Oscar the Herring Gull
Written by Roberta Heembrock and Illustrated by Adam Murray
Bryler Publications Inc.
ISBN: 0986642517
About the book
Meet Oscar, a bold and adventurous Herring Gull who befriends Grammie Sara, a caring woman in a small seaside town in Nova Scotia. His dive-bombing antics and charming personality quickly win her heart. When Oscar doesn't show up for his daily feeding of scraps one day, Grammie Sara becomes very worried and fears the worst. She scours the beaches for weeks, listening for Oscar's unique call but he is nowhere to be found. Will Grammie Sara find Oscar? Follow Grammie Sara as she searches for Oscar and learn why Herring Gulls are important sea birds. Oscar may even have a surprise for you!
Lesson Plans
Topic: Understanding Life Systems: Growth and Changes in Animals
Grade: 2, Duration: 4-5, 45 minute lessons
Curriculum Expectations
- Demonstrate an understanding of the similarities and differences among various types of animals and the ways in which animals adapt to different environmental conditions
- Investigate physical and behavioural characteristics and the process of growth of different types of animals
- Identify ways in which humans can affect other animals
Background Information
HERRING GULL NOTES:
The most common species of Herring Gull found in
Canada is the Larus argentatus, meaning silver winged. Its head, chest and tail are white. Its eyes are yellow. The Herring Gull's bill is also yellow with a red spot on its lower jaw. The legs and feet of a Herring Gull are flesh-coloured. The back and upper wings are grey with the very tips painted black and white. In winter, the heads of mature gulls are streaked with brown.
Fledglings (baby gulls) are mottled with brownish feathers and a dark bill. It takes four years for the adult plumage to fully develop.
Herring Gulls are social birds and nest in colonies along coastal and open inland waters, including rocky outcrops and grassy bars in every province and territory in Canada as well as in Alaska and along the Atlantic Coast to North Carolina. Their nests are hollowed in the ground and lined with grasses, seaweed and feathers. In winter, Herring Gulls gather on beaches along coastal waters on both the Pacific and Atlantic coasts in
Canada and the United States as well as the Gulf of Mexico and a few Caribbean islands. They can also be found year round on other large bodies of water such as the lower Great Lakes.
Herring
Gulls are also the most abundant and recognizable gulls along the shores of Western Europe. Once a colony has been established,
Herring Gulls like to stay in one place. These birds will often reoccupy nesting sites spring after spring. Some Gulls even nest in the same site for as long as 10-20 years.
Mating begins in early spring, as soon as the gulls arrive at the colony. Once a couple has been chosen, the birds will build their nest or refurbish an old one. The female Herring Gull will lay a clutch of 2-4 eggs. Eggs are heavily brown-spotted and olive, bluish or cinnamon coloured. The incubation period is usually around 30-32 days. There is one brood per year. Both the male and the female will incubate their eggs. The parents take exemplary care of the eggs during incubation. They have even been observed turning their eggs with their bills to ensure proper development of the embryos. Upon hatching, the parents will immediately remove the eggshells so as not to attract predators. At the sight of a parent's bill, a newborn chick will peck at the red spot of the parent's lower mandible. In response, the parents will regurgitate food and feed its young. Both parents feed the young. Young fledglings leave their parents at about 35 days post hatching.
Herring Gulls are scavengers and though they consume large amounts of fish and marine invertebrates, they will eat most anything from berries, rodents, and insects to garbage, bread and hot dogs.
They have been known to steal food from other birds and even eat their young. They have a talent for finding abundant food at fish wharfs, garbage dumps, and beaches. Single Herring Gulls tend to specialize in certain types of food and feeding techniques.
In the recent past, at least 50 different species of fish were found in the Annapolis Basin of Nova Scotia. Shad, herring, haddock,
flounder, and mackerel were the most common. Today, large commercial fishing seiners from the Bay of Fundy (boats equipped with long flat nets like a fence that are used to encircle a school of fish), have wiped the Basin clean. At one time, the Annapolis Basin produced about one third of Nova Scotia's clam production, now, due to environmental changes caused by construction and development, the clam population has all but disappeared. Only a few brave clammers can be spotted at low tide. In the past, Herring Gulls in the Annapolis Basin were able to survive winters by accessing scraps from local landfills. Due to positive changes in environmental legislation, much of the organic material that used to be readily available to the gulls is gone. This food source was important over the long winter when marine food was less abundant. The surviving Herring Gulls can be watched, circling the wharf when the commercial herring vessels, lobster boats and scallop fleets come in from the Bay of Fundy to empty their catch.
