鳥就是這個字！兒童觀鳥基礎知識！

Bird is the word! Students will get moving by dancing to the Trashmen song “Bird is the Word.” Then, we’ll spend a few minutes introducing ourselves by answering the following questions:
1.	What is your name?
2.	On a scale of 1-5, what is your experience with birds?
1.	I’ve seen a bird flying.
2.	I heard a bird.
3.	I found a bird’s nest.
4.	I found a feather and wondered what kind of bird it came from.
5.	I heard a bird and it made me want to know more about it.
The terms “birder” and “bird watcher” and “ornithologist” will be introduced. A higher understanding of these terms will be presented as we create a Venn diagram using the white board adding attributes for all three. Then, we will use the diagram to make statements.
We will discuss the different pictures of people watching birds and answer the question, “Who watches birds.”  Students will learn the word “ornithologist.” They will clap out the syllables and talk about the origin of the word. “Ornithology” is knowledge of birds.  “Orni” is the Greek word for “bird.” When we add “ist” it means someone who studies birds. This goes beyond just looking at the beautiful creatures and is scientific. It is information. Students will watch a short video of Pam Rasmussen, ornithologist. As a group we will define what a hobby is and what a sport is. Then, we’ll watch the clip of “The Big Year” to illustrate the “sport” of birding and have a good laugh!
Students will ponder the question, “Can everyone watch birds?” We’ll talk about the physical abilities needed/not needed to be a birder. Using the picture of the birder in a wheelchair, we will continue to discuss the idea that disabilities do not have to keep a person from watching birds or becoming a birder or ornithologist. Out of 45 million bird watchers in the United States 17 million are elderly and have some kind of restriction of their body. I will relate my own progression of macular degeneration and how my birding has changed over time. We’ll talk about adaptations. using three websites linked in the slide. Birdability, which gives tips for low vision birding, will help students see that I will be able to remain a bird watcher for a very long time. Then, we will explore the interactive map for accessible places for birding by car, or an adapted vehicle. We will watch a short video about recognizing the drumming sound of different woodpeckers to illustrate how sight challenged birders bird by ear. Birding can enhance your life from a very young age to a very old age and can help you stay happy and healthy.
Next, we will use links to birds on the internet to explore what kinds of birds you can see at different times of the day. We will note what adaptations these birds have that help them. Early morning is good for warblers and fly catchers due to high insect numbers, raptors can be seen during the late morning/early afternoon because they like to ride the thermals and late evening/night viewing can reveal birds that only come out at night. Students will identify adaptations in the groups of birds, i.e. big eyes of night birds, wing shape of raptors, etc.
Finally, I will share some of my favorite birding places that are at or near my home. Students will discuss places that are near their homes where they can see birds. Then, using the interactive wall map students will describe where they would like to go birding. I will reveal the bird that is in that area by clicking on the picture of the bird. Students will be encouraged to use geography vocabulary such as directional words, continents, mountains, etc. to direct me. We will visit a live bird cam site and watch some birds together! At this point students will practice using their ”binoculars” to sight something in their room or out a nearby window. They will follow these steps: 1. Look at what you want to spot with your eyes. Without moving your eyes or head, bring the binoculars up to your eyes. This way you don’t lose sight of your subject. Students will be observed for proper use of binoculars.
Students will get to see a spotting scope, binoculars, and camera that I use for birding. We will talk about our sense of sight, hearing and smell and how they can help you find birds. For instance, the smell of the swamp tells me that it is healthy, and birds may live there. After introducing a bar graph with the words “scope, binoculars, camera, eyes, ears and nose” on it, students will share which of the items on the graph they have seen others use or have used themselves to find birds. We’ll fill in the graph with our names and then discuss what the graph tells us.
The lesson will end with each student sharing one thing they learned. Certificates will be sent to each student for completing the class.