations of this species:
Specific needs of bird species:
Food: ______________________________________________________________________________________
Water:_____________________________________________________________________________________
Space: _____________________________________________________________________________________
Shelter: ___________________________________________________________________________________
(all types—nesting, wintering, storage, resting, protection):
PART II: HABITAT SURVEY
Check all applicable habitat descriptions:
Mixed forest
Deciduous forest
Prairie/Grassland
Agricultural field
Mixed field/shrub
Mixed field/shrub/some trees
Shrub
Shrub with some trees
Schoolyard/playground
Neighborhood
Business Area/parking lot
Lake
River
Pond
Stream
Wetland
Park
Houses, many trees, mowed lawn
Houses, few trees, little lawn
Buildings, scattering of trees, little or no lawn
Buildings, lots of mowed lawn, some trees
Briefly describe the habitat:_______________________________________________________________________
Major vegetation: _________________________________________________________________________________
Wildlife known to be on site: ______________________________________________________________________
Birds seen on site: ________________________________________________________________________________
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PART III: HABITAT EVALUATION
FOOD: Does this site provide food for this animal? Yes No
If yes, list foods found on site: ____________________________________________________________________
Are foods limited to one or more seasons? Which season(s)? _______________________________________
SHELTER: Birds require different types of shelter for different activities, i.e., a nest high in a pine
tree or on the ground on the forest floor. List where your bird species typically seeks shelter for the
listed activities. Decide if your site has the needed shelter for your assigned species. If yes, list
shelter locations.
ACTIVITY
SHELTER NEEDS
FOUND ON YOUR SITE?
LOCATIONS (BE SPECIFIC)
Breeding/Nesting
Roosting/Resting
Protection from predators
and weather
Other
WATER: Does this site provide adequate water? Yes No
If yes, list sources:________________________________________________________________________________
SPACE: Does this site provide adequate space? Yes No
Explain: __________________________________________________________________________________________
PART IV: WILDLIFE, PEOPLE, AND MANAGEMENT
HUMAN INTERACTIONS:
Is this site used for any activities by people? Yes No
If yes, list: ________________________________________________________________________________________
Are these activities compatible with this bird species inhabiting this site? Yes No
Explain: __________________________________________________________________________________________
MANAGEMENT:
Based on this habitat evaluation, could this species live on this site? Why or why not?
Does this species have adaptations that would help or hinder its survival on this site? Explain:
Does this species live on this site, to your knowledge? If not, why not?
Can this site be easily improved for this bird species? If yes, how?
What methods would you use to further explore the diversity of this site?
H O M E , S W E E T H O M E
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CELEBRATING BIRD HEROES
BY
AMINA ABDEL-HALIM
Galveston, TX, June 27—For over a decade
an amazing mother-daughter duo has volunteered their time, effort, and resources to preserving 2,500 acres of precious coastal habitat
in southeast Texas. In doing so, they have
saved the homes of many birds and other animals and brought the return of many species
that had all but ended their visits to this
invaluable stretch of coastline called the John
M. O’Quinn I-45 Estuarial Corridor.
Evangeline Whorton and Lalise Mason
have been described by one family member as
“the Galveston Garden Club gone bad.” But
“good” is a much better word for what the
dynamic duo has done. They have fought
enormous odds to restore 900-plus acres of
the devastated land to its original inter-tidal
marshlands state, creating natural habitats for
birds, wildlife, and recreational, educational,
and volunteer opportunities for the public.
Their efforts took root in 1972, when
Evangeline moved to Galveston and felt irritated by what she found there. “I got busy trying to improve things,” says Evangeline. “I
began finding ways to handle the problems of
misuses of land, improper disposal of debris,
and pollution that ultimately fouls the water.
In 1992 I found fresh inspiration at a Livable
Communities Conference, and began to see
greater possibilities for our community. We
were losing our natural resources, including
the diversity of species in the marshes, and
our beaches and preserved architectural masterpieces were losing ground too.”
The coastal marshes faced destruction by
land developers building canal houses or
those creating industrial zones. Also,
Interstate Highway I-45 runs right through the
marsh, and for years careless passengers have
littered the roadway, while others had purposely dumped trash, construction materials,
and much larger objects into the marsh. What
was once a habitat for birds and other creatures in the 1930s had become a dump for
landfill and dredge material.
Evangeline decided to do something about
it—and got her daughter involved too. Lalise
explains, “Something about this salt marsh—
which Mom was getting so involved in—
hooked me. The big joke in the family is that
I went out and got trained to be an architect,
and I’ve been unbuilding things ever since.”
She recalled a book she had read in school,
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Life and Death of a Salt Marsh by John Teal,
and decided to help. “What you read matters.”
Evangeline and Lalise made up their minds
to acquire and restore the marsh. Their first
step was to gather friends and start a small
board of volunteers, which eventually became
a group called SCENIC GALVESTON. “It is
not evil to stand up tall and say, ‘There’s a right
way and there’s a wrong way, quit sitting in the
middle on the picket fence, and get out there
and do something about it,’” Evangeline states.
Money was important for the project. After
losing their original source of state and federal funding, feeling disillusioned and frustrated, the duo determined not to give up. They
decided to focus on finding private funders,
and as word spread about their project, they
began receiving grants and contributions from
private donors and groups. Cleaning the land
was costly, as they pulled out tons of landfill.
Old tires and tons of tossed out lumber—
and even a pizza oven—were small items
compared to bigger obstacles like entire buildings and concrete trusses. They discovered
huge cement blocks that could not be moved
from a middle portion of the land. Today, they
remain there, sunken out of sight, but providing small islands where different species of
birds now nest and roost. “All of a sudden we
have 400 little nesting pairs of Least Turns out
there, where there weren’t any before,” says
Evangeline.
The visibility of the birds aids in bringing
volunteers and naturalists to the area. Lalise
describes birds as “winged ambassadors” for
Lalise Mason isn’t afraid to get her hands dirty
when it comes to helping birds and other wildlife
in the Galveston, Texas marshland she has helped
to restore.
B I R D H E R O E S
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nature: “You’ve become a conservationist if
you can help a bird help itself.” Along with
Neotropical migrants, many other species
have reappeared: the Reddish Egret, WhiteFaced Ibis, Piping Plover, Oyster Catchers,
Peregrine Falcon, Mottled Duck, and the rare
Black Rails, to name a few. Less visible creatures, such as the coyote and salt marsh snake,
are also drawn to the restored marshland habitat and its resources.
People are drawn to the restored wetlands
too. They stop by the highway to take in the
natural beauty. Some people ask the team how
they can help, and soon count themselves
among the many volunteers who pitch in to
plant marsh grass by hand. These volunteers
have come from many communities around
the region, reaching far beyond the local community near the preserve. “We created opportunities for people to come out and to engage
with the project—either once, or over and
over again,” Lalise explains.
Along the way, many people told the motherdaughter team that what they were doing was
impossible, that they could never achieve it.
According to Lalise, “On a number of levels,
the project we have done is impossible, but
nothing is impossible. You take a baby step in
your own back yard, and then all roads lead to
Rome. The visibility and the power of this
project to reach people and fire-up their imaginations—that is what is important, and the
birds out there are the visible manifestation of
that. The fact is that as we have restored that
marsh right along I-45, the diversity of all
species—not just birds—has increased.”
The mother-daughter team was “inspired”
to take up the gauntlet again in 2000—when
they saw a frightening map of future plans for
land adjacent to the John M. O’Quinn I-45
Estuarial Corridor. This new survey allowed
for industrial zone development of 300 sites
on Virginia Point Peninsula—potentially for
petrochemical tanks. The team took up this
challenge and in 2003 acquired the nearby Peninsula Preserve for permanent conservation.
In their invincible way, Evangeline and
Lalise are approaching this scenic preserve
project with what they describe as a vision
beyond their initial vision—being able to see
degraded, spoiled wetland on the I-45 corridor
for its possibilities, to have the intentions to
make it better, and the will to not give up and
to keep working to save the adjoining peninsula. This makes Evangeline, Lalise, and the
community of volunteers—those that follow
in their footsteps—Bird Heroes.
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he teams need to work through a process and reach a compromise on how the property will be
used. Some possible outcomes include:
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Sustainable, Low Impact Use
This scenario helps all interested parties get what they want, with some restrictions. For example,
the developers may need to design buildings to have a low impact on the surroundings. The golf
course may need to be certified by Audubon International as a Cooperative Sanctuary. Residents
may be required to keep all cats indoors, so they don’t threaten birds. The contract with the timber
company could require the use of sustainable harvest methods, such as no clear-cuts and a strict
replanting schedule. The parks department could develop a nature center on the edge of the
property with hiking and cross-country ski trails limited to a portion of the area, thus maintaining
a large wooded block that’s undisturbed. The birders are able to hire a consultant to monitor
the progress of all the groups, and check on their adherence to their promised bird-friendly
compromises.
Limits on Lumber
The timber company may offer so much money for the land that the public officials decide to sell
with the stipulation that experts in timber management and bird conservation be consulted as to
the best way to harvest trees from the area and preserve bird species diversity. Perhaps if only
small parcels of trees are cut along the edge of the woodland at 10-year intervals and replanting is
done to maintain the woodland, the bird species dependent on the woodland would be able to continue to thrive. The timber company may agree to allow the parks department to use the property
for education; however, at certain times of the year these uses would not be compatible. The development company would have to build elsewhere.
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Town of
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Private
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Johnson Forest
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The parks department may convince officials to
allow them jurisdiction over the property. It would
then be used for trails, camp sites, and a nature
center. The department could agree to the birders’
request to set aside a large portion of the forest as
an undisturbed refuge for forest-interior nesting
by Neotropical migrant birds. The timber company and the development company would have to
look at other locations for their activities. This
should bring in a discussion of the “not-in-mybackyard” syndrome: People utilize wood products
everyday and need housing and recreation areas,
so simply moving activities to a different location
may not solve the problems they can create. The
economic loss with this scenario also should be
discussed.
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Natural Products Timber Company
he company plans to harvest mature oak trees from the site. Oak is currently in high
demand, and the company can sell the wood for a high price in the furniture market. The
slash (residue remaining on the ground after cutting, such as tree tops and bark) could be sold
to a local firewood dealer. Since 15% of the town residents are employed by this company, the
increase in business would benefit those people financially. In addition, the company would
hire several additional employees, including a site manager and forester, though not necessarily from this community. These economic benefits will only extend into the future if the wood
is harvested in a way that sustains the forest. The company has adequate resources to afford
any harvest it plans in the Johnson Forest.
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Tall Oaks Home Developers
his company began in Oakville in the early 1900s when much of the area was being settled.
Over the years, the company has overseen much of the housing and business development
in the area. The developer has a good reputation in the Midwest for innovation in construction
to conserve energy and make use of locally available materials. Several members of the
community work for this developer and many more work for businesses that contract with the
developer, such as plumbers and electricians. Tall Oaks has been looking for a place in
Oakville to locate a retirement community. They propose that this forest would be an ideal
location. Many elderly people have an interest in bird watching. There is no retirement
community in Oakville and as the population ages, there is more need for this housing. Tall
Oaks has made efforts to locate the community elsewhere. The only other suitable location,
however, is 30 miles north. Tall Oaks has already received financial backing from a local
bank to develop a retirement home. Also, Oakville zoning law requires that any commercial
development plans include an environmental assessment.
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Audubon Society Members
ara Johnson, an active member of the local Audubon chapter and a great bird enthusiast,
made her wishes clear when she willed the land to the town. The Audubon members
remind the town that the Johnsons required the conservation of the forest for wildlife, including birds. Audubon Society members advocate conservation of the forest for Neotropical
migratory birds, especially forest-interior nesters, such as the Wood Thrush and many species
of warblers. They recognize that some development may occur but prefer that it be limited
and restricted to specific areas of the forest where it will have the least impact on nesting
forest birds. Because of large membership, the Audubon Society has sufficient monetary
donations to make certain that many of its views and wishes are known and carried out.
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Parks and Recreation Department
his department has been under pressure by the Chamber of Commerce to increase tourism
in Oakville. The Chamber of Commerce feels that Oakville currently lacks outdoor recreation opportunities. The town is located close enough to a large urban center to bring vacationers. By developing more recreation opportunities in Oakville, the Chamber of Commerce
hopes to draw some of these people into Oakville to spend money in local restaurants, shops,
and hotels. They propose a large park, including a nature center and trails for nature observation, hiking, and cross-country skiing. The extent of development, such as amount of parking,
building space, and trail configuration must be discussed. By law, any Parks development
must include an environmental assessment to determine impacts on wildlife. Park staff want
to make sure there is adequate habitat for the birds and other wildlife within the forest, as this
is one reason people will come to the area. The county has already provided grant money to
Parks and Recreation to develop parks in Oakville.
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Private Landowners
ust at the border of the Johnson Forest is private property owned by Sara Johnson’s daughter
and her husband, the Millers. Their property consists of a small home on 20 wooded acres.
The Millers are wildlife enthusiasts and believe the neighboring Johnson forest provides them
many opportunities to see wildlife on their own land. The Millers occasionally harvest wood
from their property to supplement their income. This year, they had planned to conduct a very
large wood harvest. In addition to bringing in income, they feel the planned timber cutting on
their property will attract additional wildlife to their area, particularly edge-dwelling species,
such as Indigo Buntings and deer. However, the Millers are aware that changes to the Johnson
Forest in the near future may cause them to change their plans for harvesting timber on their
land. They attend the town meeting, with their advisors, to offer their own proposal for the
Johnson Forest that would complement their plans for their own land. The Millers also are
concerned that if the Johnson Forest is developed, it will add significant traffic and noise near
their property.
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Wildlife Biologist
harlie Beakler has a Ph.D. in ornithology. He has been studying Peregrine Falcons for
the last 30 years. Dr. Beakler is well versed in the main threats to some Neotropical bird
populations. He teaches at the University in Urbana.
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Editor for the “Oakville Gazette”
s editor of the only newspaper in town, Eddie Webster has the job of making sure all important events are covered. Eddie has been working for the Gazette for 25 years (including the
3 years he delivered papers on his bike) and knows the town well. He wants to see the town
grow economically and supports the local businesses. He is skeptical that a nature area will
bring more dollars to the community. He has two daughters he needs to send to college and
just bought stock in the Natural Products Timber Company.
