Chapter 7: "Mock" Bird Watching

This activity encourages proper etiquette for handling binoculars and spotting scopes, and correct viewing habits before heading out into the field for Brant-watching.

Equipment Usage and Mock Birding Activity

Subject:
science, physics
Duration:
class period
Group size:
whole class, and then into small groups
Setting:
indoors and/or outdoors
Topics:
optics, observation, bird watching, data collecting

Objectives:
1. Students will identify methods used by biologists to observe waterfowl populations

2. Students will learn how to identify and observe birds before going into the field.

3. Students will learn the proper use of binoculars and spotting scopes

Method:
Students will learn to identify birds by doing a "mock birding" activity at school before heading out to the field.

Background:
Birdwatching is an activity as old as humanity and for good reason! The migrations and habits of avian fauna (bird-like animals) tell us a great deal about the changing of conditions in the environment and the availability of essentials such as food and water. Of course, birds are also a beautiful and diverse group of animals which are often easier to view than many other kinds of creatures.

While the "rare bird" may be an exciting discovery, watching the behavior of the most common birds can be fascinating and informative. After all, birds common to one region may be considered rare in another.

Careful observational skills are necessary to be accurate when trying to identify a bird. The way the bird flys or acts may be as important as noticing the color of the feathers. The size and shape of the birds’ body, wings, head, feet, and beak are very important. The sounds you hear the bird make and the location in which you see it are also important. A Brant would not be found perched in the top of a Douglas Fir tree and we would not expect to see a Great Blue Heron swimming over an eelgrass bed either. The habitat in which a bird is found and the time of year can give you important clues when trying to solve the mystery of the unidentified flying creature.

In this activity, we will learn how to use a field guide, identify some common types of birds which may be seen during Brant migrations. The goal is to get the students familiar with the techniques and skills which are used to identify, count and differentiate between different species of birds, in preparation for the field experience. By taking part in a mock birding exercise designed to improve observation skills, students will be prepared to differentiate and make careful observations of Brant in the field.

Materials:

* The 7 refers to the multiple by which the image is magnified and the 35 refers to the diameter, in millimeters, of the largest lens.

Procedure:
1. This activity will have 2 or 3 stations. Try to have 3 adults for this activity if you incorporate the field guide part into it. This activity works well in a large empty classroom, a gymnasium, or, if weather permitting (including no wind) it can be done outside where there is a fence to attach the pictures.

Set up three stations: Binocular use, spotting scope use, and field guide use (each having an adult leader). The first station, the field guide station, will have no pictures, only bird field guides. Hang pictures A to E at the spotting scope station, and pictures F to I at the binocular station. Place the pictures at an appropriate distance from the equipment (note: teachers may want to determine the distances the day before with their own equipment. Distances may vary according to quality of pictures, whether they are originals, photocopies, or downloaded versions, and the type of equipment being used). For example, if you have a 15X spotting scope, you may want to set the scope at about 50 feet from the photograph. If you are using binoculars, and appropriate distance might only be 20-25 feet, depending on the quality of the photos. If your scope has a higher magnification or zoom, you may want to increase the distance to 75 feet. Mark each distance on the ground with a long strip of masking tape (with the corresponding letter written on it), so that students will know where to stand for each specific picture. Just remember that you don't want to make it impossible for the students to see the images, just a slight challenge.

2. Introduce to the students that this is a "mock birding" activity that will prepare them for the field observation of the Brant geese. Before beginning in the stations, demonstrate how to properly use the spotting scopes and binoculars. Be very specific in how you want the students to carry, set-up, take down, clean and focus the equipment. Later, you may want to have the students demonstrate one by one each of these tasks. This is important, as you want students to learn how to be responsible for the equipment on the actual field-trip.

3. Divide the class into 3 groups: Binocular use, spotting scope use, and field guide use.

4. Explain that they will be going around to each station and answering the questions on the worksheet about what they are seeing. Give them about 15 minutes per station, or enough time for each student to look through the equipment, focus on the picture, and answer the questions. The adult at the field guide station can explain how the birds in the guides are grouped by certain characteristics (swimmers, waders, raptors, songbirds, etc.). Name birds for them to find, giving clues etc. Then give them more difficult ones to find, like a shorebird of some type. If time permits, go outside and actually find a bird to I.D. Blow a loud whistle to signal rotation of the groups after about 15 minutes.

As the students attempt to see the real Brant in this exercise, remind them to heed these important tips (read aloud to class):

5. The following is the list of images to use for the activity. These images can be printed from the browser window for use with the activity (File/Print). The color pictures must be printed on a color printer. If a color printer is not conneted to your computer, the images may be saved (File/Save) on a floppy disk and printed from another computer. Contact the Brant Project if you need help printing these pictures.

A. "Brant Geese begin their lives in nests on the tundra of northern North America and Asia." (Image of triangle and sentence)

B. What color is the belly, band around neck, and head of the Brant? (Image of 3 Brant wading in the water)

C. How many different kinds/species of birds can you count? (Image of silhouettes of Brant, Canada Goose, American Widgeon, Western Gull, Northern Pintail, Common Loon, Surf Scoter)

D. Which bird has the longest neck? (Image of Spectacled Eider, Emperor Goose, Brant and Pacific White-fronted Goose)

E. Name three differences between the bird on the top and the bird on the bottom. (Image of Emperor Goose and Brant)

F. Which Brant has a leg band and what color is the leg band? (Image of Brant Geese) answer: goose on far left has white band)

G. How many birds can you count in the photo? How many are Brant? (Image of six Brant and two Western Gulls)

H. How many Brant in flight can you count? (Image of 5 Brant)

I. How many Brant are there total in the photo? (Image of approximately 60 Brant dabbling in the water.)

Student Worksheet for the Mock Birding Activity

A. Write down the sentence that is inside of the triangle:

________________________________________________________________

________________________________________________________________

B. What color is the belly on the Brant?___________

The band around their neck? _____________

The head of the Brant?_______________

C. How many different kinds of bird species can you count?________

Try to identify these birds using your field guide. Write them down:

_____________________________________________________________________

D. Which bird has the longest neck? circle 1 2 3 4

Try to identify these birds using your field guide. Write them down:

______________________________________________________

E. Name three differences between the two birds:

____________________________________________________________

_____________________________________________________________

F. Which Brant has the leg band?____________________________

What color is the leg band?___________________________

G. How many Brant do you see?_______________________

What other kinds of birds do you see in the picture?

_____________________________________________________________

How many?_____________

H. How many Brant do you see in flight? _____________________

I. How many Brant are there total in the photograph? (approximately) _____________