MIGRACIÓN A MÉXICO

MIGRATION TO MEXICO
Grade 3 | Week 4
Developed by: J Burns

OVERVIEW

This lesson introduces third grade students

living in the Willamette Valley in Oregon,
and Guanajuato Mexico to what migration
is, why birds migrate, and the challenges
birds face during migration. Using
storytelling and art, this session will set a
strong foundation for students to deepen
their understanding of, and develop a sense of empathy for the migratory birds both
places share with one another.

TIME: 45 MINUTES

● Introduction: 5 minutes
● Storytime: 10 minutes
● World Migratory Bird Day: 10 minutes
● Map Activity: 15 minutes
● Assessment and wrap up: 5 minutes

MATERIALS

Instructor:
“Hummingbird” by Nicola Davies, or similar storybook about Hummingbird
Migration
Powerpoint slides (QR code available in overview)
Students:
One 6 inch piece of yarn
 Scissors
Two pieces of clear tape
World Migratory Bird Day Coloring Page (see supplemental documents)

BACKGROUND

With approximately 4,000 species of birds migrating every year––representing

40% of the bird population, it’s critical to understand the reasons behind such a
huge phenomenon. While there are numerous proposed answers as to why birds
innately know when to migrate, studies have shown that the most important factors that
contribute to migration are resources, climate, and reproduction. All of these
reasons are linked together by the fact that when birds do migrate, they migrate to
places with abundant resources––which most of the time happen to be warmer. It’s
crucial that birds have access to the proper resources––such as food––that they need in
order to survive, and further to provide for and ensure the survival of their offspring. In
order to accomplish this they must journey elsewhere during harsh winters when food
and other resources like shelter are scarce. They’ll travel to warmer climates
(usually South) where food like plants and insects are plentiful, and nesting sights are
abundant enough to provide protection from predators.
During migration, Rufous hummingbirds' hearts beat over 1,200 times per
minute, and its wings flap 50 to 70 times per second. A hummingbird will gain
25-40% of its body weight to support this level of energy while flying over land and
bodies of water. Hummingbirds migrate alone, often following the same path year
after year. Hummingbirds fly by day when nectar sources such as flowers are more
accessible, and stay low just above tree tops and water where resources are visible.
Research indicates some hummingbird species can travel as much as 23 miles in one
day, using tail winds to their advantage to save energy.
While migration is a necessity for many bird species, it also provides a number of
challenges––especially for birds whose journeys are longer than others. The
increased urbanization of land, and construction of tall glass buildings acts
as one major challenge. It’s easy for them to fly into these types of structures, and
collisions can be fatal. Similarly, light pollution also causes fatal collisions with
buildings in urban areas. Lastly, starvation is another challenge birds face as they
make their journeys. In between being in unfamiliar territory, and in constant
competition with other birds, it can be difficult to find enough food to sustain
themselves for their entire journey.
KEYWORD TRANSLATIONS

English Spanish

Migration Migración

VOCABULARY

● Migration: seasonal movement of animals from one region to another.

PREPARATION

Step 1: Download or print out slideshow.

Step 2: Gather student’s maps from week 1 activity, if they are not being stored in the
classroom. Print a few blank copies for students who were absent the first week.
Step 3: Cut enough yarn pieces so each student can have one, plus a few extras.
Step 4: Download and print

ACTIVITIES

Step 1: Introduction and Storytime (5 minutes)

● ¡Bienvenidos estudiantes! Welcome third graders! My name is ______. Me
llamo _______. Today we are going to talk about migration!
● Introduce the Migration Slideshow
● Introduce Attention getter call and response: “What’s the word?” Students:
“Hummingbird!”
● Next, give students an outline for today’s activities
● Storytime
● Learning about World Migratory Bird Day theme
● Adding to poster maps, and maybe have time for a coloring sheet.
● Introduce behavior expectations
● Please listen quietly while we read the book– there will be time for questions and
discussions about the story afterwards
 ● Do not talk while the instructor is talking– listen to all instructions before
beginning our activities

Step 2: Storytime ~10 minutes

● Ask students to gather for storytime.
○ Based on teacher preference, either project the book using the doc camera
or gather students on the ground.
● Read “Hummingbird” written by Nicola Davies. Clarify that this story is about the
Ruby-throated hummingbird, who migrates to a different area in the U.S. but
shares a similar journey. Use engaging storytelling techniques such as eye contact
and dramatic pauses.
● Ask the students the following questions:
○ Q: Does anyone remember what the journey the hummingbird makes
every year is called?
■ A: Migration– Migración. Migration is the seasonal movement
from one place to another. Ask students to repeat the word in
Spanish together.
○ Q: Why do birds and other animals migrate?
■ A: To follow abundant resources such as food and habitat
○ Q: Where did the hummingbird start its journey in the book?
■ A: Mexico
○ Q: Migration is a long journey, and hummingbirds need a lot of energy to
help them along the way. What kind of foods did the hummingbird eat,
and where did they get these foods?
■ A: Nectar from flowers and hummingbird feeders, and insects from
meadows and insect dispensers.
○ Q: What was one of the challenges the hummingbird faced on their
journey?
■ Potential answers include, buildings/increased urbanization,
window collisions, light pollution.
○ Q: What are some things we can do to make it safer for birds to migrate?
■ A: Dim the lights for birds at night, plant gardens with native
species, etc.
● Thank the students for being great listeners. Ask them to return to their seats if
applicable.

