Recycling at Circleville Elementary

I was able to convert the fifth grade classrooms at Circleville Elementary School into paper recycling factories. Each recycling engineer made a piece of paper board 10 inches in diameter from recycled newspaper and old homework sheets. In the process they learned how a paper recycling factory would work.

Leading up to the recycling activity was a discussion on trash. Why we need to do something about it and how we can start to lessen the amount of trash we produce. According to the Southeastern Public Service Authority, a solid waste management agency, the average person throws out about 6 pounds of trash per day. That adds up to more than a ton of trash that each of us ends up throwing out every year. What are we going to do with all this trash. Certainly not bury it all in someone's back yard!

Most people are familiar with the 3 “R’s” – Reduce, Reuse and Recycle (I’ve been hearing some talk about adding another “R” – Repair). They are listed that way on purpose. Reduce is the first thing that we should do to deal with our trash problem. Reuse and Recycle are the second and third thing we should be doing. I think most people know a lot about the second and third solutions but they don't know as much about the first, Reduce, and that's the one we should be doing the most. It's the one less understood and more difficult to accomplish.

What does Reduce mean as far as our trash is concerned (I once heard one of my environmental education camp counselors say reducing our trash meant to put it into a compactor and make it smaller. – unfortunately that is not what it means and really does nothing to solve the trash problem)? It really means that we do things so that there is less trash made to begin with. That’s what makes it more difficult to accomplish. Having less trash made means that we all have to make things and buys things differently. Here’s a great example for students to consider.

Many of us like to eat junk food like potato chips, pretzels or cheese doodles. Here we see two different size packages that we can purchase. Buying one of these snacks creates more trash than buying the other. Which one results in more trash?

At first glance we’d think it's the bag on the right. Yes, it is smaller and when thrown away would be less trash than the package on the left (ah, you say “George, we can recycle it!” – yes it is plastic and theoretically recyclable, but in reality there isn’t a market or manufacturer that can do a business of recycling snack packages so even if you save the empty packages there’s no place to take them to be recycled) .

Let’s look deeper, though. If you got the package on the right for snack time and your mom or dad got the package on the left you’d cry out “Not fair!” Of course it wouldn’t be fair. Your dad or mom would end up with more snack. You would get 2 ounces of snack while your parents got 7 ounces (reading labels is very helpful).

In order to make it fair you’d have to buy more of the small packages. How many more? You do the math and you'll see that it is two and a half packages. Oh, oh. You can’t buy two and half packages, so you end up buying three more packages for a total of four packages to get the same amount (actually a little more – which I’m sure wouldn't mind) as your parent.

What does this mean then as far the trash that you will throw into the garbage when you’re done eating the snacks. Let’s do the math; a large bag is 14 inches tall and 8 inches across. That means there would be 112 square inches of plastic going into the garbage. No, wait! There’d be twice that amount. Why? Because there are two pieces of plastic to make the bag, the piece in the front of the bag and the piece in the back. You’d be throwing into the garbage can 224 square inches of plastic.

Let’s look at the small bag. It measures 10 ½ inches tall and 5 ½ inches across which gives us an area of 57 ¾ square inches of plastic. Don’t forget we have to double that for the two pieces of plastic that make up the bag. So one of our little bags is 115 ½ square inches. But we have four of these small bags because we wanted to have the same amount of snacks as mom or dad. So we end up throwing into the trash can 462 square inches of plastic. Four hundred sixtytwo square inches is a lot more than 224 square inches!

Another way to think about this is to figure out (and it means more math) how much plastic there is for each ounce of snack. The large bag, 224 square inches, holds 7 ounces of snack. That means for every ounce of snack you’re throwing out 32 square inches of plastic. The smaller bag that holds 2 ounces is 115 ½ square inches. One ounce of snack from that bag would result in 57 ¾ square inches of plastic going into the trash. As they say, “You do the math!” When you do, you see that the big bag is better!

As you can see in this picture it’s pretty obvious that the large bag ends up being less trash than a number of smaller bags that would have to be bought to give us the same amount of snack.

If we want to reduce the amount of trash we have to try to buy things that do not create more trash. To reduce the amount of plastic thrown into the garbage from snack bags means buying the snacks in large bags instead of small bags. That holds true for all kinds of packages; the larger size package has less packaging per unit volume than the small package.

