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Image by George C. West Copyright ©1995 Birds from left to right: Black Turnstone, Surfbird, Short-billed Dowitcher, Dunlin, Western Sandpiper All materials contained within this guide are for educational purposes only. Illustrations contained within this volume are copyrighted by the respective artist and may not be reproduced without written permission unless otherwise noted. Permission to use these images within this guide was granted to the Shorebird Sister Schools Program to encourage shorebird habitat protection in our nations’ school children. Explore the World with Shorebirds! 3 SHOREBIRDSISTER SCHOOLSPROGRAM Introduction Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Why Teach About Shorebirds? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 How to Use This Education Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Thumbing Through Explore the World with Shorebirds! . . . . . . . . . . . . . . . 13 Ideas for Young Audiences (Pre-K – 1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Ideas for Home School Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Ideas for Youth Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Ideas for Nature Center Visitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Shorebird Sister Schools Program and Connecting Cultures . . . . . . . . . . . . . . . 21 What Is the Shorebird Sister Schools Program? An Overview of the Shorebird Sister Schools Program . . . . . . . . . . . . . . . . . 23 How to Join the Shorebird Education Network . . . . . . . . . . . . . . . . . . . . . . . . 25 How to Use the Shorebird Sister Schools Web site . . . . . . . . . . . . . . . . . . . . . 26 Integrating the Shorebird Sister Schools Program into Your Community . . 29 Register as a Shorebird Sister School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 How to Begin a Shorebird Sister Schools Program Pen Pal Exchange . . . . 32 Connecting to Other Cultures Increasing Cultural Awareness (includes student activity) . . . . . . . . . . . . . . 34 List of Explore the World with Shorebirds! Activities with Cultural Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Cultural Profiles Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 *Cultural Profiles Alaska . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Canada’s Arctic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Hawaii . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Paraguay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Argentina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Japan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 *Additional profiles will be posted on the website at http://sssp.fws.gov. We welcome additional profiles. If you would like to write one for your country or state please send an e-mail to sssp@fws.gov. Table of Contents Chapter 1 Chapter 2 Chapter 3 Explore the World with Shorebirds! 4 SHOREBIRDSISTER SCHOOLSPROGRAM A Shorebird Primer for Educators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 What Makes a Bird a Shorebird? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 North American Shorebird Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 How to Identify Shorebird Species . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Shorebirds Depend on a Chain of Healthy Habitats . . . . . . . . . . . . . . . . . . . . 63 Shorebird Adaptations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Magnificent Shorebird Migration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Shorebird Migration Flyways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 The Shorebird Flyway in Your Backyard . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Pacific Flyway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Atlantic Flyway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Central Flyway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 East Asian — Australasian Flyway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Central Pacific Flyway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Shorebird Nesting and Breeding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Threats to Migrating Shorebirds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Shorebird Conservation — A Hopeful Future . . . . . . . . . . . . . . . . . . . . . . . . . 88 Shorebird Technology and Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Classroom Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Activities Indexes and Correlation to National Standards 1.Subject and Skill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 2.Visual Arts, English, Math, History/Social Studies, Science . . . . . . . . . . 105 Introduction to Shorebirds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Adaptations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Habitat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Nesting and Breeding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258 Migration and Migratory Stopover Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285 Shorebird Research and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345 The Big Shorebird Picture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369 Shorebirds on Display . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 Review and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389 Chapter 4 Chapter 5 Table of Contents Explore the World with Shorebirds! 5 SHOREBIRDSISTER SCHOOLSPROGRAM Field Trip Planner and Activities Field Trip Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405 Field Trip Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407 Tips for a Successful Field Trip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409 Group Management Hints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410 Good Field Trip Etiquette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411 Field Trip Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413 Video Hints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414 Photo/Video Release Form (in-school use) . . . . . . . . . . . . . . . . . . . . . . . . . 415 Photo/Video Release Form (for submission to SSSP) . . . . . . . . . . . . . . . . 416 Field Trip Permission and Medical Information Form . . . . . . . . . . . . . . . 417 Field Trip Activities 419 Pre-field trip Activities Using a Field Guide and Binoculars 420 Map and Miles Study 423 Making Field Sampling Equipment 424 Birding Code of Ethics 426 On-site Activities Shorebird Field Study 429 Cast a Track 433 Mud Creatures Study 434 Sampling Local Shorebird Populations 440 Migration Headache (Migration Activities Section) 286 The Incredible Journey (Migration Activities Section) 327 Behave Yourself (Nesting and Breeding Activities Section) 267 It’s A Tough Life (Nesting and Breeding Activities Section) 279 Banded Birds (Research and Technology Activities Section) 346 Shorebirds On The Web (Research and Technology Activities Section) 366 Post-field trip Activities Sharing Circle 442 Data Analysis 443 Shorebirds On The Web (Research and Technology Activities Section) 366 Field Trip Journals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 444 Field Trip Activity Sheets for Lower Elementary Students . . . . . . . . . . 