Seattle Audubon WINGS
Middle School Program

Seattle Audubon Society has partnered with Seattle Public Schools to bring a new Audubon educational program into local Middle Schools. The Audubon WINGS Program is an in-school program that provides students with real connections to their environment, and allows them to discover how science and the environment are woven together.

One of Seattle Audubon Society’s missions has been to educate people from ages three to103 to protect birds and the environment. The new WINGS Program continues this tradition by bridging the gap between Seattle Audubon’s in-school FUN programs that work with local elementary students and the BirdWatch Program for High School students. The Middle School Program brings environmental and science education to local schools at NO COST.

The Middle School Programs Coordinator from Seattle Audubon works with teachers to choose from a variety of subjects and activities that are aligned with the Washington State EALR’s and can supplement the SCIENCE KITS used in the current Middle School curriculum. Each classroom teacher can request up to 8 visits per school year.

Curriculum

Why Are Local Endangered and Introduced Species Important to Us? Part 1
(1 class period)
Vocabulary: Biodiversity, Extinct, Endangered, Threatened, Species of Concern, Invasive, Consumer, Producer, Symbiosis, Carnivore, Herbivore, Omnivore, Predator, Prey, Adaptation, Competition.
Description: Students are shown pictures of various animals and are asked to categorize them as endangered or introduced. The instructor explains the classification of extinct, endangered, threatened, and species of concern. The instructor introduces an activity that allows the students to become familiar with local invasive and endangered species. The students take place in an activity to describe the effects of biodiversity loss and disease on a population of trees. Finally, the students are introduced to local introduced species more closely where they may chose one for a long-term research project.

Why Are Local Endangered and Introduced Species Important to Us? Part 2
(1 class period)
Vocabulary: Biodiversity, Extinct, Endangered, Threatened, Species of Concern, Invasive, Consumer, Producer, Parasite, Symbiosis, Carnivore, Herbivore, Omnivore, Predator, Prey, Adaptation, Competition.
Description: The instructor re-introduces the definition of Endangered Species and has the students brainstorm ways in which organisms become endangered. Next, the instructor introduces the concept of HIPPO (habitat loss, invasive species, population, pollution, over-consumption) as a way to remember the reasons for Endangered species and biodiversity loss. The students in the prior lesson have gotten a better understanding of habitat loss, introduced species, population and over-consumption, now they will look deeper at the idea of pollution and its effects. The students will take part in an activity that uses the concept of BIOACCUMULATION to show pollution within the food chain. The lesson ends with the students creating a poem that gives solutions to the concerns raised regarding the HIPPO concept.

Introduced Species: An Environmental Debate
(1 class period)
Vocabulary: Environment, Ecology, Debate, Culture, Aquaculture, Economics, Sustainability, Ecology, Biodiversity, Extinct
Description: Students should have read through the story of Lake Victoria (Lesson 1 of Ecology and Evolution). The students are then divided up into three groups and are given a role. One group represents the local fisherman. One group will represent the fishing company. One group will represent an environmental group. Each group will be given a card that describes their role and views. They are then given time in a small group to come up with issues and questions that they would like to raise to the other groups. The instructor allows time for a controlled debate.

Evolution of Reptiles: The link of Dinosaurs to Modern Reptiles
(1 class period)
Vocabulary: Evolution, Adaptation, Fossil, Reptile, Amphibian, Dinosaur, Classification Systems (Kingdom, Phylum Class, Order, Family, Genus, Species), Characteristics, Snakes, Lizards, Crocodiles, Turtles, Frog, Toad, Salamander
Description: The instructor introduces the concept of evolutionary time by using a timeline made or rope that has been divided into time periods. The students stand at each time period where a new “event” has occurred in time such as the appearance of mammals or higher plants. The instructor uses a “hot potato” game to introduce the concept of evolution and evolution of reptiles to gauge the student’s prior knowledge about reptiles and dinosaurs. There is a discussion about the characteristics and adaptations specific to reptiles and amphibians. Finally the instructor allows the students to view and hold LIVE reptiles while pointing out the characteristics of each specimen.

Evolution of Birds
(1 class period)
Vocabulary/Concepts: Evolution, Adaptation, Niche, Fossil Record, Characteristics, Morphology, Archaeopteryx, Bird Anatomy, Characteristics of Birds, Classification Systems (Kingdom, Phylum Class, Order, Family, Genus, Species), Scientific Method, Qualitative Measurements, Quantitative Measurements
Description: The instructor begins with a discussion involving bird classification, evolution and characteristics. The students are introduced to the bird’s skins and are told the proper way to handle the birds. The students are divided in pairs and are given a bird skin. They are given the BIRD SKIN DATA SHEET and a tape measure and begin to measure the birds skins and fill in the data sheet (type of bird, male or female, description of feather colors (found on what part of body), length of beak, circumference of beak, description of beak shape, length of body, circumference of body at the shoulder, length of wings, length of feet, length of claws/talons, description of feet shape)
They are then asked to hypothesize what food the bird would eat and what habitat would it live in. They then use field guides or computer research to answer their hypothesis.

