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Teacher’s Guide

Learning About WildlifeUnit 22

Teacher’s Guide

Learning About WildlifeUnit 22

Phot

o: R

ober

t M

cCaw

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Learning activities in this unit are designedto help you teach important basics aboutbirds through subjects such as life science,geography, and language arts. Theyencourage students to think for them-selves, ask questions, and find solutions toproblems that affect birds and so affect usall. Canadian educators and scientistshave reviewed this unit. It is:• suitable for a wide range of elemen-

tary and secondary students;

• linked with the Common Framework ofScience Learning Outcomes, K to 12(Pan-Canadian Protocol forCollaboration on School Curriculum)plus geography and language artslearning outcomes;

• part of the WILD Education family ofconservation education programs(see the WILD Education Web site atwww.wildeducation.org), whichincludes WILD School and ProjectWILD.

What’s in This Unit?This unit is filled with curriculum-linkedclassroom lessons that emphasize hands-on approaches, a poster, and a BackyardBird card game.

Students will learn: • basic bird-identification skills; • the challenges that birds face; • about bird ranges, migration, and

biodiversity; and • how to make maps as a tool to learn

about and help birds.Mapping is a familiar tool for educa-

tors. It can be simple or complex; it caninvolve only your class or the community.Activities in this unit culminate in amapping activity.

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2 C a n a d i a n W i l d l i f e F e d e r a t i o n L e a r n i n g A b o u t W i l d l i f e

Notes for Educators

Curriculum Link Cross Reference OverviewName of Wingy Bird Home Say it Buddy Map Migrators Are We Boost the Survey CreateActivity About Banquets on the With a Up to That Disturbing Boreal for a Map

Birds Range Song Birds Habitat Birds? Forest Birds for BirdsGrade level 3 - 6 5 - 10 3 - 8 K - 1 4 - 8 4 - 12 5 - 8 3 - 12 6 - 9 6 - 12 K - 12 Science Learning OutcomesExploring the world with our senses X X X X X XNeeds and characteristics of living things X X X X X XDaily and seasonal changes X XPlant and animal growth and changes X XAir and water in the environment X XHabitats and communities X X X X X X X X XDiversity of Life X X XInteractions within ecosystems X XSustainability of ecosystems X X XInteractions among living things X XSocial Studies Learning OutcomesCanada and world connections X XPeople, place, and environment X X X X X X XLocal, urban, and rural community X X X XLanguage Arts Learning OutcomesListening and speaking X X XReading and viewing X X X X XWriting and other ways of representing X X X X X X X XGeography Learning OutcomesNatural resources X X X XDeveloping map skills X X X X XPatterns in physical geography X X X XCanada’s geographic regions X X X X



Surely the most watched and beloved ofCanada’s wildlife species are the birds wesee in our backyards. Robins and wood-peckers, hummingbirds and goldfinchesintrigue us with their antics or cheer us withtheir songs. We may take our birds forgranted, yet they have a lot to teach us.They are often our first introduction to theways of the wild.

Birds do a fabulous job of helping ourecosystems run smoothly. Here are some ofthe things they do:• keep insects under control (and save

us millions of dollars in agriculturaland forestry efforts);

• pollinate plants and disperse seeds;• bring millions of dollars to our econo-

my through bird-watching activities;• provide children with accessible

encounters with nature; and • delight and inspire us with their

beauty and song.

Why Are Birds in Trouble?Predators, alien species, climate change,disease, and toxic chemicals are amongmany dangers birds face in their shortlives. The biggest threat is disruption andloss of habitat. As forests fall to chain-saws, native Prairies are ploughed under,marshes and swamps filled in and rivervalleys dammed, more and more wildlifespecies are squeezed out of existence.Habitats provide life support systems forall wildlife. Without habitat, there can beno wildlife.

How Big Is the Problem?Canada is home to about 500 species ofbirds. Many of their populations aredeclining. Nearly 100 per cent of all wildlifespecies decline is caused by human activi-ty. The main cause is habitat loss. It’s acomplicated problem: most of our birdspecies depend on many habitats for sur-vival—summer nesting homes; winterhomes; and rest and refuelling stopovers inbetween those two residences.

• More than 80 per cent of the specieson the Committee on the Status ofEndangered Wildlife in Canada(COSEWIC) list are in peril becausetheir habitat is disappearing; 58native bird species are on theCOSEWIC list.

• Many common birds are dropping innumbers. The Breeding Bird Survey inCanada, organized by the CanadianWildlife Service, shows that 80 percent of blackbirds, 40 per cent offinches, and 40 per cent of flycatch-ers are in decline.

• Nearly one in five Canadian landbirdspecies are showing long-termdeclines. (Landbirds have terrestriallife cycles.)

• The Carolinian zone in southwesternOntario has a greater variety ofwildlife than most ecosystems inCanada. Sad to say, 95 per cent of theCarolinian forests have disappeared.Unsurprisingly, more than 40 per centof the special concern, threatened, orendangered species in Canada live inthis ecosystem.

• On the Prairies, 99 per cent of nativetall grass and 75 per cent of mixedgrass have been destroyed.Consequently, grassland birds haveshown more widespread and consis-tent declines than any other group ofNorth American species.

• In Ontario alone, 85,000 Boreal forestbirds’ nests are destroyed every yearby logging. Across Canada, just 35 percent of the Boreal forest remainsuntouched.

• Sixty-five per cent of the coastalmarshes in Atlantic Canada have beendrained or filled, leaving birds andother creatures without a home.The statistics are grim, but the outcome

need not be. We believe the best way toreverse these trends begins with action inbackyards.

What do Birds Need?Like you, birds need a spot to call home tosurvive. They need four basics to make ahappy habitat: food, water, shelter, andspace—arranged just right for them. Birdsflitting about your yard is a sign that sur-vival basics are nearby. If birds fly overyour neighbourhood without stopping,something important may be missing.Think about it from the bird’s view. If youwere a bird, would you visit your yard orneighbourhood? Is there water nearby? Aretrees close-by for nesting, perching, shel-ter, and viewing? Is food near? Is thereenough space without feeling crowded?

Habitat Versus Ecosystem Habitats and ecosystems are not thesame, but you can’t have one without theother. A habitat (or home) fills the livingrequirements (food, water, shelter, andspace) of a specific wildlife species. Anecosystem is a living community of inter-acting elements—some living and somenon-living—that depend on each other forthe smooth running of the ecosystem. Anecosystem can contain several habitats.Many ecosystems and habitats are hard hitby human activities such as logging,dredging, urban sprawl, and pollution.When ecosystems and habitats disappear,so do the resident birds, plants, and otherliving things.

How Can You Help?You can help backyard birds by teachingyour students about them through obser-vation, identification, and research. Whichspecies live in your area? What do theyneed to thrive? How can you improve theirhabitat?

The strategy this kit uses is to engagestudents in activities that help them learnabout birds and apply their learning ontomaps of their community. Mapping is agood tool for students to identify andsolve problems for birds in their neighbour-hood. Mapping also helps them to learnabout birds that live in other areas of Canada.

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U n i t 2 2 3

Give Backyard Birds Something to Sing About

Wingy About Birds

Lesson InformationGrades: 5 to 10Duration: One 30- to 45-minute periodinside, plus one or two periods outside Group Size: Pairs or small groupsMaterials: Photocopied list of bird traits,including diagrams of beaks, feet, wings,and tails; image of any local bird; birdfield guide such as Peterson’s Field Guideto the Birds; pens or pencils; clipboard; atape recorder or CD player and a tape or CD

of local bird calls (optional); binoculars(optional)Summary: Students practise observationalskills by looking for basic features of birdspecies. Learning OutcomesStudents will:• develop bird-observation skills;• recognize basic bird behaviours and

characteristics; and• learn to identify some backyard birds.

BackgroundLearning to identify different traits of birdshelps to further our understanding of

them, and enriches our appreciation ofnature and the interconnectedness of allliving things. Students will be taught theimportance of keen observation in identi-fying species through traits such as size,flight pattern, the shape of beaks andtails, markings, and behaviour. You cansimplify or expand this exercise dependingon the age of your students.