A
Outdoor Writer for the “Urbana Informer”
ach Whitewater just graduated from college with a degree in journalism. He’s landed his
first job with the Urbana Informer, the newspaper from the big city nearest to Oakville.
Zach is an avid outdoorsman, spending all of his spare time hunting, fishing, and photographing wildlife. He is also a member of several national conservation organizations and reads all
of their publications. As a Native American, he remembers his grandmother telling the stories
that her grandmother had told of the area that is now Johnson Forest. He was happy to be
assigned to cover the town meeting on the forest, and wants to learn if the historical importance of the area to Native Americans will be researched and taken into consideration in the
decision-making process.
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Town Council Member
etsy Henderson owns and operates a farm near Oakville. All of her three children are in
college now and will be in need of good jobs soon. She would like to see her children be
able to come back to Oakville to find jobs and possibly take over the family farm. Betsy has a
keen interest in the environment, making efforts to employ agricultural practices that benefit
wildlife, control soil erosion, and reduce chemical inputs. She is not excited about having
more tourists in the area, as they might trespass on her land and cause her liability problems.
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Town Council Member
arvey Crow is a 50-year-old banker. He loves to birdwatch and fish. Harvey is planning to
take a guided birding tour to the Yucatan in Mexico this year. He is well aware of the
tourism dollars that quality natural areas can bring into a community. He feels the Johnson
Forest area has economic and recreational potential, but is worried about the impact that
might have on rare bird species nesting there. Harvey’s bank has agreed to finance Tall Oaks’
planned development of the Forest.
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Town Council Member
inda Olsen started her real estate business in Oakville five years ago. Her business is doing
well. She has been selling a lot of acreages to people who work in Urbana, the nearest big
city. These people want to work in a city, but live in a small town. Her customers value scenic
areas near their homes and she is already planning to subdivide some of the land adjacent to
Johnson Forest for a housing development.
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Energy Engineering
iane Ohmmer has been asked by the Tall Oaks Home Developers to be their technical advisor on building energy efficient housing complexes. She knows nothing about birds, but
wants to protect air and water resources with her project specifications. She has received
several awards for building designs that minimize impact on natural areas and blend well with
the surroundings.
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Botany Unlimited
eorge Root discovered an endangered species of orchid growing in Johnson Forest 15
years ago. This orchid population has continued to thrive in the undisturbed forest and is
partially dependent on hummingbirds for pollination. He fears that with development and
tourists in the area, the plants will lose the shade they need to grow or be dug up by unethical
plant collectors or lose their pollinators. He is investigating the requirements of the
Endangered Species Act.
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Teaming Up for Birds
Student Reading
eople care about birds for many different reasons. Some people think they are beautiful or interesting to observe. Some people consider birds an important part of their
culture. Other people see the economic value of wild birds. Still others care about birds
because of how they interact with other animals and plants. To these people, birds have
an “ecological” value. Can you think of some reasons that you or people you know care
about birds?
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One way to measure the value placed on wild birds is to look at the amount of money
people spend related to birds. The 2001 National Survey of Fishing, Hunting, and
Wildlife-Associated Recreation reports that hunters spent $20.6 billion that year on
game hunting (not including fishing), while wildlife watchers spent $32 billion directly
related to bird watching activities.
Another way to see the value of birds is to look at how people work together to protect
them. Many different types of groups are involved in bird conservation, including the
federal government, state wildlife agencies, businesses, universities, and nongovernmental organizations (called NGO’s, for short). NGO’s often include local birding groups,
bird rehabilitation groups, wildlife protection groups, and many other organizations.
In 1929, the Migratory Bird Conservation Commission was established by the passage
of the Migratory Bird Conservation Act. Representatives from various government
organizations that make up the Commission work together to obtain land for bird habitat. In recent years, several public and private sector organizations dedicated to bird
conservation have also created partnerships, with the knowledge that they can accomplish more by working together. Some of these cooperative efforts include Partners in
Flight, International Migratory Bird Day, and Joint Ventures.
A variety of groups have supported bird conservation for a long time. Some people are
surprised to hear that hunters started many of the first conservation programs. Hunting
groups focus on protecting species of birds that are valued for hunting. For over a century,
hunters and other sportspersons have paid a large share of the costs of conserving
wildlife and its habitat, including billions of dollars for license fees and taxes on sports
equipment, as well as for travel, fees to hunt on private land, guides, and other services.
This tax money supports the Federal Aid in Wildlife Restoration
program, which was set up in a 1937 U.S. law called the PittmanRobertson Act. It ensures that a tax on guns, ammunition, and
archery equipment helps fund state agencies that protect
wildlife. In many cases, the taxes have protected tens of millions of acres of wildlife habitat. Later, the Dingell-Johnson
Act set up a similar program to tax fishing gear.
This Pittman-Roberston Act came in the 1930s when the
Dust Bowl era, a drought that lasted for years, dried up
countless acres of wetland habitat in North America.
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Waterfowl, such as ducks and geese, that had used those wetlands for breeding, nesting, feeding, and migratory resting
spots, were seriously threatened. To ensure the survival of
future generations of waterfowl, hunters came together for
conservation.
PEREGRINE FALCON
Conservation groups such as Ducks Unlimited, the
National Wild Turkey Federation, the Ruffed Grouse
Society, Quail Unlimited, and Pheasants Forever have many
members who are hunters. They continue to support conservation legislation, protect and improve habitat, educate people
about wild birds, and sponsor research that helps conserve birds. In
some cases, these groups purchase and manage land that provides habitat for wild birds.
Many people who are non-hunters also contribute to conservation. Those who enjoy
recreation related to birds and other wildlife—bird watchers, photographers, artists,
hikers, and campers—pay fees for using public and private lands. This is just one way
these people contribute. A total of $38 billion is spent annually on wildlife-watching
alone. Bird watching is by far the most popular wildlife-watching activity (in fact, 96%
of wildlife watchers are birders). In addition, 54.1 million people feed birds and other
wildlife every year.
Many people who care about birds have created bird conservation groups, such as the
National Audubon Society, America Birding Association, American Bird Conservancy,
Peregrine Fund, and the International Crane Foundation. They give money and offer
support for bird conservation through research, education, wild bird rehabilitation, reintroduction programs for imperiled species, protecting and improving bird habitat, and
supporting conservation legislation.
In certain ways, the goals of these bird conservation organizations and those of groups
that are based on hunting are similar. Both types of groups support wildlife conservation.
For example, the National Audubon Society began out of concern for declining numbers of birds. The first state Audubon Society chapter was founded in 1896 by women
who were encouraging ladies in Boston to stop wearing fashionable hats that featured
feathers because millions of egrets and other wading birds were being killed to provide
the feathers. A few years later, Audubon members helped pass the Lacey Act, an important conservation law that made selling illegally killed birds and wildlife a crime. That
same year, Audubon members helped pass strong legislation to protect wild birds in
many states.
Today, hunting and non-hunting groups continue the practice of influencing legislation
to protect wild birds. While bird conservation groups may work in different ways and
vary in the bird species and geographic areas they focus on, they all share a concern
with protecting wild birds and their habitat now and in the future.
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Design Your Own Bird Conservation Organization
Create a new idea for a bird conservation group!
irst, work with others to come up with ideas about kinds of bird conservation organizations you would like to see at work in your local area, nationally, or internationally. Here
are some questions to get your discussion started:
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1. What species or types of birds (for example, raptors, songbirds, waterfowl, game birds) do
you or your family members find interesting?
2. What kinds of hobbies or recreational activities that involve birds (such as wildlife viewing, bird feeding, camping, hunting, hiking) do you or your family members enjoy?
3. Which bird species are endangered or in trouble locally?
4. Are there any bird-related issues in your local news recently? (Try checking your state
wildlife agency web pages to get more information.)
5. What can you, other students, or community members do to help conserve wild birds?
Now, answer these questions about the group you would like to form.
1. What do you want to accomplish?
2. What roles will your group fill that perhaps no other group is currently addressing?
3. What is the name of your group?
4. In one or two sentences that everyone can understand, what is the mission of your group?
5. What is your group’s logo? (A logo is a simple graphic that a group uses to identify itself.
It often includes a symbol that helps people understand the group’s work, while also
suggesting the name of the organization.)
6. What is your plan of action?
Who will your members be? (Will you appeal to the general public or a specific group,
such as hunters, gardeners, birders, or students?)
Where will you work? (Will you work in a specific area, such as your school and the
schoolyard? …your local community? …your state or country? …internationally?)
What are the most important kinds of projects your group will take on?
How will you fund your efforts? (Will you sell products, memberships, services, or all?)
7. Why would people want to join your organization? How will you reach out to them?
Using the answers to these questions as a guide, create a promotional piece that represents your group and helps others learn about what you do. This may be a brochure,
newsletter, poster, website, or other promotional item that helps people learn about your
group and its cause.
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Bird Conservation Organization Profile
Ducks Unlimited
FOUNDING: Ducks Unlimited began in 1937, after severe droughts dried up countless
acres of wetlands on the U.S. and Canadian prairies. Ducks and other waterfowl rely on
wetlands for breeding, nesting, and feeding. Losing this habitat meant that populations
of these birds would decline for many generations.
In 1937, hunters successfully lobbied for a tax on hunting gear that went toward purchasing waterfowl habitat in the United States. That same year, a small group of
hunters and other conservationists started Ducks Unlimited. The group began by raising money in the United States to protect habitat in Canada, where most of North
America’s waterfowl breed.
MEMBERSHIP: 444,000 members
MISSION: Ducks Unlimited conserves, restores, and manages wetlands and associated
habitats for North America’s waterfowl. These habitats also benefit other wildlife and
people.
HOW DUCKS UNLIMITED WORKS:
Buying land to protect habitat
Doing habitat improvement projects
Researching waterfowl, migration, and habitat needs
Educating through magazines for adults and students, radio and television shows, and
websites
Supporting conservation legislation
A SUCCESS STORY: In 1989, President George Bush, Sr., signed a bill authorizing the
North American Wetlands Conservation Act (NAWCA), which was reauthorized in 2003.
The act provides challenge grants for wetlands conservation. Groups like Ducks
Unlimited match each dollar of this grant money with at least $1 from non-federal
sources. Since 1989, NAWCA has helped protect and restore 9 million acres of wildlife
habitat.
CONTACT INFORMATION:
One Waterfowl Way, Memphis, TN 38120
(800) 45DUCKS www.ducks.org
IDEAS FOR FURTHER RESEARCH:
Look in the telephone book or on the Internet for a Ducks Unlimited chapter near
you and talk with a member.
Research species of ducks or geese that are found in your area, especially where
they breed, nest, and winter. The Ducks Unlimited website includes information
about waterfowl species found in North America.
Find out about waterfowl habitat in your area.
Look up how ducks and geese use wetlands such as Playa Lakes and prairie potholes.
Learn more about duck and goose hunting, and its impact on the economy, culture,
and ecology.
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Bird Conservation Organization Profiles
Nature Conservancy
Partners in Flight
FOUNDING: A cooperative effort of public and
private sectors in bird conservation, launched
in 1990 to emphasize the conservation of birds
not covered by existing initiatives.
MEMBERSHIP: Over 150 organizations of federal and state agencies, industry, non-governmental organizations, and many others
MEMBERSHIP: Approximately 1 million
MISSION: To focus resources on the improvement of monitoring and inventory, research,
management, and education programs involving
birds and their habitats.
MISSION: The Conservancy preserves the
plants, animals, and natural communities that
represent the diversity of life on Earth by
protecting the lands and waters they need to
survive.
HOW PARTNERS IN FLIGHT WORKS:
HOW THE NATURE CONSERVANCY WORKS:
Assessing the conservation needs of each
Identifying the highest priority places that,
bird species in North America
Identifying areas where conservation efforts
for those species would be most effective
Establishing population and habitat conservation objectives
Developing a Flight Plan as a blueprint for
Bird Conservation for the continental U.S.
Promoting education of audiences about
Western Hemisphere birds and their habitats
A SUCCESS STORY: Due to PIF efforts, the
North American Bird Conservation Initiative
(NABCI) formed to unite several bird initiatives to collaborate in bird conservation.
CONTACT INFORMATION:
U.S. Fish and Wildlife Service,
1387 S. Vinnell Way, Boise, ID 83709
www.partnersinflight.org
IDEAS FOR FURTHER RESEARCH:
Discover priority bird populations and habitats in your area by visiting www.blm.
gov/wildlife/pifplans.htm.
Learn about Partners in Flight’s conservation
recommendations and needs in your area.
Explore the four steps of PIF’s Flight Plan
(on its web site), and understand why each
step is necessary for success.
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FOUNDING: Founded in 1950 by scientists
intent on preserving natural areas, the Nature
Conservancy has acquired 1,400 nature preserves and grown to protect both U.S. and
world-wide natural regions.
if conserved, promise to ensure biodiversity
over the long term
Acquiring land and managing it
Working with local communities and national
governments to encourage the protection of
ecologically sensitive land
Reselling land to those who promise to
protect it for the long-term
Creating funding for conservation worldwide
by using a variety of creative methods
A SUCCESS STORY: The Conservancy has
protected more than 92 million acres of
valuable lands and waters worldwide. In 2003,
the Conservancy purchased 87,760 acres to
protect the Devil’s River, the most pristine
river in Texas. The deal is believed to be the
largest private conservation effort ever undertaken in Texas.
CONTACT INFORMATION:
4245 North Fairfax Drive, Suite 100
Arlington, VA 22203-1606
(703) 841-5300 www.nature.org
IDEAS FOR FURTHER RESEARCH:
Learn more about the five conservation initiatives that the Nature Conservancy
addresses at each acquired site.
Find out what places the Conservancy has
helped to protect in your area.
Research one or two conservation public
policy initiatives.
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National Audubon Society
FOUNDING: The first state Audubon Society
chapter was founded in 1896 after Harriet
Hemenway urged Boston socialites to stop
wearing feathered hats that resulted in the
slaughter of millions of wild birds. In 1901,
35 state groups banded together to form
what became the National Audubon Society.
