UWSP Museum of Natural History Exhibits

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University of Wisconsin Stevens Point

Wisconsin birds

by Emily Tackes, Sara Scherer, Jenny Marx

Grade level: 3

Subjects: Science, reading, language arts, visual arts, and math.

Pre-activity: Wisconsin bird survival

Rationale

This activity will provide the children a background on how birds survive. It will prepare them with ideas and clues of what to look for on our field trip to the UWSP Museum.

Objectives

To evaluate the different needs of humans and how birds may be similar in having essential needs.

To develop observation skills by finding evidence of birds outside.

To identify how different birds in our neighborhood survive. (Example: Where they live and what they eat.)

To explain that different birds have different means of survival. (Example: Living in different places and eating different foods.)

To become active learners as we prepare for our museum field trip.

Materials

Chalkboard or whiteboard, clipboards for groups of children, open play ground or field for observing birds, some samples of birds’ nests or foods.

Procedure

Anticipatory set

As a class, have a brainstorm session about how humans survive recording all ideas on a chalkboard or whiteboard. To begin the brainstorm, pose the question, "What do humans need to survive?" Next translate that list into how birds might survive in these areas.

Example: Humans/birds

Shelter: House made of brick/nest made of twigs .

Food: pizza nuts & berries.

Activity:

Show the students samples of birds’ nests and food in order to help them understand what they will look for when outside.
Break the students up into groups of three or more. Give each group a clipboard and a group name. (Ideas for names would be names of Wisconsin birds to make them more familiar. Examples: Robins, Hummingbirds, Great Blue Herons, etc.)
Have each group go outside (go as a class) and search the play ground or field for evidence of bird survival. (Examples: twigs from nests, nests in trees, birds eating, etc.) The students should record their observations on their clipboards. (About 20 minutes)
Back in the classroom, each group will help compile a class list of how they think birds survive. See how their prediction list compares to what they observed outside.
Talk about what types of things they can learn about Wisconsin birds at the museum. Also discuss why it might be important for us to know how the birds around us survive.

Closure

To end this activity, the students will have a meaningful conversation about how the survival of Wisconsin birds might affect their lives. Also discuss what they will be doing at the UWSP Museum and how the two activities connect.

Considerations

Dividing the children into groups that can work together will be important for a smooth lesson. If the weather does not permit going outside, have the students work in groups inside using books and the Internet to find bird observations. This lesson might take about an hour total.

Assessment / Evaluation

The teacher will assess the students based on observation of their participation and group work. Students will be able to demonstrate that they have been on task by having compiled a list of observations.

Permission slip

Dear Parents / Legal Guardians,

Miss Starx’s third grade class will be visiting the Museum at the University of Wisconsin-Stevens Point on Thursday, October 8 from 10am until 12pm. We will be walking, since it is across the street, and will return just before lunch, so there will be no cost for the trip. This trip is to help the students continue to learn about birds in Wisconsin and how they survive. Please sign and return this slip to me by Monday, October 5. Also, if you are interested in being a chaperone for this field trip or any others for the year, please indicate so below your signature. If you have any questions, you may call me at school during the lunch hour or set up an appointment to come and talk to me.

Thank You,

Miss Starx

______________________________________________

Parent / Legal Guardian / Date

I would like to / am unable to be a chaperone for this field trip.

I would like to / am unable to be a chaperone for future field trips.

………………………………………………………………………

Just a reminder for your refrigerator…

My third grader is visiting the UWSP Museum on Thursday, October 8^th from 10 am until 12pm.

Schedule for field trip

	10:00 a.m. Walk to the museum. (Weather permitting)
	10:10 Arrive at the museum and meet with museum curator in the lecture hall. Begin on-site activity.
	11:50 Gather back in the lecture hall for the final time and leave the museum to go back to school.
	12:00 Arrive at school.

On-site activity: Bird search

Rationale

This field trip is designed for the students to observe many different types of birds and learn about different things birds do to survive. There are signs by all of the birds on display, which tell what the birds eat, where they live, how they communicate and more. This will help the students better understand how the different types of birds survive in Wisconsin.

Objectives

To become familiar with the birds of Wisconsin by reading the signs by the birds on display.

