Natural History of Birds: A Workshop for Advanced and Beginner Birders with Ken Chaya

Price: $125.00

Dates: Monday evenings, 6-8 pm on  3/31, 4/7, 4/14 and 4/21. 

On Zoom

Bio: Ken Chaya Bio

Ken Chaya is an artist and urban naturalist based in New York City. He is the designer of Central Park Entire, the celebrated illustrated map and digital app documenting the park’s magnificent landscape and recording some twenty thousand individual trees found there. During his career as an art director in publishing, Ken produced several richly-illustrated titles on nature in North America. As an instructor in the Continuing Education Department, Ken currently teaches several nature courses at the New York Botanical Garden, where he assisted in the creation of the Urban Naturalist Certificate degree program. During the year, Ken leads local nature walks throughout NYC under the auspices of various organizations, participates as a taxon leader for annual Bio-blitzes, and provides lectures to various institutions. He is an active birder/naturalist and a section leader for the annual Central Park Christmas Bird Count sponsored by the New York City Bird Alliance (formerly NYC Audubon). Ken is the past President of The Linnaean Society of New York.

Course Description:

With its wide variety of natural habitats and its position along the major migration route known as the Atlantic Flyway, the neighboring states of New Jersey and New York can be considered a unique bird lover’s paradise. There are well over 300 distinct resident or migratory species that live in this area or pass through each year, including many nesting species such as Peregrine Falcons, Red-tailed Hawks, Gray Catbirds, Yellow Warblers, Red-bellied Woodpeckers, American Robins, and Baltimore Orioles. Whether you are an experienced birder or a beginner, this course will sharpen your skills and provide fascinating information about the incredible world of birds in the skies above us. 

Objectives: In this class, participants will learn how to look for birds and receive helpful instruction on how to identify them. We will analyze our seasonal visitors as well as local year- round residents through feather patterns, beak shapes, and body types in order to aid in identification. Students will learn how to look at a bird critically, by practicing how to see details and recall them in the field. We will also learn about the critical relationship between birds and the native plants found in their habitat, and discuss the wonder of seasonal migration and the nesting behaviors of various species found in our area.

Discussions will delve various native habitats including: 

Multi-story forest diversity (and the varieties of life found there).

Oaks – there are many others, (Evergreens, Tulip-trees, Elms, Dogwoods, Hickories, Hollies, etc.) but the Quercus genus is one of the most important and nurturing examples of native plants.

Edge vs Interior species of birds and animals found in forest habitats.

How Food Webs Work and the important role of native trees and shrubs.

Course Outline: * Assignments (to be decided based on number of students and anticipated time available within each class session) students may be encouraged to report their personal nature observations and submit photos they have taken to the class in one of two “show and tell” sessions. 

Suggested Reading: Sibley, David, (2003 or later) The Sibley Field Guide To Birds of Eastern North America, or The Sibley Guide To Birds, Knopf. All Peterson Guides are also recommended. Tallamy, Douglas, Bringing Nature Home, (2007) Timber Press.

Materials needed: All students will need a personal computer and should have a basic understanding of how to use the Zoom platform application prior to our first class (Q&A, muting, and video on/off controls). Binoculars are strongly suggested for individual field use. Homework* may include personal bird observation with binoculars, camera, etc. 

Session 1: Overview of how to look for birds in different habitats, and how to look at a bird. GISS = General Impression, Size and Shape. Topography of a song bird including feather patterns, beak and body shapes. Examples of various bill shapes and their uses. Seasonal molt and plumage will be discussed. “What’s That Bird?”—a simulated field experience to sharpen identification skills. Memory association exercise of familiar birds. Q&A.

Session 2: The evolution of feathers (insulation and flight) plus comparative wing shapes in different species. Raptors: Buteos vs Accipiters, differences in size, shape and behavior. Songbirds: discussion of vocalizations, songs vs calls. A look at our local nesting species and the habitats they choose. “What’s That Bird?”—a simulated field experience to sharpen identification skills. Winter survival strategies including the importance of local native plant food sources. Q&A.

Session 3: The role birds play in our ecosystem. Discussion of native plants in a variety of habitats (both natural and managed). Food chains and trophic levels in our local environment. Vertical diversity of a forest and species occurrence. Edge vs Interior species and their occurrence within an urban/suburban/woodland environment. Feeding: Generalists vs Specialists. “What’s That Bird?”—a simulated field experience to sharpen identification skills. Review and discussion of homework* assignments. Q&A.

Session 4: Migration—where, when, and how. New Jersey prime areas for birding and nature observation. “What’s That Bird?”—a simulated field experience to sharpen identification skills. Responsible behavior: discussion of birding ethics. Review and discussion of homework* assignments. Review of past three sessions. Q&A.

After taking this class, students will be able to:

1. Analyze feather patterns, beak shapes and body types in order to aid in identification and understanding of bird families.

2. Understand variation in appearance by studying seasonal plumage and molt.

3. Compare and contrast the birds commonly found year-round in our area with those that only winter or seasonally breed here (migrants such as warblers, vireos, tanagers, owls, and waterfowl). 

4. Identify several northeastern birds by learning to classify according to GISS (general impression, size and shape), focusing on the most important external features considered field marks for that species.

5. Name three distinct local habitats and give examples of the birds that one may expect to encounter there.

6. Explain specific survival strategies including feather insulation, camouflage, native food sources and feeding behavior, migration, and energy conservation.

7. Look at a bird critically, by practicing how to observe details and recall them in the field. 

8. Discuss the role of birds in our ecosystem with emphasis on native plants.

9. Define the terms “Generalists” and “Specialists,” and give examples of edge vs interior species.

10. Name and describe several species of birds that nest in our local environment. 

11.Recognize the difference between songs and calls and describe three ways to analyze bird sounds.*Note: Although no grades will be given, the instructor may decide to assign optional homework assignments of photographing birds (or sketching them or taking descriptive field notes) for the purpose of sharing these with the class. That decision will be made once the class begins and will be based on the number of students enrolled and the anticipated time required to complete each class (including Q&A time). Ken’s instructions will clarify that this is not a photography class—He is not looking for National Geographic quality images! Rather, this is to encourage the student’s engagement with nature using whatever camera or materials they may have. As a result of this simple citizen science exercise—students who choose to participate will have the opportunity to share their personal field observations in class and receive feedback.