Desert birding in Arizona with a focus on urban birds

              By Doris Evans
Illustrations by Doris Evans and Kim Duffek
A Curriculum Guide for Elementary Grades
Tucson Audubon Society
Urban Biology Program
Desert Birding in Arizona
With a Focus on Urban Birds
Funded by:
Arizona Game & Fish Department Heritage Fund Grant
Tucson Water
Tucson Audubon Society
By Doris Evans
Illustrations by Doris Evans and Kim Duffek
A Curriculum Guide for Elementary Grades
Tucson Audubon Society
Urban Biology Program
Desert Birding in Arizona
With a Focus on Urban Birds
Funded by:
Arizona Game & Fish Department Heritage Fund Grant
Tucson Water
Tucson Audubon Society
This project was funded by an
Arizona Game and Fish Department Heritage Fund Grant,
Tucson Water, and Tucson Audubon Society.
Copyright 2001
All rights reserved
Tucson Audubon Society
Urban Biology Education Program
Urban Birding is the third of several projected
curriculum guides in Tucson Audubon Society’s
Urban Biology Education Program. The goal of the
program is to provide educators with information and
curriculum tools for teaching biological and ecological
concepts to their students through the studies of the
wildlife that share their urban neighborhoods and
schoolyards.
Tucson Audubon Society
300 East University Boulevard, Suite 120
Tucson, Arizona 85705-7849
Arizona Game and Fish Department
2221 West Greenway Road
Phoenix, Arizona 85023
Acknowledgements
Preface
An Introduction to the Lessons
Why study birds?
Overview of the lessons and sections
What’s That Bird?
Introduction to fi eld marks, calls, habitats, and more
Birding in the Field
Field marks, calls, and songs of common birds
Learning to use binoculars
Going on a bird walk
Bird identifi cation chart
A Bird’s Tool Kit
Bills, eyes, wings, and feet help birds fi nd the food
they eat
Very Urban Birds
European immigrants
The expanding range of some natives
Desert Adaptations of Birds
How birds survive desert conditions
Observing bird behavior in temperature extremes
Urban Raptors
What is a raptor?
How to recognize common raptors by size,
shape, and fl ight
Importance of predators
The Cactus Wren
Observing and researching Arizona’s state bird
Hummingbirds
Observing hummingbirds
Hummingbird fl ight
Feeding
Urban Birding Curriculum Guide
Table of Contents
Page
i
ii
1
3
17
27
33
41
45
55
61
Section
One
Lesson
Two
Lesson
Three
Lesson
Four
Lesson
Five
Lesson
Six
Lesson
Seven
Lesson
Eight
Lesson
One
- A -
Kits containing the materials for activities in Lessons One, Two,
Three, and Ten may be checked out at Tucson Audubon Society.
71
79
91
109
119
141
Lesson
Nine
Desert Oases – Wetland Birds in Tucson
Adaptations to a water habitat
Common species
Where to fi nd them
Incredible Journeys
How and why birds migrate
Troubles along the way
Some southern Arizona migrants
Migration game
Classroom Research: Meaningful and Interesting Research Activities
Research a bird using an outline
Other research topics
Scientifi c classifi cation system: How we group living things
Let’s learn the meanings of some scientifi c names
How to capitalize names of birds
Birds in our language
English-Spanish bird vocabulary
Fun With Birds: Creative Projects for the Classroom
Silhouettes against an Arizona sunrise or sunset
Birdy gourds
Geodesic balls
Bird talk bulletin board
Let’s create a habitat
Raptor mobile or center piece
Three dimensional bird scene
A photo scrapbook for the classroom
Appendix
Using binoculars
Making and maintaining a school binocular kit
How to be a good birder
You can help keep birds safe
Tucson and Phoenix urban birding hot spots and local resources
Birds on the internet
Suggested reading, listening, and viewing
Checklist of birds of southeast Arizona
Mini-Field Guide
A reproducible fi eld guide to 30 Urban Birds Common to
Southern Arizona
Lesson
Ten
Section
Two
Section
Three
Section
Four
Section
Five
- B -
ACKNOWLEDGEMENTS
Many people took time from their busy schedules to assist me with information, suggestions,
corrections, and editing. I wish to extend my sincere appreciation and thanks to the following people
for their invaluable contributions.
The publication of this book was made possible through the Arizona Game & Fish Heritage Grants
Program and a joint commitment of Tucson Water and Tucson Audubon Society. Cate Bradley, former
Tucson Water Wetlands Interpretive Coordinator, coordinated the fi scal agreement. Erin Deely from
the Tucson Audubon Society developed the grant proposal and lent her support and encouragement
throughout the production of the project.
Twenty-fi ve Tucson Unifi ed School District teachers attended an Urban Birding professional
development workshop and participated in some of the lessons. I appreciate their advice and support.
In addition, I wish to thank Kathy Lloyd, Susan Thompson, Kristen Bates-Scott, Glenna Coleman, and
Karen Peppeard for piloting lessons and activity kits in their classrooms. Janice Dungan provided many
excellent ideas on formulating the lessons.
Before the fi nal work, a manuscript passes through the hands of many experts for their edits,
comments, criticisms, and corrections on content, layout, grammar, and spelling. I am indebted to the
following people for their contributions— Erin Deely, Mason Audubon Center Director; Judy Edison,
Tucson Audubon Society Nature Shop Manager; Suzanne Dhruv, TAS Education Director; Kevin Dahl,
former Executive Director of Tucson Audubon Society. Wendy Burroughs, Environmental Education
Specialist and Wildlife Ecologist shared her infi nite knowledge of raptors and allowed me to use her
raptor mobile idea.
I wish to thank the following Arizona Game and Fish Department members for their careful editing
and invaluable suggestions. The Phoenix staff included Kerry Baldwin, Education Branch Chief; Karen
Schedler, Environmental Education Program Manager; Cathryn Wise, Arizona Breeding Bird Atlas
Specialist; and Sandy Reith, Project WILD Coordinator. In Tucson, Scott Richardson, Urban Wildlife
Specialist, reviewed the manuscript, and shared the artwork of Kim Duffek, which was originally
published in Tucson Birdwatching Guide—a cooperative effort between Arizona Game and Fish
Department’s Heritage Grant-In-Aid Program and Tucson Audubon Society.
Steve Phillips, Publications Manager of the Arizona-Sonora Desert Museum gave permission to
reproduce the English – Spanish bird list, which appears in from Desert Life, A Vocabulary/Vida
Desértica,Vocabulario by Doris Evans and Jesús García.
I also wish to thank Carrie Dean, Environmental Education Specialist at T.U.S.D.’s Cooper
Environmental Science Campus, for her invaluable assistance with the Urban Birding workshop, her
excellent contributions of lesson ideas, and for sharing her many resource materials with me.
A special thanks goes to my husband, Doug Evans, for editorial and research assistance, for
accompanying me on the trails, and assisting me in so many ways throughout the evolution of this
project.
I dedicate this book in memory of my dear friend, Anne Bellamy, whose love of birds opened the
world of birding to so many teachers, thus inspiring them to include this delightful subject into their
classrooms and, in turn, inspiring me to pursue this project.
- i -
PREFACE
The ideal way to learn biology is through the observation of living things. Educators need not
despair because of lack of fi eld trip money to travel to the many wonderful environmental education
sites that require transportation. Wildlife is all around us—even though we may live miles from
pristine desert. Plants and animals abound in the city. Some species are the same as those found in
natural areas; others are immigrants that thrive in urban habitats.
With a multitude of living science subjects so close at hand yet so often unnoticed, Tucson Audubon
Society decided to provide curriculums specifi c to southern Arizona that would assist teachers in
taking advantage of the world of wildlife just beyond the school door. The fi rst two Tucson Audubon
Society Urban Biology curriculums are Dr Strangeplant, An Upper Elementary Science Unit for
Studying Urban Weeds, by David W. Lazaroff and Arthropodantics, by Janet Bardwell, Doris Evans,
and Robin Roche. The lessons and hands-on activities inspired many teachers to take their students
to the school grounds and neighborhoods to learn about plants and arthropods—living organisms
that can be observed and studied within walking distance of the classroom, and within the time
constraints of a science class.
This third guide, Desert Birding in Arizona~With a Focus on Urban Birds, again takes advantage
of life found in urban as well as suburban and rural Arizona. Birds abound in our neighborhoods,
schoolyards, and parks. The guide incorporates all aspects of the core curriculum—science, of
course, but also social studies, language skills, mathematics, and the arts.
The number of children who are exposed to the natural world is diminishing. Because many have
not become acquainted with the native life of our desert surroundings they have little understanding
and some fear of it. Observing birds in the neighborhood provides children with an introduction to
the environment. Curiosity is aroused and observation powers grow as students make discoveries
about the lives of our urban birds and the habitats in which they live.
Teachers need not be concerned about their inability to identify birds or not knowing much about
them. Some identifi cation knowledge is helpful and the fi rst lessons take teachers and students
through basic identifi cation skills. However, the primary goal of this curriculum is developing
observation skills that then lead to recording information, communication with other students,
noting similarities and differences, analyzing cause and effect—all part of the scientifi c process.
Another wonderful aspect of these lessons is that they easily transfer to the home and family.
As students continue their observations with backyard birds, the rest of the family may become
involved, and soon everyone is noticing the birds in the yard. Bird song, nesting activity, feeding
activity, the comings and goings of different species, and other behaviors become a source of
pleasure and interest to parents and children who may have never noticed the birds before.
As a teacher and as a teacher workshop instructor, I am continually delighted to watch the
mounting enthusiasm of both children and adults as the world of birds is opened to them and
they begin to really see all those fascinating feathered creatures that are so much a part of our
environment.
Doris Evans, Tucson Arizona, 2001
- ii -
Why study birds?
Birds are all around us, but many of us go about our daily routines unaware of their presence.
The mockingbird singing from the top of a telephone pole, the house sparrow picking at crumbs
beneath a picnic table, and the pigeons roosting on the ledge of a building are part of the urban
setting. All we need to do is become aware of birds, and we do this by learning about them.
Through observation and research we begin to see and hear the birds, learn to recognize them,
observe their behaviors, and listen to their calls. Soon a fascinating world has opened up to
us—the world of birds.
Many educators assume an extended fi eld trip is necessary to study nature, but we do not
have to journey to a natural history site such as Tucson’s Arizona-Sonora Desert Museum,
Sabino Canyon, and Saguaro National Park or Phoenix’s Papago Park, Desert Botanical
Garden, or distant parks to see birds. Of course, those are excellent places to watch wildlife, but
schoolyards, backyards, city and county parks, and neighborhood streets are homes for birds,
too. The availability of these living subjects is one of the factors that makes bird study relevant
and interesting to students.
So—why study birds?
Birds are everywhere and can be observed and studied in backyards and school grounds.
It gets us outdoors.
The equipment is inexpensive.
It is quiet, relaxing and easy.
It is something that can be done with family and friends.
A lifetime interest may be developed.
Birds can be observed the year around.
Bird watching exposes us to beauty in nature.
A bird walk is a healthy outdoor exercise activity.
Birds are interesting. It’s fun to identify them and try to fi gure out what they are doing.
Section One – An Introduction to the Guide
- 1 -
Section One ~ An Introduction to the Lessons
Are these enough reasons to study birds? Let’s get started! But fi rst, we will review the contents
and format of this book. It will help you plan your Birding Unit.
Overview
Section One—Ten Lessons
Ten lessons comprise Section One. Each lesson begins with Background information for the
teacher, followed by a number of Activities. You may choose one or more activities depending
upon time constraints and your grade level. Illustrations and charts needed for the activities are
included in each lesson. Taking Flight provides ideas for additional research projects.
Lessons One, Two, and Three introduce children to birds—observation and identifi cation
techniques, use of binoculars, bird walk etiquette, and awareness of adaptations. These lessons
should be conducted fi rst.
Lessons Four through Ten stand alone. Each covers a separate aspect of bird study. Look over
the lessons and determine which suit the interests and ability of your class.
Section Two—Research Ideas
This section presents a variety of research activity ideas.
Section Three—Creative Projects
Try some of these creative projects for the classroom.
Section Four—Appendix
Where to take your class for a birding experience, local resources, setting up a school binocular
kit, books for the classroom, and more are contained in this section.
Section Five—Southern Arizona Birding Guide
Here is a mini-fi eld guide you may reproduce for your students.
We can watch birds as we go about our daily routines—looking out the window,
walking to school or to a friend’s house.
Observation skills are developed.
Interest in research is piqued, encouraging reading and writing.
A sense of the importance of birds and their role in the environment is developed.
Bird watching provides opportunities to experiment with feeding, housing, and
habitats.
Environmental ethics are learned as observers watch birds without disturbing
them or their habitats.
Bird study can be incorporated into all aspects of the curriculum.
Birds allow for opportunities to observe physical adaptations.
It makes one aware of the natural world around us.
As we begin looking for birds we may get to places we otherwise may not see.
Observing birds adds another dimension to our lives.
Section One – An Introduction to the Guide
- 2 -
Lesson One: What’s That Bird?
Introduction to Field Marks, Calls, Habitats and More
Background
There are so many birds out there. How can we ever learn their names? One reassurance is that
you don’t have to identify every bird you see. Watching a bird’s behavior, trying to fi gure out
what it’s doing, enjoying its song and its beauty is rewarding in itself. But we humans are name
conscious and we like to put things into categories. Here are some exercises that will introduce
children to the “game” of Name That Bird.
People who know birds are often frustrated when someone asks them to identify a bird he or she
has seen because the conversation usually goes like this:
Friend: I am watching this interesting bird in my yard and would like to know what it is.
Birder: Describe it to me. How big is it?
Friend: Well, it’s bird size.
Birder: What color is it?