Of course now mom and dad won’t let you bring the whole 7 ounce bag to school for snack. How will you solve that problem? Will your solution create more trash? Let me know.

Circleville 4th Grade Ornithologist Study Owls

Owl ecology is one my most popular studies. I always find it very interesting. From the feedback that I get I know the students that I share this with find it as interesting as I do.

I don’t know how many pellets I have dissected with students over the years. Pellets Inc., the company that I buy pellets from (see link to the right), says I’m one of their best customers. Each time I take apart pellets with elementary school ornithologists it is like a treasure hunt – even though I have an idea of what I might find, there are sometimes surprises.

One of the surprises this year with the pellets that I dissected with Circleville Elementary School 4th grade ornithologists was the number of bird skeletons that we found. Out of the 50 pellets that we dissected there were 4 bird skeletons. That might not seem like a lot but if we look at some other data that I have collected over the last few years we do find something unusual.

What’s unusual? Let’s look at the data. Not including what we dissected at Circleville, I have helped students take apart 251 pellets. In all of those pellets we found a total of 7 birds. How does that compare to what we found in our latest investigation? In order to compare we need to do some math. By doing an average we find that for every 36 pellets we dissected we discover 1 bird skeleton. In this recent investigation we found 1 bird skeleton for every 13 pellets. That’s a rate of twice as many birds eaten by owls in our sample compared to all of the pellets in my studies in the last few years.

Why? I don’t really know, but I do have several hypothesis. I do find that there are at times patterns in how and what the owls are eating. For example in the spring I find that many of the pellets have extremely crushed bones. In those cases, you will not find any whole skulls in the pellets. They will all have been crushed into small pieces. I suspect that these pellets come from young owls. The parents may crush the mice up with their beaks to make it easier for the young to eat. Or maybe the young, being smaller in size or not being very experienced eaters end up crushing the prey as they eat it, more so than older adult owls would. This may be showing us an eating behavior demonstrated by owls. Maybe there are patterns that help to explain what they eat.

One pattern that I have noticed is that if you do get some of the secondary prey (i.e. shrews, moles or birds) you will likely get several pellets in a batch with that kind of prey. Why? Well, there might be a couple of reasons for this. One is that individual owls, just like any other animal (including us), can sometimes have certain foods that they particularly like (for you or me, we might like to eat one particular thing, for example lima beans). If we ended up with pellets from an owl that has an unusual food favorite, then we might see a greater number of that kind of prey. Maybe a particular owl is really good at catching an unusual kind of prey. Again, if we got pellets from that owl we'd have a greater number of that unusual prey. When I purchase the pellets I buy them in bulk. It's likely that several of the pellets come from the same owl. In that case we might get a higher number than expected of the secondary prey. That might be the reason for why we found twice the usual rate for bird predation with our owl pellets - we happened to get pellets from an owl that was particularly fond of or particularly good at catching birds for food.

Another reason is that the unusual prey may be more abundant or more easily caught at certain times of the year, for example there may be more shrew nests in the spring providing for more chances for owls to find them. Often you will find four or five shrews skulls in one pellet, in that case I’m quite sure that the owl heard the shrews in the nest, dove down and grabbed that spot in the leaves and in one swoop catch a whole family of shrews for dinner. In the fall young birds begin to disperse from where they hatched and are no longer being cared for by their parents. These young, inexperienced birds might be more easily preyed upon by owls. This might be the reason why we had such a high number of bird prey in our investigation.

As you can see the web of life is very complex. There are many interconnections between predator and prey. Seasonal changes can affect the number and availability of food. The behavior of prey at different times of the year can make them more available for the owls. All of these things can affect what the owls eat. When we dissect their pellets we can get a glimpse of their world.

Here is the data from the pellets we dissected with 4th graders at Circleville Elementary School:

Mrs. Urmston’s class – 10 pellets, 23 mice, 0 shrew, 0 mole, 1 bird
Mrs. Przybocki’s class – 10 pellets, 24 mice, 4 shrews, 0 mole, 0 bird
Mrs. Conklin’s class – 10 pellets, 21 mice, 0 shrew, 0 mole, 0 bird
Mrs. Herb’s class – 10 pellets, 21 mice, 1 shrew, 0 mole, 2 bird
Mrs. Negron’s class – 10 pellets, 30 mice, 0 shrew, 0 mole, 1 bird

Here’s a question. Were the number of shrews eaten by the owls in our study sample typical or average for owls based on what my previous investigations have shown (hint – look at the number of shrews eaten in all of the dissections I have done with students and compare to what we found yesterday)? E-mail me your answer. Good luck.

