A CURRICULUM
GUIDE FOR MIDDLE AND HIGH SCHOOL EDUCATORS
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INTRODUCTION
New Jersey is the fifth smallest state in the country with a
population of 8,414,350. This makes it the most densely
populated state in the nation with approximately 1,134.5
residents/sq. mile (New Jersey Department of Environmental
Protection [NJDEP], 2000). In 1998, New Jersey residents voted
to dedicate 98 million dollars a year to accomplish the goal of
preserving one million acres of open space by 2010 (NJDEP,
2000). Identification of just which one million acres to
preserve is a challenging endeavor for the public to undertake –
especially without a full understanding of the intrinsic value
of the land and its value in preserving wildlife biodiversity.
These monumental decisions could be made solely on the value of
the land and its resources to humans.
As of 1999, New Jersey has a total of 443 bird species on its
state list (Walsh, Elia, Kane, and Halliwell, 1999). In 2002
this number stands at 445. This number represents about half of
the 931 bird species that occur in North America (Shawneen
Finnegan, personal communication, March 12, 2002) and about 4.5%
of the approximately 9,800 species that occur worldwide
(Clements, 2000). Many of the birds on our state list represent
resident species that carry out their entire lives in the
state. Others are migratory birds that use New Jersey’s
forests, wetlands, salt marshes, tidal mudflats, beaches,
grasslands, suburban neighborhoods, and urban parks as they move
through the state. It is at these sites that birds find food
and shelter to help them sustain the energy level needed to
complete their migration – either to breeding areas or to
wintering sites. To most New Jerseyans, there is an abundance
of bird life in New Jersey. But on closer investigation, “the
problem is that the birds that are most commonly seen are also
the species that are increasing - birds like robins, house
sparrows, cardinals, mockingbirds, crows, starlings. They’re
increasing because as we change the habitat to suit us, we also
change it to suit them” (Dunne, Ed., 1989). Dunne continues to
say, “most birds cannot survive in a suburban environment.”
Among the species that do not do well in suburban
neighborhoods is a group called Neotropical songbirds. These
species leave Central and South America to migrate thousands of
miles to temperate latitudes in order to breed. Amazingly, they
return to the same sites, sometimes the same tree or bush, year
after year. They include such species as Black-throated Blue
Warbler, Warbling Vireo, Gray-cheeked Thrush, and Bobolink.
Most people do not even know that these species exist, let alone
that they need protection. “Bird conservation is not an
objective that is ever truly realized. It is, like nature, an
ongoing process, and its scope is global” (Walsh, et al.,
1999). Legislation and land acquisition are two reasonably
successful methods to address bird conservation. But, before
people can take the aforementioned steps they must have had a
strong foundation in ecological concepts and environmental
awareness. Volk (1993) says, “ecological literacy is important
to sound environmental decision making.” Many people,
including Walsh (1999), conclude, “Environmental education
should be made a part of the state’s school curriculum so that
all residents can be made aware of the environmental riches of
their state.” Songbirds at the Crossroads of Migration will be
a step toward introducing teachers and students to those riches
by concentrating on the amazing phenomenon of songbird
migration.
HOW TO USE THIS GUIDE
INTEGRATION INTO THE CURRICULUM
The suggested activities in Songbirds at the Crossroads of
Migration challenge students to be involved in their own
learning. These activities engage the students in critical
thinking while involving them in real issues and solving real
problems. According to a national study done by the State
Education and Environment Roundtable, integrating the
environment (built and natural) increases student involvement in
their own learning; therefore, student-driven projects that
focus on action-oriented challenges are more effective than
passive learning (Lieberman and Hoody 1998). Educators can
define “the environment” as that which combines the natural
systems with the socioeconomic and cultural systems of the
community. This involves students in their communities, which
gives their studies relevance to their lives.