Friend: Sorta brownish, no, maybe it was more yellow.
Birder: Does it have markings or colors on its wings, head, rump, breast?
Friend: Hmmm. I didn’t notice.
Birder: What kind of bill does it have?
Friend: A bird bill.
Birder: Tell me about the tail. Is it long, short, rounded, pointed?
Friend: Just a regular tail I guess, I didn’t really look at the tail.
Birder: What does it sound like?
Friend: Gee, I don’t think I listened to it.
Birder: Where is the bird usually found...on the ground? in a tree? at a certain plant?
Friend: It’s just in the yard.
Birder (trying not to look too frustrated): Why don’t you write down what you notice next time
you see the bird, then let’s look at the bird book.
There are a number of ways to observe a bird. Initially the list below may seem daunting. But
it’s like learning to ride a bicycle. There seems to be too much to remember, but later all the
parts come together and it’s all so easy and natural.
Lesson One – What’s That Bird?
- 3 -
A kit containing materials for Lesson One
may be checked out at Tucson Audubon Society.
Activity One – Introduction to Field Marks, Calls, and Habitat of Birds We
Already Know Using Cartoon Birds
Field Marks
Focus: Field marks are those unique spots, stripes, colors, and patterns that tell us
which bird is which. Field marks also include size and shapes of various parts of a
bird’s anatomy.
Procedure:
Introduce the lesson by keying into students’ prior knowledge of and experience with birds. Ask:
“What do you know about birds? What birds can you recognize? How can you tell one bird from
another?”
Continue by asking: “Did you know you can already identify some birds?”
Hold up Donald Duck and ask who it is. Of course everyone knows Donald.
Ask: “How did you know this is Donald Duck?” At fi rst the children will respond,”“Cause it looks
like Donald Duck.” Ask which features tell us it’s a duck.
Students will answer: “duck bill”, “webbed feet”, “duck tail”.
Now ask how they knew it was Donald and not another duck.
Students will respond with “blue sailor suit”, “sailor hat”, and other features. Tell the class that
they have just named some fi eld marks—those features that tell us this is a duck, specifi cally
Donald and not some other kind of bird.
Now hold up Daffy Duck. Go through a similar questioning session. Students will notice that
Daffy also has a duck bill, webbed feet and duck tail. But he is black and has a white ring around
his neck.
So here we have two ducks. We could tell they are ducks because of the bill, feet, and shape. We
knew they were different species of ducks because of the different color and markings.
Continue with other birds in your “aviary”. As children get the idea they will give more details
of each bird.
Materials: Dolls or pictures of some of these favorite cartoon characters: Donald Duck, Daisy
Duck, Daffy Duck, Tweety Bird, Big Bird, Woodstock, Roadrunner, Woody Woodpecker. Pictures
can be obtained from comic books, greeting cards, and coloring books. Dolls can be found at
The Disney Store, Warner Brothers store, other toy stores, and thrift shops.
Lesson One – What’s That Bird?
- 4 -
Boys and girls will identify:
Tweety Bird’s big head, big eyes, and yellow body.
Roadrunner’s crest, blue color, and long orange legs.
Big Bird’s striped legs.
Woodstock’s feathery crest and big “nose”.
Woody Woodpecker’s red crest and blue body.
Daisy Duck, compared with Donald, will illustrate differences between male and female
characteristics of the same species.
Tell the students they have been observing FIELD MARKS and write the term on the
chalkboard.
Calls
Focus: Besides markings and shape, the call or song of a bird is another clue.
Procedure:
Ask if anyone can make Donald’s “call”. Chances are someone will be able to imitate Donald’s
quacky voice. Children are good at imitating Daffy’s thath’s dithpicable, roadrunner’s “beep-beep”,
and Woody Woodpecker’s ha-ha-ha-HA-ha call.
Explain that each of these birds has a special sound. One could identify the cartoon bird from its
call without even seeing the bird. Write the term CALLS on the chalkboard
Habitat and Environment
Focus: The habitat in which the bird is found is also a clue to identifi cation.
Note—Where a species of plant or animal lives is its habitat. A habitat must include
the essential needs of a living organism such as the water, food, shelter, space and the
proper amounts of each. An environment, such as a city park, may include a number
of habitats. See Page 9 for further explanation.
Procedure:
Point to the following cartoon birds, which are depicted with defi nite habitats and ask students
where they live:
Roadrunner lives in the desert.
Woodstock spends its time in a little nest or on top of Snoopy’s doghouse.
Tweety Bird is usually in a bird cage.
Big Bird can be found on Sesame Street.
Explain that these are the habitats of these cartoon birds.
Write the term HABITAT on the chalkboard.
Lesson One – What’s That Bird?
- 5 -
Activity Two - Eight Ways to Observe a Bird
Now continue with real birds and learn about other things to observe. As you discuss the
following Eight Ways to Observe a Bird, refer to observations the students made with the
cartoon characters.
This is a good time for students to begin a Bird Study or Ornithology folder. You may duplicate
the graphics at the end of this lesson. As the class discusses each of the observation techniques,
they may add a graphic or pictures from magazines plus their notes. See Activity Three for
ideas.
1. Size
Focus: Birds come in many sizes, from the tiniest hummingbird to the huge ostrich.
Using a common bird as a measuring “stick” helps us to remember and describe the
size of a bird.
Procedure: Most children who live in the southwestern desert know the Cactus Wren. Post the
life size picture and discuss the size of this bird. We can use this size to describe another bird we
see. Is it larger than a cactus wren? twice as large? smaller? the same size?
2. Color and pattern
Materials: Large, colored pictures of birds. Look for samples in nature, travel, and pho-tography
magazines, calendars, and illustrated bird books for young children. See the
Suggested Reading list in Section Four.
Focus: Colors, stripes, spots, wing bars, and eye rings are some of the fi eld marks to
note as one observes a bird.
Procedure:
Using the pictures, note distinguishing features. For example:
Note the colors on various parts of the bird.
Are there “bars” (stripes) on the wings?
Is the breast streaked or plain?
Is there an eye ring (white or other color ring around the eye)?
What are the tail markings—bands, spots?
Materials: Life size illustration of a Cactus Wren. (Illustration is at the end of the lesson.)
Lesson One – What’s That Bird?
- 6 -
3. Silhouette
Materials: Five silhouettes: Gambel’s Quail, Mourning Dove, Gila Woodpecker, Northern
Roadrunner, and Curve-billed Thrasher. (Illustrations are at the end of this lesson.)
Focus: Sometimes colors or patterns cannot be seen because the light is wrong. In
that case the silhouette or the shape may help us identify the bird.
Procedure:
Post the silhouettes and ask the students to notice the differences. Examples:
The Gambel’s Quail is fat, round, and has a topknot head feather.
The Mourning Dove has a small head and pointed tail.
The Gila Woodpecker has a long, stout bill, and a short stubby tail which it props against a tree
trunk.
The Roadrunner has long legs, a long tail, and a crest on its head.
The Curved-billed Thrasher has a long, curved bill, and a long tail.
4. Tails, feet, wings, and bills
Materials: Pictures of birds collected from magazines, or illustrations from books.
Focus: Other parts to observe are the bills, feet, wings, and tails. You might think
that since all birds have these, they probably look the same. Not so! The shapes and
sizes of these parts vary greatly from species to species.
Procedure:
Use the illustrations to show the different shapes. At this point in the lessons students need
not identify which shape goes with which bird, but introducing children to these variations
will make them aware of the differences. Later they will learn the importance of noting these
aspects of bird anatomy when it comes to identifi cation. In Lesson Three students learn how
birds use these “tools” for survival.
5. Call or song
Materials: Recorded vocalizations from Peterson’s Western Birds or other tapes or CD’s.
Good examples are the Cactus Wren, Screech Owl, and White-winged Dove. (Illustrations of
these are at the end of this lesson.) Note: When you record the song, repeat it about three
times so it will be long enough for the students to remember.
Focus: Calls of birds can remind us of the sounds of things or of words we use.
Procedure:
Listen to the Cactus Wren. Play the tape. Does it remind you of an old car trying to start?
Lesson One – What’s That Bird?
- 7 -
Listen to the White-winged Dove. Can you almost hear the words, “Who cooks for you”?
Listen to the Screech Owl. As the hoo hoo hoo speeds up and descends in pitch and volume, it
sounds like a ball being dropped and allowed to bounce, with each bounce coming faster.
Listen to the calls of other common birds. The students may be able to come up with their own
memory tricks for learning bird songs and calls. Look at the Bird Talk Bulletin Board idea in
Section Three.
6. Flight pattern
Focus: Different species of birds often have distinct fl ight patterns. Sometimes you
can identify a bird, or at least the type of bird, by the way it fl ies through the air.
Procedure:
Post the three graphics and study the different fl ight patterns of these birds:
Doves: Most doves have a strong, fast, straight-line fl ight.
Woodpecker: All species of woodpeckers have an undulating (up and down) pattern to their
fl ight. A few fast wing beats cause the bird to fl y upward, then as it folds its wings for a short
time, it swoops downward.
Flycatchers: Most sit on a high, often bare, branch. From that perch they fl y up into the air,
catch an insect, and return to the same branch.
7. Perching posture
Materials: Pictures of various birds from magazines and illustrated books. Study birds with
different postures, such as the dove, woodpecker, and hawk.
Focus: Just as different species of birds look different from one another in fl ight,
they also differ in the way they perch or stand on the ground, a branch, or a
telephone wire.
Procedure:
Study pictures of perching birds and notice their posture.
Dove: Perches on a wire with body almost vertical with the ground. On the ground the body is
horizontal to the ground.
Woodpecker: Usually perches on the side of a post, tree trunk, or a saguaro. Head up, tail angled
against the perch, acting as a prop.
Hawk: Usually stands vertically on the top of a pole, a saguaro, or high in tree branches.
Materials: Flight patterns of woodpecker, dove, and fl ycatcher. (Illustrations are at the end
of this lesson.)
Lesson One – What’s That Bird?
- 8 -
8. Habitat and Environment: Where the bird lives
Materials: Pictures of environments: an urban setting, a natural desert area, and a wetland.
(Illustrations are at the end of this lesson.) Pictures of birds that may be seen in these areas.
Focus: All living things, including birds, have certain needs, primarily food, water,
space, and shelter. Not all birds need the same food and shelter, or the same
amount of water. By knowing where different birds live, you will have an easier
time identifying them. An environment may contain a variety of habitats. As an example, in
a city park some species of birds are usually feeding on the grass, others are in the trees or
shrubs, while others are perched high in the trees. They seek out the proper habitat within their
environment.
Procedure:
Explain that some birds stick strictly to certain habitats. Ducks, geese, and herons live where
there is water. Rock Doves (pigeons), House (English) Sparrows, and European Starlings live
near people. Roadrunners and Cactus Wrens are usually in the desert, though they may live in
town if certain habitat needs are met.
Post the pictures of the three environments on the chalkboard or bulletin board. Write in the
names of the birds, or place their pictures along with the appropriate habitat.
Examples:
City birds: House Sparrow, European Starling, Rock Dove (pigeon).
Desert birds: Cactus Wren, Curve-billed Thrasher, Roadrunner.
Water birds: Mallard, Great Blue Heron, Belted Kingfi sher.
Activity Three – Student-made Bird Study folders
Focus: A Bird Study or Ornithology folder is a handy way for students to compile,
organize, and contain their notes, handouts, and other projects.
Procedure:
Use 12 by 18 inch sheets of construction paper for the folder. Each student decorates a cover,
prints the title and includes his/her name. For durability and an attractive appearance, laminate
both sides of the paper. Throughout the Bird Unit students add their notes, your handouts, a bird
glossary of terms, and any other pertinent materials. By the end of the unit students will have a
valuable collection of information about birds—one they may wish to keep for a long time.
Taking Flight
■ Divide the class into teams. Each team chooses a bird species. Using “Eight Ways to
Observe a Bird” each team describes its bird—color, markings, song, habitat, fl ight,
silhouette, and other identifying features. Each team shares its fi ndings and educates the
other students on tips to identify the bird.
■ Choose a few common birds of your area and learn the differences, if any, between male
and female.
Lesson One – What’s That Bird?
- 9 -
Identify Birds by Size
Use a bird you know to act as a ruler when you are trying to identify a new
bird. As an example, here is a life size picture of a Cactus Wren, which is seven
to eight inches long from the tip of the bill to the tip of the tail. While you are
writing down fi eld marks of an unknown bird, you can note the size as “bigger
than a Cactus Wren”, “smaller than a Cactus Wren”, “twice as large as a Cactus
Wren”, etc. If you are more familiar with another bird, use that bird as your
measurement tool.
Lesson One – What’s That Bird?
- 10 -
Identify Birds by Shape
Mourning Dove
Curve-billed Thrasher
Gambel’s Quail Roadrunner
Gila Woodpecker
Lesson One – What’s That Bird?
- 11 -
Identify Birds by Voice
The Cactus Wren sounds like an
old car trying to start on a cold
morning.
hooo hooo
hooo hooo hooo
hoo hoo hoo hoo hoo hoo hoo hoo hoo hoo
The White-winged Dove sounds as if it is asking
a question.
cha cha cha cha cha
The Screech Owl sounds like a ball
being dropped and allowed to bounce.
Who cooks
for you?
Lesson One – What’s That Bird?
- 12 -
Identify Birds by Flight Patterns
dove
woodpecker
fl ycatcher
Lesson One – What’s That Bird?
- 13 -
Identifying Birds by Environment
Desert
Lesson One – What’s That Bird?
- 14 -
Wetland
Urban
Lesson One – What’s That Bird?
- 15 -
Whether a man’s work be hard
or easy, whether he be happy or
unhappy, a bird is appointed to sing
to a man while he is at his work.
Henry David Thoreau, Journal
April 15, 1859
Lesson One – What’s That Bird?
