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Birding for Naturalists, Handouts for May 4, 2014, page 1

BIRDING FOR NATURALISTS

May 4, 2014

OUTLINE I. Why are birds important? II. How to think like a bird III. Bird basics IV. The tools of birding V. Bird identification VI. Birding in nature walks

OBJECTIVES After completing this course, participants will be able to..… Relate knowledge of general bird biology, behavior, and adaptations to local species and habitats. List and discuss several reasons why birds are an important component of the natural

environment, and why they are important to human beings (pollination, etc.). Demonstrate how bird beaks, feet, and other physical features differ among species, and how

these features provide clues as to where a bird lives, how/what it eats, etc. Provide examples of the various primary feeding preferences of birds (seeds, nectar, insects, fruit,

fish/mammals, etc.) and identify feeding behavior in nature. Describe various survival techniques of birds (hiding, camouflage, nest location, territorial

defense, etc.) and identify such behavior in nature. Explain, illustrate, and/or demonstrate how birds can fly (wing structure, bone structure,

Bernouli’s principal, etc.). Explain why birds migrate, describe how they navigate, and discuss the concept of flyways. Identify and describe various forms and purposes of bird vocalization. Utilize simple techniques to engage a diverse audience, assess prior knowledge of participants,

generate questions and facilitate discussion.

FIELD GUIDES These Field Guides are recommended by Phil Pryde for beginning birders (all were in stock at Barnes & Noble in October 2012)

1. Four‐fold plasticized guide. Waterford Press: San Diego Birds $5.95 Convenient, omits some common species. About 80 birds.

2. Small book. Stokes: Beginner’s Guide to Birds, Western Region, $9.95 Reasonably good; designed to fit in pocket. Omits some common species.

3. Small book. Fisher and Clark: Birds of San Diego, $11.95 Omits some common species. Overall, Stokes is better as a low‐price introductory guide.

4. Standard field guide book. National Geographic: Field Guide to the Birds of North America, $27.95 Recommended for wanting a guide that includes everything. Doesn’t fit easily in a pocket.


REVIEW QUESTIONS I. Why are birds important?

a. How are birds important in nature? i. Part of food chain; pollinate flowers; global connections in migrations

b. Name 3 ways birds are important to humans. i. Food: eggs and meat ii. Human services: canary in coal mine, homing pigeons delivering messages iii. Economic services: crop pollination, eat insects iv. Stimulated scientific inquiry: flight, biomimicry

c. How can birds get people connected to nature? i. Bird lists, bird houses, ecotourism, stimulate curiosity, view birds from windows

II. How to think like a bird a. What 3 things motivate birds?

i. Self‐preservation (camouflage, distract and fool predators) ii. Food iii. Reproduction

b. How do some birds adapt to urban environments? i. These birds use urban food sources and nesting sites ii. They notice there is less predation (snakes, foxes)

c. What kinds of food do birds eat? i. Flower nectar, fruit and seeds ii. Insects on leaves, under bard, and in the air around vegetation iii. Fish, lizards, mammals, and other birds

d. Where can you find bird nests? i. Trees, bushes, on the ground, in cliffs, along the shore ii. Near food sources and protection iii. Resident birds usually breed earlier, with local food supplies and favorable climate

III. Bird basics

a. How do birds (and planes) stay in the air? i. Air moving over the curved surface of the top of the wing creates lift

b. Name 3 physical adaptations birds have for flight. i. Hollow bones, strong muscles, light feathers

c. Name 3 uses of feathers. i. Flight, warmth, camouflage

d. Why are male birds usually more colorful than females? i. To attract females

e. Why do some birds migrate? i. Better weather, better food supplies

f. Name 4 types of bird vocalizations i. Songs (house finch), calls (red‐shouldered hawk), notes (black phoebe), and alarms (American crow)


IV. The tools of birding

a. Name two essential tools for birding. i. Binoculars and field guide

b. What part of field guides can reduce the number of options for identifying a bird? i. Range maps

c. Playing bird calls outside is never a good idea in what circumstances? i. During breeding season or in habitats with sensitive species

V. Bird identification

a. What features are important in birding by sight? i. Size, shape, beak, wings, tails, plumage

b. What are disadvantages to birding by sound? i. Bird calls vary more than plumage; some birds mimic

c. Give 3 tips for being more successful watching birds. i. Bring binoculars up slowly to eyes ii. Get the bird in front of a dark background iii. Get in shade to be less visible iv. Move to position bird in front of a dark background for better viewing v. Be quiet so you can hear the birds vi. Stand or sit still (watch for poison oak!)

d. List two good “rules” for birding: i. You never saw a bird that didn’t see you first (you can’t “sneak up” on them!) ii. No one identifies every bird they see, so don’t worry about it!