Sprouting Acorns

As I’ve visited schools with my ecologist-in-residence program I’ve noticed some very good acorn crops, what ecologists would call mast. Some naturalists that I have talked with have noted that where they are there are fewer acorns. There seems to be a cycle of good acorn producing years then there are years with little acorn production. It would be interesting to note each year how the acorns are in your woods. If you keep a record of what you find you might note this cyclical change in acorn amounts.

At the Bell Top School in the East Greenbush Central School District there is a tremendous acorn crop this year. I’ve noticed that some of these acorns are already sprouting. These acorns come from the chestnut oaks.

These acorns gave me a chance to explore how seeds grow into trees with the students at Bell Top. I like to explain to them that a seed is really two things – a baby plant (in the case of the acorn, a baby oak tree) and the baby’s lunch box loaded with food packed away by the parent plant (in this case, the parent oak tree). I gathered up some of these sprouting acorns to investigate.

Many of the acorns, like this one, had yet to sprout.

Now and then, as we see here, we’d find one that had a small root beginning to break through the shell of the acorn. The first thing to grow on the young tree is this root. It's called a tap root.

Finding these sprouting acorns made for an excellent use of Billy B’s rhyme from Billy B Sings About Trees (see links to the right) –

The roots grow deep
Deep into the ground
Search for water
Drink it when it’s found

If you carefully cut open the acorn you can see the baby tree, what scientist would call the embryonic tree or growth. Look carefully here at tip of the pointer and you’ll see the embryonic tree, which is slightly discolored and tear shaped. All the rest of the acorn, the white material that fills up the bulk of the acorn is the food that the growing embryonic tree will need. This food was made in the green leaves of the parent tree – remember “Green Leaves Make Food!”

The root will use the food in the nut which is stored in what is called the cotyledons. There are two cotyledons in a oak seed. That’s why oak would be grouped with the dicots, plants with two cotyledons. As the oak seedling grows the cotyledons would form the beginnings of a shoot that would grow from the top of the root. As the cotyledons emerge they grow upward and take on a green color as they begin to produce chlorophyll. And not too soon, for as the food stored in the seed is about all used up the green portions of the shoot will start to produce food for the growing seedling. See my blog for pictures of a maple seedling showing this growth (click on May 2009 in the archives and go to May 24, 2009).

Skunk Scat at Bell Top

At Bell Top School with Mrs. O'Connell and her 3rd graders we discovered some scat on a culvert pipe cover. After doing some research using two books in particular (Mammal Tracks & Sign: A Guide to North American Species by Mark Elbroch and Tracking and the Art of Seeing: How to Read Animal Tracks and Sign by Paul Rezendes) my best guess is that it was from a skunk.

The photos in both books did not look exactly like the scat we found, pictured here. Nor did they look like the pictures of opossum scat. They were too small to be raccoon scat. In reading about the scat I found that skunk scat can be quite variable.


What has me thinking that the scat is likely skunk is that near by there are several places where there are holes dug in the ground by skunks. Skunks dig into the soil to feed on beetle grubs and other invertebrates that live there including yellow jackets. A good friend of mine, Rick Glatz, told me of a time he was doing a nature walk with students and they observed a skunk digging up a yellow jacket nest. The yellow jackets were swarming all around the skunk, yet the skunk continued to devour the nest oblivious to the insects trying to sting it.. Here is a picture of one of these holes from the Bell Top school yard where it was likely eating beetle grubs.

Here’s a song I learned years ago about a skunk.

The Skunk Song (sung to the tune of “Dixie”)

I stuck my head in a little skunk’s hole
The little skunk said “Oh bless my soul”
Take it out
Take it out
Take it out
Remove it!

Well I didn’t take it out and that little skunk said
If you don’t take it out you’ll wish you had
Take it out
Take it out
Take it out – psssssssssst
I removed it.

In the song the skunk give three warnings – “Take it out, take it out, take it out”. In reading old accounts of skunks like those by Ernest Thompson Seton they tell of skunks giving three warnings when threatened by danger; the first, stomping their front feet on the ground; the second, making a hissing noise and showing their teeth; and finally, raising their tail. All of these are warning signs to ward off a predator. If successful, the predator leaves the skunk alone and the skunk doesn’t have to use any spray, thus conserving spray for when it really is needed.