Procedure1. Begin by discussing “clues” that can

help to identify a species of bird.These clues include:• Size. Is the bird small, medium,

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Understand Birds inYour Community

Shape

Beak

Wings

Tail

Flycatcher

Bald eagle Tree swallow

Burrowing owl

Barn Swallow

Brown creeper

Arctic ternNuthatch

Red-shouldered hawk

Woodpecker

Hummingbird Bluejay Catching prey

Walking

Climbing

Hopping

Swimming

Scratching

Robin

NoticeFeet

large, or enormous? Compare it tofamiliar birds, such as the robin. Isit larger or smaller?

• Shape. Is it plump or slender? Thisfeature can help to narrow the listof possible species.

• The bird’s proportions. Is the tail ofthe bird short or half the length ofits body? Is its head large or smallin proportion to its body?

2. Once you’ve described the size andshape, you can concentrate on morespecific details:• The beak. Is it stumpy, short, slen-

der, hooked, flat, or chisel-like?• What colour is it? • What do its feet look like in shape

and colour?• Are its wings rounded or pointed

while in flight? • What is the bird doing? Is it hop-

ping, walking, or climbing a treetrunk? Is it catching insects in theair, picking them off foliage, ordigging for them in the earth?

• Does it have noticeable quirks,such as tail-wagging or wing-flicking?

• How does it fly? Does it swoop, flystraight, glide, flap (quickly orslowly), or do a combination ofthose patterns?

• What habitat was the bird using?Was it in a field, on a lawn, inconiferous or deciduous trees, in amarsh or pond, or in the suburbs,city or country?

• Describe any noises the bird makes,such as songs, chirps, or squawks.

3. Have students design a bird identifi-cation chart or checklist (such as thetemplates on pages 4, 5 and 6.)



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U n i t 2 2 5

Where Was It?

Taiga

Water

Shoreline

ConiferousTrees

DeciduousTrees

Deciduous Treesand Shrubs

Coniferous Treesand Shrubs

Mixed Trees and Shrubs Shrubs

City Rural Suburb

Wetland

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The Bird Project

Tell us what you see.

Date Species Name Description How Observed How Many Type of Habitat(saw, heard, Did You (on the lawn, in a conifer tree, tracks, nest, etc.) See? in a deciduous tree, in a marsh, etc.)

1.April 10, 2004 Robin Slender beak; Saw 1 on the lawnfeeding on worms;hopping legs

2.

3.

4.

5.

6.

7.

8.

9.

Name: ___________________________________________

School: __________________________________________

4. Have students practise observing andidentifying some common backyardbirds. For instance, hold up an imageof a bird, such as a blue jay, and saythat you spotted it in your backyard.Tell them it’s about the same size as arobin and has a loud call that soundsa bit like “Cheer! Cheer!” (If you havea tape or CD of birdsongs, play thebird’s song.) Have students writedown details like the jay’s generalshape, the shape of its beak and itscolour patterns. Ask them if it has anyother characteristics (such as itscrested head) that could be clues.Can they match it to a “RoadsideSilhouette” in Peterson’s Field Guide tothe Birds? Let students ask questionsof you, such as “What was it eating?”After describing and writing down

several of the blue jay’s traits, helpstudents find it in the field guide.Repeat this activity with severalspecies.

5. Now you are ready for an excursioninto the field to observe and identifybirds. This activity can be done onyour school grounds, in a nearby field,by a stand of trees, or at a birdfeeder.Binoculars can be handy but are notnecessary.

6. Bird-watching with a group of stu-dents can be a challenge! Stress theimportance of silence and movingslowly so birds won’t be scared off. Sitas a group to watch and listen. Whena bird is spotted, have students qui-etly discuss all the features theynotice while you jot them down. Thenhave them check a field guide.

Extensions1. Go bird-watching and look for other

signs of birds, such as nests, feath-ers, sapsucker or woodpecker holes intrees, and footprints.

2. Discuss how certain characteristicsare perfectly adapted to what birdseat or where they live. For example,sparrows have stumpy beaks forcracking seeds and eating insects,while a robin’s slender beak is perfectfor digging slugs and worms andinsects and berries. A hawk’s strong,hooked claws are designed for catch-ing and holding prey, while a wood-pecker’s feet are just the thing forclimbing tree trunks.



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U n i t 2 2 7

Map of a BirdEye lineCrown

Lore

Rump

Moustache

Breast

Flank

Wingbar

Evolution of Birds Many scientists agree that birdsdescended from dinosaurs. Onefamous fossil is that of a bird thatlived about 150 million years ago.This thickly-feathered, crow-sizedcreature with three claws on eachwing tip and a long, bony tail wasdiscovered embedded in a limestonequarry in Germany in 1861. Scientistsnamed it Archaeopteryx, meaningancient wing.


Lesson InformationGrades: 3 to 6Duration: Year-roundGroup Size: AnyMaterials: Large bag of good-qualitymixed wild birdseed; suet; dried or freshfruit, and nuts; strainers or sieves; a fieldguide on birds; writing paper for journal; aflat, table-type of birdfeeder on a sturdypole; a baffle to discourage squirrels andraccoonsSummary: Students erect a platform bird-feeder and observe which foods are pre-ferred by which birds.

Learning OutcomesStudents will:• sharpen their bird identification

skills;• learn which bird species stay around

in winter;• discover some food preferences of

different species of birds; and• determine what types of food are part

of a specific bird’s preferred habitat.

BackgroundWinter makes it hard for birds to find food.We can help by setting up birdfeeders. It’sfun to feed birds year-round and a greatway to learn more about them. Various birdspecies have different types of beaksadapted to eating certain foods.Grosbeaks and chickadees prefer largersunflower seeds. Bohemian waxwings androbins devour wild berries and fruit. Juncosand redpolls like small seeds, such as mil-let and milo, often found in wild birdseedmixtures. Hard beef suet (available frombutcher shops) is ideal for woodpeckersand nuthatches. NOTE: Baked goods, suchas bread crumbs, are unhealthy for birdsand may also attract unwanted visitors,such as raccoons, rats, and pigeons.

Procedure1. Have students place a platform feeder

near their classroom window (but nottoo close or birds may collide with thewindows) or at another location onyour school grounds. Depending onthe location of your school and the

number of other food sources in yourneighbourhood, it may take weeksbefore birds visit regularly.

2. Establish a viewing centre where stu-dents can watch the birds withoutscaring them off. One method is toplace a cardboard or paper shieldover the window and cut eye holes forobservation.

3. Purchase a bag of high-quality, mixedwild birdseed. The ingredients oughtto include sunflower, millet, andcracked corn. Have students dividethe feeder into four sections and thensort the different seeds and grainsinto three piles (using strainers orsieves). Place one pile in each sec-tion. Put dried or fresh fruit and nutsin the fourth section. If you are usingsuet (in winter), hang it under thefeeder or from a nearby tree.

4. Have students watch and identifybirds that visit your feeder to observewhich species eat which foods.

5. Discuss why some birds choose differ-ent foods. Are there similarities

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Bird Banquets

The Bird Feeder Project

Date Time of Day Weather Bird Species What the What the Was the Conditions Name bird ate. bird did. bird alone?

between species that prefer the samefoods?

6. Have students keep a journal of fieldnotes on birds that visit the feeder.Include details such as the name ofthe species, date, time of day, andweather conditions.

Extensions1. From data in their journals, have stu-

dents note whether more birds visitthe feeder after a storm or duringcold spells. Records can be kept onarrival (spring) and departure (fall)dates for each species.

2. Have students develop graphs andcharts of their findings.

3. Discover which birds at your feeder arenative to Canada, and which areintroduced “aliens,” such as thehouse sparrow and the Europeanstarling.



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U n i t 2 2 9


Lesson InformationGrades: 3 to 8Duration: Will varyGroup Size: AnyMaterials: Research materials such as theInternet and books on birds; “micro-phones” (constructed from cardboard orother recycled material) for interviewingSummary: Students do research, role-playing, and interviewing to learn whybirds live or range where they do.