VI. Birding in nature walks

a. What aspects of your audience are important to consider in planning your walk? i. Age, experience, interest

b. What is the benefit of scouting locations? i. Find places with many species, easy viewing, and few other people and dogs

c. What “teachable moments” might there be on a bird walk? i. Scat, tracks, dead bird, feathers, egg shells, …

ACTIVITIES Why are birds important to humans? Field Activity #1: Turn to your neighbor, share with each other two ways that birds are important to you. (This connects the nature walk participants with each other and their previous experiences, one minute maximum.) How can humans help or hurt birds? Field Activity #2:

Where do you see or hear birds, in this natural area?


Where do you see or hear birds, in your neighborhood or yard?

Is there a difference? why?

What kind of birds are absent? This may say something about the condition of the site and whether it has been impacted.

Field Activity #3:

How do animals respond when we enter the territory that they live in? Discuss.

What do animals do to hide or protect themselves from danger? (Freeze, flee, take flight, take an aggressive posture, make a noise, attack, spray, crouch down, etc.) Act out behaviors.

To see more animals/birds, how should we act when we are out in nature wanting to observe birds/animals?

Basic Motivation for Food Field Activity #4:

What kinds of food do birds eat? Point to and describe places you see that may have food for birds.

What kind of beaks would be needed for that food? Match types of beaks to the foods you see. Make beak shapes with your hands.

What types of foraging behaviors might you see? (Eating insects from plants, hiding acorns, digging for animals in the sand, a raptor hovering, etc.)

Have a container of some samples of food types, such as acorns, berries, seeds, insects, pictures of aphids.

Field Activity #5: From this point on the trail, where would we expect to find birds looking for food? Show photo in the classroom or ask participants to think about familiar areas. Basic Motivation to Reproduce Field Activity #6: From this point on the trail, where would we expect to find nests? Show photo in the classroom or ask participants to think about familiar areas. What other features do you see that birds might take advantage of (rock outcrops, fences, fence posts, utility wires, poles, etc.)? Bird Basics – Flight Field Activity #7: Look around for a hawk or other flying bird. Are they flying to get somewhere? ACT OUT — What would you look like if you were: Flying to get from one place to another? Catching prey on the ground? Enjoying thermals and getting some exercise? Are they flying to get food? How can you tell? (For classroom, show video of flying or hovering bird.) Field Activity #8: Hold your arms out and flap as fast as you can (perhaps 1x per second). Hummingbirds wings beat at 60 time per second.


Birds have strong muscles, hollow bones, and light feathers. If a human arm were a bird wing, we’d only have bone to the elbow. The remainder of the “arm” would be feathers. Bird Basics – Migration Field Activity #9:

Why do you think birds migrate? Use humor or absurdity to engage students.

Why would they come to San Diego? To go to the zoo? To sunbathe? More abundant food, warmer climate.

Why would they spend part of the year away from San Diego? They like snowboarding? Mild weather, food sources, fewer predators to endanger their eggs and young.

Bird Basics – Vocalizations Field Activity #10: Why do birds sing? Whistle or call to me:

Tell the others, “everything’s okay!” (Just saying hello.)

Ask “where are you?”

Warn me that a hawk is flying overhead

Tell me there are insects and berries over here

Praise my good looks Make a fist with each hand. Right hand will count sounds of nature; left hand will count sounds made by humans. Talk about the sounds you might hear, and then silently listen and count. After a minute, share what they heard. Tools of Birding – Binoculars Field Activity #11 Pre‐activity Introduction to Binoculars — Use motions to show how to use binoculars.

Everybody show me what you do with the strap.

How will you hold the binoculars to not frighten the birds?