I’ve always wondered if this was really true. I had a chance to check it out one day when I encountered a skunk at the Rogers Environmental Education Center in Sherburne, NY. It was a late winter day with mild weather and snow still on the ground. At that time of year skunks are starting to become more active moving about searching for food and getting ready for the mating season.

I was walking one of the Center’s trails when I saw a skunk near a corn crib wildlife feeding area. I was about 50 feet from it, a safe distance if the skunk were to spray. I decided to see if the skunk would give the three warnings. I made a snow ball and carefully tossed it toward the skunk. I missed by about 15 feet. The skunk gave no reaction and continued to slowly waddle along. To improve my accuracy I decided I had to get a little closer, made another snowball and tossed it. Again I missed (I wasn’t trying to hit the skunk, just trying to land the snowball near it), but by only 7 or 8 feet. The skunk just waddled along. So I got even close, less than 20 feet from the skunk, within spray range if it decided to let loose.

I tossed another snowball and almost hit the skunk on the head. It didn’t stomp the ground with it front feet. It didn’t hiss or bare its teeth. It stopped waddling and immediately raised its distinctively marked black and white tail. I thought, “Ooops!” and stood still. The skunk didn’t spray. After a few moments it began to slowly waddle along and then slowly lowered its tail. I slowly backed away.

I didn’t see any feet stomping, hissing or baring of teeth. I definitely saw the tail rise. The skunk had given me a warning. It worked! I left the skunk alone and it continued on with its business not having had to use any spray.

In hind sight it would have been interesting to have been sprayed. Then I could relate the experience of how the spray works – by causing eyes to water, irritation of the nose (I have had that experience when a skunk sprayed in the wood shed attached to our old farmhouse – the smell seeping into the house was so strong that it awoke me from my sleep with a burning sensation in my nose and watering eyes) and even vomiting.

One last note – notice the seeds in the scat. The large ones are cherry pits. The skunk, by feeding on cherry and other fruit, is helping to disperse those seeds. The fleshy part of the fruit is digested while the seed continues through the skunk’s digestive system. When the skunk goes to the bathroom they are planting trees and bushes far from the parent plant. Alas where this skunk went to the bathroom is a bad place for the seeds to have ended up in that they will not be able to grow on the metal plate.

Caterpillar at Sapphire Elementary

I’ve just finished up my fall visit at the Sapphire Elementary School in Monroe, NY. Kindergarten and 1st graders had the chance to be ecologists with me exploring the schoolyard ecosystem. Our trips into the lawn and forest edge revealed many different plants and animals. We found the typical herbaceous plants of the schoolyard lawn – red and white clovers, dandelion, crab grass along with a number of other grass species, yarrow, common and English plantain and trees – red, sugar and Norway maples, Norway spruce and white ash.

Several classes had the opportunity to see a variety of different birds. Blue jays and turkey vultures were seen by almost all the classes. One class had the opportunity to observe about a dozen Eastern bluebirds flit about a schoolyard fence and nearby power line. At one point we saw a male fly up from the ground and land on the wire with a caterpillar or worm in its mouth. Another group witnessed three broad-winged hawks and two osprey fly by on migration. Missing from the usual creatures observed on these autumn field trips was the monarch butterfly. In past years several dozen monarchs would be observed on our walks. This year we only saw two. We wondered what might have caused this decline in monarchs, something that has been observed and talked about by other naturalists and environmental educators throughout the state.

Late summer and fall is a great time to observe caterpillars. They have spent the summer months growing up and their larger size makes them easily visible as they prepare to overwinter. The wooly bear is probably the most familiar of the fall caterpillars but there are many other candidates to discover. We encountered one such caterpillar, one that I had never seen before. I had to tell the students that I didn’t know what it was and that I would have to do some research to figure it out.

Using “Caterpillars of Eastern North America” I was able to figure out that the caterpillar, shown here, was a Ruby Tiger Moth. It’s scientific name is Pragmatobia fuliginosa, a relative of the Wooly Bear (Isia isabella) in the moth family called Arctiidae. The caterpillar eats a lot of different plants including goldenrod, plantain, sunflowers and ash - there are ash trees and plantain in the Sapphire Elementary schoolyard.

