Ecology Explorers Protocol for Surveying Birds

The goals of the CAP LTER bird project are (1) to document the changes in avian richness and abundance over time and space, and (2) to determine the biotic/abiotic and socio-economic/political factors that cause these changes to occur. To accomplish these goals, the CAP LTER scientists are conducting bird censuses in four key habitats in the CAP LTER study area. The scientists are sampling bird diversity using the point count method. This is the same method Ecology Explorers recommends for schoolyards and backyards. Locations for 40 of the CAP LTER point count sites were randomly selected from 200 sties that CAP LTER had previously studies. An additional 10 riparian habitat sites were chosen for their ecological importance and accessibility. Counting birds allows CAP LTER scientists to directly relate bird densities to other environmental variables being monitored. The point count surveys are conducted 4 times a year (January, April, July and October) to document the abundance and distribution of birds in 4 habitats in 51 sites: urban (18), desert (15), riparian (11), and agricultural (7). During each session each point is visited by 3 birders who count all birds seen or heard for 15 minutes. Our goal is to study how different land-use forms affect bird abundance, distribution and diversity in the greater Phoenix area in order to predict and preserve high bird species diversity as urban development is proceeding. Satellite images, high aerial photography, and vegetative ground surveys will then be used to study the effects of landscape structure on avian populations. In addition, research will be coordinated with that of the land-use change team to analyze how zoning ordinances and city regulations in and around the point counts influence bird abundance and richness.

The CAP LTER scientists are particularly interested in learning the abundance of the seven common birds: House Finches, Starlings, House Sparrows, Mourning Doves, Inca Doves, Rock Doves (pigeons) and Great-tailed Grackles. One hypothesis that they are investigating is whether the number of these birds in an area is a useful indicator of species diversity. For example they might find that an area with large numbers of these 7 bird species will have fewer native bird species. Of these seven common species, House Sparrows, Starlings and Rock Doves (pigeons) were brought to this country from Europe, the other species are native to America.

Comments on the Protocol:

The Ecology Explorers Bird Survey protocol uses the point count method because it is more appropriate for smaller areas such as schoolyards and backyards. Bird surveys done in schoolyards reflects the desire of the LTER Project to sample many urban habitats. Schools are located throughout differently landscaped neighborhoods in the Phoenix metropolitan area and consequently each school may find different bird communities in their location.

If one of the areas you select to do a point count is a large grassy area, then you should randomly select the point count site within that area. The easiest way to do this is to face away from the grassy area and then toss a coin/rock over your back. The center of the point count will be where the coin/rock landed in the grassy area.

Grade Level:

Identifying birds may be most appropriate for grades 4 and up. Younger children might find it too difficult to count and identify small moving objects. All students should practice identifying birds before doing bird counts. Learning to identify silhouettes, size, beak shape and habits are key characteristics for identifying birds.

What Birds Are Flying Around Your Schoolyard: Ecology Explorers Protocol for Surveying Birds

The Sonoran Desert has one of the most diverse native plant and animal species of any desert in the world. Many birds are uniquely adapted to living here and they are part of food webs that include animals and plants that also are adapted to desert living.

Phoenix is an ever-expanding urban area located in the Sonoran Desert. Scientists from the Central Arizona—Phoenix Long-Term Ecological Research (CAP LTER) project are studying the impact of this urbanization on bird communities.

In the article “The Good Life for Birds᾿, scientists Ann Kinzig and Paige Warren studied the abundance (how many) and richness (what kind) of birds in 15 neighborhood parks. Their study was part of the larger bird project associated with CAP LTER. The goals of the CAP LTER bird project are (1) to document the changes in avian richness and abundance over time and space, and (2) to determine the biotic/abiotic and socio-economic/political factors that cause these changes to occur. To accomplish these goals, the CAP LTER scientists are conducting bird censuses in four key habitats in the CAP LTER study area. The point count surveys are conducted 4 times a year (January, April, July and October) to document the abundance and distribution of birds in 4 habitats in 51 sites: urban (18) desert (15) riparian (11) and agricultural (7). During each session each point is visited by 3 birders who count all birds seen or heard for 15 minutes. The CAP LTER scientists also use satellite images, high aerial photography, and vegetative ground surveys to study the effects of landscape structure on avian populations. They will also look at how zoning ordinances and city regulations in and around the point count influence bird abundance and richness.

Your school can be part of this CAP LTER project by conducting your own bird surveys within your schoolyard or backyard. The bird surveys done in schoolyards reflects the desire of the LTER Project to sample many urban habitats. Schools are located throughout differently landscaped neighborhoods in the Phoenix metropolitan area and consequently each school may find different bird communities in their location.

• Which birds are living in the Phoenix metropolitan area?
• Which landscape designs attract which types of birds?
• Are there different kinds of birds in different urban landscapes (residential, commercial, parks)?

To answer these questions ecologists are conducting surveys of bird populations throughout the Phoenix metropolitan area. Your school can be part of this process by conducting your own bird surveys within your schoolyard and sending that information to CAP LTER scientists at ASU.

Objectives:

Students will be able to identify and count local birds

Students will be able to follow a scientific protocol

Students will be able to characterize habitat structure

Students will be able to enter their data into a spreadsheet/database

Students will be able to analyze and graph the data

Students will be able to formulate questions relating patterns in bird diversity and abundance in the urban environment

Students will be able to design simple studies to answer their questions

Standards

AZ Standards

What Materials Will You Need?

• Meter Sticks
• String
• Location Markers
• Timer
• Binoculars (useful, but not necessary)
• Data Sheets
• Pencil

Previous Knowledge:

Students should read and discuss the article “The Good Life For Birds᾿ in Chain Reaction 4: Urban Ecology or “Phoenix: A City for the Birds᾿ in Chain Reaction 2: Sonoran Desert Creatures. Time: one class period.