MEMBERSHIP: 400,000 members
MISSION: The Audubon Society conserves and
restores natural ecosystems, focusing on birds
and other wildlife habitats for the benefit of
humanity and the earth’s biological diversity.
HOW THE NATIONAL AUDUBON
SOCIETY WORKS:
Providing bird habitat and education for visitors
through a network of chapters in each state, as
well as community-based nature centers
Studying birds and habitat
Involving people around the world in bird
counts at Christmas and through the year
Educating people about what they can do to
protect birds and their habitats through websites, magazines, and other publications
Educating people about important issues and
helping them submit letters to the editor and
give feedback to lawmakers
A SUCCESS STORY: In November 2003, a new
environmentally friendly Audubon Center
opened at Debs Park in the heart of East Los
Angeles. It helps 50,000 urban schoolchildren
learn about nature.
CONTACT INFORMATION:
700 Broadway, New York, NY 10003
(212) 979-3000 www.audubon.org/nas
IDEAS FOR FURTHER RESEARCH:
Call the National Audubon Society or look on
the website to find a chapter or Audubon
nature center in your area.
Research rare or endangered bird species in
your area.
Find out about artist John James Audubon
(1785-1851), whom the NAS is named after.
Learn more about bird watching.
Last Chance Forever
FOUNDING: Founded in 1978, when its founder
saw that government groups, universities, and
bird conservation groups in Texas were not
doing anything to help individual raptors that
were found sick, injured, or orphaned.
MEMBERSHIP: 4,200 members
MISSION: Last Chance Forever is dedicated to
the rehabilitation and release of injured and
orphaned raptors (birds of prey such as hawks,
owls, eagles, vultures, and falcons).
HOW LAST CHANCE FOREVER WORKS:
Providing veterinary treatment, physical
therapy, and facilities where injured birds
can learn to fly again
Releasing most birds back to the wild
Providing public demonstrations to teach
people about the importance of raptors and
how people can help protect birds of prey
Educating people about what to do if they
find an injured bird of prey
Helping people “Adopt a Raptor” to pay for
rehabilitation of injured birds of prey
A SUCCESS STORY: About 80% of the injured
raptors treated by Last Chance Forever are successfully released back to the wild. For example,
members recently helped a Bald Eagle with a
fractured wing to recover his breathing ability
and muscle strength, and then released him.
CONTACT INFORMATION:
P.O. Box 460993, San Antonio, TX 78246
(210) 499-4080 www.lastchanceforever.org
IDEAS FOR FURTHER RESEARCH:
Take a virtual tour of Last Chance Forever’s
facilities and meet some of the birds at
www.lastchanceforever.org/kidshome.
Research one or more raptor species.
Find out more about how injured birds are
treated and released back into the wild.
Research falconry, the sport of training birds
to hunt with humans.
Contact your local fish and game office to
obtain a list of people in your area who are
licensed to keep birds of prey in captivity.
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Bird Conservation Organization Profile
Cornell Lab of Ornithology
FOUNDING: Cornell Lab of Ornithology was founded in 1915 by Dr. Arthur A. Allen,
the country’s first professor of ornithology.
MEMBERSHIP: 30,000 members
MISSION: The Cornell Lab of Ornithology interprets and conserves the earth’s biological diversity through research, education, and citizen science focused on birds.
HOW THE CITIZEN SCIENCE PROGRAM AT THE
CORNELL LAB OF ORNITHOLOGY WORKS:
Researching the causes of and consequences related to the distribution and population of North American birds
Educating students by utilizing science-based bird education programs, such as
BirdSleuth, to encourage scientific inquiry and literacy
Promoting scientific understanding and hands-on research for the public through a
variety of citizen-science projects, such as Urban Bird Studies, Project
PigeonWatch, and The Birdhouse Network
Creating and maintaining extensive bird population databases, using bird count data
from their education and citizen-outreach programs, including the Great Backyard
Bird Count, Project FeederWatch, and eBird.
Producing guidelines and manuals to help professional land managers and private
landowners make informed, conservation-minded management decisions through
projects such as Birds in Forested Landscapes
A SUCCESS STORY: The Cornell Lab of Ornithology has created the world’s largest
research team through its numerous citizen-science research projects. Every year,
nearly 100,000 citizens collect data about birds and share their valuable observations
with scientists at the Lab. Ornithologists use the data for the continued study and conservation of North American birds.
CONTACT INFORMATION:
Cornell Lab of Ornithology, Attn: Communications,
159 Sapsucker Woods Rd., Ithaca, NY 14850
1-800-843-BIRD (1-800-843-2473) www.birds.cornell.edu/
IDEAS FOR FURTHER RESEARCH:
Participate in Project FeederWatch by putting up a bird feeder, counting the birds
that visit, and sending your data to scientists.
Provide valuable nesting sites for cavity-nesting birds by placing nest boxes in
appropriate habitat and participating in The Birdhouse Network.
Explore eBird, www.ebird.org, to create maps and graphs of bird activity in your
area from the past several months. Compare your results and discover reasons for
any patterns and trends that you find.
Learn how the Cornell Lab of Ornithology works towards the conservation of wild
birds and their habitats and find out how you can help, at www.birds.cornell.edu/
programs/AllAboutBirds/ Conservation/CLOPrograms/CLOPrograms.html.
Research the Cornell Lab of Ornithology’s website to learn about the numerous
other research projects that Cornell scientists are conducting.
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Bird Conservation Organization Profile
International Crane Foundation
FOUNDING: The International Crane Foundation was founded in 1973 to help save
cranes from extinction. Cranes live on five of the seven continents, but many populations are in trouble because of habitat loss and unregulated hunting. Seven crane
species are currently listed as endangered and four others have been proposed for
listing as endangered.
MEMBERSHIP: 9,500 members
MISSION: The International Crane Foundation works worldwide to conserve cranes
and the wetland and grassland communities on which they depend.
HOW THE INTERNATIONAL CRANE FOUNDATION WORKS:
Keeping captive cranes for breeding and reintroducing cranes into the wild
Educating scientists, government officials, and the public about the destruction of
wetlands and grasslands and possible solutions
Supporting research about cranes and their habitat
Hosting school groups, families, and international delegations at its crane conservation center
Training scientists in other countries about habitat management, restoration, and
breeding cranes in captivity
A SUCCESS STORY: Cranes are the most endangered family of birds. Eleven of the
world’s 15 species are threatened with extinction. After great successes in increasing
populations of Sandhill and Whooping Cranes in the United States, the International
Crane Foundation is now working on other continents. The International Crane
Foundation’s headquarters is the only place in the world where you can see all 15
species of crane.
CONTACT INFORMATION:
P.O. Box 447, Baraboo, WI 53913
(608) 356-9462 www.savingcranes.org
IDEAS FOR FURTHER RESEARCH:
Research what cranes symbolize in different cultures and countries such as Japan,
Viet Nam, and native traditions in North America, Africa, and Australia.
Research one or more of the 15 crane species found throughout the world.
Find out more about how researchers use leg bands to study wild birds and birds
that are introduced into the wild from captivity.
Learn more about how endangered Whooping Cranes that were bred in captivity are
taught migration routes using an ultralight airplane! Contact the Foundation or look
at www.operationmigration.org.
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The Great Migration Challenge Instructions
MIGRATION—it’s a RISKY business!
ry this activity to explore the hazards and helpers that migratory
animals encounter on their long-distance journeys. A series of
numbered cards are placed in this area. Begin by choosing the bird
you will be on your migratory journey. Then, follow these steps:
T
1. To start your journey, roll the dice and begin at the station with
the number you roll.
2. Follow the instructions on each station’s card. When conditions
are favorable, the card tells you to move ahead. When you
encounter a hazard, you may be delayed or have to go back.
Sometimes, you need to roll again.
3. REMEMBER! Not all birds survive migration. Some live, and
some die. At the end of the journey, return your bird card and
fill out the chart.
4. When everyone in the group has finished, look at how many birds
successfully complete their journeys, and how many don’t.
GOOD LUCK AND HAPPY FLYING!
T H E
G R E A T M I G R A T I O N C H A L L E N G E
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The Great Migration Challenge Activity Cards
2
1
3
Watch out! Power lines
ahead. Don’t hit them!
Crawl ahead 5 feet.
Then roll the die and
move ahead the number
of stations indicated.
Good news! Food is
plentiful. Many berries,
seeds, grains, and insects
are available in this
overgrown field near a
river. Smack your “beak”
10 times and move
ahead 5 stations.
Bad news. You land by a
polluted marsh and
become sick from the
food you eat. Sit down,
hold your stomach and
count to 30. Groan 10
times. Then move ahead
1 station.
4
5
6
Watch out for the predator—it wants to eat you!
Freeze, count to 40,
and then sneak ahead
2 stations.
You escape capture by a
predator, but slightly
sprain your wing in the
escape. Get it back in
shape. Slowly swing your
left arm around 10 times.
Move ahead 1 station.
Scientists catch you for
research. They put a
metal band on your leg
and set you free. Tie a
piece of flagging around
your ankle. Move ahead
2 stations.
7
8
9
You get tangled in fishing
line and can’t eat. You
are weak from hunger.
A wildlife rehabilitator
cuts the line and feeds
you. Hop on 1 leg in a
circle, count to 40, then
move ahead 4 stations.
You land at a school
where students created a
schoolyard habitat. There
is a bird feeder, you eat
seeds, fruit, insects, and
nectar. Peck or sip 20
times. Roll the die, then
move ahead that number.
It’s raining, it’s pouring,
and you don’t want to fly
in this rainstorm. Count
to 50 while you wait for
the storm to stop, roll the
die, then move ahead
that number of stations.
10
11
12
You can’t find last year’s
resting spot because a
new shopping mall has
been built there. Walk
around in 3 wide circles
searching for rest and
food. You are still hungry,
and only have strength
to move ahead 1 station.
Whew! While flying near
a large city, you almost
collide with a jet.
Go back 3 stations
while you recover.
Strong winds from the
wrong direction keep you
from migrating. Roll the
die and blow back that
many stations.
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The Great Migration Challenge Activity Cards
13
14
15
You arrive at a large
lake, where there is
plenty of clean water,
food, and shelter. Rub
your stomach 15 times
and move ahead
4 stations.
You are able to fly a
long distance in one day,
because of good winds.
Roll the die and move
ahead that number of
stations.
Bad Storm! No flying
today. BRRRR! You are
cold and hungry. Shiver
for 10 counts, hold your
belly, and go back
1 station.
16
17
18
You just flew into a tall
glass building in town.
Sit down, hold your head,
and count to 35. Then roll
the die and move ahead
the number of stations
indicated.
You just ran into a communications tower. The
game is over for you.
SORRY! Go back to the
beginning and mark the
chart.
20
21
After flying for several
days, you land in a wildlife refuge. Spend time
resting and eating from
the abundance of food.
Gulp 10 times, take a rest,
then move ahead 4 stations.
OOPS! An unexpected
freeze causes food to
become scarce. Go back
2 stations as you try to
find more food.
22
23
24
Bad luck! You have just
joined a large flock of
birds that has been
exposed to disease. You
get sick and die. SORRY!
Die dramatically…then
go back to the beginning
and mark the chart.
Uh-oh! You lost an
important stopover spot
when the wetlands were
recently drained for a
new building. Go back
1 station.
Spend 5 days resting and
feed in another wildlife
refuge. Count to 40.
Because you are so
strong, you can fly
to the finish!
A pet cat catches you
and eats you. The game
is over for you. SORRY!
You died. Die dramatically…then go back to
the beginning and mark
the chart.
19
Good news!!! A good
wind helps you fly. Move
ahead 5 stations.
T H E
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Migration Challenge Results Chart
rite the name of your bird. Check off whether
you were successful or not in your migration.
W
BIRD NAME
170
SUCCESSFUL
T H E
NOT SUCCESSFUL
G R E A T M I G R A T I O N C H A L L E N G E
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Fill The Bill Activity
1
NECTAR
2
WORMS IN THE MUD
CARDINAL______
3
SWALLOW______
SEEDS
4
FISH AND OTHER
WATER ANIMALS
IBIS______
FLAMINGO______
5
TINY WATER PLANTS
AND WATER ANIMALS
6
FLYING INSECTS
HUMMINGBIRD______
PELICAN______
7
CATERPILLARS
AND OTHER INSECTS
8
FRUIT
TOUCAN______
WARBLER______
F I L L T H E B I L L
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Bird Bingo Questions
1. True or False? Birds are the only animals that
have feathers.
2. True or False? All birds fly.
3. True or False? All birds have two wings.
4. Name two things that birds
can do with their feet.
5. True or False? Birds belong to the large
group of animals called vertebrates.
10. True or False? All birds are endothermic,
that is, their body temperature remains fairly constant regardless of their surrounding
environment.
11. True or False? All birds are hatched
from hard-shelled eggs.
12. True or False? Birds have thick, heavy
bones that provide the structure they
need to fly.
13. True or False? Birds have poor eyesight.
6. Birds lose and replace their worn or damaged
feathers. This process is called ___________.
7. True or False? All birds have a beak.
14. True or False? All birds have heartbeats
much slower than humans, usually about
20-30 beats per minute.
8. Name two functions for which
birds use their beaks.
15. True or False? A bird’s sense of hearing
is excellent.
9. What is the term used to describe birds
smoothing and straightening their feathers
with their beak? __________
16. True or False? Protective coloration means
that a bird has brightly colored feathers that
stand out against its surroundings.
Bird Bingo Answers
1. True
7. True
2. False. Most birds fly, but
some do not, such as the
penguin and ostrich. The
penguin uses its wings to
help it swim. The ostrich
uses its wings to help it balance as it walks or runs.
8. Possible answers are: getting
food, drinking water, tearing
or breaking food into pieces,
gathering nest material,
preening feathers, feeding
babies, and protecting themselves from enemies.
3. True
9. Preening
4. Possible answers are: walking,
standing, hopping, perching,
carrying things, grabbing
prey, swimming, wading,
and digging.
10. True. Birds are endothermic.
They maintain a relatively
high and constant body
temperature.
14. False. Birds have rapid
heartbeats. (A small bird,
like a sparrow, has a heartbeat of about 400-500 beats
per minute. An average
human heartbeat is about
60-90 beats per minute.)
