INTRODUCTORY LESSON
Big Idea
This month’s activities provide a “bird’s eye view”
of what defines our feathered friends and introduces
the idea of feeding birds while getting students on
track to becoming enthusiastic bird experts.
True or False?
Students will confirm what they know (and dispel some myths) about birds via this active
“True or False” game. If possible, set up a large space (outdoors, gym) or your classroom with
a “True” and “False” side at opposite ends of the space. Invite students to run (or walk) from
side to side depending on whether they think the statements you read are true or false. At the
end of each statement, be sure to reveal the correct answer and if possible give an example.
For examples visit www. birdsleuth.net/Pennington.
Learning Objectives
Students will be able to name the features that
make birds unique.
Students will be able to identify three common
bird species.
•
•
Answers: 1.T 2.F 3.T 4.T 5.F 6.F 7.F 8.T 9.F 10.F
1
WHAT MAKES A BIRD A BIRD?
THIS MONTH’S ACTIVITY
Before You Start
Feathered Friends
Visit www. birdsleuth.net/Pennington to find
background information and links to photo, video,
and sound resources used in this lesson. We
recommend you visit this site ahead of time to
quickly orient yourself. Decide where you will
conduct the “True or False” activity, and prepare
to take students outside.
Basic Statements
1. Birds are the only living animals that have feathers.
2. All birds fly.
3. All birds have two wings.
4. Birds lose and replace their worn or damaged feathers.
5. All birds have thick, heavy bones that provide the structure they need to fly.
6. Birds have poor eyesight.
7. Birds have heartbeats that are slower than humans.
8. All birds lay eggs.
9. Most birds eat worms.
10. All birds sing.
Big Idea
WHAT MAKES A BIRD A BIRD?
September
Challenging Statements
1. All birds migrate.
2. Birds are vertebrate animals.
3. All birds are warm blooded.
4. All baby birds hatch covered in downy feathers.
5. Male and female birds of some species look dierent.
Answers: 1.F 2.T 3.T 4.F 5.T
2
Extension for More Advanced Groups
You can extend the True/False activity by asking the students to defend their choices. If the group is split, ask
each side to defend why they think they are right. Make it an option for students to consider their peer’s
arguments and change their choice at any point during the debate.
Meet Three Feeder Birds
Introduce these bird species one by one to your students. Place the picture of the first bird on
the board, or if you have a projector, pull up a larger image. As you show each species, ask:
Make a list of descriptive words the students use to describe each species on the board. If you
can, add to the students’ experience by visiting www.birdsleuth.net/Pennington to show
videos, hear sounds, and see more photos of each of the species. Ask students to try to mimic
the sounds of the birds, especially the chickadee by saying “Chica dee dee dee.”
•
•
•
•
Have you ever seen this bird before? Where did you see it?
Do you know what its name is?
Do you know what sound it makes? What does it sound like?
How would you know it’s a ?
CHICKADEE MOURNING DOVE DOWNY WOODPECKER
Make a list of descriptive words the students use to describe each species on the board. If you
can, add to the students’ experience by visiting
videos, hear sounds, and see more photos of each of the species. Ask students to try to mimic
the sounds of the birds, especially the chickadee by saying “Chica dee dee dee.”
Feathered Friends
September
Photo Credits: The Mourning Dove by Evaristo Hernández-Fernández, and the Downy Woodpeckers by Larry McQueen
3
Take it Outside!
Through these activities, students will essentially come up with their own list of “What makes a
bird a bird?” Highlight the key points that all birds have feathers, two wings, two legs, hollow
bones, beaks, and lay eggs.
After all birds have been introduced, show the students all three birds together, and ask:
•
•
•
If we saw/heard these species outside, how could we tell them apart?
(How are they dierent?)
What things do these birds all have in common?
What makes birds unique (or dierent from other animals)?
Feathered Friends
September
Print the following pages for each child to take home and let the education continue!
Now that you've learned the names of three common feeder birds (and what they look and
sound like) take your students on a bird-watching adventure at the feeder for as little as 5-10
minutes. Try to find the three species, but if you don't, look and listen for other birds and other
animals. Focus on the similarities and dierences between the species you see. How do they
look dierent? Sound dierent? Behave dierently? Become more aware of birds, their
behaviors, and their habitats. Now is a great time to get children in the habit of watching
wildlife quietly! Visit the website to find tips about keeping students engaged and organized
on trips outside.
Take it Home!
Educators, keep students thinking about and observing birds at home by printing out the
following pages (for a single two-sided copy) and sending them home with students. Invite the
whole family to join the fun of watching birds!
TAKE HOME ACTIVITY
WHAT MAKES A BIRD A BIRD?
Birding in Your Neighborhood
Look for birds on a walk in your neighborhood, or sit quietly for 10 minutes
to look and listen for birds. Consider the following questions:
a) How many birds did you see?
b) How many dierent kinds of birds did you see?
c) Did you see any of the 3 species below?
d) What were the birds doing?
e) Can you find a bird that is making noise?
If you’d like, sketch one of the birds you see to share with your classmates!
4
CHICKADEE MOURNING DOVE DOWNY WOODPECKER
Feathered Friends
September
Parents and Guardians - Your child has learned about wild birds in school, and this sheet is
designed to oer more information and activities for your family to enjoy wild birds.
Yes No
DOWNY WOODPECKER
Photo Credits: Mourning Dove by Evaristo Hernández-Fernández, and Downy Woodpecker by Larry McQueen
Cornell Lab’s Book of the Month
Beautifully illustrated, this book sparks the imagination
and teaches more about bird basics.
Visit our website at www.birdsleuth.net/Pennington
to order a copy.
by May Garelick
WHAT MAKES A BIRD A BIRD?
Pennington’s Habitat Helpers
Shelter. Food. Water. Help birds with Habitat Helpers that you can buy
or make.
A platform feeder is sturdy and great for attracting larger
birds like jays and cardinals. These large and colorful
birds are great fun to watch for people of any age or
birding stage!
Next Month: Make your own Platform Feeder. We’ll show you how!
IF IT HAS FEATHERS, IT’S A BIRD!
Cool Fact!
Birds are the only living creatures with feathers. Feathers are made of
keratin, the same protein that makes up bird beaks, lizard scales, mammal
hair, human fingernails, and animal hooves and horns! Feathers help birds
fly and keep them warm and dry. The color patterns of feathers, called
“plumage,” can help birds stay camouflaged or find mates.
Feathered Friends
September
5
Visit www.facebook.com/PenningtonBirds
Big Idea
Habitat provides the four essential components
all animals need to survive: food, water, cover,
and space.
This month’s bird is an American Goldfinch! The males and females of this
species have dierent coloration, so be sure to point out the brightly-colored
males and the less striking females.
Visit www.allaboutbirds.org/guide/American_Goldfinch/id for more
information and images to share with your students.
Learning Objectives
Students will be able to list the four components
of a habitat.