Learning OutcomesStudents will:• learn the difference between a bird’s

territory and its range;• know that their schoolyard or commu-

nity are all part of the ranges of thebirds they see there; and

• learn why birds and other wildliferange or live where they do.

BackgroundAll birds have a range. This is the geo-graphical area where the species can beseen at different times of the year. Rangecan be divided into breeding range andwintering range. Because some species arevery flexible in their survival needs, theirranges can be huge. The European starlingfor instance, flourishes in practically everycorner of Canada, and its range is stillexpanding! It can live in the country, thesuburbs, or a city with no problem. Otherspecies have tiny ranges. The Acadian fly-catcher is found only in what’s left of theCarolinian forests of southern Ontario.Because its habitat needs are so specificand that habitat is disappearing, thespecies is listed as endangered on theCOSEWIC list. (Endangered means it is inimminent danger of vanishing altogether.)Territory, however, is the area that onespecific bird stakes out to use for breed-ing, feeding, or both, and that it defendsagainst other birds of the same species.

The ranges of many species havechanged dramatically in past decades.

Some are expanding—perhaps because thespecies is protected or it has adaptablehabitat needs. Other ranges are shrinkingalarmingly, and the species has disap-peared from parts of it because of envi-ronmental or other changes. An increasedinterest in feeding winter birds has influ-enced the expanding ranges of somespecies, such as the cardinal, eveninggrosbeak, and mourning dove.

When you see a robin in your school-yard, that means your schoolyard is part ofits range. On the other hand, if you don’tsee a robin in your schoolyard, it couldmean one of two things: 1) your schoolyarddoes not fall into its range; or 2) robinsactually do range in your area, but there isnothing in your schoolyard to attractthem: no water, no worms or insects, andno trees to perch, nest, or shelter in. Theactivities in this kit will help you to assesswhy you see certain birds in your neigh-bourhood and perhaps find out why youdon’t see them.

Procedure1. Discuss with students the meaning of

range, the difference between rangeand territory, and the fact that therange for some birds is huge while forother birds it is small. Discuss reasonswhy ranges can differ in size.

2. Show students examples of the rangemaps of various species (from a fieldguide or a book, such as The Birds ofCanada by Earl Godfrey). Maps areeasier to understand than a writtendescription of range.

3. Pick five species of birds that arecommonly seen in your schoolyard.Explain that their regular presencemeans your schoolyard is part of thatspecies’ range. Discuss with studentsif the ranges are large, small, ormedium in size.

4. Divide students into pairs and assigneach pair one of the five species. Askpairs to research the biology and the

range of their assigned bird collabo-ratively. Explain that one student ineach pair will play the role of the bird,while the other student will interviewthe “bird” about his or her choice ofrange. For example:

• Is your range large or small?• How many provinces or territories

does your range touch on?• Has your range grown or shrunk in the

past 50 years?• Can you explain why?• Tell me more about forces that are

damaging to your range, such as toxicchemicals, damming, and new roads.

• What are some features of your rangethat are special to you? (For instance,a meadowlark would head for themeadows in its range, while a marshwren would seek marshes.)

• Do you migrate?• Is your winter range in healthy

condition? 5. Have students take turns being

“birds” and interviewers.

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1 0 C a n a d i a n W i l d l i f e F e d e r a t i o n L e a r n i n g A b o u t W i l d l i f e

Home on the Range

Great Horned Owl (Bubo virginianus)CLUES:I ‘steal’ some other raptor’s nest, ratherthan make my own.I will eat anything from shrews and song-birds to skunks and geese!I regurgitate small indigestible ‘pellets’ offur, teeth and bones after I eat my prey.I live in forests across North, Central andSouth America.

Say It With a Song

Lesson InformationGrades: K to 12Duration: 30 to 45 minutesGroup Size: AnyMaterials: A tape recorder or CD player anda tape or CD of local birdsongsSummary: Students will become familiarwith some common birdsongs and theirmeanings.

Learning OutcomesStudents will:• know that each species usually has

two or more distinct songs;• learn what birdsongs mean to other

birds; and• learn to identify some local birds by

their songs.

BackgroundIn spring, the main purpose of a bird’s songis to stake out territory and to attract amate. A male bird starts by marking outthe invisible borders of his territory—then

defends those borders from other birds ofthe same species with his song. To them,the song clearly means “No trespassing,Buster!” The male chooses a singing spotwhere he can be heard clearly, such as atreetop or a post.

Once he’s mapped out his territory, themale does his best to attract a mate. Heuses his bright feathers, a special dance,or a song, or sometimes all three, to woothe female. The male’s song probably con-veys details about his size, health, andsocial status to tempt a female—but thereis much we don’t know about birdsongs.

A great way to identify birds is by learn-ing their songs. Each species usually hastwo or more songs. With practice, the vari-ations and general patterns can be recog-nized by a sharp-eared ornithologist.Sometimes people remember songs by cre-ating words to fit the sound. For instance,a white-throated sparrow seems to besaying “I love Canada, Canada, Canada.”Students can make up their own words tobirdsongs.

Procedure1. Find or borrow a good-quality CD or

tape of local birdsongs. The localnaturalists’ club is a good source forthis item. Invite a member of thegroup to give a presentation on bird-songs.

2. Choose eight or ten songs of commonbirds in your area. Play each severaltimes for students. Name eachspecies and hold up its photographwhile its song is playing.

3. After each song is played, have stu-dents discuss the quality of the song:Is it musical, harsh, or bubbly? Whatwords match the song?

4. When students are familiar with thesongs, play them again without usingthe bird images. Have students callout their answers.

Extensions1. Take students out for a field excursion

to practise their listening skills onbirdsongs.



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Scientists use a audiospectrogram (also called a sonogram) to depict the song of a bird.It displays the tempo, pitch and volume of a song.


Ornithology is the scientific study of birds.Ornithologists study every detail of birds’lives, including how they find food ordigest it, how they evolve, nesting habits,courtship rituals, and bird parasites. Isthere an ornithologist in your communitywho could talk to your class about his orher profession? In this section, studentswill become budding ornithologists as theyget to know more about birds and theirfascinating lives. One of the things thatornithologists work to understand are themany survival challenges that birds face.This section of the kit will examine some ofthose needs and challenges.

Buddy Up to Birds

Lesson InformationGrades: 4 to 8Duration: Two to three 30- to 45-minuteperiods, with research timeGroup Size: AnyMaterials: Research materials such as theInternet and books about birds; a map ofCanada’s 15 terrestrial ecozones (visitwww.hww.ca) Summary: Students will research differentareas of Canada and become familiar withsome species of birds that these areassupport.

Learning OutcomesStudents will:• learn that Canada is made up of many

areas that have different characteris-tics; and

• become familiar with some birdspecies that live in these areas andwhy.

BackgroundDifferent birds are attracted to differenthabitats to fill their survival needs. Somespecies have huge ranges because they arequite adaptable and are able to find food,water, nesting spots, and spaces that suitthem in many Canadian habitats. TheAmerican crow, for instance, eats justabout anything and makes itself at homein deep forests, city garbage dumps, andeverything in between. As a result, its geo-graphical range is huge. Meanwhile, somespecies have very specific requirements.Because their habitat choices are limited,their ranges are much smaller. Bluebirdsare one example. They probably were nevercommon in Canada because of their nest-ing requirements. Although they preferopen grasslands with few trees, they needtree cavities to nest. During the early1900s thousands of hectares of bluebirdhabitat were denuded of trees for farms.Then intruders from other countries, suchas European starlings and house sparrows,pushed bluebirds out of the few remainingnest sites. The number of bluebirdsdeclined until they were close to vanishing.During the 1920s, bird lovers across NorthAmerica began building nest boxesdesigned especially for bluebirds—resultingin an encouraging upswing for the species.