How will you adjust the binoculars and pass the binoculars? Divide into pairs, give one set of binoculars to each pair

Take turns, telling to other person exactly how to use the binoculars.

Adjust width of binoculars to fit your eyes.

Use focusing ring to sharpen image.

Pull eye cups out for no glasses; cups in for glasses.

Look at your target with your naked eye, bring your binoculars up to your eyes. Tools of Birding – Field Guides Field Activity #12:

Divide into pairs, give a bird guide or checklist to each pair

Take turns, pointing out to the other person, how the pictures and sketches help identify each bird

Open field guide to any page

How many of those birds might be found in San Diego?


Which bird on the selected page is the largest? Birding by Sight – Hints to Identify a Bird Field Activity #13:

Is it’s tail long, short or uniquely shaped?

Compare the bird’s size to your hand’s size.

What type of bill does it have?

Where did you see the bird?

Are there markings on the wings?

How does it use its wings? Flapping or gliding? Birding by Sound Field Activity #14: Close your eyes, stand still and listen

What do you hear?

Point to where the sound is coming from

What kind of sound do you hear?

Songs, calls, notes, alarms

Why is the bird making that sound? Birding Techniques Field Activity #15: How can we position ourselves, to best hear and see birds, right now in this place in nature?

If possible, sit or stand still

Be quiet

With a group of birders, don’t all look in the same direction Preparing for Bird‐focused Walk Field Activity #16:

Where do you commonly lead nature walks or field trips?

Where have you seen or heard birds, in this area?

What are three interesting ways that birds live in this natural area? Field Activity #17: How I’m going to incorporate birding into my nature walk?

Location or section of trail

Habitats, and where birds will be in those areas

Theme or interesting story from the ways that birds live in this natural area Discussion/evaluation of this (and your) presentations:

What three things do you remember from this presentation?

How will the activities work in the field, for naturalists leading nature walks?

What didn’t work? What concepts or slides are not effective? How can we change them?


VOCABULARY

Adaptation: modification of an organism or its parts that makes it more fit for existence under the conditions of its environment

Behavior: anything that an organism does involving action and response to stimulation or to its environment

Dimorphism: characterized by two distinctly different forms or appearance, such as size or plumage

Diversity: the quality or state of having different forms or types

Endemic: a species that is restricted to a given area, not found elsewhere

Exotic: a species not native to an area, usually refers to an introduced plant or animal

Flyway: an established air route of migratory birds

Fledgling: a young bird just ready for flight or independent activity

Habitat: a place where a plant or animal normally lives and grows

Migration: movement (usually periodic) from one region or climate to another for feeding or breeding

Morphology: the form and structure of an organism or any of its parts

Niche: a habitat supplying the factors necessary for the existence of an organism or species

Plumage: the feathers of a bird

Raptor: bird of prey (meat‐eaters), including hawks, eagles, falcons, osprey, vultures, and owls

Reproduction: the process by which plants and animals give rise to offspring (more organisms like themselves)

Riparian: relating to or located on the banks of a natural watercourse (e.g. river or stream)

Species: a class of individuals having common attributes and designated by a common name

Endangered species: a species that is threatened with extinction, usually because the number of animals is so low that they may not be able to reproduce enough to continue their existence

Taxonomy: the science and practice of classifying, describing and naming bird species

Territory: an area, often including a nesting site and a variable foraging range that is occupied and defended by an animal or group of animals.

Source: San Elijo Lagoon Conservancy, and Phil Pryde, San Diego Audubon Society

OTHER HANDOUTS

Top Ten Tips for Birding with Kids, from The Cornell Lab of Ornithology (can’t locate internet link)

American Birding Associate Principles of Birding Ethics (http://www.aba.org/about/abaethics.pdf)

Excerpts from presentation (16 slides)


SAN DIEGO RESOURCES

San Diego Natural History Museum:

Checklist of the birds of San Diego County, http://www.sdnhm.org/research/birds/sdbirds.html

San Diego County Bird Atlas, shows the distribution of birds in San Diego county, http://www.sdnhm.org/research/birdatlas_draft/index.html

San Diego Bird Atlas on Google Earth, view maps of distribution of each bird in the atlas, http://www.sdnhm.org/ge_files/GE_atlas.html

San Diego County bird descriptions, http://www.sdnhm.org/research/birdatlas/species‐accounts.html