Students will be able to identify at least three
eects that humans have on the environment.
•
•
1
WHAT’S IN A HABITAT?
Habitat
Ask your students what they think a habitat is. Make a list of all definitions or words
students mention.
Next, if they have problems narrowing it down, use this definition: A habitat is a place that
gives a group of plants and animals what they need to live.
Now have students discuss what makes up a habitat, knowing it’s a place that meets the
needs of plants and animals. You can compare it to where they live and what they need
to survive: food, water, cover, and space (the four habitat components). Cover referes to shelter
and can include nesting areas, places to sleep or rest, and places to hide or escape. Space
means the amount and kind of area needed to hunt, feed, and live as well as migration routes
for some species.
THIS MONTH’S ACTIVITY
Before You Start
Bird of the Month!
Gather materials needed to draw/sketch. You may include clipboards, blank paper, pens, pencils, crayons, etc.
Prepare to take your students outside. Visit www.birdsleuth.net/Pennington for more information.
THIS MONTH’S ACTIVITY
Big Idea
Habitat provides the four essential components
all animals need to survive: food, water, cover,
This month’s bird is an
species have dierent coloration, so be sure to point out the brightly-colored
males and the less striking females.
Visit
information and images to share with your students.
Bird of the Month!
Learning Objectives
Feathered Friends October
Photo Credit: American Goldfinch photographed by Keith Bowers
Ask: How are the needs of specific bird species dierent? (i.e. a chickadee versus a hawk, a
heron or duck. Check out the bird profiles on www.allaboutbirds.org/guide/browse for more
detail on habitat needs for specific bird species.)
Next, using one of these bird examples, go through each of the four habitat components. What
happens if you take away a needed element of the habitat? (If a place doesn't provide the right
food, water, and cover in the right arrangement for a particular species, the bird can't live there.)
For Advanced Groups
To encourage stewardship of the local environment, organize a schoolyard or park cleanup. Consider
asking businesses to donate things like rubber gloves and garbage bags.
for more
Next, using one of these bird examples, go through each of the four habitat components. What
happens if you take away a needed element of the habitat? (If a place doesn't provide the right
food, water, and cover in the right arrangement for a particular species, the bird can't live there.)
Feathered Friends October
Ask: What is pollution? Make a list of the words students mention and make a list of locations
they say can be polluted. (i.e. garbage, oil spills/ locations: water, air, ground.) Then, define it:
pollution is the presence of a substance or thing in the environment that is harmful or
poisonous. Express how living things cannot survive without clean water, air, and land. Tell
your students that birds are very sensitive to pollution and ask:
Human Eect: Pollution
•
•
How do you think pollution aects animals?
What do you think you can do to try and help keep habitats from being polluted?
(The most common answers are to pick up garbage, but encourage them to think about
other things like not letting buses or cars idle and pollute the air.)
Next, bring the whole group back together and discuss the food, water, cover and space
they drew. Ask:
Take a Schoolyard Field Trip!
Take your students outside. Bring supplies for drawing. You and your students will spread out
quietly to draw the schoolyard and label sources of food, water, and cover for a bird.
•
•
•
What kind of food, water, and cover is available here for birds? What kinds of birds
might live here?
Is there something we could do to make it a more complete habitat for birds? (Put in
a feeder or birdbath, clean it up, plant native plants, etc.)
Is there pollution on your school grounds? If so, what could we safely do to clean up
the area?
2
Print the following page for each child to take home and let the education continue!
Take it Home!
Educators, keep students thinking about and observing birds at home by sending copies of the
next pages (for a single two-sided copy) home with students. Invite the whole family to join the
fun of watching birds!
Feathered Friends October
3
Create a map of your yard with the help of an adult. No yard? No problem. You can map a public park or area
nearby. Spend time observing what is there. Are there any trees, gardens, structures, or standing water in the
yard? Where are these objects? Are there any flowering plants, shrubs, a lawn, bird feeders? Can you identify
any of the plants? (If not, that’s ok! A brief description will suce.) After an initial survey of the yard, create a
labeled map of the space.
TAKE HOME ACTIVITY
Parents and Guardians - Your child has learned about wild birds in school, and this sheet is designed to oer more information
and activities for your family to enjoy wild birds.
WHAT’S IN A HABITAT?
Cornell Lab’s Book of the Month
Caroline has just moved to Meadowview Street. But where's the meadow?
Henry Cole tells a wonderful story of a 'lawn' that becomes 'habitat' for all
kinds of interesting creatures and beautiful birds.
Learn more at www.birdsleuth.net/Pennington
by Henry Cole
ON MEADOWVIEW STREET
Platform Feeder
Pennington’s Habitat Helpers
Shelter. Food. Water. Help birds with Habitat Helpers that you can buy or make.
Blue Jays and Cardinals are big fans of platform feeders. Create one
yourself! It's pretty simple! To make the easiest platform tray, all you
need is an old frisbee, cookie tray, clementine crate... anything with a
strong base and a rim at least an inch high to contain the seed and allow
birds to perch. Next, mount the platform by attaching it to a sturdy pole
and staking this into the ground. Attaching rope around the stand and
hanging it from a tree is another option.
Feathered Friends October
4
BE CAREFUL WHAT YOU SPRAY!
Cool Fact!
Back in 1970, times were looking tough for a large variety of bird species including Bald Eagles
and Peregrine Falcons. Why? Because a pesticide called DDT had polluted bird habitats and
caused the birds to lay eggs with weak shells. These eects caused populations of both birds
to diminish by more than 80%. Peregrine populations were so low that no nesting
pairs could be found within the eastern US. With the ban of DDT and rigorous bird restoration
programs developed in part by the Cornell Lab of Ornithology, these birds were able to make
a sweeping comeback.
Visit www.facebook.com/PenningtonBirds
Take Wing
Once they get up in the air, birds like Turkey Vultures and eagles use their wings to soar. This
helps the birds save energy in flight! Part 1 of this activity demonstrates how birds save energy
while flying, while Part 2 demonstrates how challenging migration is for birds.
THIS MONTH’S ACTIVITY
There are two birds this month! The Blue Jay,
found on the East Coast, and the Steller’s Jay,
found on the West Coast. These birds’ vibrant
blue coloration and aggressive disposition are
hard to miss at feeders and in schoolyards.
Blue Jay
Visit www.allaboutbirds.org/guide/blue_jay/id and www.allaboutbirds.org/guide/Stellers_Jay/id
for more information and images to share with your students.
Birds of the Month!
1
NovemberFeathered Friends
Big Idea
Birds are the vertebrate commanders of the sky:
soaring, swooping, gliding, and hovering—most
birds get from place to place through flight.
In this activity, students explore the basic principles
of flight and learn why some birds migrate.
TAKING FLIGHT – FLYING AND MIGRATION
Learning Objectives
Students will be able to describe why some
birds soar.
Students will be able to describe at least three
hazards that migrating birds face.