In this activity, students will becomefamiliar with some birds that live in six dif-ferent areas of Canada that include the 15terrestrial ecozones of Canada. (Ecozonesare distinctive areas throughout whichsimilar characteristics prevail. Visitwww.hww.ca for detailed descriptions ofecozones.) The six areas include the

• Arctic (consisting of the Arctic andTaiga cordilleras, and the southernand northern Arctic ecozones), whichdraws thousands of migrant birds tobreed, nest, and raise young;

• Pacific maritime and mountain area(which includes the Pacific maritimeand montane cordillera ecozones)that provides critical habitat forcountless waterfowl and migratingshorebirds;

• Prairie ecozone, where more than halfof all North American ducks are bornand major nesting grounds for migra-tory waterfowl are found;

• Boreal forest region (consisting of theTaiga plains and shield; the Borealcordillera, plains, and shield; and theHudson plains ecozones) where about60 per cent of all Canadian landbirdsbreed;

• Mixedwood plains ecozone, whichincludes the Carolinian zone,Canada’s southernmost zone, wherewildlife species that are common inthe Carolinas and the MississippiBasin are found (and where roughly 20per cent of all Canadians live); and

• Atlantic maritime ecozone, where tensof thousands of shore and migratingbirds feed on Bay of Fundy tidal flats.

Procedure1. Explain that there is a diversity of

ecozones in Canada—15 major ones.For this activity, we have dividedCanada into six different areas, asidentified in the background sectionabove. Tell students they will becomefamiliar with these areas, as well assome of their avian residents.

2. Remind students that each area offersa different selection and arrangementof food, water, shelter, nesting spots,and space that appeal to a variety ofbird and other wildlife species.

3. Divide the class into six groups andassign an area to each group.

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Understand SurvivalNeeds and Challenges

Ornithology is one of the few sci-ences where non-professionals likeyou and I can contribute significantand helpful data. One way to do thisis by participating in annual birdcounts. The results help scientiststrack changes in species populationsand movements. Check with yourlocal naturalists’ group to find outabout bird counts in your area.

4. Provide each group with a list of sixbird species that are typically foundwithin its area (a suggested list ofbirds is provided below). NOTE: Somespecies of birds may be found in morethan one area.

5. Ask each group to research its birdsand its area. Which species of birdsmigrate and which ones do not? Areany of the species of birds in peril

(consult the Web site of theCommittee of the Status ofEndangered Wildlife in Canada atwww.cosewic.gc.ca)? If so, why arethey in trouble? Are their ranges largeor small? Which species live in otherareas of Canada?

6. Have each group list features of itsarea that are attractive to residentbirds.

7. Ask each group to make a presenta-tion to the class about the birds oftheir area.

Extension1. Play the Backyard Bird card game

contained in this kit.



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List of Birds

ArcticCommon raven (Corvus corax); snow bunting(Plectrophenax nivalis); snowy owl (Bubo scandiacus);red-throated loon (Gavia stellata); Arctic tern (Sternaparadisaea); willow ptarmigan (Lagopus lagopus).

Pacific Maritime and Mountain AreaRufous hummingbird (Selasphorus rufus); Americanrobin (Turdus migratorius); red-breasted nuthatch(Sitta canadensis); Steller’s jay (Cyanocitta stelleri);killdeer (Charadrius vociferous); bald eagle(Haliaeetus leucocephalus).

Prairie EcozoneBlack-billed magpie (Pica hudsonia); great horned owl(Bubo virginianus); blue-winged teal (Anas discors);burrowing owl (Athene cunicularia); yellow-headedblackbird (Xanthocephalus xanthocephalus); westernmeadowlark (Sturnella neglecta).

Boreal Forest RegionCommon loon (Gavia immer); black-capped chickadee(Poecile atricapillus); downy woodpecker (Picoidespubescens); cedar waxwing (Bombycilla cedrorum);gray jay (Perisoreus canadensis); white-throated spar-row (Zonotrichia albicollis).

Mixedwood Plains Ecozone(including the Carolinian zone)Ruby-throated hummingbird (Archilochus colubris);Eastern phoebe (Sayornis phoebe); Acadian flycatcher(Empidonax virescens); gray catbird (Dumetella caro-linensis); great crested flycatcher (Myiarchus crini-tus); red-shouldered hawk (Buteo lineatus).

Atlantic Maritime EcozoneHerring gull (Larus argentatus); brown creeper (Certhiaamericana); evening grosbeak (Coccothraustes ves-pertinus); tree swallow (Tachycineta bicolor); alderflycatcher (Empidonax alnorum); Baltimore oriole(Icterus galbula).


Lesson InformationGrades: 4 to 12Duration: Three 30- to 45-minute periods,at least one outsideGroup Size: AnyMaterials: Newsprint or Bristol board formap; crayons and pencils; clipboards andpaperSummary: Students select an area to mapwith birds in mind. They will map bird-friendly physical features, such as cavitynesting trees, food sources, shelteringtrees, and water, as well as threats such ascats, pesticide-treated grass, andpolluted water.

Learning Outcomes Students will:• learn how to map physical features of

an area that they select to map habi-tat for birds; and

• identify which bird-friendly habitatfeatures are present or missing fromthe mapping area.

BackgroundMap-making is a familiar, flexible, and funtool. Your map project may be simple orcomplex and can involve classroom,school, or community collaboration. Mapscan be technical and precise, creative andartistic, or a combination of both. (Seepages 15 and 20 for more informationabout mapping.)

Maps will depict a “bird’s-eye view” ofan area, whether of your schoolyard, anindividual’s backyard, or a neighbourhood.The data gathered through maps will offerideas about the quality of bird habitatwithin your mapping area and ideas abouthow habitat may be improved for feath-ered residents. Depending on the project’sscope, your students’ maps could providedata to be used by community groups oragencies to create or restore habitat forbirds.

Procedure1. Tell students they will make a group

map that will focus on how an areacould be made more attractive forbirds. Review habitat requirementsfor birds (food, water, shelter, andspace in a suitable arrangement).

2. Have students decide on an area to bemapped. It can be as small as a sliverof your schoolyard or as large as yourneighbourhood. The scope should bereasonable for students’ age levels.Familiarize young students with map-ping techniques by having them maptheir classroom.

3. Divide students into groups of four orfive. Have each group brainstorm, andthen present to the class, habitatelements that ought to be depictedon the map. Here are some tips to getthem started:• nesting sites (e.g., cavity nesting

trees; coniferous and deciduoustrees and shrubs; bird boxes);

• food sources and types of food(e.g., seed, nut, or berry producingtrees and shrubs; a diversity offlowering plants that attractinsects);

• water sources (e.g., naturalsources, such as a river, or madeby people, such as bird-baths);

• shelter (e.g., coniferous anddeciduous trees and shrubs);

• landmarks (e.g., rock roosts forperching, meadows, large andsmall trees);

• bird species living in, or regularlyseen in, your mapping area andwhere they were seen;

• location of lawns, gardens, andparks;

• areas under potential develop-ment; and

• dangers for birds (e.g., cats andother predators, lawns sprayedwith pesticides, windows intowhich birds could fly).

4. Explain that the map is a group proj-ect. A large sheet or two (or more) ofnewsprint or Bristol board tapedtogether will do for the map surface.

5. Have students draw the location oftheir school in the centre of a sheet ofpaper. Provide each student (or eachgroup) with a clipboard on which tomount their drawing and take them tothe area to be mapped. Have them doa rough sketch of all physical featuresthat ought to be included, such astrees, nests, vegetation, fences, orbuildings. Back in class, have stu-dents brainstorm for ideas for sym-bols to represent the various featuresin the map’s legend.

6. Using an overhead projector or theblackboard, make a “rough draft”map with as much detail as possible,then have students transfer thesedetails onto the newsprint or Bristolboard for the final copy (to scale isoptional).

