• Equipment Usage and Mock Birding Activity

Subjects: science, physics
Duration: entire 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 Black Brant goose 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 9 observation sheets, lamentated.
• At least 6 pair of Binoculars 7x35*, or better (ask students to bring own if possible)
• 1-6 spotting scope(s), 22x or better. Zoom capabilities, preferably a 15x - 45x zoom lens for one of the scopes would be useful.
• Enough copies of the mock birding question sheets for every 2-3 students.
• pens or pencils
• Field Guides

* 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:

Can You See The Real Brant?

1. Introduce to the students that this is a "mock birding" activity that will prepare them for the field observation of the brant geese.

2. 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. Have 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. As you attempt to see the real Brant goose in this exercise, remember to heed these important tips:

• Observe carefully! Many a casual bird watcher has made a mistake in identification of birds and lost credibility amongst fellow birdwatchers for crying "Bald Eagle" too often.
  
• Don't jump to conclusions

• Look for key features first (length and shape of bill, head, neck, body; color of wings, body, neck; behavior in flight, feeding, at rest, around other birds; distinctive markings (what stands out above all else when you see the bird?)

• Check and check again until you are absolutely certain. Remember to look at more than one of the birds in view. Birds molt their feathers and may appear in many different patterns and colors, yet they are still the same species.

4. The following is the list of images to use for the activity:

A. "Black Brant Geese begin their lives in nests on the tundra of northern North America and Asia."
(Reproducible image of triangle and sentence; place 75 ft. from observer)

B. What color is the belly, band around neck, and head of the Black Brant?
(Image of 3 Black Brant wading in the water; place 75 ft. from observer)

C. How many different kinds/species of birds can you count?
(Reproducible image of silhouettes of Brant Goose, Canada Goose, American Widgeon, Western Gull, Northern Pintail, Common Loon, Surf Scoter; place 75ft. from observer)

D. Which bird has the longest neck?
(Reproducible image of Spectacled Eider, Emperor Goose, Black Brant and Pacific White-fronted Goose; 75 feet from observer)

E. Name three differences between the bird on the left and the bird on the right.
(Reproducible image of Emperor Goose and Black Brant)

F. Which brant has a leg band and what color is the leg band?
(Reproducible image of Black Brant Geese; 75 ft. from observer.)
Answer: goose on far left has white band)

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

H. How many Black Brant in flight can you count?
(Reproducible image of 5 Black Brant placed 75 ft. from the observer)
photo by E.M. Laing

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

5. Each student, or team of students, receives the list of 9 questions which need to be answered through careful observations at various stations located around a schoolyard or large room. Attach the images to fences, trees, or walls at the indicated distances.

6. Each station should be able to accomodate groups of 3-4 students. Rotate the students every 5 minutes or until each pair or team of students finishes their observation at that particular station. Ask students to make independent observations and then compare notes in the group to answer questions.

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

____________________________________________________________________

________________________________________________________________.

B. What color is the belly on the Black 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 Black 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) __________