- 16 -
Lesson Two: Birding in the Field
Field Marks, Calls and Songs
Learning to Use Binoculars
Going on a Bird Walk
Bird Identifi cation Chart
Background
A little preparation before a bird walk will ensure a more interesting and meaningful experience.
If students are introduced to the fi eld marks of the common birds, their songs and calls, and the
habitat in which they are likely to be found they will have a better chance of fi nding the birds,
identifying them, and experiencing the excitement of the quest.
Frustration in not seeing the birds because of unfocused binoculars will discourage children
from the activity. Therefore, a lesson in how to use binoculars before the fi rst class bird walk will
provide a happier experience.
Walk the area in which you will introduce your students to birds. Look for areas where birds
are perched, feeding, or nesting. This will give you an advantage in fi nding birds to show your
students later.
A kit containing the materials for Lesson Two
may be checked out at Tucson Audubon Society.
Materials:
ÿ Black and white illustrations of common birds showing fi eld marks and silhouette—see
Activity Six for a class project.
ÿ Optional: Audio cassette tape of common bird calls and cassette tape player.
ÿ Optional: Field guides or other books with color pictures.
Focus: With the use of simplifi ed pictures showing fi eld marks, and tape recordings
of the birds, children learn to identify common local birds.
Procedure:
Do some fi eld work prior to the lesson and determine which birds are the most common in the
neighborhood. Choose no more than fi ve or six at this time. (Later you may wish to expand
the lesson and add additional birds.) Activity Six includes examples of black and white pictures
and silhouettes of a few common southern Arizona urban birds. You may make copies of these
Activity One – Identifying Birds by Field Marks and Call or Song
Lesson Two – Birding in the Field
- 17 -
With each illustration, note simple identifying fi eld marks. If male and female differ, note the
differences. Add a written description of the call or song beneath each illustration.
It is diffi cult to put bird sounds into words, so it is helpful to have the actual calls for the
children to hear. The songs of all North American birds are recorded on Peterson Field Guides
CD, Western Bird Songs, and Stokes Field Guide to Bird Songs, Western Region. The CDs
are available at Audubon Nature Shop and other outlets. Record the birds you wish to use
on an audio cassette tape. The songs are often short, so repeat them two or three times. On
the CD, the name of the bird is given before each call. When you record the calls, include
the name so that you and the students will know which call you are listening to. What is the
difference between a song and a call?
The lesson:
1. Hold up the fi eld mark and silhouette picture of each bird and briefl y discuss the shape and
fi eld marks, which help us to identify the bird.
2. With each graphic play the tape recording of the bird’s call.
3. As the students study the fi eld marks, the silhouette, and the call of each bird they will have
a better chance to identify it in the fi eld. Explain that you may fi nd birds on the walk that are
not pictured here, but that will be an interesting challenge. It will give the students an
opportunity to practice looking at identifying features which will help them fi nd the bird in a
fi eld guide.
4. You may not wish to study all of the bird pictures in one day. You may break this lesson
down to just a few birds at a time so students are not overwhelmed.
Activity Two – Learning to Use Binoculars
Materials: binoculars
Focus: Children learn the proper use and care of binoculars. Binoculars are
expensive, precision instruments. They are not toys. Children will value them if they
learn how to use them and care for them properly.
for this activity, or you may design your own by using pictures from bird books, calendars, and
magazines and following the format in the examples.
A call is instinctive. It is a brief sound with a simple structure. It is usually made up of
one or two syllables and may include four or fi ve notes. Calls may serve as an alarm to
warn of danger, an announcement that food has been found, or a signal of location to
keep a mated pair, young, or a fl ock together.
A song is partly or entirely learned. It is a more complicated vocalization. Bird songs have
many functions. A male bird may sing to advertise for a mate, or proclaim his territory.
Lesson Two – Birding in the Field
- 18 -
Procedure:
Pass out the binoculars to students. Ideally each student has a pair, but since this is not always
possible, sharing may be required.
Instruct students in binocular care. The rules may be posted. See Page 120 in the Appendix for a
sample poster.
1. Do not touch the lenses with fi ngers or any objects.
2. Do not wipe lenses with any material other than lens-cleaning fl uid and lens-cleaning
tissue. (These are inexpensive and are available at drugstores and other outlets.)
3. Keep the strap around the neck at all times.
4. Do not drop binoculars, bump them into anything, or swing them around.
Instruct the students in adjusting binoculars:
1. Set the diopter (rotating lens) on the right lens so that the marks on the diopter and on
the solid part of the binoculars line up. On some binoculars a 0 and a dot are aligned.
2. Move the hinged sides until your eyes feel comfortable looking through both lenses.
3. Look at a distant object through the binoculars.
4. Cover the right eye piece and focus the left eye piece by turning the center focus wheel
until the view is clear.
5. Cover the left eye piece and focus the right eye lens with the diopter.
6. Now all that needs to be done is focus with the center wheel—no matter what the
distance of the object being viewed.
Instruct the students on how to view objects through the binoculars:
1. Look at a distant object such as a sign, a branch of a tree, or the top of a pole with your
eyes.
2. Do not take your eyes from the object as you lift the binoculars to your eyes.
3. As you look through the binoculars you should see the object through the lenses.
Go on the playground and allow students to practice using binoculars.
Upon return to the classroom establish the procedure for returning and storing the binoculars.
Activity Three – Birding with Binoculars and Birding Etiquette
Focus: The children are now able to identify some common birds and they have
learned how to focus and fi nd objects with binoculars. There is one more item of
business before beginning the bird walk, and that is the etiquette or rules of conduct
for good birders.
Lesson Two – Birding in the Field
- 19 -
Procedure: Hold a class discussion and ask students what they think would be good rules to
follow on a bird walk so that most people see the birds. Post the fi nal list and review it before
going on your bird walks. The list should include the following:
1. The teacher or assigned leader stays at the front of the line.
2. Birding walks are slow and quiet.
3. If someone sees a bird, that person should whisper to the others to describe its
location rather than shout it out.
4. Do not extend the arm to point. That may scare the bird away. Keep the arm close
to the body and merely extend a fi nger.
Note: There is an expanded list on page 122 in the Appendix, which includes of rules of conduct,
helpful hints, and laws regarding birding.
Activity Four – A Bird Walk Follow-up and Summary
Focus: Following each bird walk share the experience back in the classroom. The activity will
aid students in remembering the birds they observed. This is also a good time to update a class
logbook.
Procedure:
Upon return from the walk students may share their observations with one another.
1. Which birds did they see?
2. Were the birds observed perched on a cactus, in a tree, on the ground?
3. Were they singing, perching, nesting, or fl ying?
4. Will you now be able to identify these birds when you see them again in your back-yard,
in a park, or in a walk in the desert? What clues will help you identify the birds?
A class logbook may be kept with notations made for each birding walk. If students are keeping
bird observation in their journals they may make entries about the day’s birding experiences and
add illustrations. See Activity Five for observation recordings.
Activity Five – Recording Observations
Focus: Students make a folder or notebook of their observations. There are so many
things to think about as one observes a bird, so the following charts will be helpful in
reminding students about what to look for and will help them organize information.
Procedure:
Table #1 (Page 23) is an introduction to using the chart. Give each student a copy for the
lesson, then instruct them to add this page to their observation notebook for future reference.
Lesson Two – Birding in the Field
- 20 -
Look over the chart and discuss the observations one could make regarding fi eld marks,
behaviors, habitats, and songs.
Table #2 (Page 24) is a sample chart of an observation of a Curve-billed Thrasher. Look over
the chart and note how it was fi lled out.
Table #3 (Page 25) is a blank chart for students’ use.
Here is a fun exercise that will give students an opportunity to practice using the chart. Find
pictures of unusual birds such as toucans, storks, and others with interesting adaptive features.
Students chose a bird, and as they study its shape, bill, feet, and other features, they fi ll in the
appropriate blanks on the chart.
Activity Six – Make a Classroom Bird Identifi cation Book
Materials:
Field guide Copy machine Loose-leaf binder
Focus: Students create a simple classroom identifi cation guide by photocopying a
few of the common neighborhood birds and jotting down their main characteristics.
Procedure:
Determine the common bird species of the school neighborhood. (Rock Dove, House Sparrow,
European Starling, Cactus Wren, Mourning Dove, and Curve-billed Thrasher would be excellent
choices for starters.) Look in fi eld guides for their pictures. Make two copies of each. Color
one completely black for the silhouette. Write in a few obvious fi eld marks or other identifying
features and a description of the song or call.
For each species arrange the two pictures and information on 8 1/2 x 11inch paper and insert it
in a Bird Identifi cation loose-leaf binder. Add to the binder as you discover more birds.
In addition to the visual aids, you may wish to add the calls of each bird in your collection. See
Page 135 in the Suggested Reading, Listening, and Viewing in the Appendix for sources of bird
call recordings.
On the next page are three examples of entries for a Bird Identifi cation Book.
A classroom project assembling and organizing a binocular kit and being responsible for
maintenance is an excellent way to get students involved in the care and use of these scientifi c
tools. Your students can develop a binocular kit for the classroom or the entire school, to
be checked out by individual students or classes involved in bird study. See Page 121 in the
Appendix for directions and ideas.
Taking Flight – The Assembly and Maintenance of a Classroom or School
Binocular Kit
Lesson Two – Birding in the Field
- 21 -
Classroom Bird Identifi cation Book – Sample Page
brown cap, white streak above each eye,
brown and white streaked back
voice: a variety of chirps and chatters
spotted breast
voice: harsh cha cha cha cha cha
most common: dark gray
head, pale gray body, black
bars on wings
plump, feeds on ground
breeders have developed many colors and patterns
male has gray crown, black throat, white cheeks
female has streaked back, tan eye stripe
small, plump, hops on
ground looking for food
runs along ground in
short spurts
Cactus Wren
Rock Dove (Pigeon)
English Sparrow
Lesson Two – Birding in the Field
- 22 -
WHAT BIRD IS THAT? – HOW TO LOOK AT A BIRD
There is so much to think about when observing a bird. A table listing things to observe
will help beginning birders remember what to look for.
TABLE #1 – Things to look for as you observe a bird
Date of observation: __________ Place: __________ My Identifi cation: _________________
Make one or more sketches to help you remember the bird. Note the shape, posture, bill, tail,
spots, stripes, colors, and other features.
FIELD MARKS
Size Compare to a bird you know, such as the Cactus Wren
Shape Sketch the shape
Eyes Is there a stripe over the eye? An eye ring? What is the eye color?
Color and pattern Describe colors, spots, stripes
Bill Sketch the bill shape
Legs and Feet Sketch the legs and feet
Tail Sketch the tail
Wings Are the wings rounded, pointed, narrow, wide?
BEHAVIOR
Movement on ground Does the bird walk, run, run then stop, hop, etc.?
Movement above ground Does it sit still within a tree, hop from branch to branch, etc.?
Flight pattern What pattern does the bird make in the air as it fl ies?
Posture How does it stand…tall? Parallel to the ground?
Feeding Where is it feeding? What is it eating?
Other behaviors Bathing, preening, nest-building
HABITAT
General habitat Is the bird in a city park or yard, in the desert, at a pond?
Specifi c habitat Is the bird on the ground, in a tree, cactus or pole, on a building, etc.
SONG OR CALL
Song or call description Write anything that will help you remember the sounds.
Lesson Two – Birding in the Field
- 23 -
WHAT BIRD IS THAT? – HOW TO LOOK AT A BIRD
TABLE #2 – Sample Table of Observations of a Curve-billed Thrasher
Date: March 25, 2001 Place: Lincoln Park My I.D.: Curve-billed Thrasher
FIELD MARKS
Size A little bigger than a Cactus Wren.
Shape (Sketch the shape below)
Eyes Yellow/brown eyes. No marks
Color and pattern Brown, light breast.
Bill Long and curved
Feet/legs (Sketch the feet and legs)
Tail Long tail, square tip
Wings (Sketch the wings)
BEHAVIOR
Movement on ground Runs
Movement above ground Perches on branches then fl ies to ground poking for food.
Flight pattern Straight fl ight
Posture Stands with body parallel to the ground
Feeding Pokes its bill under rocks, fi nding insects
Other behaviors
HABITAT
General habitat In a yard with lots of cactus.
Specifi c habitat Usually on the ground, sometimes perched on cactus or branches.
SONG OR CALL
Song or call description A loud TWEET TWEET. Also a pretty song.
Lesson Two – Birding in the Field
- 24 -
WHAT BIRD IS THAT? – HOW TO LOOK AT A BIRD
TABLE #3 – My Observation Record
Date: ____________ Place: ____________ My I.D.: _____________
Make a sketch of the bird on the back side of this sheet.
HABITAT
General habitat
Specifi c habitat
SONG OR CALL
Song or call description
FIELD MARKS
Size
Shape
Eyes
Color and pattern
Bill
Legs and Feet
Tail
Wings
BEHAVIOR
Movement on ground
Movement above ground
Flight pattern
Posture
Feeding
Other behaviors
Lesson Two – Birding in the Field
- 25 -
Man feels himself an infi nity above those creatures
who stand, zoologically, only one step below him, but
every human being looks up to the birds. They suit
the fancy of us all. What they feel they can voice, as
we try to; they court and nest, they battle with the
elements, they are torn by two opposing impulses, a
love of home and a passion for far places. Only with
birds do we share so much emotion.
Donald Culross Peattie,
Singing in the Wilderness, 1935.
Lesson Two – Birding in the Field
- 26 -
Draw or sketch your bird here.
Materials:
Pictures of a hummingbird, hawk, and duck. (Pictures may be found in magazines, books,
and calendars.)