•
•
Before You Start
Jot down a list of additional migration hazards for the migration game (STEP FORWARD: favorable winds,
plenty of insects, plenty of water, good habitat. STEP BACK: left late, strong headwind, stopover habitat is
poor, get sick on the way, inexperienced migrator. SIT DOWN: Killed in a blizzard, ran into a cell phone
tower, starvation.)
Optional: Check out some background information about migration at www.birdsleuth.net/Pennington.
There are two birds this month! The
found on the East Coast, and the
found on the West Coast. These birds’ vibrant
blue coloration and aggressive disposition are
hard to miss at feeders and in schoolyards.
Birds of the Month!
Steller’s Jay
Photo Credit: Blue Jay photographed by Katya Porter; Stellar’s Jay photographed by Gary Witt
Migration Game
You and your students will begin by standing in
place and practicing flapping your “wings” (arms)
for 20 seconds. When time is up, talk about how
that felt. (Probably tiring!) Ask: If you had to flap
your wings all the way home, could you do it?
(Probably not!) Next, stand up and hold your
“wings” out for 20 seconds, rocking gently side to
side like a soaring eagle. How did it feel this time?
Was soaring easier or harder work than flapping?
Would you prefer to fly to school by flapping your
wings or soaring?
Now try the exercise again, but this time holding canned goods or some sort of weight in each
hand. The heavier you are, the harder it is to fly! This is why it is important that birds have
hollow bones.
Ask students if they know where some birds go in the winter. Explain that some stay put, while
others travel between breeding and wintering grounds. They migrate. In this game there will be
both hazards and triumphs.
Tell your students that everyone in the class is a bird migrating south to spend the winter!
Have everyone start at the “north” end of the room and progress “south" for a successful
migration. To run the activity, choose a characteristic of the students (i.e. wearing sneakers)
and choose an event (suggestions below) that makes them step forward, step back, or sit down.
For example, anyone wearing a watch ran into a building, is dazed, and takes a step back. Once
a student sits down, he or she fails to safely migrate. End the game when about half the kids are
still standing and emphasize how challenging migration is for real birds.
2
NovemberFeathered Friends
STEP FORWARD:
•
•
•
•
Favorable Winds
Plenty of Insects
Plenty of Water
Good Habitat
STEP BACK:
•
•
•
•
•
Left Late
Strong Headwind
Stopover Habitat is Poor
Get Sick on the Way
Inexperienced Migrator
SIT DOWN:
•
•
•
Killed in a Blizzard
Starvation
Ran into a Cell Phone Tower
3
NovemberFeathered Friends
At the end of the game, ask students what they thought of the migration trip with these
follow-up questions:
•
•
•
•
What were some of the negative things that happened? Why were there so many obstacles?
Some of the positive things? What things could humans help with?
What are some birds that do not migrate (resident birds)?
-Northern Cardinal: Eastern North America
-Black-capped Chickadee: Northern North America
-House Sparrow: All of North America, Western coastline and Eastern side of South America
-Downy Woodpecker: All of North America above Mexico
-Tufted Titmouse: Eastern half of the United States
Can you think of an animal besides a bird that migrates? (Monarch Butterfly, Caribou, Whales).
Take it Outside!
Grab a blanket to lie on or find a soft patch of grass
and spend 15 minutes outside looking at the sky. Do
you see any birds up in the air? Do all birds fly the
same? If not, how are they dierent?
Print the following page for each child to take home and let the education continue!
Take it Home!
Educators, keep students thinking about and observing birds at home by sending copies of the
next pages (for a single two-sided copy) home with students. Invite the whole family to join the
fun of watching birds!
Experiment with flight at home by playing with paper airplanes. Find some scrap paper and a table and get
folding! Once you test a few standard designs of paper airplanes, start mixing up the design. How will dier-
ent material, shape, and size aect the plane’s flight? What happens if you cut the ends of the wings in a
zig-zag shape or throw the plane into or away from a headwind? Jot down and share your observations. Next,
reuse the paper by cutting out a bird silhouette and taping it to a large window as an ornament. This will save
paper and could save the lives of birds that might have otherwise crashed into your window by accident.
4
THE FARTHEST FLIER
Cool Fact!
The Arctic Tern makes the longest migration of any bird as it flies from one side of the globe to
the other on an annual journey that can end up being more than 25,000 miles! Their migration
route begins in Canada, where they breed, and ends in Antarctica every year for winter.
Because an Arctic Tern can live to age 34, it is likely some have flown more than 800,000 miles
in a lifetime! Visit www.allaboutbirds.org to learn more!
Cornell Lab’s Book of the Month
In this book, find out the how, when, and why birds and other animals
take flight.
Learn more at www.birdsleuth.net/Pennington
by Steve Jenkins and Robin Page
ANIMALS IN FLIGHT
Squirrel Proof Feeder
Pennington’s Habitat Helpers
Shelter. Food. Water. Help birds with Habitat Helpers that you can buy or make.
Sorry squirrels, this feeder is just for birds! It features a chew proof hanging
cable and a rust resistant base and seed ports. It is easy to fill and hang, and
can hold up to 3 lbs.
Next month: With an adult, make a wild bird treat that can hang on outdoor
trees like an ornament. We'll give you step-by-step instructions for this fun,
family craft activity that also feeds the birds.
NovemberFeathered Friends
Visit www.facebook.com/PenningtonBirds
TAKE HOME ACTIVITY
Parents and Guardians - Your child has learned about wild birds in school, and this sheet is designed to
oer more information and activities for your family to enjoy wild birds.
TAKING FLIGHT – FLYING AND MIGRATION
Move Like A Bird
Project the videos of the soaring Golden Eagle, long-legged Ostrich, running American Robin,
and swimming Common Loon. After each video ask a student to try and imitate the bird’s
movement. Ask other students if they think their classmate’s imitation is accurate and what
makes it look like the bird. Or what could they do dierently to make it more accurate? (i.e. “he
is taking very small fast steps” or “she is hopping!”)
THIS MONTH’S ACTIVITY
This month’s bird is the American Crow. Found almost all over the country,
these black birds don’t usually come to feeders but they love peanuts! Try
leaving some out in an open area and see if they’ll come!
Visit http://www.allaboutbirds.org/guide/American_crow/id
for more information and images to share with your students.
Bird of the Month!
1
DecemberFeathered Friends
Big Idea
Birds get around in dierent ways, and these
movements are interesting to observe.
MOVE LIKE A BIRD!
Learning Objectives
Students will be able to recognize and demon-
strate at least three dierences in the ways that
birds move.
•
Before You Start
Visit www.birdsleuth.net/Pennington to find the recommended video clips of bird movement. Practice calling
for the “Birdy Says” game (on next page) so it goes smoothly and quickly.
to find the recommended video clips of bird movement. Practice calling
Ask students:
•
•
•
How do birds get around? (Fly, walk, swim, hop, soar, flap, migrate)
Do all birds fly, walk, and swim the same way? What are some dierences you have observed?
