SUGGESTIONS FOR TEACHERS
It is sometimes helpful to study birds by the “Question and Answer” method. The following questions are written to suggest others of a similar nature.
What is a Bird? A bird is an animal that has feathers. No other animal has feathers.
A “CITY” OF STRANGE BIRDS
Some of the brightest spots in childhood are connected with a vague realization of the beauty and mystery of the world.
THE ORDER POSTCARD
Requisitioning the service has been simplified to the nth degree. All that a principal needs to do to obtain the collections is to indicate by numerals the sequence in which he wants them delivered.
What are Feathers Used For? Feathers help to keep the bird warm. With the aid of feathers the bird flies.
What Other Creature is Able to Fly Without the Aid of Feathers? The bat can fly upon wings of thin skin.
What are the Names of Some Birds that are Noted for Their Ability to Swim, Fly, Creep, and Walk? The Bald Eagle and the Condor are both birds that are very strong fliers. Can you name any others? The ducks are at home in the water. Can you name any other birds that are able to swim with ease? The little Brown Creeper and many other birds are very happy in their ability to creep up and to climb trees. The Chicken and the Partridge are both excellent walkers. Name some other birds that walk.
What Birds Help the Trees to Live by Killing Harmful Insects? The Woodpeckers help the trees in this way. Name some other birds that find food upon the trunks of trees.
What May we Attempt to do to Protect Birds? We may help birds to live by giving them drinking places and bird baths in the Summer, and food tables in the Winter. We can help by not going near birds’ nests and by not harming birds in any manner.
SUGGESTIONS TO TEACHERS AND PUPILS
ADDITIONAL STUDY TOPICS
Birds are to be found in almost “every corner of the earth.” Their study has a world wide interest and appeal. The following list is intended to serve as an aid in bringing to mind subjects that may be developed out-of-doors, or studied in the class room.
Vision of Birds: The keen power of sight of Hawks and Eagles; the Owl’s eye at night.
Variation in Structure of Bill: Adaptations of the sharp pointed, curved beak of the flesh-eating Hawks; the small, pointed bill of the insect-eating Warbler.
Variation in Structure of Feet: The strong grasping talons of flesh-eaters; the powerful “walking feet” of the Chicken; the perching feet of the Chickadee,
Habits of Cleanliness in Birds: Cleaning nests, bathing in water and dust.
A NATURE-STUDY COLLECTION—THE BLUEJAY SET
The specimens are delivered to the school in a wooden carrying case about the size of an ordinary suitcase. The birds are mounted on individual pedestals and can easily be removed from the case. Thus the specimens may be used singly or collectively. They can be handled and seen from all sides.
The Flight of Birds: Powerful, sustained flight of the Condor; darting flight of flycatchers; suspension in air, or hovering flight of the Hummingbird and Sparrow Hawk.
Migration of Birds: Travels from one continent to another, often over wide expanse of water; journey of the Golden Plover.
Training of Young Birds by Their Parents: Young Barn Swallows forced into the air; Robins offering food to young and thus enticing them to leave the nest.
The Songs of Birds: The Parrots, Thrushes, Sparrows. Songs of male birds during breeding season, imitation and mimicry—Catbird; warning cries, call notes.
Care and Feeding of Young: Different methods employed by parents. The Pelican, the Robin, the Swallows, the Flicker.
Types of Nests: Construction, materials used, building location; nest of Bank Swallow, hanging nest of Baltimore Oriole, Crow’s nest.
Weapons of Fighting: Spurs, wings, bills, talons.
Protective Coloration: Similarity of plumage, color and markings to habitat.—the Wood Thrush, the Partridge.
Bird Houses: Different types, how made, how placed, how used.
Bird Conservation: Methods of preservation in various states. Laws for protection.
Relation of Birds to Agriculture: Insect eaters, seed eaters, rodent destroyers.
The Bird’s Feather: Feathers for study will be given to teachers upon request.
(Note). These are but a few of the subjects that might very well be considered.
