The purpose of this resource is to observe when selected bird species first arrive at your study site, and to count the numbers until few or none of these birds are seen. Students select a common and easily identifiable bird species in their region and observe when the bird species first arrives. Students use binoculars or telescopes to scan a study site and count how many they see. They continue to observe every other day until few or none of the selected species can be seen. Educational levels: Primary elementary, Intermediate elementary, Middle school, High school

The GLOBE Program, University Corporation for Atmospheric Research (UCAR)

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GLOBE® 2005 Arctic Bird Migration Monitoring Protocol - 1 Earth System Science
Learning A
ctivities
A
ppendix
W
elcom
e
Introduction
Protocols
Arctic Bird Migration 
Monitoring Protocol
Purpose
To observe when selected bird species first arrive 
at your study site, and to count the numbers until 
few or none of these birds are seen
Overview
Students select a common and easily identifiable 
bird species in their region and observe when the 
bird species first arrives. Students use binoculars 
or telescopes to scan a study site and count how 
many they see. They continue to observe every 
other day until few or none of the selected species 
can be seen.
Student Outcomes
Students will learn to identify different species 
of birds, their migratory patterns and behavior, 
as well as using standardized methods to gather 
scientific data.
Science Concepts
Life Science
Organisms have basic needs.
Organisms can only survive in environments 
where their needs are met.
Earth has many different environments 
that support different combinations of 
organisms.
All organisms must be able to obtain and 
use resources while living in a constantly 
changing environment.
Energy for life derives mainly from the sun.
Living systems require a continuous input 
of energy to maintain the chemical and 
physical organizations.
The interaction of organisms in an ecosystem 
have evolved together over time.
Geography
The characteristics and spatial distribution of 
ecosystems on Earth’s surface
Scientific Inquiry Abilities
Identify answerable questions.
Design and conduct scientific investigations.
Use appropriate mathematics to analyze 
data.
Develop descriptions and predictions using 
evidence.
Recognize and analyze alternative 
explanations.
Communicate procedures, descriptions, 
and predictions.
Time
Field time 15 – 20 minutes (excluding travel 
time).
Level
All
Frequency
Every other day from about 2 weeks prior to 
expected arrival time until few or none of the 
selected bird species are seen
Materials 
Arctic Bird Migration Monitoring Field Guide
Arctic Bird Migration Monitoring Data Sheet
Arctic Bird Migration Site Definition Field 
Guide
Arctic Bird Migration Site Definition Data 
Sheet
GPS Protocol Field Guide
GPS Protocol Data Sheet
Compass
Binoculars and/or telescopes
Notebook (preferably a waterproof field-
book)
Pencils
Bird identification book
Preparation
Decide upon study locations and the species to 
be monitored.
Practice using binoculars.
Use of a Bird Identification book
Prerequisites
None
GLOBE® 2005 Arctic Bird Migration Monitoring Protocol - 2 Earth System Science
Arctic Bird Migration 
Monitoring Protocol – 
Introduction
Both scientists and amateur naturalists have been 
recording the life cycles of plants and animals 
for many centuries. Since about 1850, records of 
climatic fluctuation and changes in distribution 
of plants and animals have become more reliable. 
These data sets are now being used to study the 
timing of biological events and to explore changes 
in bird migratory patterns (Whitfield, 2001). The 
data are of great importance and allow scientists 
to make better predictions about future impacts 
of climate change.
Ornithologists believe climate to be a primary 
factor influencing bird distribution. Many bird 
species that breed in the Arctic and near Arctic 
zones migrate in autumn to wintering areas. The 
general direction of migration is from pole to 
equator, but birds may go in other directions such 
as east or west (Harrison, 1982).
Data show an increase in temperature in northern 
Europe in the early 20th century (Icelandic Ministry 
of Environment, 2000). A gradual response by 
birds became apparent, and in the early 1950s, 
James Fisher listed 42 species that were spreading 
into Scandinavia from the south or east (Burton, 
1995). Finnur Gudmundsson listed seven 
southern species that established themselves as 
breeding birds in Iceland between 1890 and 1950. 
Partially migratory species (species that have a 
portion of the population stay in the same place all 
year round), winter visitors and occasional visitors 
increased in Iceland. Increased temperature also 
caused northern species to retreat farther north 
(Gudmundsson, 1951). Since the 1950s, there has 
been a decrease in temperature in northern Europe 
