Missouri River Bird Observatory

Video Description: This video will act as a review of what a habitat is and why it is important. It touches on how animals are suited for living in one place over another and how habitats form Food Webs. Made by Crash Course Kids

From a series based on 5th grade science but could be important review for 6th graders. If you are teaching 7th or 8th grade this video can likely be skipped. 

Video Description: This video introduces the concept of ecosystem to help your students better understand the difference between habitats and ecosystems. Made by The Wild Report.

• Again, may be more of a review for older students. For a much more advanced video check out this video made by Crash Course: https://www.youtube.com/watch?v=v6ubvEJ3KGM .
  
• Note: The follow-up questions below do not apply to Crash Course video above. 

Description: This PDF document outlines the definitions of biome, ecosystem, and habitat. 

• It uses the taiga, or boreal forest, as an example biome, then uses the Interior Alaska-Yukon Lowland Taiga as an example of ecosystem, and the Chinook Salmon for an example to describe habitat.
• Reading this infographic and answering the below questions may be best assigned as homework as it shouldn’t take the students long to complete.
• After reading the infographic students need to complete the follow-up questions in the document below to make sure they understand the concepts introduced. 

Video Summary (from website): All aboard! It’s a virtual excursion on the Missouri River, where every moment brings a new experience. Our virtual field trip incorporates spectacular views of limestone bluffs, eagles’ nests, and enduring artwork, as well as insider’s knowledge about the river imparted by our crew. This virtual field trip is a unique tool for developing a deeper understanding of the Missouri River. Made by Missouri River Relief.

 After watching video students need to complete the follow-up questions in the document below to make sure they understand the concepts introduced in the video (Link is to Video Follow-Up Questions pdf Document to all videos).

Video Summary: This video acts as a summary of the main concepts the students have learned over the first three lessons. It covers the definitions of conservation and habitat management as well as how the students can get involved in conservation themselves.

After watching video students need to complete the follow-up questions in the document below to make sure they understand the concepts introduced in the video (Link is to Video Follow-Up Questions pdf Document to all videos). 

Video Description: Scientists Amanda Rodewald of the Cornell Lab of Ornithology and Nick Bayly of Selva spend a morning on a Colombian coffee farm, researching how shade-grown coffee benefits migratory birds like warblers and tanagers. Film by Chris Foito. Video provided by Cornell Lab of Ornithology.

After watching video students need to complete the follow-up questions in the document below to make sure they understand the concepts introduced in the video (Link is to Video Follow-Up Questions pdf Document to all videos). 

Video Description: The Smithsonian Migratory Bird Center’s Bird Friendly® coffee certification program aims to protect the most quality habitat from the threat of deforestation under the Bird Friendly seal. While this video was filmed in Colombia, Bird Friendly coffee farms can be found in 12 countries, with more than 4,600 participating coffee producers and more than 31,000 acres of protected land. Video made by Smithsonian Global.

After watching video students need to complete the follow-up questions in the document below to make sure they understand the concepts introduced in the video (Link is to Video Follow-Up Questions pdf Document to all videos). 

Activity Summary:  In this activity students will discover where the coffee in their neighborhood is made, how it is produced, and by which method it is grown: sun or shade. The goal is for students to connect this information with the things they learned about bird migration to grasp the importance of conserving rainforest habitat for migratory birds and all living things (i.e., trees, animals, insects, humans).

Video Description:  Amanda Rodewald from the Cornell Lab of Ornithology explains why conservation must consider the needs of people and how shade-grown coffee can conserve birds and other biodiversity, support farmers and local communities, protect ecosystem services, and produce a great cup of coffee. Video provided by Cornell Lab of Ornithology.

After watching video students need to complete the follow-up questions in the document below to make sure they understand the concepts introduced in the video (Link is to Video Follow-Up Questions pdf Document to all videos). 

Activity Summary: Students pick a species they want to study from the Missouri Bird Conservation Plan. Then, using the skills they developed in Lesson 1, they do their own research to find out as much as they can about the species including what is the in Missouri Bird Conservation Plan – Technical Section.

• The Missouri Bird Conservation Plan was both written for professionals as well as the public. However, some of the language and vocabulary used may still be advanced for these grade levels. Therefore, it may be important to state this to the students and encourage them to look up any terms they are unfamiliar with.
  
• Another option would be to reach out to any of the organizations and agencies listed on the plan to see if anyone would be willing to come talk to the students about the plan and answer any questions the students have about the plan and/or their species.
  
  • The Missouri River Bird Observatory (MRBO) would be willing. Use the contact form on the website. 

Activity Summary: Students will create their own story about the bird they chose to teach the other students about it. They can choose whatever format that most speaks to them (Ex: Podcast interview, comic book strip, short story, informational video, write a play, etc.) This story should include what is impacting their species and why its declining.

• Students’ choice on format may largely depend on availability of resources to the individual students. The activity instructions are written in a broad sense for students to choose what format they would like to use, but if resources are limited, one option may be to give students only a few options to choose from.
  
• Other options: instead of filming a video, the students could perform LIVE. Instead of a recorded podcast, they could do so LIVE in front of the class. 

Activity Summary: Students come up with a plan on what they can do with their classmates to help their species of bird. This could include a variety of actions from doing a trash pickup, to planting native plants in their schoolyard, to writing a letter to a conservation organization in their community. This activity should walk the students through what we can do as a society to help their species, what is already being done, and what can they do as students to help.

• Students may need sufficient time and help with brainstorming a plan of action. However, it will be a valuable life skill for them to work through setting a goal for a specific task and working out how they can accomplish it.
  
• Students may choose to involved other students in their plans. It might be helpful to ask the students ahead of time whether they would be willing to help another student with their project.
  
• Another option would be to make it mandatory that each student help with another student’s project; either through editing their plan or contributing to the action itself.