San Diego Audubon Society:

Birding field trips, http://www.sandiegoaudubon.org/birding

Annual San Diego Bird Festival, usually late February

Christmas Bird Count

NatureBytes Video, short (1‐ to 3‐minute) videos of local birds, www.naturebytesvideo.com. Click on each habitat (coast, inland, mountains, desert, urban) for list, then click on name of bird

NATIONAL BIRDING RESOURCES

The Great Backyard Bird Count, Cornell Lab of Ornithology, Audubon, and Bird Studies Canada, http://www.birdsource.org/gbbc/. The Great Backyard Bird Count is an annual four‐day event (usually in February) that engages bird watchers of all ages and abilities in counting birds to create a real‐time snapshot of where the birds are across the continent. It takes as little as 15 minutes on one day, or you can count for as long as you like each day. It’s free, fun, and easy—and it helps the birds.

Project Feederwatch, Cornell Lab of Ornithology and Bird Studies Canada, http://www.birds.cornell.edu/pfw/index.html. Project FeederWatch is a winter‐long survey of birds that visit feeders at backyards, nature centers, community areas, and other locales in North America. FeederWatchers periodically count the birds they see at their feeders from November through early April and send their counts to Project FeederWatch, the data help scientists track movements of winter bird populations and trends in bird distribution and abundance. All surveys begin on the second Saturday of November and run for the next 21 weeks.

Christmas Bird Count, Audubon Society, http://birds.audubon.org/christmas‐bird‐count. From December 14 through January 5 every year tens of thousands of volunteers throughout the Americas take part in an adventure that has become a family tradition among generations. Families and students, birders and scientists, armed with binoculars, bird guides and checklists go out on an annual mission, to identify and count birds in a designated location. Audubon and other organizations use data collected in this longest‐running wildlife census to assess the health of bird populations ‐ and to help guide conservation action.

BIRDING FOR NATURALISTS TRAINING

Contact Brian Moehl, 858‐273‐7800, [email protected] Contact Anne Fege, 858‐472‐1293, [email protected]

Inspector Robin Grackle’s

Top 10 Tips for Birding with KidsShare your passion for birds! 1. It makes a huge difference to kids if parents, teachers, grandparents, or other adults share their interest and enthusiasm for birds and nature. Talk about why you like birds so much and how important they are.

Start in your backyard.2. Make your own bird feeder from a milk bottle or a mesh onion sack. Hang it up in the yard filled with black-oil sunflower seeds and see how long it takes for the birds to find it.

Learn with your kids! 3. Relax–you don’t have to be an expert to enjoy birding. You and your kids can write down questions about the birds you see and investigate the answers together later in books and online.

Keep a journal.4. Mark down details about where, when, and what kind of birds you see. It can really focus your effort. It’s fun to make your own journal too, decorated just the way you like it.

Make it a game. 5. One way to make birding fun is to use the BirdSleuth Focus Cards. They help kids identify common birds and include games and cool facts.

Explore a field guide.6. Show kids how a field guide is laid out and organized by bird groups, such as hawks, hummingbirds, and songbirds. Ask them to point out birds they’ve seen and can identify.

Watch birds for science. 7. It’s really motivating for kids to know they can contribute to real scientific studies by watching birds for the Cornell Lab of Ornithology’s citizen science projects. They’ll be helping scientists to better understand and protect birds.

Take a walk.8. Get the kids unplugged from the computer or the TV and get outside to enjoy nature. A birding hike is a great way to get exercise and spend some quality time together.

Observe nature ethics. 9. Teach children to leave things in as good (or better) condition than they found them. Observe birds without distressing them—use low voices, don’t chase them, and avoid disturbing nests.

Go with the flow. 10. Some children may be most interested in identifying birds and seeing new species. Some may focus on specific bird behaviors. Others may prefer sketching or photographing birds. It’s all good!

To learn more about BirdSleuth, visit www.birdsleuth.net!

1. Promote the welfare of birds and their environment.

1(a) Support the protection of important bird habitat.