Students must be able to identify birds (link to lessons?). Time: variable, but usually takes several weeks

Conducting the Point Count Survey:

1. Students must select and characterize their point count sites. Time: one to two class periods

2. Point counts should be done twice per week for at least four weeks, but longer is preferred. Time: each point count takes 10 minutes

Data Analysis

Create a database of the data collected over the sampling period and create appropriate graphs. Time: 1-2 class periods

Results and Conclusions

Students should develop questions or hypothesis relating to patterns they found in the data they collected and analyzed. These questions can be turned into long-term research projects, or students can simply design the research projects and not actually conduct new studies. Time: variable, 1-2 class periods, or several weeks if a new research project is started.

*If you would like to enter your students'data into the CAP LTER database, your school must be in the Phoenix metropolitan area and you must contact the Ecology Explorers education team at ecology.explorers@asu.edu

Bird Survey Protocol

Ecologists use Point Counts as one method for surveying birds. In a Point Count, one person counts all the birds located within a circle with the radius of 20 meters for 10 minutes. Follow these steps before can actually do a Point Count survey:

1. Decide on a location or several locations in your schoolyard to conduct the point count survey. Assign a number to each location. Position the sampling points in different areas, such as in the middle of a lawn, near trees and bushes, near asphalt, near the edge of the property, etc. If one of the areas you select to do a point count is a large grassy area, then you should randomly select the point count site within that area. The easiest way to do this is to face away from the grassy area and then toss a coin/rock over your back. The center of the point count will be where the coin/rock landed in the grassy area.

2. Mark out a circle with a 20-meter radius at each of the points you intend to survey. Make sure there are no large obstructions within the circle. For example, if a block wall were near the center of the circle you might not be able to see over it to count birds on the other side. You could position the circle so the block wall was near the perimeter of the circle. If you just don’t have enough space for a 20-meter radius circle, then you need to note the size of the study area on the data sheet.

3. Complete a habitat description (see procedure for describing habitat structure) for each of your point count locations. Record your findings on the habitat description data sheet. YOU ONLY NEED TO DO THIS ONCE PER COUNT SITE.

4. Decide on a time of day to do the survey and always do it at the same time of day. The best time of day is in the early morning (before 9:30 am), but if several classes are doing it throughout the day they can see how time of day affects the census.

5. Census the point twice per week for at least 4 consecutive weeks.

6. Have only 1 person stands in the middle of the circle and counts all the birds within the survey area for 10 minutes. Other students can help by keeping time and recording the counts on the data sheet.

7. Use the data sheet to record the number of individuals from each species that you have seen. Count each bird only once. Other students can help by keeping time and recording the counts on the data sheet.

8. Compile the bird count data collected over several weeks into a spreadsheet.

9. Analyze and graph the data. Look for patterns in the data. Do the number of bird species or the total number of birds vary depending on the location of the point count? Or the time of day? Or has it changed over the time you have been collecting data?

10. Formulate questions relating to bird diversity and/or abundance around your schoolyard. Develop tentative explanations (hypotheses) for the patterns you observed.

11. Design simple studies to answer your questions and/or test your hypotheses.

Procedure: Describing Habitat Structure

The following technique can be used to estimate the land cover in your 20m radius circular study area:

1. Take two pieces of string and divide the plot into 4 equal sections, so the strings cross in the middle.

2. Mark the string every four meters. Start marking the first string at meter zero, and the second string at meter 1.

3. At each point place a meter stick. In the first column of the data table, record the type of cover beneath your feet and less than 0.15m. Also, in the appropriate column, record the vegetation that is between 0.15m to 1.5m tall and that which is taller than 1.5m. Only write down the type of land cover that is at that point and touching your meter stick. The land cover type can be “building᾿ or “cement᾿ as well as plants.

4. For each type of ground cover, add the number of times it was recorded, divide by the total number of points and multiply by 100. For example if you recorded “shrubs᾿ at 5 of the points and there were 20 points, then shrubs would be 25% of the land cover (5/20 times 100).

Evaluation:

Students exhibit the following:

Are able to recognize and name local birds from photographs or drawings.

Are able to conduct a scientific protocol and complete a data sheet.

Are able to complete a habitat structure data sheet

Are able to compile data collected over several weeks into a spreadsheet

Are able to produce a graph of some aspect of the data.

Are able to develop a simple questions/hypotheses relating to patterns in bird diversity and/or abundance

Are able to design a simple study to answer question/test hypotheses

Why study birds?

Birds play important roles in many ecosystems.

Birds are relatively easy to identify.

The disappearance and/or appearance of certain species may reflect major habitat changes.

Some birds are considered pests, others beneficial and each may be attracted to different habitats.

What birds should we study?

Bird researchers have found over 50 bird species in the Phoenix metropolitan area. The most numerous of these bird species are the: House Finch, Starling, House Sparrow, Mourning Dove, Inca Dove, Pigeon (Rock Dove) and Great-tailed Grackle. (see ID key)

After you become familiar with these 7 bird species and any other birds that are common in your area, you can begin making scientific observations.

What do they tell us about our urban ecosystem?

Data from the bird surveys, as well as experiments you design, will help CAP LTER scientists identify which urban areas attracts what types of birds. This information may help people living in Phoenix design landscapes that attract a wider variety of bird species. CAP LTER scientists will be able to analyze how city zoning ordinances and regulations might influence bird abundance and diversity.

CAP LTER scientists will also be able to create a data base of the number and kinds birds in the Phoenix area. They can use this data to document changes over time and space and to investigate why these changes occur.