In a Class of Their Own
By GEORGIA SCURLETIS and BRIDGET ANDERSON
OCTOBER 22, 2002 2:44 AM October 22, 2002 2:44 am
Teaching ideas based on New York Times content.
Overview of Lesson Plan: In this lesson, students learn about taxonomy and how
birds are classified in this scientific system. They then use this knowledge to create
entries for a field guide to birds that can be used to identify different species.
Author(s):
Georgia Scurletis, The New York Times Learning Network
Bridget Anderson, The Bank Street College of Education in New York City
Suggested Time Allowance: 45 minutes – 1 hour
Objectives:
Students will:
1. Examine the physical traits of two different species of owls.
2. Learn about how a birder distinguishes among different species of birds by reading
and discussing “13 Ways (at Least) of Looking at a Sparrow.”
3. Create dichotomous keys that a birder could use to help him or her distinguish among
the different species of birds within certain bird families.
4. Illustrate certain species of birds that will be featured in the class’ field guide to birds;
compile field guide.
Resources / Materials:
-copies of the enlarged images of two of the owl species (the long-eared owl and the
short-eared owl) featured on the Owl Pages Web site, to be downloaded and printed
from http://www.owlpages.com/n_american_owls.html (one copy of each image per
small group)
-pens/pencils
-paper
-classroom blackboard
-copies of “13 Ways (at Least) of Looking at a Sparrow” (one per student)
-four slips of paper or index cards, each containing the name of a family of birds
(Cardinalidae, Phasianidae, Turdidae, Anatidae)
-resources for researching bird taxonomy (field guides for birds, encyclopedias, books
on ornithology, computers with Internet access)
Activities / Procedures:
NOTE TO TEACHER: This lesson plan reviews the concept of taxonomic classification
(kingdom, phylum, class, order, family, genus, species). If you students are unfamiliar
with these terms and their order, you should incorporate that information into this
lesson or a prior lesson. If students have already studied taxonomy, review the terms
when they arise in the lesson.
1. WARM-UP/DO NOW: Prior to class, arrange desks into small groupings, and place
enlarged images of the long-eared owl and the short-eared owl on a desk within each
grouping. These images should not be accompanied with the owls’ names or any other
information. Write the following prompt on the board (for small groups to respond to
upon entering class): “What is the subject of these two images? List as many visual
details as possible about each of these subjects, including their similarities and
differences.” After a few minutes, have each small group share their responses and
details with the class. Write a list of details that the students observed on the board.
After each small group has shared their responses with the class, write the two binomial
names of the owl species depicted on the board: “Asio otus” and “Asio flammeus.” What
do these names have in common? Why does the word “owl” not appear in these names?
Point out that these names are the owls’ binomial names – two-part names that include
the owls’ genus and species names. What physical characteristics might lead one to
distinguish between these two species of owls? Students will most likely note that the
Asio otus variety of owl has “longer ears.” At this point in the discussion, reveal that the
common names for these two species of owl are the “long-eared owl” and the “shorteared owl.” Why is this type of binomial naming necessary when categorizing living
things? How do the names reflect the physical characteristics of the species?
2. As a class, read and discuss “13 Ways (at Least) of Looking at a Sparrow,” focusing on
the following questions:
a. According to the article, how has Mr. Sibley made “a big impact in the past few years
in the birding world”?
b. What moves Sibley the most about studying birds?
c. What types of exercises does Sibley suggest in order to sharpen one’s “sense of
observation” in regard to birding?
d. How does Sibley also use behavior to distinguish among different types of birds?
e. How does Sibley use mnemonics to help him distinguish among different species of
birds?
f. Why does Sibley compare birding to a jigsaw puzzle?
g. How has ornithology changed over the last fifty years?
h. What changes has Sibley noticed between juvenile and adult long-billed dowitchers?
