Embedded Files
Friday, May 15 at 1pm: Learn how to make your own graphs by sifting through our local data collected by students and their families
We will use data from Wednesday and Thursday to show you how to sort and create your own graphs
Tuesday, May 19 at 1pm: Prompting students to ask good questions by looking at the local data
We will have graphs created from the three days of data, along with questions you can use with your students- we will have multiple options suitable for grades K-9
Tuesday, May 19 at 2 pm: Teaching students how to make their own graphs using this data (in Google Sheets)
This will be a mix of teaching how to make graphs, but also teaching how to generate good questions first!
Wednesday, May 20 at 1pm: Where to go for 'next' steps with student inquiry from this launch
We will highlight some cross-curricular connections as next steps for curious students
Science
Science
Prior to data collection:
I think: Prompt students of any grade to hypothesize what they think the local data set will find over a three day period.
I wonder: Prompt students to develop a question that they will answer using the data collected over the three day period.
Analyzing the data:
Grade 1: Needs and Characteristics of Living Things: What birds are commonly found in the Spring in your region?
Grade 2: Growth and Changes in Animals: Which birds were most active in the morning? Why?
Grade 4: Habitats and Communities: Are there any birds that are found in one location but not found in others? Why?
Grade 6: Biodiversity: Are we finding more diversity in urban areas or rural areas?
Learn all about feathers: their form and function here.
Grade 9: Ecology: Looking at the data, what conclusions can you make about urban centres vs more rural natural areas in terms of species observed?
Grade 11 Biology: Bird anatomy
Grade 12: Biology: Population Dynamics: Choose one species and compare to another year's data for the same time period and same location (narrow to County). What factors might affect the fluctuation in the population?
Mathematics: Data Management and Probability
Mathematics: Data Management and Probability
Grade 1: Make a simple bar graph for your students using the data from your area. Ask questions such as Which bird was seen the most? Are you likely to see a Robin in our area?
Have your students sort the birds that they observed into groups based on colour
Grade 2: Make a simple bar graph for your students using the data from your area. Ask questions such as: How many more Robins were seen than Cardinals? What was the least likely bird to be seen?
Prior to data collection, make a list of a few birds and have your students use mathematical language to describe their thoughts on the probability of seeing each species.
Grade 3: Provide students with data for the 10 most commonly seen birds. Have them create a bar graph showing the number of each bird seen. What conclusions can they draw from the graph?
Grade 4: Provide students with data for the 10 most commonly seen birds. Provide numbers for sightings of each bird in the morning and afternoon. Have students create a double bar graph showing the number of each bird seen. What conclusions can they draw from the graph? What is the mode in this set of data?
Grade 5: Have students choose one bird in the data and create a line graph of the number of that bird seen over time.
Grade 6: Have students choose one bird and create any kind of graph of their choice using the data provided. Explain kind of graph did they chose to use and why.
Grade 7: Provide students with the total number of each of 20 birds found. Have students determine the relative frequency of seeing each type of bird.
Grade 8: Have students choose one bird in the data and create a histogram of the number of that bird seen over time.
Music
Music
Use the following learning games from Cornell University to learn about bird song, hone your listening skills, as well as your composition skills, then get outside to listen and submit your observations!
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