Classroom Activity: Migrating With the Birds

In this cooperative learning activity, students practice an amazing ability employed by migrating animals navigating via the Earth's magnetic field!

| Materials | Preparation | Procedures | Evaluative Questions | Extension |

Objective:

Students use a compass to practice navigational skills.

Concept:

Many migrating waterfowl navigate by using an internal compass.

Time:

Two hours.

Materials:

For each group of three students:

• one compass
• one 50-yard length of cotton string (marked at 5-yard intervals with a black marker)
• pencils
• five sheets of heavy card stock or cardboard
• outdoor playing field

Preparation:

1. Arrange access to a large playing field.
2. Prepare the 50-yard length of string marked with 5-yard intervals.
3. Print five sets of each Migration Route below:

   Route A



        Heading       Direction       Distance      Purpose

           0o            Due N          15 y         food

          90o            Due E          30 y         safety

         150o            SE             15 y         resting

         180o            Due S          15 y         nesting



   Route B



        Heading       Direction       Distance      Purpose

           0o            Due N          20 y         food

         300o            NW             15 y         safety

         180o            Due S          30 y         resting

          90o            Due E          45 y         nesting

Procedures:

1. Orientation to the compass: This activity requires basic skill in the use of a compass. Remind students that the needle always points to magnetic North. Have students hold the compass level in front of them. Students then rotate the compass housing so that all the arrows line up with the needle pointing North. Have them stand so that they, too, face North. Next, to find a heading of 90^o, have students rotate the housing to line up 90^o with the directional arrow. Then have students turn their bodies around until the needle re-aligns with the arrow in the housing. This is a heading of 90^o. Students now walk in the direction indicated by the directional arrow, making sure to keep the housing arrow lined up with the needle at all times. As they walk, have students practice using their measuring string by marking out a distance of five yards.
2. Following routes: After reviewing compass skills and allowing time for students to practice, divide the class into groups of three. Students can pick a team name. Hand out one migration route (either Route A or Route B) to each team of three students.
3. Each team is allowed to pick its own starting point on the playing field. Students mark this point with a piece of card stock labeled "Start" along with their team's name. They should place it face up on the ground, weighted if necessary.
4. As soon as "Start" labels are placed, teams can begin laying down their migration routes at their own pace. At the end of each leg of the route, students place a card with the "Purpose" listed face down on the ground. (Example: On Route A, students will measure out 15 yards in the direction of 0^o, where they will leave a piece of paper labeled "Food" face down.)
5. After completing their courses, students switch courses with another team for Round 2. (Route A teams now follow Route B, and vice versa.) This portion of the activity allows teams to practice following another team's migration route. Teams should show each other the location of their "Start" cards. As teams follow the traded courses, they should pick up the cards as they go. If both teams have navigated correctly, they will each end up with all four "Purpose" cards in hand.

Evaluative Questions:

Which is a better navigational tool, a compass or visual landmarks?

What about at night or in foggy conditions?

Which "Purpose" labels could be attached to Bosque del Apache National Wildlife Refuge?

Which to WWT Welney?

Extension:

• Research other methods of animal navigation (celestial, echolocation, chemical gradients, etc.). Compare these methods and discuss the advantages and disadvantages of each.