11. True
15. True
5. True
12. False. Birds have hollow,
thin bones that make them
16. False
6. Molting
178
B I R D B I N G O
© Council for Environmental Education (CEE)
light in weight. A lightweight skeleton makes it
easier for a bird to get off
the ground and fly.
13. False. Birds have excellent
sight.
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Bird Bingo Cards
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
B I R D B I N G O
Flying WILD: An Educator’s Guide to Celebrating Birds
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Jeop-Birdy Round "ANSWERS"
Bye-Bye
Birdie
182
Bird
Brained
Save the
Birds
Bird Words
Potpourri
The smallest
bird in the
world is one
of these.
If you are out
hiking and come
upon a bird’s
nest, this is
something you
shouldn’t do.
This is another
word for the
mouth of a bird.
Bird watchers
use these to
bring birds into
closer view.
Birds often fly
into these “invisible” structures,
found everywhere from skyscrapers to your
house.
The claws of a
bird of prey are
called this.
The seasonal
movement of
birds from
one place to
another is
called this.
$100
This word is
what birds
become when
there aren’t
any more of
them left.
$200
Only 100 years
ago, thousands
of these birds
could be seen in
the skies. Overhunting quickly
drove them to
extinction.
The largest
egg in the
world comes
from this bird.
$300
Because it had
never seen
humans and
therefore had no
fear of them,
this large flightless pigeon is
now extinct.
One of the
fastest birds in
the world is this
one.
$400
This is one of
the major causes
of extinction in
the world.
This part of a
bird is made up
of the same
material as our
fingernails
and hair.
These domestic
predators kill
hundreds of
millions of
birds each
year.
$500
This bird, the
U.S. symbol, was
almost driven to
extinction by the
use of a pesticide called DDT.
Associated with
the quote
“Nevermore,”
these black
birds may be
among the most
intelligent.
This Act is
designed to help
species of
wildlife whose
populations are
in trouble.
Use of these
chemicals has
When birds lose
led to declines in old feathers and
the populations grow new ones it
of many bird
is called this.
species.
These books are
often used to
help identify
birds.
The name of this
type of nest,
In order to avoid
made by woodcompetition, this
peckers, is also
is the reason
what a hole in
birds migrate.
your tooth is
called.
This is another
word for the
feathers of a
bird.
J E O P - B I R D Y
© Council for Environmental Education (CEE)
This is made up
of food, water,
shelter, and
space.
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Jeop-Birdy Round "QUESTIONS"
Bye-Bye
Birdie
Bird
Brained
Save the
Birds
Bird Words
Potpourri
What is the
bill or beak?
What are
binoculars?
$100
What is
extinct?
What is a
hummingbird?
What are
collecting,
touching, or
disturbing birds
or their nests?
$200
What is the
Passenger
Pigeon?
What is an
Ostrich?
What are
windows?
What are
talons?
What is
migration?
$300
What is the
Dodo?
What is a
Peregrine
Falcon?
What are
pesticides?
What is
molting?
What are field
guides?
$400
What is
habitat loss?
What are beak
and feathers?
What are
cats?
What is a
cavity?
What is to
find food?
$500
What is the
Bald Eagle?
What are
Ravens?
What is the
Endangered
Species Act?
What is
plumage?
What is
habitat?
J E O P - B I R D Y
Flying WILD: An Educator’s Guide to Celebrating Birds
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Double Jeop-Birdy Round "ANSWERS"
184
Where in
the World
Bird
Songs
$200
This pole is
home to
penguins, not
polar bears.
Nicknamed
“Rockin’” in a
popular song,
this bird’s own
song is considered mellow.
$400
This continent is
home to the
Ostrich, the
largest bird in
the world.
Bird
Symbols
State
Birds
Amazing
Adaptations
U.S. Symbol.
Illinois.
This special
feature of birds
is shared with
no other living
animal.
Seen singing on
TV by millions
of children, this
large yellow
bird is of an
undetermined
species.
Canadian baseball team.
Colorado.
Baby birds
develop in
these.
$600
The largest
species of this
nectar-sipping
bird is found in
the Andes.
Four and twenty
of these were
baked in a pie.
Not a real bird
of prey, but
Seattle’s football
team.
New Jersey.
Birds do this to
find food, escape
from predators,
and travel from
one place to
another.
$800
This is where
most of
Colorado’s
migratory
birds fly for
the winter.
If this bird does
not sing, Papa’s
gonna buy you a
diamond ring.
Symbol for
peace.
Pennsylvania.
This is why
some male birds
are brightly colored.
$1000
This country is
home to kiwi
fruit and Kiwi
birds.
This bird is
always “paired”
with a tree in
a popular
Christmas song.
This bird is
pictured on
Mexico’s flag.
Louisiana.
Vultures rely
on this sense,
but for most
birds is not well
developed.
J E O P - B I R D Y
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Double Jeop-Birdy Round "QUESTIONS"
Where in
the World
Bird
Songs
Bird
Symbols
State
Birds
Amazing
Adaptations
$200
What is the
South Pole (also
known as
Antarctica)?
What is the
American
Robin?
What is a
Bald Eagle?
What is the
Northern
Cardinal?
What are
feathers?
$400
What is
Africa?
Who is
Big Bird?
What are the
Bluejays?
What is the Lark
Bunting?
What are eggs?
$600
What is a
Hummingbird
(Giant
Hummingbird)?
What are
Blackbirds?
What are the
Seahawks?
What is the
American
Goldfinch?
What is
flying?
$800
What is western
Mexico?
What is a
Mockingbird?
What is
a Dove?
What is the
Ruffed Grouse?
What is
attracting
females?
$1000
What is New
Zealand?
What is a
Partridge?
What is the
Crested
Caracara?
What is the
Brown Pelican?
What is smell?
Final
Round
Moderator gives the final “answer”: The creature that many
consider to be the ancient ancestor to modern birds.
J E O P - B I R D Y
Flying WILD: An Educator’s Guide to Celebrating Birds
Players guess the question:
What is archaeopteryx?
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Station 1
WINGING IT!
CHALLENGE:
See how your “flapping rate”
compares with different birds.
ount the number of times you can flap
your arms in 10 seconds. Have someone
with a stop watch, or watch with a second
hand, tell you when to start and stop as you
count your flaps. Record the number of flaps.
C
How do you compare?
BIRD
WING BEATS/10 SECONDS
Crow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Pigeon . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Peregrine Falcon . . . . . . . . . . . . . . . . . . . 43
Carolina Chickadee . . . . . . . . . . . . . . . . 270
Rufous Hummingbird . . . . . . . . . . . . . . . 700
The master flapper award goes to the Rufous
Hummingbird which is able to flap its wings
700 times in 10 seconds—that’s 70 times
per second!
SUPER CHALLENGE:
How long can you flap your “wings”
before you start to become tired?
Blackpoll Warbler travels 2,000 miles,
from New England to Venezuela, in
three days! This degree of exertion is
equivalent to a person running 4-minute
miles for 80 consecutive hours.
A
190
20-YARD DASH CONVERSION CHART
Use this chart to check calculations for
human running speeds for 20 yards.
FINISH TIME
(SECONDS)
MILES/HOUR
3.0 . . . . . . .13.6
3.1 . . . . . . .13.2
3.2 . . . . . . .12.8
3.3 . . . . . . .12.4
3.4 . . . . . . .12.0
3.5 . . . . . . .11.7
3.6 . . . . . . .11.4
3.7 . . . . . . 11.1
3.8 . . . . . . 10.8
3.9 . . . . . . 10.5
4.0 . . . . . . 10.2
4.1 . . . . . . 10.0
4.2 . . . . . . . 9.7
4.3 . . . . . . . 9.5
4.4 . . . . . . . 9.3
4.5 . . . . . . . 9.1
4.6 . . . . . . . 8.9
4.7 . . . . . . . 8.7
4.8 . . . . . . . 8.5
4.9 . . . . . . . 8.3
5.0 . . . . . . . 8.2
5.1 . . . . . . . 8.0
5.2 . . . . . . . 7.9
5.3 . . . . . . . 7.7
5.4 . . . . . . . 7.6
5.5 . . . . . . . 7.4
5.6 . . . . . . . 7.3
5.7 . . . . . . . 7.2
5.8 . . . . . . . 7.1
5.9 . . . . . . . 6.9
B I R D O L Y M P I C S
© Council for Environmental Education (CEE)
FINISH TIME
(SECONDS)
6.0
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9
7.0
7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.8
7.9
8.0
8.1
8.2
8.3
8.4
8.5
8.6
8.7
8.8
8.9
MILES/HOUR
. . . . . . 6.8
. . . . . . 6.7
. . . . . . 6.6
. . . . . . 6.5
. . . . . . 6.4
. . . . . . 6.3
. . . . . . 6.2
. . . . . . 6.1
. . . . . . 6.0
. . . . . . 5.9
. . . . . . 5.8
. . . . . . 5.8
. . . . . . 5.7
. . . . . . 5.6
. . . . . . 5.5
. . . . . . 5.5
. . . . . . 5.4
. . . . . . 5.3
. . . . . . 5.2
. . . . . . 5.2
. . . . . . 5.1
. . . . . . 5.1
. . . . . . 5.0
. . . . . . 4.9
. . . . . . 4.9
. . . . . . 4.8
. . . . . . 4.8
. . . . . . 4.7
. . . . . . 4.6
. . . . . . 4.6
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Station 2
TRACK AND FIELD... AND AIR!
CHALLENGE:
How fast can you run?
egin at the starting line and see how long it takes you to reach the finish line. Have
someone with a stop watch tell you when to start, and measure how many seconds it takes you to complete the run. The marked-off distance is 20 yards. Using the
following formula, calculate how fast you ran in miles per hour:
B
20 yards
1 mile
finish time in seconds X
3600 seconds
1760 yards
X
1 hour
=
x miles per hour
=
6.9 miles per hour
For Example: If you ran the 20 yards in 5.9 seconds –
20 yards
5.9 in seconds
1 mile
X
3600 seconds
1760 yards
X
1 hour
If you want to check your answer, one of the station leaders can use the 20-Yard Dash
Conversion Chart to check if your answer is correct. Compare your results with how
fast some birds fly.
How do you compare?
BIRD
FLIGHT SPEED IN MILES PER HOUR
House Sparrow . . . . . . . . . . . . . . . . . . 20 mph
Crow . . . . . . . . . . . . . . . . . . . . . . . 30-45 mph
Mallard . . . . . . . . . . . . . . . . . . . . . . 45-60 mph
SUPER CHALLENGE:
How long do you think it would take you to run a distance of 600 miles?
(Washington, D.C., to Atlanta, Georgia, is about 600 miles.)
t takes most students about 10 minutes to
run a mile. At this speed and without stopping to rest, it would take you about 4 days!
A Ruby-throated Hummingbird can complete a 600-mile nonstop flight across the
Gulf of Mexico in as little as 18 hours!
I
FUN FACT: The fastest bird is the
Peregrine Falcon, which can dive at
speeds of up to 175-200 miles per
hour when chasing its prey.
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Station 3
Station 5
W H AT ' S Y O U R
W I N G S PA N !
THE NOSE KNOWS
CHALLENGE:
Hold your arms out straight to either side and
see how your “armspan” compares to the
wingspan of different birds.
fter a leader measures your “armspan”
using a measuring tape, record the
length.
A
How do you compare?
CHALLENGE:
How well do you smell?
ee how close you have to get in order to
smell the mystery scent in the canister.
S
How do you compare?
If you were a Turkey Vulture, you could have
easily smelled this down-wind from 200 feet
away. Take a look around and try to locate
something 200 feet away from you. Do you
think you could smell something from that
far away?
Ruby-throated Hummingbird . . . . . . 4 inches
American Robin . . . . . . . . . . . . . . . 15 inches
Crow . . . . . . . . . . . . . . . . . . . . . . . 40 inches
Bald Eagle . . . . . . . . . . . . . . . . . . . . . . 7 feet
Andean Condor and
Marabou Stork . . . . . . . . . . . . . . . .10 feet
Wandering Albatross . . . . . . . . . . . . . 12 feet
FUN FACT: The largest bird in the world
is the Ostrich, which can stand over 8
feet tall and weigh more than 300
pounds. The smallest bird is the Bee
Hummingbird, which is only 2 inches
long, including its bill and tail. (It weighs
only as much as a ping pong ball!)
192
FUN FACT: Turkey Vultures can “sniff
out” their food from up to 200 yards
away (that’s about the length of two football fields). The Turkey Vulture’s sense of
smell is so acute that engineers have
used them to find leaks in a pipeline 42
miles long. They do this by pumping a
chemical that smells like rotting meat
(the smell Turkey Vultures use to locate
their food) through the pipe and then
seeing where the Turkey Vultures gather.
Scientists believe that both Turkey
Vultures and Kiwis have an excellent
sense of smell that helps them locate
food, and that Storm Petrels use smell
to locate their nests in dense breeding
colonies. Although there is some controversy, most scientists believe that the
majority of birds do not have a good sense
of smell and rely more on their keen
senses of sight and hearing to find food.
SUPER CHALLENGE:
Can you think of a bird in your area that uses
its sense of sight or hearing to locate food?
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Station 4
Station 4
E AT I N G L I K E A B I R D
E AT I N G L I K E A B I R D
CHALLENGE:
How many hamburgers do you
think you could eat in a day?
C A L C U L AT I O N S
ome birds increase their body weight by
5% in a single day before migrating. Look
at the chart below to see how many hamburgers you’d have to eat in a day if you were
a bird getting ready to migrate.
S
How do you compare?
You’d have to eat this many burgers every
day for 10 days in a row to gain as much
weight as many birds do before they migrate.
IF YOU NOW WEIGH:
IN A DAY, YOU’D HAVE TO
EAT THIS MANY BURGERS:
60 pounds . . . . . . . . . . . . . . . . . . . . . . . . . 42
100 pounds . . . . . . . . . . . . . . . . . . . . . . . . 70
150 pounds . . . . . . . . . . . . . . . . . . . . . . . 105
FUN FACT: Each spring, hundreds of
thousands of shorebirds, including Red
Knots, Sanderlings, and Ruddy Turnstones, visit the Delaware Bay shore of
New Jersey and Delaware to gorge
themselves on freshly spawned horseshoe crab eggs. During their stay of
about 10 days, Red Knots gain 50% of
their body weight in fat—the equivalent
of a 100-pound person gaining 5 pounds
of fat every day for 10 days. This
increase in body fat enables the Red
Knots to fly nonstop from the Delaware
Bay to their arctic breeding sites.
