Bird Buddies – PreK-K

At a glance Children will learn about birds and their needs in the classroom. Afterwards they can do a small project to help attract birds along with a simple research project to learn more about birds found near their school.

Time requirement Objectives 30 Minutes 1. Participants will be able to identify 4 things that make birds different from other animals. (Feathers, Beak, Group size and grade(s) Eggs, Parental Care of Young) Group Size: Up to 30 students 2. Participants will be able to name at Grades: PreK-K least 5 types of birds (hummingbird, ostrich, songbird, duck, chicken, Materials ect.) List materials and quantity double spacing 3. Participants will be able to identify what types of food birds need to Goals find in their habitat 1. Participants will learn about birds and how they are different from Theme other animals. Birds are an important part of many 2. Participants will learn what birds habitats. need to have in their habitat to survive. Sub-themes 3. Participants will learn why birds are 1. Birds and other animals have a niche important in their habitat. in their habitat. 4. Participants will be introduced to 2. Animals have specific needs that basic science and research they have to find in their habitat. techniques. 3. We all can do things to help make a habitat better. 4. We can learn about birds by creating a project to help them in their habitat.

Title, Month Year Page 1 of 6 Cincinnati Zoo & Botanical Garden Academic standards Next Generation Science K-LS1-1 – Use observations to describe patterns of what plants and animals Standards (including humans) need to survive. Ohio Science Academic Theme: Observations of the Environment Content Standards Life Science Topic: Physical and behavioral traits of living things • Living things are different from non-living things • Living things have physical traits and behaviors which influence their survival Ohio Early Learning and Pre Kindergarten (3-5 yrs) Development Standards Sub-Domain: Science

Stand: Science Inquiry and Application Topic: Inquiry • Make careful observations • Engage in simple investigations • Describe, compare sort, classify and order • Record observations using words, pictures, pictures, charts, ect. • Identify patterns and relationships • Share findings, ideas and explanations Strand: Earth and Space Science Topic: Explorations of the Natural World • With modeling and support, recognize familiar elements of the natural environment and understand that these may change over time. • With modeling and support, develop understanding of the relationship between humans and nature; recognizing the difference between helpful and harmful actions toward the natural environment. Strand: Life Science Topic: Explorations of Living things • With modeling and support, identify physical characteristics and simple behaviors of living things • With modeling and support, identify and explore the relationship between living things and their environments (e.g. habitats, food, eating habits, ect.)

Indiana Science Standards Kindergarten: Earth and Space Science K.ESS.4 – Communicate solutions that will reduce the impact of humans on the land, water, air and/or other living things in the local environment. Life Science K.LS.1 – Describe and Compare the growth and development of common living plants and animals. K.LS.2 – Describe and compare the physical features of common living plants and animals. K.LS.3 – Use observations to describe patterns of what plants and animals (including humans) need to survive.