Why do birds move? (Find food, get away from predators, find mates)
Photo Credit: American Crow photographed by Marcus Smith
2
DecemberFeathered Friends
CITY STRUT
Moving their heads in and out as they walk, students put their
hands behind their backs, take short steps, and imitate a pigeon.
DESERT SOAR
Like vultures, students spread their arms and gently tip their bodies and arms back and forth.
SHUFFLE-SHUFFLE
Ask students to do their best "penguin" by holding their arms at a slight angle away from their bodies
and shue with small steps and feet close together. A little swaying adds to the waddle.
FLIT-AROUND
Acting like the little helicopters hummingbirds are, students flap their arms from their elbows as fast as
possible and hover in one position. They can also fly up or down or even side-to-side.
STEP-STOP
Just like robins, students step, step, step then stop to listen for worms.
Take it Outside!
Demonstrate the five movements the kids
will use in a version of “Simon Says,”
except call it “Birdy Says!”
After you demonstrate, go through each of the movements with the whole class. Once they have
each name and movement down, play “Birdy Says!”
Explain the rules: You will call out one of the five movements or tell them when you say
“Cooper’s Hawk!” (a bird of prey that is a potential threat) they must freeze! Players can only do
what you say if you start with “Birdy says _____.” Anyone who moves when you call something
out without “Birdy says” must take a seat. Additionally, if someone does the wrong movement,
they also must take a seat!
Moving their heads in and out as they walk, students put their
hands behind their backs, take short steps, and imitate a pigeon.
Print the following pages for each child to take home and let the education continue!
Take it Home!
Educators, keep students thinking about and observing birds at home by sending copies of the
next pages (for a single two-sided copy) home with students. Invite the whole family to join the
fun of watching birds!
3
DecemberFeathered Friends
NOW WHERE DID I PUT THAT?
Cool Fact!
Many birds like to cache their food: that means they store food when abundant so that later when
they can’t find any, they have reserves. Birds like to keep a little in many dierent hiding places,
so if it's discovered by another animal, not all the food will be lost. This also means needing to
remember where the hiding places are. But that's no problem for the Western Scrub-Jays! They
can remember up to 200 dierent hiding places and what’s in each hiding place.
Visit www.allaboutbirds.org to learn more!
TAKE HOME ACTIVITY
MOVE LIKE A BIRD!
Parents and Guardians - Your child has learned about wild birds in school, and this sheet is designed
to oer more information and activities for your family to enjoy wild birds.
Walk the Walk?
Check o the bird movements you see in your neighborhood!
CITY STRUT
Bird moves its head in and out as it walks.
DESERT SOAR
Wings spread, the bird's body and arms rock back and forth.
SHUFFLE-SHUFFLE
The bird shues in small steps with its feet close together and wings at a slight angle.
FLIT-AROUND
Wings flap as fast as possible as the bird hovers in one position.
STEP-STOP
Bird that steps, steps, steps then stops to listen for worms.
Pennington’s Habitat Helpers
Shelter. Food. Water. Help birds with Habitat Helpers that you can buy or make.
4
Brr! Winter can be tough for birds. But you can help birds out by making and hanging ornament
treats in your trees outside.
Cornell Lab’s Book of the Month
A soaring collection of poems about birds.
Order a copy at www.birdsleuth.net/Pennington.
by Jane Yolen
BIRD WATCH
Homemade Wild Bird Ornament Treats
INGREDIENTS
DecemberFeathered Friends
Visit www.facebook.com/PenningtonBirds
Pennington® Songbird Ornaments
(no cooking required)
3/4 cup flour
1/2 cup water
3 tablespoons corn syrup (or pancake/maple syrup)
4 cups Pennington® Bird Feed
Mix ingredients.
Press tightly into cookie cutters with spoon or handle.
Insert straw or pencil to create hang hole.
Let dry for 4-6 hours or overnight, remove from cookie
cutter, pressing mixture out from sides.
Insert string into hang hole (consider using natural fibers
or yarn so birds can also use in their nests).
Hang outdoors for birds to enjoy.
1)
2)
3)
4)
5)
6)
This month’s bird is a Dark-eyed Junco! A unique way to remember this bird
is by its white belly that has given it the nickname “Snow Bird.” This is a very
common bird you will see at your feeder in winter!
Visit www.allaboutbirds.org/guide/Dark-eyed_Junco/id
for more information and images to share with your students.
Bird of the Month!
1
JanuaryFeathered Friends
EAT LIKE A BIRD!
Before You Start
Try to collect a representation of the following materials: sunflower seed, bird seed, nuts (such as walnuts and
peanuts, in the shell), flower, fruit, fish, insects, worms, small animal. These can be the real thing, pictures, or
stued or plastic animal replicas to help the students visualize the variety of food available to birds.
Big Idea
Bird beaks come in many dierent sizes and shapes.
Each beak has a specialized shape and function to help
that species get and eat the food they consume.
Learning Objectives
Students will be able to name at least three foods that
birds eat.
Students will be able to name three adaptations birds
have for survival.
•
•
January
Photo Credit: Dark-eyed Junco photographed by Unknown
2
JanuaryFeathered Friends
Take it Outside!
What type of bird visits your schoolyard feeder depends on the type of food you provide.
Consider doing an experiment in which you set out an identical feeder with dierent types of
feed. Another option is to switch the feed in your current feeder for a couple of weeks and see
how that impacts the birds that visit. If you don't have a feeder, you can simply take a few
peanut butter covered pinecones and roll each one in various types of seed. This experiment
will get your students thinking about how the birds visiting the feeder have preferences about
what they eat. Make observations with the class and keep data on the “I Wonder” board!
Food Detectives
THIS MONTH’S ACTIVITY
Start this activity by brainstorming the variety of foods that birds eat and writing answers on
the board (various seeds, nuts, flower nectar, fruit, berries, fish, insects, worms, small animals).
Then present your students with at least five various types of foods (see list above). Look at the
food items one at a time, ask your students the following questions for each type:
1)
2)
3)
4)
Where would you find this kind of food?
If you are a bird, what are the challenges to getting this food?
What kinds of tools might you (as a person) need to get and eat the food more easily?
(Fingers, a spoon, tweezers, nutcracker, etc.)
How might a bird’s beak be shaped to get and eat this food? (You might wish to ask students
to draw and share their response.)
For Advanced Groups
Have students break up into groups and answer the final question in small teams. At the end, compare
each groups’ final drawings.
If possible, show your students images or videos of birds that actually eat each of these foods. Some are
posted at www.birdsleuth.net/Pennington.
Print the following pages for each child to take home and let the education continue!
Take it Home!
Educators, keep students thinking about and observing birds at home by sending copies of the
next pages (for a single two-sided copy) home with students. Invite the whole family to join the
fun of watching birds!