TEAM TEACHING
Although the study of birds can easily be relegated to the
biology teacher, the broader study of migration includes not
only bird identification and habitat study, but it also includes
systems analysis of local, regional and hemispheric communities
– both natural and human. Traditional departmentalization
teaching does not reflect the real world and as content areas
are synthesized, student learning is enhanced by working with a
team of teachers. Teachers who work in teams do not have to be
experts in everything, but get to share that challenge with
others, as well as having the opportunity to learn with their
students.
ALIGNMENT WITH THE NEW JERSEY CORE CURRICULULM CONTENT
STANDARDS
The Core Curriculum Content Standards are general guidelines
that help educators guarantee that all students receive a
“thorough and efficient” education. Each content area has
standards that outline the major concepts that students should
know at various stages of their education. Within each standard
are knowledge and process strands and additional progress
indicators that delineate what the students should know at
various levels.
Each lesson included in this guide has a listing of the
applicable content areas and standards. Copies of the Core
Curriculum Content Standards can be downloaded at
www.nj.gov/njded/cccs
or ordered from the New Jersey State Department of Education,
Office of Publications, 2225 W. State Street, PO Box 500,
Trenton, NJ 08625.
BACKGROUND INFORMATION ON MIGRATION
General background information is provided in Section One –
Putting Songbird Migration in Perspective. Additionally,
Wild
Journeys: Migration in New Jersey, a separate
publication by New Jersey Audubon Society, lays the groundwork
for understanding migration and how New Jersey’s habitats
support this ancient phenomenon. Wild Journeys is the ideal
accompaniment to the lessons in this module as it gives teachers
more in-depth background concerning migration and how New
Jersey’s habitats support the needs of these migratory animals.
CHAPTER AND LESSON FORMAT
This guide was designed with the middle school and high
school student in mind. Each chapter focuses on an aspect of
songbird migration and how habitats support the needs of these
animals. Additionally, different methods of teaching are used to
accommodate student and teacher learning and teaching styles.
There are a combination of outdoor and indoor activities;
opportunities for research and for individual and small group
projects; class discussion, and simulations based on real data.
Taken in sequence, the lessons in each chapter create a
well-rounded, interdisciplinary unit and taken singly, each
lesson gives as much information as possible to the educator for
implementing the lesson along with their already established
curriculum. Each lesson includes:
- general background information on the major concepts of
the lesson
- pedagogical information including: student objectives,
process skills, core curriculum content standards and
instructional methods
- preparation information including: time involved,
vocabulary, prior knowledge, instructional methods, materials,
lesson preparation
- * lesson procedure including setting the stage
(motivational activity) and the action (procedure)
- pulling it together - methods for assessing student
understanding including discussion questions and alternative
forms of assessment
- a list of appropriate resources that refer to the lesson
content
- associated worksheets
Although each lesson stands on its own as a complete lesson
(or series of lessons), the chapters also build upon each other
taking the learner from a relationship with a habitat within
their local community to experiencing more of the complexities
involved in avian lifestyles, migratory challenges, and
methodologies on how these issues are not isolated, but part of
the greater system.
ASSESSMENT
There are countless ways to assess student performance;
several methods are applied in this guide:
- Imbedded assessment questions can be found throughout the
lessons ? they are key questions that enable the teacher to
determine if the students understand the concepts. Suggested
answers to these have been italicized.
- Further discussion questions draw upon the new content the
students have learned and upon prior knowledge they bring to
the discussion. These questions allow the students to bring
classroom concepts and activities into solving problems in the
real world.
- Suggestions for rubric development are given where
appropriate.
APPENDICES
- New Jersey’s Songbirds – A reference list of the songbirds
in New Jersey
- Field Trip Sites and Tips ? Suggestions for finding sites
throughout the state to take students to witness songbird
migration.
- Take Action – What you can do within your community to be
involved in songbird conservation
- Songbird Conservation Organizations – A listing of
organizations that are involved in habitat and songbird
conservation.
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