Focus: Bird adaptations are especially interesting because they usually are easy to
see and take on so many forms. In this lesson we will concentrate on a bird’s built-in
tool kit—bills, eyes, wings, and feet—and how they help birds fi nd food, catch or
procure it, and eat it.
Procedure:
Ask the class to think of birds they know and picture them in their minds.
ÿ What do all birds have in common? (Possible answers: bills, wings, feathers, two feet.)
ÿ Now think of ways they are different. Name some differences. (Possible answers: color,
size and shape of the bird, size and shape of the bill, wings, and feet, where they live.)
Put up pictures of a hummingbird, hawk, and duck, and discuss:
ÿ These are all birds—they have feathers, wings, two feet, and a bill, but they look quite
different from one another. In what ways are they different?
ÿ Notice especially the bills, eyes, wings, and feet. In what ways are these important to a
bird? (Possible answers: they help them fi nd food and escape predators.)
A kit containing the materials for Lesson Three
may be checked out at Tucson Audubon Society.
Background
This lesson illustrates how the various adaptations of bills, eyes, wings, and feet assist birds in
fi nding and eating food. Form and function are emphasized as students examine familiar birds
common to the Tucson area.
Adaptations allow animals to survive in their environments. These adaptations may be physical
(anatomical), physiological (bodily functions), and/or behavioral. When we look at an animal
and study its shape, size, teeth, eye placement, feet, color and other physical features that help
determine how and where it lives, we are looking at indicators of niche. Niche refers to an
animal’s role in the environment, especially its place in the food cycle.
Lesson Three: A Bird’s Tool Kit
Bills, Eyes, Wings, and Feet Help
Birds Find the Food They Eat
Activity One – Introduction
Lesson Three – A Bird’s Tool Kit
- 27 -
SPECIES TOOL FOOD
Gila Woodpecker needle-nosed pliers beads in styrofoam (insects in wood)
Cactus Wren tweezers rice in log (insects in wood)
Curve-billed Thrasher small hair clips insects under rocks
Cardinal pliers peanuts to be cracked
Hummingbird eyedropper with brush fl owers
Roadrunner large hair clips lizards, snakes, scorpions, centipedes
Hawk vice grip mouse
Duck tea strainer styrofoam bits in water
Activity Two – Bird Bills
Materials:
See the chart below for the pictures, tools, and food needed for this demonstration. You need
not use all eight examples. Find pictures in magazines, books, or calendars.
Focus:
In this activity students examine pictures of the birds, the tools that simulate
different bird bills, and food types. Then they group the picture, tool, and food for
each species.
Procedure:
Before the lesson prepare the following:
ÿ fl oat bits of Styrofoam in bowl of water
ÿ place plastic insects under rocks
ÿ sprinkle rice onto piece of wood
ÿ scatter the tools (bird bills) and food items on a table
The students gather around the table and look at the items. Explain that they are going to
match a picture of the bird with a tool that resembles the bird bill. Then they will determine
which food item would best be suited for that bird bill.
Hold up a picture of a bird. Ask the students which tool resembles the bill of that bird. The
child that answers may pick up the tool. Now ask which food item on the table would be
eaten by a bird with that kind of tool for a bill. The child who answers may pick up that food.
Experiment with the tool and the food. Examples: the needle-nosed pliers-like bill of the
woodpecker can pick insects out of the Styrofoam log; the eyedropper and protruding brush
simulate the hummingbird’s bill and tongue which can dip deep into a fl ower. The chart below
will help you match the species to the tool and the food.
As students match the bird to the tool and to the food, allow them to discuss their choices and
Lesson Three – A Bird’s Tool Kit
- 28 -
Discuss the concept of niche as a natural history term. Niche refers to the “job” of an animal
(or plant) within an ecosystem with reference to other organisms. An important aspect of an
animal’s niche is the food an animal eats. We can often fi gure out an animal’s niche by looking
at its structure. Birds are excellent specimens for determining niche because of their highly
adapted bills, feet, and other body forms.
Activity Three - Bird Eyes
Materials:
See the chart below for the pictures needed.
Find pictures in magazines or books.
Focus:
The placement of a bird’s eyes is another indicator of niche. It is a clue as to the kind
of food the bird eats.
Procedure:
Hold up a picture. Ask the students to examine the eye placement. How would forward facing eyes
help a bird that hunts for moving prey? How would side placed eyes help a bird that eats plant
material? Possible answers are:
ÿ Forward facing eyes in birds and other animals helps them locate prey that is running
away. This is an example of binocular vision.
ÿ It also provides three-dimensional vision or depth perception, which helps predators
judge distance as they pounce upon moving prey. This is an example of binocular vision.
ÿ Eyes placed on the side of the head allow a bird to watch for predators as they eat. They
have some three-dimensional vision directly ahead, but as they feed on plant material
those side-facing eyes can be on the lookout for possible danger. This is an example of
peripheral vision—the area of vision lying just outside the line of direct sight.
Students may collect pictures that show eye placements on different types of birds and place
them in their folders. Below each picture they may write in the type of food eaten by the bird.
SPECIES EYE PLACEMENT FOOD
owl forward facing rodents
roadrunner forward and downward facing snakes, lizards, insects
cardinal on the sides of the head seeds and berries
hummingbird on the sides of the head fl ower nectar
Lesson Three – A Bird’s Tool Kit
- 29 -
Activity Four - Bird Feet
Focus:
Bird feet are also an indicator of niche.
Procedure:
Display each picture and ask students to describe the feet and how they could act as tools for
getting food. Refer to the chart for possible responses. Discuss the concept of niche as it relates
to this activity.
Students may collect pictures that show the feet of different types of birds and place them in
their folders. Below each picture they may write in the type of food eaten by the bird and how
the feet help the bird procure the food.
If I had to choose, I
would rather have birds
than airplanes.
Charles A. Lindbergh, 1964.
Materials:
See the chart below for pictures needed. Find pictures in magazines, books, or calendars.
Rubber models of bird feet may be obtained from environmental teaching supply companies.
Refer to the Resources section.
SPECIES DESCRIPTION FOOD
hawk strong talons—good for catching and holding mice, squirrels, snakes
active prey
duck webbed—good for paddling, especially for ducks water plants, seeds, insects,
that upend and paddle in place while they eat from tadpoles, fi sh, worms
pond bottom
coot lobes along length of toes—good for swimming plant material, algae,
and diving; they fl are out on the backstroke, insects, tadpoles, fi sh,
propelling the bird forward, then fold back on the worms, snails, crayfi sh,
forward stroke, the long lobed toes are also good eggs
for walking on soft mud without sinking
woodpecker two toes forward and two toes backward—give insects living in tree wood;
solid grip on vertical tree trunks (short, stiff tail it also hides nuts in holes it
feathers prop against the tree which brace the bird has pecked in wood
as it pecks)
Lesson Three – A Bird’s Tool Kit
- 30 -
Focus:
The shape and size of the wings may also indicate the niche of a bird.
Procedure: Follow the procedure from the preceding activity.
Activity Six – Summary
Materials:
See the chart below for pictures needed.
Find pictures in magazines or books.
SPECIES DESCRIPTION FOOD
swallow long, pointed—good for speed and fl ying insects
maneuvering
red-tailed hawk broad wings—good for soaring on lifts rodents, rabbits, reptiles, insects,
of rising air birds
quail stubby wings—good for quick takeoffs seeds, leaves, berries
and dodging trees
hummingbird wings can beat very fast and at fl ower nectar, insects, spiders
different angles—good for hovering in
one spot as they feed on nectar
Activity Five - Bird Wings
Materials:
Pictures of a variety of birds showing different types of bills, feet, wings, and eyes. The Bird
Alphabet Book by Jerry Pallotta contains excellent examples of birds in many habitats.
Focus:
Students examine the structure of birds not yet studied and try to determine niche.
Procedure: Students look at pictures of birds that the group has not yet talked about. These
may be species not found in Arizona. Ask the group to describe the bill, eye placement, wings,
and feet of each bird. Using these as clues, ask the students to determine the type of food the
bird eats.
Lesson Three – A Bird’s Tool Kit
- 31 -
Taking Flight –– Indicators of Niche Interactive Posters
Divide students into groups and direct each group to fi nd a large picture of
a bird and determine the functions of the bill, wings, eyes, and feet. Then they fold four index
cards in half, lengthwise, to make fl aps. The word EYES is written on the top of one fl ap, BILL
on another, WINGS on another, and FEET on the last. On the inside of the fl ap they write a brief
description of each bird tool and how it assists the bird in getting food.
Arrange the picture and cards on posters that may be shared and displayed in the classroom.
Fantasy Birds
Let imaginations soar as students make up a bird species that lives in a fanciful habitat. Each
student (or a small group working together) thinks of the kinds of “tools” the bird needs to
survive as they invent specialized bills, eyes, wings, and feet the bird would need in order to fi nd
and eat food that would be available in the make-believe land. Students illustrate their birds and
note how the “tools” are used.
A variation of this activity can be found in Project WILD’s Adaptation Artistry.
Poster with fl aps down Poster with fl aps lifted
Lesson Three – A Bird’s Tool Kit
- 32 -
Background: Three non-native species of birds inhabit all urban
areas of the United States as well as other cities throughout the
world. How did they get here? Why are they most common in
cities? Are they threats to native birds? Some birds native to
North America are expanding their ranges northward. Why is
this happening? These are questions students will explore in this
lesson.
The immigrants:
The European Starling, House (English) Sparrow, and Rock
Dove (pigeon) are the most common birds in any urban area—
from the cold north to the hot south; humid or dry—throughout much of North America as well as
in cities in other parts of the world. These birds are not native to the New World; yet they seem to
thrive in any urban area. Where did they come from and why are they here? The answers to these
questions make interesting research projects. Following is background information about each of
these birds.
This section is designed
to supply the teacher with
background information on
the subject. The students
do their own research as
they work on the activities.
Research questions are
provided with each activity.
Lesson Four – Very Urban Birds
European Immigrants
The Expanding Range of Some Natives
European Starling Everyone has seen starlings. They are dark, chunky, sharp-billed,
short-tailed birds that walk around city streets and
parks with short jerky steps. In the spring breeding season
they show an iridescent purple green and have yellow bills.
In winter they are darker but with many light speckles and
have dark bills. In the daytime they feed in urban areas and
farmlands. At night large numbers come together to roost
in trees. Their calls are a continuous series of squawks,
squeals, whistles, and chuckles.
The European Starling, as the name suggests, is a native
of Europe and Great Britain. It was deliberately introduced
into North America through a most unlikely circumstance.
The goal of The American Acclimatization Society was
to bring into the United States every species of bird in
William Shakespeare’s works. In Henry IV starlings
Lesson Four – Very Urban Birds
- 33 -
The starlings were able to live in the varied climates of our large continent, as long as they had food
and shelter. Humans offered both. About half of the starling’s diet is insects. The other half is made
up of seeds and fruit. Agricultural areas provide insects and seeds from grain and other crops. Cities
offer insects, weed seeds, and food scraps people leave on the ground. The birds are cavity nesters
and seek out woodpecker holes for their homes, often evicting the woodpeckers who carved out the
cavities. They also compete with bluebirds and other native birds that nest in cavities. In cities they
have no problem fi nding nest sites in crevices of buildings.
In addition to taking over nest holes of native birds, they make those nests unusable after they leave.
Grasses and a variety of debris items make up their messy nests. They keep the nests clean for the
newly hatched young, but after the babies have grown feathers, the adults no longer need to remove
fecal sacs or add fresh nest materials. The nests become fi lthy with fecal material and soon are
infested with mites. This is no problem for the starlings, but when they fi nally abandon the nests the
native cavity nesters cannot tolerate these conditions and must fi nd other quarters.
Starlings not only impact native birds, but they are problems for humans, too. They eat the farmer’s
grain, they damage crops, and their droppings cover buildings and sidewalks. They may even
transmit disease. Many starling control programs have been tried, but none have been successful.
Even when many are killed it doesn’t seem to put a dent in the European Starling population.
House Sparrow (English Sparrow)
This is another common urban bird
that even the most nonobservant city
dweller has seen. It is a small bird. The
males have a distinctive black throat,
white cheeks, and chestnut nape.
Females lack those markings and are
otherwise a dull colored version of the
male, with a streaked back, unstreaked
breast, and faint eye stripe. The song is a
monotonous chirrup-chirreep-chirrup.
It is a native of Great Britain, most of Europe, Asia, and Africa. About 1850, eight pairs of English
Sparrows were introduced into Brooklyn by Nicolas Pike, director of Brooklyn Institute because
people liked the birds they remembered from their homeland and thought they would control insect
pests. Those fi rst birds died, so Mr. Pike returned to England and brought back a large number. They
were released into a Brooklyn cemetery in 1853. This group took to their new land and reproduced.
Other English Sparrows were introduced in other parts of the United States and Canada. They
are mentioned. In 1890 sixty starlings were introduced to New York City’s Central Park, and the
impact of these few birds changed the North American avian world forever. The starlings thrived
and reproduced. Their range moved westward across the continent, taking over the habitats of
native birds. Within 60 years they reached the Pacifi c Coast. One century after their introduction
200 million starlings occupied most of the United States, southern Canada, and even southeastern
Alaska, making it one of the most abundant species on the continent.
Lesson Four – Very Urban Birds
- 34 -
covered the continent faster than the starling. By 1940 they could be found throughout the United
States and north into Canada.
The House Sparrows are much like the European Starlings in their food and habitat preferences.
They do well around humans, in urban areas and agricultural lands. They eat insects, spiders, seeds,
fl owers, and any crumbs people leave on the ground. They also make their nests in cavities and will
destroy eggs and young of other birds as they take over a nest. But they can make nests outside of
cavities as well, constructing ball-shaped grass nests in tree branches, and in a variety of human-made
structures including nooks of buildings, under eaves of homes, in stop and go lights, and in
the letters of large signs on store fronts.
