Teachers’ Lounge

Species: Golden-crowned Sparrow
Scientific name: Zonotrichia atricapilla
Sounds: song
Species: White-crowned Sparrow
Scientific name: Zonotrichia leucophrys
Sounds: song (two sound files:1, 2)

About this column>>

This story behind this post begins with Facebook. Sometimes, ironically, technology can help us stay in touch with the natural world. I’ve been so busy recently, that I’ve failed to notice some of my favorite sounds of fall. Fortunately, I connected with an old birdwatching friend on Facebook who posted the following comment: “White-crowned Sparrows are back….yeah! Now where are the Golden-crowned???” A few days later she announced that the Golden-crowned Sparrows had returned as well.

Adult Golden-crowned Sparrow. Photo credit: Linda Tanner, Los Osos, CA

That day, as I walked to work across Golden Gate Park, I noticed a whole cacophony of White-crowned and Golden-crowned Sparrow song, right across the street from the Academy: how had I missed them?!

I thought I’d share their sounds with you. Here is a portion of a recording I made of Golden-crowned Sparrows (Zonotrichia atricapilla) at the spot across from the Academy. Golden-crowned Sparrow song is characterized by a doleful, descending series of three whistles. This recording consists of at least two counter-singing males: notice that the second iteration of the song is weaker and more distant-sounding, and that it is higher-pitched than the first iteration. Note also that the last two song iterations on this recording consist of only one and two whistles each. Sometimes Golden-crowned Sparrow song is heard in such shortened versions.

[As a side note, the recording also includes the calls of other birds--most prominently a chickadee overlapping with the second Golden-crowned Sparrow song iteration.]

Golden-crowned Sparrows breed along western-most Canada and in much of Alaska. They spend the winter mostly along the Pacific coast from southwestern-most Canada to northern Baja California. While in California, their song can be heard most often when they first arrive in the fall, and when they gear up for their migration north (April and early May). However, they sing throughout the winter to some extent, so keep yourself primed to hear their moving song! In the winter, they can be found in a variety of brushy habitats, and are very common in local parks and even urban gardens.

Adult White-crowned Sparrow. Photo credit: Michael “Mike” L. Baird flicker.bairdphotos.com

White-crowned Sparrows (Zonotrichia leucophrys) can be found in the same sorts of places as Golden-crowned Sparrows during the winter, and the timing of their migration and the frequency with which they sing during the winter are roughly similar to those of Golden-crowns as well. There is an additional complexity to the story of wintering White-crowns, however. In comparison to Golden-crowned Sparrows, White-crowned Sparrows have a much broader geographic range–they breed throughout much of the western United States and Canada, and all the way east across northern Canada.

And in the Bay Area, three different subspecies can be found in the winter. (They can be told apart by subtle physical differences as well as differences in song.) White-crowned Sparrows of the subspecies gambeli, which arrive here from Alaska, are not very common. Birds of subspecies pugetensis, from the Pacific Northwest, are abundant. White-crowned Sparrows in the subspecies nuttalli, which breed locally in northern California, stay put, and in fact, can be heard year-round in appropriate habitat: foggy, brushy areas, such as seaside vegetation and coastal hills.

While volunteering a few years ago for Jay McEntee, a graduate student in U.C. Berkeley studying, among else, vocal evolution in birds, I learned that some of the historic populations of the locally breeding subspecies of White-crowned Sparrows have disappeared. The most widespread subspecies of White-crowned Sparrow around here during the winter is the Northwestern pugetensis, and it is the one most likely to be heard.

A typical song of a White-crowned Sparrow wintering in the Bay Area begins with a whistle on a single note followed by a second whistle or buzz on a higher note. What follows is variable: one or more additional whistles/buzzes? A trill (quick repetitions of the same note)? Repeated notes followed by a buzz or whistle? See if you can pick out the two White-crowned Sparrow songs in this recording made in the San Francisco Arboretum. Here is another recording of White-crowned Sparrows singing over the noise of a cheerful baseball game.