and Iceland and some birds have responded by 
shifting southwards to breed. Other regions in 
the world have shown an increase in temperature 
during the same time period (Burton, 1995). It is 
important to realize that climate change can differ 
between areas and scientists would like a better 
understanding of how birds respond in different 
places.
Many factors affect bird migratory behavior. 
Temperature is often thought of as the obvious 
explanation for distributional limits of birds and 
other animals, but it also has secondary effects. 
For example, temperature affects vegetation 
growth and seed and insect availability for birds 
to eat. Precipitation also affects food availability 
and the types of land cover in an area. In addition 
to climatic changes, human activity has had an 
impact on bird distribution and abundance by 
changing land cover (Harrison, 1982).
Data from the GLOBE Arctic Bird Migration 
Monitoring Protocol will be important to scientists 
now and in the future. Gathering data in many 
different locations will increase knowledge, 
not only about bird migration patterns and 
its connection to climate changes, but also on 
changes in abundance and species distribution. 
Furthermore, the data collected can be compared 
with other phenological data gathered by your 
school or in cooperation with other schools and 
other institutions to get a more complete picture 
of the Earth system.
GLOBE® 2005 Arctic Bird Migration Monitoring Protocol - 3 Earth System Science
Learning A
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Introduction
Protocols
Teacher Support
Selecting a Bird Species
• First, students need to gather information 
about birds in your area. What are 
common birds in your area? Which 
species breed in your area? Which species 
stay the whole year? Which species are 
migratory and only stay for part of the 
year? Information on the bird species 
and their spring arrival time should be 
easy to locate. Most communities have a 
network of bird watchers who can help 
you. As well, you can contact experts at 
universities or government agencies.
• The species you choose needs to be 
common and easily identified. We suggest 
that you do not select hidden or secretive 
species or species that rest and/or feed 
in trees or on land where they cannot be 
easily seen as this makes it difficult to 
estimate how many are present at your 
site.
• What is the migratory pattern of the 
species you select? What time of the year 
do the birds migrate to your area? You 
may want to select a bird species that 
arrives in the early spring so that student 
observations can fit into the school 
calendar.
• You need to find information on where the 
birds can be found in your area.
• It would be helpful to learn about your 
selected species. Where does it come from? 
What does it eat? Does it gather in flocks 
at certain times, e.g. to feed on estuaries 
or on lakes? Does it come to your area to 
breed, or is it on a stopover and will be 
migrating farther to breed?
Following are some examples of bird species 
you can observe that can be easily identified and 
seen. 
Arctic tern (Sterna paradisaea)
Eurasian Golden Plover (Pluvialis apricaria)
Oystercatcher (Haematopus ostralegus)
GLOBE® 2005 Arctic Bird Migration Monitoring Protocol - 4 Earth System Science
Site Selection
Depending on where you live, select a site in an 
estuary, a field, a shoreline, lake or pond, or ocean. 
A woodland or forest is more difficult since it can 
be difficult to see birds in the trees.
Select a site based on the known distribution of 
your selected species in your area. Students will 
make frequent visits, so the site needs to be fairly 
close to your school or to homes of students.
The location must be accessible to students so 
birds can be counted accurately. Observers need to 
be far enough away from the birds not to disturb 
them, but close enough to count them. You can 
use binoculars or telescopes to see the birds better 
at a distance.
The size of the site needs to be manageable for 
students to observe the birds. A very large area 
can be difficult for students to accurately count 
the birds. However, a large area can be divided 
into segments and the students can be divided 
into groups. Each group would count birds from 
one segment. Later the numbers from the groups 
can be pooled together to get the total number of 
birds on your entire study site.
Do not choose an area where the birds are fed, as 
feeding may affect the bird numbers and would 
not show the natural number of birds frequenting 
a place with a natural food source.
Avoid areas used for hunting if you are observing 
birds during hunting seasons.
Bird Monitoring
As the arrival time of birds can vary between years, 
start monitoring your site one or two weeks before 
the expected arrival.
Choose a convenient time of day to observe. You 
need enough light to see the birds. Go at about the 