Accountability
Teachers and students will gain knowledge of animals and their habitats, specifically the Herring Gull, how they co-exists with their similarities and differences, and who humans have impacted their life system.
Teacher Notes
Materials:
- Background information on the different animals and environments they exist in (books, CD's, internet, magazines, etc.)
- Scrap materials and supplies for the display case (after a plan has been organized, students can bring them in from home)
- 3-4 glue gun stations equipped with an outlet, glue gun and glue sticks
- Structured time and project planning
Instructions:
You have been asked by the Royal Canadian Museum of Natural Science to design a habitat display case to show the diversity of living things. Your habitat display case must show an understanding of the similarities and differences among various types of animals and the ways in which animals adapt to different environmental conditions. You will need to investigate the physical and behavioural characteristics of each animal and its habitat, and understand the growth and changes of your selected animal. You must also be able identify ways in which humans can affect these animals. Your display case should be organized so visitors will be able to see clearly the different habitats of each of the 3 animals.
Your design:
- Divide the class into groups of three students each. Each student in each group is assigned one habitat environment: a) dry, sandy, grassy, flat bar (must be an environment for a Herring Gull), b) a dark, cold, mountainous, rocky, rainy, (animal to be chosen) and c) wet, hot covered by forests rainy (animal to be chosen).
- Each group must present their display case in any form: poster, dirorama, power point, pod cast, brochure, 3-D model, etc.
- Each group of must also include with their display case:
- A short written description of the 3 different chosen animals
- A comparison of the similarities and differences among the 3 different animals of choice.
- A short written explanation about the ways in which humans can affect each of the animals
Keep in mind the following: what kind of animal…bird, mammal, reptile, fish, etc, its physical characteristics…size, body coverings: feathers, fur, scales, skin, body shapes: one, two, three body parts, appendages: two legs, four legs, six legs, eight legs, no legs, methods of movement: swimming, walking, flying, swinging, crawling, its eating habits, how does it protect itself from the environment, predators, how it hunts or gathers food, how it reproduces and raises its young, etc.
Lesson comments:
- What did your students learn?
- How did they share? What creative means did they utilize?
- What changes need to be made? (Additions and deletions)
Topic: Understanding Life Systems: Habitats and Communities
Grade: 4, Duration: 4-5; 45-minute lessons
Curriculum Expectations
- Demonstrate an understanding of the concepts of habitat and community, and identify the factors that could affect habitats and communities of animals
- Investigate the dependency of animals on their habitat and the interrelationships of the animals living in a specific habitat
- Describe ways in which humans can change habitats and the effects of these changes on the animals within the habitats
Background Information
HERRING GULL NOTES:
The most common species of Herring Gull found in Canada is the Larus argentatus, meaning silver winged. Its head, chest and tail are white. Its eyes are yellow. The Herring Gull's bill is also yellow with a red spot on its lower jaw. The legs and feet of a Herring Gull are flesh-coloured. The back and upper wings are grey with the very tips painted black and white. In winter, the heads of mature gulls are streaked with brown. Fledglings (baby gulls) are mottled with brownish feathers and a dark bill. It takes four years for the adult plumage to fully develop.
Herring Gulls are social birds and nest in colonies along coastal and open inland waters, including rocky outcrops and grassy bars in every province and territory in Canada as well as in Alaska and along the Atlantic Coast to North Carolina. Their nests are hollowed in the ground and lined with grasses, seaweed and feathers. In winter, Herring Gulls gather on beaches along coastal waters on both the Pacific and Atlantic coasts in Canada and the United States as well as the Gulf of Mexico and a few Caribbean islands. They can also be found year round on other large bodies of water such as the lower Great Lakes. Herring Gulls are also the most abundant and recognizable gulls along the shores of Western Europe. Once a colony has been established, Herring Gulls like to stay in one place. These birds will often reoccupy nesting sites spring after spring. Some Gulls even nest in the same site for as long as 10-20 years.