1(b) To avoid stressing birds or exposing them to danger, exercise restraint

and caution during observation, photography, sound recording, or

filming. Limit the use of recordings and other methods of attracting

birds, and never use such methods in heavily birded areas or for at-

tracting any species that is Threatened, Endangered, or of Special

Concern, or is rare in your local area. Keep well back from nests and

nesting colonies, roosts, display areas, and important feeding sites. In

such sensitive areas, if there is a need for extended observation, pho-

tography, filming, or recording, try to use a blind or hide, and take ad-

vantage of natural cover. Use artificial light sparingly for filming or

photography, especially for close-ups.

1(c) Before advertising the presence of a rare bird, evaluate the potential

for disturbance to the bird, its surroundings, and other people in the

area, and proceed only if access can be controlled, disturbance can be

minimized, and permission has been obtained from private land-own-

ers. The sites of rare nesting birds should be divulged only to the

proper conservation authorities.

1(d) Stay on roads, trails, and paths where they exist; otherwise keep habi-

tat disturbance to a minimum.

2. Respect the law and the rights of others.

2(a) Do not enter private property without the owner’s explicit permission.

2(b) Follow all laws, rules, and regulations governing use of roads and

public areas, both at home and abroad.

2(c) Practice common courtesy in contacts with other people. . Your exem-

plary behavior will generate goodwill with birders and non-birders

alike.

3. Ensure that feeders, nest structures, and other artificial bird en-

vironments are safe.

3(a) Keep dispensers, water, and food clean and free of decay or disease.

It is important to feed birds continually during harsh weather.

3(c) If you are attracting birds to an area, ensure the birds are not exposed

to predation from cats and other domestic animals, or dangers posed

by artificial hazards.

4. Group birding, whether organized or impromptu, requires spe-

cial care.

Each individual in the group, in addition to the obligations spelled out

in Items #1 and #2, has responsibilities as a Group Member.

4(a) Respect the interests, rights, and skills of fellow birders, as well as

those of people participating in other legitimate outdoor activities.

Freely share your knowledge and experience, except where code 1(c)

applies. Be especially helpful to beginning birders.

4(b) If you witness unethical birding behavior, assess the situation and in-

tervene if you think it prudent. When interceding, inform the person(s)

of the inappropriate action and attempt, within reason, to have it

stopped. If the behavior continues, document it and notify appropri-

ate individuals or organizations.

Group Leader Responsibilities [amateur and professional trips and tours].

4(c) Be an exemplary ethical role model for the group. Teach through word

and example.

4(d) Keep groups to a size that limits impact on the environment and does

not interfere with others using the same area.

4(e) Ensure everyone in the group knows of and practices this code.

4(f) Learn and inform the group of any special circumstances applicable to

the areas being visited (e.g., no tape recorders allowed).

4(g) Acknowledge that professional tour companies bear a special respon-

sibility to place the welfare of birds and the benefits of public knowl-

edge ahead of the company’s commercial interests. Ideally, leaders

should keep track of tour sightings, document unusual occurrences,

and submit records to appropriate organizations.

Everyone who enjoys birds and birding must always respect wildlife, its environment, and the rights of others. In any conflict of interest between birds and

birders, the welfare of the birds and their environment comes first.

PLEASE FOLLOW THIS CODE—DISTRIBUTE IT AND TEACH IT TO OTHERS. Additional copies of the Code of Birding Ethics can be obtained from: ABA, 4945 N. 30th Street,

Suite 200, Colorado Springs, CO 80919-3151, (800) 850-2473 or (719) 578-9703; fax: (719) 578-1480;

e-mail: [email protected]

This ABA Code of Birding Ethics may be reprinted, reproduced, and distributed without restriction.

Please acknowledge the role of ABA in developing and promoting this code. 7/1/96

ABA PRINCIPLES OF BIRDING ETHICS

CODE OF BIRDING ETHICS

Birding for Naturalists Module Developed by San Diego Naturalists Group

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1

“We put our minds together as one and thank all the Birds who move and fly about over our heads. The Creator gave them beautiful

songs. Each day they remind us to enjoy and appreciate life. To all the Birds – from the smallest to the largest – we send our joyful

greetings and thanks.”

From the traditional Haudenosaunee [Pronounce: ode dehneh show nee] Iroquois Thanksgiving Address

Why are birds important to humans? (3 of 6)

2

What does a bird eat? Look at its beak. Is it small and fine like a warbler? Stout and short like a seed-cracking sparrow? Dagger-shaped like a tern? Hook-tipped like a bird of prey?

