THIRD GRADE SPRING WORK 167 



and pupils will be somewhat acquainted with birds of each of 

 these groups, and a further study of them in this light will add 

 much to their interest in them as well as to their fund of 

 information. The teacher will add such other birds mentioned 

 as are seen by her pupils, placing them in their proper groups. 



LESSON XL 

 FOOD AREAS WATER BIRDS 



Mention the birds which frequent the waters of the lake 

 region. Make a list of such as the pupils furnish. Let 

 them describe peculiar features of each bird mentioned. 

 Have pictures of as many of them as possible for use in the 

 class. Study in detail one or two species as types, selecting 

 the ones most familiar to the pupils, or such as can be studied 

 best by means of specimens or pictures at hand. 



What is the general shape of all these birds? Why are 

 their bodies boat-shaped? What other provisions for swim- 

 ming are found in their structure? Discuss their webbed 

 feet and short legs, and their position near the rear of their 

 bodies; their waterproof feathers, and how they are kept 

 impervious to water, etc. 



Do they need to fly far? Why? Discuss their powers 

 of flight ; the length of their wings ; the weight of their bodies ; 

 size and strength of the muscles which move the wings, etc. 



Are they adapted to walk on land? Consider their short 

 legs, clumsy feet, unsteady gait, slow progress, etc., when 

 on land. What is their chief food? Do they find any con- 

 siderable amount of food when on land? Compare the 

 swiftness of flight to their slowness in walking, and discuss 

 the greater need of the former. 



Study in detail the duck. What is the color of the duck? 



