Birds of a feather: Collecting and analyzing bird feeder data

In this lesson, students prepare frequency tables and construct a circle graph of the species of birds observed at bird feeders.

A lesson plan for grades 6–7 Mathematics

By Vicky Smathers

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This lesson is part of an interdisciplinary unit on birds called Birds of a Feather. Another component is a language arts wing. The unit is a collaborative effort by Vicky Burgess Smathers and Janet Watson Fore.

Learning outcomes

Students will:

• construct a circle graph based on observed data
• explain procedures used and results obtained

Teacher planning

Time required for lesson

2 days

Materials/resources

• access to a bird feeder on campus, preferably outside the classroom
• paper and pencil
• colored pencils or markers
• compass
• protractor
• bird book or other source for identifying bird species (Recommended: Reader’s Digest Book of North American Birds)
• calculator (optional)
• optional: Teachers may also wish to have available various art/craft supplies such as construction paper, yarn, and glue.
• optional: overhead projector and colored Vis-a-Vis markers to illustrate the construction of a circle graph

Pre-activities

Teachers should have a basic familiarity with the eating and migration habits of local birds. This can be as simple as a knowledge of what species of birds will be present in your area when you do this lesson and what kind of food they eat.

Activities

1. Divide students into groups of two to three.
2. Have each group observe the bird feeders over a period of five minutes and make a frequency table of the bird species observed. (In our geographic area, we observed cardinals, mourning doves, nuthatches, wrens, sparrows, finches, goldfinch, and hummingbirds. Other species might include robins, bluebirds, mockingbirds, and indigo buntings, but these are primarily insect eaters.) Students may need some assistance and practice in identifying bird species.
3. Have students work individually to analyze their data using the frequency tables they created. Give students the following directions:
   • Determine the number of birds of each species observed, i.e. number of cardinals, etc.
   • Determine the total number of birds observed.
   • Determine, for each species, the percentage of the total number of birds observed. Round to the nearest whole number.
   • Convert percentages to degrees of a circle by using proportions (For example, if you have 25 cardinals, you would solve this proportion 25/100 = x/360.) Round to the nearest whole number and make sure the total of these degrees is 360.
   • Draw a circle using a compass. Mark a starting point on the circle and use a protractor to determine the number of degrees indicated by each proportion.
   • Label each section of the circle to indicate which species it represents.
   • Allow students to use color and/or texture at any step.

Modifications and optional extensions

• If you have access to a digital or instant camera you can photograph the birds and the students can identify them from the photograph. Just make sure there is enough resolution to see each bird clearly.
• If your school does not have bird feeders, you can supply a drawing or photograph of a gathering of birds and have the students prepare their frequency table from the photograph.

Assessment

Assess students on their production of a circle graph based on their frequency table. Each small group will explain their data and share their finished product with the teacher. See attached suggested holistic scoring rubric.

Supplemental information

Related websites

Journey North: A Global Study of Wildlife Migration and Seasonal Change (Annenberg/CPB)