445 Basic Shorebird Observation Journal Pages . . . . . . . . . . . . . . . . . . . . . . . . 449 Advanced Shorebird Observation Journal Pages . . . . . . . . . . . . . . . . . . . . 458 Advanced Invertebrate Observation Journal . . . . . . . . . . . . . . . . . . . . . . . 464 Chapter 6 Table of Contents Explore the World with Shorebirds! 6 SHOREBIRDSISTER SCHOOLSPROGRAM Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 470 Shorebird Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 472 Shorebird Coloring Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 517 Shorebird Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 544 Western Hemisphere Shorebird Reserve Network List of Important Shorebird Sites in North and South America . . . . . . . . . . . . . 548 North American Shorebirds and the Habitats They Use . . . . . . . . . . . . . . . 549 Western Hemisphere Migration Flyways Map . . . . . . . . . . . . . . . . . . . . . . . . 550 Map of Five Shorebird Flyways in the Shorebird Sister Schools Program . 551 Shorebird Family Tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 552 Shorebird Morphology: Flying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 553 Shorebird Morphology: Standing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 555 Shorebird Beaks and Feeding Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 557 Shorebirds, Wading Birds, Seabirds: Physical and Behavioral Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 559 Evaluation of Educator’s Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 560 Appendices Table of Contents Explore the World with Shorebirds! 7 SHOREBIRDSISTER SCHOOLSPROGRAM Acknowledgments Explore the World with Shorebirds! was expanded from the regional Arctic-Nesting Shorebirds Teacher’s Guide, written by Maureen de Zeeuw, and from Shorebirds of the Pacific, developed at the U. S. Fish and Wildlife Service’s Alaska Maritime National Wildlife Refuge office in Homer, Alaska. The Shorebird Sister Schools Program Coordinator, Hilary Chapman, SSSP educator’s guide committee, and environmental education specialist Suzanne Trapp completed this Educator’s Guide update. Special thanks to members of the educator’s guide committee for volunteering their time and expertise: Lori Haynes, Florida Fish and Wildlife Conservation Commission; Linda Dill, New Jersey Audubon Society; and Maureen de Zeeuw, Tamara Mills, and Suzanne Fellows of the U.S. Fish and Wildlife Service. Special thanks to Brad Andres, U.S. Fish and Wildlife Service National Shorebird Coordinator for his time and assistance. Many thanks also to Nancy Whalen for proof-reading the entire guide. Heart felt appreciation and thanks to Suzanne Trapp who took our innumerable ideas and changes, and made sense out of it! Great thanks to the following educators who took time out of their busy schedules to review, test, and provide feedback on the revised guide: Margaret Olsen Woodward Academy, Jonesboro, Georgia Susan Raymond M.Ed., Georgetown Charter School, Millsboro, Delaware Joe Super Bishop Ryan High School, Minot, North Dakota Marilyn Cook H.G. Olsen Elementary, Port Aransas, Texas Marcia Bisnett Miami Norland Senior High, Miami, Florida Steven Daniel Department of Education Culture and Employment, Yellowknife, Nunavut, Canada Dan Butterworth Crooked River State Park, St. Marys, Georgia Ashley Dayer Oregon Coastal National Wildlife Refuge Complex Bonnie Swarbrick Buenos Aires National Wildlife Refuge, Arizona Laura Diprizio Division of Migratory Birds, U.S. Fish and Wildlife Service, Hadley, Massachusetts Sue Thomas Division of Migratory Birds, U.S. Fish and Wildlife Service, Portland, Oregon Thanks to Project WILD, Alaska Wildlife Curriculum, New Jersey Audubon Society, North American Bluebird Society, Wisconsin Department of Natural Resource, and the many other organizations and agencies that allowed adapted versions of their activities to become part of this curriculum. Illustrations were donated by George C. West and Maureen de Zeeuw. The Following Project Sponsors Provided Funding: The U.S. Fish and Wildlife Service: Division of Migratory Birds and the National Conservation Training Center The U.S. Fish and Wildlife Service’s mission is to work with others to conserve, protect and enhance fish, wildlife, and plants and their habitats for the continuing benefit of the American people. Over 500 refuges and wetland management districts protect fish and wildlife habitat, including areas important to shorebirds. The National Fish and Wildlife Foundation By awarding challenge grants, the National Fish and Wildlife Foundation conserves healthy populations of fish, wildlife, and plants — on land and in the sea — through creative and respectful partnerships, sustainable solutions, and better education. ConocoPhillips Company For more than a decade, ConocoPhillips has been a partner in bird conservation to benefit birds, their habitats, and the environment. “As a natural resource company, we know the importance of protecting the air, land and water upon which we all depend.” Graphic Design Kudos and great thanks to Kelly Fike for the layout and design of the guide. Explore the World with Shorebirds! 9 SHOREBIRDSISTER SCHOOLSPROGRAM Why Teach About Shorebirds? With all the curricula that already exist on specialized topics, the natural question arises, why should teachers use this one? While at first glance the focus appears to be on shorebirds only, a closer look reveals that these lessons teach a broad range of scientific concepts and offer a global connection to other students, scientists, and educators. Consider what makes this program unique. Shorebirds Are a Theme Easily Integrated into Many Subjects! ■ The sheer magnitude of what shorebirds accomplish in their efforts to survive is truly amazing and a great tie in to numerous subjects. For example, Hawaii has a rich culture that incorporates its most well-known shorebird, the Kolea or Pacific-Golden Plover, into its chants, hulas, and folklore. The Kolea provides a great opportunity to teach about science, but it also brings in history and social studies. ■ Calculating distances and mapping where these birds migrate also make great opportunities for bringing math and geography into the classroom in a relevant and fun way. Curriculum Activities Are Correlated with National Education Standards! ■ This provides justification to your school administrators for your time in the classroom and field trip expenses. Shorebirds Are a Hook for Habitat Conservation! ■ By learning about and protecting shorebirds, you are protecting an entire ecosystem and all flora and fauna that depend on these important natural areas. Shorebirds Are Found Throughout North America! ■ Because of the migratory nature of shorebirds, at some time during the year, shorebirds can be seen in all 50 United