Step 3: World Migratory Bird Day ~10 minutes

● Show students the migration graphic slide.
 ● Ask students to share with their partner what is happening on the map. After a
minute, ask them to raise their hand and share their observations.
● Make sure to emphasize the birds are not flying in a straight line, and different
species move at different times and speeds.
● Introduce World Migratory Bird Day and this year’s theme
○ A day of observation to bring awareness to birds who migrate in North and
South America, in order to protect their habitat and ensure safe migration
● 2022’s theme is “dim the lights for birds at night”.
○ Explain that most birds migrate at night, and excess light can make them
confused.
● Show slides that explain what we can do to help migrating birds.
○ Q: Can anyone guess how long it takes the Rufous hummingbird to
migrate?
■ A: The Rufous Hummingbird travels for many months, from early
winter until spring. Imagine flying everyday for the last few weeks
that we’ve been learning together, and still having to fly more
● Show students the slide with the Rufous Hummingbird migration map.
● Let students know we are going to add a piece of yarn to our map that shows a
path Rufous hummingbirds may take during migration, putting one end of the
string where we labeled Guajajuanto, and one end where we labeled Oregon
● Show the slide with our example “yarn” on the projector for reference while
students work.
Step 4: Map Activity ~15 minutes
● Tell students that they are going to map the migration pattern of the Rufous
Hummingbird on our posters. Give instructions and timeline before passing out
materials
● When we call your name, quietly get up and get your poster. We have 10
minutes to tape our migration pattern in place. When you are finished, place
your map on the back table and collect a World Migratory Bird Day coloring
sheet.
● Have supporter pass out:
○ One piece of yarn
○ Two one-inch strips of tape
● Facilitator will call out students' names and ask them to quietly come to the front
of the class to collect their poster.
● Remind students we are mapping the Rufous hummingbird migration path, and
it is important to accurately represent the connection between Guanajuanto and
Oregon.
 ● During work time, facilitators and supporters should look for students and tables
who have completed each step and encourage them to begin gluing, labeling,
taping, and coloring.
● Ask students to put their map on the back table when they are done. They may
start the coloring sheet early while they wait for classmates to finish.
● After everyone is finished, congratulate the students for being great scientists and
artists.
Step 5: Assessment and Wrap up ~5 minutes
● Review what we learned today.
○ Q: Why do birds migrate?
■ To follow resources such as food and shelter during changing
seasons
○ Q: What are some things that we can do to help migrating
hummingbirds?
■ Turning off the lights at night
● Other ways we can help: Food- bird feeders, native plants. Shelter- birdhouses,
protected habitats.
● Let students know that next week we will be talking more about what habitat
needs hummingbirds are looking for when they migrate!

SOURCES
“Migration” Hummingbird Central. 2022.
https://hummingbirdcentral.com/hummingbird-migration.htm
“Cats and Birds.” American Bird Conservancy, 25 Sept. 2020,
abcbirds.org/program/cats-indoors/cats-and-birds/#:~:text=Predation%20by%
20domestic%20cat s%20is,of%20millions%20of%20outdoor%20cats.
Learn, Joshua Rapp. “Bright Lights, Big Cities, Big Problems for Migrating Birds.” The
Wildlife Society, 15 Apr. 2019,
wildlife.org/bright-lights-big-cities-big-problems-for-migrating-birds/.
National Geographic Society. “Migration.” National Geographic Society, 21 June 2019,
www.nationalgeographic.org/encyclopedia/migration/.
Rufous Hummingbird. All About Birds. Cornell Lab of Orinthology, Cornell University.
Web. Accessed 12 March 2022.
https://www.allaboutbirds.org/guide/Rufous_Hummingbird/overview#:~:text=
 During%20their%20long%20migrations%2C%20Rufous,chain%20of%20the%2
0Rocky%20Mountains.
Somveille, Marius, et al. “Why Do Birds Migrate? A Macroecological Perspective.”
Global Ecology and Biogeography, vol. 24, no. 6, 2015, pp. 664–674.,
doi:10.1111/geb.12298.
 APPENDIX FOR WEEK # LESSON
(Refer to or print out the following as needed)

Example coloring page from 2022. For updated materials, visit migratorybirdday.org (QR code
available in overview)