2.+Sleuthing+Silhouettes


 * Lesson 2: Sleuthing Silhouettes**


 * Indoor and Outdoor**


 * What do I need?**
 * Bird Silhouettes Poster
 * Bird Journal
 * Chalkboard, whiteboard, or large poster paper that can be seen by the whole class
 * Colored pencils
 * Binoculars (if available)

Prepare to take students outdoors to watch birds: decide where you will take students, survey the area before class to see where birds are generally found, and recruit extra helpers if possible.
 * Getting Ready...**

Refer to BirdSleuth Briefs - Silhouette Species.
 * Background Information**


 * Big Idea:** We have birds in our area that we can learn to identify.

1. Students will be able to recognize at least three bird groups by their silhouettes. 2. Students will be able to observe birds and record observation data.
 * Learning Objectives**

Let students know that in this lesson, they will go outside to look and listen for birds. Building on the conversation you began in the last class, discuss the following questions with them again: What kinds of birds have you seen around here? What did you find interesting or exciting about these birds? Record a list of these “common birds” on the chalkboard.
 * Activity**
 * 1. List common local birds.**


 * 2. “Bird Silhouettes”**

At the front of the class, display the large poster with six unlabeled bird silhouettes. Define “silhouette” (which is often described by students as a “shadow”) and note that these pictures are not drawn to scale (i.e. these particular silhouettes do not give clues to bird size).

Have students share their ideas about these silhouettes. Ask: • Can you identify any of these birds? (Students probably can’t identify specific species of birds from these pictures, but they may be able to correctly identify the group. For example, they may be able to recognize one silhouette as a “perching bird,” but not know whether it is a Robin or a Great Kiskadee; they may recognize a “bird of prey,” but not know whether it is a hawk or a vulture.)

Accept all ideas at this time. Then ask: • What clues did you use to determine the kind of bird for each silhouette? (for example: body shape, length of neck, kind of beak)

Reveal the true names of the birds pictured, and share the characteristics that identify each kind. 1. woodpecker 2. perching bird 3. bird of prey 4. hummingbird 5. water bird 6. wading bird

Ask: • What other clues might be helpful when we go outside to look for birds? (Students should mention colors, behaviors, calls/songs.) • What should we try to notice about the birds we see? (Any of these clues could be important in identifying a bird.)

Make a list of these ideas entitled “Clues to Identifying Birds” on the board, on a chalkboard, whiteboard, or large poster paper.


 * 3. Outdoors Bird Observations**

Review your expectations for bird-watching behavior (walk quietly and slowly, look in all directions, point instead of shouting when you see a bird).

Refer students to their Bird Journals, where they will record their notes about birds that they see outside. Emphasize that this is just the first bird count: they may not know all the birds, but they should describe, and possibly name and count, the birds if they can. Invite the kids to sketch birds if they want, and ask them to pay attention to what different birds are doing.

Take students to an area where they can sit and watch birds or walk slowly to look for birds. Because the kids are not yet using a field guide or the Pocket Naturalist Guides yet, emphasize patient observation rather than finding and naming birds. As they see birds, encourage students to record data and sketches in the bird notebooks.


 * 4. Share the Experience**

When you return to the classroom, ask the students to share their experience. Ask questions such as:
 * What birds did we see? What were they doing? How were they interacting with each other?
 * Where did we see the most birds? Why do you think so many birds were found there?
 * Where did we find fewer birds? Why do you think this is?

Review the clues that students used when trying to identify birds outside (such as size, sound, shape, color, behavior, etc.) Add any new ideas to the “Clues to Identifying Birds” list you began earlier.


 * 5. Follow-Up at Home**

Ask that each student observe birds for at least 10 minutes outside their home. They should record details about their count in their Bird Journals.

Next time you meet, review the students’ experiences conducting their home observations, and the kinds and numbers of birds they saw. Ask questions such as: • Was it easier to find birds here or at home? Why do you think this is the case? • Did anyone notice any birds they had never seen or heard before? Can you describe them? • Did anyone notice any interesting bird behaviors?