States, allowing many people to participate in this program. Shorebirds Connect Us Internationally! ■ Shorebirds are among the longest distance migrants of the bird world. ■ The Shorebird Sister Schools Program (SSSP) can connect your field site and education program to many different countries and cultures through the E-mail Network, Web site, and pen pal components of the program. ■ Geography, history, foreign language and culture are incorporated into what first appears to be a science program. It Is Easy to Schedule Field Trips! ■ Shorebirds migrate in huge flocks and stop at the same places at relatively predictable times of the year. This allows for advanced planning of educational events, festivals, and field trips. ■ School children along the flyways can actively observe and report on the migration of shorebirds through their communities to the Shorebird Sister Schools Web site. Shorebirds Are Fun to Watch! ■ The sheer number, variety, and behaviors of shorebirds make them an intriguing, observable species to teach and learn about. Shorebirds Need Your Help! ■ Shorebirds can tell us a lot about the overall health of the habitats in which they live. They are also part of our earth’s incredible biodiversity. Scientists fear that many shorebird populations are declining largely due to the loss of habitat and pollution. To protect shorebirds and their habitat means to protect the very environment we all depend on. Explore the World with Shorebirds! 11 SHOREBIRDSISTER SCHOOLSPROGRAM How to Use This Guide Thumbing Through Explore the World with Shorebirds! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Ideas for Younger Audiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Ideas for Home School Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Ideas for Youth Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Ideas for Nature Center Visitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Explore the World with Shorebirds! 13 SHOREBIRDSISTER SCHOOLSPROGRAM Use this summary to familiarize yourself with the contents and organization of Explore the World with Shorebirds! Introduction “Why Teach About Shorebirds?” fact sheet SSSP and Connecting Cultures: Details on how to participate in the Shorebird Sister Schools Program. Tips for teaching about cultures and introducing the topic to students. Profiles of other cultures and their views of conservation and birds. A Shorebird Primer: You do not need to be a bird expert to teach about shorebirds! Background information to teach shorebird behavior, adaptations, migration, research and technology, and conservation. “How to Identify Shorebird Species” information that is especially useful if you are planning a field trip. Maps, geographic descriptions, and lists of common shorebirds of your area. Answers to common migration questions such as: What are migration flyways? What routes do shorebirds take on their long flights between their breeding and wintering grounds? What migration flyway(s) pass through your area? Classroom and Field Trip Multidisciplinary Activities include: Indexes correlating educator’s guide activities with skills and the National Education Standards in science, math, language arts, social studies, and history. Activities that can be used whether you live near shorebird breeding or nonbreeding areas, migratory stopover sites, or a combination of these. Multidisciplinary activities designed to help students develop a variety of academic and life skills while learning about migratory shorebirds, shorebird habitat, and the significance of human interaction with both. You can quickly tell if an activity is for you and your class by looking at key information listed at the beginning of each unit. This includes grade level(s), time requirement, skills and subjects, shorebird concepts, overview, and materials. Divided By Three Age Categories Activities are divided into lower elementary (grades 2–3), upper elementary/lower middle school (grades 4–8), and upper middle/high school (grades 9–12). The activities can also be used with non-school groups and non-formal education centers. A few activities can be modified for preschool, kindergarten, and first grade. Recommendations for using activities with other student groups follow in this section of the guide. Correlated to National Standards The lessons in Explore the World with Shorebirds! are correlated to National Education Standards and go beyond just science education. They provide opportunities for your students to learn about other cultures and global conservation through the technology components of the program. Organized by Shorebird Topic The activities in this education guide are organized into nine Shorebird Learning Topics: Introduction to Shorebirds, Adaptations, Habitat, Nesting and Breeding, Migration, Shorebird Research and Technology, The “Big” Shorebird Picture, Shorebird Field Trips, and Review and Assessment. Field Trip Planning and Activities This section provides many resources for planning a field trip and includes many activities. Appendix includes: Shorebird Profiles, organized by flyway, that describe the life history of some of the more common shorebirds. Shorebird Coloring Pages for developing field identification guides or puppets. Shorebird resources available such as teaching trunks, slide sets, videos, and shorebird field guides. Glossary that provides definitions for the italicized vocabulary words that appear throughout the guide and in the vocabulary lists at the beginning of each activity unit. Thumbing Through Explore the World with Shorebirds! Explore the World with Shorebirds! 14 SHOREBIRDSISTER SCHOOLSPROGRAM Preschool, Kindergarten, First Grade Young Children Get Excited over the Little Things! It will not matter if they never get a chance to see a live shorebird. Exploring the topic in a creative and dramatic way will capture their attention and interest in nature. Most Young Children Love to Create! Take advantage of their willingness to express their ideas through art. Many Young Children Are Often Less Inhibited than Older Students. Harness their desire to be silly! Use the activities that focus on sound, movement, and drama. Teach Simpler Concepts Most of the concepts explored in this education guide are too abstract for a young child to grasp. Simply introducing your preschool, kindergarten, and first-grade students to the group known as shorebirds is a great start. Many of the activities written for lower elementary students can be simplified for younger students. Below are some revised concepts to substitute in the lower elementary activities found in the activities section. Preschool, Kindergarten and First Grade Shorebird Concepts ■ Birds are different from all other animals. (Adapt Build a Shorebird into Build a Bird. ■ There are shorebirds in your neighborhood. (Shorebird Profiles; Shorebird Coloring Pages in the Appendix) ■ There are many different kinds of shorebirds. (Shorebird Profiles; Shorebird Coloring pages in the Appendix) ■ Sometimes male and female