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    <pre style="white-space:pre-line"><code>Aids: sound recordings of birds singing (avail-  2   With the help of the identification key, they then
               able at https://temata rozhlas cz/priroda/ptaci or    find out which taxa are located in the given local-
               http://www nasiptaci info/), for groups: Common for-  ity, they record their findings and take photos of
               est birds worksheet or everyone sings differently (see   the catches before releasing them
               appendix), pictures of common chaffinch, great tit,  3   Once students have obtained both records, they
               eurasian blackcap, common chiffchaff, yellow ham-  compare the results of their research with each
               mer, and song thrush for gluing onto a worksheet,   other and briefly discuss their observations and
               2× binoculars, 2× identification key (Ptačí sousedé:   the conclusions from these observations: In which
               klíč k určování ptáků  (2017)  Lipka—ediční centrum )   biotope was there a greater species diversity of
                                                                 the observed invertebrates? In which biotope was
               Procedure:                                        there a large number of invertebrates? What can
               1   Based on the text in the worksheet, students   cause these differences?
                  recognize the form of individual songbirds and  4   They confront the conclusions of their discussion
                  stick their picture in the appropriate place on the   with the text The food cycle of deciduous forest
                  worksheet                                      and the role of invertebrates litterfall, which is part
               2   After a short joint check, they listen to individual   of the Identification Key for the identification of
                  samples of selected songbirds, and students con-  soil invertebrates
                  front the heard form with a textual recording of
                  the birds singing                             Notes for the organization: It is also possible to use
               3   They then set off into the field, whenever there  sliding nets to catch invertebrates of different forest
                  is an opportunity, it is possible to try to identify  layers  However, the vast majority of these animals
                  songbirds by voice  We check the identification  are not decomposers
                  visually using binoculars and an identification key
                                                              4. Vertebrates of the forest
                 Notes for the organization: The first part of the task  Learning task context: The context of the learning
               takes place in the classroom, and the actual ob-  task: The forest as such provides its inhabitants with
               servation of birds by sound happens continuously  sufficient shelters, so it is quite difficult to observe
               throughout the thematic day                    vertebrates in their natural environment in a large
                                                              group  During the observation of forest vertebrates,
               3. Observations of forest invertebrates.       we therefore focus on their habitats, or we help our-
               Learning task context: Invertebrates occur in forest  selves with photographs of these animals, as present-
               biotopes at all layers, with most representatives pres-  ed in the learning task
               ent in the litterfall  The thicker the layer of litterfall,
               the more diverse representatives can be observed  Aids: For the group—publications for determin-
               in the habitat/biotope  Therefore, it is appropriate  ing animal footprints and residence traits (e g
               to compare at least two different types of localities  Leutscher, A  (1996)  Stopy a značky zvířat  Mladé letá
               and evaluate both the number and species diversity  Laußer, M  (2014)  Stopy zvířat  Svojtka & Co ), atlas of
               of the invertebrates present                   forest animals (e g  sada Expedice příroda—50 našich
                                                              lesních zvířat), Forest Vertebrates record card (see ap-
               Aids: for groups—garden shovel, plastic bowl,  pendix); photographs of selected forest vertebrates
               3× round bug viewer with magnifier lid, 1× magni-  (e g  European deer, red squirrel, wild boar, wild mar-
               fying glass, 1× entomological tweezers, 2× identifi-  ten, badger, common shrew, bush mouse, dormouse,
               cation key for the identification of soil invertebrates  great spotted woodpecker, little owl, wood hawk,
               (např  Tilling et al  (2017)  Klíč k určování půdních   brown frog, spotted salamander, viper)
               bezobratlých. Brno: Rezekvítek, 2017)
                                                              Procedure:
               Procedure:                                     1   During the day, whenever there is an opportuni-
               1   Twice during the journey through the forest we   ty to do so, we observe the residence features of
                  stop at different forest biotopes (spruce mono-  animals (faeces, feathers, pellets, swallows, foot-
                  culture, deciduous forest) and we ask students to   prints)  With the help of professional literature, we
                  use a garden shovel to pick up the litterfall into   try to identify them and deduce which vertebrates
                  a plastic bowl and try to use a magnifying glass   live in a given habitat
                  and tweezers to find invertebrates  They place the  2   We will prepare a section on the road in advance,
                  individual representatives in a round bug viewer   where we will visibly place laminated photo-
                  for further observation                        graphs of animals along the road at a height that
                                                                 is natural for the animals—(e g  mice, shrews,



               |   32</code></pre>
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