(What do you think will happen if horseshoe crabs are overharvested in the
Delaware Bay?)
ASSUMPTIONS:
1. Each hamburger contains 250 calories.
2. Every 3,500 calories consumed results in
a 1-pound weight gain.
3. This is a simplistic calculation that does not
take into account the calories burned through
digestion and through other activities. It
also does not take into account different
metabolic rates between individuals.
ormula used to calculate the number of
hamburgers required to gain a given
amount of weight:
F
(Desired weight gain X 3,500 calories)
divided by 250 calories = # of hamburgers
For example:
To increase body weight by 5%,
a 60-pound person would need
to gain 3 pounds
60 pounds X 5% = 3 pounds
3 pounds X 3,500 calories = 10,500
10,500 divided by 250 calories = 42
This person would need to eat 42 hamburgers.
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Sample Weaver Nest
n his text, Ornithology, Frank Gill discusses the birds in the weaver
family and their incredible nest-building ability. The knots below
were adapted from this discussion. Participants who try these knots
will realize that building a nest is not such an easy task!
I
Birds in the weaver family, Ploceidae, are seed-eating birds closely
resembling finches. Weavers are named for the highly complex
woven nests built by many species.
Loop tuck
Simple loop
Spiral coil
Half Hitch
Simple
weave
Overhand
knot
T H E F I N E A R T O F N E S T I N G
Flying WILD: An Educator’s Guide to Celebrating Birds
Interlocking
loops
Alternately
reversed
weaving
Slipknot
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Bird Action Pledge Card
BIRD ACTION PLEDGE CARD
I, ________________________, pledge to take the following action(s)
to help bird conservation: (Check as many actions as you will be able to
do. Add additional actions you choose.)
Hang bird silhouettes or strips of materials on windows to help
prevent birds from striking windows
Plant sunflower seeds or native plants and shrubs that provide
food for birds
Become familiar with the bird species in my neighborhood and
observe whether their numbers or habits change over time
Keep bird feeders and bird baths clean to help prevent the
spread of disease among birds
Enhance home or school habitat for birds by growing a variety
of plants that provide food and shelter for birds through all four
seasons
Keep cats indoors or limit their time outdoors
Not to harm native birds, their nests, eggs, or nestlings
Not to buy a caged bird unless it was born and raised
in captivity
Spread the word to at least one other person as to the actions
they can take to help bird conservation
Develop an educational display or poster that teaches others some
of the actions they can take to help bird conservation (For example, keeping cats indoors, reducing pesticide use to protect
birds, or showing the connection between shade-grown coffee
and bird habitat)
Encourage coffee-drinkers I know to purchase shade-grown coffee
Avoid littering and support outdoor clean-up efforts
Reduce, reuse, and recycle
Other________________________________________________
200
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Bird Conservation Information
CREATE BIRD-FRIENDLY HABITAT
reating habitat that provides food, water,
and shelter for birds is important in helping
to protect both migratory and resident birds.
Habitat enhancement projects can be small or
large, and can be done in urban, suburban, or
rural settings. In addition, students can get
involved in creating bird-friendly habitats at
home, at school, or by cooperating with workers
at office complexes or public facilities. Students
should realize that even small steps, such as
planting sunflower seeds or maintaining a bird
feeder or bird bath, are important for bird
conservation.
C
Diversity is the key to providing a good habitat for birds. Planting a variety of native plants
provides the fruits, berries, seeds, nuts, and
nectar that different bird species need throughout the entire year. In addition, many native
plants are easy to grow because they are adapted to the region and beautify backyards, school
sites, or public grounds without requiring much
water or pesticides. Local landscape architects
and botanists from universities, county extension offices, arboretums, or plant nurseries can
provide help in selecting plantings.
A few basic steps are helpful in developing and
implementing a habitat enhancement project:
establish goals and a budget for the project;
seek necessary permissions;
try to enlist volunteers, such as master natu-
ralists and master gardeners, who have an
expertise in landscape architecture, gardening,
and birding botany to assist with the project;
conduct an inventory of what is currently at
the site—plants, trees, benches, sidewalks,
buildings, buried cables, etc.;
plan the new habitat on paper, including a
list of needed items such as plants, bird feeders, and a water source;
seek funding or donations of materials and
plants for the project;
once the necessary items are secured, plan a
series of work days to implement the plan;
recruit adult volunteers to help guide the work;
once the project is complete, set up a plan to
maintain the habitat;
celebrate the completion of the project and
thank volunteers; and
go birdwatching (so you can evaluate bird use
of your project)!
Keep in mind that many species of trees,
shrubs, grasses, and vines provide excellent
shelter and nesting sites for birds. In addition, a
brush pile can protect birds from bad weather,
as well as from predators. Old hollow trees provide habitat for cavity-nesting birds such as
woodpeckers and bluebirds. Dead trees and fallen branches can host many insects, providing a
valuable food source for insect-eating birds. If
the dead trees and fallen branches do not pose a
hazard, consider leaving them where they are to
provide shelter and food.
A clean water source is important to birds and
all wildlife. This can be as simple as providing a
birdbath, or can be more involved, such as
developing a small pond with running water. To
avoid spreading disease among birds, plan to
keep the water clean and fresh. Stagnant water
can be a breeding ground for mosquitoes, so
changing the water every day or every other
day prevents this problem. Cleaning is also
important for bird feeders, so plan to keep them
filled and to disinfect them periodically.
CLEAN UP TRASH
any species of birds get tangled up and die
when caught in fishing line, six-pack rings,
and other trash. This can be avoided by disposing of trash in its proper place. Also, by reducing, reusing, and recycling, people can help conserve natural resources, preserve bird habitat,
and clean up the environment—a winning plan
for both people and animals!
M
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Bird Conservation Information
KEEP PETS FROM BEING PREDATORS
omestic cats that are allowed outdoors are a
significant threat to songbirds. Cats are estimated to kill hundreds of millions of birds each
year in America. Cats also kill other animals,
such as rabbits, chipmunks, skinks, geckos,
lizards, and butterflies. In addition, allowing
cats outdoors exposes them to many harmful
bacteria, parasites, viruses, and other diseases
such as rabies, Lyme disease, feline leukemia,
and hookworm. (Some of these illnesses can be
transmitted to humans and may be especially
harmful to children and pregnant women.)
Outdoor cats also are vulnerable to being hit by
cars, exposed to pesticides, and being attacked
by other animals.
D
Dogs can especially be a source of danger to
nestlings and fledglings in the spring and
summer, so they should not run loose during
nesting time. Loose dogs can frighten birds and
interfere with their feeding and nesting. Dogs
that run loose can contract a variety of diseases,
may be hit by a car, and may be exposed to
chemicals or other hazards. Keeping cats
indoors and dogs on a leash not only protects
birds, but also protects your pet and yourself.
play on the floor or lawn where pesticides are
commonly used.
Tens of millions of birds die annually due to
pesticides. Pesticide use on U.S. agricultural
lands is estimated to kill 67 million birds each
year. This estimate only takes into account
birds that inhabit farmlands or birds that are
killed outright by ingestion of pesticides; it
doesn’t include indirect poisoning or bioaccumulation (which refers to the accumulation of
pesticides in a bird’s system due to eating
smaller organisms that have digested pesticides). Because of these critical issues, nonprofit organizations, such as the American Bird
Conservancy and the National Audubon Society,
have developed campaigns to reduce the risk of
wild birds being exposed to lethal or sub-lethal
pesticides, even when these substances are used
according to law and accepted practice.
There are many actions that students and their
parents can do to help reduce the harmful
effects of pesticides to birds, humans, and other
animals:
Do not use pesticides unless there is no safe
alternative
Plant native plant landscapes to use less
water and avoid pesticides
REDUCE PESTICIDE USE
esticides are chemicals used to control,
destroy, or repel pests. Insecticides control
insects, rodenticides target rodents, herbicides
kill weeds, and fungicides target fungus.
Pesticides can be valuable aids in producing
food by controlling pests and diseases, but
they also may harm things that they were not
intended to harm, such as people and animals.
Depending upon the exposure or dose of the
pesticide, it may cause a range of harm, such as
cancer, acute or chronic injury to the lungs, or
damage to the nervous, reproductive,
endocrine, and immune systems. Children are at
a greater risk of pesticide exposure because of
their rapid metabolism and because they often
P
202
Do not feed birds contaminated seed
Research and try safe alternative pest control
methods
Buy organically grown products
Support organizations that are working to
reduce dependence on pesticides
If you use pesticides, always read the label
and follow directions
Remove garbage and food crumbs that attract
pests
Wash fruits and vegetables thoroughly under
running water before eating
Keep children, toys, and pets away from
areas where pesticides have been used
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Bird Conservation Information
COFFEE AND CHOCOLATE
id you ever think that the type of coffee or
chocolate you bought could help the birds?
Well, it can! According to biologists from the
Smithsonian Migratory Bird Center, of all the
agricultural systems in the tropics, shade coffee
plantations have some of the highest numbers of
both migratory birds and species of migratory
birds. In addition, biologists found that such traditionally managed coffee and cacao (chocolate)
plantations in eastern Chiapas, Mexico, supported over 150 species of birds—a greater number
than in other agricultural habitats, exceeded
only in undisturbed tropical forests. Other
researchers have confirmed the significance of
shade-grown coffee and cacao plantations in providing important habitat for many species of
plants, amphibians, and invertebrates, in addition
to being critical for migratory birds.
D
Shade-grown means that the coffee or cacao is
grown under a mixed canopy of taller trees where
they naturally occur. The shade trees protect
the understory coffee and cacao plants from sun
and rain, help maintain soil quality, aid in pest
control, and reduce the need for weeding.
Unfortunately, there has been a push since the
1970s to replace shade-grown coffee plantations
with new varieties of coffee that grow in full sun.
This push for coffee that grows in sun came about
to help avoid fungal coffee blights and to increase
short-term yields. This shift comes at a large economic and environmental price. To sustain yields,
heavy applications of fertilizers, herbicides, and
fungicides must be used. This can have negative
effects on the workers, as well as on wildlife.
Coffee is the third most common import in the
United States. Hence, the type of coffee
Americans choose to drink can have a big
impact on temperate and tropical ecosystems.
Producing shade-grown coffee can be a win-win
situation. The successful marketing of shadegrown coffee is good for everyone involved—
growers, roasters, consumers, and the birds!
How can students get involved? They can
encourage others to buy shade-grown, organic
coffee and cacao. They can talk to buyers at grocery
stores to encourage them to provide such products
at their stores. Once these products are available,
students could ask grocery store managers to be
allowed to set up an educational display about the
connection between birds and coffee and shadegrown cacao. (The Smithsonian Migratory Bird
Center’s web site: www.si.edu/smbc is one place to
obtain information on where to buy shade-grown,
organic coffee.)
PREVENT WINDOW STRIKES
ach year, more than 100 million North
American birds die from flying into windows
on homes and buildings. Because glass is transparent and reflective, birds either do not see the
glass or see trees and plants reflected in it.
E
Window strikes to birds can easily be prevented.
Hanging strips of material, such as ribbons, string,
or yarn, on the outside of windows alert birds
about a window. To hang strips, place them about
two inches (five centimeters) apart for the entire
length of the window, and secure them at the top
and the bottom. Choose a material that withstands
inclement weather so the strips last a long time.
Another way to reduce window strikes is to
hang an object (some people use silhouettes of a
bird of prey, such as a falcon) on windows. (The
Bird Silhouettes Page provides instructions.)
Any object can help to break up the transparent
and reflective expanse of windows.
Another threat to birds is the lighting of buildings and towers at night. Many songbirds
migrate at night and at low altitudes. Sometimes
birds are attracted to and disoriented by artificial lights, and collide with buildings during
their nocturnal migration. To reduce window
strikes due to lights, homeowners and office
workers should turn off building lights at night,
especially during migration season.
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Bird Silhouettes
Peregrine Falcon – Wingspan 40''
ach year, more than 100 million North American birds die from flying into windows on homes
and buildings. Because glass is transparent and reflective, birds either do not see the glass or
see trees and plants reflected in it. They may also see plants on a window sill, but they do not see
the glass.
E
To help alert birds to the presence of windows, you can hang objects on the window. Some people
hang silhouettes of a bird of prey, such as a Peregrine Falcon, on the outside of windows (although
any object will work as well). Here’s how to make your home or school windows safer for birds:
1. Make silhouettes of a bird of prey. You can use the sample above as a template to create your own
life-size bird silhouettes (actual wingspan size is listed). To provide the greatest contrast, use
black paper, or paint the silhouettes black. The silhouettes can be decorated with stickers, ribbon,
or other items to make them more attractive.
2. The bird silhouettes are more effective if they are hung on the outside of windows. To protect
them from inclement weather, the silhouettes can be laminated.
3. The silhouettes may be more effective if they can move. To achieve this, you can hang them by
string or attach them to the window with a large suction cup.
4. For maximum benefit, place at least one silhouette in each window.
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Sunflowers Are For The Birds
unflowers are fun and easy to grow. Sunflower plants tolerate a wide range of soil types and can be planted almost
anywhere that full sun is available. The ripe sunflower seeds
provide food for seed-eating birds. In addition, sunflower
plants can attract a variety of insects which will in turn
provide food for insect-eating birds.
S
Sunflower seeds can be planted in the spring once the
threat of frost has passed. For best results, follow the
directions on the seed packets.
You can start the seeds indoors, but you do not have
to. If you want to see the magic of the seeds sprouting
indoors, just follow these simple steps:
1. Gather the items needed: sunflower seed packets, potting soil, and containers such as
paper cups, egg carton bottoms, or milk cartons cut in half.
2. Put a few inches of soil in each container.
3. Place a few sunflower seeds in each container, gently pushing them just below the
soil line.
4. Moisten the soil. Too much water will make the soil soggy. Soggy soil promotes fungus and root rot.
5. Place the containers in a warm, sunny spot and wait for the seeds to germinate.
6. Do not let the seedlings grow too large before you transplant them. Their roots will
become entwined, making it difficult
to separate them without damage.