OUTLINE FOR BIRD STUDY
(Suggestions to Teachers and Pupils)
In observing birds out-of-doors or in the class room, with an idea of studying or identifying them, there are certain definite things to know and to remember. The following outline makes some suggestions of what to look for when a bird is seen for the first time, or when you are studying a mounted specimen or colored picture.
Movements: See whether the flyer hops or walks when it is on the ground. Does it hang upside down, move slowly or quickly, swim or creep? Remember that the same bird may have a different appearance at various times.
Disposition: Did you ever think of a bird in connection with its having a disposition? Notice whether it is unsuspicious, wary, social, solitary, etc.
Flight: Does the bird that flies over your head travel rapidly or slowly? Does it flap along or does it sail and soar? Maybe it undulates (flies up and then down in half-moon curves) as the Goldfinch does.
Song: There are many times when you may hear a bird but not see it. Thus you should listen for songs very carefully. Notice whether the song is continuous, short, loud, low, pleasing, unattractive, and whether it comes from the ground, from a higher perch, or from the air.
Call Notes: Nearly all birds have a Call Note that is different from the regular song. These notes may be of various sorts such as scolding, warning, alarm, signalling, as well as a number of others.
Size: In the field, you cannot run up to a wild bird and measure it with a ruler, but what you can do is to compare it in size with some other bird that you do know. Compare the unknown bird with an English Sparrow which is about 6 inches long, a Robin about 10 and a Crow 19 inches long. Remember, 6, 10 and 19.
Form: Note the shape of the bill, length of the tail, shape of wings.
Bird with parts labeled
“BIRDS THAT ARE OUR FRIENDS”
One of the new “Habitat Group” circulating nature-study collections. The label-holders are hinged to the back of the case and close over the ends, protecting the glass during transportation. The label at the left is general and gives reasons why birds are our friends. That on the right deals with the habits and use of the specific birds in the case, each being identified by a simple drawing instead of by title or number.
Markings and Color: See just where the markings are. Remember that if a bird were seen without feathers, it would look quite a bit like any other animal. The next time you have a chicken after the feathers have been removed, look at it closely. The wings look like arms, and as a matter of fact, they have three “fingers,” which may be easily seen. The bird has a crown on its head; he has “cheeks,” a breast, a throat, a belly, and a rump as well as other external or outside parts. Do not say that you saw a bird that was “black and white and brown all over.” No one could tell you what sort of a bird that was. See—just what you are looking at. As with the Markings, you should know something of the parts of a bird before you are able to tell just where the colors occur. How many colors are there on the under side of the Robin?
Appearance: The bird may be alert, wide awake or pensive as though it had just lost a friend. Its tail may be drooped, its crest erected or its feathers ruffled.
Haunts: Where did you see the bird? Was it near the seashore, beside the river, in the woods, the fields, a place where the land was low and swampy or high and rocky, or was it down near the side of the lake?
Season: The time of year that the bird is seen is a very important thing to notice and to take into consideration. Look for the times when birds first arrive and when they leave. Did you see them in the winter, spring, summer, or fall? Are they permanent residents?
Food: When you walked through the pasture or through the park and saw a bird eating something, did you stop and try to discover what that food was? Was the bird eating berries, insects, seeds? How was this food secured?
Mating: Every bird has certain courtship habits. Note these antics.
Nesting: Observe the choice of nesting site, the materials used in the nests, such as mud, grass, leaves, and so on. Notice the construction, the number and the color of the eggs; and the incubation period, or the length of time the eggs take to hatch; and above all things, do not in any way disturb any bird’s nest.
The Young: Watch and learn what food the young ones are given by the parents; how they are cared for; the time they remain in the nest; their cries, actions, first flights, and so on.
How to Find Birds:
(a)—When—The best times of day are early morning and late afternoon. Why is this true?
(b)—Where—A watered meadow with trees here and there attract birds. Learn this from observation.
(c)—How—Use common sense as to dress and general actions. Sit down and let the birds come to you.
Based on Dr. Frank M. Chapman’s “A Bird’s Biography,” p. 73—Bird Life, published by D. Appleton & Co., New York.