3. Explain to students that today they will be creating entries for a field guide for birders
to use in order to identify birds during their bird-watching expeditions. The entries to
the guide for which they will be responsible will focus on four specific “families” of birds
and will lead birders through a process by which they can answer questions in order to
determine the exact genus and species of birds they may find within that particular bird
family. Divide students into four groups, and have each group select a slip of paper or
index card containing the name of a family of birds (Cardinalidae, Phasianidae,
Turdidae, Anatidae). Using all available resources, each group completes the following
tasks for their bird family (written on the board or photocopied in a handout for easier
student access, and reviewed aloud with all students prior to research to ensure
understanding):
–Identify the kingdom, phylum, class and order to which your family of birds belongs.
–Research the different species of birds that fall within your family’s category of birds.
Choose a variety of species of birds within your family that you wish to feature in your
field guide, and list their binomial names (genus and species). Choose a number of
species of birds within your family that matches the number of students within your
small group.
–Create a dichotomous key that a birder could use to help him or her distinguish among
these different species of birds within your family. A dichotomous key is a method for
determining the identity of something by going through a series of choices that leads the
user to the correct name of the item. (Dichotomous means “divided into two parts.”) At
each step of using the key, the user is given a question with two possible choices for the
answer. Each answer then leads to another question until the subject is identified. (This
process is like playing 20 questions. Eventually, when enough questions have been
answered, the identity of the living thing is revealed.) For example, a question in a
dichotomous key for distinguishing between the species of owls discussed in the
beginning of class might be something like, “Are the owl’s ears long or short?” If the
answer is “long,” then the birder will discover that he or she has spotted a “long-eared
owl” (Asio otus) as opposed to a “short-eared owl” (Asio flammeus). Creating the
dichotomous key for the different species of birds within your family will require you to
research what physical characteristics distinguish the different species of birds that you
chose to feature in the field guide.
–Before class ends, each group member should select one of the species of birds in your
group’s family, for which he or she will be responsible for illustrating for the field guide.
4. WRAP-UP/HOMEWORK: Each student creates a detailed illustration of one species
of bird within his or her group’s family of birds to accompany the dichotomous key
written in class. In a later class, groups should reconvene to each create a chapter in the
collective birding field guide, featuring the dichotomous keys and illustrations for each
species of birds within their assigned bird family. Groups may then swap copies of their
chapters, take them along on a birding expedition, and see if the dichotomous keys and
illustrations aid them in identifying birds in their area.
Further Questions for Discussion:
–How do different biologists use different systems of taxonomy, classification,
systematics and cladistics to classify all living things?
–How does form sometimes correlate with function in relation to the physical traits of
animals?
–How do hybrids figure into taxonomy and classification?
–How can genetic research aid biologists in their quest to classify all living things?
–Why do you think Carl Linnaeus created a system of naming living things?
Evaluation / Assessment:
Students will be evaluated based on their thoughtful participation in small group and
class discussions, participation in their group research and dichotomous key creation,
and final illustrations for the field guide.
Vocabulary:
mudflats, congregate, brackish, impressionist, parsed, taxonomy, distillation, diffidence,
obscure, singularity, savor, staccato, naturalists, immune, exquisite, enumerate,
interplay, gestalt, daintily, mnemonics, sheepishly, ornithology, paradox, plumage, molt
Extension Activities:
1. Go on a bird-watching expedition in your area. You can contact a local bird club or the
local chapter of the Audubon Society to find out what birds you might be able to spot on
your journey. Take along a birding field guide to help you identify any birds you observe.
Keep an illustrated journal of your trip, along with written notes describing the
distinguishing physical traits of each species you identify. These entries could initiate
your “life list” of birds you identify throughout your birding life.
2. According to the article “13 Ways (at Least) of Looking at a Sparrow,” the field of
ornithology has changed over the last fifty years. Research how one becomes an
ornithologist today – the academic work, the fieldwork and the potential career paths
involved. Research the same questions in regard to an ornithologist who studied and
worked fifty years ago. Write two contrasting “a day in the life” journal entries to
highlight how the field of ornithology has changed.
3. Research the life of Carl Linnaeus, the scientist responsible for creating the binomial
system of naming living things. Create a timeline that highlights the different events in
his life that culminated in his system of classification.