3
JanuaryFeathered Friends
Gather together any of the following supplies you can find at home to represent the real
food birds eat:
Hold one type of "beak" in one hand and keep the other hand behind your back. With one type of
food in front of you, try and gather as much food as possible in 15 seconds. Keep in mind: your
survival depends on your ability to gather food! After 15 seconds is up, try another beak and gather
food for another 15 seconds. Repeat the procedure for each type of beak.
Which beak was most successful in gathering which types of food?
Birds have beaks like the tools you used in this activity. Can you match the shape/function of any
of the tools with real beaks? The shape of a bird's beak is critical for its survival because it provides
access to food. Next time you see a bird, take a look at its beak and see if you can tell what it eats!
Remember: Dierent beaks are better suited for dierent foods.
AMERICAN ROBIN
Cool Fact!
American Robins eat large numbers of both invertebrates and fruit. Particularly in spring
and summer, they consume earthworms as well as insects and some snails. Robins also eat
an enormous variety of fruits, including chokecherries, hawthorn, dogwood, and more. One
study suggested robins may try to round out their diet by selectively eating fruits that have
bugs in them.
Visit www.allaboutbirds.org to learn more!
The Beak Game
Macaroni (small animals), goldfish crackers (fish), gummy worms (earth worms), chocolate
sprinkles (ants), peanuts, sunflower seeds, raisins, mini-marshmallows (grubs/caterpillars), dry
cereals (insects), fruit juice (nectar)
FOOD RESOURCES:
Clothespin, toothpick, straw, spoon, small plastic scoop, tweezers/small scissors
BEAKS (UTENSILS):
TAKE HOME ACTIVITY
EAT LIKE A BIRD!
Parents and Guardians - Your child has learned about wild birds in school, and this sheet is designed to
oer more information and activities for your family to enjoy wild birds.
Pennington’s Habitat Helpers
Shelter. Food. Water. Help birds with Habitat Helpers that you can buy or make.
4
Pennington Suet
It's getting cold! Keep chickadees, mockingbirds, robins,
and nuthatches warm with this ideal energy source.
Next month: Build your own perching feeder. We'll show
you how!
Cornell Lab’s Book of the Month
In this book, students will explore a wonderful variety of bird beaks
and how they relate to what birds eat.
Order a copy at www.birdsleuth.net/Pennington.
by Sneed B. Collard III
BEAKS!
JanuaryFeathered Friends
Visit www.facebook.com/PenningtonBirds
Two very similar-looking birds, the
House Finch and the Purple Finch,
share this month’s spotlight. You’ll
have to get close to tell them apart;
the House Finch’s red is more vivid,
and its top beak has a bit of a curve
to it.
House Finch Purple Finch
Visit www.allaboutbirds.org/guide/House_Finch/id and
www.allaboutbirds.org/guide/Purple_Finch/id for more information and images to share with your
students.
Birds of the Month!
1
Big Idea
The Great Backyard Bird Count (GBBC)
takes place during February of each year;
your students can count birds and submit
data that will help scientists.
This year's
GBBC is February 15-18, 2013.
IF YOU CAN COUNT, YOU CAN HELP A SCIENTIST!
Learning Objectives
Students will become expert at identifying
a particular species of bird.
Students will be able to collect data for
the GBBC citizen science project.
Students will be able to describe “citizen
science” and its importance.
•
•
•
Purple Finch
and images to share with your
Before You Start
Visit the Great Backyard Bird Count
website to get familiar with the event
and how to participate. Carefully review
the details about how to conduct and
submit counts. Print your regional bird
checklist to get an idea of the kinds of
birds you're likely to see in your area
in February.
Visit www.birdsleuth.net/Pennington
for links and resources.
FebruaryFeathered Friends
Photo Credit: House Finch photographed by Don Rash; Purple Finch photographed by Tom Smith
2
FebruaryFeathered Friends
Become a Bird Expert
Write the words, “citizen science” on the board. Ask your students what they think this means.
Explain that in citizen science projects, people help scientists with studies on everything from
birds to butterflies (see the “cool fact” for information). Explain that the Great Backyard Bird
Count (GBBC) is an annual four-day event that engages thousands of bird watchers across the
continent. This creates a real-time snapshot of where birds are. Anyone can participate, from
beginning bird watchers to experts, but it is important for everyone to identify and count the
birds accurately.
In preparation for the GBBC, assign each student to become an expert in identifying one local
bird so that he or she can help the group find, identify and count that bird. This way your whole
class will learn a dozen or more birds together! First, each student will draw and color the bird.
Then, he or she will add drawing details such as: what the bird eats, the sounds it makes, and
the distinguishable features used to identify it. Have your students present their drawings to
the class so everyone learns the birds.
THIS MONTH’S ACTIVITY
Great Backyard Bird Count
Plan to count birds for at least 15 minutes on one or more days of the count. Over the four days
of the GBBC (February 15-18), count birds in as many places and on as many days as you like.
Submit a separate checklist for each new day/location. Remember, each person tallies the
greatest number of individuals of each species he or she sees together at any one time. Then,
compile your class results (i.e. the highest count anyone in the group has seen) into one check-
list to submit. Enter your results on the GBBC website before the March 3rd, 2013 deadline
(which is a couple of weeks after the count).
Follow up with the class by asking your students how they think their counts will contribute
to science. (For example, these counts help track changes in bird populations from year to year.)
For Advanced Groups
With older students, you might want to spend more time on this and have it be a small, independent
research project. Allow them to access AllAboutBirds.org, other websites, or the library to create a full
report about their bird. Encourage your students to compare their birds to each other’s and with a bird
that looks similar, and share how they are distinguishable.
3
Take it Outside!
You’ve been watching the birds for the GBBC, but you might be wondering… how might birds
watch you? Birds have better eyesight than humans. Some have eyes on either side of their
head. This leads to monocular vision and means they can easily see an object with only one eye
at a time. Other species have eyes in the front of their head, like humans do. This leads to
binocular vision; seeing an object with both eyes at once. Go outside with your class and bring
a tennis ball or other small, soft ball. Have students toss around the ball with one eye covered
(monocular vision). Then have them toss the ball with both eyes open. Ask:
Which was easier? Why?
Raptors have good binocular vision. What other animals (birds or other) have binocular
vision? (Owls, humans, dogs, green herons and many more. Hammerhead sharks, on the
extreme end, have eyes that allow for 360 degrees of vision and binocular vision.)
Why is binocular vision helpful for raptors and these animals? What do these animals have in
common, if anything? (These tend to be predators; they need to focus in on prey ahead of them,
and need good depth perception for the hunt.)
Why do some animals have monocular vision? (These tend to be prey animals; they can see
better all-around their bodies.)
•
•
•
•
FebruaryFeathered Friends
Print the following pages for each child to take home and let the education continue!
Take it Home!
Educators, keep students thinking about and observing birds at home by sending copies of the
next pages (for a single two-sided copy) home with students. Invite the whole family to join the
fun of watching birds!