7. Once the physical features are drawnin, take another stroll around themapping area with clipboards inhand. This time have students sketchin features that appeal to birds, aswell as indicate those that may bemissing or harmful. Ask students tolook at the area as if they were birds:What would appeal to them in thearea? Are there any tasty berry bush-es, trees for shelter, or a diversity ofwildflowers to attract insects thatbirds like to eat? Don’t forget thatplants we consider weeds offer a ban-quet of seeds and insects for birds.Include areas such as stretches ofconcrete or places sprayed withpesticides.

8. Back in class, make a rough sketch ofthese features and have studentsdraw in the bird-friendly andunfriendly elements onto the mastermap.

9. Date the map, create a legend, and

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Map That Habitat

Tips About Maps • The title explains what the map

is about.• A date on the map represents

its time period. (Historicalmaps often have two dates: thetime period the map representsand the date it was drawn.)

• The compass points (or compassrose) let you line up the com-pass arrow so it points north,for example, to the “real” northso you may orient yourself.

• The legend or key of a maphelps to decode its details. Aroad-map, for example, oftenuses symbols for towns, air-ports, and hospitals, andcoloured lines for provincialboundaries and highways. Whenstudents map for birds, theycan come up with their ownsymbols to help them interprettheir map.

• The scale shows a map’s detailsat the correct size when com-pared to other details. It mayalso help to judge distances. Itwould be confusing, for exam-ple, if a bird box and yourschool were shown as being thesame size. A scale of 1:1,000may mean that 1 cm represents1,000 cm. A road-map’s scalemight mean 1 cm equals 7 km.

• Lines that run across, or up anddown, a map mark latitude andlongitude. They help to locateplaces on a map. Lines of lati-tude circle the Earth in east andwest parallels; lines of longi-tude circle from the North Poleto South Pole. (Explain toyounger students that these areimaginary lines.)

include compass points and scale(optional). Display the map in a hall-way at your school.

Extensions1. Have students brainstorm other ways

to use the information on your bird

habitat map, such as building a data-base of information, creating a Website, or designing a brochure or aguide book.

2. What would your map look like if yourschoolyard were more bird-friendly?What steps would you need to take tocreate an ideal bird habitat?



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Coniferous and deciduous trees

Fence (chain link)

Parking lot

School

Lawn Lawn

Homes

Road Sidewalk

Deciduous trees

Playing fields/ lawn

Coniferous trees

Habitat Map Activity

Legend


Lesson InformationGrades: 3 to 8 Duration: Two 30- to 45-minute periodsGroup Size: AnyMaterials: Map of major flyways; fieldguides and bird booksSummary: Students discuss various ways inwhich birds have adapted to winter, withemphasis on migration. Students willchoose several migrators common to theirarea, then draw maps or murals tracing themigration routes.

Learning OutcomesStudents will: • learn that birds that do not migrate

have many ways of adapting towinter;

• learn that, in most cases, migration isa strategy to survive winter; and

• become familiar with several back-yard bird species and their migrationroutes.

BackgroundMany species of birds migrate; that is, theytravel to a different habitat with a warmerclimate to escape winter. Some birdmigrations are quite short; others areamazing odysseys, such as that of theworld’s champion migrator, the Arctic tern.This gull-like water bird flies from theArctic to Antarctica, a round trip that isfarther than the distance around the plan-et—about 40,000 km.

Migrations are gruelling, particularly forsmall birds. Only half of the songbirds thatattempt the trip each year will return. Tosurvive their migrations, birds depend on anumber of critical stopping and “refu-elling” habitats along the way. Many ofthese habitats are being disrupted byhumans. This means that exhausted, hun-gry birds may not find enough food for theremainder of the trip. Although migrationis difficult, birds with specialized needshave no choice but to head south. Oncethe ice forms, long-legged herons that fish

in shallow water would die of hunger. Sowould flycatchers when their favouriteinsect snacks disappear. Hawks can nolonger spot small mammals scurrying onthe ground once a blanket of snow coverseverything.

Different bird species follow differentroutes to, and from, their nesting and win-tering ranges. Most North American birdsfly south along one of four major “fly-ways.” (You could say these routes are birdversions of super highways!) The mostpopular flyway runs along the MississippiRiver; others follow the Atlantic andPacific coasts and down the RockyMountains.

Some species migrate singly; others(such as most large water birds) fly inflocks; and many migrate at night!Scientists believe that birds rely on the sunand stars to guide them. However, theymay also travel in cloudy weather, whichmeans they may also tune into the Earth’smagnetic field to orient themselves.

Scientists estimate that about 15 percent of all bird species change homes sea-sonally. All sorts of backyard birds stayput, including jays, house sparrows,nuthatches, chickadees, cardinals, andwoodpeckers. Most small North Americansongbirds, such as thrushes, warblers,robins, and bluebirds, head south beforethe snow flies.

Birds that stick around all winter haveinteresting ways to survive. We humansbundle up in warm clothes and so do mostoverwintering birds by growing 50 per centmore feathers! (The American goldfinch,for instance, sprouts about a thousandmore feathers each winter.) Here are someother ways birds keep cozy:• grouse burrow into the snow;• chickadees, woodpeckers, and jays

cache food in times of plenty, thendig them out when times are tough;

• during cold nights, chickadees snug-gle together in a dead tree;

• birds soak up the wintry sun’s rays,

then ruffle their feathers to trap heat;• ptarmigans grow extra feathers

between their toes to help them walkon top of the snow (like snowshoes);

• ravens and gyrfalcons lie down andcover their legs and feet with theirfeathery breasts; and

• the feathered nares or nostrils ofbirds such as the raven help preventheat and water loss.

Procedure1. Discuss the various ways that birds

adapt to winter. Explain that migra-tion is something that most smallNorth American songbirds (such aswarblers, robins, and bluebirds) do toavoid the coldest months.

2. Print out and distribute maps of themajor “flyways” of North America (see www.altas.gc.ca).

3. Divide the class into groups of threeand have each group select threebackyard bird species from your areathat are migrators. Ask them toresearch where their birds spend theirwinters. Provide each group with acopy of a map of North America thatdoes not depict flyways. Ask them todraw in the wintering sites, nestingranges, and flyways of their selectedbirds and then present it to the class.

4. Have students speculate on why theirspecies migrate. (Does their insectdiet disappear in winter? Does winterice prevent them from finding food?)

Extensions1. List possible ways that human activi-

ties may affect bird migration.2. Explore the importance of the “rest

and refuelling” habitats that migrat-ing birds depend on along theirmigration routes.

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Migrators

Are We Disturbing Birds?

Lesson InformationGrades: 5 to12Duration: Three 30- to 45-minute classperiods, with research timeGroup Size: AnyMaterials: Writing and research materialSummary: Students will identify changesthat have taken place in their communityin the recent past. Based on their findings,they will suggest how the changes mayhave affected local birds and how toimprove conditions for them through spe-cific habitat projects or changes in landuse policies. Older students could developa map-based plan of recommendedaction.

Learning OutcomesStudents will: • identify some human activities that

can improve, disrupt, or destroy habi-tat for birds and other wildlife;

• learn that natural forces, such asdrought or severe cold spells, can alsoaffect wildlife;

• identify some of these influences intheir community; and

• suggest ideas to improve disturbedhabitat or prevent problems for birds.

BackgroundEvery living thing needs a decent home tosurvive. Imagine what would happen if yourhome were demolished and you hadnowhere to go! It’s the same for birds andall wildlife. Every time their homes are dis-rupted or destroyed, wildlife species areforced to move elsewhere or get squeezedout of existence. When we use pesticides,we poison plants and insects that birds eator the water they drink. When we fill inditches, build dams, or drain swamps, wemake life difficult for birds and othercreatures. Some municipalities are proac-tive in protecting wildlife habitat throughland use restrictions, but even so, acci-dents can happen. How often have weheard in the news about a large area thatwas changed before anyone realized

that an environmental impact assessmentshould have been done first?

Procedure1. Discuss with students the habitat ele-

ments that all living creatures,including birds, need to survive.

2. Have students brainstorm a list ofhuman and natural activities that caninterfere with healthy habitats andcause problems for birds. Humanactivities include housing develop-ments; new roads; use of pesticideson parks, playing fields or farm crops;and dams or dredging. Natural hap-penings include severe winters,droughts, or floods.