4. Distinguish between the different systems used for identifying and naming living
creatures: taxonomy, classification, systematics and phylogenetic cladistics. Create a
chart that explains how each of these different systems is distinct and operates under
different principles.
Interdisciplinary Connections:
Fine Arts- In the article “13 Ways (at Least) of Looking at a Sparrow,” the birds at the
Parker River National Wildlife refuge were said to appear as “a kind of impressionist
wash of color and movement.” Research the French artists who painted in the
impressionistic style. Choose a specific painter of this period, and model a painting of
birds after his or her style.
Geography- Choose a local bird that migrates through your area and research its
migration path. Create a map that charts this bird’s migration patterns.
Global Studies- Research how certain birds and other animals have cultural significance
in a variety of cultures (For example, the bald eagle is significant to American culture,
and the cow is sacred to believers in the Hindu religion.) Create an illustrated chart to
display your findings.
Journalism- Contact a local birding club or local chapter of the National Audubon
Society and interview an avid birder about his birding experiences. Does he or she keep
a “life list” of the birds he or she has spotted? If so, what rare birds are included on the
list? What does the birder find most satisfying about bird-watching? Submit your
completed interview to your school or local newspaper for possible publication.
Other Information on the Web:
Sibleyart (http://www.sibleyart.com/) is David Sibley’s official Web site, with
information about his books.
Birder.com (http://www.birder.com) offers photos, quizzes, bird songs, rare bird alerts,
scientific discoveries, checklists of birds and more.
Classification of Living Things (http://anthro.palomar.edu/animal/) teaches about the
Linnaean system of classification used in the biological sciences to describe and
categorize all living things, with a focus on finding out how humans fit within this
system.
Academic Content Standards:
Grades 6-8
Science Standard 4- Understands the principles of heredity and related concepts.
Benchmark: Knows that the characteristics of an organism can be described in terms of
a combination of traits; some traits are inherited and others result from interactions
with the environment
(CTSS – ‘science’, ’6-8’, ’4’)
Science Standard 7- Understands biological evolution and the diversity of life.
Benchmarks: Knows basic ideas related to biological evolution; Knows evidence that
supports the idea that there is unity among organisms despite the fact that some species
look very different; Knows ways in which living things can be classified
(CTSS – ‘science’, ’6-8’, ’7’)
Science Standard 12- Understands the nature of scientific inquiry. Benchmarks: Knows
that there is no fixed procedure called “the scientific method,” but that investigations
involve systematic observations, carefully collected, relevant evidence, logical reasoning,
and some imagination in developing hypotheses and explanations; Establishes
relationships based on evidence and logical argument
(CTSS – ‘science’, ’6-8’, ’12’)
Grades 9-12
Science Standard 4- Understands the principles of heredity and related concepts.
Benchmarks: Knows ways in which genes may be altered and combined to create genetic
variation within a species; Knows that new heritable characteristics can only result from
new combinations of existing genes or from mutations of genes in an organism’s sex
cells
(CTSS – ‘science’, ’9-12’, ’4’)
Science Standard 7- Understands biological evolution and the diversity of life.
Benchmarks: Knows that heritable characteristics, which can be biochemical and
anatomical, largely determine what capabilities an organism will have, how it will
behave, and how likely it is to survive and reproduce; Knows how variation of organisms
within a species increases the chance of survival of the species, and how the great
diversity of species on Earth increases the chance of survival of life in the event of major
global changes; Knows how organisms are classified into a hierarchy of groups and
subgroups based on similarities that reflect their evolutionary relationships
(CTSS – ‘science’, ’9-12’, ’7’)
Science Standard 12- Understands the nature of scientific inquiry. Benchmarks: Knows
that scientists conduct investigations for a variety of reasons; Knows that investigations
and public communication among scientists must meet certain criteria in order to result
in new knowledge and methods
(CTSS – ‘science’, ’9-12’, ’12’)
This lesson plan may be used to address the academic standards listed above. These
standards are drawn from Content Knowledge: A Compendium of Standards and
Benchmarks for K-12 Education; 3rd and 4th Editions and have been provided
courtesy of the Mid-continent Research for Education and Learning in Aurora,
Colorado.