Insects Seeds Fish Small Mammals

Think Like a Bird –Basic Motivation for Food (2 of 6)

What does a bird eat? Look at its beak. Is it small and fine like a warbler? Stout and short like a seed-cracking sparrow? Dagger-shaped like a tern? Hook-tipped like a bird of prey?

3

Bird Basics – Flight (1 of 4)

Basics of flight (birds and airplanes) Air moving over a curved surface (top of

wing) is lighter than air moving past a straight surface (bottom of wing)

http://askabiologist.asu.edu/how-do-birds-fly

Basics of flight (birds and airplanes) Air moving over a curved surface (top of

wing) is lighter than air moving past a straight surface (bottom of wing)

http://askabiologist.asu.edu/how-do-birds-fly

4

Bird Basics – Flight (2 of 4)

Elements of avian flight Thermals Maneuverability Hovering Some are flightless! White-tailed Kite – CLICK ON IMAGE

Ostrich

Elements of avian flight Thermals Maneuverability Hovering Some are flightless!

Birds Soaring in Thermals


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5

Field guides Bird families Range maps Sizes and silhouettes

Tools of Birding – Field Guides (1 of 2)

Field guides Bird families Range maps Sizes and silhouettes

6

What is the bird’s size? Compare with

common species. (smaller than a house sparrow, a mockingbird, a crow, etc.)

Bird ID – Birding by Sight (2 of 8)

What is the bird’s size? Compare with

common species. (smaller than a house sparrow, a mockingbird, a crow, etc.)

7

What is its body shape? Is it plump like a pigeon or slender like a

grackle?


What is its body shape? Is it plump like a pigeon or slender like a

grackle?

Rock Dove (Pigeon) Great-tailed Grackle

8

What shape is its beak?


White-faced IbisWestern Bluebird

Great EgretLoggerhead Shrike


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9

What shape are its wings? Are they rounded like those of a quail or

sharply pointed like those of a swift?


What shape are its wings? Are they rounded like those of a quail or

sharply pointed like those of a swift?

California QuailWhite-throated Swift

10

What shape is its tail? Is it deeply forked (1) like a Barn

Swallow’s? Square-tipped (2) like a Cliff

Swallow’s? Notched (3) like a

Tree Swallow’s? Rounded (4) like a

jay’s? Or pointed (5) like a

Mourning Dove’s?


What shape is its tail? Is it deeply forked (1) like a Barn

Swallow’s? Square-tipped (2) like a Cliff

Swallow’s? Notched (3) like a

Tree Swallow’s? Rounded (4) like a

jay’s? Or pointed (5) like a

Mourning Dove’s?

11

Habits of individual species Robins cock their head and

probe for worm

Habits of families “Flycatcher habit” - flitting to

catch bugs and return to perch

Starlings flock, hummingbirds don’t.

Habits of individual species Robins cock their head and

probe for worm

Habits of families “Flycatcher habit” - flitting to

catch bugs and return to perch

Starlings flock, hummingbirds don’t.

Bird ID – Noticing Habits (1 of 6)

12

Where does the bird spend most of its time? In the air? In a tree or shrub On the ground (Swallows are never on the

ground. Quail are usually on the ground.)


Where does the bird spend most of its time? In the air? In a tree or shrub On the ground (Swallows are never on the

ground. Quail are usually on the ground.)

Tree Swallows California Quail


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13

How does it fly? Does it swoop up and down? Fly fast and

straight? Or hover? Does it glide or soar?


How does it fly? Does it swoop up and down? Fly fast and

straight? Or hover? Does it glide or soar?

14

How does it swim? Does it sit low or high in the water? Does it

dive or bob for food?


How does it swim? Does it sit low or high in the water? Does it

dive or bob for food?

15

Does it wade? Does it have long legs, or short legs? Does it

probe the mud or pick at things?


Does it wade? Does it have long legs, or short legs? Does it

probe the mud or pick at things?

Western Sandpiper

Kildeer

Snowy Egret

16

Flight patterns of flocks some fly in a straight line and some fly in a “V”


Flight patterns of flocks some fly in a straight line and some fly in a “V”

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