Mapping Migration
Investigative Question: What species of bird migrate? How far do they migrate?
Goals: Understand that a wide variety of birds migrate and migration routes differ among species. Quantify the
differences between and among bird species through route distances.
Objectives: Using maps and measuring tools, students will track the migration of a particular bird species to
determine the approximate distance of its migration in terms of months, weeks, days.
Knowledge: Students learn that many types of birds migrate to a variety of places depending on
adaptations and needs. Students will learn migratory routes of a specific species in relation to a map of
North and South America.
Skills: Students will use non-standard and standard forms of measurement to calculate a migration
route on the map to the nearest foot, yard, and meter. Students will use math skills to find equivalent
periods of time for migration. (Hours into days; days into months).
Values: Students will gain an appreciation for the distance of migratory paths as well as the difficulty of
migrating, in North and South America.
Math SOLs
2nd Grade Math SOL
2.11 The student will estimate and measure
a) length to the nearest centimeter and inch
3rd Grade math SOL
3.9 a) length to the nearest 1/2inch, inch, foot, yard, centimeter, and meter
c) weight/mass in ounces, pounds, grams, and kilograms
3.12 The student will identify equivalent periods of time, including relationships among days, months, and
years, as well as minutes and hours.
4th Grade Math SOL
4.7 The student will
a) estimate and measure length, and describe the result in both metric and U.S. Customary units; and
b) identify equivalent measurements between units within the U.S. Customary system (inches and feet;
feet and yards; inches and yards; yards and miles) and between units within the metric system
(millimeters and centimeters; centimeters and meters; and millimeters and meters).
5th Grade Math SOLs
5.2
The student will
a) Recognize and name fractions in their equivalent decimal form and vice versa; and
5.8
The student will
c) Identify equivalent measurements within the metric system;
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e) choose an appropriate unit of measure for a given situation involving measurement using U.S. Customary
and metric units.
5.10
The student will determine an amount of elapsed time in hours and minutes within a 24-hour period.
6th Grade Math SOLs
6.2
6.14
The student will
a) investigate and describe fractions, decimals, and percents as ratios;
b) identify a given fraction, decimal, or percent from a representation;
The student, given a problem situation, will
a) construct circle graphs;
b) draw conclusions and make predictions, using circle graphs; and
c) compare and contrast graphs that present information from the same data set
Science SOLs
2nd Grade Science SOL
2.5
The student will investigate and understand that living things are part of a system. Key concepts include
b) an animal’s habitat includes adequate food, water, shelter or cover, and space
2.7
The student will investigate and understand that weather and seasonal changes affect plants, animals,
and their surroundings. Key concepts include
a) effects of weather and seasonal changes on the growth and behavior of living things
3rd Grade Science SOL
3.4
The student will investigate and understand that adaptations allow animals to satisfy life needs and
respond to the environment.
a) behavioral adaptations; and
b) physical adaptations.
3.10 The student will investigate and understand that natural events and human influences can affect the
survival of species. Key concepts include
a) the interdependency of plants and animals
4th Grade Science SOLs
4.5
The student will investigate and understand how plants and animals, including humans, in an ecosystem
interact with one another and with the nonliving components in the ecosystem. Key concepts include
a) plant and animal adaptations;
d) habitats and niches;
5th Grade Science SOLs
5.7
The student will investigate and understand how Earth’s surface is constantly changing. Key concepts
include
g) human impact
6th Grade Science SOLs
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6.5
The student will investigate and understand the unique properties and characteristics of water and its
roles in the natural and human-made environment. Key concepts include
f) the importance of protecting and maintaining water resources.
6.7
The student will investigate and understand the natural processes and human interactions that affect
watershed systems. Key concepts include
b) divides, tributaries, river systems, and river and stream processes;
c) wetlands;
d) estuaries;
US History SOL:
USI.2 The student will use maps, globes, photographs, pictures, or tables to
a) locate the seven continents and five oceans;
b) locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian
Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and
Coastal Range;
d) recognize key geographic features on maps, diagrams, and/or photographs.
USII.1
f) analyze and interpret maps that include major physical features;
g) use parallels of latitude and meridians of longitude to describe hemispheric location;
Materials:
- Migration game (Signs, dice, cups, arm bands, tape, clip boards, pencils, migratory bird information sheet, &
Mapping Migration bird information sheets)
- Wet erase markers and wet wipes
- Colored string (5 different colors, one for each bird route in varying sizes)
- Measuring devices (meter tape, meter stick and rulers)
- Large Map on Laminated sheet or any large map available (if implemented in a classroom)
- Conversion sheet
Note to Educator:
Because of the wide range of grade levels and learners, we have highlighted various extensions and further options
for each particular grade level. These highlighted SOLs can be found within some procedures below.