One of my greatest joys during the fall is in following the changes that occur in bird vocalizations. Different species move through the Bay Area or arrive here at different times, so there is almost continually something new to hear. As you proceed about your daily routine–going to school or returning home, walking about your neighborhood, taking your dog to the park, making a trip to the grocery store–if you remember, consider taking a few moments just to listen to the different sounds around you. Do you hear anything you haven’t heard in a while? Anything you haven’t heard before? Over the years that I’ve been birdwatching, I’ve come to associate particular bird sounds with different parts of the fall: beginning of the school-year, the onset of cold, the approach of Christmas. And this adds a great deal of color to my life.

So, it’s worth it to pay attention to what’s going on out in nature at this time of year. But if you don’t find enough time to do that, connect with someone on Facebook who does!

Immature Golden-crowned Sparrow. Photo credit: “black_throated_green_warbler” from Flickr

Immature White-crowned Sparrow. Photo credit: Jamie Chavez, Santa Barbara Co., CA

Previous posts:
June 27, 2009: Female vocalizations in birds
May 29, 2009: Which hummingbird did we spot?
May 1, 2009: Chicks of the season
April 22, 2009: California Towhee
April 24, 2009: Update on California Towhees
March 24, 2009: Mid-March Medley
February 26, 2009: Allen’s Hummingbird
January 28, 2009: Ruby-crowned Kinglet

As Sarah outlined in her No Child Left Inside post, those of us here at the California Academy of Sciences are passionate about giving students the opportunity to connect with nature. Spending time in urban green spaces and local habitats can impact a student along all three “realms” of learning:

      Cognitive: improving knowledge of the natural sciences,

      Affective: creating positive emotional ties to the environment, and

      Behavioral: inspiring actions to explore, explain, and protect the natural world.

Did I just throw our mission statement in there? Bonus points if you can spot it!

As such, we support students in discovering the outdoors. Why not make it interdisciplinary, integrating art with science? Then encourage your students to create works for the Robert Bateman Get to Know Contest!

Having inspired Canadian youth for almost a decade, the Get to Know contest has finally come to California. As of September 26, 2009, youth aged 18 or younger are invited to enter.
 
How does it work? Youth are encouraged to go outside to "get to know their wild neighbors, and then to share their experience with the world by creating an original work of art, photography, or writing" to enter in the contest. Outside can be one’s background, a neighborhood park, a hiking trail, or a local zoo, aquarium, or museum.
 
And with Forests as the theme for this year’s contest, students have endless options for exploration! Here are some links compiled by Nature in the City that might spark ideas for outdoor sites (but don’t forget the urban forest in your neighborhood, or that schoolyard garden!).

Assign a project this autumn, since all entries must be received by November 30, 2009.
 

2009 Art Winners . Official Rules
 

Where did you bring your students? How did you frame the assignment? Tell us by leaving a comment!

About this column>>

I received another comment to which I’d like to reply publicly:

This comment brings up a few very important issues, and I must admit that I’ve been quite neglectful. I’ve just returned from a week-long workshop on recording of natural sounds—birds in particular—and one message we received is that, while most people who record bird sounds like to focus on the most palatable ones—namely male song—there is a real need to document other vocalizations, among them call notes uttered under various circumstances, the vocalizations of young, and, of course, the vocalizations of females.

I’ve neglected female vocalizations, and, indeed, even female images, partly because I’ve aimed to keep my blog as simple as possible, and as accessible as possible, and the fact of the matter is that, often, the most easily visible and audible birds are males.

But there is no longer an excuse! I will therefore do my best to address the issues that I perceive in Gay Bishop’s comment.

First, female-specific vocalizations. In some birds, there are vocalizations that are specific to males, and others that are specific to females. This is true for several local species in the blackbird family (Icteridae). For example, when a male Brown-headed Cowbird (Molothrus ater) sings to a female, she often answers with a trill, or “chatter” call. An example of a male song can be found here. Males have several types of song—this is only one. Some more examples of song, as well as an example of the female chatter call, are posted here.