7. When the seeds have sprouted,
transplant them outside to a location
with full sun. Follow the directions
on the seed packet for proper spacing. Plants are typically placed
about 12 inches apart since they
grow very large.
8. In September and October when the
sunflower seeds ripen, leave the
seed on the stalk and the birds will
appreciate your efforts!
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Avian Arts and Crafts
BARK PAINTINGS
SKETCHING AND PAINTING
he Maya were the first people to make paper
from trees. They learned to peel bark from
the fig tree and pound it very smooth using
water and stones. The Mayan and Aztec people
made books called codices. Today artisans in
Mexico and Central America still make bark
paper and paint designs of animals, plants, or
village scenes using bright colors and fantastic
designs. Now you can create a replica of a bark
painting of birds with paper sacks and paint.
ketching and painting birds are activities
that can be structured or left open to individual interpretation. Invite an art teacher or local
artist to instruct or facilitate this activity. Have
a variety of art materials on-hand, as well as
bird field guides, bird posters or brochures, or
live birds if possible. Be sure some resources
are available to help participants paint the
appropriate habitat surrounding the bird.
M a t e r i a l s : Brown paper grocery bags, newspaper, fine-line black markers, pencils, paintbrushes (fine- and wide-tipped), brown or black
liquid tempera paint, bright tempera paint
(magenta, turquoise, yellow-green, yellow, pink,
orange, purple, white), water-based fluorescent
paint. Wax paper and an iron are optional. If
possible, obtain an example of a bark painting.
Watercolors of landscapes and birds found in:
Directions:
M a t e r i a l s : Sketch
and/or watercolor paper, a
variety of paints, paint
brushes, chalk, charcoal
and colored pencils, and
other drawing and painting
tools.
T
1. To prepare the paper, get grocery bags and
cut rectangles (about 5" X 7'').
2. Wet the sheets of paper and squeeze each
piece into a wad. Open the wad and smooth
out the wrinkled sheet on newspaper.
3. While the paper is still wet, brush on thin
brown or black tempera paint over the entire
sheet. You can crumple up the paper again
and rub the paint into the wrinkles to give it
more texture. Let the paper dry and iron it out
if desired. You should be able to see darker
paint in the wrinkles of the paper.
4. When the paper is dry, use a pencil to make a
fanciful and decorative design on the paper.
Outline it with a fine-line black marker.
5. Fill in the pictures with colored paint in the
brightest colors available. Add fluorescent
paint for detail. Keep the background (around
the edges) as textured brown paper.
6. Create a nice finish by ironing waxed paper
over the bark painting. Note: Make certain an
adult is present to operate the iron (protect it
by covering it with aluminum foil).
208
S
Consider the following ideas:
wetlands, rainforests, woodlands, deserts,
boreal forests, or the seashore
Charcoal or colored pencil sketches of birds
Acrylic and pastel
paintings of birds
Chalk drawings of birds
ORIGAMI
rigami, the ancient
Japanese art of paper folding, is a wonderful way to create a three-dimensional art project for your festival. Paper folding can be
enjoyed by everyone and materials are cheap.
Penguins, cranes, ducks, eagles, hens, and roosters are among the many origami shapes under
the theme of birds. Leaders for this activity
should practice making a variety of shapes
before the festival so they have examples to
show and know how to help participants. Find
out whether your community has an origami
group, with members who can offer expert
assistance.
O
M a t e r i a l s : Provide squares of thin, strong paper.
A V I A N A R T
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Avian Arts and Crafts
D i r e c t i o n s : Cut colorful wrapping paper into
squares ahead of time. The squares must be cut
perfectly so the paper can be folded correctly.
Provide a selection of examples and instructions
for folding simple origami birds. Many excellent
books and resources teach how to create origami
shapes. Instructions can be found in a variety of
books on origami or on various websites. (Take a
look at Paper Pandas and Jumping Frogs by
Florence Temko, China Books & Periodicals,
Inc., for ideas, history of papermaking, and stepby-step instructions for origami shapes.)
BIRD ART MURAL
or this project, participants create an original bird art mural to build a feeling of cooperation and community. Participants can look at
pictures or posters of birds for inspiration. You
may want to provide a theme to work with, such
as “rainforest birds” or “birds in my neighborhood.” Have several large pieces of mural paper
ready; as one piece gets full, you can replace it
with a blank piece. Secure the mural paper to
tables or a wall space with tape. If painting,
provide items for clean-up on a separate table.
Display the finished murals at the festival.
F
M a t e r i a l s : Large pieces of mural paper
(butcher paper works well), paints, paint brushes, pencils, markers, and crayons, tape, wall
space or a large table for mural design, one or
two tables for supplies, and images of birds
from posters or books.
V a r i a t i o n : Students can help to make a big
sidewalk chalk bird art mural. Provide buckets
of chalk and mark off a large flat sidewalk or
asphalt area for participants to work on. You
may want to start this project by having an
artist begin the mural with a few outlines or
sketches of birds for participants to color.
(Note: Most people are not concerned about
writing on the sidewalk with chalk; however,
be aware of where you are using the chalk
and make certain to ask permission if you
think anyone may be concerned.)
“CAKE” DECORATING
tudents and festival participants will have
lots of fun decorating suet cakes. (Suet is a
nutritious mix of fat, flour, seeds, and other
appetizing bird foods blended together.) Why
not have a cake decorating contest and award a
blue ribbon to the best cake at the festival?
Have fun and be creative—the birds can take
delight in your creations! Suet attracts woodpeckers and other types of birds that you might
not see at a seed feeder.
S
M a t e r i a l s : Suet, peanut butter, cornmeal,
bird seed, sunflower seeds, peanuts, dried
raisins, cranberries, and plastic mesh (like the
plastic mesh bags that onions are sold in.)
D i r e c t i o n s : Check if your local supermarket
or butcher shop will donate suet for this activity.
Either cut or mold the suet into squares or rounds.
The number and size of cakes depends on how
many people you anticipate doing the activity.
Use the “Materials” list, above, to provide an
array of ingredients that can be pressed into the
cakes. Encourage participants to be creative and
colorful in their decorating scheme. (Note: Always
mix cornmeal or flour with peanut butter or soft
fats to absorb the grease. Peanut butter or soft
fats alone may choke a bird or clog its nostrils.)
Provide plastic mesh to transport the cakes
home with participants. You can cut the mesh
from potato or onion bags. Participants can
then hang their suet feeders from a branch or
tie them securely to the trunk of a tree. The
mesh allows the birds to pull the seeds and
suet through the holes.
A V I A N A R T
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Instructions for Obstacle Course
WINDOWS: Wrap the plastic wrap around the two chairs, mak-
ing a “window.” Leave at least 18 inches between the bottom of
your plastic window and the ground, so participants can crawl
under the window.
TALL BUILDINGS: Set up the hurdles or boxes with enough
space in between for participants to step or jump over them.
BRIGHT LIGHTS and COMMUNICATION TOWERS: Set up the
traffic cones in a straight line with about 2 to 3 feet between
each one. Place the blindfolds at the beginning of this part of
the course, so participants can weave their way through the
cones blindfolded.
GUY WIRES and POWER LINES: Lay the heavy string, yarn, or
rope out to make a grid 2 squares wide by 5 squares long. Each
cell in the grid should measure no more than 15 inches on each
side, so participants can step through each cell in the grid without touching the string or rope dividers.
SHRINKING HABITAT: Place the hula hoops or loops of heavy
string, yarn, or rope on the ground, leaving enough space
between them so it is challenging—yet possible—for participants to jump between them. They can jump from one “habitat
loop” to another, until they have been in all five loops.
TOXIC CHEMICALS: Lay the plastic bags on the floor with
about a foot in between them. Participants can jump over the
plastic bags without stepping on the bags. Their feet may only
touch the safe “uncontaminated” zones between the bags.
CATS: Tie one end of the string to the body of the stuffed cat.
Tie the other end to a piece of playground equipment or a pole
fixed in the ground. If nothing else is available, tie the string to
the end of a broom handle. Use tape or chalk to mark points
where participants must step. When participants near this
obstacle, swing the cat. Do not flail the cat wildly or try to hit
the participants. Just let it swing gently. Participants must step
on marked points while passing by the cat without getting hit.
EXOTIC SPECIES: Place an extended rope or string on the
ground. As participants travel the length of this rope, their feet
must touch the rope with each step. A mis-step represents loss
of habitat to an exotic bird species, introduced from another
part of the world.
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Obstacle Course Explanation
s you go through this obstacle course, imagine you are a bird trying to get safely through
the day. Along the way...
A
WATCH OUT FOR WINDOWS! Many birds don’t even see the window before they smack into
it. The impact can injure or even kill them. Go under this window without touching it!
BE CAREFUL OF TALL BUILDINGS! With so many windows and so much surface area, tall
buildings present quite an obstacle to flying birds. Leap over these tall buildings without hitting them!
DON’T GET CONFUSED BY THE BRIGHT LIGHTS—you might fly into something! Tall
buildings, bridges, and communication towers are often lit up at night. Their bright lights can
confuse birds, causing them to fly into these tall structures. With the blindfold on, you must
weave between these towers. You may touch them, but don’t knock any over!
LOOK OUT FOR THAT WIRE! Tall towers are often held up by heavy wires called “guy
wires.” Birds sometimes fly into these wires without seeing them, especially at night. The same
thing can happen with power lines. Step in each of these spaces without touching the dangerous
wires!
HUNT FOR YOUR HOME When people destroy or change the areas that birds rely on for
wintering, breeding, and stopovers on their migration routes, fewer birds can survive. Some
ways of farming, ranching, logging, and building houses and commercial buildings damage the
forests, wetlands, and grasslands that birds use as their homes. Jump from one “habitat hoop”
to another without touching the ground outside. Make sure you visit all the hoops!
WATCH WHAT YOU’RE EATING! Many birds get sick and die when they eat food that has
been sprayed with chemical pesticides. Oil spills and poisonous wastewater are also big trouble
for birds. Jump between these toxic areas without touching them!
BEWARE OF THAT CAT! Cats might be cute, but they also kill a lot of birds. Pass by this one
carefully. Make sure you step where you need to, but don’t let the predator get you!
CAN YOU COMPETE WITH THE EXOTICS? Exotic bird species, which people have brought
from other parts of the world, can upset the balance in an ecosystem. Exotic birds like the
European Starling are invasive and may try to use the same food, water, shelter, or space that
local birds need to make a living. To get the habitat components you need before they are taken
by exotic species, walk quickly on the rope or board. Be careful not to step off the rope as you
travel from one end to the other.
FIND OUT YOUR FATE! Even if you have made it through all the obstacles so far, you still
may not have made it safely through the day. Draw a Fate Card to see if you survived the day
and arrived safely home.
B I R D H U R D L E S
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Fate Cards
Your Fate...
Your Fate...
S
ome of the seeds you ate today
had just been treated with pesticides. Sorry, you didn’t make it
through the day.
Y
Your Fate...
Your Fate...
n your way through the neighborhood, you picked up a few
seeds at a bird feeder in someone’s
yard. You saw a cat staring at you
through the window, but the owners kept it safely inside the house.
Congratulations, you made it
through the day!
ou stopped by a bird feeder
that was hung close to a bush
where a cat was hiding. The cat
caught you by surprise. Sorry, you
didn’t make it through the day.
Y
O
Your Fate...
Your Fate...
friend of yours showed up feeling sick. You think you may be
coming down with what he’s got, and
you’re pretty sure it’s something
like a deadly virus. Sorry, you didn’t
make it through the day.
A
Y
Your Fate...
Your Fate...
hile you were flying through
the neighborhood after school,
some children shot at you with a
slingshot. Fortunately, they missed
you—and you heard their parents
yelling at them as you flew by!
Congratulations, you made it
through the day!
hile you were flying over the
local marsh, a poacher shot
you. Even though it’s not hunting
season, you still didn’t make it
through the day.
W
220
ou flew right over a field that
had just been treated with pesticides, but you didn’t stop to eat.
Congratulations, you made it
through the day!
ou had a close encounter with a
car speeding by on the highway, but with some skillful flying,
you avoided a collision.
Congratulations, you made it
through the day!
W
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Traveling Waterfowl Cards
AMERICAN BLACK DUCK
LESSER SNOW GOOSE
You are an American Black Duck using the
ATLANTIC CORRIDOR.
You are a Lesser Snow Goose using the
MISSISSIPPI CORRIDOR.
You look kind of like a female mallard, mottled all over, but darker. Your favorite place
for lunch is a shallow pond where you can find
underwater plants, insects, and maybe even
an amphibian or two to snack on.
being called “Lesser” shouldn’t give you an
inferiority complex—It’s just because you are
smaller than your close relative, the “Greater”
Snow Goose. You might be all white except for
your striking black wingtips, or have just your
head and neck white with the rest of your
body a bluish-gray color.
Your winter home is along the Atlantic coast
of the United States. Now you’re on your way
to your breeding grounds in the northeast U.S.
and central and eastern Canada. On the way,
you might stop at refuges such as:
Cape Romain National Wildlife Refuge,
South Carolina
Block Island National Wildlife
Refuge, Rhode Island
Capemay National Wildlife
Refuge, New Jersey
Your winter home is along the Gulf coast of
Texas, Louisiana, and Mexico, and sometimes
in the fields and pastures of Louisiana, Texas,
Mississippi, and Arkansas. On your way to
your Arctic breeding grounds in far northern
Canada, you might stop at refuges such as:
Bald Knob National Wildlife
Refuge, Arkansas
Squaw Creek National
Wildlife Refuge, Missouri
Cypress Creek National
Wildlife Refuge, Illinois
NORTHERN SHOVELER
228
NORTHERN PINTAIL
You are a Northern Shoveler using the
CENTRAL CORRIDOR.
You are a Northern Pintail using the PACIFIC
CORRIDOR.
You have a bill like no other duck! Large and
shaped like a spoon, some people think it looks
like a shovel. Since you use your bill for filter
feeding, “shoveler” is a good name for you.
In the spring, you are one of the first ducks to
head north. In the fall, you are among the first
to fly south. You are such a long, slender duck
that your nickname is “Greyhound of the Air.”