shorebirds look different from each other. (Colorful Changes) ■ Many shorebirds live in wetlands. (Shorebird Food Webs) ■ Wetlands are important to people and animals. (Wetland Metaphors) ■ Shorebirds are an important part of their habitat. (Shorebird Food Webs) ■ Shorebirds have to protect their nests and chicks from other animals. (Guard Your Nest; Musical Nests) ■ Shorebirds are designed to eat certain things. (What Can I Eat with This Beak?) ■ Different kinds of shorebirds use different calls and gestures to find a mate. (Behave Yourself, Calling All Birds) Create a Shorebird Environment in Your Classroom Young children learn best through discovery and play. Provide them with opportunities to become familiar with shorebirds by incorporating shorebirds into your classroom. Here are some simple, low cost ideas: ■ Add shorebird stories to your book collection. (For suggestions, refer to the Glossary at the end of the education guide.) ■ Buy or make a variety of shorebird puppets. Add a puppet stage to your classroom. ■ Display the shorebird posters included in this binder in the room. ■ Clip shorebird pictures out of magazines and make a concentration game. ■ Create a bird-watching station in your room by placing binoculars and beginner field guides where children can watch birds. ■ Take your students outdoors to look and listen for birds. ■ Play bird-call tapes or CDs in the classroom. ■ Take a field trip to a local wetland. How to Adapt “Explore the World with Shorebirds!” for Young Audiences Explore the World with Shorebirds! 15 SHOREBIRDSISTER SCHOOLSPROGRAM Focus on Skills More Than on Information Young students learn best through active play and personal discovery. The more you can incorporate a shorebird theme into your everyday, skill-building activities, the more they will learn about this group of birds. Here are some examples of Explore the World with Shorebirds! activities that can be adapted to focus on skill-building. Listening and Observation Musical Nests (an adaptation of the game Musical Chairs) and Behave Yourself! are simple and fun ways to practice listening and observation skills. Artistic Expression Encourage creativity by allowing your students to design and build their own shorebird puppets (Get to Know the Shorebirds Puppet Show) or to create their own, unique shorebird design (Build a Shorebird). Dramatic Play and Storytelling Write and act out a shorebird story. (For suggestions refer to the Glossary at the end of the education guide.) Perhaps your class would like to write its own story about a local shorebird and illustrate it themselves (A Day in My Life as a Shorebird). Are your students natural actors? Perform the puppet show script provided or write one of your own as a class (Get to Know the Shorebirds Puppet Show). Comparing Similarities and Differences Ask students to compare different groups of birds and even different shorebird species. Compare bills, feet, length of their legs, shape of their heads, and plumage. Do all shorebirds act the same? Do all shorebirds sound the same? (Introduction to Shorebirds; What Can I Eat with This Beak?; Shorebird Profiles). Scientific Discovery Almost any outdoor excursion offers an opportunity for scientific discovery. Whether it is a field trip to a local wetland, lake, or beach or a simple walk around the playground, there should be many signs of birds nearby. Look for feathers, tracks, nests, and droppings. Listen for bird-calls and songs. Search for bird foods. Simplify Mud Creature Study into a scavenger hunt for things that live in the mud. Use Cast a Track to bring a shorebird track back to your classroom. If you can not find many signs of birds, ask “What would bring birds into this area?” Use the activity Shorebird Food Webs to help you figure out what is missing in the habitat you are exploring. Team Building Explore the World with Shorebirds! offers many opportunities for students to work together. Whether they team up to write a story, create a set of shorebird puppets (Build a Shorebird; Get To Know the Shorebirds Puppet Show), play a learning game (Musical Nests; Behave Yourself), build a food web (Shorebird Food Webs), or explore a wetland together on a field trip, the activities in this education guide will encourage team building. Invite Older Shorebird Students to Include Younger Ones in Shorebird Lessons If the older students in your school are using Explore the World with Shorebirds!, ask them to incorporate your class into their activities. Can your class be the audience for a Get to Know the Shorebirds Puppet Show? Can your class visit the Shorebird Fair or dress up as shorebirds in an older class’s Shorebird Wax Museum? How about a joint field trip where older students pair up with younger ones to help them use binoculars and identify shorebirds? With some creative thinking, advanced planning, and a desire to mentor younger students, almost any activity in this educator’s guide can benefit the preschool, kindergarten, and first-grade audience. Explore the World with Shorebirds! 16 SHOREBIRDSISTER SCHOOLSPROGRAM Why It Works You Have Maximum Schedule Flexibility to Be Spontaneous Since you are not bound by a traditional school year, a defined class schedule, or dictated educator’s guide timelines, you can take advantage of teachable moments as they present themselves. You Can Emphasize Your Child’s Particular Interests You do not have to be concerned about activities appealing to a wide range of interests and abilities. You can focus on topic areas especially interesting to your child and can more easily integrate shorebirds into subject areas he or she needs to emphasize. Family Trips Are Learning Experiences You have tremendous flexibility for shorebird viewing opportunities when you consider family outings, weekend getaways, and longer vacations. Soon you will notice that shorebirds are everywhere. After using Explore the World with Shorebirds! you may even consider a family trip to a prime shorebird viewing area. Let “Explore the World with Shorebirds!” Grow with Your Child Use the Subjects and Skills Index Charts found in the Classroom Activities to develop a study plan that emphasizes the skills you want to practice and your child’s specific interests. Activities are provided for grades 2 – 12. Take advantage of your flexibility and explore the world of shorebirds for several years, building up to more complicated topics and community-oriented projects as your child learns and grows. Families with multiple home school children can easily select an activity appropriate for each child’s age and learning level. See the sample study plan at the end of this section. Use Your Family Computer as a Shorebird Learning Tool Tracking migrating shorebirds, posting questions to shorebird biologists, and playing shorebird learning games are just a few of the learning opportunities you will find there. For more information on how to use sssp@fws.gov, refer to How to Use the Shorebird Sister Schools Web Site in SSSP and Cultural Connections. Network with