Male and female Brown-headed cowbirds. The female is on the right. Photo credit: Tom Talbott, Seattle, WA

Male and female Red-winged Blackbirds. The female is below the male Photo credit: Jeff McCrory, Tacoma, WA

Male and female Red-winged Blackbirds (Agelaius pheoniceus, also in the blackbird family) form separate flocks in the winter, and I’ve noticed that their flight vocalizations are distinctly different. Unfortunately, I cannot find a recording of flying flocks of blackbirds. However, I did come across this page from a blog by Paul Driver, with examples of other Red-winged Blackbird calls unique to males and females. Paul Driver’s blog is incredible for documenting so many different kinds of vocalizations of so many species. The blog focuses on birds from the eastern United States, but many of the species occur here in the Bay Area as well.

Red-winged Blackbirds are common breeders in marshy areas. Flying flocks can be encountered in the winter in various places, such as Coyote Hills Regional Park in Fremont, where you might be able to see the birds close enough to tell whether they are male or female. A more impressive sight is the seemingly endless stream of giant flocks of blackbirds one sees in the winter in the Sacramento Valley.

Flock of blackbirds. Photo credit: Mike Baird, Morro Bay, CA

Another bird with male and female specific calls is the Dark-eyed Junco (Junco hyemalis). This bird is very common in the Bay Area, and is often easy to find even during nesting. When you (unknowingly) approach a nest, the male may begin sounding deep “tup” calls. (A couple of examples of this call can be found on this page. Scroll down to the track labeled “Alarm call and other call notes.”) If you approach even closer, the female will appear and begin sounding sharper “tick” calls. (Unfortunately, I have not been able to locate a recording of this call.) The Dark-eyed Juncos’ local breeding season is quite long, beginning early in the spring and lasting well into summer, so you may still have a chance to observe these vocalizations firsthand. If you notice a male Junco tupping, approach it and see what happens.

Female Dark-eyed Junco. Photo credit: Jamie Chavez, California Male Dark-eyed Junco. Photo credit: Nathan Hamm, Roseburg, OR

Bishop asked specifically about female song. In some species, females do indeed sing. In Black-headed Grosbeaks (Pheucticus melanocephalus), females sing a song similar to, but not quite exactly like, that of the males. They can however sing the male version of the song. I learned from Dr. Alan Kaplan, former naturalist at Tilden Regional Park in the East Bay, that females will sometimes take advantage of this ability when sharing incubation duty with males. If a male has been out foraging a bit too long for the female’s taste, she will sing a male song. He, interpreting her song as that of an intruding male, will rush to the nest, at which point she will relinquish her post to leave him to incubate the eggs for a while.

Female Black-headed Grosbeak. Photo credit: Maggie Smith, San Luis Obispo County, CA

While I have never knowingly heard female Black-headed Grosbeak song, as opposed to male, here is an example of the song of this species. Black-headed Grosbeaks are native to the Bay Area. However, I recorded this particular bird during my sound-recording class in the Sierra Nevada. I never saw this individual, and do not know whether it was male or female.

Male Black-headed Grosbeak. Photo credit: Steve Ryan, Groveland, CA

Wrentit with morsel in its bill. Female and male wrentits look alike. Photo credit: Larry Tunstall, Brookrails, CA

Another species where both males and females sing is the Wrentit (Chamaea fasciata), a unique denizen of thick chaparral restricted to coastal California, Oregon, and Baja California, and the western Sierra Nevada foothills. In Wrentits, both male and female song consists of an accelerating series of “yips,” reminiscent of the pattern of sound of a ball bouncing on a table. The male version of the song (a recording of which can be found here) accelerates to a trill, whereas the female version does not speed up as much. (An example of a song that does not speed up quite enough to end in a trill can be found on this page—I don’t know whether it accelerates little enough to qualify as female song.)

Finally, Bishop asked whether there is a resource that lists which native species’ females sing. I did not find such a resource! As may be evidenced by my blog entry, even recordings of female vocalizations are (surprisingly) difficult to find!

Some simple google searches, however, for ‘female vocalization in birds’ or ‘female bird song’ and similar terms, retrieved some very interesting information, and I managed to track down quite a few studies on the subject. I discuss just a handful of them briefly below.

First of all, it should be noted that female birds can often be induced to sing male song via implantation of testosterone, and this practice has been used by researchers to study the acquisition of song.

Naturally occurring female song is another story.