Math SOL 3.3 (3rd grade teachers)
Math SOL 4.4 (4th grade teachers)
Etc.
Procedure
1. Students will participate in the migration game (PDF scan from Flying Wild activity Appendix B) which
will create 5 groupings of various migratory birds.
2. After all students have experienced one round of a bird migration and have discussed their migration
journey, have students look at the enlarged map of North and South America. Ask students: What is
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3.
4.
5.
6.
7.
this a map of? What do you see on the map? Can you name the things that are missing on this map?
(Title, Legend, Equator, Compass Rose)
Allow students to take a couple of minutes to read the information for their bird and its migration
route again if needed.
Instruct students to find their bird’s migratory path on the laminated map. Each bird has a
corresponding color. These colors are found on their information sheets. (Extension: have the
students create a legend on the laminated map)
Have the students’ estimate the distance of their bird’s migratory route by using context clues (this
can be done by using the map scale option 2: estimating the distance from east coast to west coast in
miles ---hint- the conversion sheet with help with estimation).
Ask students how they would determine the distance of the migration route. If you did not have any
measurement devices (ruler) available, what is another way you could measure? (If the students can
support their answer, allow them to try. Feel free to use scrap paper for them to make their own
number line. This is an investigation: there is no one correct way).
Pass out the string/any non-standard measuring device.
Possible ExtensionMath-SOL 3.3 Take the string and fold it in half. What is the length of the string? How many inches? If
we had a whole string before, what fraction do we have now? What if I folded it again? That is the nice
thing about feet…it divides easily into fourths, thirds, halves, sixths, and twelfths!)
Math SOL 4.3 Write the decimal and fraction equivalents.
Math SOL 5.2 Recognize and name fractions in their equivalent decimal form (this can be done on any
scrap paper or white board)
8. Place the string over their bird’s migratory path on the large laminated map. **Students or teachers
may have to select one path to examine due to some birds having multiple paths**Have them look at
the scale provided on the map (1 in: 205 miles) and determine the approximate distance of their
migratory route.
(1 inch on the map = 205 miles (1:205). If the measurement of the route is 4 inches then the distance of
migratory route is 820 miles)
 Math SOLs 4.4 4 multiplied by 205, or four groups of 205. You can also ask students to
estimate (ex. Round 205 to 200.)
9. Distribute the rulers and have students calculate the distance traveled using the scale provided on
the map. Their calculation should be to the nearest ½ inch, inch, foot, yard, centimeter, and meter.
a. If you have time, have the students convert the final measurement from English standard to the
metric system (kilometers). The large laminated map has a kilometer scale and a meter scale for
help. Feel free to round if necessary (1 inch = 200 miles).
10. Ask students which form of measurement was easier (the string estimate or ruler measurement)?
Which form of measurement was more accurate?
 With the information given on each of the bird information sheets, have the students convert
their bird’s total length of migration into equivalent time periods: days, months, hours if
possible (ex. 15 days= ½ month, 2 months = 60 days). This may be total migration or a portion of
their bird’s migratory route (M SOL 5.10).
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11. Overlay the longitude and latitude lines on your larger map. Have students identify coordinates along
the bird’s route. (M SOL 6.11)
Follow- up questions
 Where did your bird frequently visit?
 Did your bird migrate to the same locations every year?
 Why do you think they visited those specific locations?
o What do the birds need to survive?
 What characteristics in the landscape was your bird searching for?
Extensions
12. Have students analyze and compare the migratory patterns and distances of each species of bird
a. What is the sum of all of the distances combined? Estimate the sum of all migratory distances
(Math SOL 3.1) Compare whole numbers using symbols <, >, =
(Math SOL 4.4 a) Round to the nearest whole number
(Math SOL 5.16 c) Find the mean, median, mode and range for other individuals of the
same species.
