the secret life of crows

Create a comic strip that reflects the observed behaviours and social structures of crows.

  • Students will use an inquiry-based approach to investigate and understand the behaviours and social structure of crows living on Prince Edward Island. Students then create comic strips based on this data.

    At the end of this activity, students will be able to:

    • engage in scientific inquiry by formulating hypotheses, observing and collecting data, analyzing their observations, and interpreting results to understand the social structures and behaviours of crows;

    • communicate scientific observations using art;

    • reflect on their relationship with nature and the role that crows play in the ecosystem.

  • This Fieldnote (“the secret life of crows”) involves inquiry-based learning in the following disciplines: science and visual art.

  • Each student will require access to:

    • A notebook

    • A pencil

    • Markers, crayons, coloured pencils, and other art supplies for illustrations

    • Ruler or straight edge

    • Blank sheets of paper for comic strip creation

    • Optional: Reference materials on crow behaviour (books, articles, videos, etc.)

  • This Fieldnote (“the secret life of crows”) refers to the following terms: behaviour, citizen science, comic strips, crows, ecosystem, and observation.

Part 1. Getting Started

Activity Length: 30 minutes | Location: Outdoors

  1. Prompt students to share what they know about crows.

    • As the facilitator, identify gaps throughout this discussion and add helpful foundational information where needed. Ensure that adequate context is provided before moving on to the next step.

    • Prepare your knowledge of the American Crow with National Geographic

  2. Explain that crows are frequently studied by scientists for their intelligence, creativity, and playfulness.

    • Discuss the meaning of each of these traits and explain how a human being might demonstrate the trait.

    • Ask students how a crow might show these traits in their day-to-day behaviours.

  3. Create a list or thought map showing all “assumptions” about crows and their day-to-day lives.

    • Use chart paper, a whiteboard, or equivalent technology. For remote teaching, make use of chat functions or screen share tools.

    • If necessary, provide examples to kick-start this discussion. (e.g. crows are black, crows eat insects, etc…)

  4. Ask students the question: “What would you like to know about crows?”

    • Next to your list of assumptions, generate as many questions or “things” we want to know about crows as possible.

    • Encourage how and why questions.

    • Optional: use the Question Formulation Technique (QFT) method to generate meaningful questions.

  5. Have each student select the one question that they’re most interested in.

    • As the facilitator, coach students as they refine these questions. Questions should be meaningful, but this doesn’t mean they need to have an easy answer. (e.g. Why do crows visit the schoolyard? How do crow parents act when their young are nearby?)

Part 2. Observe

Activity Length: 10 minutes (x3) | Location: Outdoors

  1. Move to an outdoor location where crows are typically seen.

    • Explain to students that the goal is to watch, listen, and learn about the lives of crows with an open mind.

  2. Have students create their own rules for respectful observation.

    • As a class, determine which skills might be necessary to make accurate observations. For students in K–3, discuss the importance of slower movements and active listening. For students in 4–6, explain how loud disruptive behaviour might make crows not act normally.

    • Balance learner autonomy of movement (e.g. running around, play, etc…) with awareness, empathy, and respect for the environment.

  3. Establish your goals.

    • Remind students of the questions they formulated in Part 1. Each student should have a focus.

    • Explain that for the next three days, the class will gather outside to carefully observe crows and their behaviours.

    • Keep this time very short for students in K–3 and do not expect any written or illustrative work. For students in 4–6, increase the time you spend outdoors and ask that all crow-related ideas, thoughts, or other observations be scribbled down in a notebook.

  4. Encourage students to look for clues or answers to their questions.

    • Encourage students to think deeply about the crows they’re watching. (e.g. Is this where they live? If not, why are they here? Are they eating? Are they all acting the same? Who is acting differently, and why? Is it obvious which ones are children and which ones are adults? Can you spot which ones belong to the same family? Do any of them have unique behaviours or physical characteristics?)

  5. Close each observation with Think-Pair-Share (TPS) reflections.

    • Each student should find a classmate and discuss what they witnessed.

    • Write or sketch any important realizations or “a-ha” moments from the time spent outside.

  6. Repeat this observation process a minimum of 3–5 times before proceeding to Part 3.

Part 3. Creating your Artwork

Activity Length: 30 minutes | Location: Classroom

  1. Discuss the outdoor experience.

    • First discuss the experience itself, referring to the observations as an act of “citizen science.” (e.g. What was the hardest part about listening and watching crows? Was it easy to imagine yourself inside the mind of the crows you saw?)

    • Create a new thought web on chart paper, a smart board, or equivalent technology. Sketch a crow at the centre.

    • Prompting students with their initial questions, lead an open discussion about what was learned from the outdoor experience. Write all observations around the thought web. At the end of this activity, you should fill the space with “facts” or “realizations” about crow life.

    • Resolve this discussion by asking students what makes crows unique compared to other species.

  2. Prompt students to create fictional stories based on their observations.

    • What makes a “good” story? Discuss the importance of key components to a story — such as characters, conflict, and resolution.

    • Ask students to find a partner (Think—Pair—Share) and workshop ideas for their own stories where at least one character is a crow, and where the plot is inspired loosely by outdoor observations.

    • Avoid unnecessary creative restrictions and allow students to deviate from conventional storytelling tactics if desired.

  3. Organize stories into colourful, one-page comic strips.

    • Prompt students to summarize their stories in no more than six illustrations. If desired, provide students with a printed template similar to the one below.

    • Remind students to “tell a story” with their drawings.

  4. End with a class show and tell, and reflection.

    • Ask students to share their comic strips with the class. Each student should explain their story, how they came up with this story, and how it connects to what they heard or saw outside. What can be learned about crows by looking at this artwork?

    • Optional: Hang all completed comic strips on the classroom wall.