Audubon Adventures

Bird Migration Explorer

Activity 

(3 class periods)

Class period 1
Migration Discussion

What to do:

  1. Introduce students to the topic of migration. Use your interactive whiteboard to display for the whole class the landing page for Audubon Adventures topic “Birds on the Move,” here: audubonadventures.org/migration_kids.htm. Otherwise, have students view it on their individual devices. Invite volunteers to read the first two paragraphs of the text on that page.
  2. Start a whole-class discussion about migration. Here are some suggested discussion starters:
    • When we say that an animal migrates, what does that mean?
    • What kinds of animals migrate? Do you think birds migrate? Do you think all birds migrate?
    • Why do you think birds migrate?
    • Do you think birds can fly long distances when they migrate? Why or why not?
    • What dangers do you think birds face as they migrate?
    • What do you think people can do to help protect migratory birds?
  3. Next, introduce the concept of migratory flyways by looking together at the map graphic at the bottom of the “Birds on the Move” landing page. Ask students to look closely at the map and figure out which flyway they are in—Pacific, Central, Mississippi, or Atlantic.
  4. Then ask students to read the “Amazing Migratory Feats” at the bottom of the page. Invite them to share their thoughts about what migrating birds are capable of doing.
  5. Start a whole-class discussion about the practices and tools researchers and others use to understand bird migration. These questions will help students focus on the science and technology involved. Record students’ ideas, making it clear that there are no right or wrong answers.
    • How do you think we know that some birds migrate, which ones migrate, where they migrate to and from, and when they migrate?
    • How do you think people keep track of migrating birds? Do you think those people have to be scientists or have some kind of special training? Why or why not? Do you think we could do it? How could we do it?
    • What do you think we can learn by keeping track of patterns in bird migration over many years?
    • What do you think it could mean if some types of birds begin to change when and where they migrate?
    • Do you think some of the birds we see around here migrate? If so, why do you think they would migrate rather than staying here all year round?
    • Do you think some kind of technology or app could be used to help us see where a certain kind of bird spends time throughout the year? Why do you think that might be useful to scientists as well as people who aren’t scientists?
  6. If you have print editions of “Birds on the Move,” distribute them to students. Otherwise, give them the web address for “Birds on the Move” on the Audubon Adventures website—audubonadventures.org/migration_kids.htm—so they can access the magazine online. Explain and demonstrate that once they’ve reached the landing page, they’ll need to click the cover of the “Birds on the Move” magazine on the right side of the screen to open the PDF.
    • Ask students to read “Birds on the Move” as homework to prepare for the next class.