To fill in the scavenger hunt worksheets using knowledge gained.

To become more knowledgeable on how birds survive.

Materials

Scavenger hunt worksheet, pencil, name tags (to help chaperones).

Procedure

Anticipatory set

Before entering the lecture hall, each student must tell the teacher one thing birds do to survive.

Activity

At the museum, the students will gather in the lecture hall to learn about the museum rules. The teacher will then explain that each group (already determined in the pre-activity) will work together to finish the scavenger hunt worksheet. Each group will also have a chaperone with them.
The teacher will then separate the students into their groups before instructing them on how to fill out the worksheet. They will be told that they should fill out as much as they can and report back to the lecture hall by 11:15.
Give each student a scavenger hunt worksheet.
The students have 45 minutes to explore the museum in groups and fill in as much of the worksheet as they can. While searching for answers, the students will also be able to see other animals on exhibit.
After the 45 minutes are up, the students will return to the lecture hall where the teacher will lead a discussion on what they have discovered.
The students will then have some extra time to: Finish their scavenger hunt; try to fill out an extra credit worksheet; explore.
After 10 minutes, the students will return to the lecture hall and the teacher will collect the scavenger hunt worksheets.

Closure

In the remaining few minutes before leaving the museum, give the students a chance to share what they have learned about birds today. Encourage everyone to share and also to talk about a favorite Wisconsin bird.

Considerations

Call and confirm the chaperones and the museum time a day early. Approximately 1 hour and 40 minutes is the amount of time spent at the museum. All chaperones should have a copy of the scavenger hunt worksheet and the extra credit worksheet as well as a list of their designated group members. The chaperones will have the answers to the worksheets, but ask them not to give the students the answers. Instead, they should encourage the students to find the answers on their own. Also, make sure all bathroom stops are made before entering the museum.

Assessment

Teachers will be able to assess students’ learning based on completion of the worksheets and the discussions held in the lecture hall.

Scavenger hunt: Wisconsin birds

Group names ____________________/____________________/_____________________

Grass and wetland

The pintail lives in shallow marshes, small lakes, and rivers with dense cover in the open country.
The short-eared owl eats many things including songbirds while nesting.
The yellow headed blackbird likes to spend time in the mud.

Long distance travelers

The ruby-throated hummingbird eats, small insects, spiders, and nectar from flowers.
Not only does the Baltimore oriole have a professional baseball team named after it; it also likes to live in the open woods.
The bird that likes to eat small rodents, birds, reptiles, amphibians, and large insects is the broad-winged hawk .

Large river and forest

The pileated woodpecker likes to eat carpenter ants, wood boring beetles, acorns, and beechnuts.
A bird that doesn't’t screech but whistles softly, mournfully rising and falling is the screech owl .
The wood duck is a species that was threatened with extinction in the early 1900’s from overhunting.

Northern forest

The barn owl lays eggs at the bottom of a tree cavity or flat surfaces in buildings or silos.
A bird that builds nests that can be from two to three feet across and four feet high is the raven .
The great horned owl has a regular feeding roost where it prepares and eats its prey.

Forest edge

Carrying acorns in its throat and then regurgitating them in a place of hiding is common for a blue jay .
The red tailed hawk eats mostly rodents but also eats birds, fish, reptiles, amphibians, and some domestic poultry.

Stream and stream edge

In the display, the Cooper’s hawk looks like it is going after its pray and has tail feathers that are brown and white striped.
A small bird, a Tree swallow catches pray while flying low over fields or water.

Pond and wetland

A bird that waits in ambush for prey to come into reach is the great blue heron.
The mallard can be seen eating seeds, nuts, snails, and insects that are one to two feet in water.
The most common land bird in North America is the red-winged black bird.

Tundra

The snow bunting burrows into snow to keep warm in the winter.
The Lapland longspur has a mixture of beetles, crane flies, and mosquitoes in its diet.
Lemmings, mice, ptarmigans, and other birds are all things the snowy owl likes for dinner.

Lake

The Common loon can dive for fish to depths of 200 feet and can stay under water for 3 minutes when avoiding prey.