Your winter home is along the Gulf coast of
Mississippi, Texas, Louisiana, and Mexico, or
in the highlands of north and central Mexico.
You are on your way to your breeding grounds
in the prairies of the north-central United
States and south-central Canada. On your trip,
you might stop at refuges such as:
Your winter home is in central California or
along the west coast of Mexico. You are flying
north to your breeding grounds in Alaska, the
Canadian Arctic, western Greenland, or the
western and central United States. Along the
way, you might stop at refuges such as:
Fish Springs National Wildlife Refuge, Utah
San Luis National Wildlife Refuge,
California
Seedskadee National Wildlife
Refuge, Wyoming
Tule Lake National Wildlife
Refuge, Oregon
Charlie M. Russell Wildlife
Refuge, Montana
Togiak National Wildlife
Refuge, Alaska
J U S T D U C K Y
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City Slickers Clue Cards
HOUSE FINCH
1. Originally a western U.S. species, a small number of these small birds were released on Long
Island, New York, in 1940, and spread quickly through other parts of the U.S. and Canada.
2. Males and females are mostly a gray-brown color with heavy streaks on their chest and belly.
The males have colorful heads, cheeks, necks, and rumps that are bright red to orange-yellow.
3. The color of a male’s feathers vary from yellow-orange to bright red, depending on the food
they eat. Certain pigments in their food affect their color—like you turning orange if you eat a
lot of carrots.
4. These birds are not picky about where they eat—on the ground, in trees and shrubs, and at bird
feeders. Their favorite foods are buds, seeds from trees and weeds, and fruits.
5. These birds use fine materials such as weeds, stems, roots, string, and feathers to build their nests.
ROCK PIGEON (FORMERLY ROCK DOVE)
1. These “city slickers” are often found on roofs, ledges, bridges, and parking garages— looking
for food on the ground!
2. Both the male and female take care of the young. The male collects small twigs, one at a time,
while the female actually builds the nest.
3. These birds eat almost anything, including seeds, waste grain, corn, and fruit. They also eat
popcorn, bread, peanuts, and other scraps that humans leave behind.
4. These birds also are known as “winged rats” and “pigeons.”
5. These colorful birds have iridescent neck feathers in different colors and patterns; some even
have feather “stockings” on their legs.
AMERICAN CROW
1. During the fall and winter, these urban birds may roost together in large groups, by the hundreds, thousands, or even tens of thousands.
2. These birds eat mostly vegetables, including a lot of corn, but also insects, spiders, millipedes,
worms, snails, salamanders, lizards, and even small mammals and other small animals that are
found dead. They also eat other birds’ eggs, to the point of being a major predator for some.
3. They build their nests high up in pine and other coniferous trees. Their nests are built of large
sticks.
4. Their call sounds like “Caw, Caw, Caw.”
5. These birds are glossy black all over and have dark eyes and dark bills.
238
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City Slickers Clue Cards
PEREGRINE FALCON
1. When hunting this bird can dive at speeds greater than 200 miles per hour, making it the fastest
bird species in the world.
2. The name of this bird means “wanderer,” “traveler,” “foreigner,” or “roving,” which is appropriate because it is found on many continents around the world.
3. These birds scrape their nests into soil or gravel, usually on a high cliff, bridge, or building. Tall
city buildings offer them the perfect vantage point for spotting and diving down on their prey.
4. This bird has dark blue-gray coloring on its back and wings, with a whitish underside and belly.
On its face is a distinct dark gray mustache.
5. These birds were listed as endangered in 1970, and were entirely gone from the Eastern U.S.
until they were removed from the endangered species list in 1999 due to successful reintroduction efforts. One reason these birds are becoming familiar in big cities is that tall rooftops
made good places to raise young birds hatched from eggs of captive birds. After these birds
grew up, some of them returned to areas near their nest locations and successfully nested and
raised their own young. Rock Pigeons (common in cities) are their primary food source.
EUROPEAN STARLING
1. The most numerous bird in North America, more than 200 million of these are found across
most of the continent. They can mimic other birds, such as hawks, but aren’t very good at it.
2. In 1890 about 100 of these European birds were released in New York City’s Central Park in an
effort to introduce to North America all the birds mentioned in William Shakespeare’s writings.
3. Using a variety of materials, including grasses, twigs, feathers, and even trash, these birds
build their nests in protected places like tree cavities and birdhouses, making it hard for other
cavity-nesting birds to find a nesting place.
4. These birds mainly eat berries and insects but also snack on fruits, grains, seeds, and even
garbage.
5. These glossy black birds with purple and green iridescent heads have a bright yellow beak in
the summer, but by fall their bright yellow beak has turned dark brown or black, and their
feathers have small white speckles.
C I T Y S L I C K E R S
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BIRD TEAM TRIVIA CARDS
se the following information to make your Bird Team Trivia Cards. You can also add local middle
school, junior high, or high school teams with bird mascots. Note: The teams listed below are
professional men’s sport teams in North America. No national women’s professional sport teams
have bird mascots at the time of printing.
U
W
hat national basketball
team from a southern
city is represented by this
group of predatory birds?
W
hat hockey team from a
southern city is represented by this group of songbirds?
his national hockey team’s
mascot is a black- andwhite bird that loves the
cold. Fish for food, anyone?
hat is the national hockey team with a bird mascot that will “Quack” you up?
W
his national football team
is represented by a group
of birds that are large,
strong, and skilled hunters.
So much for “brotherly love”
in this town! Who are they?
T
he bird mascot for this
national football team is
large and black. It might
occasionally be heard
chanting, “Never more!”
What is it?
his national football
team’s mascot represents
a group of birds that is
extremely fast. They can
soar to great heights and in a
split second pounce on unsuspecting prey. What are they?
he bird mascot for this
national football team is
also known as an Osprey. It is
an efficient hunter that
prefers to eat from the deep
blue seas or wherever the
best fishing hole might be!
What is its other name?
his national football team
has a bright red bird for
its mascot. The bird is nonmigratory and can be found
throughout the eastern and
central U.S., as well as in the
western state it represents.
What is it?
his national baseball team
from a harbor town has
chosen a colorful orange and
black bird as its mascot.
What is it?
he bird mascot for this
national baseball team is
blue, and can be described as
noisy and bold. It wouldn’t
hesitate to steal an egg from
a nest and often likes to travel in groups. What is it?
his national baseball
team’s mascot with bright
red feathers and an impressive crest is the state bird
for seven Eastern states.
What is it?
T
T
T
T
T
T
T
T
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C
Co
op
py
y
M
Me
e
BIRD TEAM SPORTS TRIVIA CARDS: Back
244
Pittsburgh Penguins
Atlanta Thrashers
Atlanta Hawks
Baltimore Ravens
Philadelphia Eagles
Anaheim Mighty Ducks
Arizona Cardinals
Seattle Seahawks
Atlanta Falcons
St. Louis Cardinals
Toronto Blue Jays
Baltimore Orioles
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Types of Turkey Calls
Push Button
Yelper
Tube Call
Diaphragm
Slate Call
Box Call
Wing Bone
248
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Courtship Behavior Cards
Use the this information to make the front of your cards.
hen this male bird sings its
courtship song, it often rises
several feet off its perch, as if propelled by the passion of its song.
W
lashing its handsome black and
white crest, this bird swims around
and around the females, then he leaps
into the air and does a somersault
before coming to rest on the water.
(Action: Sing your school song while
jumping up and down.)
(Action: Run around in a circle, then do
a somersault.)
his male bird makes loud drumming
noises by tapping its beak on hollow
branches or other objects, like telephone poles or the drainpipes on a
house.
his male bird flaps its wings rapidly
to make a muffled drumming sound.
This is often done while standing on a
log or large rock.
T
(Action: Tap two sticks together
to make loud drumming noises.)
his male bird has a brilliant red
throat patch that it inflates during
its courtship display.
T
(Action: Tuck a red balloon under your
chin and walk around showing it off.)
F
T
(Action: Stand on a sturdy stool or
chair while quickly moving your arms
up and down. Tap your legs with your
arms to make a drumming sound.)
his male bird struts, bows, and
makes a loud whistling sound by
blowing up orange air sacs on its neck.
T
(Action: While holding an orange balloon on each side of your neck, walk
with a strut, then take a bow. Try to
whistle while you do this.)
Question for
Reflection
his male bird brings special treats
like thistle seed to win over a female
bird.
his domesticated male bird has a
long tail of
andanimal
bronzebehaviors,
feathDogreen
you think
ers that it fans
and
shakes during
such
as courtship
displays, are
courtship. learned or instinctive?
(Action: Collect and offer some seeds to
a “female bird.”)
(For example, many scientists
that of
flying
instinctive,
(Action: Holdbelieve
up a fan
longisgreen
but
that
learning
to
fly
in heavy
paper “feathers” behind your back.)
winds may be a learned behavior.)
T
T
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Courtship Behavior Cards
254
Use the this information to make the back of your cards.
Hooded
Merganser
Orchard
Oriole
Ruffed
Grouse
Downy
Woodpecker
Greater
PrairieChicken
Magnificent
Frigatebird
Common
Peafowl
(Males
are called
Peacocks)
Lesser
Goldfinch
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Bird Address Cards
Answer: BALD EAGLE.
Habitat – rivers, lakes, marshes, and
seacoast throughout most of the U.S.
I have very strong talons, or
feet, that I use to catch fish
and other small animals.
When I am mature, I have a
dark brown body with a white
head and tail.
I am a large bird with a
wingspan up to 8 feet wide.
I am the national emblem of
the United States of America.
Card 1
Answer: ROADRUNNER.
Habitat – deserts, grasslands, and brushy arid areas
I seldom fly but I can run up to
15 miles per hour, darting in
and out of cactus thickets.
I like to eat snakes, lizards,
and insects.
I have a brown streaked body
and I am about 20 inches long.
In cartoons, I have been
depicted as a fast running bird
that calls, “Beep-beep.”
Card 2
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Bird Address Cards
Answer: WHOOPING CRANE.
Habitat – summers in northern freshwater bogs,
winters on coastal prairies
I have long legs for wading
and a long neck and beak for
catching fish and amphibians.
I was almost extinct in the
1940s, but rescue efforts have
slowly increased my numbers.
I am a very large white bird
with black on my wing tips
and red patches on my cheeks
and crown.
My trumpet-like call can be
heard up to two miles away.
Card 3
Answer: OVENBIRD.
Habitat – mature, dry forests; breeds from central
Canada to the northern Gulf states, winters from
the Gulf of Mexico to northern South America
My olive brown color helps me
hide while I spend time on the
forest floor.
My name comes from my
unusual nest on the forest floor
that looks like a tiny Dutch oven.
I am about the size of a sparrow
and I like to eat earthworms,
insects, and spiders.
My song sounds like I am
saying “Teacher, teacher,
teacher.”
Card 4
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Bird Address Cards
Answer: AMERICAN ROBIN.
Habitat – towns, lawns, gardens, parks,
open woods, and farm lands
I like to live in areas with
grass and gardens, and I eat
earthworms, insects, and
berries.
I have a rusty orange-colored
breast with a grayish back
and head.
I usually have three to five
blue-green eggs when I am
nesting.
My arrival in the northern
parts of the United States
is a sign of spring.
Card 5
Answer: BROWN PELICAN.
Habitat – sandy coastal beaches,
lagoons, and estuaries
As a result of the widespread
use of DDT in the ‘50s and ‘60s,
the shell of my eggs became so
fragile that many of my offspring perished, placing me on
the endangered species list.
I am an expert diver—I can
plunge 60-70 feet after a fish.
264
If you visit the ocean, you may
see a line of us flying along the
coastline.
I am a very large brown bird
with a throat pouch that helps
me catch fish.
H A B I T A T M A T C H
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Bird Address Cards
Answer: CALIFORNIA CONDOR.
Habitat – after the 1930s, mainly coastal
mountains of California
I was listed as an endangered
bird in 1967 under the Federal
Endangered Species Act.
Captive breeding programs
have helped to increase our
numbers and over 80 of us
have been successfully reintroduced into the wild.
I am mostly black with no
feathers on my head and feet,
and I am one of the largest flying birds in the world.
I soar over rugged mountains
looking for carrion to eat.
Card 7
Answer: ROCK PIGEON ( commonly known as a Rock Dove).
Habitat – cities, suburbs, and farms
Introduced into North America
long ago, I am one of the most
well known birds in the world.
I am very tame and can be
found taking food from people
in city parks and streets.
I am a mostly gray bird, about
11-14 inches long.
When I am taken from my
home and released many miles
away, I can usually find my
way back home.
Card 8
H A B I T A T M A T C H
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Flying Eagle Airplane
N E W T O N ,
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B E R N O U L L I
A N D
B I R D S
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Flying Eagle Airplane Instructions
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Flying Eagle Airplane
3. Trim border from
page, then cut out
back of wings and
tail.
B I R D S
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A N D
B E R N O U L L I
1. Cut along dotted
line from the
edge of the paper
to the eagle’s
beak.
Flying Eagle Airplane
N E W T O N ,
2. Fold paper in half
along center line.
4. Open paper
and refold in half
along center line so
that the eagle faces
inward.
6. Fold paper UP along
dotted line...
5. Fold paper
down along
dotted
line.
...so that it looks like this.
Repeat on opposite side.
7. Fold edge DOWN
along dotted line...-
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Flying Eagle Airplane Instructions
...so that it looks like this.
Repeat on opposite side.
You’re almost done!
8. Fold along dotted line
(which is the edge created
by your last fold), toward
the tail. Repeat on
opposite side.
9. Fold small tab
(shaded in diagram)
UP along dotted line.
...like this. Repeat
on opposite side.
10. Turn eagle upside down
and open along center line.
One folded tab should
naturally lie underneath
the other.
10. Turn the eagle over.
Place a staple in the center
of head. If desired, bend the
staple slightly at the center fold (this
will give the eagle a slight “v” shape
when viewed head on).
11. Adjust wings; hold tail between
thumb and forefinger; give a gentle
push and watch the eagle fly!
This procedure has been developed from “Eagle Airbirds” an activity by Al Parker of the Indiana
Department of Natural Resources, adapted with permission from Dr. Edmond Hui’s “Paperang”
design. Visit Dr. Hui’s website www.paperang.com for more information on the Paperang.