4
CITIZEN SCIENCE IS IMPORTANT—AND YOU CAN TAKE PART!
Cool Fact!
Citizen Science is a partnership between the public and professional scientists, which can help
answer questions scientists alone couldn't answer. Our citizen scientists help with research
tasks such as observation and data collection, such as the kinds, numbers, and behaviors of
birds.
In 2010, volunteers—including some beginning birders like you—contributed more than 1.3
million hours to eBird, watching for birds and keeping track of them on checklists. 1.3 million
hours is 148 years, nonstop. Scientists could never have been able to collect all that data from
all around the world without the help of citizen scientists!
Both birds with monocular and binocular vision have a common problem - they cannot easily see
glass! Thousands of birds every year die from flying into glass windows. There are many ways to
prevent it and one of the easiest is to hang objects in the window, or attach them directly to the
glass. With an adult, cut out shapes from paper and stick them to your windows, especially large
windows. Follow the steps below for an easy and fun way to make flying bird silhouettes:
This is a very basic outline, but experiment and see how
creative you can make it!
1)
2)
3)
Fold a piece of colored paper in half.
On the folded side draw the following outline (or something
similar) where the dashed line is the side with the fold.
Then cut it out and unfold it…You have a bird shape!
FebruaryFeathered Friends
TAKE HOME ACTIVITY
IF YOU CAN COUNT, YOU CAN HELP A SCIENTIST!
Parents and Guardians - Your child has learned about wild birds in school, and this sheet is
designed to oer more information and activities for your family to enjoy wild birds.
Flying Bird Silhouettes
5
Cornell Lab’s Book of the Month
The story of John James Audubon, a pioneer in North American birding
who grew up drawing birds and following his curiosity.
Learn more at www.birdsleuth.net/Pennington
by Jacqueline Davies
THE BOY WHO DREW BIRDS
INSTRUCTIONS:
SUPPLIES
NEEDED:
Clean 1-liter soda bottle
Craft knife (adult use only)
2 wooden dowels
Small eye screw
Twine/string for hanging
1)
2)
3)
4)
5)
6)
7)
Draw a 1/2-inch asterisk on the side of a clean 1-liter soda bottle (about 4 inches
from the bottom).
Rotate the bottle 90 degrees and draw another asterisk 2 inches from the bottom.
Draw a 1-inch-wide circle opposite each asterisk.
Use a craft knife to slit the asterisk lines and cut out the circles (an adult's job).
Insert a wooden dowel first through each hole and then through the opposite asterisk.
Remove the bottle cap and twist a small eye screw into the top of it for hanging.
Fill your feeder (the bottle) with bird seed, recap it, and use a length of twine to hang
it from a tree.
FebruaryFeathered Friends
Visit www.facebook.com/PenningtonBirds
Perching Feeder
Pennington’s Habitat Helpers
Shelter. Food. Water. Help birds with Habitat Helpers that
you can buy or make.
Your winged friends
will love perching on
and feeding from this
simple feeder.
1/8”
2”
1”-2”
Big Idea
By learning the basic types of birds, anyone
can learn to identify species and submit their
observations to a citizen-science database.
This month’s bird is a House Sparrow, a bird so common that you might have
even stopped noticing it. Aside from finding them at your feeder, you might
also find them on the ground taking dust baths!
Visit http://www.allaboutbirds.org/guide/House_Sparrow/id for more
information and images to share with your students.
Learning Objectives
Students will be able to identify silhouettes of
eight dierent types of birds.
Students will be able to compare birds they see
outside to their “Common Feeder Birds Poster.”
•
•
1
WHO’S THAT... UP IN THE SKY?
Before You Start
Bird of the Month!
Visit www.birdsleuth.net/Pennington to print the mini-posters used in this lesson. Select the appropriate
Project FeederWatch mini- poster based on your location, then print and hang it in your classroom. Also print or
project the “Bird Silhouettes” mini-poster or large individual versions of each bird to use within the lesson.
Log into eBird to register for a new user account for your class. Visit www.birdsleuth.net/Pennington to learn
how to make and maintain an ebird account.
WHO’S THAT... UP IN THE SKY?
This month’s bird is a
even stopped noticing it. Aside from finding them at your feeder, you might
also find them on the ground taking dust baths!
Visit
information and images to share with your students.
Bird of the Month!
Feathered Friends March
Photo Credit: House Sparrow photographed by Robert J. Baker
Feathered Friends March
Common Feeder Birds
Show your students the Common Feeder Birds
mini-poster (ideally it is by the window or in a
location where they can easily and quietly reference it
while watching the feeder). If you do not have a feeder
viewable from inside, we suggest attaching it to a
piece of cardboard so that it is portable to take outside
to view the feeder. Let them watch for as little as 5-10
minutes to practice identifying birds and bird groups.
By learning these 8 basic silhouettes of birds, even the newest birder can begin to separate
species they see into bird groups. This narrows them down for proper identification.
Ask: Which is the goose? The owl? Hummingbird? …etc.
Next, inquire: How did you know? Make lists of characteristics of each (for example, a goose
has a long neck and shorebirds have long legs). Ask, which kinds of birds do you think we
would see at our feeder?
2
Take it Outside!
eBird is an amazing tool that has created a network to monitor birds around the globe.
It provides a great opportunity to help collect and report data for REAL science. We
encourage you to continue using eBird by allotting time once a day, week, or month to
watch for birds and record your sightings. This is a great way to get students excited and
engaged with real science.
Visit the BirdSleuth site (www.birdsleuth.net/Pennington) to learn more about our bird
identification kits and resources.
Silhouettes
THIS MONTH’S ACTIVITY
Print the following pages for each child to take home and let the education continue!
Take it Home!
Educators, keep students thinking about and observing birds at home by sending copies of the
next pages (for a single two-sided copy) home with students. Invite the whole family to join the
fun of watching birds!
Goose WoodpeckerShorebird Owl Hummingbird Perching Bird Duck Bird of Prey
3
Now that you know 8 types of birds, go for a walk at home and check o the birds you see using the checklist
below. Determine the species if you can. If you get really into birds, start your own eBird account with your
family to enter observations at home!
Feathered Friends March
What birds are in your neighborhood? Check and see.
SPOTTED! SILHOUETTE SPECIES (MY BEST GUESS)
TAKE HOME ACTIVITY
WHO’S THAT... UP IN THE SKY?
Birding in Your Neighborhood
Parents and Guardians - Your child has learned about wild birds in school, and this sheet is designed to
oer more information and activities for your family to enjoy wild birds.
Feathered Friends March
4
BRIGHT AND BROWN BIRDS
Cool Fact!
If you keep seeing brown ducks near green-headed Mallards, chances are that those are
Mallards too! The green-headed birds we easily recognize as Mallards are males. Female
Mallards have a brown and tan pattern, but are basically the same size and shape as the male.