Other Home School Families for Large Group Activities Since this educator’s guide was initially designed for use by classroom teachers, many large group educational activities are included. With a little advanced planning and creativity, you can incorporate them into your shorebird lessons. Take your interest in shorebirds to your local home school chapter and brainstorm which activities might be best suited for the group to participate in together. Being part of a larger group can also have certain advantages. For example, booking speakers or presenters and reserving time with a naturalist at a nature center are usually easier if you are part of a group. Community service projects are often more educational if you plan and work within a group. Here are some ideas for modifying activities designed for a larger group: ■ Combine shorebird activities like Shorebird Food Webs, When the Grass Was Greener, Musical Nests, It’s a Tough Life, Migration Headache, The Incredible Journey, Precarious Path, and Banded Bird, with a field trip or a special shorebird presentation. ■ Include your extended family and friends in activities like Guard Your Nest and Imaginary Mist Nests. Plan these activities to coincide with their visits. ■ Invite your area home school students to work together to plan and present a Get to Know the Shorebirds Puppet Show or an informational Shorebird Fair within the community. ■ Host an afternoon of Shorebird Jeo-Bird-Y or Peeps and Predators in which families test their new shorebird knowledge. Emphasize Field Trips and Seasonally Relevant Topics You may have noticed in the sample study plan that several field trip activities were suggested each year. You are in a unique opportunity to emphasize teachable moments. Prepare for the impromptu stop at a local wetland on a good weather day when you know shorebirds could be in the area. Time your lessons to coincide with the shorebird seasons. For example, focus on migrations and migratory stopover sites when shorebirds are moving through your area or you are tracking them online. Teach about breeding plumage in the spring and summer when your children may spot local shorebirds in their breeding plumage. How to Adapt “Explore the World with Shorebirds!” for Home School Explore the World with Shorebirds! 17 SHOREBIRDSISTER SCHOOLSPROGRAM Year 1 Introduction to Shorebirds Shorebird Profiles Adaptations Build s Shorebird Habitat Shorebird Food Webs Nesting and Breeding Guard Your Nest Colorful Changes Migration Migration Headache Shorebird Research and Technology Where Are the Birds Today? Field Trips Using a Field Guide and Binoculars Shorebird Field Study Cast a Track The “Big Shorebird Picture” Shorebird Values on the Line (to assess what your child thinks and believes) Year 2 Introduction to Shorebirds Get to Know the Shorebirds Puppet Show Adaptations What Can I Eat with This Beak? Habitat Match the Habitat Cards Nesting and Breeding It’s a Tough Life Migration Migration Math Madness Shorebird Research and Technology Banded Birds Field Trips Using Field Guide and Binoculars (review) Making Field Sampling Equipment Mud Creatures Study Data Analysis The “Big Shorebird Picture” Shorebird Poetry Shorebird News Year 3 Introduction to Shorebirds Most Wanted: Shorebirds Adaptations Avian Olympics Habitat Map Your Habitats Nesting and Breeding Shorebird Bubble Map Migration Bird’s-Eye View Shorebird Research and Technology You Be the Scientist Field Trips Sampling Local Shorebird Populations Data Analysis The “Big Shorebird Picture” What You Can Do for Shorebirds! Shorebird Fair Shorebird Values on the Line These activities are more suitable for larger groups. Refer to Network with Other Home School Families for Large Group Activities on the previous page for suggestions on how to use these activities with your group. “Explore the World with Shorebirds!” Sample Home School Study Plan Explore the World with Shorebirds! 18 SHOREBIRDSISTER SCHOOLSPROGRAM Why It Works You Have Greater Time and Schedule Flexibility Than Most Groups Most of the time, youth groups can visit sites without the complications of arranging bus transportation within the confines of a traditional school week and year. The Community Likes to Get Involved with Youth Groups There are usually plenty of interested parent helpers or community volunteers to chaperone group activities. Local civic organizations and businesses such as local bird clubs or bird stores are often eager to sponsor youth events. Youth Groups Like Service Learning Projects Since youth groups meet on an extended, regular schedule, it is relatively easy to start and finish a community service project. Youth Groups Are a Popular Activity Many sites are eager to attract the local youth group audience. Many children and their parents are looking to become part of a fun, yet educational, group. Shorebird Field Trips Are a Logical Choice for Youth Groups Planning a Shorebird Field Trip gives you many suggestions on having a fun and safe field trip. In the Field Trip Activities section, you will find pre-trip, onsite, and post-trip activities for your group. A variety of Field Trip Journal Pages is also located in the Field Trip section. Select the one(s) most suited to your group and your field trip needs. Take as many shorebird field trips as you can! Ask parents to carpool to nearby shorebird field trip sites. Call ahead to arrange a time with the site’s naturalist. If the naturalist is not available, look within your own community for a local shorebird expert to help with field identification and questions. Ask your local natural resource or extension agency about the possibility of talking with a bird biologist about shorebirds. Find out if anyone in your community is banding shorebirds. Plan a Community Service Project That Benefits Shorebirds Service projects can attract a lot of attention to your group and to shorebirds. Have your kids research the species of shorebirds that visit your area. What challenges do they face? Are there any controversial issues surrounding these shorebirds within your own community? How can your group help? The more the project selection and planning is done by your kids, the greater their enthusiasm and commitment will be. Offer them suggestions and guidance when they need it, but resist the urge to take over. For a list of ideas and suggestions on how to plan and organize a community service project, look up What You Can Do for Shorebirds! in The Big Shorebird Picture section. Ask Older Groups to Mentor Younger Ones Most of the activities in Explore the World with Shorebirds! are most appropriate for children in grades 2 – 12, as written. This provides a wonderful opportunity for older groups to help teach younger ones. Pair up ages for field trips. Look for ways younger students can contribute to the productions and community projects that older groups develop. Use younger groups as an audience for shorebird stories, puppet shows, and art shows hosted by their older counterparts. How to Adapt “Explore the World with Shorebirds!” for Youth Groups Explore the World with Shorebirds! 