Evolution of Mammals
(1 class period)
Vocabulary: Evolution, Adaptation, Niche, Fossil Record, Characteristics, Morphology, Dissection, Owl Pellet, Bones of Mammal Skeleton, Classification Systems (Kingdom, Phylum Class, Order, Family, Genus, Species), Scientific Method, Carnivore, Herbivore, Omnivore
Description: The instructor begins with a discussion involving mammal classification characteristics, classification and evolution and examples of local mammals. The students take part in an active game that allows them to become familiar with local endangered mammals. The instructor introduces concepts such as carnivore, herbivore, omnivore will show the students a series of mammal skulls. Students divided into groups of 4 and observe a mammal skull. The students are then asked to hypothesize whether the mammal skull is an omnivore, carnivore, or herbivore, and what the mammal they are observing using a field guide. Next the students are given an owl pellet to dissect and determine the type of mammal. If time permits, the students may do a scientific illustration of the mammal skull.

Ecological Footprint: Our effect on the Planet
(1 class period)
Vocabulary: Ecological Footprint, Carrying Capacity, Population, Consumption, Environment, and the Components of an Ecological Footprint, Oxygen, Food, Water, Fiber, Energy, Employment, Infrastructure, Waste Disposal, Recreation
Description: The instructor opens a discussion regarding ecological footprint and introduces such concepts such as carrying capacity, over-population, and consumption by doing an active demonstration. The students then take place in an activity where they draw a diagram to track “what was in their lunch” or “how did they get their shirt” or “how did they get to school” to gain a better understanding of resources used in everyday life. If computers are available, the instructor then has the students take an online quiz to show how much of a “footprint” they use compared to other people in the United States and other people in different countries around the world.

6th Grade - Diversity of Life

Our Micro Worlds
(1 Class period)
Vocabulary: Micro, Macro, Organism, Characteristics, Classification, Vertebrates, Mammal, Fish, Bird, Reptile, and Amphibian.
Description: This lesson involves the study of Microscopic views of Macro Organisms. The students are re-introduced to the concept of classification. They participate in an activity where they are told to classify organism cards as either plant, animal, fungus, protist or monera. Then, the instructor has the students brainstorm “characteristics” of animals and later specifically vertebrate animals such as fish, reptiles, amphibians, mammals, and birds. Next the students are introduced to the concept of characteristics that may be on a micro level or a macro level. The students are given a series of specimens that have such things as scales from a snake, and a fish; hair from a mammal and feathers from birds; bones from a mammal and bones from a bird. The students are asked to draw the items in the petri dish and decide whether they come from a mammal, fish, bird, reptile or amphibian. Finally, the instructor concludes with a discussion involving the micro world of diverse animals and what this tells them about classification.

Reptiles Ruled
(1 class period)
Vocabulary: Evolution, Adaptation, Fossil, Reptile, Amphibian, Dinosaur, Classification Systems (Kingdom, Phylum Class, Order, Family, Genus, Species), Characteristics, Snakes, Lizards, Crocodiles, Turtles, Frog, Toad, Salamander
Description: The instructor introduces the concept of evolutionary time by using a timeline made or rope that has been divided into time periods. The students stand at each time period where a new “event” has occurred in time such as the appearance of mammals or higher plants. The instructor uses a “hot potato” game to introduce the concept of evolution and evolution of reptiles to gauge the student’s prior knowledge about reptiles and dinosaurs. There is a discussion about the characteristics and adaptations specific to reptiles and amphibians where the students participate in a “game show” quiz. Finally, the instructor allows the students to view and hold LIVE reptiles while pointing out the characteristics of each specimen.

Birds and Beyond
(1 class period)
Vocabulary: Evolution, Adaptation, Niche, Fossil Record, Characteristics, Morphology, Classification Systems (Kingdom, Phylum Class, Order, Family, Genus, Species), Scientific Method, Measuring Systems
Description: The instructor begins with a discussion involving bird evolution and characteristics. The students are introduced to the bird’s skins and are told the proper way to handle the birds. The students are divided in pairs and are given a bird skin. They are given the BIRD SKIN DATA SHEET and a tape measure and begin to measure the birds skins and fill in the data sheet (type of bird, male or female, description of feather colors (found on what part of body), length of beak, circumference of beak, description of beak shape, length of body, circumference of body at the shoulder, length of wings, length of feet, length of claws/talons, description of feet shape)
They are then asked to hypothesize what food the bird would eat and what habitat would it live in. They then use field guides or computer research to answer their hypothesis.

