Getting to Know eBird

Junior (Age 9 – 12)

Curriculum Goal

Junior

  • Assess human impacts on biodiversity and identify ways of preserving biodiversity.
  • Develop scientific inquiry/research skills.
  • Investigate the organisms found in a specific habitat and classify them according to a
    classification system.
Print Lesson
Appendix A

Context

  • This lesson is designed to introduce students to the idea that tracking data about animal populations can help us better understand environmental issues and preserve biodiversity.
  • The lesson begins with a video explaining how the Condor was brought back from the brink of extinction.
  • Students are then introduced to the eBird website to help answer some research questions.
  • The lesson ends with a group discussion on how to put what they’ve learned into action.

Materials

  • Laptops (or any device to access the internet)
  • Pencils
  • Science notebooks
  • Website: www.ebird.org
    • For this lesson, students do not need eBird accounts. You may wish for them to create one for follow-up lessons or if your students want to submit data to the site.
  • Getting to Know eBird worksheet (Appendix A)

Lesson

  • Begin with introduction/connection to previous lesson:
    • “Today we are going to explore a website called eBird. At eBird, they are trying to understand which bird populations are quickly declining, why, and what could help to stop or reverse those declines. Let’s start today by watching part of a Ted Talk that shows how having information about what is causing a species’ population decline can make all the difference.”
  • This Ted Talk shows how scientists used the information they had about why the Condor was nearly extinct to save the species (Play from the beginning to 7:47, then skip to 13:24 and watch until the end).
    • Explain that video uses scientific language they may not be familiar with. Ask students to write down any words they do not know in their science notebook. Suggest they sound out any unknown words. Spelling does not matter.
  • When you have shared the video, discuss any unknown terminology, and what they found interesting about the video. Ask why students think some people were against bringing species into captivity to breed.
  • Introduce the eBird website, which was created to allow people to share their bird sightings. It is designed to make birdwatching more fun by helping people keep track of their bird sightings. They can add checklists, audio and video clips to their profile. The hope is that if people submit bird sightings data on a regular basis, ornithologists (bird scientists) can work with a substantial amount of data. Many bird populations are in decline and eBird hopes that by having more data it might be able to better understand what is contributing to that decline and how to save bird biodiversity. Here are some of the questions eBird says it hopes to address using the data contributed by birders:
    • How will the weather and climate change influence bird populations?
    • Some birds, such as winter finches, appear in large numbers during some years but not others. Where are these species from year to year, and what can we learn from these patterns?
    • How will the timing of birds’ migrations compare with past years?
    • How are bird diseases, such as West Nile virus, affecting birds in different regions?
    • What kinds of differences in bird diversity are apparent in cities versus suburban, rural, and natural areas?
  • Use the “Getting to Know eBird” activity sheet (Appendix A). Ideally, you can do this collectively by projecting your screen. Talk through the activity, asking questions as you go. If students have individual devices, you can give them the activity sheet to complete individually.
  • When students have completed the activity, return as a large group for a quick closure activity. Ask students to share what months they noticed the highest species counts at their “hotspots” and discuss why that might be (Migration season? Weather? Tourists?). Talk about how you will bring their learning from today into the future. If you haven’t already gone on a field trip to record bird sightings, maybe that’s something the class would like to do? Set up personal eBird accounts to record data? Begin research projects on endangered species?

Look Fors

  • What do they already know about animal extinction and human intervention to prevent it?
  • What did they find most interesting about the Condor video?
  • Were they able to navigate the website, read the bar charts, extract the requested information and record it in their journals?
  • What topics/questions incited enthusiasm in the group?

Extension

  • See Lesson 3: The Feeder Project
  • Have students record their own bird sightings and create eBird accounts to submit their data. This is a great way for students to make a positive impact while getting excited about birds and biodiversity!
  • Use this lesson as a springboard to begin a research project into birds or endangered species of their choosing.

Adapted from a lesson created by Charlotte Henderson

Print Lesson
Appendix A

Share this lesson

Share on facebook
Share on twitter
Share on email