same time each day. If you are studying a shorebird 
along an ocean, make your observations within 
two hours of low tide. Look at tide tables for your 
area to know when to go.
If you observe anything unusual during your 
observations, such as a bird of prey or high winds, 
record on the comment section on the Arctic 
Bird Migration Monitoring Data Sheet. Additional 
information can often help explain discrepancies 
or unusual values in the data.
Each year students can select which bird species 
they would like to monitor. However, scientists 
would like to have at least one species that is 
consistently monitored each year.
Continue observing until all or most of the selected 
bird species have left your area.
Student Preparation
Familiarize the students with the study site and 
methods before students start to observe and 
count birds.
Have the students visit the site together and 
practice using binoculars or telescopes to count 
birds while scanning the area. Since you will be 
practicing before your chosen bird species arrives, 
decide beforehand what you will count. It could 
be all birds on the site or one species familiar to 
all students. It takes practice to use binoculars 
for counting birds. Have the students adjust the 
focus as necessary so that the data collected are 
reliable. 
Have the students compare notes on how they did, 
how many birds did they see and what problems 
they had or can foresee.
GLOBE® 2005 Arctic Bird Migration Monitoring Protocol - 5 Earth System Science
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Introduction
Protocols
Ideas and Variations
• It is suggested that students work in 
groups of at least two so that one student 
can record the count as the other student 
observes the birds.
• If there are many students in your class 
you could choose more than one species of 
bird. Divide the students into groups and 
each group could be responsible for one 
species.
• Separate the students into different groups 
and observe the same species at different 
locations. Students could compare arrival 
times and numbers of birds among the 
sites and explore reasons why there may 
be differences.
• Choosing two different locations with 
different species would also be interesting, 
as the students could also study why 
different species choose different locations.
• Have students determine the difference 
in elevation between the Arctic Bird 
Migration Study Site and the nearest 
Atmosphere Study Site. They should do 
this using the corrected elevation values 
supplied by GLOBE. This may indicate 
that temperature and other variables are 
different at the two sites.
• Students could share what they learn 
about their chosen species by making 
posters, giving oral presentations, or 
writing essays.
Questions for Further Research
Does temperature affect the arrival time of selected 
bird species?
Do other weather or ocean conditions affect the 
arrival and departure of selected bird species?
Is there a difference in arrival time between bird 
species? If so, why?
How does the land cover in your area affect the 
types of birds you see?
Do different bird species react differently to 
changes in temperature?
Would an unusually wet spring affect the migratory 
patterns of birds?
References
Burton, John F. 1995. Birds & Climate Change. 
Biddles Limited. Surrey. Great Britain.
Guomundsson, Finnur. 1951. The effects of the 
resent climatic changes on the bird life of Iceland.
Harrison, Colin. 1982. An Atlas of The Birds of the 
Western Palearctic. William Collins Sons & Co Ltd. 
Glasgow. Great Britain.
Veourfarsbreytingar og afleioingar peirra. Sk´yrsla 
vísindanefndar um loftslagsbreytingar (Meteorological 
changes and consequences. Scientific Committee 
Report). October 2000. Umhverfisráuneytio, 
Reykjavík (Icelandic Ministry of Environment, 
Reykjavík).
Whitfield, John. 2001. The budding amateurs. 
Nature 414: 578-579.
GLOBE® 2005 Arctic Bird Migration Monitoring Protocol - 6 Earth System Science
Arctic Bird Migration Monitoring 
Site Definition Field Guide
Task 
Measure the latitude, longitude and elevation, take photos and describe your Arctic Bird Migration 
Monitoring Study Site.
What You Need
❑  GPS receiver
❑  Basic GPS Field Guide and Data Sheet
❑  Arctic Bird Migration Monitoring  
 Site Definition Data Sheet
❑  Camera
❑ Compass
❑ Pencil
In the Field
1. Fill out the top portion of the Arctic Bird Migration Monitoring Site Definition Data Sheet.
2. Determine the latitude, longitude, and elevation following the GPS Protocol Field Guide. Record 
these values on your Arctic Bird Migration Monitoring Site Definition Data Sheet.
3. Take photographs in the North, East, South, and West directions. Use the compass to 
determine the directions. Remember that you want true north and not magnetic north.
4. Describe the type of site: field, estuary, lake or pond, ocean, woodland/forest, or other.
GLOBE® 2005 Arctic Bird Migration Monitoring Protocol - 7 Earth System Science
Arctic Bird Migration Monitoring 