Marvelous Mammals
(1 class period)
Vocabulary: Evolution, Adaptation, Niche, Fossil Record, Characteristics, Morphology, Classification Systems (Kingdom, Phylum Class, Order, Family, Genus, Species), Scientific Method, Measuring Systems
Description: The instructor begins with a discussion involving mammal classification characteristics, classification and evolution and examples of local mammals. The students take part in an active game that allows them to become familiar with local endangered mammals. The instructor introduces concepts such as carnivore, herbivore, omnivore will show the students a series of mammal skulls. Students divided into groups of 4 and observe a mammal skull. They are given a data sheet and are asked to fill it in by taking measurements and observing (length of skull, length of lower jaw, description of teeth type, size and shape, position of eyes) The students are then asked to hypothesize whether the mammal skull is an omnivore, carnivore, or herbivore, and what the mammal they are observing using a field guide. The students may do a scientific illustration of the mammal skull. Finally, if time permits, the students can dissect an owl pellet to sort the bones of a small mammal and classify them (*only if students have not participated in this activity in a prior lesson).

Local Habitat: Observing the Environment as a Scientist
(2 class periods)
Vocabulary: Scientific Method, Observation, Hypothesis, Experiment, Conclusion, Ecology, Environment, Ecosystem, Transect, Plot, Data, Analysis, Bias, Applied Science, Biodiversity
Description: The lesson begins with students in groups of 4. They are asked to draw a picture that depicts “environmental concerns”. They share their responses to the class as the instructor points out that “environment concerns” involve their community, their school and their homes, not just saving forests and mountains. The instructor discusses reasons for studying the environment. The class then brainstorms possible experiment ideas involving transect/plot studies on school grounds. There is a class discussion reviewing the Scientific Method and concepts such as biodiversity, invasive species, ecosystem, and applied science are discussed in regards to the experiment. The instructor models proper techniques of plot studies and data collection. Students are divided into small groups of 2-4 to gather data. Data is put into graphical forms and analyzed. Students make conclusions from analysis and find ways in which to apply this new knowledge.

Biodiversity Loss: Invasive and Endangered Species
(1 class period)
Vocabulary: Biodiversity, Extinct, Endangered, Threatened, Species of Concern, Invasive, Consumer, Producer, Parasite, Symbiosis, Carnivore, Herbivore, Omnivore, Predator, Prey, Adaptation, Competition.
Description: Students are shown pictures of various animals that are endangered or invasive. The instructor explains the classification of extinct, endangered, threatened, and species of concern. The instructor introduces an activity that allows the students to become familiar with local invasive and endangered species. The instructor then introduces the HIPPO (habitat loss, invasive species, population, pollution, over-consumption) concept. The students take place in an activity to describe the effects of bioaccumulation of pollution on a habitat. The lesson ends with the students creating a poem that gives solutions to the concerns raised regarding the HIPPO concept.

Ecological Footprint: Our effect on the Planet
(1 class period)
Vocabulary: Ecological Footprint, Carrying Capacity, Population, Consumption, Environment, and the Components of an Ecological Footprint, Oxygen, Food, Water, Fiber, Energy, Employment, Infrastructure, Waste Disposal, Recreation
Description: The instructor opens a discussion regarding ecological footprint and introduces such concepts such as carrying capacity, over-population, and consumption by doing an active demonstration where the students are divided into to populations of the world and they experience the division of wealth throughout the world. The students then take place in an activity where they draw a diagram to track “what was in their lunch” or “how did they get their shirt” or “how did they get to school” to gain a better understanding of resources used in everyday life. If computers are available, the instructor then has the students take an online quiz to show how much of a “footprint” they use compared to other people in the United States and other people in different countries around the world.

The curriculum is matched with the Washington State EALR’s as well at the Washington State Environmental Education Guidelines in the following academic areas;

Washington State Essential Academic Learning Requirements covered:
Standard 1
Physical Science 1.1,1.2
Earth Science 1.2, 1.3
Life Science 1.1, 1.3
Standard 2 2.2
Standard 3 3.1

Environmental Education Guidelines for Washington State covered:
EE Goal I. Objective A, B, C, and D
EE Goal II. Objective A, B, C, and D
EE Goal III. Objective B
EE Goal IV. Objective A, B, C, and D

If you are interested in a Seattle Audubon WINGS Program for your local school or community center or would like more information regarding the program, please contact the Middle School Programs Coordinator, Sue Tallarico at 523-8243 ext. 16 or SueT@seattleaudubon.org. Volunteers are welcome too!