This sparrow is not related to the native American sparrows. It is actually a weaver fi nch, an Old
World family of birds, native to the British Isles, Europe, Asia, and Africa.
Rock Dove (Pigeon)
The Rock Dove has been a part of people’s
lives for thousands of years. It was
domesticated about 4500 B.C., probably
for meat, then later as a message carrier
because of its remarkable instinct to fl y long
distances and accurately fi nd home—thus
its other name,—“homing pigeon.” By the
16th Century there were actually pigeon post
offi ces where the public could, for a fee, use
pigeons to send messages.
Rock Doves are native to Great Britain, Norway, western Europe, Russia, China, north Africa, and
India. In 1606 domesticated pigeons were brought to North America and introduced fi rst in Nova
Scotia and later into Virginia and Massachusetts. They were used for food, message carriers, and as
racing pigeons for hobbyists. It wasn’t long before some escaped and established feral (untamed)
populations across the country.
They, too, are at home in human habitation. They eat grain, seeds, grasses, berries, and most any
table scraps. The nest is a fl imsy platform of sticks, twigs, and grasses. Their original roosts were in
sea cliffs and caves. But ledges and rafters in buildings and bridges make perfect substitutes.
They are less fearful of humans than most birds and will readily eat out of the hands of the people
who feed them. Pigeons have no trouble fi nding people in city parks offering handouts.
Rock Doves come in a variety of colors, and breeders have developed many kinds of fancy feathered
pigeons for show, but in feral populations their original colors are the most common—a dark gray
head, gray body, white rump, two black bars across the wings, and iridescent purple-green feathers
at the neck.
The three immigrants discussed above thrive in urban and agricultural settings. They are seldom
seen in natural environments away from human habitation.
Lesson Four – Very Urban Birds
- 35 -
The native opportunists:
In addition to the immigrants brought in from other continents and easily adapting to their new
home, there are native species who are expanding their ranges as human activities create a habitat
that suits their needs. The following are two birds whose ranges have expanded to include urban
Tucson.
The Great-tailed Grackle
This bird is expanding its range
in the southwest. It is following
the spread of agriculture and
irrigated urban areas. It seeks
out city parks, golf courses,
baseball fi elds, lawns, and any
place where water is available.
Brown-headed Cowbird
This bird was originally a Great Plains species. It lived in
the grasslands where bison grazed, feeding upon insects
associated with the bison habitat. It was not a bird of
dense woods. But as forests were cleared and replaced by
pastures, the cowbirds moved in and now occupy lands
far from their original range. It was an easy transition to
go from bison country to cattle country. As urban areas
grew the Brown-headed Cowbird found these equally
inviting habitats.
The male is glossy black with a brown head. The female is a non-descript pale brown. The song
is a watery gurgle along with high, thin squeaky notes. The Bronzed Cowbird is a related species
but it occupies only the arid southwest, Mexico, and Central America.
Cowbirds are a major threat to many birds in their new territory because of nest parasitism. The
Taking Flight activity (page 40) introduces the interesting story of nest parasitic behavior of
cowbirds.
Lesson Four – Very Urban Birds
- 36 -
Activity One – Adaptability of the Immigrants
Focus: Students do research to learn why some birds survive in urban environments
among people and man-made structures, while others cannot.
Procedure:
Conduct a class review of the three urban, non-native birds: the European Starling, House
Sparrow, and Rock Dove. Students should now be familiar with these common species. Review
their appearance, calls, and observations students have made of these birds. You may tell the
students the stories of how they arrived in North America.
What is there about the feeding habits and behaviors of these birds that have allowed them to
do so well? Why do they stick so closely to human habitation? Ask the students for questions
that would lead to research about the habits of these birds that would give us clues to their
successful survival. Write the questions on the board. They may look something like this:
ÿ What do these birds eat?
ÿ Do cities and farms supply those foods?
ÿ What was their original (native) habitat?
ÿ Where did they build nests and roost before there were cities?
ÿ How are our urban and agricultural habitats similar to their native habitat?
ÿ Does it provide nesting and roosting sites?
ÿ Why were other birds introduced into North America not able to survive?
These research questions will help children understand how human-introduced food supplies
and human replication of nesting and roosting needs invite some species to city living.
Children learn that the varied diet of these birds allows them to eat all types of food. Humans
provide structures or plantings that imitate their original nesting and roosting sites. They may
also note that buildings offer warm places in winter, and artifi cial light allows for a longer feed-ing
day. Traffi c noise and closeness to humans does not seem to upset them. Extermination
efforts haven’t made a dent in their populations.
Lesson Four – Very Urban Birds
- 37 -
Activity Two – Pros and Cons of Non-native birds
Focus: Students use their research information to discuss the advantages and
disadvantages of non-native birds.
Procedure: After reading about the three non-natives in reference materials children discuss
the advantages and disadvantages of our immigrant birds. Why they may be admired and
encouraged some times, but not at other times. They may come up with something like this:
Pros:
ÿ People enjoy feeding and watching them in parks and windowsills, especially in big
cities where this is the only “wildlife” they see.
ÿ We can get up close to them and study their behaviors.
ÿ They eat up food scraps dropped in parks and on sidewalks.
ÿ They are food for Peregrine Falcons.
Cons:
ÿ They take over habitats of native birds.
ÿ They make messes on buildings and statues.
ÿ Their high populations may spread diseases to other birds and humans.
ÿ They eat all the seeds at the bird feeder.
Wildness is everywhere: ineradicable
populations of fungi, moss, mold,
yeasts, and such, that surround and
inhabit us. Deer mice on the back
porch, deer bounding across the
freeway, pigeons in the park. Spiders
in the corners.
Gary Snyder, Sierra, 1989.
Lesson Four – Very Urban Birds
- 38 -
Focus: After students have learned to identify the three immigrant bird species, and
perhaps other common city park dwellers such as Great-tailed Grackles, Curve-billed
Thrashers, and Inca Doves, they visit a nearby park and make a count of species and
numbers.
Procedure: Each child, or team, stays in one place and counts the number of individual birds
of each species for a number of minutes. Back in the classroom these may be added up or
averaged. Do this activity monthly throughout the year and record observations on a master
chart. Do this activity three or four times each month to get a more accurate picture.
Here is an example of a chart to help them keep track of their counts. The chart will help
students see which species are most common. The results may be shown with a bar graph.
Urban Bird Count
Location ________________ Date _______ Time of Day ________ Weather _____________
Rock Dove (pigeon)
European Starling
House Sparrow
Great-tailed Grackle
Inca Dove
Activity Three – Counting Birds
Species Tally
Lesson Four – Very Urban Birds
- 39 -
Taking Flight
Mapping Expanding Ranges
Children research the ranges of the Brown-headed Cowbird and the Great-tailed Grackle prior to
human development of the land and color those ranges on maps of North America. Then they
research the present ranges and with different colors indicate the areas now occupied by these
birds. This is a graphic illustration of the tremendous expansion of these birds in a relatively
short time.
Operation Pigeon Watch
Check into the Pigeon Watch program being offered by Cornell University at their website at
http://birds.cornell.edu/ppw/ and go to the Operation Pigeon Watch pages. A great deal of
pigeon information is available there as well as the opportunity to involve your students in an
international research project that involves people of all ages and locations in a real scientifi c
endeavor. People participate by counting pigeons, noting the color varieties, and recording
courtship behaviors observed in their neighborhood pigeon fl ocks.
Nest Parasitism
The nest parasitism of cowbirds is a fascinating study. These birds never make nests. Instead
the females seek out nests of host birds. A female lays one egg, destroys one of the host’s eggs,
and leaves her egg to be hatched and the nestling raised by the unsuspecting host birds. In its
original range, other bird species often recognized the unwelcome egg and destroyed it. But
as the Brown-headed Cowbird moved into the home ranges of other birds, those birds didn’t
recognize the replacement egg, and raised the young cowbirds as if they were their own.
As students read about the strategies of cowbird egg-laying, the reactions of host birds, and the
impact of the cowbirds on native bird populations, they may have spirited discussions on the
advantages of nest parasitism and the threat to other birds.
Which birds recognize cowbird eggs? Which birds commonly raise baby cowbirds? Will more
host bird species learn to destroy cowbird eggs? Will some native bird species become extinct
because of the cowbird?
Lesson Four – Very Urban Birds
- 40 -
Background: Birds live in deserts, but most do not have
specialized desert adaptive features, as do mammals and reptiles.
Birds can fl y to water and to cooler areas. Mammals and reptiles
are confi ned to narrow ranges on the desert fl oor where they
fi nd refuge in vegetation or in underground burrows and must
sacrifi ce some water loss by evaporative cooling through panting
or perspiring. It is not known if desert birds can endure greater
water loss than non-desert birds, but here are some features of
bird behavior, morphology (anatomy), and physiology (bodily
processes) that assist in their survival.
Birds have many inherent behaviors and characteristics that allow them to inhabit desert
conditions. Birds have a high body temperature—often above 104°—much higher than other
vertebrates. Therefore they do not have to cool their bodies until the air temperature exceeds
their high body temperature. They can even tolerate body temperatures 5 or 6 degrees above
their normal temperatures. Even on very hot desert days the shade of trees and shrubs does
not exceed 110°.
The mechanism for heat loss from birds involves direct radiation of body heat to areas of lower
temperature—the air. This direct radiation does not require water loss through evaporative
cooling. But temperatures can climb above this and few birds can survive a body temperature
of more than 115°.
Birds can avoid high temperatures through their behavior, as well. They are active in the
cooler times of early morning and late afternoon. During the hotter parts of the day they seek
shade. For many birds, fl ying is limited during hot times because the exertion of fl ight raises
body temperatures. But birds that fl y and soar high above are in cooler air.
This section is designed
to supply the teacher with
background information on
the subject. The students
do their own research as
they work on the activities.
Research questions are
provided with each activity.
Lesson Five – Desert Adaptations of Birds
How Birds Survive Desert Conditions
Observing Bird Behavior in Temperature Extremes
Lesson Five – Desert Adaptations of Birds
- 41 -
The position of the feathers in a resting bird help cool its body. On hot days birds compress
their feathers, which eliminates the insulating air space between the feathers and the body thus
allowing heat to escape to the air. Their fl attened feathers make them look unusually thin. It
is just the reverse on cool days. Observe how birds on cool mornings appear fat, as they fl uff
out their feathers, forming that insulation space. Birds also radiate excess heat by raising their
wings and exposing the sparsely feathered sides of their bodies and underwings. Vultures perch
on the tops of saguaros or utility poles with outstretched wings, increasing their body surface
area and dissipating body heat to the air—see the sketch at the beginning of this lesson.
Another heat-losing strategy is the dilation of blood vessels that go to the legs. This sends warm
blood into the legs. The excess heat is then passed into the cooler air. You will see birds stand
tall in summer as they extend their legs for greater heat dumping.
If more heat must be lost birds can resort to evaporative cooling. They pant. This increases
the fl ow of air over the moist surfaces of its mouth, tongue, throat and other organs of the
respiratory system. This cools the surface, which in turn cools the blood, which in turn cools
the body as the blood circulates within the bird. On a very hot summer day observe birds
seeking shade under a tree or on your patio. Their bills are open and they are breathing through
their mouths.
Some birds hasten evaporative cooling with gular fl uttering. They use their throat muscles to
fl ap loose skin at the throat which pumps air in and out. Roadrunners, owls, quail, nighthawks,
doves, and many water birds do this.
Breathing, even through the nose, loses water to the air. Some birds (and some other desert
animals such as the kangaroo rat) have reduced nasal moisture loss through an interesting
method of condensation. As warm, moist air passes from the lungs through cooler nasal
passages, condensation occurs within the nasal passages and the bird recaptures this
condensation. Cactus Wrens recover up to three-quarters of water that would otherwise pass
back into the air.
When temperatures are very hot, water is necessary. Birds, as well as other animals, obtain
water by:
producing water metabolically by oxidizing food that contains hydrogen (this is a
limited source)
using the water that already exists in the food they eat (moist plant material,
nectar, fruit, animal prey)
drinking free water (fl ying to water sources)
Another water-conservation adaptation that occurs in birds as well as many other desert
animals is in their production of waste. They excrete uric acid—a nitrogenous, dry, semi-solid
excrement that does not dissolve in water. Unlike the watery urine of most mammals, birds
lose little moisture in their wastes. The water that would otherwise be lost during defecation is
reabsorbed in the intestines. It appears this is more effi ciently accomplished in desert birds.
Lesson Five – Desert Adaptations of Birds
- 42 -
Vultures, as well as some other bird species, practice another interesting cooling “trick”. They
defecate on their legs. The moisture contained in the combined urine and feces causes their
deep body temperatures to cool to a level lower than they could accomplish by panting. The
dried waste material paints the vultures’ legs white. Turkey Vulture legs are really red and Black
Vulture legs are gray.
There are other ways birds manage desert life as well. Covered nests, such as that of the Cactus
Wren, protect young and adults. Drought, resulting in limited food, alters the time of the
breeding season. Young may be produced later or there may be fewer broods in those years.
Deserts can become very cold, too. How do birds adapt to cold? They feed on rich energy
foods such as seeds, insects, rodents, fruit, and nectar. This gives them high concentrations of
glucose, which increases metabolism and therefore increases body heat. To expose less body
surface to the cold, birds stand with one foot tucked in their belly feathers, sit with both feet
under them, or tuck their bills into their feathers. Shivering is a temporary measure, which
converts muscular energy into heat. Some birds conserve energy by lowering their body
temperatures and rate of metabolism on cold nights. They also seek shelter for roosting in
protected places. Roadrunners will stand with their backs to the sun and lift their feathers so
that their black skin is warmed.
