Teachers’ notes – How can we observe birds?
Synopsis
This set of activities encourages learners to engage in some practical observation of birds around school. As part of their enquiry, they are encourage to design and make a bird feeder and water bath which might encourage birds to visit. These items might also provide a longer-term legacy that could help to sustain learners’ interests. Learners are encouraged to decide where they will make their observations, the times and duration of their observations and how they will present their results. The practical experiences suggested in this set of activities provide a meaningful context for developing measurement and graphical skills.
Curriculum links
Design and technology: Designing: 1
Food: 7
Geography
Science: Interdependence of organisms: 4 & 5
Communication: 23
Enquiry: 1, 23
Developing: 1,5 & 7
Reflecting: 6
Skills framework links
Developing thinking:
Plan Activating prior skills, knowledge and understanding; Determine the process/method and strategy
DevelopForming opinions and making decisions; Monitoring progress
ReflectEvaluate own learning and thinking
Developing communication:
OracyDeveloping information and ideas; Presenting information and ideas
Wider communication skillsCommunicating information
Developing number:
Use mathematical informationMeasuring
Interpret and present findingsRecording and interpreting data presenting findings
Activities
Tab 1
/ Learning opportunity:Learners observe different birds at a bird feeder.
Using the tab:
A brief video of a range of common birds visiting a bird feeder is provided to engage learners in the problem of how to observe birds.
Tab 2
/ Learning opportunity:Learners identify birds most likely to be found in the locality.
Using the tab:
In this tab, learners are initially invited to suggest the names of birds that are most likely to be found around school. They are asked to consider how trees and other plants might attract birds. They are encouraged to exchange ideas and to think how listening to other children’s ideas has influenced their ideas. Later, they are encouraged to think of birds which are least likely to be observed around school. They could first draw or list their ideas before sharing them with a group or the class. Encourage learners to explain their reasoning.
Tab 3
/ Learning opportunity:Learners discuss and formulate their plans for observing birds.
Using the tab:
Learners are asked to discuss and suggest how they might plan to observe birds around school. A series of questions helps them to formulate their plan. They are asked to consider where they will choose to observe birds, when they will make their observations, how long they will look for birds, how they might encourage birds to visit and how they might record each bird.
Tab 4
/ Learning opportunity:Learners make a bird feeder that will help them make their observations.
Using the tab:
In this tab, learners are encouraged to make a bird feeder to encourage birds to visit. They are first asked to decide their success criteria. Further questions encourage them to plan and make the bird feeder away from the computer.
Tab 5
/ Learning opportunity:Learners discuss kinds of foods suited to different birds.
Using the tab:
Learners are encouraged to think about the kinds of food that they might place in the bird feeder. The diamond ranking could be used to help learners review their list and to identify what might be the most important food. Encourage learners to explain their reasoning.
Tab 6
/ Learning opportunity:Learners create a recipe for a ‘fat ball’ for birds.
Using the tab:
In this tab, learners are presented with an open-ended enquiry in which they design and make a fat ball for birds. Some learners may have sufficient relevant experience on which they might draw to respond successfully to this open-ended invitation. Others may need help in identifying suitable ingredients. Clicking on NEXT reveals a recipe for a fat ball that some learners may wish to follow or modify.
Tab 7
/ Learning opportunity:Learners design and make a water bath for birds.
Using the tab:
Learners are invited to design and make a water bath to encourage birds to visit the area around school. The water bath could be made from reused materials. There are opportunities for measurement of height, area and volume as learners are encouraged to make decisions about the size of the water bath, its height and the volume of water required. Additionally, learners are asked to consider and agree the kinds of materials that might be suitable to be used as a water bath for birds.
Tab 8
/ Learning opportunity:Learners reflect on their ideas for a water bath.
Using the tab:
Learners exchange ideas and evaluate each design using ‘pluses’, ‘minuses’ and ‘interesting’.
Tab 9
/ Learning opportunity:Learners make decisions about the kind of data they will collect about birds visiting the feeder.
Using the tab:
In this tab, learners decide the kinds of information they will record about the birds that visit. Questions posed in the random generator are intended to help learners decide what information they wish to record. Some learners may simply record the number of birds at a particular time of day. The data collected might be presented in charts and tables as part of a TV or news report.
Useful links:
Unit 2.5 teachers’ notes –How do we observe birds?1