Tracking information can be found at The Center for Conservation Biology
http://www.ccbbirds.org/what-we-do/research/bird-migration/
13. Have students research what birds need in a migration flyway (flight used in bird migration) (what
type of habitat)? (Sci SOLs 3.10 a, Sci SOL 4.5)
14. Have students look at different locations of their bird’s migration and make a prediction as to why
they stopped at that specific location. Research different areas of the migration route. Students can
then make a prediction as to where the bird may fly next. (S SOL 3.10, 4.5, 5.7, 6.5)
15. (M SOL 3.6) Have students create a large number line/migration line down a hallway at school.
Online resources are available to track a current bird’s migration by The Center for Conservation of
Biology and Wildlife tracking. http://www.ccbbirds.org/what-we-do/research/bird-migration/
a. Options include: How far does a bird travel in a day and move a bird along a migration line. (M
SOL 3.6) Compare the findings to how far you would travel on a family vacation. Remember to
factor in mileage, hours of driving, cost of gas, etc.
16. Determine the scales of various maps and/or globes when the scale is not provided. (M SOL 6.1, 6.2)
a. This can be done by determining a distance from one place to another, then dividing by the
length on the map
i. Example: length of east coast to west coast in miles approximately 2514 miles. Divide
by measuring east to west coast with a ruler -- 12 inches. 2514/12 = 210.
1. 1 inch on our map is equal to 205 miles. This is written as 1:210
b. How long would your bird take to fly half way around the world? (M SOL 6.10)
c. What is the perimeter and area of the Globe? (M SOL 5.8, 5.9)
i. Does a 2-D Map when folded, a similar geometric shape as a globe? Does the newly
formed (the cylinder) have the same perimeter?
17. Overlay the longitude and latitude lines on your larger map. Have students identify
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coordinates along the bird’s route. (M SOL 6.11)
18. Researching weather data (fronts, maps) and how it correlates to a specific bird migration route.
a. Analyzing multiple years of migration data. How has temperature, fronts, systems and humidity
affected that year’s flight? (S SOLs 6.6)
i. http://www.hpc.ncep.noaa.gov/dailywxmap/index_20140102.html
19. Looking at historical data of wetlands, estuaries and river systems and comparing them to current
stopover sites. (S SOL 6.7).
Engineering and Technology
 Have students use technology to research satellite transmitters and their specific use of tracking. Use
engineering design principles to build/design a transmitter model. In what ways can the original
transmitters be improved?
Higher Level Thinking Extension/ Abstract thinking
 Have students compare their bird migratory path with a globe. How does the path change based off of
their Earths structure? Does a bird fly in a straight line? How do birds compare to airplanes?
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Teacher Background Information
Northern Pintail
“Pintails were caught with both rocket nets and swim-in traps and then fitted with transmitters. The satellite transmitters
weigh 20g. The weight of the transmitter is critical as the overall weight of the transmitter/harness package should not
exceed approximately 3-4% of the weight of the bird. Because we are primarily interested in large-scale movements over
the course of 1 year, our transmitters are programmed to send a signal every 65 seconds for eight hours every six days.
This routine conserves battery power and should allow researchers to track the pintails through spring migration,
breeding, and the following fall migration (North Carolina Wildlife Resource Commission).”
North Carolina Wildlife Resource Commission
http://www.ncwildlife.org/Hunting/waterfowl/SatelliteTrackingofNorthernPintails.aspx#2375787-capture--trackingtechniques
Whimbrel
“Beginning in 2008, the Center for Conservation Biology collaborated with The Nature Conservancy to investigate the
stopover ecology of whimbrels along the Delmarva Peninsula. The study includes aerial surveys to estimate seasonal
numbers, traditional transmitters to examine stopover periods, and satellite transmitters to document migration pathways
and breeding destinations for birds leaving the site (wildlifetracking.org).”
http://www.wildlifetracking.org/index.shtml?project_id=369
Eagles
“Wildlife tracking.org banded and satellite tagged Bald and Golden Eagles in the upper Chesapeake Bay, USA as part of a
program funded in part by the US Army. The Chesapeake Bay is a unique convergence zone for eagles along the Atlantic
Coast of North America. It hosts over 1,000 breeding pairs of Bald Eagles year-round, plus thousands of migrant eagles
from the southeastern US and northeastern US and Canada. Using the satellite tracking data, we can study the eagles'
migration path, roosting patterns, foraging sites, and nesting sites. In addition, we can determine common causes of
mortality and provide management recommendations to reduce future eagle mortalities. Eagles were tagged as nestlings
or captured as free flying birds. We fitted eagles with backpack harness to hold the solar-powered transmitter in the
middle of the eagle's back. Eagles were named after rivers and creeks in the Chesapeake Bay watershed, Canada, and
Florida (wildlifetracking.org).”