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Count Your Birds Instructions
BirdSleuth
Student Stationary Count Instructions
WHAT DO WE MEAN BY A STATIONARY COUNT?
A Stationary Count is a method of counting birds from a fixed area.
During a Stationary Count, observers stand in a designated count area for a certain
period of time and record all the birds seen or heard from there.
STEP !: Identify the Stationary Count area.
With your teacher, define the boundaries of a count area that is 30 yards in diameter (that’s about
the size of a tennis court.
Give each Stationary Count area a unique name.
STEP 2: Record where, how, and when you count birds on the Tally Sheet.
Fill in the information in Boxes 1 and 2 on the Tally Sheet.
STEP 3: Look and listen for birds to identify and count.
Remember, you can count birds that are inside or outside the area as long as you see or hear
them while YOU are in the area.
Count time should be between 5 and 15 minutes long.
Identify the bird species you see and hear, and count how many of each species are in
the area.
Be careful not to count the same bird twice!
STEP 4: Record you bird data..
Record what you’ve seen on the Tally Sheet
in Box 3.
WHICH species you counted.
HOW MANY of each species you
counted.
Whether you reported all the birds you
identified.
STEP 5: Submit you data.
Visit the eBird website at www.eBird.org
to submit your data.
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I JUST SAW A COOL BIRD—BUT NOT DURING A STATIONARY COUNT!
CAN I RECORD IT?
YES! It’s called a CASUAL observation, and reporting that bird is as easy as 1-2-3!
1. Note the species of the bird.
2. Record the DATE when and LOCATION where you saw the bird.
3. Submit you data via the eBird site at www.eBird.org. Let us know it is a casual observation.
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BirdSleuth
Stationary Count Tally Sheet
C O U N T Y O U R B I R D S
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Bird Identification 1
BirdSleuth. Cornell Lab of Ornithology
C O U N T Y O U R B I R D S
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Bird Identification 2
BirdSleuth. Cornell Lab of Ornithology
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C O U N T Y O U R B I R D S
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Resources About Birds and Bird Watching
he activity included here is from BirdSleuth, an inquiry-based curriculum for middleschool students. Classrooms involved in the full BirdSleuth curriculum:
identify birds and learn the importance of habitat;
participate in citizen science—observing, collecting, and submitting data;
engage in the scientific process—investigating data and drawing conclusions;
and take part in authentic inquiry by designing and conducting their own research projects.
To learn more about BirdSleuth, contact the project’s leader at birdsleuth@cornell.edu or
by calling (607)254-2489.
T
Here are additional resources about birds and bird watching:
EDUCATOR’S GUIDE TO BIRD STUDY: Educator’s resources (activities, bibliography,
funding pointers), student research, and an overview of the Lab of Ornithology’s Citizen
Science projects.
www.birds.cornell.edu/schoolyard/index.html
ALL ABOUT BIRDS: Online bird guide, binocular guide, general bird and bird ID information.
www.birds.cornell.edu/programs/AllAboutBirds/
BIRDSLEUTH: View and download the BirdSleuth Reports webzine (an online student
research journal), discuss bird education issues with other educators on the discussion
board, and find links to resources and information.
www.birds.cornell.edu/birdsleuth/
URBAN BIRD STUDIES: Learn about pigeons, gulls, crows, and other urban birds.
www.birds.cornell.edu/programs/urbanbirds/
THAYER BIRDING SOFTWARE: Interactive software, photos, video clips, and quizzes.
www.ThayerBirding.com
DISCOVERY TRUNKS may be available from a local nature center, zoo, or department of
conservation office.
CORNELL LAB OF ORNITHOLOGY WEB SITE: www.birds.cornell.edu
SLIDE SETS: Sets of 15 slides of the most common feeder birds in your state are available
through Cornell’s Visual Services Department, for $35/slide set. For more information contact birdslides@cornell.edu (email) or 607/254-2450.
FOCUS CARDS: Focus Bird Cards are a great way to help students learn how to identify 36
common birds! The front of each card contains a beautiful, full-color 5x8” image, while the
back describes the habitat, food preferences, range, and breeding biology of the bird featured.
The cards come with password access to a bonus online quiz containing video, sound, and more
photos of the focus card birds. It’s a great way for students to quiz themselves on birds by
sound or sight. Order the cards at www.birds.cornell.edu/birdsleuth/about/order-form.
C O U N T Y O U R B I R D S
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About Birds and Birding
Taxonomy
Common Characteristics
KINGDOM: Animalia (Animals)
PHYLUM: Chordata (Animals that have a dorsal
hollow nerve cord, a notochord, and gill clefts.
These three structures are found in the early
developmental stages of all chordates.)
SUBPHYLUM: Vertebrata (Vertebrates:
Animals with backbones)
CLASS: Aves (Birds)
ORDER: The class Aves is divided into approximately 29 orders (some scientists use 24 or 27
orders). For example, the order for perching
birds is Passeriformes.
FAMILY: Each order is further divided into
families. For example, jays are a perching bird
in the Corvidae family.
GENUS and SPECIES: Each family has a number
of genera (plural for genus) and each genus
usually has a number of closely related species.
A species is a population of organisms of which
all the members are able to breed amongst
themselves.
A
lthough birds are incredibly different in
size, shape, color, and behavior, they all
share certain characteristics.
Feathers
All birds have feathers, and they are the only
living animals that have them. Feathers not only
allow birds to fly, but they also keep their skin
dry, help to streamline the body for flight, and
provide excellent insulation.
Birds have many different types of feathers,
from stiff contour feathers to soft and fluffy
down feathers. The flight feathers, on the wings
and tail, form the flying surfaces and make
flight possible. The contour feathers cover the
bird’s body and are lightweight yet strong.
Underneath the contour feathers are the small
down feathers that provide great insulation.
The Eastern Blue Jay belongs to the genus
Cyanocitta and species cristata, hence, its Latin
scientific name is Cyanocitta cristata. Using scientific names allows scientists all over the world
to be sure they are talking about the same species
since common names are different among different languages. For a list of North American bird
species that includes the scientific name, go to
the American Ornithologists’ Union website at
www.aou.org.
Evolutionary History
A
rchaeopteryx is perhaps one of the earliest birds in existence. Fossil records indicate this
bird lived during the age of dinosaurs, about 160 million years ago. In addition to its reptilian features, such as sharp teeth, scales, and claws, Archaeopteryx also had feathers.
Illustration courtesy of Joe Tucciarone
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The color of bird feathers varies tremendously.
Some birds have protective coloration that
helps them blend in with their surroundings;
others have brightly colored feathers that may
help them attract a mate or identify other birds
of the same species.
As feathers become worn and damaged, birds
lose and replace their feathers through a
process called molting. For most birds, molting
is a gradual process. They replace their feathers a few at a time each year, often after breeding season. (Sometimes when a large bird flies
overhead you can see where one of its flight
feathers is missing.) Ducks, however, molt all
their flight feathers so rapidly that they are
unable to fly for a few weeks.
Two Wings
All birds have two wings. The majority of birds
use their wings to fly, but even flightless birds,
like penguins and ostriches, use their wings.
For example, the wings of a penguin help it to
swim and the wings of an ostrich help it to balance as it moves. A bird’s wing is shaped like an
airfoil, thicker in front and thinner behind. This
causes the air to move slower over the lower
surface, which increases the upward pressure,
or lift, which allows the bird to get into the air
and fly. The shape and size of a bird’s wings
determine whether it is a fast or slow flyer. For
example, soaring birds like eagles have long,
wide wings; most songbirds have short wings
for flying among trees and shrubs.
Beaks or Bills
All birds have a beak or bill (the words are used
interchangeably). A beak is the bird’s jaw and
its horn-like covering. It is bony inside, but the
outside is made of keratin, the same living,
growing material that makes up your fingernails.
Beaks come in many different shapes and sizes,
and they are used for many different purposes.
For example, hummingbirds have long hollow
beaks to get nectar from flowers; herons have
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Diversity
T
here are approximately 9,000 species
of birds. In North America about 650 species
nest and about 150 migrate through each year.
Birds’ ability to fly (in most cases) and unique
skin covering (feathers) makes them one of the
most successful vertebrates. Their variety allows
them to exist in many places and in many forms,
including hummingbirds, eagles, penguins, ducks,
pigeons, peacocks, roadrunners, chickens,
sparrows, and many more.
long, sharp beaks for spearing fish; and woodpeckers have strong beaks for chiseling wood.
Beaks help birds to get food, tear or break the
food into pieces, drink water, gather nesting
materials, preen feathers, feed their babies,
protect themselves from enemies, and more.
Birds do have tongues, but not teeth.
Body Temperature
All birds are endothermic (often referred to as
warm-blooded), which means they can maintain
a relatively high and constant body temperature
independent of the surrounding air and water
temperatures.
Eggs
All birds are hatched from hard-shelled eggs.
The protective outer shell keeps the developing
chick from drying out. Once the eggs are laid,
they must be kept at the proper temperature or
the developing embryos will not survive.
Two Legs and Two Feet
All birds have two legs and two feet. Depending
on the species, birds use their legs and feet for
many different purposes, including walking,
standing, hopping, running, perching, carrying
things, grabbing prey, swimming, wading,
digging, or fighting.
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Special Adaptations
Lightweight Skeleton
Most of the bones in a bird’s body are hollow and
thin, making them very lightweight. Many bones
are strengthened by internal struts or braces
similar to the trusses inside the wing of an airplane. In addition, many of the bones are fused
(joined together), which provides extra strength.
Keen Eyesight
Having excellent sight is extremely important
to birds as they fly among branches, search for
food, look for a mate, and watch for enemies.
Birds have very large eyes that occupy a major
portion of the head. In addition, the eyes and
optic regions of the brain are well developed.
Their eyesight can change quickly from distant
to near vision. This is important as they are flying among trees or swooping down from a high
perch. It seems that birds can see color and
have very keen visual perception—they can tell
objects apart even when the objects are far
away but close to each other. Most birds have
sight perception that is several times better
than that of people.
The eyes of most birds are located on the sides
of their head, which gives them a large field of
vision. Some predatory birds, like owls, have
eyes in the front of their head, which gives them
excellent depth perception. Depth perception
means that they can judge distances precisely.
(Owls cannot move their eyes in their eye sockets,
but can turn their heads 270°.)
Excellent Hearing
The sense of hearing in birds is well developed.
This helps them communicate with other birds,
listen for danger, and locate prey. Birds have
one ear on each side of their head. You cannot
see the ears because they are typically small
holes covered with feathers.
Poor Sense of Smell
Birds have two nostrils in their
beaks. Although birds can see and
hear well, most do not have a good sense
of smell. A sense of smell may not be as
important to animals that are adapted to
spending most of their life off the ground.
The turkey vulture is one exception, probably
because its sense of smell leads it to food.
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Preening
Birds use their beaks to preen, or smooth and
straighten out, their feathers. If their feathers
get rumpled and have breaks or gaps in them,
they do not work efficiently for flight or for
keeping the bird warm and dry. Most birds have
an oil gland located on their back near the base
of the tail. Birds press their beaks against the
gland to get oil on their beak, then use their
beaks to spread this oil over their feathers. This
helps to condition and waterproof their feathers.
Efficient Breathing and Circulation
The breathing and blood circulation systems in
birds are extremely efficient, which allows
them to maintain a fast metabolism and high
body temperature and to fly. Birds have a
strong heart that beats rapidly (400-500 beats
per minute for a small bird at rest compared to
60-90 beats per minute for a human). Their
strong heart efficiently circulates the blood
carrying oxygen throughout the bird, which is
necessary for the strong flight muscles.
Birds have two small lungs with special air
sacs attached to each one. These air sacs extend
into many parts of the bird’s body, including the
hollow parts of some bones. This allows the bird
to store more air. Air moves through the lung
tissue of birds in only one direction, which is
much more efficient than in humans where the
air is inhaled and then goes back where it came
from to be exhaled.
“In full flight, a bird’s wing can beat very rapidly (27 strokes per second in chickadees, more
than 50 strokes per second in hummingbirds). When a bird is flying at its normal pace, the flight
muscles develop oscillatory rhythms that are self-sustaining for brief periods, so that nerve
stimulation to muscles need not occur on each stroke. The effect is like a spinning bicycle wheel,
which once in motion needs only an occasional boost to sustain a constant speed.”
—Sibley Guide to Birds
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Birding with Binoculars
Step-By-Step Instructions on How To Use Binoculars
B
inoculars are a useful tool when it comes to watching and studying birds. These steps give a
brief lesson on binocular basics:
1. Roll back the eyecups of the binoculars if you wear glasses.
2. Put the neck strap of the binoculars around your neck.
3. Find an object that is vertical or horizontal.
4. Look through the binoculars and bend them until you see only
a single image.
5. Cover the right lens with your hand and move the focus wheel
until the image is sharp.
6. Next, cover the left lens with your hand and move the focus
wheel until the image is sharp.
7. Adjust the right eyepiece until the image is sharp.
Your binoculars should now be ready for some serious bird watching! Remember, it is easier to
find birds with your eyes first, and then use the binoculars for a close-up view.
Tips for Successful Field Experiences
Gather needed equipment—a field guide,
binoculars (if possible), notebook, pencil,
and possibly a list of local birds you might
expect to see.
If the bird’s name is known, record it;
otherwise, note its colors, distinguishing
features, song or call, and observed
behavior.
Before beginning fieldwork, dress in comfortable clothing of dull colors, which helps
the observer blend into the natural habitat
being explored. Also, wearing sneakers
enables the observer to move about quietly.
Record the type of natural habitat where
the bird is observed. Look at the surroundings carefully. Then, describe the physical
environment, including the types of plants
present, the time of year, and the weather.
This information helps the observer understand the natural conditions each species
needs in order to survive.
Conduct field work in a natural habitat.
To see the greatest variety of birds, try to
visit a local wildlife sanctuary, state park,
or federal refuge. Get landowners’ permission to walk on private property.
Try to search for birds during the times
when birds are most active: within an hour
or two after dawn or before dusk.
Always remember: The natural environment comes first. Never harm or disturb
an animal, plant, or nest. Also, never take
an animal away from its habitat. No bird,
or other creature, can exist for very long
away from its own environment.
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