1 66 Bird -Lore 



3. Where does the Heron carry its long legs when flying? How do they help it at 

 this time? 



4. What is the color of the underside of the Heron? 



5. When the birds come back to the trees note the color of the legs, the eyes, the 

 top of the head, the back. 



6. Where are the nests placed? Of what material are they made? Where is the 

 material obtained? How do you suppose it is obtained? Compare the nest with some 

 familiar nest. 



7. Do the young birds make any noise? What do the parents feed the young? 

 How can you tell this? 



8. What is the difference in color between the old bird and the young one? 



9. Describe a baby bird. 



(h) Questions for Observation at the Marsh. 



1. Does the bird ever stand motionless? (Audubon says that this one never does.) 

 Advantage of the habit? 



2. Does this Heron prefer to walk or wade? If it wades, how deep does it go in the 

 water? How is it adapted for its method of locomotion? 



3. In what position does it hold the head? What is the advantage of this? 



4. What does the bird do when it sees prey? Why does it do this? 



5. In what position does it hold its head when flying? Why? 



6. Describe its colors. Why would it be difficult for a fish to discover it? 



7. Where does it place the legs when flying? How does this position help it? 

 How would it be hindered if it did not do this? 



8. What does the bird do when it hears a noise. (Note that birds differ in their 

 response to a noise. The Bittern, for example, rather squats than flies.) 



9. Try to discover what the bird eats. 



(c) Questions for Observation in the Laboratory. (Preferably use a stuffed specimen, 



otherwise a picture.) 



1. Describe the beak. What is the character of the edges of the bill? Advantage? 



2. Compare the length of the tail with that of other birds. Disadvantage? How is 

 it overcome? 



3. What is characteristic of the legs? Why should they be so? Compare the growth 

 of feathers on the legs with the growth of feathers on the legs of the Owl. Explain the 

 difference. 



4 Describe the wings. What does that tell you? 



5. What is unusual about the toes? How does this help the bird? 



6. What duck-like characteristic is found on the foot? How can this be of service? 



7. Compare the length of the neck with that of the legs. Why should there be this 

 relation? 



8. What is the position of the neck? When would this poise be helpful? 



9. What part of the eye is red? Look at the pupil of several birds. What color is 

 the pupil in every case? How does the iris of the immature Night Heron differ from that 

 of the adult? 



Each pupil has now had opportunity to make careful observations, and each one 

 has had the benefits of the training. 



B. Organization. 



Closely following the observation period should come the stage of organization. 

 The teacher meets the class as a group. Questions about the observations made are 

 asked and the results grouped somewhat as follows, the teacher writing down the facts 

 on the blackboard as they are obtained from the pupils: 



