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Database Provider

Author

National Audubon Society

Grades

6th, 7th, 8th, 9th, 10th, 11th, 12th

Subjects

Science, Biology, Visual and Performing Arts

Resource Types

  • Artwork
  • Article

Regional Focus

Global, North America, United States, USA - Northeast, New York, New York City

The Audubon Mural Project

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Synopsis
  • This resource showcases many murals throughout New York City, featuring over 100 different bird species that have been or will be impacted by climate change.
  • Students will be able to explore the murals, learn about the artists and the birds, and listen to the songs of each bird in the murals.
Teaching Tips

Positives

  • The murals are beautifully designed and represent an array of artistic styles; each student will find something that they like. 
  • The bird song recordings really bring the artwork to life.

Additional Prerequisites

  • Students should have familiarity with climate change and how it can impact natural habitats. 

Differentiation

  • This resource would work well in a science class discussing climate change and ecology or in an art class working on murals or activism through art.
  • Younger students will enjoy seeing the artwork, listening to the bird songs, and learning about the birds presented in the murals. Have them find a bird to draw on their own.
  • Advanced students could write a paper or give a presentation about how climate change is affecting birds in their local area, providing information from the mural and the additional information provided by clicking on each bird species.
  • This resource lends itself well to a jigsaw activity, where students each choose a mural and species, learn about it, and present their findings to a partner or the class. 
  • Students can use Google street view to see a mural of their choice as it is in the neighborhood.
  • As an extension, have students learn about a bird species and create their own mural or artwork. 
Scientist Notes
This resource lists the North American bird species that are endangered due to climate change. It emphasizes the significance of the arts in communicating climate information, and this will encourage the implementation of urgent climate policies to save this bird species from extinction. This resource is perfect for use in the classroom.
Standards

This resource addresses the listed standards. To fully meet standards, search for more related resources.

  • English Language Arts
    • Reading: Informational Text (K-12)
      • RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction at grade level text complexity or above with scaffolding as needed. By the end of grade 10, read and comprehend literary nonfiction at grade level text complexity or above.
      • RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction at grade level text complexity or above with scaffolding as needed. By the end of grade 12, read and comprehend literary nonfiction at grade level text complexity or above.
  • Visual & Performing Arts
    • Visual Arts: Standard 7 - Perceiving and analyzing products.
      • 1.5.8.Re7a: Explain how a person's aesthetic choices are influenced by culture and environment, and how they impact the way in which visual messages are perceived and conveyed.
      • 1.5.12prof.Re7b: Analyze how one's understanding of the world is affected by experiencing visual arts.
      • 1.5.12adv.Re7b: Determine the commonalities within a group of artists or visual arts attributed to a particular type of art, timeframe, or culture.
    • Visual Arts: Standard 11 - Relating artistic ideas and works within societal, cultural, and historical contexts to deepen understanding.
      • 1.5.8.Cn11a: Analyze and contrast how art forms are used to represent, establish, reinforce and reflect group identity and culture.
  • Science
    • ESS3: Earth and Human Activity
      • MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
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