http://www.wildlifetracking.org/index.shtml?project_id=349
Peregrine Falcon
“Center for Conservation Biology began a research program called FalconTrak as a cooperative
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project designed to answer questions about the movements and survival of Peregrine Falcons (Falco
peregrinus) within the mid-Atlantic region of North America. Sixty-one falcons were tracked between 2001 and
2012 with solar-powered, satellite transmitters to investigate the spatial dynamics of their annual cycle and to
identify causes of mortality (The Center for Conservation Biology).”
http://www.ccbbirds.org/what-we-do/research/tracking/
Northern Harrier
Avian Research and Conservation Institute
“During the fall of 2010 and again in 2012, we deployed satellite transmitters on a total of five Northern
Harriers (Circus cyaneus) migrating through the westernmost reaches of the Florida Keys. This study was a first
attempt at identifying pathways, stopover sites, and wintering destinations for this long-distance migrant (Avian
Research and Conservation Institute).”
http://arcinst.org/arci-tracking-studies
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North and South America
Compass Rose
Northern
Hemisphere
Pacific
Ocean
Extra


Atlantic
Ocean
Country Names
Equator
State Names
Legend
Green- Whimbrel
Black- Northern Pintail
Blue- Northern Harrier
Red- Peregrine Falcon
Yellow- Bald Eagle
Southern
Hemisphere
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Conversion Sheet
The United States
2,514 miles
(1 mile = 1.6 kilometers )
This map is not to scale
Inches
1in
Miles
205
Kilometers
1 mile = 1.6km
East Coast to West
Coast inches
E. Coast to W. Coast
Kilometers
12 1/4'”
330 km
2,514
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Extensions Organized by Grade Level
3rd Grade Extensions
Have students analyze and compare the migratory patterns and distances of each species of bird
What is the sum of all of the distances combined? Estimate the sum of all migratory distances
(Math SOL 3.1) Compare whole numbers using symbols <, >, =
Tracking information can be found at The Center for Conservation Biology
http://www.ccbbirds.org/what-we-do/research/bird-migration/
Have students research what birds need in a migration flyway (flight used in bird migration) (what type
of habitat)? (Sci SOLs 3.10 a
Have students look at different locations of their bird’s migration and make a prediction as to why they
stopped at that specific location. Research different areas of the migration route. Students can then
make a prediction as to where the bird may fly next. (Sci SOL 3.10
This link provides regional to international sites of importance for migrating birds
http://www.whsrn.org/sites/map-sites/sites-western-hemisphere-shorebird-reserve-network
(M SOL 3.6) Have students create a large number line/migration line down a hallway at school. Online
resources are available to track a current bird’s migration by The Center for Conservation of Biology and
Wildlife tracking. http://www.ccbbirds.org/what-we-do/research/bird-migration/
 Options include: How far does a bird travel in a day and move a bird along a migration line. (M
SOL 3.6) Compare the findings to how far you would travel on a family vacation. Remember to
factor in mileage, hours of driving, cost of gas, etc.
4th grade extensions
Have students analyze and compare the migratory patterns and distances of each species of bird
What is the sum of all of the distances combined? Estimate the sum of all migratory distances
(Math SOL 4.4 a) Round to the nearest whole number
Tracking information can be found at The Center for Conservation Biology
http://www.ccbbirds.org/what-we-do/research/bird-migration/
Have students research what birds need in a migration flyway (flight used in bird migration) (what type
of habitat)?, Sci SOL 4.5)
Have students look at different locations of their bird’s migration and make a prediction as to why they
stopped at that specific location. Research different areas of the migration route. Students can then
make a prediction as to where the bird may fly next. (Sci SOL, 4.5
5th Grade Extensions
Have students analyze and compare the migratory patterns and distances of each species of bird
What is the sum of all of the distances combined? Estimate the sum of all migratory distances
(Math SOL 5.16 c) Find the mean, median, mode and range for other individuals of the same species.
Tracking information can be found at The Center for Conservation Biology
http://www.ccbbirds.org/what-we-do/research/bird-migration/
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Have students look at different locations of their bird’s migration and make a prediction as to why they
stopped at that specific location. Research different areas of the migration route. Students can then
make a prediction as to where the bird may fly next. (Sci SOL 5.7,
What is the perimeter and area of the Globe? (M SOL 5.8, 5.9)
Does a 2-D Map when folded, a similar geometric shape as a globe? Does the newly formed (the
cylinder) have the same perimeter?