Background

Title, Month Year Page 2 of 6 Cincinnati Zoo & Botanical Garden Birds strategies in many content areas can be Birds (Aves) are a group of endothermic utilized. vertebrates that have feathers, toothless While investigating and experiencing nature beaked jaws, produce hard-shelled eggs, a students may recognize a need or want to four-chambered heart and a strong yet contribute toward encouraging other lightweight skeleton. All birds have wings people to spend time in the natural world and most birds are capable of powered that is close to them. Young learners can flight. Of all these characteristics, feathers make a difference in their homes, are the one that make it easy to identify classroom, or school. By investigating, them as birds. All birds have feathers and identifying a need, creating a plan, birds are the only animals that are around activating the plan and then reflecting on today that have feathers. and assessing their success, students will begin their journey toward self knowledge, Because of their ability to fly, birds live empowerment and realizing the value of worldwide and are found in many different collaborative. habitats. Because birds are endothermic and have feathers, there are many species Vocabulary that are able to live in cold habitats. They range in size from the 2 inch bee Action – the process of doing something in hummingbird to the 9 foot ostrich. Birds are order to achieve a purpose the closest living relatives of crocodilians. Birds are descendants of extinct dinosaurs Beak – Hard, projecting mouthpart of a bird with feathers, making them the only surviving dinosaurs. Community – a group of people who live in the same area, or the area in which they Project Learning live Nature and children are intrinsically linked. Healthy child development is greatly Data – information that is collected enhanced when children spend time in the natural world. Opportunities in nature Feather – the epidural growths that form allow children to self actualize, develop the distinctive outer covering or plumage empathy, and realize that they are part of a on birds larger, wondrous community. In today’s world, educators are keenly Goal – something that you want to achieve interested in actively connecting their students to our world. Immersion in Habitat – the natural conditions and “Nature Nearby” can be an effective way to environment in which a plant or animal allow children to experience, investigate, lives and appreciate nature in their home, classroom, or school. Natural place based Investigate – to carry out a detailed learning can empower learners to take an examination to find out about something active role in their own investigations. Collaborative learning can develop higher Migrate – the seasonal movement by level thinking skills, problem solving, animals from one area to another communication skills, teamwork and creativity, information literacy and action Native – originally belonging in a certain planning. Effective experiential learning place Title, Month Year Page 3 of 6 Cincinnati Zoo & Botanical Garden have feathers and they are the only animals Observe – to see or notice something, around today that have them. especially while watching carefully Part Two Record – to document or write something With the second bird ambassador discuss its down habitat, how it can find food, water and shelter. Point out different adaptations Reflect – to think about carefully that it has to help it find these things. Also talk about why this bird is important in its Shelter – structure or building that provides habitat and how it can make its habitat cover from weather or protection against better for other plants and animals. danger Part Three Space – room to fit or accommodate How can you help birds in your something or somebody neighborhood? Can you give them things they need? Would these things help other Survive – not die or disappear; able to live animals in your neighborhood? or function • Feeding birds can help them survive in the winter and spring when food Activity may be hard to find. • Putting out a bird bath or fountain is Getting ready important because birds need water Pre visit: to drink, stay clean and to keep cool Send teacher list of appropriate project in the summer. ideas along with instructions • Planting native shrubs and trees can give them shelter and a source of Day of program: food. 2 Program Animals-Birds Hand Sanitizer These are some examples of projects that you can do. Are there in any other projects Introduction that you can do in the classroom or at your Introduce yourself to the class and tell them house? that today we are going to learn about Birds and things you can to help them live in your Wrap-up neighborhood. Review what makes them a bird/what they need. Thank them for allowing us to share Part One the animals with them. With the first bird ambassador, discuss what makes it a bird and why birds are different from other classes of animals. Ask the kids what do birds have? Discuss that birds have feathers, beaks, hatch from eggs with a shell and one or two of the Assessment parents take care of their young. Point out that feathers are the one thing that makes Review with kids about what they learned. birds different from other animals. All birds Title, Month Year Page 4 of 6 Cincinnati Zoo & Botanical Garden Ask them to indentify: teacher can create their own bird list • 4 things that make birds different? and teach kids to identify and count birds by colors or location of • 4 things birds need in their habitat feeders. to survive? • Bird feeding survey: Put different • What they can do to help birds in types of seed into different feeders their neighborhood? and track how many birds go to each feeder. Also track by location to see If the teacher chooses to have the class do a which feeders get used more often. project, they can send any pictures of the project, pictures of wildlife, lists or any Resources other results to the Zoo on the Move team. Peterson, Roger Tory They can be sent to: Peterson Field Guide to Birds of Eastern and Cincinnati Zoo and Botanical Garden Central North America Education Department – Zoo on the Move Houghton Mifflin Co. 3400 Vine Street, Cincinnati, OH 45220 2010

Extensions Peterson, Roger Tory Peterson Field Guide to Feeder Birds of Projects Eastern and Central North America Cornell Lab - Project Feeder Watch: Houghton Mifflin Co. http://feederwatch.org 2000

National Wildlife Federation’s Garden for Peterson, Roger Tory Wildlife: Peterson First Guide to Birds of North http://www.nwf.org/Garden-For- America Wildlife.aspx Houghton Mifflin Co. 1998 Craft Ideas Milk Jug Bird Feeder craft: Zim, Herbert S; Gabrielson, Ira N https://www.nwf.org/Kids/family- Golden Guide to Birds fun/crafts/milk-jug-bird-feeder.aspx St. Martin Press 2001 Toilet paper tube binoculars: http://www.pbs.org/parents/crafts-for- Sibley, David Allen kids/binoculars-for-kids/ The Sibley Guide to Birds Alfred A. Knopf Inc. Research projects 2000

Students can follow up with a simple Sibley, David Allen research project that can help them learn The Sibley Guide to Bird Life & Behavior more about native birds. Alfred A. Knopf Inc. 2001 • Feeder Watching –class can sign up for “Project Feeder Watch” or the Title, Month Year Page 5 of 6 Cincinnati Zoo & Botanical Garden Morrison, Gordon; Peterson, Roger Tory; Kricher, John Peterson Field Guide to Eastern Forests Houghton Mifflin Co. 1998

Thompson, Bill III Identifying and Feeding Birds Houghton Mifflin Co. 2010

Cornell Lab of Ornithology http://www.birds.cornell.edu

National Wildlife Federation http://www.nwf.org/Wildlife.aspx

Milk Jug Bird Feeder craft: https://www.nwf.org/Kids/family- fun/crafts/milk-jug-bird-feeder.aspx

Toilet paper tube binoculars: http://www.pbs.org/parents/crafts-for- kids/binoculars-for-kids/

Title, Month Year Page 6 of 6