3. Have students research what humanactivities have occurred in your com-munity in the past six months or year.They may ask municipal officials for alist of development projects that tookplace within the research time frame.Students do not need to researchevery project; they can zero in on justone or two. Find out what was therebefore the project began (such as apark, farm, field, wildflowers, trees,or a pond). What birds lived therethen?

4. If possible, have students visit one ormore developments. Have them lookfor ways the development may havedisrupted conditions for bird habitatsand ways that it may have helped toimprove conditions.

5. Once students have gathered enoughdata on the development(s) they arestudying, ask them to create a list ofrecommendations that could improveconditions for birds at the site. Forexample, could garbage and litter becleaned up, or trees, vines, andshrubs be planted for birds?

Extensions 1. Have students research what bylaws

exist in your area to help reduce habi-tat disturbance. Are they strictenough or could they be improved?



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U n i t 2 2 1 7

8,000 metres

Geese

6,000 metres

Swallows

Mallard ducks

1,500 metres

VulturesSongbirds

Tree heightHummingbirdsSandpipers

Migratory Bird Flight Altitudes


Lesson InformationGrades: 6 to 9Duration: A number of class periods to pre-pare, plus presentation timeGroup Size: AnyMaterials: Map of Boreal forest region;newsprint or Bristol board for map; books,posters, tapes, and CDsSummary: Students investigate the impor-tance of the Boreal forest region towildlife, and birds in particular, andorganize a display to make others aware oftheir findings.

Learning OutcomesStudents will: • identify the boundaries of the Boreal

forest region on a map;• understand that the Boreal forest

region is Canada’s largest forest;• learn the importance of this area to

birds; and• spread awareness about the Boreal

forest region.

Background The Boreal forest region covers slightlymore than half of our country and spreadsacross nearly every province and territory.It is the largest intact forest left on Earthand contains more freshwater wetlandsthan almost anywhere on our planet. Notsurprisingly, it is home to a vast array ofbirds and other wildlife species. Check outthese statistics:• Every spring, nearly three billion war-

blers, thrushes, flycatchers, hawks,sparrows, and other birds migrate toCanada’s Boreal forest to nest.

• Every autumn, about five billion adultbirds and their young migrate fromthis forest to their winter homes.

• About 60 per cent of all Canadianlandbirds and nearly 30 per cent of alllandbirds in North America breed inthe Boreal region.

• About 200 landbird species breed inour Boreal forest; 14 of these species

live only there and do not migrate.The bad news is that many Boreal birds

are in trouble. Several migratory speciesthat depend on Canada’s Boreal forest fornesting are declining. These include theyellow-bellied sapsucker, the white-throated sparrow, the Boreal chickadee,Swainson’s thrush, and many others. It’snot clear why this is happening, butincreasing threats from industrial develop-ment play a big part. According to GlobalForest Watch, over one million hectares ofCanadian forest are cut each year. InOntario alone, up to 85,000 bird nests aredestroyed annually by logging operations.Mining, oil and gas exploration, hydropower development, and agriculture alsodamage the Boreal forest.

The good news is that Canada’s Borealforest still contains some of the world’slast significant wilderness areas. One waystudents can help us learn to live in bal-ance with its bounty of biodiversity is toeducate others about the amazingBoreal forest.

Procedure1. Have students organize a Boreal

Forest Day for the school as a way tospread awareness. Have them recom-mend the best spot for the display,such as the school gym or a busyhallway.

2. Suggest that a large map will be acrucial element of a display for theevent. Have students brainstorm whatother creative elements can beincluded, such as books, posters,tape recordings or CDs of Borealbirdsongs.

3. Have students research potentialresources by visiting the CanadianBoreal Initiative (CBI) Web site atwww.borealcanada.ca and the BorealSongbird Initiative (BSI) atwww.borealbirds.org. CBI aims toprotect Canada’s Boreal forestthrough a wide variety of long-range

initiatives. The BSI educates bird-watchers about the importance of theforest to migratory birds.

4. When the project is completed, haveyour class invite other classes, theprincipal, and office staff to browsethrough the display. Write a pressrelease and deliver a copy to them.Why not invite friends, family, and themembers of your municipal council?By spreading the word, your studentswill be helping to conserve a crucialarea for birds, wildlife, and humans.

Extensions1. Have students research some of the

species of birds that use the Borealforest and integrate their findings onthe map. Which species migrate?Which species live there year-round?Which species have declining popula-tions and why (consultwww.cosewic.gc.ca as a resource).

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Boost the Boreal Forest

Believe It or Not!

Centuries ago, people came up withamazing ideas to explain the sea-sonal appearance and disappear-ance of birds. An Englishman wrotein 1703 that birds hibernated on themoon! (He also was convinced thatit took them 60 days to fly there.)The Greek philosopher, Aristotle,believed that birds changed theiridentity with another species. So,when summer arrived, the Europeanrobin turned into a European red-start. Some thought that birds hud-dled together at the bottoms ofponds and rivers all winter.

Survey for Birds

Lesson InformationGrades: 6 to 12, but may be adapted foryounger studentsDuration: Limited class time with an at-home componentGroup Size: AnyMaterials: Photocopy paperSummary: Students will conduct a surveyto determine what habitat elements forbirds are available or missing in their com-munity. Results will be distributed to sur-vey participants to help spread awarenessabout habitat conditions for local birds.

Learning OutcomesStudents will:• learn to collect survey data on avail-

able, or missing, habitat for localbirds;

• learn about habitat elements birdsneed to survive; and

• raise the awareness of respondents tobirds’ needs.

BackgroundEvery living thing depends on habitat tosurvive. Habitat provides four basicneeds— food, shelter, water, and spacearranged just right to support a particularspecies. If one or more of those elements isabsent or disrupted, robins, chickadees,woodpeckers, and other wildlife will eithernot survive or move elsewhere to fill theirneeds.

Procedure1. Have students create a survey to col-

lect data about what local homeown-ers are doing to help birds. The surveyought to be simple so busy homeown-ers have time to complete it.

2. Some tips on how to create the surveyare: • At the top of the survey, explain

who is conducting the survey, itsgoals, why it is being conducted,and how the results will be used.

• Leave space for respondents towrite answers.

• Allow two weeks for respondents toanswer.

3. Ask students to brainstorm questionsfor the survey. Some sample questionscould include: • Do you attract birds to your back-

yard (e.g., by providing seed, nut,and berry producing trees andshrubs; water sources; nest boxes;cavity trees; flowering plants thatattract insect communities; andshelter in the form of coniferousand deciduous trees and shrubs)?About how long have you beenengaged in this kind of activity?

• If you are not actively attractingbirds to your backyard, are youinterested in doing so? If so, whatwould you be willing to do?

• Do you spray your lawn or gardenwith pesticides?

• Can you name five of the birdspecies that you see in your back-yard?

• Do you have a pet cat? Do you letit roam?

4. Have students distribute their surveyto respondents who are known tothem, such as parents, neighbours,relatives who live in their community,and teachers, students, and schooladministrators. Ask them to collectcompleted forms within two weeks.

5. Divide your class into groups of fiveand have each group analyse its dataand report its findings to the class.

6. Have the class identify patterns ofresponses based on group findings.Ask students to make recommenda-tions to improve conditions for resi-dent birds based on their overall find-ings. Have them prepare a summaryof their findings and recommenda-tions, and then distribute it to surveyparticipants.

Extensions1. Have students select a recommenda-

tion as the basis for an action proj-ect, such as a WILD School project(see page 23 in this kit) to help localbirds.



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U n i t 2 2 1 9

The Perils of Peeweesand Plovers

Considering the many perils a birdfaces in its short life, it’s a wonderthat any survive. Even before babyrobins, or peewees, crack their wayout, the eggs could be devoured byskunks, racoons, or other birds. Ifthey hatch, the helpless youngstersare still in danger. Sometimescalamity strikes the parent birdwhile it’s off the nest hunting forfood. Then, the young starve todeath. If a young bird survives untilit’s time to leave home, it could sailout of the nest straight into the jawsof a cat. A bird’s life abounds withperils. Some major threats include: • Wild predators.• Pesticides and other toxins.• Weather extremes such as cold,

drought, or rain. • Cats, which are estimated to kill

millions of songbirds each yearin North America.

