UN VIAJE DE PÁJAROS

A BIRD’S ROAD TRIP

Grade 4 | Week 5
Developed by: Leticia Irving

OVERVIEW

This lesson introduces fourth grade

students living in Oregon to the concept of
migration including why birds migrate, and
the challenges birds face during migration.
Using an interactive game, this lesson will
set a strong foundation for students to
deepen their understanding of, and develop a sense of empathy for the birds migrating.

TIME: 45 MINUTES

● Introductions: 2 Minute
● Species Spotlight: 5 Minutes
● Introducing Migration: 5 Minutes
● Setting Expectations: 4 Minutes
● Explaining the Game: 4 Minutes
● Obstacle Course Game: 20 Minutes
● Assessment: 3 Minutes
● Wrap Up: 2 Minutes

MATERIALS

Instructor:
Six species spotlight image cards
Stopwatch, watch, or other tool to keep timekeep
Chalk
Large Plastic Bin Lids
Cat Ears
White Board
Duct Tape (in case of temperamental weather)
BACKGROUND

Migration is the seasonal movement of animals from one place to another. With
approximately 40% of the bird population migrating every year, it’s critical to
understand the reasons behind such a huge phenomenon. The most important
factor that contributes to migration is resource availability. Birds tend to
migrate to the Southern during the Winter and typically to the North in the Summer
where resources like food, shelter, and nesting sights are abundant enough to provide
protection from predators and to provide for their offspring.

Migration is a necessity for many bird species but it can also pose many
challenges; especially for birds whose journeys are longer than others. The biggest
challenges outlined in this lesson plan are buildings, windows, cats, and
shrinking habitat.

KEYWORD TRANSLATIONS

English Spanish

Migration Migración

Resources Recursos

Navigation Navegación

Annual Anual

VOCABULARY

● Migration: The seasonal movement of animals from one place to another.

● Resources: A supply of materials, or other assets required by an individual.
● Navigation: Planning and following a route (great place to make note of how
city lights or light pollution can affect birds' wayfinding abilities).
● Annual: Occurring once a year.

PREPARATION

Step 1: Arrive at the school early to set up two identical obstacle courses.
Step 2: Building the obstacle course
● Use a color of chalk to designate a
rectangular boundary for the game.
● Use a different color to designate the
start and end of the course.
● Between the start and end points, use
a separate color to draw a section of
multiple squares which will represent
buildings.
● Use a different color to draw circles
leading up to the buildings which
represent ideal habitat.
○ Use the same color to cross out
the area around the circles as
unsuitable habitat which has
been “sprayed with pesticides”.
● Use another color to outline a large
circle in which students who do not
make it through the obstacle course
can go to (the elimination zone).
● If it is raining you can set up a similar course but with duct tape!

ACTIVITIES

Step 1: Introductions ~ 2 Minutes

● Introduce yourself to the class while still in the classroom.
○ “Bienvenidos estudiantes de cuatro grado! Welcome fourth graders! My
name is ______. Me llamo _______. Let’s start today’s lesson by
grounding ourselves in the moment.”
○ Ask students to stand up with you and to join you in taking a couple of
deep breaths.

Step 2: Species Spotlight and Migratory Bird day ~ 5 Minutes

● “Each week we have been sharing with you a bird that is being recognized for
Migratory Bird day! Does anyone know what Migratory Bird day might
celebrate?”
○ Migratory Bird day is about “introducing the public to migratory birds and
ways to conserve them”.
○ The theme for this year’s Migratory Bird day is, “Dim the lights for birds at
night.”
 ○ Ask students what they think that means for birds.
■ It means that birds face obstacles when it comes to migrating- one
of which is light pollution! Birds can get attracted to bright lights, or
get disoriented which could lead them to environments where they
are more prone to collisions or predation.
● “Today we will meet the Swainson’s Thrush, or Zorzal de Antejos!”
○ Ask students to repeat Spanish name.
● Pass out image cards of the Swainson’s Thrush (one to each table group).
○ Ask students to share with their group something they notice about the
bird.
○ Have 1 person from each table group say something they notice.
○ Ask students to share with their group something they wonder about the
bird.
○ Have 1 person from each table group say something they wonder.
○ Share some fun facts (also outlined on the back of the species spotlight
card).
■ Likes forested habitats.
■ More likely to be heard than seen.
■ Long distance migrators, typically making most of their journey at
night.

Step 3: Introducing Migration ~ 5 Minutes

● Q: The Swainson’s Thrush migrates at night, but what does migration mean?
Can any of you tell me?
○ A: Migration is the seasonal movement from one place to another.
● Q: Does anyone know any other animals that migrate?
○ A: Birds, butterflies, whales and humans.
● Q: Why do you think birds and other animals migrate?
○ A: They migrate from areas of low, or decreasing resources, to areas of
high, or increasing resources, to find things like food, a place to nest or to
find a mate.
● Congratulate the students for being great scientists. Ask them if they want to
“stretch their wings” and try migrating for themselves!

Step 4: Setting Expectations ~ 4 Minutes

● Explain to students that they will be going outside to participate in an obstacle
course in which they will be birds migrating through!
● But first they need to brainstorm as a group some group agreements!
○ Write “Group Agreements” at the top of the white board.
○ Ask students if they have any agreements they would like to add.
 ○ Write down any agreements the students came up with.
○ If these agreements are not brought up, bring them up at the end of the
group writing session and write them on the board.
■ When you hear the instructor make a bird call- stop and listen.
■ There is tagging involved in this game but only gentle tagging will
count (no shoving).
■ Stay with the class.
○ Have students read the agreements back to you, one at a time.
○ Test their understanding by asking;
■ So what do you do if you hear a bird call? (demonstrate your bird
call of choice)
● Stop and listen.
■ What kind of tagging counts?
● Gentle tagging.
■ In order to do this activity, who do we need to stay with?
● The class.
○ Set boundaries for what will happen if students cannot participate safely
such as;
■ Going back inside.