This is an example of sexual dimorphism, when the male and female in a species look dierent
from one another (di means two and morp h means form, so there are “two forms”).
In most sexually dimorphic species, the male is more colorful than the females because males
compete for females and territory (there are few exceptions.) A brighter color can indicate that a
male is healthy, good at getting food, or good at evading predators despite such obvious
coloring.
Cornell Lab’s Book of the Month
This Eyewitness Junior book features vultures, ostriches, penguins,
and all sorts of intriguing birds.
Order a copy at www.birdsleuth.net/Pennington.
By Alexandra Parsons
AMAZING BIRDS
Pennington® 2 in 1 Bird Bath and Feeder
Pennington’s Habitat Helpers
Shelter. Food. Water. Help birds with Habitat Helpers that you can buy or make.
This is the perfect place for birds to eat, drink, and bathe. It's made of
naturally weather-resistant Eastern Red Cedar and features a removable
water tray. Hardware is included and it holds up to four pounds.
Visit www.facebook.com/PenningtonBirds
Big Idea
Every bird sings to the typical tune of its own
species. From "cheer-up" to "caw," students will
be exposed to a world of bird calls and be able
to describe why birds sing.
This month’s bird is the Red-tailed Hawk. To find them, you’ll have to turn
your eyes up—these hawks will often be found soaring in the sky or atop
telephone poles watching for their next meal.
Visit www.allaboutbirds.org/guide/red-tailed_hawk/id for more informa-
tion and images to share with your students.
Learning Objectives
Students will be able to recreate the call or song
of the three or more species.
Students will be able to match at least five birds to
their typical calls.
Students will be able to describe why birds sing.
•
•
•
1
DO YOU HEAR WHAT I HEAR?
Listen and Learn
In this activity you will share some bird songs with your class via sounds found at
www.birdsleuth.net/Pennington. Play the songs once and reveal which birds match the
sounds. You can also reference the Take Home Sheet for charts of birds and their songs.
THIS MONTH’S ACTIVITY
Before You Start
Bird of the Month!
Make sure you are set up to access and play audio fromwww.birdsleuth.net/Pennington. If you are unable to
access and play audio from this site during class, print out the key of birds and their song mnemonics to share
with the students yourself!
THIS MONTH’S ACTIVITY
Big Idea
THIS MONTH’S ACTIVITY
THIS MONTH’S ACTIVITY
Feathered Friends April
Photo Credit: Red-railed Hawk photographed by Cameron Rognan
Feathered Friends April
Dawn Chorus
The dawn chorus can be heard in early morning as birds are waking up and establishing their
territory and singing to attract mates.
1.) Have students, in groups of two or three, choose a bird song they recently learned.
2.) Now you will act as the conductor. To practice and allow the dawn chorus to warm up,
have each bird group recite their song when you point to them.
3.) When each bird group is comfortable with their call, have everyone sing together to
create a dawn chorus!
Print the following pages for each child to take home and let the education continue!
Take it Home!
Educators, keep students thinking about and observing birds at home by sending copies of the
next pages (for a single two-sided copy) home with students. Invite the whole family to join the
fun of watching birds!
2
Then, challenge your students:
• Replay some of the sounds. Can anyone remember which bird made the sound?
• Can anyone mimic any of the sounds they heard and recite any of the bird names from
memory?
• Can anyone mimic all the sounds and recite the names from memory?
Follow-up questions for the class:
• How did you remember the differences in bird songs?
• In what ways were the bird songs different from one another?
• Why do you think that birds sing?
Take it Outside!
To demonstrate how birds can find each other through their
unique calls, keep your students in their bird species groups
and have one or two students close their eyes while the rest
spread out within a space the size of a tennis court. Now the
closed-eyed students must find another bird in their species
by listening for their fellow bird’s calls. At the conclusion of
the activity, ask: Why do you think that birds have distinct
typical calls? How was the activity similar to birds interacting
with each other in the morning?
Feathered Friends April
3
Go out in the morning and listen to the dawn chorus or bird songs. Open your ears and maybe
even close your eyes to pinpoint different animal sounds. Write down what you hear. If you’re up
for a challenge, try to identify birds based on some of the sounds learned in class.
Match these birds to what they say below.
Listen to their calls at www.allaboutbirds.org. Some birds may have more than one sound.
“hoo-oo, hoo-hoo-hoo”
“chicka-dee-dee-dee”
“cheer-up, cheer-up”
“caw, caw, caw”
“jay, jay”
“o-ka-lee, o-ka-lee”
“wha-cheer, wha-cheer”
“potato-chip, potato-chip”
Black Capped Chickadee
BIRD SPECIES SOUNDS LIKE
American Crow
Mourning Dove
American Robin
American Goldfinch
Blue Jay
Red-winged Blackbird
Northern Cardinal
TAKE HOME ACTIVITY
DO YOU HEAR WHAT I HEAR?
Parents and Guardians - Your child has learned about wild birds in school, and this sheet is
designed to offer more information and activities for your family to enjoy wild birds.
Bird Sound Matching
Cornell Lab’s Book of the Month
Discover the distinctive songs of eighteen different bird species
indigenous to North America.
Order a copy at www.birdsleuth.net/Pennington
By Audrey Wood
BIRDSONG
Feathered Friends April
4
WHAT’S THAT I HEAR?
Cool Fact!
Birds use songs, calls, and other sounds for many reasons: to attract mates, to tell other birds
that a predator is nearby, to communicate to family members about where they are, to declare
territory, or to let other birds know where to find food.
During the breeding season, male birds sing loud songs to attract females and to warn other
males to keep out of their territories. These songs are often musical. In addition to songs, birds
also use a variety of calls to sound alarm, to keep track of each other, and to tell each other
about food. These calls are often short and not very musical. Some birds use non-vocal sounds
in place of songs or calls. For example, woodpeckers tap rhythms on tree trunks; this
“drumming” may attract a mate or mark territorial boundaries.
Pennington® Classic Cedar Bluebird Bird House
Pennington’s Habitat Helpers
Shelter. Food. Water. Help birds with Habitat Helpers that you can buy or make.
As the weather warms up, birds need a safe and healthy place to nest.
This cedar bird house is perfect for small birds and can hold up to six
babies and an adult. What’s more, this house protects them from
predators.
Next month: Try to make the do-it-yourself birdhouse with an adult.
We'll show you how!
Visit www.facebook.com/PenningtonBirds
Big Idea
Birds build nests as a place to incubate eggs and
raise young. Learning the basics about why birds
build nests opens the door to understanding basic
breeding biology.
This month’s bird is an American Robin. These birds are frequently seen in
yards where they patiently search for worms! Their nests (with “robin blue”
eggs) are common to see.
Visit www.allaboutbirds.org/guide/American_Robin/id for more
information and images to share with your students.
Learning Objectives
Students will be able to describe when, where, and
why birds build nests.
Students will know what a bird’s nest looks like.