SCIENTIST AT WORK/David Allen Sibley; 13 Ways (at
Least) of Looking at a Sparrow
By JAMES GORMAN
Published: October 22, 2002
David Allen Sibley is standing at the edge of a pond on this coastal island off northern
Massachusetts, peering alternately through binoculars and a telescope at a mixed bag of
shorebirds and ducks in the shallow water.
It is high tide and the extensive mudflats at the Parker River National Wildlife refuge are
covered in water, so the birds congregate at the brackish Bill Forward Pool, and it has
consequently become a favorite of birders.
To the uninitiated, the dipping and dabbling birds in the wind-ruffled shallows are a kind of
impressionist wash of color and movement, a tableau to be enjoyed but not parsed.
For Mr. Sibley, it is certainly a source of pleasure, but also an object of study. In fact, the
pleasure and the analysis are inseparable. Mr. Sibley has made a big impact in the past few
years in the birding world with several books, including a much-praised guide to bird
identification. (He and two colleagues also write a weekly column on birds, supplied to
newspapers by The New York Times Syndicate.) His most recent book, published this
month, is a slim volume called ''Birding Basics,'' a kind of crash course in how to find, see
and identify birds.
What characterizes Mr. Sibley's approach to birds is a love for detail, and a downright
passionate interest in taxonomy. His guide to identification is a 544-page distillation of his
life's work that can be read at home with pleasure, and carried into the field with some
difficulty. In it and in his other books, he revels in the fine distinctions that make taxonomy
an intricate puzzle.
Asked what moves him most in the study of birds, he pauses and answers slowly and softly.
But his conversational diffidence does not obscure the intensity and singularity of his desire.
''Finding order,'' he says. In this, he is not different from most devoted birders, except in
skill and dedication.
There are bird lovers, certainly, who are satisfied to savor the flight of a hawk without
knowing whether it is a buteo or an accipiter, content to enjoy the upside-down, staccato
progress of a nuthatch on a spruce without knowing the name of bird or tree.
But true birders, who used to be called bird-watchers, occupy, with other amateur
naturalists, a small bywater of the scientific mind in which the naming of things is an
overriding hunger. It might better be called bird-naming than bird-watching. The more
names, the more finely the distinctions are drawn, the better.
As an exercise in ''Birding Basics,'' Mr. Sibley suggests sharpening one's sense of observation
by noting 10 differences between a summer tanager and a northern cardinal, both red birds
with black trim.
There is a section in the book titled ''Understanding Feathers'' with illustrative drawings.
One, of the head of a song sparrow, labels 13 details, including the lores, supraloral,
supercilium, as well as the more familiar throat, breast, crown and nape.
Mr. Sibley is not immune to beauty; he simply finds it in the details. His color illustrations
are exquisite, but he is not drawn much to other forms of visual artistry. ''I do some other
painting,'' he said, ''but it doesn't interest me the same way.''
Before he ever began work on a book, he said, ''I would spend an hour sitting here with the
sketchbook looking at dunlin and white-rumped sandpipers.'' He would enumerate and
draw the many differences. ''The dunlin look bigger-headed,'' he said. ''The eye stripe is a
little bit darker. The back is paler and grayer. The wings are shorter.''
Birding, as Mr. Sibley describes it, is an interplay of detail and gestalt. Over time, the
birder's knowledge of feather patterns, bill length and feeding behavior inform the kind of
quick, unconscious pattern recognition that humans do so well.
The birds on the pond, for example, are immediately separable from one another in some
obvious ways, he says, indicating three dowitchers, ''the bigger ones that are keeping their
heads down and just jabbing their bills into the mud.'' To the left of the dowitchers is a
lesser yellowlegs and behind it is a bunch of semi-palmated sandpipers.
Behavior is a tip-off, he says, explaining: ''You can watch the way they feed. The yellowlegs
walks around sort of daintily placing its feet and picking things up with its bill. The
dowitchers are just head down, barely moving, sticking their bills way down into the mud,
and they're actually finding prey by feel. They're feeling it with the tips of their bills. So
they're just moving along slowly and dipping their bills into the mud thousands of times to
locate prey. And the little tiny peeps are just smaller and more active than the dowitchers.''
