Seasonal animals time breeding so that offspring rearing coincides with favorable conditions. Offspring rearing is energetically demanding; therefore, additional energetic challenges during this life-history stage may allocate energy away from offspring care, decreasing reproductive success. Activation of the immune system may be one such energetic challenge, and may have a disproportionately higher impact on reproductive success earlier in the breeding season when resources are less abundant and thermoregulatory demands are greater. We monitored nestling growth and survival in incubating female Dark-eyed Juncos (Junco hyemalis (L., 1758)) injected with a mild antigen to stimulate antibody production and induce an energetic challenge. We found nests of treated females were more likely than controls to fail prior to 6 days post hatch, coinciding with timing of peak antibody production. No effect of season was detected. Offspring mass did not differ between treatments prior to failure, suggesting that failure was potentially due to differences in behaviour other than nestling feeding. Our findings indicate a trade-off between immunity and nest survival that is not affected by time of season. Based on the results of our study, we suggest that future research be directed toward how immune activation influences behaviours, including nest guarding and predator aggression, and mediates this trade-off.

This is an open access article under the terms of the Creat ive Commo ns Attri bution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Across the globe, millions of people feed wild birds and this practice has profound implications for many bird species. To better understand the effects of this supplemental feeding, many researchers have compared birds with access to inexhaustible supplemental food to those without access. However, the consistency of supplemental food availability varies with peoples’ provisioning habits because some people fill their feeders daily, while others do so sporadically. As the consistency of food availability changes, a bird’s foraging strategy, including its use of space, should change. To determine how space use varies with the consistency of supplemental food availability, we surveyed three species with access to experimental feeders that provided constant, pulsed, or no access to food. We conducted these surveys at two locations—near and far from the feeder—within nine sites to determine differences in space use among and within sites. Access to supplemental food, regardless of feeding regime, anchored the movements of each species near the feeders. However, the different feeding regimes had different effects on space use. Birds with constant access to supplemental food were continually anchored near the feeders, while the birds with pulsed access were temporarily anchored near the feeders. In one of three species (black-capped chickadee), birds concentrated in larger numbers near feeders with pulsed access when food was available compared to near feeders with constant access. Supplemental feeders act as spatial anchors but do so in different ways across species and feeding regimes with potentially varying implications for survival and population dynamics.

COVID‐19 created a host of challenges for science education; in our case, the pandemic halted our in‐person elementary school outreach project on bird biology. This project was designed as a year‐long program to teach fifth‐grade students in Ithaca, New York, USA, about bird ecology and biodiversity using in‐person presentations, games, activities, and outdoor demonstrations. As a central part of this effort, we set up nest boxes on school property and planned to monitor them with students during bird breeding in the spring. Here, we describe our experiences transitioning this program online: we live streamed nest boxes to the students’ virtual classroom and used them as a focal point for virtual lessons on bird breeding and nestling development. In an era of social distancing and isolation, we propose that nest box live streaming and virtual lessons can support communities by providing access to the outdoors and unconventional science learning opportunities for all students. Instituting similar programs at local schools has the potential to increase equitable learning opportunities for students across geographic locations and with varying degrees of physical access to the outdoors and nature.

COVID-19 created a host of challenges for science education; in our case, the pandemic halted our in-person elementary school outreach project on bird biology. This project was designed as a year-long program to teach fifth grade students in Ithaca, New York, USA about bird ecology and biodiversity, using outdoor demonstrations and in-person games and activities to engage students in nature. As a central part of this effort, we set up nest boxes on school property and had planned to monitor them with students during bird breeding in the spring. Here, we describe our experiences transitioning this program online: we live streamed nest boxes to students' virtual classrooms and used them as starting points for virtual lessons on bird breeding and nestling development. We suggest that instituting similar programs at local schools can promote equitable learning opportunities for students across geographical locations and with various living situations. In an era of social distancing and isolation, we propose that nest box live streaming and virtual lessons can support local communities by providing access to the outdoors and unconventional science learning opportunities for all students.

Most programs that create opportunities for the public to engage in scientific research invite the public to collect data, but there is a call to expand opportunities for engagement in additional aspects of the scientific process. One reason behind this call is the hypothesis that people who participate to a greater degree in the scientific process experience more robust learning outcomes. To test this hypothesis, we conducted a quasi-experiment by using a pre-post survey design and comparing varying degrees of participation in a Bird Cams Lab investigation. Bird Cams Lab was a virtual space in which the public worked with scientists to design and implement co-created investigations involving live streaming or recorded footage of birds. We found that the higher the degree of participation in the investigation, the greater the increase in content knowledge, self-efficacy, and selfreported improvement in science inquiry skills. Interestingly, involvement in data collection was associated with the greatest gains in content knowledge and self-efficacy regardless of involvement in other parts of the scientific process. For programs with limited funding and resources that seek to increase participants' content knowledge and self-efficacy, focusing efforts on supporting data collection may be the most impactful.

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