19 SHOREBIRDSISTER SCHOOLSPROGRAM Why It Works Your Audience Chose to Come You already know that the people in your building are interested in the information and activities you have to offer. You will not have to spend a lot of time soliciting enthusiasm or participation. Sometimes the Best Learning Happens in Mixed Groups Most of the time, parents take charge of their children in mixed groups, allowing the presenter to focus on his or her presentation. Often it is the children’s enthusiasm that sparks parents’ interest and gives them permission to enjoy the games and activities you have planned. Most of the time family groups are comfortable “teams” in which even young children can participate with help from an older sibling or parent. Flexibility You can plan programs and activities year-round. You are not confined to a classroom or a set block of time. You can decide how big your group will be by setting size limits. You May Already Have Shorebird Resources Perhaps you have shorebirds feeding or nesting on-site. You probably arrange space to setup interesting displays and conduct programs and demonstrations. You might even have a naturalist who already knows something about shorebird biology and the identification of local species. Host a Shorebird-Viewing Workshop Invite bird enthusiasts to an afternoon or a weekend shorebird workshop. Plan your wildlife-watching workshop around the peak viewing sites and dates in your area. Include activities from Explore the World with Shorebirds! and follow up with shorebird viewing trips. Remember, many parents are looking for activities their whole family can enjoy together. Teachers, home school parents, and scout or club leaders are also audiences to consider. Design a Shorebird Field Trip Teacher Packet If your site is a frequent field-trip destination, design a field trip with a shorebird theme for your local teachers. Here are some ideas: ■ Assemble a field-trip packet that includes pre- and post- field trip activities, species profiles for shorebirds that use your site, and general shorebird information from the Shorebird Primer. ■ Provide staff assistance, if possible, or line up volunteers to help with the on-site activities. ■ Offer a pre-field trip orientation for teachers who would like to know more about shorebirds and the particular species they can expect to see at your site. Use Shorebird Demonstrations, Presentations, and Games Many activities in Explore the World with Shorebirds! are easily modified into presentations or demonstrations. Plan to include some of the activities below in your program schedule during peak shorebird viewing times. Here are a few examples of activities that fit well with a mixed audience: ■ Wetland Metaphors (Classroom Activities — Habitat Section) Introduce your audience to the role wetlands play within the ecosystem, their importance to shorebirds, and their value to human health. ■ Build A Shorebird (Classroom Activities — Adaptation Section) This activity can be done using a volunteer from your audience. It is also engaging for a roaming interpreter. Simply dress up in all the shorebird adaptations described in the activity and roam the visitor center or observation area, asking your visitors to guess what animal you are. Explain your strange-looking adaptations and how they benefit you. ■ Shorebird Food Webs (Classroom Activities — Habitat Section) Prepare a set of shorebird food web cards (found in the Student Appendix) that are suitable to your area’s habitat. Collect volunteers from within your center or advertise a food web activity that anyone can play. ■ Migration Headache, The Incredible Journey, and It’s a Tough Life (Classroom Activities — Migration and the Nesting and Breeding Sections) These are all teaching activities that work well when conducted outside with a medium-sized group of almost any age. Read the rules carefully beforehand and assemble the props in a labeled box that can set on the shelf, ready to go at a moment’s notice. Adapting “Explore the World with Shorebirds!” for Nature Center Visitors Explore the World with Shorebirds! 20 SHOREBIRDSISTER SCHOOLSPROGRAM ■ Get to Know the Shorebirds Puppet Shows (Classroom Activities — Introduction to Shorebirds Section) Use the sample script, modify it for your specific location, or write a new one for presentation in your nature or visitor center. Look for artistic volunteers to create the puppets and backdrop. This is likely to be especially popular with your preschool visitors and day care groups. ■ What Can I Eat with This Beak? (Classroom Activities — Adaptations Section) Set up a small “shorebird feeding station” somewhere in your center. Put out the beak-simulation tools as described in the activity. Use pie plates to hold “shorebird foods,” and ask your visitors to try to match the right style beak with the foods it is designed to help a shorebird eat. Be sure to leave the right answers and pictures of the shorebirds you are highlighting on cards at the table. For example: To simulate a Dowitcher probing for aquatic worms, bury gummy worms in sand and provide a pair of needle-nosed pliers to pull them out. To simulate an Oystercatcher feeding on mollusks, leave a pair of heavy pliers for crushing open a nut or a shell To simulate a Western Sandpiper picking insects off the surface of the beach, use a pair of tweezers to pick up grains of rice from a pie plate of sand. Host a Shorebird Contest Get out the word about the shorebirds in your area by sponsoring a shorebird contest, using one of the activities in Explore the World with Shorebirds! ■ Most Wanted Shorebirds (Classroom Activities — Introduction to Shorebirds Section) Invite local school children to design a “Most Wanted Poster” for shorebirds in your area. Then select a variety of posters to showcase at the nature center or around town. Perhaps a local printing company would donate the cost of printing posters of the winning artwork. ■ A Year (a Day or a Week) in My Life as a Shorebird (Classroom Activities — Introduction to Shorebirds Section) ■ Host a writing contest that describes the life of a favorite shorebird. Ask your local newspaper to print the winning article and a little more about where and when readers can see this shorebird. ■ Shorebird Poetry (Classroom Activities — The Big Shorebird Picture Section) Sponsor a community poetry contest. Ask local businesses to contribute prizes. Ask you local paper to print the winning poems. ■ Shorebirds on Display (Classroom Activities — The Big Shorebird Picture Section) Invite scout troops, science clubs, and/or schools to design a display that communicates information about a controversial shorebird issue, little known facts about shorebirds, or identification information about the birds visiting your area. Organize a Shorebird Service Project on Your Site The opportunities for service projects on your site are really only limited by your own imagination and the willingness of your community to lend a hand. Litter clean-ups are pretty simple and fairly typical, especially in the spring when snow melts and people are ready to get outside and enjoy the weather. Go beyond what you may be familiar with and ask yourself “What does our site really need to benefit shorebirds?” If you need concrete ideas, look up What You Can Do for Shorebirds! Explore the World with Shorebirds! 