The Feeder Project

Junior (Age 9 – 12)

Curriculum Goal

Junior

  • Assess human impact on biodiversity and identify ways of preserving biodiversity.
  • Analyze a local issue related to biodiversity taking different points of view in consideration, propose an action to preserve biodiversity, and act on proposal.
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Appendix A

Context

  • Students start at the carpet as a whole-group to watch two video clips and have a group discussion. Children then move to tables/work-stations to compile research.

Materials

Lesson

  • Start with an introduction and connection to the previous lesson:
    • After using eBird to better understand local bird populations, you theorized one way we could increase bird sightings is by setting up a bird feeder on school property. Today, we are going to research what we need to do to make that happen. To get us thinking about what kinds of questions we need to explore before setting up a feeder, I’m going to show a few video clips. While you watch the videos, take notes on the positive impacts of bird feeders and what is important to know before putting up our own bird feeder.”
  • Play an informational video focused on the considerations required to host a bird feeder, as well as the pros and cons of a bird feeder. For example, play Benefits and Drawbacks Feeders Have on Birds – How to do it Right by Lesleythebirdnerd (play from 1:53 to 5:40).
    • Give students a few minutes after the video to finish writing down their thoughts and ideas.
  • Play a video showing how other animals might interact or interfere with bird feeders, like Amazing Mission Impossible Squirrel (play entire video).
  • Move into a group discussion with the class to brainstorm what the class needs to consider before putting up a bird feeder.
    • “Let’s brainstorm a list of the things we need to think about for the Feeder project. What things might we need to research or think about before we get started?”
    • Have children share ideas and write them down to form the list.
  • After several students have shared, talk them through connecting the different ideas on the considerations list to refine it. For example, if one of the considerations is what kind of feeder to use, and another is how to keep squirrels off the feeder, we might choose to get a squirrel-proof feeder. What are the pros and cons of that approach? Another example is the placement of the feeder. Should it be put up where lots of teachers/students/parents and community members can enjoy it? Could this increase potential buy-in from these groups?
  • Bring up the considerations of cost and budget. Considering initial materials and on-going cost of feed, will our budget for the year be enough? If the budget doesn’t seem like it will be enough, what are some ways the class could raise more money? Is there a parent fund to apply to or a nature grant for students?
  • Start to come up with a few bigger categories for research. A few examples:
    • Feed – What seeds/foods attract what birds? Would it need to be nut-free? What is the cost range? What about attracting other creatures (i.e.rats)? What about mess?
    • Feeder set up – What kinds of birds come to what kinds of feeders? How will it be set up? Will it hang on a tree? Will it be bolted to a pole? Will it be squirrel-proof? How can we help protect the birds against predators like cats and hawks? Where should it be located for maximum viewing potential?
    • Fundraising – Are there any funds/resources available? What are ways we could raise more funds? Could we use the birdfeeder to help make more funds? Maybe we could take photos of birds and turn them into post cards?
  • When a few categories have been created, allow students to choose their area of interest for research. They can write their initials on the board next to their category (take a picture for later reference). They can choose initially to research on their own, or in pairs/groups, but by the end of next week, they need to have at least three proposals to present as a group to the class for each category.
  • Hand out the Project Feeder sheet (Appendix A) for students to fill out and refer to through their research session.

Look Fors

  • What prior knowledge were students drawing upon about bird feeders
  • Were students able to identify key considerations for putting up bird feeders after watching the informational videos?
  • Were students able to create categories of consideration, such as cost, feed, location?

Extension

  • Have students find a niche area to research under one of the categories, if it really sparks interest. For example, look at all that might be required to attract a certain species of bird to this particular geographical location.
  • Have students consider what would need to be done to have the bird feeder set up all year for birds. For example, would the location need to change through the year to accommodate weather changes? Would the type of feed need to be modified to combat the cooler/warmer temperatures?
Print Lesson
Appendix A

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