TIPS FOR BIRDING WITH KIDS (PART 2 OF 3)

Amy Simso Dean, birder for over 25 years, runs MYBirdClub, an after school bird-watching club for kids in south Minneapolis. In this series, Amy provides tips for birding with the young ones.

Finding Birds

Teach them how to get others to the bird. Not: it’s in that tree. Yes: It’s in that tallest tree on the left side.

• Laser pointers. I use one so I can point to a specific tree and move it to a branch that is near the bird. (I do not point it to the bird.) With very young birders (even adults) this is very helpful. Not finding the bird everyone else can makes people very frustrated. (Some people are very opposed to using lasers: fine, don’t use them.)

• Have everyone stand quietly (good luck) and point to a bird they hear. Do this with them so they can see you changing where you’re pointing as you hear different birds.

Looking at birds.

• EYES: you use them to find the bird. Binoculars are for looking at what you’ve found. Explain about how hard it is to find a tiny bird in a tree so we watch for…

• MOVEMENT: I hold something in my hand while I chat then toss it suddenly. Then I can talk to the kids about how they noticed it more when it was moving. Another strategy: have 2 kids stand out in front of the group but apart from each other. The group turns their backs on the 2 kids and when I say 3, the group turns around. One kid stays still and one starts running. Which does the group notice first?

• EARS: some birds can only be found if they say something. Some birds can only be identified if they say something. Follow steps above with 2 kids and the group, but this time on 3 have one kid scream and one stay quiet. Which one did the kids notice first.

• SOUND: Use pneumonic cues. Chickadees says their name. Nuthatches sound like they are laughing at you. Ask kids to come up with their own.

 Identifying birds

• I have a powerpoint of familiar birds with their sounds. I throw in a couple they may not know but stick to familiar species. I often ask the kids what they notice about the birds rather than me pointing out field marks. Have them make the sound of chickadees, crows and the like.

• Ask why they think a bird is what they called out as an ID. “Why is that a robin?”

• Carry a field guide to show them bird they may have just glimpsed. Or to show them a bird you’re looking for.