Perhaps the most provocative study I came across was a collaboration between researchers in Belgium and France (L. Z. Garamszegi et al., 2006, published in the journal Behavioral Ecology), who searched the literature for mention of female song in European songbirds, and used statistical and phylogenetic methods to ask whether the ability of females to sing is ancestral—in other words, whether it is the rule rather than the exception. Despite a dearth of available data, they still managed to show that female song is the norm in two families, and they suggested that, with more information, it may turn out to be the norm for all European songbirds.

Many families of songbirds are common to Europe and North America, and so, what is found to be true of European songbirds is likely to be true of our songbirds as well.

In fact, female song may be ancestral to all songbirds. Songbirds are thought to have originated in Australia, and female song, apparently, has been commonly noted in Australian songbirds!

Garamszegi and his colleagues mention several possible explanations for the existence of female song, and these are identical to explanations that have been pursued for male song: attraction of mates, fending off of competitors—two hypotheses that I have mentioned in a previous column—and several that I haven’t, including coordination of breeding activities, and maintenance of contact with mates.

A study by researchers from the University of Cambridge (N. E. Langmor and N. B. Davies, 1997, published in the journal Animal Behavior) has provided direct evidence that female song may evolve for the purpose of competing for mates. The study focused on Dunnocks (Prunella modularis, a European bird). The researchers experimentally removed males from the study area to increase competition for mates between females. Females use a “trill” call to induce their mate to approach them. When two females were in direct competition for a single male, they increased their trill rates. Also, some of the females who shared males produced complex “songs,” which summoned their mates, but females who had a male all to themselves did not produce these songs!

For me, this study raises an interesting question: What is female song? If we remain male-biased, we may fail to recognize a female vocalization as “song” if it does not match a male “song.”

And this, of course, harks back to the question of what “song” is, and how it is distinguished from a “call,” which, as I have also discussed before, is quite a murky question. “Song” seems to imply a complex, or a palatable vocalization. However, for the purpose of a rigorous definition of “song,” the function of the vocalization has often been invoked. If a female utters a relatively simple and (to us) unpalatable vocalization in order to attract a mate, is it song?

As you probably see, bird song in general is a complex issue, and female song not well enough studied. I have provided a few examples of female-specific vocalizations, a few of female-song, and a few of research on female song. However, I have failed to find any central resource on female song. If you come across such a resource, please leave a comment, and let us all know!

Vocalizing female Red-winged Blackbird. Photo credit: Julie Falk, Southern Michigan

About this column>>

I received the following comment in response to my February entry on hummingbirds: Daniel Kreeger and Mom on May. 24th, 2009 at 7:31 AM: ‘We saw the most extraordinary hummingbird this morning. I had never seen it, but my kindergartner said he was very close to one in Sacramento…(he says “I was so close and it was so cool”) it was completely black, but for a bright red head. Anyone know what we saw? Thanks!’ I thought it would be worth sharing my response with all readers of this column.

Partially silhouetted male Anna’s Hummingbird Photo credit: “stonebird,” Inglewood, CA

A good example of this is the picture on the right of the head of a a male Anna’s Hummingbird. The entire cap and throat (or “gorget”) should appear to us pink, but notice how much of the head appears blackish-brown—the result of seeing it ‘at the wrong angle.’ I flipped through some field guides to hummingbirds to see if there are any black hummingbirds. There are over 300 species of hummingbirds! Most of them are restricted in range to South America, Central America and Mexico. Only a small number occur in the United States, and just a handful in the Bay Area.

male Anna’s Hummingbird (Calypte anna) Photo credit: Len Blumin, Mill Valley, CA

male Anna’s Hummingbird Photo credit: “randomtruth” male Calliope Hummingbird Photo credit: “prayingmother” male Black-chinned Hummingbird Photo credit: Marj Kibby, Newcastle, Australia