That's the easy part. Try to distinguish a long-billed from a short-billed dowitcher, or a
greater from a lesser yellowlegs, and you have to start seeking out details. ''Birders use these
handy little mnemonics,'' Mr. Sibley says, to keep in mind specific distinctions. One of his
favorites, he says, laughing sheepishly, has to do with bill length in yellowlegs.
''If you take the bill of a greater yellowlegs and hit the tip of the bill with a hammer to drive
the tip of the bill back through the head, it will stick out the back of the head. On a lesser
yellowlegs, if you did that the bill would just reach the back of the head.'' This is an
imaginary exercise, of course.
These are easy to spot, well-known details. For Mr. Sibley, it is the discovery of all the many
differences between similar species, including new and unknown ones, that is most
satisfying. He points to the ducks on the pond, female teal in drab feathers, and describes a
small triumph.
''I struggled with trying to tell the difference between the blue-winged and green-winged
teal, in this brown female plumage. The thing that I noticed after many hours of study is
that every one of them has a clear bright buffy patch on the base of the tail, on the side of the
base of the tail, a very distinct little buffy streak. The blue-winged teal don't show that. They
just have the plain brown pattern continuing unbroken down the side of the tail.
''I knew of a lot of other differences,'' he said, ''but I wasn't all that comfortable with any of
them and I felt that I was still finding birds that I couldn't place, that I couldn't put in one
species or the other. And then one day I noticed that buffy streak on the green-winged teal.
''Those are the moments that I went birding for, that moment of recognition when you see
something and you know absolutely that this is one species and this is another,'' he said,
describing it as like fitting together a jigsaw puzzle. You hold a piece and turn it and turn it
and turn it until finally you see where and how it fits.
It is almost, but not quite ornithology, says Mr. Sibley, whose father, Fred Sibley, was a wellknown ornithologist at Yale. David Sibley briefly flirted with higher education (he spent a
year in college) but never seriously planned to do anything with his life other than what he
does: watching birds, studying them, painting them and writing about them. He has done
this all over North America, and now lives about an hour from Plum Island, in Concord,
Mass.
His study is reflective of the growing sophistication of how birders watch birds, he says.
''What birders are doing now is a lot of what was being published in scientific journals 50
years ago,'' he said. ''You go back to the ornithological journals of the 1930's, 40's, 50's, it's
papers on distribution of species and the birds that are found in a certain region, how to
identify species, how to tell the difference between males and females of different species.
All that was ornithology 50 years ago. And now it's all amateur bird-watchers. The
ornithologists are doing the more technical laboratory work and really highly refined field
studies.''
Mr. Sibley says he finds that each new detail leads him to a deeper understanding of the
birds he studies. It is a kind of pleasant paradox that the smallest discovery can lead to
thinking about development, behavior, migration, the whole balance of the natural world.
Just on this day, he thinks he has caught a difference in the timing of migration in the two
species of dowitcher here, based on a visit he made the week before.
Furthermore, he said, he noticed in the previous visit to this pond a difference in overall
body shape of juvenile and adult long-billed dowitchers. Why, he wondered, and when did
the body shape change.
''When they lose their juvenile plumage over the next six or eight weeks and molt into their
first winter plumage,'' he went on, ''will they then develop the shape of the adult long-billeds
or will they still be juvenilelike in shape or something in between?''
Asked if he might possibly run out of questions, he laughed. ''No,'' he said, ''no.''
Despite his encyclopedic knowledge, he does occasionally run out of answers, a refreshing
moment for an interviewer. Asked what the dowitchers were feeding on, he said:
''You got me. Whatever is an inch or two down in the mud. It's probably little worms, or
maybe there's some kind of little clam or shrimp or something.''
David Allen Sibley has written several books about birding, including a much-praised guide
to bird identification. His latest is ''Birding Basics,'' published this month. (James
Gorman/The New York Times)