Ontario Teachers' Manuals: Nature Study

by Ontario. Department of Education

BIRDS

Bird studies for Form I should be limited to observations made directly upon a few common birds, such as the robin, house-sparrow (English), song-sparrow, flicker, house-wren, crow, bronzed grackle, and meadow-lark. These are easily reached by the pupils of every rural and village school, and the purpose of the lessons should be to teach the pupils to recognize these birds, and by making use of child interest in living active creatures, to develop their interest in birds.

THE ROBIN

FIELD EXERCISES

I

Observe the robins and find out the following things:

1. Are all robins of the same colour? If not of the same colour, what difference do you note?

2. Does the bird run or hop? Imitate its movements.

3. Listen to its song. Is it sweet or harsh? Is it loud or low? Is it cheerful or gloomy?

4. Watch the robin as it moves along the grass and learn how it finds out where the worms are.

To the teacher.—The pupils should be given a few days in which to find out answers to these questions, and at the end of that time the answers should be discussed in the class.

Male robins have more pronounced colours than female robins. The beak is yellower, the breast is brighter, the back and the top of the head are darker. Robins both run and hop. The sense of sight of the robin is very acute, but its sense of hearing is even more keen. The bird may be observed turning its head to one side to listen for the sound of a worm which is still inside its burrow.

II

A second set of exercises may now be assigned which will demand a more detailed study of the bird, namely, a study of the size, colour, form of body, manner of flight, and length of beak.

III

THE NEST, EGGS, AND YOUNG

1. Find out various places in which robins build their nests. In what ways are these places all alike? Examine the materials of the nest and find out why the nests are built in the kind of places in which they are found.

2. Describe the eggs.

3. What kinds of food do the parent birds bring to the young? Does the father bird aid in bringing food to the young?

To the teacher.—The nests are found in well-sheltered parts of apple trees and evergreens, in sheds, under ledges of roofs, and in other sheltered places. The nests, since they are composed largely of mud and grass, would easily be washed away if exposed to rain storms. The food brought to the young consists of worms and insect larvæ, and the father bird is very industrious in helping to take care of his family. It is the father bird that sings, and the mother bird devotes all her energies to working and scolding.

THE SONG-SPARROW

FIELD EXERCISES

In early March, when the streams are just beginning to break from underneath the ice and spots of ground peep here and there through the snow, assign to the pupils an exercise such as the following:

Watch for a small, gray-brown bird which perches near the top of a bush, or small tree, and sings the "Tea-kettle Song".

Try to interpret the song in the words:

"Maids! Maids! Maids! Put on the tea-kettle, tea-kettle, tea-kettle, tea-kettle, tea-kettle-ettle."

Is the song bright and cheerful or dull and gloomy? Does the bird sing this song often?

Approach close to the bird. Are there any stripes or spots on its breast or head?

Describe the flight of the bird from its perch, when it is disturbed.

To the teacher.—It is possible for the pupils to distinguish the song-sparrow by means of the above exercises. It is one of the first birds to return in the spring, and, as it is a lusty singer, it will attract the attention of all who are looking for birds. The dark brown spot in the centre of the breast is a distinguishing mark, and the more observant will find the three ashy-gray stripes on its head and the dark line through the eye.

When disturbed, it does not rise into the air, but flies downward and disappears with a swish of its tail. The nest is usually built on the ground or in a low bush or tree. It is composed of grass, fine roots, or weed stems, and lined with fine grass or hair. The eggs are usually four or five, but sometimes there are as many as seven. They are white with a greenish-blue tint and are closely spotted with brown.

CLASS-ROOM LESSON

Discuss with the pupils the observations that they have made on the field exercises.

Generalize as to the similarity of the places in which the pupils have seen the sparrow singing, and as to the times of day in which the bird sings.

Teach the marks of identification which some have discovered, using for this purpose pictures of the bird or black-board drawings; and encourage those who have not yet seen the song-sparrow to try again and to secure the assistance of those who have succeeded.

Compare the size and form of the song-sparrow with that of the house-sparrow (English).

Tell the pupils the great value of the bird in killing cutworms, plant-lice, caterpillars, ground-beetles, grasshoppers, flies, and other insects. It also helps to prevent the spread of weeds by eating thousands of seeds of noxious weeds.

Assign the pupils some other things to discover, as for example: Through how many months of the summer does the bird sing? Find the nest. Why is it hard to find? Describe the eggs, as to size, colour, and number. Do not disturb the nest and do not visit it very often.

To the teacher.—Base lessons in bird study upon the English sparrow, flicker, wren, and meadow-lark.