The most typical hummingbird in the Bay Area—and the only one we can see year-round—is Anna’s Hummingbird (Calypte anna). Also nesting here is Allen’s Hummingbird (Selasphorus sasin), and a common migrant is the closely related (and very similar-looking) Rufus Hummingbird (Selasphorus rufus). Occasionally, we see other species of hummingbirds here. Though I have never seen it myself, the Calliope Hummingbird (Stellula calliope) occurs as a migrant in the spring, typically in inland chaparral. Going further inland—to the Sacramento delta—another species that can be found in the spring and summer is the Black-chinned Hummingbird (Archilochus alexandri). One winter, a vagrant Costa’s Hummingbird (Calypte costae) graced my neighborhood in Berkeley; and I’m sure there are many more instances of locally rare or vagrant hummingbirds that I’ve either forgotten, or haven’t heard of.

male Allen’s Hummingbird Photo credit: “sgrace” male Rufous Hummingbird Photo credit: “ianredan” male Costa’s Hummingbird Photo credit: Christopher Fritz, San Diego, CA

Incidentally, blue feather coloration is also generally a structural color. In this case, the structure of the feather tissue absorbs most wavelengths of light, but scatters the shortest (blue) wavelengths. That means that we will only see the color when the light rays that reach our eyes are ones that have been reflected off the bird. Compare the two pictures of a Western Scrub-Jay below. In the one on the left, the sun is behind the bird, and we cannot see its blue color. In the other, the sun’s rays are reflecting off the bird, and the and we can see the blue in all its glory!

Western Scrub-Jay (Aphelocoma californica) Photo credit: Sandy Harris, Central Coast, CA

Western Scrub-Jay (Aphelocoma californica) Photo credit: Debra Roby, Hercules, CA

There are dozens (possibly hundreds) of active citizen science projects out there. This short list provides a small sample of the diversity of projects available for you to involve your students in. Many of these projects also make the collected data available on their website so that anyone (including your students) can study it.

1. Bay Area Ant Survey (BAAS) Project Focus: Ants. When and where: Any time in the San Francisco Bay Area.

What do the citizens do? Collect ants, record data on where they were found, and send them to the California Academy of Sciences. What do the scientists do? Your ant will be entered into the AntWeb database, which aims to document ant species worldwide. The Bay Area information is used to track the spread of an invasive ant species as well as the distributions of native species. Other Info: Free ant collecting kits can be picked up in the Naturalist Center at the California Academy of Sciences. Teaching kits, which include additional tools for collection as well as a microscope and a dichotomous key for your students to identify their own ants, can be rented from our Classroom Kit Program.

2. LiMPETS Project Focus: Marine invertebrates and algae. Acronym stands for “Long-term Monitoring Program and Experiential Training for Students.” When and where: Any time at certain coastal sites in California.

What do the citizens do? Monitor the distribution and abundance of key species in rocky intertidal or sandy beach habitats. Students gain valuable experience with data collection methods including vertical transects and random quadrats. What do the scientists do? Regular monitoring helps scientists understand how key species are distributed around the Bay Area, and to track impacts of human activity and natural events (such as large storms). Other Info: Teachers must attend a training to participate in this project. Special equipment is required and can be purchased, built, or borrowed from LiMPETS.

3. Quake Catcher Network Project Focus: Earthquakes. When and where: Any time, anywhere.

What do the citizens do? Become part of a global network of earthquake sensors. The accelerometer in your laptop can act as an earthquake sensor. If you have a desktop computer, a sensor can be attached via a USB port. What do the scientists do? A dense global network of sensors will provide scientists with more detailed information about earthquakes and could allow for more effective rapid detection and early warning. Other Info: K-12 educators can purchase USB sensors from the program for only $5. Lesson plans and activities are available on the website. Faculty and students at Stanford University and UC Riverside are involved in the project.

4. The Great Sunflower Project Project Focus: Bees. When and where: Any time, anywhere.

What do the citizens do? Grow a sunflower (seeds provided) and observe bees as they visit the flower. What do the scientists do? You may have heard about declines in wild populations of bees, but what about urban populations? This project will build data about urban bee populations and how they interact with green areas. Other Info: This project was started by a professor at San Francisco State University. The website includes a teacher page with lesson plans, ideas, and other resources.