Activity One – Bird Behavior in Stressful Temperatures
Focus: Students research ways in which birds survive the heat and cold of deserts. When
summer temperatures soar above 100° or when winter temperatures drop to near
freezing, we can observe birds cope with the heat and cold if we know what to look
for.
Procedure: Using the information supplied in the teacher’s background information, and by
doing additional research in books, make a list of observable bird behaviors. Your list may look
something like this:
Heat-related behaviors: Cold-related behaviors:
going into the shade going into the sun
fl ying high in the sky fl uffi ng out feathers
remaining quiet feeding
compressing feathers against the body tucking feet or bill in feathers
raising or holding wings away from the body movement
panting shivering
gular fl uttering roosting in a sheltered place
drinking birds huddle together
With this list students may produce a chart similar to the following example and record
temperature-related observations.
Lesson Five – Desert Adaptations of Birds
- 43 -
Activity Two – Observing Bird Behavior in Stressful Temperatures
Focus: Students carry out a yearlong study of observing bird behaviors in heat and
cold.
Procedure: Reproduce this chart, or a chart your class devises that may be used to record
observations. One chart may be a record of bird observations from the schoolyard; other charts
may be sent home with students. Families may become involved in observing bird behavior
during summer heat and winter cold.
Taking Flight
Deserts are homes to fewer species of birds than some other environments. Research the
numbers of bird species that are permanent or seasonal residents of the Sonoran Desert and
compare that number with the numbers of bird species that are permanent or seasonal residents
of other North American regions such as grasslands, woodlands, wetlands, and seashores.
Species Date Time Temperature Location Behavior Observed
Weather
Lesson Five – Desert Adaptations of Birds
- 44 -
Lesson Six: Urban Raptors
What is a Raptor?
How to Recognize Common Raptors
by Size, Shape, and Flight
Importance of Predators
Background:
Cave paintings, feathers incorporated into ceremonial
costumes, gold and turquoise fi gures of owls, hawks, and
eagles are evidence that birds of prey have been a feature
of art, legends, ceremonies, and stories since prehistoric
times. Raptors continue to play a part in many aspects of
our culture. We admire their hunting skills, their strong
wings, bills, and talons, and their majestic soaring abilities.
Perhaps that is why the national symbol of the United
States is the Bald Eagle and the symbol of Mexico is the
Crested Caracara. Though we may think of raptors as birds
of wild places, they also inhabit our cities. It is not unusual to see a Harris’s Hawk perched on
a tall tree in a backyard, or hear a Great Horned Owl’s deep hoo-hoo-hoo call in the evening—
right in the middle of a big city such as Tucson. This section introduces this fascinating group
of birds, with emphasis on our urban raptors.
The dictionary defi nes “raptor” as a predator. The word will sound familiar to many children
because they will remember the fearsome velociraptor of Jurassic Park. We generally think of
predatory birds when we hear the word raptor, but people have different defi nitions of what a
raptor is. Some consider most predaceous birds raptors, but the defi nition we will use for raptor
is a bird with a hooked beak, talons, and powerful feet. This includes the owls, hawks,
eagles, and falcons. All raptors catch and kill live animals for food, which is very important in
keeping the natural world in balance. By preying on insects, rodents, and rabbits, they keep
those populations in check and maintain a healthy balance in the ecosystem. In addition,
raptors often prey on weak and sick animals, which helps maintain healthy prey populations.
Tucson is remarkable in the numbers of raptors found in the urban area. Over 300 raptor nests
sites have been recorded, representing 11 species. The following raptors are found in and around
Tucson. The more common are marked with an *.
Owls
Great Horned Owl *
Western Screech-Owl *
Barn Owl
Elf Owl
Burrowing Owl
Ferruginous Pygmy-Owl
This section is designed
to supply the teacher with
background information on
the subject. The students do
their own research as they
work on the activities. Research
questions are provided with
each activity.
Eagles (they are in the same family
as hawks)
Golden Eagle
Falcons
American Kestrel *
Peregrine Falcon
Prairie Falcon
Lesson Six – Urban Raptors
- 45 -
Large birds soaring and circling high in the sky are common sights, not only over natural
desert, but right in urban Tucson, as well. What are these birds? Eagles come to mind for
many people, because they are known to be big, soaring birds, but though a Golden Eagle is a
possibility, it is not a common sighting. In fact, there are quite a few different species of large
soaring birds we see in our skies.
In order to fi gure this out carefully observe the bird. Look for:
silhouette (shape of body, wings, and tail against the sky)
fl ight behavior (soaring, fl apping)
color and pattern of wings, body, and tail
The large birds you see fl ying over the desert as well as urban Tucson are probably one of those
described below. There are other large birds, so if none of the descriptions below match, look
in your bird fi eld guide. Also, immature birds look different than adults. Study the silhouette,
fl ight, color, and patterns. These fi eld marks will help you identify the bird. Since these lessons
deal with observation we will only consider the diurnal raptors, and not include owls at this
time, even though they are very important birds of prey.
Red-tailed Hawk (Buteo)
silhouette: broad wings, short tail; wings usually held straight out
from body, usually fl at and not in a V shape as the vulture
fl ight behavior: soars, fl aps occasionally
color: light breast; underwings light with black leading edges;
Red-tailed or Harris’s Hawk
top side of tail is bright red-brown which can be seen when
the bird makes a turn.
Note: Though vultures are not strictly
raptors, they will be included in parts
of this lesson because they are often
misidentifi ed as eagles and hawks.
Ravens will also be mentioned.
Hawks (different hawk types in italics)
Buteos (large, soaring birds; long, broad wings;
short wide tails)
Red-tailed Hawk *
Harris’s Hawk*
Swainson’s Hawk
Accipiters (small to large birds; long tails; short,
rounded wings; fl ight is a few rapid wingbeats
then a glide)
Cooper’s Hawk *
Sharp-shinned Hawk
Harriers (long, narrow wings; long tail;
fl ight is often low to the ground with
slow wingbeats and soar with wings held
up in a V position)
Northern Harrier *
Red-tailed or Harris’s Hawk
Lesson Six – Urban Raptors
- 46 -
Harris’s Hawk (Buteo)
silhouette: long legs, longer tail than Red-tailed Hawk; perches with a horizontal stance
fl ight behavior: soars on fl at wings and glides on bowed wings (a slight downward curve)
color: head and body dark brown; chestnut brown on front part of the underwings; tail has a
black band which separates the white tail edge and white band near the body; note chestnut
shoulder patch and leg feathers on a perched bird; legs and skin around the beak are bright
yellow
Cooper’s Hawk (Accipiter)
silhouette: similar to buteos but smaller, wings rounded and
angled slightly more forward than buteo, tail is longer
than a buteo
fl ight behavior: a series of 3 or more fl aps between glides;
can dart between trees
color: brown above, light below with streaks; bands on tail
with a broad white band at the tip
Golden Eagle
silhouette: very large; long, broad square-tipped wings
fl ight behavior: soars with wings fl at or in a very
shallow, upward tilt
color: all dark; golden mantle
Northern Harrier
silhouette: long, not heavy bodied
fl ight behavior: glides with wings tilted up, slow
wingbeats; often seen fl ying low over grass and brush
hunting for rodents
color: white patch on base of upper tail; males are silver
gray above, white below, and have ink-black wingtips;
females are tawny (yellow-brown) above and creamy
to light tan below with dark brown streaks
American Kestrel (Falcon)
silhouette: streamlined with long, pointed wings and tail
fl ight behavior: fl y fast, rarely soar
color: dark above, barred or streaked below; face has two
black mustache marks on each side; males have blue-gray
wings, females lack the blue-gray
Lesson Six – Urban Raptors
- 47 -
Other big, soaring birds:
The Turkey Vulture is generally not considered a raptor because it does not have strong talons
and eats carrion (dead animals) rather than hunting prey. They are common and often mistaken
for hawks or eagles.
Turkey Vulture
silhouette: long wings; long feathers stick out
fi nger-like from ends of the wings; small head
fl ight behavior: soars continuously; rarely fl aps
wings; may swoop low; wings usually held in broad
V shape and a slight tilt upward (think V for vulture)
color: mostly black, fl ight feathers are silvery gray;
head of adults is red
They are seen from early March to mid-October in
Arizona, then migrate south to Mexico in winter.
Ravens are common hawk-sized birds and may be confused for raptors, but they are in the
perching or songbird category. They often fl y in groups of two, three, or more. Listen for their
deep gronking call.
Common Raven
silhouette: tip of tail is wedge-shaped; large bill
fl ight behavior: soars hawk-like, but also fl aps;
sometimes dives and “plays” with other ravens, and
occasionally with vultures and hawks
color: solid black; sun may glisten on shiny feathers
giving it a momentary bright or white look
voice: often calls with a loud “gronk” in fl ight
Activity One – Introduction to the study of raptors
Focus: Students defi ne raptors, learn the characteristics, and identify common
urban raptors of southern Arizona.
Procedure:
1. Students research the following questions in reference books or the teacher may hand
out information sheets of selected material from the background section of this lesson:
ÿ What is a raptor?
ÿ What are the characteristics that make a bird a raptor?
ÿ Which raptors can be found around Tucson?
2. After students have completed their research, they discuss their fi ndings and list the
information on the board. This can be copied into their notebooks.
Lesson Six – Urban Raptors
- 48 -
Activity Two – Raptor Sizes and Shapes
Focus:
We know these are big birds as we
watch them soar in our skies, but how
big are they really? This activity will dramatically
illustrate the size of raptors as well as reinforce
some of the more subtle differences of body and
wing size and shape.
Procedure:
1. List the raptor species you wish to include in this lesson. The more common raptors (and
vulture) are:
Great Horned Owl Harris’s Hawk Western Screech-Owl
Cooper’s Hawk American Kestrel Northern Harrier
Red-tailed Hawk Turkey Vulture
2. Assign a group of students to each species. Students research fi eld guides and other reference
books to answer the following questions:
What is the wingspan (measurement from wingtip to wingtip) of the bird?
What is the shape of the wings?
3. After students have researched the wingspans and shapes of the birds, they make life-size
cutouts of the different raptors. The silhouette patterns at the end of this lesson or pictures
from fi eld guides and other books may be used. Mount the cutouts on a bulletin board,
window, or classroom ceiling. Attach name labels to each bird.
Activity Three – Researching and Charting Common Raptors
Focus: Students compare size, shape, color, fl ight, and voice of each type of raptor.
For each raptor being studied, they fi nd the following information:
ÿ Body size and shape
ÿ Color and pattern
ÿ Wing shape
ÿ Tail shape
ÿ Flight pattern
ÿ Voice
Procedure:
1. Assign a group of students to each raptor (see chart on page 52 at end of this lesson).
2. Make copies of the blank chart on page 54 and give one to each student.
3. Using fi eld guides and other references research the raptors and fi ll in the chart.
4. Copy this chart onto a large sheet of butcher paper or on the chalkboard.
5. After students have done their research, the information is fi lled in the appropriate
squares—on the large copy posted in the classroom, and on their individual charts,
which will be added to students’ notebooks.
Raptors
Defi nition: A predatory bird
Characteristics: A hooked beak, strong feet and
talons; catches and kills live animals for food
Common Tucson Raptors: owls, hawks, falcons
Lesson Six – Urban Raptors
- 49 -
Comparing body sizes, wing and tail shapes, color patterns, and fl ight behavior in chart form
makes it easier to identify which bird is which. For the teacher’s reference, a completed chart is
included in this lesson.
Note: Refer to Lesson Four: Incredible Journeys for a related activity.
Raptors face many human-caused hazards, especially during migration. Lesson Ten, Activity
2, Page 84, deals with the dangers, both natural and human, that raptors and other birds
encounter.
Taking Flight
The Importance of Predators
Predators are often misunderstood. We may admire their hunting abilities and strategies, but we
feel empathy towards the cute bunnies, squirrels, and other furry creatures that become food.
But what would happen to our environment if predators were removed?
Research the food preferences of each of the raptors being studied. This
information may be added to the raptor identifi cation chart. (Common prey items
are rabbits, rodents, small birds, reptiles, and insects.)
Research one or more of the prey items to fi nd how many young a female will
produce in a year. Assuming half of the young are females, students can fi gure
that each of these females will produce an equal number of young in a year. If half of those
are females, they will each produce litters. Draw a pyramid diagram, showing one female at
the top and beneath her the explosion of young after a few years. Students will soon see that
the land would be overrun by rabbits, squirrels, or grasshoppers after only a few generations
of reproduction if it weren’t for predators removing many of them. In addition, think about
what the prey eat. They consume vegetation. What would happen if there were no predators
and all these young prey animals were left to munch on plants?
Here’s an example.
One female desert cottontail rabbit gives birth to an average of three young per litter and
has about four litters per year, which equals 12 young. If half are females we now have
6 more rabbits reproducing—and they can begin reproducing at three months of age!
Within three months we have the six young plus mom each having a litter of three. That
makes 21 young. If half are females we have 10 more reproducing rabbits. Three more
months gives us 24 reproducing rabbits. If each has three young we now have 72 rabbits
(plus all those males) and this is only the fi rst year! Continue on for a few more years and
the rabbit population becomes astronomical.
Lesson Six – Urban Raptors
- 50 -
Taking Flight
Raptor Mobile
See Section Three, Page 116, Fun With Birds, for a Raptor Mobile creative project.
Raptor Kites
This activity literally “takes fl ight”. Students construct kites in the shape of a raptor (or the bird
may be painted onto a traditional diamond-shaped kite). They may use the silhouette patterns
from Activity One, but this time they may wish to paint the bird with realistic colors and
markings.
Directions for kite construction can be found in books devoted to kite making, and in science
fair project books. Hobby shops sell kite-making materials, and some will give discounts for
educators.