•
•
1
NESTS AND CHICKS!
Why Build a Nest?
Background: As egg-laying animals, birds need to provide warmth and protection while their
embryos develop outside of the body. Once the eggs hatch, the young need a place to mature
until they can care for themselves; that is what a nest provides. A nest is a place for incubation
and parental care of young.
Ask your students:
• Why do you think birds build nests?
• Have you seen a nest before? If so,
o Where was it?
o What was it made out of?
THIS MONTH’S ACTIVITY
Before You Start
Bird of the Month!
Feathered Friends
Visit www.birdsleuth.net/Pennington, follow the Bird Cam links and make sure the streaming video
functions on your browser. Additionally, if your computer is not hooked up to sound already, get
access to speakers so the students can listen to the noises the birds make in the nests!
THIS MONTH’S ACTIVITY
May
Photo Credit: American Robin photographed by Cameron Rognan
With your students, make a list of locations where you expect you would find a
nest and make a list of nesting materials. Once you and your students think both
are complete, assess the list you’ve developed and ask, “Where wouldn’t you find
a nest?” The point of this is to teach your students that birds can nest virtually
anywhere on land.
Now introduce the Nest Cams. They are a great way to teach
kids about nesting birds, and to get them interested in all
animals and the great outdoors. The chicks grow from nestlings
(birds not ready to leave the nest) and change almost daily.
Before you know it they will be fledging (ready to fly).*
* Some birds leave the nest right away.
Feathered Friends May
Baby Bird Run!
Establish opposite sides of your room (or outdoors) as ‘true’ and ‘false.’ Read the statements
below and ask your students to move to the corresponding side. Read the answers after the
statements or allow your students to try and find out the answers by watching the Nest Cams.
1. All birds build nests.
False- Some don't. Brown-headed Cowbirds lay their eggs in nests of other birds.
2. Some birds give birth to live babies rather than lay eggs.
False- All species of birds lay eggs.
3. Eggs and chicks are not always safe in their nest.
True- Birds such as Blue Jays and crows, and other species such as chipmunks, raccoons
and snakes will eat them if they find them!
4. Most birds live in their nests year-round.
False- Nests are only for laying eggs and raising young.
5. Only the female sits on the eggs.
False- It depends on the species.
6. Most baby birds are fed seeds and berries by their parents.
False- Most birds are fed insects by their parents. Hawks and herons feed their nestlings
meat for protein.
7. Birds can breathe inside their eggs before they hatch.
True- Eggshells are porous enough for gases like carbon dioxide and oxygen to
pass through.
8. Eggshells are made out of the same materials as chalk.
True- Both are made primarily of calcium carbonate.
9. The egg yolk (yellow) grows into a baby bird.
False- the yolk provides food for the growing baby bird.
10. If you find a baby bird you should feed it bread and milk.
False- Birds cannot digest milk and bread will not help them! If you find a nestling put it
back in the nest, and if you find a fledgling leave it alone! It is just practicing being out of
the nest.
2
Feathered Friends May
3
Take it Outside!
Have students build their own “nest” from natural materials they gather outside, or that you
provide: sticks, tiny twigs, leaves, mud, pine needles, dried grass, plant flu (cattails, milkweed
seeds, etc.). They can test their nest’s ability to hold “eggs” by putting 2-3 small rocks in the nest
and then placing it on a y-shaped tree branch. If any nests are well-made, but don’t seem strong
enough to pass the test, perhaps they are for ground-nesting birds!
Visit the BirdSleuth site (www.birdsleuth.net/Pennington) to learn more about our bird
identification kits and resources.
Print the following pages for each child to take home and let the education continue!
Take it Home!
Educators, keep students thinking about and observing birds at home by sending copies of the
next pages (for a single two-sided copy) home with students. Invite the whole family to join the
fun of watching birds!
Feathered Friends
4
At home, show the Nest Cams (http://watch.birds.cornell.edu/nestcams/home/index)! What can
you remember from school that you can share? While watching the cameras, look at how the parent
birds interact with the young in the nest. Are they resting or is it feeding time? Have fun watching
the cameras and talk about what you see! If there are any nests nearby, you can report it to
NestWatch (
www.nestwatch.org). This is a great way to continue being active in Citizen Science.
Here are some FAQs to share with friends and family.
Q. If you find a baby bird on the ground, what do you feed it?
A. Don't feed it anything. Humans cannot provide the things baby birds need. But don't worry!
The vast majority of "abandoned" baby birds are perfectly healthy fledglings and all you need to
do is place it back in its nest.
Q. If I handle a baby bird, will its parents pick up my scent and abandon it?
A. Fortunately, that's just a myth. Parent birds don't recognize young by smell; most birds don’t
have a good sense of smell.
Q. Why do birds leave the nest before they can fly?
A. Usually, it's to their advantage to leave as soon as they can. Predators can easily find a nest full of
squawking baby birds and nests can host parasites. Parent birds work very hard to get their young
out of the nest as quickly as possible.
Q. I unintentionally spooked a nesting mother. She flew away and hasn't returned. Should I try
to hatch the eggs myself?
A. Unless you're an expert, hatching eggs is a very delicate process! The right equipment and
conditions are essential for hatching eggs. The temperature and humidity must be exactly right
and the eggs must be rotated periodically. In these cases, the best solution is to call your local
nature center. They should have the proper incubators or local knowledge to know how to deal
with the situation.
Visit Project NestWatch at www.nestwatch.org to observe nests, incubation, hatching,
and first flights.
May
TAKE HOME ACTIVITY
NESTS AND CHICKS!
Baby Bird Dos and Don’ts
Parents and Guardians - Your child has learned about wild birds in school, and this sheet is designed to oer
more information and activities for your family to enjoy wild birds.
EXTREME NESTS
Cool Fact!
Birds do not live year-round in nests! Nests are only for incubating eggs and raising chicks.
Some nests aren’t made of leaves and twigs—some are burrows in the ground, some are holes in
trees, and some are just round depressions in the sand. Nests can come in many sizes and
shapes. Several hummingbird species have nests about an inch in diameter, which is around the
size of a nickel. The record for largest nest goes to a Bald Eagle nest, which measured around 9
feet wide and 20 feet tall! Bald Eagles will keep building on top of their old nests every year.
Pennington’s Habitat Helpers
Shelter. Food. Water. Help birds with Habitat Helpers that you can buy or make.
Cornell Lab’s Book of the Month
Learn about the nesting materials that birds use and the places
where they build their nests, presented in a beautiful blend of science,
illustration, and poetry. Birds Build Nests explores nests found all
over the world.
Learn more at www.birdsleuth.net/Pennington.
By Yvonne Winer
BIRDS BUILD NESTS
Feathered Friends
May
5
Visit www.facebook.com/PenningtonBirds
Nesting Box
There are many kinds of nest boxes
to buy or build online. Search
nestwatch.org to find the proper
nest box plans for many of your
local species.