6th Grade Extensions
Have students look at different locations of their bird’s migration and make a prediction as to why they
stopped at that specific location. Research different areas of the migration route. Students can then
make a prediction as to where the bird may fly next. (Sci SOL 6.5)
Determine the scales of various maps and/or globes when the scale is not provided. (M SOL 6.1, 6.2)
This can be done by determining a distance from one place to another, then dividing by the length on
the map
Example: length of east coast to west coast in miles approximately 2514 miles. Divide by measuring east
to west coast with a ruler -- 12 inches. 2514/12 = 210.
One inch on our map is equal to 205 miles. This is written as 1:210
How long would your bird take to fly half way around the world? (M SOL 6.10)
Overlay the longitude and latitude lines on your larger map. Have students identify coordinates along
the bird’s route. (M SOL 6.11)
Researching weather data (fronts, maps) and how it correlates to a specific bird migration route.
Analyzing multiple years of migration data. How has temperature, fronts, systems and humidity
affected that year’s flight? (S SOLs 6.6)
http://www.hpc.ncep.noaa.gov/dailywxmap/index_20140102.html
Looking at historical data of wetlands, estuaries and river systems and comparing them to current
stopover sites. (S SOL 6.7).
Engineering and Technology
 Have students use technology to research satellite transmitters and their specific use of tracking. Use
engineering design principles to build/design a transmitter model. In what ways can the original
transmitters be improved?
Higher Level Thinking Extension/ Abstract thinking
 Have students compare their bird migratory path with a globe. How does the path change based off of
their Earths structure? Does a bird fly in a straight line? How do birds compare to airplanes?
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Bird Species
Did you successfully complete
your migration?
YES!
What was one significant event in your
migration?
Was this significant event caused by living or
non living things?
NO
Cause of death
Living thing or Non-living thing?
LIVING
NON-LIVING
Living
Non Living
How did humans have an
impact upon your species
survival?
Did humans play a role with
your significant event? Why or
why not?
How did humans have an impact
upon your species survival?
Did humans play a role with your
significant event? Why or why
not?
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Make a circle graph displaying survival
rate compared to death rate
Percentage of Birds
that Survived
Create a bar graph displaying all birds’
migratory distances.
Percentage of Birds
that Died
Fraction of
Survival Rate
Equivalent
Decimal
Ratio
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3rd Grade
Non-Standard Form of Measurement
What are you using to measure the distance of your
migration?
Now, use a ruler to measure the total
distance of the migration.
_______________________
How many of your measuring devices did you use to
measure the migration journey?
Feet
Total in Feet?
Inches
Total in Inches?
______________________________
Centimeters
Total in Centimeters?
Draw your measuring device/tool
What is the total length of your bird’s
migration in inches?
______________in
What is the total length of your bird’s
migration in Kilometers?
______________km
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ft
in
cm
4th & 5th grades
Using the ruler, what was the total
length of your bird’s migration on the
map?
Feet
Using the ruler, what was the total
length of your bird’s migration on the
map?
Feet
Inches
Inches
Convert total migration
length into cm and mm
Convert total migration
length into cm and mm
Centimeters
Centimeters
Millimeters
Millimeters
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Migration Distance
Map Scale: 1 inch equals
Migration Distance
205 miles
Map Scale: 1 inch equals
205 miles
X
X
How many inches on the map
was your bird’s journey?
How many inches on the map
was your bird’s journey?
Total number of miles during
migration
Total number of miles during
migration
How long did it take for your
bird to complete their journey?
YEARS
MONTHS
WEEKS
How long did it take for your
bird to complete their journey?
DAYS
YEARS
MONTHS
WEEKS
DAYS
6th Grade
What was the total distance of your bird’s
flight? _________km
How long did it take for your
bird to complete their journey?
How many miles? _________mi
YEARS
MONTHS
WEEKS
DAYS
Remember:
1 mile = 1.6 Kilometers
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Conversion Sheet
The United States
2,514 miles
(1 mile = 1.6 kilometers )
This map is not to scale
Inches
1in
Miles
205
Kilometers
1 mile = 1.6km
East Coast to West
Coast inches
E. Coast to W. Coast
Kilometers
12 1/4'”
330 km
2,514
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