The caterpillar will hibernate for the winter and form a cocoon in the spring. The adult moth will come out of the cocoon after it has undergone metamorphosis. It's body will be a dark reddish brown with a row of black spots along the back of its abdomen. The front wings will be a dull reddish brown with one small black spot on each wing. The hind wings will be a pale pink, also with one small dark spot on each wing.

Other caterpillars I’ve come across in my travels include the Galium Sphinx (Hyles gallii) and Trumpet Vine Sphinx (Paratraea plebeja).
















Here are two caterpillars that I found recently (this past late summer and fall) in my travels but have not been able to figure out what species they are. Do you know what they are?

















Keep your eyes open for caterpillars in the schoolyard. The big brightly colored ones provide a great hands-on teaching opportunity about the diversity of life in the schoolyard, life cycles, food chains, animal behavior, and adaptations.

Fall Seeds

My apologies to Mr. Rawitsch and the 1st grade classes at Glenmont Elementary for this late entry in my blog. Thank you, Mr. Rawitsch, for the pictures here. I hope that you and the first grade teachers and students enjoy it even though it is late – better late than never?!?

Autumn is a great time to explore seeds in the outdoor science laboratory that is a school yard. At Glenmont I had the chance to take the 1st grades outside to what they call the Big Backyard (and what I call my outdoor science laboratory) to look for and learn about seeds. An easy task, since in the fall seeds are just about everywhere.

Our exploration started with looking at the different parts of plants. One of the most obvious parts of plants are the leaves. And what do leaves do? “Green Leaves Make Food” was our chanted response to that question. The food made by the leaves is used by the plant to help all the parts of the plant to grow. Some of that food remains in the leaf and is eaten, like this grape (Vitis species) leaf we found that had been eaten by Japanese beetles (Popillia japonica). Do the leaves become the seeds? No.

We then looked at the roots of plants, in this case, crab grass (Digitaria genus). What do roots do? Well we borrowed a rhyme from Billy B (see the Billy "B" link) to help us remember – “The roots grow deep, deep into the ground, search for water, drink it when it’s found”. Do the roots become seeds? No.

Neither do the stems or branches. So what does turn into the seeds? Flower turn into seeds. That became our chant – “Flowers turn into seeds!” How do flowers turn into seeds? Well they need to be pollinated. Many flowers are pollinated by insects and other small animals. The flower colors and smell attract these creatures. It’s as if the flowers were saying, “Eat here. Eat here. Eat here.” When the insects visit for a meal of nectar and pollen they spread some of the pollen to parts of the flower that will grow into seeds. We call this pollination. We found some flower buds for bittersweet nightshade (Solanum dulcamara). Right on the same vine we found nightshade fruit. Fruits are a seed container.

Looking at the nightshade leaves, flower and fruit we could see that it looked a bit like tomatoes. That’s because nightshade is related to tomatoes and potatoes. They all belong in a group that scientist call a family. The name of this family is Solanaceae. Although they belong in the same family as tomatoes and potatoes, nightshade fruit are poisonous to people. Since nightshade is similar to tomatoes we wondered if they would have as many seeds as a tomato does. We found out by squishing open a nightshade fruit. The fruits we opened had about 20 to 30 seeds in them – lots of seeds in a fruit just like tomatoes.

Brightly colored fruits like the nightshade and grape attract animals. Their colors say to the animals “Eat me!” Here we see a grape that we’ve squished open. Inside the grape we found several seeds. While the juices and fleshy parts of the fruit are digested in the animal’s stomach the seeds would continue to travel through the animal’s digestive system. It would eventually be deposited somewhere when the animal goes to the bathroom. If the seeds end up where there is plenty of soil, water and sunlight it might grow into a plant far from the parent plant. The plant has helped out the animal by providing food. The animal helps the plant out by spreading plant seeds about the environment.

Here is a cherry (Prunus species) seed that was deposited on a wooden fence in the school yard. It probably got there by traveling in a bird’s digestive system. Not all seeds travel inside animals. What other ways might a seed be dispersed?

So much to learn about seeds, right outside the school doors, in the science laboratory that is the schoolyard!

Organisms That We've Observed

Our RSSE adventures have led us to a variety of encounters with different organisms. One of these is the Cicada exoskeletons that many of the Young Naturalists have been finding. These are the Dog Day Cicadas that you hear buzzing in the trees during the day. These insects are about a year old and have spent most of their lives underground. They hatched last August or September from eggs that were laid in the tips of tree branches. After hatching they dropped out of the tree and tunneled into the soil where they lived, surviving on plant juices that they sucked out of roots until coming out from their underground home in the last few weeks. When they crawled out of the ground they climbed up tree trunks, fence posts and other objects where they shed their exoskeleton and emerged with wings. They have flown up into the trees where they buzz to attract mates.