• Brightly lit towers and tallbuildings (many millions ofmigrating songbirds crash intothem each year).

• Diseases such as West Nilevirus.

• Habitat disturbance and loss.This is a bird’s worst nightmare,particularly for migrators whoface it in their summer and win-ter homes, and at their rest andrefuelling stops along the way.


We use “maps in our mind” all the time.That’s how we find our way from home toschool. Printed maps help us find our wayif we are lost. Maps can be simple drawingsthat explain how to find a friend’s house.They can be big, complex, or global (show-ing countries of the world). They can beconceptual and include information on theresources about birds in your community.Or they can be artistic and include artists’renderings of birds in a local area.

No single map includes everything—that’s why there are many kinds. We areprobably most familiar with road-maps,which include roads, cities, and rivers andare drawn to scale. Others may depict sub-way systems, endangered species, oramounts of rainfall in an area. Maps canrender anything! There are even maps thatshow the shape of the land beneath theocean. A cartographer is someone whomakes maps. Cartography is the science ofmaking maps.

Making Maps for BirdsWhat a coincidence! Any map is generally abird’s eye view of an area. And the mapsemphasized in this unit are about birds inyour schoolyard or community—drawn froma bird’s-eye perspective. There are endlessways to make maps that will help ourfeathered friends as well as help studentslearn about them.

The data you gather and illustrate onyour maps will give you ideas about whatcould to be done to improve bird habitat inyour area. Your maps could be useful tocommunity groups or agencies involved inimproving wildlife habitat. Here are someexamples of data useful on bird maps:• locations of cavity nesting trees,

coniferous and deciduous trees andshrubs, and bird boxes;

• locations of birdfeeders, seed, nut,and berry producing trees and shrubs,perching areas, flowering plants, andwater sources;

• bird species you observed and wherethey were spotted; and

• endangered birds in your communityor province.

Mapping can be the first step in helpingto improve birds’ habitats by:

• identifying the assets, resources, anddeficits in an area; and

• helping students to zero in on prob-lems and come up with solutions.

Create a Map for Birds

Lesson Information Grades: K to 12Duration: Two to three 30- to 45-minuteclass periodsGroup Size: AnyMaterials: Large piece of newsprint orBristol board for map; crayons, pens andpencils; any supporting research material,such as graphs, illustrations, lists, or arti-facts (e.g., bird’s nests) Summary: Students will complete a cre-ative master map that is a mural, map,exhibit, and display all rolled into one! Themaster map will integrate what studentslearn about birds from activities in this kit.

Learning OutcomesStudents will:• learn that mapping can be applied as

a tool to render information; and• educate others about backyard birds.

BackgroundMaps are often used in stories, such as inHarry Potter and the Prisoner of Azkabanby J.K. Rowling, or are artistic interpreta-tions of an area, such as an illustratedmap. Although there are many differentkinds of maps, they can be divided intothree categories, as follows:• General-purpose Maps: These maps

don’t emphasize any one feature.They show a general view of an area,including features such as roads,cities, and rivers.

• Special-purpose Maps: These mapsusually show a small area as in oceancharts used for navigation.

• Thematic Maps: These maps zero in ona single, specific topic. They can rep-resent just about anything, such asthe distribution of bird nests in yourcounty, where bird-baths and bird-feeders are located in your neigh-bourhood, which birds visit your yard,and where berry patches grow in yourcommunity. Practically any information can be

depicted on a map in as creative a fashionas you wish. They can be complex or sim-ple, technical or creative. Maps are a flexi-ble tool. They can help to organize materi-al, research, and observations, or to pin-point problems.

This unit emphasizes thematic maps. Inthis culminating activity, mapping isemployed to integrate what students havelearned from activities involving their birdobservation and identification, and habi-tat awareness and improvement, into alarge, mural-size display.

Procedure1. Tell students that they will be creating

a large, mural-size master map thatintegrates information from all theirlearning about birds. It may includeresearch, survey findings, and art-work, and even their recommenda-tions about birds and bird habitat.The focus of the mapping activity canbe whatever you choose.

2. Brainstorm with students how they, asa group, could visually portray on amap some (or all) of their learning,research findings, and suggestions forways to help backyard birds. Youngerstudents might take an artisticapproach to their collective map bydrawing different birds they observedin their schoolyard. Older studentsmight be inspired to integrate their

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Map Your Role for Birdsin Your Community

information as the basis of an actionplan to help conserve bird habitat.

3. Divide your class into groups of fiveand ask each group to create roughsketches of what the map could looklike in the form of a display. Urgethem to consider how to incorporatemusic (tapes or CDs of bird songs),artifacts (feeders and nest boxes,pressed plants that benefit birds,seeds that nourish these featherycreatures), artwork, books, guides,and pamphlets on birds. Remind themthat they can use arrows on their mapleading to side-bars to display vari-ous kinds of information: graphs,charts, of survey results, illustrations,inset maps of breeding areas and fly-ways, information on predators, lists

of threats to bird habitat and sug-gested activities to help solve thethreats. Don’t forget interactive ele-ments, such as including a bird quiz orplaying the Backyard Bird card gamecontained in this unit.

4. Have groups present their roughsketches and vote for the ideas thatappeal most.

5. Once the mapping display is complete,have students promote and celebrateit, especially during National WildlifeWeek in April. Display the projectwhere as many people as possible willsee it, such as in a hallway, during anevent, like parent-teacher night, oron another occasion that includesneighbours and friends.

Extensions1. Have students create educational

products, such as databases, a Website, a bird guide book, or bird maps,or visit the Canadian WildlifeFederation’s WILD Education Web siteat www.wildeducation.org for moreideas.

2. Plan a habitat project and register inCanadian Wildlife Federation’s WILDSchool program (see the applicationform included in this kit).



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U n i t 2 2 2 1

Coniferous trees

Our Community Map for the Birds

Conifer and deciduous trees

Fen

ce (

chai

n l

ink

)

Parking lot

School

Lawn Lawn

HomesSidewalk

Deciduous tree

Playing fields/ lawn

0

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Birds spotted inour community

Our Bird Feeder Survey

Future site of our“Garden for Birds”WILD School Project

Check out www.wildeducation.orgabout funding and information

Our Community BirdSurvey results

Our suggestions tohelp bbds

Bird resources in ourcommunity


By doing the activities in this kit, or joiningthe Canadian Wildlife Federation’s latesthabitat action program called WILDSchool, you’re including your class amongthe many thousands of dedicated studentswho are giving Canada’s birds and theenvironment a fighting chance.

Student Action for Birds

Here’s just a sampling of bird-relatedprojects from schools:• Students at Fort Fraser Elementary

School in Fort Fraser, BritishColumbia, transformed a gully ontheir school grounds into bird-friendlyhabitat by building and installing 40nest boxes. Teacher StephanieLindstrom explained that studentsalso enlisted the community’sinvolvement and planned to keepclose records of which boxes wereused by what species.

• At Earl Oxford School in Brandon,Manitoba, students learned moreabout managing wildlife and the bal-ance of nature by researching thebiology and habits of bluebirds, thenbuilding and installing 15 nest boxesto attract the species.

• Birds, bats, and hummingbirds werethe focus of a project students com-pleted at Bridgetown Elementary inBridgetown, Nova Scotia. TeacherDaniel Jessome says that youngstersdid research, then built and erectedbird and bat houses and also hum-mingbird feeders.

• Students at Acton High School inActon, Ontario, did their best to boostpopulations of bluebirds and swallowsin their area. They assembled anderected nearly 50 bird boxes. TeachersTerry Roesch and Dave Rose said thatin the process the teens learned a lotabout how birds help maintain ahealthy ecosystem.

