Bird Lab
Format: Time: 2 hr 15 min. Normally, bird lab will follow the order of: lecture, bird game, kayak, followed
by conclusion. However, the order may be changed to accommodate scheduling of concurrent labs or for
an “inquiry-based method” of teaching which promotes doing the lab portion first. When starting with the
lab (kayak), it is important to verbally state the purpose and character trait (perseverance!) before
beginning with the kayak procedures. Always communicate plans with the director, other instructors, and
your chaser. Keep track of time!
Instructor Preparation: Plan ahead (hours before lab) for poor weather/sea conditions and
develop a plan with director and chaser. Check radio contact with chaser. Materials include: radio (in
waterproof bag), bird game, bird board, dry erase board and marker. Set up your instructor kayak with
lifeguard buoy, towlines, and whistle. (Dry bag should always be left in waterfront dock box!) Before
beginning class, introduce yourself to the chaperones, explain that you will need their help and give them
a copy of the “Bird Lab Chaperone Responsibilities” hand out. Make sure to recollect it before the kayak,
brie6y review their responsibilities, and make sure they completely understand them. See below for
procedures involving bad weather conditions and for avoiding a barge orcsupply boat that lands on the
beach).
Intro: (5 min) Introduce yourself…
(Date/Time/Location/Sea & Weather Conditions)
Purpose: To study and observe common species of marine birds of the southern coast
of California.
Character Trait: Perseverance. Never give up! Pep up the students, they might
get tired when kayaking but they need to press on! Reiterate and reinforce this during
kayak instructions and while out on the water. When appropriate, even have them shout,
“Never give up!”
Spiritual Application (Christian schools only): Isaiah 40:31 “Those who wait for
the Lord shall renew their strength; they shall mount up with wings like eagles. They
shall run and not be weary.”
Talk about how the wings of birds have been created in such a way that the wind will carry and push them.
Similar to how we wait expectantly (“wait,” here, is an action word) to be carried by God to do the things
that may be challenging for us.
Lecture: (15 min / 20min for high school students)
1. Explain what the group will be doing in this lab (ex: lesson, game, kayak). Brie6y
sketch a map of where the kayak will take place. Tell them not to draw the map at this
time, that they will draw their own when they return from the kayak. Show them what
we expect from the sight survey in their journal. [omit map for 6th grade and below]
2. Discuss what makes a bird different from other animals. (See instructor notes
below)
3. Brie5y explain the 4 categories of birds, aerialist, swimmers, wading birds,
shorebirds. 7th and above, take note. [For 6th grade and below, quickly mention these in
1 min– do not have them write these down.]
4. Set up data chart.
5. Go over the birds on the board, emphasize the characteristics of the 4 birds
(brown pelican, cormorant, great blue heron, and western gull) that will be on the
game. Tell the students that they will need to know these birds well for the game so they
MSA Bird Lab – Rev 2 (Last Update 12/10/15) Page 1 of 5
need to write down the character traits speci%c to these birds.
For high school groups go into more depth – give genus species names for
each bird, in-depth categories, and check with the director as the bird game
may be optional for this older group.
6. Discuss “Green & Wild” element- laminated news article about DDT, and how eForts
have brought the brown pelican back from near extinction.
7. Explain Hypothesis Questions. “Based on their Observations.” Upon their return from
the field they will answer the hypothesis questions and tie it into the theory: “I think _____
because _____.”
Possible Hypothesis Questions: (if the class comes up with a good one, use it)
(Grades 4th -5th) Is a bird able to see %sh while in 6ight?
(Grades 6th -8th) Are cormorants, seagulls, or brown pelicans found solitary or in 6ocks?
(High School) While observing at least two species of birds what are the diFerences in their 6ight
patterns? (Ask for other suggestions, esp. with HS students, if they come up with a good one- go
with it)
8. Discuss species diversi%cation (The number and abundance of each species that live
on a particular location). Before kayaking separate kids into three groups and assign
them a bird (western gulls, cormorants, and brown pelicans). Have each group document
how many of their bird they %nd, make sure they write it in their journal. After kayaking
discuss finding and determine which is the dominant species during conclusions.
Play game: (10 min max) This must occur after the lecture but not necessarily right after the lecture,
the kayak portion can occur before the game. Let them know they have 7 minutes – introduce game so
that the team with the most correct in that time wins. Give them a 2 min and 1 min warning. You must cut