On the early morning bird walk we saw or heard 7 species of birds including House Sparrow, American Crow, Starling, Catbird, Rock Pigeon, American Goldfinch and Northern Cardinal. But the most exciting find was a young Woodchuck. Many people know the Woodchuck as a Ground Hog, but it has many other names including Whistle Pig and Marmot. Some one even mentioned that there is a Pennsylvania Dutch name for them but they couldn’t remember what it was. Since animals like the Woodchuck often do have so many common names, scientist will use the scientific name to be sure that other scientist are clear about what animal they are talking about. The scientific name for the Woodchuck is Marmota monax.

Another cool organism that we’ve encountered is the Bird Nest Fungus. It is growing in several places under the trees along the sidewalk in front of the Williams Center. As you can see from the photos I took the fungus’ fruiting body is smaller than a penny. The majority of the fungus though is the fungal mycelia that grows under the wood chips and eats up the food energy stored in the dead wood. Look carefully inside the fungal cup and you’ll see some little lumps that make the whole body look like a miniature bird nest complete with tiny eggs – hence the name Bird Nest Fungus. When rain water splashes into the cup fungal spore are propelled out to spread about and grow into new fungi.

But the most exciting organism discovered in our ramblings so far, I think, has been the Box Turtle, Terrapene Carolina. Thanks to Sarah Ye for the wonderful pictures of the turtle posted here.

Bird House

Whew! What a day – from bald eagles to insects. The bird nest box work was super! I wish I had a chance to check out the owl pellet analysis and fish printing.

The nest boxes we built are designed for the Eastern Bluebird. The size of the hole keeps birds like House Sparrows and Starlings from using the box. Both of these birds are invasive alien species (they both were released in America by people interested in having animals mentioned in Shakespeare live among us – they are originally from Europe) that out competed Bluebirds for tree holes – their natural nesting place. As far as the Bluebird is concerned the bird house is just a hole in a tree!

To attract Bluebirds the box should be placed in an open field area that is mowed now and then – lawns are fine. Very tall grass can affect the birds’ ability to find ground living insects, especially caterpillars. Placing the nest box too close to the edge of woods or brushy areas invites the House Wren to use the nest box to the detriment of the Bluebird. The House Wren might even bury the Bluebird nestlings or eggs under a pile of sticks as they fill up the box to prevent any other Wrens from using it and encroaching on their own territory.

There are several other birds that might use the nest box. In addition to the House Wren, the Black-capped Chickadee, Tufted Titmouse, Nuthatch and Tree Swallow might use the bird house. In fact many people set up nest boxes in pairs with one about 20 feet apart from the other. If a Tree Swallow occupies one of the boxes, it will not allow another Tree Swallow family to move into the second box, thus leaving it open for Bluebirds. They don’t care if Bluebirds move in and raise a family.

The nest boxes we built are designed to have a front door that can swing up to allow access to the inside of the box. Most of the boxes were constructed so that the doors had a snug fit. If the door is loose enough to open without much force you might add a latching mechanism to the box. The easiest way to do this is to drill a hole through one of the side walls so that the hole also drills into the front door. Place a nail that fits snuggly into the hole (without the need for pounding it with a hammer) so that it penetrates all the way into the door. The box should be opened for periodical checks to be sure that wasps do not start nesting in the box – this can be disturbing to the nesting birds. If you find a wasp nest carefully scrape it out of the box. Don’t use insect sprays on the wasps. The spray chemicals will not be good for the birds using the box. You don’t have to worry about your human smell causing trouble for the birds. Most birds can’t smell very well, so what ever smell you’ve left behind they can’t smell it. More importantly their instinct to care for their young is so strong that even if they know that you have been there, once you go they will return to take care of their babies.

The other reason to open the nest box is to clean out the old nest so that returning birds will have any empty “hole” to use. The box should be cleaned out in late winter. When cleaning out the nest box you might find that it has served as the home for mice like the White-footed Mouse or Deer Mouse, or a Flying Squirrel.

Good luck with your nest box. I hope that you get a bird family to move in.