In this lesson you will expand on the work you started in Module 1.1 by conducting your own scientific research using the “Point Count Bird Census” protocol. You will then compare the information gathered in your research to the data from your regional biodiversity data (the recording you listened to in Module 1.1).
Module 1.2 Overview
- Engage with the food diversity video.
- Explore the bird guide and listen to the many different sounds local birds can make.
- Explain some background on how and why birds sing.
- Elaborate by conducting a “Point Count Bird Census.”
- Evaluate your research in comparison to regional baseline data.
Module 1.2 Learning Targets
- I can gain an understanding of the diversity of birds around the world.
- I can explain the relationship between diversity and community health.
- I can create a sound map of myself and the things around me.
- I can report and interpret biological data.
- I can conduct a Point Count Bird Census to gather biological data.
- I can explain the environmental health of my local community in comparison to a similar baseline location.
Materials
- Online access to the SOA website (Smartphone capable)
- Journal or blank paper
- 1 or 2 pencils
- A timer
- Optional; coloring utensils
Engage
Play the video below about food and diversity.
What kind of foods do you like? Think about what these people had to say about diversity of food. Do you think that their ideas about diversity can be extended to diversity of birds?
Explore
Click on the links below to explore birds in a region close to you, be sure to listen to the different songs they sing. This may help you in your research later.
A national list for Nepal
A guide to the Mid-Atlantic Region, USA
One region in Bolivia.
Explain
Background on Bird Songs, and differentiating between birds.
Birds can be identified by their different songs, or by the variation in their appearance. In order to do some high quality research we don’t need to be experts at identifying birds. All we really want to be able to do is tell how many different bird species are present. By county how many different species we can report the local biodiversity for birds.
Table 1. Baseline data for each regional Songs of Adaptation recording station. These numbers were created based on the audio clips from the playlist in Module 1.1. You can use this data as a comparison with the information you gather in the “Elaborate” section below.
| Location | Biodiversity Score (# of different bird songs) |
| Barun Valley, Nepal | 7 |
| Spruce Knob, USA | 8 |
| NorthBay, USA | 9 |
| Rurrenabaque, Bolivia | 12 |
Elaborate
Conduct your own point count bird census to determine a local Biodiversity Score. Begin by watching the video below.
Activity
Use the Point Count Map Template below, or a blank sheet of paper to follow the instructions for a Point Count Bird Census in your own outdoor space. This activity will allow you to understand the overall health of your outdoor or environmental community.
Point Count Instructions
- Gather the following materials; Point Count Template (or blank sheet of paper), pencil, timer/ watch.
- Fill out information at top of sheet.
- Count off distance of survey area or 25 steps (this will be the area represented within the circle on your map).
- Pick a spot to sit for 5 minutes and start timer.
- Make your own descriptive names up for the birds you see/ hear and record the ones you see in and out of your yard/ circle (abbreviated names make it easier).
- If birds move you can draw an arrow but don’t write their name down a second time unless you see a new individual of the same species.
- After 5 minutes write down the number of each kind and information about their names in the Summary Table.
- Make sure to write the Biodiversity Score of your habitat.
Evaluate
Write a brief response reporting on your local biodiversity. Be sure to answer the following questions in your journal, and make sure you share them with your teacher too.
Where did you go to gather your sample data?
What is your biodiversity indicator (the number of different species)?
What species were you able to identify using the Bird Identification Guides linked above?
Describe how the number of species, and the types of species you heard relates to your communities health?
Is your species count higher or lower than the number of species in the baseline data?
Why might these two locations have different biodiversity numbers?
Can you think of any actions you could take to make your community healthier?
