ACTIVITY

Bird Spotting – Part 2

Description: Studeents explore the conservation status, habitats, migration patterns, and environmental challenges of the bird species observed in Part 1. Students use the IUCN Red List and other reliable sources to investigate why these birds are present and how changes in climate and habitats may affect them.

Intention: Students develop research and critical-thinking skills while exploring bird conservation, habitats, migration, and the potential impacts of environmental change. They connect their local observations to wider global conservation efforts.

Before:

Make sure students have completed Bird Spotting – Part 1 and have access to the list of species observed by the class.
Compile the observations from Part 1 and select a manageable number of species for students to research.
Prepare access to the IUCN Red List and any other reliable sources students may use for their research.

Recap

Put the observed species on the board.
Compare findings between groups.

IUCN Red List research
Each group chooses 1–2 species and finds:

Conservation status
Population/trend information
Main threats, if applicable
Habitat

This keeps the research realistic for a 45-minute lesson.

Migration & climate
Discuss:

Why are these birds in this area at this time of year?
Are they resident or migratory?
How could changing temperatures or habitats affect them?
What might happen if their food or nesting habitat changes?

This is where Hypothesis Development fits really naturally:
“If temperatures continue to increase, what do you predict will happen to this bird’s distribution/migration?”

Conservation
Introduce the role of International Union for Conservation of Nature (IUCN) and discuss practical conservation actions:

protecting habitats
providing food/nesting areas
reducing disturbance
protecting wetlands/woodlands
reducing pollution

Exit reflection
Each student answers something like:

One bird I learned about was…
Its biggest challenge is…
One thing humans can do to help is…

Didactic tips:

Keep the number of species manageable. Ask each group to investigate 1–2 species in depth.
Encourage students to distinguish between information they find and conclusions they draw from it.
When discussing migration and climate change, consider multiple factors, including habitat, food availability, temperature, and seasonal changes.
Use Hypothesis Development to encourage evidence-based predictions, and remind students that climate change is one of several factors affecting bird populations.
Connect the research back to students’ local observations and, optionally, let students present their species and findings using the Duet Presentation or Presentation Bazaar.

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THEME:

Nature & biodiversity

AGE: 10-12 years, 13-15 years

SUBJECTS:

Nature sciences

TOOLS / MATERIALS:

A computer, tablet, or smartphone with internet access
Access to the IUCN Red List
The species list and observations from Part 1
Notebook or worksheet for recording research findings
Pens/pencils
Optional: projector or interactive whiteboard
Optional: additional reliable sources about bird migration, habitats, and climate change