Cautions:
Never use metal in a kite. It could attract lightning during a storm.
Never fl y a kite near utility poles and wires.
I rejoice that there are owls. They
represent the stark, twilight, unsatisfi ed
thoughts I have. Let owls do the idiotic
and maniacal hooting for men. This
sound faintly suggests the infi nite
roominess of nature, that there is a
world in which owls live.
Henry David Thoreau
Journal, November 18, 1851
Lesson Six – Urban Raptors
- 51 -
Silhouettes of Common Urban Raptors and Vulture
These are not drawn to scale
American Kestrel
Red-tailed Hawk
Turkey Vulture
Cooper’s Hawk
Northern Harrier
Golden Eagle
Lesson Six – Urban Raptors
- 52 -
Body size
and shape
Body color
Wings
Tail
Flight
Voice
Silhouette
Buteos Accipiters Eagles Harriers Falcons Vultures
Species Red-tailed Hawk Cooper’s Hawk Golden Eagle Northern Harrier American Kestrel Turkey Vulture
Harris’s Hawk Sharp-shinned Peregrine Falcon
Hawk Prairie Falcon
medium to large short, slim very large, bill as long, lean small to medium very large, head is
heavy, chunky large as the head small
back is dark, often brown above, mostly dark brown, males: silver gray above, dark above, barred or black, legs are red,
mottled; underside creamy below, dark underside, white below, black streaked below, face but appear white
light with streaks, streaked underside base of tail lighter wingtips; females: tawny has mustache or from dried fecal
bars or patches eyestripe above, buffy below sideburns material
broad short, round long (7 ft. wing- narrow, long, angular, long, tapered, 6 ft. wing-span;
tips blunt, span), broad pointed or blunt pointed at tip front of underwing
but sometimes tapered is black with gray
fl ight feathers
short, wide, rounded long, banded, rounded, long, not rounded long, not round long, slightly
Red-tailed: rufous usually folded in faint bands white uppertail most have many rounded
Harris’s: undertail white fl ight coverts narrow bands dark
at base, white band at tip
soars in wide circles series of fl aps glides, soars, wings soars or glides low fast, direct; wings soars for hours,
for hours; wing between glides, fl at, occasional over fi elds with wings beat continually, but wings held in
beats slow and heavy fans tail when soaring wing beats tilted up, wingbeats can soar shallow V
slow, regular
drawn out squeal: Cooper: harsh keh usually silent, usually silent, Kestrel: killy killy silent
keeer r r with a keh keh sometimes yelping sometimes a thin killy
downward slur Sharp-shinned: whistles whistle Peregrine: kyah kyah
harsh kee kee kee kyah
Comparing Five Common Urban Raptors (and Vultures)
Body size
and shape
Body color
Wings
Tail
Flight
Voice
Silhouette
Buteos Accipiters Eagles Harriers Falcons Vultures
Species Red-tailed Hawk Cooper’s Hawk Golden Eagle Northern Harrier American Kestrel Turkey Vulture
Harris’s Hawk Sharp-shinned Hawk Peregrine Falcon
Prairie Falcon
Comparing Five Common Urban Raptors (and Vultures)
Lesson Seven: The Cactus Wren
Observing and Researching Arizona’s State Bird
Background: Arizona is the only state to adopt the Cactus Wren as its state bird. As students
do background research and observe the behaviors of this common resident of the southwest
deserts they develop an awareness and appreciation of this state symbol.
The Cactus Wren was offi cially designated Arizona’s State Bird by the State Legislature on
March 16, 1931. (The Roadrunner is often mistaken to be our state bird, but New Mexico claims
it as its symbol.)
The Cactus Wren is a good choice. It is commonly seen in the open desert as well as in yards
in the middle of the city. You may even observe this bird in parking lots picking insects out of
car grills, a tribute to its adaptability to urban habitats. The Cactus Wren’s fearlessness around
humans, its bold streaks and spots, its loud, unmistakable cha cha cha call, and year-round
residency make this one of our more easy-to-identify birds. Perhaps that is why this wren is
featured on so many notecards, postcards, and other southwest souvenirs.
Wrens are members of the Troglodytidae family. The word troglodyte is derived from Greek and
it means “a creeper into holes” or “cave dweller”. All wrens construct enclosed nests they crawl
into, thus the family name. The Cactus Wren, Campylorhynchus brunneicapillus, is the largest
wren in the United States. (See the Scientifi c Names chart in Section Two (pages 99 – 101) for
a breakdown of the Genus and species words and their meanings.)
The Cactus Wren is 7 to 8.5 inches long from tip of the bill to tip of the tail. Field marks include
a dark reddish-brown cap, a broad white streak above each eye, brown and white streaked back,
and spotted breast. Males and females are identically colored and patterned.
Many species of wrens are known for their pleasant songs. The Cactus Wren is not one of them.
Its call is a series of grating, throaty, one-pitched cha-cha-cha syllables that sound like an old
car trying to start up on a cold morning. It may not be considered beautiful, but it is a familiar
sound to anyone living in the desert southwest and so much a part of the desert symphony.
Lesson Seven – The Cactus Wren
- 55 -
The Cactus Wren does not migrate. It is a year-round resident of the southwestern deserts. In
the United States it is a resident of the Mohave, Sonoran, and Chihuahuan Deserts, ranging
across southern California, southern Nevada, southwest Utah, southern and central Arizona,
southern New Mexico, and southern and central Texas. Its range continues southward into
northern Mexico’s desert and dry brushland habitats.
All wrens are great nest-builders. They build a number of nests each year and spend more time
and energy in nest construction than most other birds. Cactus Wrens make large, conspicuous
nests—football-shape and football-size, with the opening at the narrow, upper end, facing
outward. The most common nest sites are in cholla cactuses, in the crotch of a saguaro arm,
and within the branches of palo verdes and other thorny trees. They also use man-made
structures. The building material is made up of fi ne materials such as grasses and plant fi bers,
but Cactus Wrens are opportunists and will also use string, cotton, strips of paper, aluminum
foil or plastic wrap, human hair, and anything else they fi nd that they can weave into the nest.
Fur and feathers are used to make a soft inner lining.
Unlike many birds, wrens use nests all year—for both reproduction and for roosting. New nests
are built in spring and summer for raising young, with a new nest for each brood—usually two
per year, but there can be three. New nests are also built for winter roosts. Each wren occupies
its own nest. Because nests are so common, easy to see, and often at eye level, one of the
following activities deals with Cactus Wren nest observations.
Cactus Wrens feed on a variety of insects, spiders, occasionally lizards, seeds, cactus fruit, plus
bird feeder items such as apples and melons.
Activity One - Create a Cactus Wren Information Bulletin Board
Focus: The class dedicates a bulletin board to Arizona’s State Bird.
Procedure:
1. Students draw a large picture of the Cactus Wren. For accuracy an opaque or overhead
projector may be used to enlarge a picture from a book. Students take care to draw in and color
the illustration as realistically as possible.
2. As the class researches they add illustrated information to the bulletin board such as:
fi eld marks, with arrows from fi eld mark notations to the marks on the picture of
the wren
behavior, with drawings or pictures from magazines of the wren running,
perched on a cactus, building a nest, or feeding
nesting, with pictures of nests
habitat and range, with a range map and picture of typical desert habitat
The board may also include information about when it became the state bird and any other
interesting facts and fables they discover in their research. Their observation records may also
be added to the board.
Lesson Seven – The Cactus Wren
- 56 -
Activity Two –Cactus Wren Nest Study
Focus: Students study Cactus Wren nests through observation
and measurement. The nests are unmistakable. They are quite
large and do not look like the nests of any other species of birds
in the area. The nests can be found right in the middle of town
as well as in natural desert habitats. Not only are they easy
to fi nd, but they are easy to examine because they are often
low enough to the ground that we can see them at eye level.
Therefore a Cactus Wren nest study is a good way for students to learn about making scientifi c
observations.
Procedure:
1. Through research, students learn the characteristics of Cactus Wren nests.
2. Before beginning the actual study there are strong cautionary instructions for your students.
These are listed below. You may wish to post these for a constant reminder.
Do not damage the nests.
During any close observations and measuring, the nests should never be
disturbed – i.e., removed from their site, dismantled, picked at, pulled, or damaged in any
way. Do not approach nests during nesting season. Observe only from a distance. It is
against the law to harass nesting birds.
Do not stress the birds.
Observations after nesting season: If a bird fl ies from the nest as you approach,
that means the bird has been disturbed. If this happens move away from the nest and
watch for fi ve minutes for the bird to return. If it does not return, move further back until
it does return. Approach the nest again to a position where you can see the nest, but not
so close as to cause the bird to leave again. Mark this spot so that other observers will
know the least disruptive position for added observations. Take measurements at a time
when the nest is not occupied by the adult birds and quickly leave the nest area.
3. The fi rst task, of course, is locating nests. Review the description of a Cactus Wren nest and
its likely locations. Look around the schoolyard, along neighborhood streets, and in a nearby
park. Students can check their yards and neighborhood for nests.
4. There are a number of nest observations that can be made. This activity may be as simple as
writing down where and when a nest was seen and a making a drawing of the nest, or students
may take a variety of measurements, make long-term observations, and come up with their own
ideas on Cactus Wren nest-building techniques and uses.
5. This sample observation chart on the next page includes many components. You may
simplify it, or students may have suggestions for additional measurements and observations.
Materials:
compass
tape measure or foot ruler
chart or notebook
pencil
binoculars for more distant
viewing
Lesson Seven – The Cactus Wren
- 57 -
6. In addition to making the notations listed on the chart, students may wish to make long-term
studies of their nests. They could observe the following activities:
If they are able to observe actual nest building they can note:
length of time for the nest to be built
were one or two birds actively building the nest
was the nest completed or abandoned before completion
nest-building techniques—did they observe the weaving, how did they make the cavity,
which materials were used
If they are able to observe parents feeding young they can note:
how often parents come in to feed
the type of food they appear to be bringing in
the calls of the young when the adult approaches the nest
the appearance of the young at the entrance
behavior of the adults if other birds get too close
Students may also speculate on the advantage of the cavity nest. How would a nest of this
construction be a good one for a desert bird? Possible answers: shade from the sun, protection
from wind and rain, air can circulate through the grassy walls, eggs and young are hidden from
predators.
Taking Flight
State Symbols
ÿ Learn about Arizona’s other state symbols. They will be particularly interested in how
some animals became offi cial symbols through the action of school children. Visit www.
dlapr.lib.az.us for more information.
ÿ Research the state birds of the other 49 states. Which birds are symbols of more than
one state?
Other Common Bird Nests
Many other nests are commonly seen. How can we tell which species of bird made a nest? Just
as the Cactus Wren’s nest has a distinctive shape, size, and is made of certain materials, other
birds’ nests have their own unique construction.
Study the nest and note:
ÿ location of the nest (in which plant or structure)
ÿ materials used to build the nest
ÿ the size of the nest
ÿ the shape of the nest
ÿ other interesting features
Lesson Seven – The Cactus Wren
- 58 -
Two common, easily seen nests of desert birds are those of the Curve-billed Thrasher and the
Verdin.
Curve-billed Thrasher
Location: in cholla cactus or spiny shrub
Materials: thorny twigs, loosely woven
Size: up to a foot in diameter
Shape: bowl shape
Other: look directly above the nest and notice the spines have been broken off by the
adult birds
Verdin
Location: within thorny twigs at the end of a branch, also in crotch of cholla or tree
branches; commonly found along arroyos
Materials: thorny twigs, densely woven
Size: softball-size, up to eight inches diameter (large for a tiny bird)
Shape: oval ball (with a hollow inside)
Other: opening is near the bottom; about 2000 twigs may be used in one nest
During the spring nesting season never get close to a nest. Other times of year you may get
close for a better look at the nest, but leave the nest in place. Some birds reuse nests or recycle
the materials. It is against the law to remove nests of most species of birds.
The Arizona-Sonora Desert Museum’s book, A Guide to Southern Arizona Bird Nests, will help
to identify other nests you discover.
There is nothing in which the
birds differ more from man
than the way in which they
can build and yet leave a
landscape as it was before.
Robert Lynd
Lesson Seven – The Cactus Wren
- 59 -
Cactus Wren Nest Observations
Observer’s Name ___________________________________________________________
Date of Observation ___________________________________________________________
Nest # or I.D. ___________________________________________________________
Location of the site
(your yard, park, school
grounds, etc.)
What is the nest built
in? (species of plant,
other structure)
Where is the nest in
plant or structure? (in
center, near edge)
Are there other nests in
the same plant? What
kind?
What are the nest-building
materials?
What is the height from
the ground?
What is the length of
nest?
What is the size of
opening? (measure
across the center)
What direction does the
opening face? (use a
compass)
What is the condition of
the nest? (good, worn,
falling apart)
Does nest appear to be
in use?
Is the wren nearby, is it
feeding young in nest, is
it calling?
Lesson Seven – The Cactus Wren
- 60 -
Lesson Eight – Hummingbirds
Observing Hummingbirds
Hummingbird Flight
Feeding
Background
Even people with virtually no knowledge or interest in birds can identify hummingbirds. Their
miniature size, incredible fl ashing colors, and fl ying abilities fascinate adults and children alike.
This lesson focuses on the unique attributes of this group, feeding advice, observation ideas,
and hummer projects.
Our smallest birds elicit our grandest superlatives when we
describe them. Indeed, almost everything about hummingbirds
is amazing. They are the tiniest birds in the world. Their nests
and eggs are unbelievably small. Their iridescent fl ashing colors
are more brilliant than any other birds. They are the only birds
that can fl y backward, upside down, and are able to hover in
one place. Colorful birds maneuvering among colorful fl owers,
poking their bills into one fl ower after another is a sight not to
be forgotten. And the good news is that southern Arizona is one
of the best places anywhere to see hummers.