Step 5: Explaining the Game ~ 3 Minutes

● Tell the students that summer is coming and in this game they are birds that need
to migrate north to find better resources. It won’t be an easy flight and they will
have to navigate obstacles in order to reach their summer breeding habitats.
● Draw a diagram of the obstacle course on the white board next to your
agreements (example located next to the “preparation” section).
● “You will encounter a couple obstacles;”
○ Point to the circles on the diagram which represent Shrinking habitat:
■ Explain to students that they can only jump from circle to circle! If
they land outside of a circle they have landed in a field that was
sprayed with pesticides and they are eliminated!
○ Point to the long rectangle representing a Window (Ask supporting
instructor and observer to hold clear plastic lid at a reasonable height for
students to limbo under):
■ Explain to students they must dodge the window by limboing
underneath the plastic lid! Windows can be hard for birds to see
and can cause fatal collisions which means running into the plastic
lid will lead to elimination!
○ Point to the squares which represent buildings (Students stand on the
square and reach their arms out to tag other students):
 ■ Explain to students that they will then have to cross a busy city,
swerving out of the way of big skyscrapers! Being tagged by a
building leads to elimination!
○ Optional Cat that could be added after one round (1 cat per obstacle course
that can go anywhere and tag anyone):
■ Explain to students that while they are going through all these
obstacles to reach their final destination- they must also avoid a
house cat on the loose that is trying to tag and eliminate them!
○ When a student is eliminated they must go to the elimination zone you
outlined during preparation for this activity.
● Choose participants to represent different parts of the course:
○ Ask for 3 to 4 volunteers to be “buildings”
○ Ask 1 student to assist you with the special role of being a house cat. These
students will get cat ears and will have access to the entire obstacle course
with the ability to tag any of the birds.
○ Anyone without a role is a bird.

Step 5: Migration Obstacles Game ~20 Minutes

● Bring students outside ~ 5 Minutes
● Run the Obstacle course! ~ 10 Minutes
○ Birds begin at the start line. When birds touch or are touched by an
obstacle, they are out for that round of the game and go to the elimination
zone.
○ Hop between patches of ideal habitat.
○ Do the limbo under the window.
○ Avoid buildings.
○ Run away from cats.
○ Cross the finish line—you have successfully migrated!
● After one group of birds has completed the course, note how many participants
successfully completed the north bound migration.
● Run the course again allowing students to switch roles, and ask them if they’d like
to modify any parts of the course to help the birds make it safely to the North.
● After 2 rounds or 10 minutes, use a whistle to signal students that it is time to
head back inside.
● Bring Students back inside ~ 5 Minutes

Step 5: Assessment ~ 3 Minutes

● After students are back in the classroom and in their seats, discuss the obstacles
that forced some birds out of the game in the different rounds.
○ Q: Are you surprised by the kinds of challenges that birds face on their
 migration? Why or why not?
○ Q: What do you think might happen to birds that migrate latest or
slowest?
■ A: The latest arriving birds have the last choice in food, territory,
and mates and they might have to fight for these things.
○ Q: How can we help migrating birds?
■ A: Create more bird habitat by planting native shrubs, flowers, and
trees; put out bird feeders or fruit; putting decals on windows to
make them visible to birds, don’t disturb or hurt birds, keep cats
indoors.

Step 6:Wrap Up ~ 2 Minutes

● Describe some of the challenges our shared birds face, and note how many are
caused by humans such as cars, light pollution and windows. Many birds do not
survive migration because of loss of habitat, including plants they rely on for food
to help them through their journey. Planting flowers, along with providing, and
maintaining clean hummingbird feeders are some ways we can help our traveling
friends.
● Tell them you’ll see them next lesson when we will do a quest for bird eggs!

LESSON ADAPTED FROM

BirdSleuth International Teachers Guide:

Fee, Jennifer, et al. “Birdsleuth International.” K-12 Education,

www.birds.cornell.edu/k12/category/birdsleuth-international/?orderby=title&order=A
SC.

SOURCES

“Cats and Birds.” American Bird Conservancy, 25 Sept. 2020,

abcbirds.org/program/cats-indoors/cats-and-birds/#:~:text=Predation%20by%20do
mestic%20cat s%20is,of%20millions%20of%20outdoor%20cats.

Learn, Joshua Rapp. “Bright Lights, Big Cities, Big Problems for Migrating Birds.” The
Wildlife Society, 15 Apr. 2019,
wildlife.org/bright-lights-big-cities-big-problems-for-migrating-birds/.

National Geographic Society. “Migration.” National Geographic Society, 21

June 2019, www.nationalgeographic.org/encyclopedia/migration/.

Somveille, Marius, et al. “Why Do Birds Migrate? A Macroecological Perspective.”

Global Ecology and Biogeography, vol. 24, no. 6, 2015, pp. 664–674.,
doi:10.1111/geb.12298

“Swainson's Thrush Identification.” All About Birds, Cornell Lab of Ornithology,

www.allaboutbirds.org/guide/Swainsons_Thrush/id

World Migratory Bird Day. (n.d.). Retrieved May 2022, from

https://www.migratorybirdday.org/