Ronald J. Jakubowski
Animal observation is the core of this unit. Therefore it is very important that the children are instructed as to their behavior when observing animals. Specific points should be brought out to maximize the observation experience. The book
How to Watch Birds
by Roger Barton is an excellent resource that focuses on techniques of observation vital to this unit. A few of his major points that help in observing birds are:
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1. The clothing of the observer should be subdued so as not to startle birds.
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2. Observers should approach quietly not talking and taking “soft” steps (avoiding twigs and leaves as much as possible).
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3. Hands of observers should be held behind their backs. Waving and/or pointing motions will startle birds.
Remember also that an objective of this unit is for the children to gain a knowledge of and respect for wildlife. Therefore, 1 feel that any display of disrespect toward animals shown by the students be discussed and dealt with as soon as possible.
Activity A
Group Observations
Field trips to habitats of city animals should take place as frequently as possible. These trips need not be planned weeks in advance nor do they have to last beyond the normal Science time period. As was pointed out earlier, it should be possible for these observations to take place on school grounds or at a nearby park or wooded area.
You could have the children look for different behavior patterns of the animals being observed each time out. The first time out the children should look for and record information pertaining to physical traits of the birds or squirrels. For example, their size, coloring of various body parts and distinguishing features could be noted. (I’d like to suggest that for record keeping purposes it would be more beneficial to make a separate trip for observing squirrels. Concentration on the particular species at hand would be maximized if done separately.)
Other trips to the same or similar sites could be made to observe the following activities:.
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1. eating habits how, what and when the animals eat and, if possible, what they feed their young;
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2. dwelling places where the animals make their homes and the relationship, if any, to food sources;
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3. sounds they make especially in the case of birds, try distinguishing various species and various types of calls;
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4. methods of locomotion running, hopping and the varied types of flight.
All of this information should be recorded by each student as it is observed on a chart. (Refer to Figure 1.)
This information can be compared and contrasted by the students and conclusions deduced about the similarities and differences of the animals studied. These charts can also be compared to descriptions the children find in books. This will hopefully reinforce information gathered.
These group observations can also take place over an extended period so that the children will get an idea of the adaptability these animals have in a changing climate. In this respect, the unit is also adaptable in that it can be 4-5 weeks long or ongoing.
Activity B
A Field Trip to the Peabody Museum
This field trip should be taken for the sole and expressed purpose of visiting the third floor bird and mammal displays. The Peabody Museum has many other elements and displays worthy of seeing but they are not useful in this particular unit. In fact, 1 feel they would detract from the purpose of the unit to observe peculiarities and differences among birds and squirrels at a close-up range so physical features not evident outside can be readily viewed.
Arrangements for the trip should be made through the Public Education Division of the Peabody Museum. Upon reaching the third floor bird room, the children will be able to sit on the floor and look at various types of birds. Especially of interest is a showcase display of the birds of Connecticut. As was mentioned before, this information can be recorded and compared to other information the children have found in books. The gray squirrel is situated in a display case that shows its typical environment trees, birds and other animals they live with. It is a valuable resource that bears careful study by the students.
lt can also be arranged, through the Public Education office, for a group to view what goes on “behind the scenes”, so to speak, in a museum. Of particular interest to the teachers and students of this unit is the room where bird specimens are prepared. Here the children can learn the specifics of stuffing and preserving birds while also seeing the differences in appearance of some varied species from all over the world.
The experience at Peabody can be a rewarding one for the students if used properly. The students must be instructed as to exactly what they will see and why. They must be told specifically what to look for and why. It would be a good idea to bring pencils and notebooks for the jotting down of information and the sketching of various animals. The teacher must also do some preparatory work for this field trip. He or she should visit the third floor displays and plan a lesson according to the information to be viewed.
Activity C
For the Classroom
I will suggest several ideas that can be used inside the classroom.
These can be expanded on, borrowed from, or changed around to fit each particular program.
1.
Making feeding stations
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The Barton book,
How to Watch Birds
, and a childrens book by Glenn Blough and Jeanne Benedick,
Bird Watchers and Bird Feeders
, give easy to follow instructions on how to build bird feeding stations. These feeders could be made by the students and placed outside the classroom window. This would allow the children to view at close-up range the eating habits of city birds. They will attract a variety of species and observations of many previously noted activities can be recorded.
Experiments in which you control the types of food given to the birds can take place. Food type preferences, aggressiveness in going after food and many other bird activities can be observed.
2.
Picture-Story Study Prints
There is a series of very vivid pictures depicting various animals on 13”x18” cards put out by the Society for Visual Education (SVE) that can be useful in class discussions. Basic information is given along with lists of films and references available on the back of each card.
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Recess Activity
Often times birds are attracted to their food by its color. As they fly overhead they spot something to eat and swoop down to get it. There is a game that can be played with the children that simulates this action. All that is needed is several pieces of construction paper of all different colors. Be sure to include brown, black and green among the other colors. Cut this paper into 1”x3” strips. Mix all of the colors together and spread them out over a grassy area. Have the children run by this area one at a time each picking up the first piece of colored paper that catches his or her eye. Encourage the children to be honest. Record the results as to what color was spotted first, second, third and so on until every color has been chosen. Discuss with the class the advantages or disadvantages of certain colors. A chart could be made depicting the colors chosen and in what order. Variations of this game can be played by spreading the colored strips out over different ground surfaces (i.e. tar, sidewalk, dirt).
4.
Examining a Birds’ Nest
Bird nests are an interesting, if not fascinating, phenomenon. Even though the starling, sparrow and pigeon build very sloppy, haphazard nests, they are worth examining nonetheless. Just seeing the variety of objects used in the weaving of the nest would be a good activity. These birds use string, thread, sticks, weeds anything to build a nest. If it is possible, try to get a nest and bring it into school. Examine its makeup. You may be able to determine what kind of bird weaved it. If it is not possible to bring in a birds nest, you might be able to spot one in use or better yet see a bird going about the task of gathering materials for ones construction. The book,
Window Into a Nest
by Geraldine Flanagan and Sean Morris, shows nest building vividly in excellent photographs. The activity of learning about nests should foster an appreciation in children of how wild animals must prepare homes for themselves and their families.
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Enrichment Activities
The information gained in a unit such as this can also be carried over into other areas of the curriculum. Stories about fictitious animals can be written in an English class. Animal storybooks can be given out to supplement a reading program. Drawings of animal activities can be made during art. The teacher has to gauge the interests of the students in a unit such as this and make the lessons reflect those interests.
