installation of it. Overall, this project lends itself to allowing students of different ages and abilities to learn throughout the entire lesson. More broadly, students are able to build their scientific knowledge and contrib- ute to conservation, both through science that informs site and species management, and through learning processes and out- comes.4 There is tremendous value in giving students an issue to investigate and solve col- lectively. After all, by working together, we may able to protect our feathered friends.
Kathy Fuller is an Environmental Resource Teacher with Prince George’s County Public Schools and a Contributing Educator for Safe Skies Maryland, an organization help- ing to ensure safe passage for birds www.
safeskiesmaryland.org.
Endnotes:
1. Klem Jr, D., Farmer, C. J., Delacretaz, N., Gelb, Y., & Saenger, P. G. (2009). Architectural and landscape risk factors associated with bird–glass collisions in an urban environment. The Wilson Journal of Ornithology, 121(1), 126-134.
2. Klem, D. (2008). Avian mortality at windows: the second largest human source of bird mortality on Earth. Tundra to tropics: connecting birds, habitats and people [FULL TEXT].
3. Arnold, H. E., Cohen, F. G., & Warner, A. (2009). Youth and environmental action: Perspectives of young environmental leaders on their formative influ- ences. The Journal of environmental education, 40(3), 27-36.
4. Ballard, H. L., Dixon, C. G., & Harris, E. M. (2017). Youth-focused citizen science: Examining the role of environmental science learning and agency for conservation. Biological Conservation, 208, 65-75.
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