Return to Classroom Connections main page.Return to Wolf Ridge home page.List of Wolf Ridge Classes and their links to on-line information and activities.A list of all downloadable journal pages for use with Wolf Ridge classes.A list of pre- and post-visit activities, journal pages, and links organized by Wolf Ridge Class name.Return to Teacher Resources main page.Contact Wolf Ridge.Return to Wolf Ridge home page.
journal
page pdf

Birds
Classroom
Connections

The Wolf Ridge Birds class provides many extension possiblilites for the classroom. Tie-ins can be made to a variety of topics including animal adaptations, ecosystems, niches, habitats, and more. Visit this page periodically as we will add new activities and links suggested by Wolf Ridge visiting school teachers, and eventually our own interactive on-line activities. Be sure to check the page featuring our live raptor program. All Wolf Ridge attendees will have the opportunity to experience this program, and those taking the birds class may visit the raptors during class (dependant on staff availability.)

Pre-Visit Activities

Beef Up Your Powers of Observation

Identifying birds takes practice and keen observation skills. Try this activity to help students beef up their powers of observation.

  1. Ask one student to leave the room for a moment. On their way out, try to chatter a bit with that student so that others will glance at them on their way out. After the student is gone, ask the class questions about what he/she was wearing or things they may have said on the way out. Write a list on the board of what students remember. When the missing student returns, compare what the class observed and remembered to reality. How did they do?
  2. Try again with a new student, and with the class having a bit of warning. When the student returns, the "what the class observed" list on the board should be much longer and much more accurate. Why? What does it take to be a keen observer? (Concentration, focus on details . . . )
  3. If you have Bird field guides (Peterson, National Geographic, Sibley, and Golden Guides are common) in your school library, ask students to look up the American Robin (or Robin) in the index to locate the correct page. Compare the American Robin to other birds on the page. Are the sizes the same? Colors? If the colors are different, exactly where and how are they different? Some field guides use arrows to point to distictive characteristics of a particular bird. What advice would you give to someone going outside to observe and identify birds? (Focus, concentrate, look for patterns of color, try to guage size, bring a field guide and binoculars . . .)

Post-Visit Activities

  1. The Illinois Department of Natural Resources produces quite a variety of bird lesson plans. "Hello Mate" looks at mating behaviors.
  2. Find a Project WILD Curriculum and Activity Guide. "Adaptation Artistry" has students design and create imaginary birds and write reports including descriptions of the bird's adaptations.
  3. In the Project Learning Tree Environmental Education Activity Guide, try "Birds and Worms". This is best played outside, where students become birds searching for food of different colors as they study the concept of protective coloration.

Links

Wolf Ridge Class Information

Class Description:

In this animal ecology class, the amazing diversity of birds will be studied with emphasis on field observation. Students will use binoculars, field guides, visit feeding stations, and play a migration game. Close-up looks at the birds are possible at the bird banding station and "Chickadee Landing.".

Total time: 3 hours (2 hours outdoors)
Audience: 6-20 students, 4th grade through adult
Activity level: easy
Travel: 1/4 mile
Total uphill travel: 50 feet

Outcomes

Upon completion of the Birds class students will be able to:

Minnesota Graduation Standards

The Birds class will provide students with guided practice, in an authentic setting, to support the following Graduations Standards. We have chosen one to three “major focus” standards per grade level. Due to the holistic nature of environmental education, several other standards, not listed here, are addressed as well.

Science Standard 6.2.5 Applies decision-making models to issues involving relationships among the individual, the society, the economy and the environment. (Declarative): Understands the concept of multiple perspectives. Understands the environmental implications of individual behavior at local, regional, and/or global levels. (Specification): Assessments must include a significant, complex environmental issue which involves the relationships among science, technology, economics and society.

Standard 6.G8.1 Understands the interactions and interdependence of components of living systems. (Declaratives): Understands components of natural systems, their structure, how they function, and their relationships within a system. Understands cycles within a system. Understands implications of interactions between human and living systems. Understands how human systems can be constructed to work in concert with living systems. (Procedurals): Given a problem situation involving a complex system: describe a potential problem reflecting an environmental concern and describe a potential problem caused by a breakdown within the complex system. Demonstrate basic safety procedures and skills when using tools and equipment. (Specifications): Students must be given opportunities to work in authentic settings. One aspect of the problem situation should address environmental concerns.

Standard 6.G5.1 Understands the components and relationships of living and non-living systems. (Declarative) Understands the concepts of organism and energy in plant, animal and other life forms. (Procedurals): Within simulated or real-world situations, models or systems: identify, describe and classify components on the basis of their properties and their energy relationships, describe interactions among components, describe interactions between two of the systems, demonstrate or explain how a change in one of the components would affect the system. Demonstrate examples of how personal behaviors and use of materials have a positive impact on the environment. (Specification): Assessments should be related to students' environment.

Wolf Ridge Curriculum Concepts