Extra credit sheet

Group Names ____________________/________________________/____________________

Birds are threatened mainly by loss of habitat .
A bird that has a yellow beak and is also our national bird is the bald eagle .
The bird whose call carries up to two miles is the sandhill crane .
The turkey was reintroduced in the southern half of Wisconsin and may have once ranged as far as North Central Wisconsin.

Post activity: Feed the birds/ Making bird feeders

Rationale

Through previous experiences, students will have a general understanding of Wisconsin birds and survival. To add to this understanding, students will construct bird feeders and discover some of the types food that attract various birds. This activity will also give students an appreciation for the birds that live in their neighborhood by observing the birds feeding at the feeders they have built.

Objectives

To understand how a bird feeder is built.

To discover some of the different types of food that is put into the bird feeders.

To observe the birds attracted to the bird feeders and try to identify them.

Materials

For each soda bottle feeder: Liter size plastic soda container, 3-4 wooden dowels (each 3/16" wide and 8" long), X-acto knife (NOTE: Teachers should plan to do all or most cutting before the students are ready to make the bird feeders), sharp object (nail) to punch holes in the container, wire clothes hanger, wire cutters, thistle seed.

For each pine cone feeder: String, pine cone, peanut butter, birdseed.

Procedure

Anticipatory set

To begin this activity, talk with the students about what types of things birds eat. Write ideas on the chalkboard. What is the most common food? What is the most outrageous?

Activity

There are two types of feeders for this activity. Students can be divided into groups to construct each kind.

The teacher should have all materials ready to go. When the students are ready to listen, the teacher will demonstrate the steps for making each of the two bird feeders.
Decide how the students are to be divided. One way to divide the groups is to stick with the same groups used in the pre-visit and on-site activities. Divide the groups so that half the groups are building one type of bird feeder and the other half are building the other type.
To make the soda bottle thistle feeder:

Make sure the bottles are washed and the labels and colored base are removed. To make a perch, use a nail to punch 2 holes in the bottle, opposite each other. Insert one of the dowels so that it goes in one hole and comes out through the other end. Make 2 or 3 more perches scattered around on all sides of the bottle. Using the X-acto knife (the teacher does this) cut feeding holes above each perch. (The bottle’s neck is the bottom of the feeder) The holes need to be �" long by 1/8" wide about 2" above each perch. (They must be small so that the seeds do not fall out) Next, holding the wire hanger with the hook at the top, cut the hanger on each side of the hook about 4" from the hook. Bend the edges that were just cut inwards. Using the nail, poke a hole in the bottle about 21/2" from the bottle’s base (not the bottle neck) and do the same on the other side opposite the first hole. Now, each cut end of the hanger may be inserted into one of the holes. The feeder is ready to be filled with thistle seed and when the cap is sealed, the feeder is done!

To make the Pine Cone Feeder:

Tie a piece of string around the pine cone and use peanut butter to fill in the spaces of the pine cone. Roll the peanut butter-covered pine cone in birdseed and the feeder is done!

When all students are finished making bird feeders, the entire class can take them outside and hang them. A good spot would be in trees and maybe even outside the classroom windows if possible.

Closure

After the bird feeders have been hung, have a class discussion about which feeder will run out of birdseed the quickest and who will be responsible for refilling the feeders. Further discussion can lead to what birds may eat at the feeders. Encourage students to watch the feeders and pay attention to what types of birds they see feeding.

Considerations

Allow enough time for discussion, directions, and construction of bird feeders. This may take about 45 minutes to 1 hour. Teachers should plan ahead and have materials ready so that the students do not have to do any dangerous cutting. Emphasize safety while the students are constructing the feeders.

Assessment / evaluation

Through discussion about which birds students have seen at the feeders, the teacher will be able to assess the student’s knowledge about Wisconsin birds. The teacher will also be able to see how responsible the students are when they monitor the bird feeders and keep them from being empty.

References

Nature Scope-Birds, Birds, Birds! Ranger Rick, National Wildlife Federation, 1989.

Extension activities

As a math extension, students can measure how much birdseed fits in the bird feeders and also monitor how often each feeder needs to be refilled. Cost of birdseed can also be incorporated. Students could also develop a chart of how often they see certain types of birds at their bird feeders. Which birds visit most? least?

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