21 SHOREBIRDSISTERSCHOOLSPROGRAM Shorebird Sister Schools Program (SSSP) and Connecting Cultures Concepts ■ By following shorebirds’ movements, we can discover new places and people throughout the world. ■ Following shorebird migration broadens our understanding of how we are connected to other people and places and how our actions can influence global conservation efforts. ■ Different types of communication media provide a corridor to other places and people. ■ Culturally knowledgeable citizens demonstrate an awareness and appreciation of the relationships, processes, and interactions among all elements in the world. Shorebird Sister Schools An Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Join the Shorebird E-mail Network . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Use the Shorebird Sister Schools Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Integrate the Shorebird Sister Schools Program into Your Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Register as a Shorebird Sister School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Begin a Shorebird Sister Schools Program Pen Pal Exchange . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Connecting Cultures Cultural Connections in a Conservation Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 List of Activities with Cultural Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Increasing Cultural Awareness Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 SSSP Country Cultural Profiles* Alaska . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Canada’s Arctic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Hawaii . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Paraguay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Argentina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Japan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 *Additional profiles will be posted on the Web at http://sssp.fws.gov. We welcome additional profiles. If you would like to write one for your state or country please contact the SSSP coordinator at sssp@fws.gov. Explore the World with Shorebirds! 23 SHOREBIRDSISTERSCHOOLSPROGRAM What Is the Shorebird Sister School Program (SSSP)? The Shorebird Sister Schools Program (SSSP) is an Internet-based, multidisciplinary, environmental education program that provides a forum for students, biologists, and shorebird enthusiasts to track, discuss, share information, and learn about shorebirds throughout the year. The primary components of the program include: ■ World Wide Web site, http://sssp.fws.gov ■ Shorebird E-mail Network (Listserve). ■ Educator’s guide for Grades 2-12. Through SSSP your students can: ■ Learn about shorebirds, their habitats, and migration. ■ Participate in spring tracking projects and learn how researchers use the scientific study method. ■ Connect with others to learn about shared natural resources and different cultures. ■ Nominate their hometown as a “shorebird sister city” to recognize their community’s good land stewardship for shorebirds. ■ Develop a variety of academic and life skills using shorebirds as a theme. How the SSSP Got Its Start The Shorebird Sister Schools Program began as a supplemental education program of the Kachemak Bay shorebird festival in Homer, Alaska, hosted by the Alaska Maritime National Wildlife Refuge, the local Chamber of Commerce, and local schools. In the early years of the festival, local schools took advantage of the amazing phenomenon that occurs when hundreds of thousands of shorebirds stop at the Kachemak Bay for two weeks in May while en route to the Arctic breeding grounds. Local festival planners recognized their education efforts were focused only on the two weeks while the birds were in Homer, so they began looking for a way to make the phenomenon of migration more tangible to students. How could this be accomplished? A local teacher proposed the use of E-mail to build an information-sharing network among schools located along the Pacific Flyway. Students from each stopover site would monitor the progress of shorebird migration and report their observations by sending E-mail to the other schools participating in the project. In 1994, seventeen schools from California to Alaska were connected using a basic Internet E-mail service. It was archaic and very slow, but it worked—SSSP was born! The success in the beginning and now is due entirely to the partnership among educators, students, community members, and biologists. Today, people subscribing to the network include educators, students, biologists, wildlife refuge managers, planners, and shorebird enthusiasts. The Web site is used by thousands of people each month, especially during peak migration, and has expanded from a Pacific Flyway focus to include all major United States and East Asian- Australasian flyways. The Web site is in English, Spanish, Japanese, and Russian. The educator’s guide has been translated into Spanish, Russian, Japanese, and Portuguese. Currently, people from numerous countries and most United States are involved in the SSSP program. The program is an integral part of the U.S. Shorebird Conservation Plan. In collaboration with partners, U.S. Fish and Wildlife Service researchers, managers, and educators work together to help guide this education program toward accomplishing long-term shorebird conservation goals. How Can My Students Get Involved in the SSSP? ■ Subscribe to the E-mail Network so you can receive a monthly update on upcoming events and activities for your students, and new features on the Website. ■ Visit National Wildlife Refuges and other wildlife areas to experience shorebirds in their habitat, and then share your students’ observations through the SSSP Website. ■ Download educational materials and activities, migratory maps, links to related sites, and shorebird photos from the program Website. ■ Incorporate the activities, handouts, and shorebird information from the educator’s guide Explore the World with Shorebirds! into your lesson plans. ■ Register your school as a Shorebird Sister School through the Website. ■ Send original poems, essays, and artwork for posting on the Website. ■ Participate in migration tracking projects by collecting data for biologists or by tracking the migration of shorebirds on a classroom map. Learn more, contact the Shorebird Sister Schools Program Coordinator U.S. Fish and Wildlife Service 698 Conservation Way Shepherdstown, WV 25443-9713 304/876 7783 (phone), 304/876 7231 (fax), sssp@fws.gov (e-mail) An Overview of The Shorebird Sister Schools Program Explore the World with Shorebirds! 