Mating begins in early spring, as soon as the gulls arrive at the colony. Once a couple has been chosen, the birds will build their nest or refurbish an old one. The female Herring Gull will lay a clutch of 2-4 eggs. Eggs are heavily brown-spotted and olive, bluish or cinnamon coloured. The incubation period is usually around 30-32 days. There is one brood per year. Both the male and the female will incubate their eggs. The parents take exemplary care of the eggs during incubation. They have even been observed turning their eggs with their bills to ensure proper development of the embryos. Upon hatching, the parents will immediately remove the eggshells so as not to attract predators. At the sight of a parent's bill, a newborn chick will peck at the red spot of the parent's lower mandible. In response, the parents will regurgitate food and feed its young. Both parents feed the young. Young fledglings leave their parents at about 35 days post hatching.
Herring Gulls are scavengers and though they consume large amounts of fish and marine invertebrates, they will eat most anything from berries, rodents, and insects to garbage, bread and hot dogs. They have been known to steal food from other birds and even eat their young. They have a talent for finding abundant food at fish wharfs, garbage dumps, and beaches. Single Herring Gulls tend to specialize in certain types of food and feeding techniques.
In the recent past, at least 50 different species of fish were found in the Annapolis Basin of Nova Scotia. Shad, herring, haddock, flounder, and mackerel were the most common. Today, large commercial fishing seiners from the Bay of Fundy (boats equipped with long flat nets like a fence that are used to encircle a school of fish) have wiped the Basin clean. At one time, the Annapolis Basin produced about one third of Nova Scotia's clam production, now, due to environmental changes caused by construction and development, the clam population has all but disappeared. Only a few brave clammers can be spotted at low tide. In the past, Herring Gulls in the
Annapolis Basin were able to survive winters by accessing scraps from local landfills. Due to positive changes in environmental legislation, much of the organic material that used to be readily available to the gulls is gone. This food source was important over the long winter when marine food was less abundant. The surviving Herring Gulls can be watched, circling the wharf when the commercial herring vessels, lobster boats and scallop fleets come in from the Bay of Fundy to empty their catch.
Accountability
Teachers and students will gain knowledge of the Herring Gull and its importance.
Teacher Notes
Teachers and students will gain knowledge of animals and their habitats, specifically the Herring Gull, how they co-exists with their similarities and differences, and who humans have impacted their life system.
Materials:
- Background information on the different animals and environments they exist in (books, CD's, internet, magazines, etc.)
- Scrap materials and supplies for the display case (after a plan has been organized, students can bring them in from home)
- 3-4 glue gun stations equipped with an outlet, glue gun and glue sticks
- Structured time and project planning
Instructions:
You have been asked by the Royal Canadian Museum of Nature to design a habitat display case to show the diversity of living things. Your habitat display case must show an understanding of the concept of habitat and community; it includes all the land the animal needs to hunt, gather food, find a mate, and provide shelter and space for and raise a family. You will need to investigate the physical and behavioural needs of each animal and its habitat. You must also be able identify ways in which humans can affect these animals. Your display case should be organized so visitors will be able to see clearly the different habitats of each of the 3 animals.
Your design:
- Divide the class into groups of three students each. Each student in each group is assigned one habitat environment: a) dry, sandy, grassy, flat bar (must be an environment for a Herring Gull), b) a dark, cold, mountainous, rocky, rainy, (animal to be chosen) and c) wet, hot covered by forests rainy (animal to be chosen)
- Each group must present their display case in any form: poster, dirorama, power point, pod cast, brochure, 3-D model, etc.
- Each group of must also include with their display case:
- A short written explanation of the factors that could affect your animal habitats and communities
- A short written explanation of how your animals are dependent on their particular habitat and the interrelationships of the animals co-existing in the specific habitat
- A short explanation describing ways in which humans can change habitats (the positive and negative effects
Keep in mind the following: what kind of animal…bird, mammal, reptile, fish, etc, its physical characteristics…size, body coverings: feathers, fur, scales, skin, body shapes: one, two, three body parts, appendages: two legs, four legs, six legs, eight legs, no legs, methods of movement: swimming, walking, flying, swinging, crawling, its eating habits, how does it protect itself from the environment, predators, how it hunts or gathers food, how it reproduces and raises its young, etc.
Lesson comments:
- What did your students learn?
- How did they share? What creative means did they utilize?
- What changes need to be made? (Additions and deletions)
