Field Lesson 3
Light Lunch
Overview: Students make observations about a three habitat types (mud, shallow pond and deep ponds) and create a beak best suited for their habitat

Location: Outdoors

Learner Outcomes:

1. Students will be able to correctly use and care for a pair of binoculars.
2. Students will be able to create one birds name for a bird they observe based on their physical characteristics, the habitat they are found in or habit they are exhibiting.

Materials

1. Great-horned owl wing and feathers, hawk wing
2. Binoculars one per student
3. Photo of Yellow-headed Blackbird.
4. Colored Pencils
5. Journal Sketch page
6. Field guide with large pictures.

Preparation

1. Scout an a walking route with a variety of birds.
   

Season Pies

Ask. . .

1. What are binoculars used for?
2. How do they help us?
3. How could we use them here at the wetlands?
4. Are their different birds here in the wetlands.

Explain. . .

1. We are going to use our sense of SIGHT to explore the birds here at the refuge.
2. But first we need to understand how to use binoculars properly.
3. Put strap around your neck and do not take them off until we are done.
4. Do not touch the lenses (show student where the lens is), with your fingers because it will scratch
5. Do not walk and look out the binoculars-you could trip and hurt yourself.
6. We often name an animal based on where it lives, how it looks , orhow it has adapted to survive.

• Today you are going to have the chance to name a species of bird.

Do. . .

1. Take students out for a nature hike .along your path. Be sure that each student or student team has a pair of binoculars, their sketch pad and colored pencils.
2. Tell them that they must locate at least two birds draw them and name them.

Discuss. . .

1. How did you come up with the name for your bird? Have students show picture and discuss their reasoning.
2. After all students have shown their pictures, decide as a group if they were named appropriately.

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