Brief Description

This lesson is an online project.  Students will discover if the location of a birdfeeder has an effect on the amount of activity at that feeder.  Students will monitor 3 bird feeders placed at different locations for 5 consecutive days.  They will record the amount of seed eaten from each feeder and submit their data online.  They will make conclusions about the data they recorded.

In order to participate in the online portion of this experiment, go to the home page http://web.stclair.k12.il.us/splashd/Experimt.htm
You will need to email Mike Schneider, the director of this project to gain access to the online recording page.  His email is mschneid@stclair.k12.il.us  Please read all of the home page for specific instructions.

Standards and Frameworks

Technology Standards

• 1T-R2  Use input and output devices to successfully operate computers, VCRs, audiotapes and other technologies.
• 2T-R1  Work cooperatively and collaboratively when using technology in the classroom.

• 1SC-R4   State simple hypotheses about cause and effect relationships in the environment.
• 1SC-R5   Perform simple measurements and comparisons.
• 1SC-R6  Communicate observations and comparisons through various means such as pictographs, pictures, models and words.
• 3SC-R2  Use simple technology (e.g., scales, balances, magnifiers, computers)

Academic

• Students will set up bird feeders at several different locations to determine if frequency of visits by birds is impacted by the proximity of the bird feeder to human activity.
• Students will collect data, record data and compare data to other participating schools.
• Students will form hypotheses to explain any differences or similarities in data.

• Students will work cooperatively and collaboratively in the computer lab when inputting information into the online project site.
• Students will gather information from the online site to compare and contrast with their own information.

• Students should be able to locate number keys on a keyboard.

3 identical bird feeders
wild bird type birdseed
several plastic resealable baggies
spring scale or balance
computer with Internet connection

Accommodations for Special Needs

• Most of this project is a group experience.  Students will work together and share information.  Students will use strategies like buddy buzzing, helping their partners and think, pair, share.  Students who have special needs will be reinforced by the group learning environment and will be able to take a more passive role when it is necessary.

The information below is taken directly from the online project website.  Notes in italics have been added when adopted for use with a kindergarten class.

Student Information: This information is provided for students, but with a kindergarten class the teacher should read this and discuss the relevant information with their class.  I focused on telling the class we had to try to keep things the same each day we repeated the experiment.  The following information will provide you with the steps for setting up your bird feeder experiment. It is important to hold all of the variables constant except for those that are being manipulated. Constant (or controlled variables) would be such things as: the type of bird feeder, the amount of time the experiment is conducted, the amount of food put into the bird feeder. Manipulated (or independent) variables would be those things that we change to see if the response will be different. In this experiment it is the location of the bird feeder. The responding (or dependent) variable for this experiment will be the amount of bird seed that is eaten. NOTE: Temperature is one variable that will be difficult to control or intentionally manipulate in this experiment. However, from your experiments, you may be able to infer as to whether temperature has any impact on the number of birds eating from the bird feeders.

Procedural Steps for Conducting the Investigation

1. NOTE: To help you to know what data you are to collect, review the Bird Feeder Experiment reporting form (http://web.stclair.k12.il.us/splashd/birdform.htm) before beginning the experiment.
2. Determine the high traffic, medium traffic, and low traffic locations where the bird feeders will be placed. One might be placed near the front door where students pass by all the time. One could be placed near the back of the school where a medium number of students come by. One could be placed out in the corner of the playground where very few students come by.
3. Using a balance or spring scale, fill three resealable plastic bags with 50 grams of bird feed, one for each individual bird feeder. Make sure the measurement is as correct as possible by doing it at least twice.
4. Carefully place bird seed in each individual bird feeder. You should do this as early as possible and at the same time every day.
5. Leave the bird feed in the feeders for four hours.
6. At this point, ask students to make predictions about which feeder will get the most birds.  Write their prediction on chart paper.
7. After the four-hour period collect the seed from each bird feeder and place it in a plastic bag that is labeled with the location of the feeder.
8. Weigh each plastic bag of bird seed using the balance or spring scale. Subtract the weight of the leftover seed from the original weight (50 grams). Record the amount that the birds ate out of each feeder in a notebook or on the chalkboard.
9. Refill each plastic bag with bird seed so that it once again weighs 50 grams.
10. Have students look at their prediction.  Were they correct?  Ask them to explain the results.  Write down their ideas in chart paper.  Ask them to predict which feeder will attract the most birds tomorrow.  Why do they think that?  Each day go this procedure.  Use a separate piece of chart paper for each day.  Post all of the charts for students to look at and compare with each other.
11. Repeat experiment for 5 days weighing and recording the results after each 4-hour period.
12. After group and classroom discussions have occurred, login to enter your data. (http://ww2.stclair.k12.il.us/cgi-bin/splashd/coiilsweb/BirdExp2.asp)
13. After the five days ask what conclusions can we make from this experiment?  Which bird feeder attracted the most birds and why? Were certain bird feeders visited by more birds than others?
14. How did your results compare with the results of others? What conclusions can you make when you compare your results with the results of others?
15. How did the amount bird seed eaten at each of your bird feeder locations compare with others from different schools?  Did others have the same results as you did? If not, what could be the reason for the differences?

Students will create a final conclusion on chart paper.  Looking at the results ask students to make a conclusion.  Was there one feeder that had the most birds?  Why did the birds go to the feeder(s) they did?  Have them draw a picture of their conclusion as you write it on chart paper.  Ask various children to explain their drawings to the class.  Use the rubric for final assessment.