• By building and erecting purple martinnest boxes, environmental leadershipstudents at Catholic Central HighSchool in London, Ontario, learnedabout habitat restoration and birdsat risk. The boxes were erected at theWilds of Pelee Island Outdoor Centrefor Conservation.

• In New Hamburg, Ontario, students atGrandview Public School planted treesand shrubs to attract birds and otherwildlife, as well as erecting bird hous-es and feeders. Principal HeatherBrentnall said the entire school wasinvolved in the ambitious project,along with students’ families whohelped to maintain the project overthe summer.

• All youngsters at the Amabel SaubleCommunity School and Day Care inSauble Beach, Ontario, pitched in toerect bird houses, plant native treesto provide wildlife habitat and alsooutdoor classrooms for wildlife study.Teachers Dave Sinclair and KevinHolgate said students were veryenthusiastic about this long-rangeproject, especially those who wereinvolved from the start.

• Students from Elwick CommunitySchool in Winnipeg, Manitoba, con-structed bird and bat houses, thenerected them along a six kilometrestretch of the Prime Meridian Trailoutside the city.

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You Can Make aDifference


CWF Executive Vice President: Colin MaxwellManager, Publishing and Marketing:M. A. RobertsonManager, Programs andCommunications: Sandy BaumgartnerHead of Education: Luba Mycio-Mommers, PhDEditor: Luba Mycio-Mommers, PhDResearcher/Writer: Susan FisherIllustrations: Michel PoirierFocus Group Participants: JanetChartrand, Tricia Eddy, SusanFisher, Margaret Fraser, ElizabethMacmillan, Michel Rene de Cotret,Em Stortroen, Gaston Tessier, KenTurcotte (student).Reviewers: Bruce Bennett, CliffBennett, Lynda Bennett, RosemaryCurley, Catherine Dumouchel, TriciaEddy, Wayne Kerr, Brenda Hans,Wade MacKinnon, PeterMacQuarrie, Maria MacRae,Lizabeth Nicholls, Paul McLellan,Bob Moore, Lucy O’Driscoll,Carollynne Smith, Gaston Tessier.

Contact InformationFor more information about wildlifein your area, contact our NationalWildlife Week partners.

Provincial and TerritorialGovernments

Alberta Sustainable ResourceDevelopmentCommunications Branch12th floor, Petroleum Plaza, SouthTower, 9915-108 St. Edmonton, AB T5K 2G8Tel.: (780) 427-8636Fax: (780) 422-6339

Wild BCHabitat Conservation Trust FundSuite 100-333 Quebec St.P.O. Box 9354, Stn. Prov. Govt.Victoria, BC V9W 9M1Tel.: (250) 356-7111Fax: (250) 952-6684E-mail: [email protected] site: www.hctf.ca/wild.htm

Manitoba ConservationWildlife and Ecosystem ProtectionBranchP.O. Box 24, 200 Saulteaux Cres.Winnipeg, MB R3J 3W3Tel.: (204) 945-6811Fax: (204) 945-3077

New Brunswick Department ofNatural ResourcesFish and Wildlife BranchP.O. Box 6000Fredericton, NB E3B 5H1Tel.: (506) 453-2440Fax: (506) 453-6699Web site:www.gnb.ca/0078/fw/index_fw.asp

Newfoundland and LabradorSalmonier Nature ParkP.O. Box 190Holyrood, NF A0A 2R0Tel.: (709) 229-7888Fax: (709) 229-7078E-mail: [email protected] site: www.gov.nl.ca/snp

Northwest Territories Resources, Wildlife, and EconomicDevelopmentWildlife and Fisheries#600, 5102-50th Ave.Yellowknife, NT X1A 3S8Tel.: (867) 873-7588Fax: (867) 873-0293E-mail:[email protected] site: www.nwtwildlife.com

Nova Scotia Department of NaturalResources1701 Hollis St., 2nd FloorHalifax, NS B3J 2T9Tel.: (902) 424-7708Fax: (902) 424-7735Web site: www.gov.ns.ca/natr/wildlife/index.htm

Nunavut Department of SustainableDevelopmentGovernment of NunavutP.O. Box 209Igloolik, NU X0A 0L0Tel.: (867) 934-2052Fax: (867) 934-2058E-mail: [email protected]

Ontario Ministry of NaturalResourcesNatural Resources InformationCentreP.O. Box 7000, 300 Water St.Peterborough, ON K9J 8M5Tel. English:1-800-667-1940Tel. French:1-800-667-1940Fax: (705) 755-1677

Prince Edward Island Department ofEnvironment and EnergyConservation and ManagementDivisionP.O. Box 2000, 11 Kent St.Charlottetown, PEI C1A 7N8Tel.: (902) 368-4683Fax: (902) 368-5830Web site: www.gov.pe.ca/enveng

Société de la faune et des parcs duQuébec Centre d'informationÉdifice Marie-Guyart, r.-d.-c. 675, boulevard René-Lévesque Est Québec (Québec) G1R 5V7 Tel.: (418) 521-3830 or 1-800-561-1616Fax: (418) 646-5974E-Mail: [email protected] Web site: www.fapaq.gouv.qc.ca/

Saskatchewan Watershed AuthorityRegina Regional OfficeSuite 101-2022 Cornwall St.Regina, SK S4P 2K5Tel.: (306) 787-0726 (office)Tel.: (306) 787-5242 (educationspecialist)Fax: (306) 787-0780Web site: www.swa.caEducation Page: www.swa.ca/WatershedEducation/index.asp

Yukon Department of EnvironmentConservation Education and/orWildlife ViewingP.O. Box 2703Whitehorse, YT Y1A 2C6Tel.: (867) 667-3675 or (867) 667-8291Fax: (867) 393-6206E-mail: [email protected] site:www.environmentyukon.gov.yk.ca

Canadian Wildlife Service Offices

HeadquartersCanadian Wildlife ServiceEnvironment CanadaOttawa, ON K1A 0H3Tel.: (819) 997-1095Fax: (819) 997-2756Email: [email protected] site: www.cws-scf.ec.gc.ca

Atlantic RegionCanadian Wildlife Service17 Waterfowl Lane, Box 6227Sackville, NB E4L 1G6Tel.: (506) 364-5044Fax: (506) 364-5062E-mail: [email protected] site: www.cws-scf.ec.gc.ca/

Ontario RegionCanadian Wildlife Service4905 Dufferin St.Downsview, ON M3H 5T4Tel.: (416) 739-5830Fax: (416) 739-5845E-mail: [email protected] site: www.wildlifeweek.org

Pacific and Yukon RegionCanadian Wildlife Service5421 Robertson Rd. Delta, BC V4K 3N2Tel.: (604) 940-4700Fax: (604) 946-7022Web site: www.cws-scf.ec.gc.ca/index_e.cfm

Région du QuébecService canadien de la fauneEnvironment Canada1141, route de l’Eglise, C.P 10100Sainte-Foy (Quebec) G1V 4H5Tel.: (418) 648-3492 ou1-800-463-4311Fax: (418) 649-6475E-mail: [email protected] site: www.qc.ec.gc.ca/faune

Prairie and Northern RegionCanadian Wildlife ServiceEnvironment Canada4999-98th Ave., Rm. 200Edmonton, AB T6B 2X3Tel.: (780) 951-8700Fax: (780) 495-2615Web site: www.pnr-rpn.ec.gc.ca/

350 MichaelCowpland DriveKanata, ON K2M 2W1Tel.: 1-800-563-9453

(613) 599-9594 (Ottawa area)Fax: (613) 599-4428E-mail: [email protected] sites: www.cwf-fcf.orgwww.hww.cawww.wildeducation.orgwww.spaceforspecies.cawww.wildaboutgardening.org

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C a n a d i a n W i l d l i f e F e d e r a t i o n L e a r n i n g A b o u t W i l d l i f e U n i t 2 2

CREDITS

© Canadian Wildlife Federation 2004 ISBN: 1-55029-154-8 Printed in Canada on recycled paper

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