Protocol
Field Guide
Task
To observe the number of birds of your selected species at your Study Site
What You Need
❑ Binoculars or telescope ❑ Pencil
❑ Bird Identification book ❑ Arctic Bird Migration Monitoring Data Sheet
In the Field
1. Fill out the top part of the Arctic Bird Migration Monitoring Data Sheet.
2. Record date and starting time.
3. Using the binoculars or telescope, start scanning the study site from one side to the other side. 
Count the number of birds of the selected species. Record the number of birds you see as you 
scan the site.
4. Record the end time of monitoring.
5. If your site is located by the ocean, record the approximate time of low tide.
GLOBE® 2005 Arctic Bird Migration Monitoring Protocol - 8 Earth System Science
Arctic Bird Migration 
Monitoring Protocol –
Looking at the Data
An Example of a Student Project
Oystercatchers (Haematopus ostralegus) 
Observed on Akureyri Estuary
Here is an example of a possible student research 
project using Oystercatchers data collected 
between 1994-1999. It is based on data collected 
by adult volunteers in Akureyri, Iceland. Bird 
enthusiasts in Akureyri have been recording birds 
at the estuary since 1993. They visit the estuary 
approximately once a week and record all the 
different species.
Figures EA-BI-1 through EA-BI-6 show the 
number of Oystercatchers observed at the estuary. 
Each figure shows the data for a single year from 
1994 to 1999. The y-axis represents the number 
of birds observed and the x-axis represents the 
day in the year starting from January 1. May 1, 
for example represents day number 121 in a 
normal year and day number 122 in a leap year. It 
should be noted that the data set is not consistent 
between years. The number of days visited to 
take observations differs, and for some years, 
observations were not started before birds started 
to arrive in the spring.
Figure EA-BI-1: Oystercatcher arrival to the Akureyri 
estuary in 1994
Figure EA-BI-2: Oystercatcher arrival to the 
Akureyri estuary in 1995
Figure EA-BI-3: Oystercatcher arrival to the 
Akureyri estuary in 1996
Figure EA-BI-4: Oystercatcher arrival to the 
Akureyri estuary in 1997
Figure EA-BI-5: Oystercatcher arrival to the 
Akureyri estuary in 1998
GLOBE® 2005 Arctic Bird Migration Monitoring Protocol - 9 Earth System Science
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Introduction
Protocols
Figure EA-BI-6: Oystercatcher arrival to the  
Akureyri estuary in 1999 
After examining Figures EA-BI-1 through EA-BI-6, 
one can see that in 1994 and 1995, the maximum 
numbers of Oystercatchers in the estuary are 
higher than in the following years. This can be 
shown better in Figure EA-BI-7 comparing the 
maximum number of Oystercatchers observed 
each year.
The year 1998 shows a slightly different pattern 
than the other years. The maximum number of 
birds observed in 1998 was observed earlier in the 
spring (day 95 compared to day 111, 113, 112, 
109, and 115). Figure EA-BI-8 compares the days 
when the maximum number of Oystercatchers 
was observed each year. In 1998, the birds 
arrived more or less all at once, stayed for about 
one month and then left together. There was no 
gradual increase or decrease in numbers as shown 
for the other years. 
Figure EA-BI-7: Maximum number of Oystercatchers 
observed on the Akureyri estuary 1994 – 1999
Figure EA-BI-8: Day of maximum number of 
Oystercatchers on the Akureyri estuary 1994 – 1999.
Now that some patterns and possible deviations 
from a general trend have been seen, let’s 
explore possible connections with atmospheric 
measurements such as temperature. Table EA-BI-1 
shows the average air temperature for the month of 
April for each year. The days when the maximum 
number of Oystercatchers were observed are in 
April each year.
Table EA-BI-1: Maximum number of birds seen on 
Akureyri estuary each year, day maximum number of 
birds was observed, and average temperature (°C).
  
Note: some countries use a decimal point instead of a 
comma.
GLOBE® 2005 Arctic Bird Migration Monitoring Protocol - 10 Earth System Science
A scatterplot (Figure EA-BI-9) of the average temperature in April and the maximum 
number of Oystercatchers observed shows no correlation.
Figure EA-BI-9
According to this analysis, there is a poor correlation between monthly average 
temperature and the date when the maximum number of birds was observed. It might 
be more advisable to use the temperature from where the birds winter and not their 
destination at Akreyri. Perhaps there would be a better correlation with those temperature 
values. It is also possible that the data set is not yet sufficient and needs more years to 
demonstrate a pattern that correlates with monthly average temperature.


Arctic Bird Migration Monitoring Protocol

http://www.globe.gov/documents/356823/2538681/earth_prot_arcticBird.pdf

Arctic Bird Migration Monitoring Protocol

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