There are so many good books available that cover every aspect of hummingbird behavior.
Look at the Suggested Reading list (Page 130) in the Appendix for titles. Following is some
background information to give you ideas of the topics your students may wish to pursue.
Research questions will then lead them to the books for more “gee whiz” fi ndings about these
feathered wonders.
Flight-related facts:
ÿ Wings do all the work for movement. The tiny feet are used for perching, not walking.
ÿ To leave a nest or branch they fl y up and away, they don’t push off.
ÿ Wings are constructed differently than any other birds. They bend only at the shoulder,
and can rotate 180°.
ÿ They can fl y forward, backward, upside down, and hover in one place.
ÿ They beat their wings faster than any other birds—up to 80 beats per second.
This section is designed
to supply the teacher with
background information on
the subject. The students
do their own research as
they work on the activities.
Research questions are
provided with each activity.
Lesson Eight – Hummingbirds
- 61 -
ÿ They are the only bird with upstroke wing power equal to downstroke power.
ÿ In comparison to other birds they have the largest fl ight muscles in proportion to body
size.
ÿ They have larger breastbones (in comparison to other birds) and eight pairs of ribs (most
birds have six pair).
ÿ Relative to body size, they have the largest heart of any other bird or mammal.
ÿ They have the fastest heart rate of any bird.
Feeding-related facts:
ÿ They eat more than half of their body weight per day and drink 4 to 8 times their body
weight each day.
ÿ The tongue is about twice as long as the bill.
ÿ The tongue is fringed with feathery projections, which bring up nectar via capillary
action.
ÿ Their protein supply comes from insects and spiders, which they snatch from the air or
take from plants and spider webs.
ÿ Hummingbird fl owers are uniquely shaped and suited to hummer bills.
Reproductive facts:
ÿ The female builds the nests, tends to the eggs, and feeds the young. The male’s only job
is mating.
ÿ Spider silk is necessary in nest construction. It binds the plant material and other fi bers
together.
ÿ Two eggs are the usual clutch.
ÿ The egg is the smallest of all birds—about the size of a pinto bean.
Other interesting facts:
ÿ They live only in the Western Hemisphere.
ÿ They get through cold nights by dropping body temperature to approximately the level
of the air.
Lesson Eight – Hummingbirds
- 62 -
Activity One – Birds for the Record Books
Focus: Hummingbirds are unique in the bird world in many ways. Through research
students can make their own Hummingbird Book of World Records. As they
discover amazing facts they also learn about bird behavior and anatomy.
Procedure: Students may come up with their own questions they wish to research, or they may
get right to their reading and discover a multitude of interesting hummingbird facts. Here is a
sampling of questions they may be thinking about:
Flight:
ÿ How are the movements of hummingbird wings different than that of any other birds?
ÿ Can any other birds fl y backwards or hover in one spot?
ÿ How is the anatomy of hummingbird wings different from other birds?
ÿ How fast can hummingbirds fl y?
ÿ How far do some hummingbirds fl y during migration?
ÿ How do hummingbird fl ight muscles differ from other birds?
Anatomy and Physiology:
ÿ How does the size of the heart compare with other birds?
ÿ How many heartbeats do hummers have at rest? in fl ight?
ÿ Hummingbirds survive cold nights by becoming torpid. What is this?
ÿ What sounds do hummingbirds make?
ÿ How do the feathers fl ash those brilliant colors?
Feeding:
ÿ How much nectar and water must a hummer consume each day?
ÿ How often must they eat?
ÿ What are the colors and shapes of hummingbird fl owers?
Reproduction:
ÿ What is the female’s job in raising her babies?
ÿ How large is a nest? What is it made of?
ÿ How large are the eggs?
ÿ How long does it take the eggs to hatch (incubation period)?
ÿ What is the size of the newly hatched babies?
Range:
ÿ Where in the world do hummingbirds live?
ÿ Which hummingbirds live in Tucson most of the year?
ÿ Which hummingbirds pass through Tucson?
Students discuss their research fi ndings. The information may be entered as a
Hummingbird Book of Records on a large classroom chart, on a hummingbird bulletin
board, and/or on a page in their notebooks.
Lesson Eight – Hummingbirds
- 63 -
Activity Two – How Hummingbirds Fly
Focus: No other birds can fl y backwards, hover, and maneuver as well as
hummingbirds. What is different about their anatomy that allows them to do this?
Procedure:
1. Students research the following questions:
ÿ What similarities are there between the wing bones of birds and the arm bones and
fi ngers of humans?
ÿ How is a hummingbird wing different than that of other birds?
ÿ What fl ight movements can they make that other birds cannot?
2. Hold a class discussion about the fi ndings. Students will have learned the following:
ÿ The bones in a bird wing correspond to the bones in a human upper arm, lower arm,
wrist, and fi ngers. Other birds move all or most of these bones as they fl y.
ÿ Hummingbirds cannot move the lower arm or wrist; their wing movement occurs at the
shoulder.
ÿ But they can do something other birds cannot do.
❖ They can rotate that upper arm bone at the shoulder 180° (making a half circle).
❖ This gives them that unique ability to fl y in backwards, hover, and even fl y upside
down for brief periods.
3. Students may draw pictures of bone structure showing how bird wing bones correspond to
human arm and fi nger bones.
4. Students may draw pictures comparing wing structure of hummingbird wing and other
birds.
5. Show students how they can simulate hummingbird wings with their arms with the
following demonstration.
Our arms aren’t built the same as hummingbird arms. In our demonstration we “cheat” a bit by
rotating the two bones in our lower arm. Hummingbirds do all the rotation at the shoulder. But
it does give us an idea of the process. Their wings fl ap so quickly it is almost impossible to see
these motions. Study of hummingbird wing anatomy along with high-speed photography has
revealed the mysteries of hummer fl ight.
Lesson Eight – Hummingbirds
- 64 -
1. First we will fl ap our arms as a typical bird. Hold your arms out to the sides and bend
them at the elbows as you fl ap.
2. Now we will fl ap our arms as a hummingbird, moving our arms at the shoulders only. This
is how a hummingbird moves forward.
3. Hummingbirds can fl y backwards. They do this to back away from a fl ower after feeding
and for other maneuvers. Hold your arms out to your sides, palms forward, and make
backward circles with your arms (remember—move them only at the shoulders) pushing
against the air. You can almost feel yourself wanting to move backwards.
4. Hummingbirds can hover—remain in one spot in midair—for minutes at a time as they
feed from fl owers or shower under a water spray. Hold your arms straight out to your
sides. Again move only at the shoulder. With palms out, push the air forward. As your
arms move forward a ways, turn your palms downward, then backward, this time pushing
back. Now forward again. You will notice your hands are making fi gure eights in the air—
eights that are lying on their sides. By pushing against the air forward, then backward,
hummingbirds are able to stay in one place in midair. Any students who are swimmers
may have used this technique while treading water— pushing the palms forward then
backward against the water (making those fi gure eights), thus staying afl oat and in one
place.
The pictures at the end of the lesson illustrate the motions of the wings.
Activity Three – Hummingbird Flowers
Part One
Focus: Hummingbirds are attracted to fl owers of certain shapes and colors.
Procedure: Students research these questions, take notes, and discuss their fi ndings.
ÿ What fl ower colors attract hummingbirds?
ÿ What fl ower shapes attract hummingbirds?
Background information for the teacher:
Hummingbirds tend to be attracted to colors of longer wavelengths—red, orange, and yellow.
The fl owers need not have an odor. In fact, red odorless fl owers are benefi cial to the hummers.
Insects are attracted to odors and do not see red well, thus leaving this nectar for the hummers.
The typical fl ower has a long tube.
Flowers hang or are horizontal.
Flowers are solitary or are at loose clusters at tip of the stalk.
Pistils and stamens project from the petals.
We can somewhat simulate hummingbird wings with our arms. We will
cheat a bit, however, by rotating our lower arm bones as we demonstrate
wing beats. Hummingbirds do it all from the shoulder.
Lesson Eight – Hummingbirds
- 65 -
Part Two
Focus: Students learn what food hummingbirds get from fl owers and how hummingbirds
benefi t the fl owers.
Procedure:
1. Use a diagram of a typical fl ower to study the fl ower parts. A complete fl ower has these
parts:
a. Sepals—structures, usually green, that cover the fl ower bud
b. Petals—the structures, often brightly colored, we think of as the fl ower
c. Stamens—the male structures that produce the pollen
d. Pistil—the female structure that produces the seeds
2. Discuss the pollination process. Simply stated:
a. The pollinator (insect, bird, bat) is attracted to the fl ower’s color or scent.
b. The animal feeds on the sweet, liquid nectar at the base of the pistil.
c. Pollen grains fall on the pollinator’s body.
d. The animal fl ies to another fl ower of the same species.
e. Pollen grains from the fi rst fl ower fall upon the pistil of the second fl ower.
f. The second fl ower is then fertilized, which means it will produce seeds.
3. Look at pictures of hummingbird pollinated fl owers and notice:
a. Flower petals form long tubes, a perfect fi t for the hummingbird’s long bill and
tongue.
b. The stamens are usually located in a place where, depending on the structure
of the fl ower, the pollen will easily fall onto the hummer’s head or chin or some
place on the bill.
c. When the hummer visits another fl ower of the same species, the pollen will rub
off onto the pistil, thus fertilizing the fl ower.
As an art activity, students draw pictures of a hummingbird feeding from fl owers, taking
care to use the colors and shapes of fl owers visited by hummingbirds. They may look in
desert fl ower or garden fl ower books for examples.
Anatomy of a Typical Flower Typical Hummingbird Flower
stamen
pistil
pistil stamen
petal
sepal
Lesson Eight – Hummingbirds
- 66 -
Hummingbird Flight
Hummingbirds can fl y forwards, backwards, and hover in one place. No other
birds can hover or maneuver in air as well as hummers. How do they do this?
To fl y forward—the bird makes a circular
motion with its wings, scooping the air
backwards. This is similar to a swimmer’s
butterfl y stroke.
To fl y backward—the bird holds its body in
a vertical position, as if it’s standing on its
tail, and scoops the air forward in a circular
motion over its head.
To hover in one place—the bird makes fi gure
8 strokes with its wings, pushing the air
forward, then backward with equal pushes.
Lesson Eight – Hummingbirds
- 67 -
Taking Flight
Feeding Hummingbirds
Not only are hummingbirds fascinating creatures, but they are easy to attract. Gardens planted
with hummer-attractive fl owers are the ideal hummer feeders, but commercial or homemade
feeders bring in the little birds, too. Hummingbird feeding is a favorite pastime of millions of
people. A feeder attached to a window will bring the birds within inches of the observer on the
other side of the glass.
Feeding hummingbirds is easy and it doesn’t cost much, but it does take time and care. If there
is an appropriate site in the schoolyard, a feeder will bring the birds in for wonderful student
observation opportunities. Students willing to take on the responsibility of a hummer feeder at
home will have fun watching hummer behavior and this may spark an interest in other family
members.
In order to insure healthy feeding practices there are a few rules we must follow. They are simple
but very, very important. Basic feeding instructions follow, but your class may wish to visit one
of the shops in town that specialize in bird feeding. There they can inspect the various styles
of feeders and learn the pros and cons of each, plus get advice and tips from the experts at the
store.
The sugar solution:
✓ Use only white table sugar and water, no other ingredients.
✓ Never use honey, brown or raw sugar, syrup, any sweeteners other than white sugar, or
red coloring.
✓ The mixture should be 4 parts water and 1 part sugar.
✓ Bring the sugar water to a rolling boil, reduce heat and simmer for one minute. This
assures that the sugar is completely dissolved, retards fermentation, destroys any
bacteria in the water, and reduces any chemicals in the water.
✓ Cover the pan during boiling and cooling to avoid evaporation, which results in a higher
concentration of sugar.
✓ Let the solution cool.
✓ Store unused solution in a clean container in the refrigerator.
The feeder:
✓ The feeder should be cleaned with hot water before each fi lling.
✓ If soap is needed, use only a little, and thoroughly rinse the feeder with hot water.
✓ Put only enough food in the feeder for a few days. (It will take some time to determine
hummer use.)
✓ When daily temperatures rise above 95° the feeder should be cleaned and refi lled every
day or two.
✓ Clean the feeder, using a bottle brush, and change the food when the solution is cloudy
or has fl oating particles.
✓ For thorough cleaning, use a mixture of one part bleach to 20 parts water and soak
feeder for 30 minutes. Rinse three times and air dry.
Lesson Eight – Hummingbirds
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Placing the feeder:
✓ Place the feeder in a shady place. The sugar solution will stay fresh longer if it is out of
the hot sun.
✓ The feeder should be protected from wind. Hummers have an easier time feeding if the
feeder is not swinging.
Add some protein:
Hummers also need protein in the form of insects and spiders. Bananas, pears, citrus, peaches,
or apricots set out near the hummer feeder will attract fruit fl ies, an important part of the
hummingbirds’ diet.
Everything about a
hummingbird is a
superlative.
Tom Colazo
20th Century American Naturalist
Lesson Eight – Hummingbirds
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The Quail and the Roadrunner
Looking out of my kitchen window I watched a Gambel’s Quail family in
the yard. Mom and dad quail, along with their three surviving half-grown
chicks, were pecking at seeds. A roadrunner suddenly appeared on the wall,
eyed the quail, and jumped down near them. I held my breath to see what
would happen next. These situations are always a dilemma for me. I like
roadrunners and understand their need to eat, but I had grown fond of the
little quail family. Immediately both adult quail took after the roadrunner
like a shot—up and over the wall and on the hill beyond. The roadrunner
ran along the ground, it hopped over bushes, it fl ew short distances—with
the quail in hot pursuit. Th