5. NestWatch Project Focus: Birds. When and where: Any time, anywhere in North America.

What do the citizens do? Monitor birds’ nests that you find in your area. Use resources on the website to read up on identifying nests and eggs and what information to record. What do the scientists do? The reproductive success of many bird species can monitored using the submitted data. Records submitted on paper over the past 40 years are being added to the database, creating a long-term picture of bird breeding and distribution. Other Info: Be sure to read up on how to monitor nests without disrupting or endangering their occupants before you get started.

6. Great Backyard Bird Count Project Focus: Birds. When and where: This is an annual event; the next one takes place February 12 - 14, 2010.  You can participate anywhere in North America.

What do the citizens do? Spend 15 minutes (or more) counting birds. Record the numbers and species that you see and submit the data. What do the scientists do? This annual snapshot of bird populations and distribution allows scientists to track changes in distribution, declines in populations, and shifts in the timing of migration. Other Info: Tips for involving students and suggested classroom activities are available on the website. Photo galleries showcase pictures taken by participants.

7. Celebrate Urban Birds Project Focus: Birds. When and where: Any time, any urban area in North America.

What do the citizens do? Learn about 16 types of birds often found in urban areas. Then choose an area to observe for ten minutes and record the birds that you see. What do the scientists do? The project is focused on urban green spaces and their effects on certain types of birds. Data collected helps determine how birds use different types of green spaces. Other Info: Starter kits and other resources can be ordered or downloaded and are available in both English and Spanish. Art activities, gardening tips, and community-building ideas are also featured on the website.

8. Project BudBurst Project Focus: Plants, phenology. When and where: Any time, anywhere in North America.

What do the citizens do? Learn about phenology, the timing of life-cycle events. Select a plant to monitor and record the date of events such as the first leaf, the end of flowering, or the first ripe fruit. What do the scientists do? Data collected through this and other projects helps scientists understand how climate change is affecting phenology and how changes in phenology can affect ecosystems. Other Info: Supplemental resources for educators, including lesson plans for classroom activities, will be available on the website.

9. Frogwatch USA Project Focus: Frogs and toads. When and where: Any time, anywhere in the United States.

What do the citizens do? Use resources on the website to learn about the frogs and toads in your area and train yourself to recognize their calls. Choose a site to monitor and record the species that you hear there. What do the scientists do? The data collected by this project can be used to monitor frog and toad populations, species diversity, and other information that can help inform conservation efforts. Other Info: Amphibians are very sensitive to climate change and are suffering remarkable rates of population decline, making the information generated by this project especially valuable.

10. GLOBE at Night Project Focus: Light Pollution. When and where: This is an annual event taking place in March. You can participate anywhere of the 110 participating countries (including the United States).

What do the citizens do? Observe the constellation Orion. Record which stars you can actually see. Dimmer stars may be obscured by light pollution. What do the scientists do? Observations reported from around the globe can be used to study light pollution and population patterns. Other Info: Family activity packets and teacher activity packets can be downloaded in several languages. 2009 has been named the International Year of Astronomy, so this would be a great time to participate.

11. GalaxyZoo Project Focus: Classifying galaxies. When and where: Any time, anywhere.

What do the citizens do? Look at pictures of galaxies on the GalaxyZoo website and classify them based on characteristics such as smooth vs. rounded, spiral vs. not spiral, and so forth. What do the scientists do? The database of volunteer-generated classifications of galaxy characteristics has been used to answer (and raise) questions such as whether more spiral galaxies tend to rotate clockwise or counter-clockwise. New objects spotted in the photos by citizen scientists have been the subject of follow-up investigations, including a mysterious object first noticed by a teacher. Other Info: With millions of images of galaxies collected by robotic telescopes, professional astronomers certainly needed a little help from citizen scientists. The user-friendly (and surprisingly addictive!) GalaxyZoo website guides participants through simple steps to classify the images. While this project doesn’t meet the goal of getting your students outside, it’s still a fun and rewarding way to supplement your astronomy curriculum.

If you’re not satisfied with only eleven suggestions, visit Citizen Science Central to find more. They have an extensive database of active projects, as well as a “toolkit” of resources for developing and supporting new citizen science projects.

Speaking of new projects, keep your eyes open for new citizen science projects coming soon from the California Academy of Sciences, including one focusing on spiders!