24 SHOREBIRDSISTERSCHOOLSPROGRAM Vision: The Shorebird Sister Schools Program (SSSP), through education and outreach, engages public participation in the conservation of shorebird species and their wetland, grassland, and shoreline ecosystems. Goals: ■ Link science and education to facilitate public awareness, knowledge, and assistance in the conservation of shorebird populations in order to reverse species decline and maintain populations not declining. ■ Link science and education to facilitate public awareness, knowledge, and assistance in the conservation of wetland, grassland, and shoreline ecosystems important to shorebirds throughout their range. ■ Foster shorebird education throughout the major flyways in the Western Hemisphere and the Central Pacific and East Asian- Australasian Flyways. Objectives: ■ Share with all interested educators, communities and partners the tools developed for the SSSP for use with SSSP activities and other education programs. ■ Work with SSSP coordinators and partners to identify and develop new tools to support shorebird and ecosystem education and the SSSP. ■ Raise awareness and knowledge about shorebirds and their habitats at identified important wetlands in collaboration with National Wildlife Refuges and partners. ■ Facilitate community-based shorebird conservation through schools and other youth groups that will be demonstrated by community support and involvement in the conservation of the wetland, grassland, and shoreline ecosystems. ■ Promote development of projects that link shorebird populations, ecosystems, and people throughout flyways in order to connect local conservation activities to the larger hemispheric conservation effort. ■ Provide opportunities for students to learn about endangered, threatened, and vulnerable species and ecosystems in their local areas. Shorebird Sister Schools Program Explore the World with Shorebirds! 25 SHOREBIRDSISTERSCHOOLSPROGRAM A unique attribute of the Shorebird Sister Schools Program is the active participation of shorebird enthusiasts, kids, educators, and wildlife biologists in the E-mail Network. This Network serves two primary functions: ■ A forum to share ideas, educational activities, ask questions, and more. ■ A monthly eNews that may include new highlights on the SSSP Website, grant information, updates on bird related issues, and more. Everyone is invited to subscribe and post messages on education activities, shorebirds, or related topics. The Shorebird E-mail Network is not a chat room but a system that sends a posted message to all the E-mail addresses listed in the membership. Network members subscribe to receive the free electronic mail. The Shorebird Sister Schools Coordinator monitors the communication to ensure that you receive only relevant information. 1. Computer System Requirements ■ Computer: monitor, keyboard, mouse, computer (IBM clone or Apple/MacIntosh) ■ An active Internet connection ■ Internet browser — Netscape, SPRY, Mosaic, Microsoft Internet Explorer, etc. — some free to schools and some available commercially 2. Setup an E-mail Address To interact with the network, you will need an E-mail address. This will allow you to send and receive mail messages from other members of the network. 3. Join the Network (Figure 1) You can join directly from the Web site, http://sssp.fws.gov, by clicking on the “Get Involved” link and going to “Join SSSP” or you can send an e-mail to fws-shorebirds-request@ lists.fws.gov with the word “subscribe” in the subject field. You will receive a return message saying that you have been added to the Network. If you have any trouble signing up, please contact the Shorebird Sister School Program Coordinator at sssp@fws.gov. 4. To Post (Send) a Message to the Network (Figure 2) Send an E-mail message to the network at the address fws-shorebirds@ lists.fws.gov You can also send your message directly to the SSSP Coordinator, sssp@fws.gov, and the coordinator will post your message. The following are some ideas on how you can use the E-mail Network: Educators can: ■ Ask for educational resources ■ Ask about volunteer opportunities to help with shorebird research ■ Ask for another educator interested in pan pal exchange ■ Share new resources for shorebird education ■ Share lesson plans and/or look for a particular lesson plan Shorebird Conservation Organizations can post ■ New Western Hemisphere Shorebird Reserve Sites ■ Upcoming distance learning broadcast events ■ Requests for volunteers ■ Conference announcements or information ■ Updates on various environmental issues such as West Nile Virus How to Join the Shorebird E-mail Network (Listserve) Figure 1 Figure 2 Explore the World with Shorebirds! 26 SHOREBIRDSISTERSCHOOLSPROGRAM The World Wide Web can offer teachers and students all over the world a wealth of resources for learning about and sharing information on shorebirds. The Shorebird Sister Schools site at http://sssp.fws.gov provides information and links to enhance your students learning and allow them to more fully participate in SSSP. Here are just a few suggestions on how you can use the SSSP Web site. Register as a Shorebird Sister School. By registering as a “shorebird sister school,” participants can learn about other schools, find pen pals, receive new materials, and help the SSSP Coordinator track who’s involved for program evaluation. To sign up, go to http: //sssp.fws.gov. Follow shorebird migration. Through the Website you can track shorebird migration by clicking on the “Tracking” link and then “View Shorebird Sightings.” This allows you to monitor the movements of shorebirds reported by researchers, students, and volunteer participants through the Website. Use your own large wall map to track shorebird migration as reports come in via the Website. Ask a biologist a question about shorebirds. Through the E-mail network, students can E-mail to biologists questions they have not been able to answer through other sources. Example Questions: QUESTION: Hi, my name is Susan Flores and I just wanted to ask the specific diet of Pacific Golden Plovers also known as Asiatic Golden - Plovers. Do they eat insects, fish, crabs, shrimp or something else? They do stop here in Hong Kong at the Mai Po Marshes. Thank you. Yours sincerely, Susan, svflores@netfront.net ANSWER Pacific Golden Plovers here in Hawaii tend to inhabit open, grassy areas (parks, golf courses, cemeteries). During a recent observation of them, we noted that they ate earthworms and a variety of insects. We also noted that they pecked at the ground an average of 6 times per minute in an attempt to get food. How often they were successful has yet to be determined. Hope this info is helpful. Aloha from Ewa Beach, Hawaii Reece Olayvar, hikehi@hgea.org QUESTION: I was wondering if shorebird migration starts around Argentina, then they go to the Delaware Bay to eat the horseshoe crab eggs, then they go to the artic to reproduce, then what do they do when they are going back? They don’t have the horseshoe crab eggs to eat, and when do they leave the artic? Dawn Bole boledawn@smyrna.k12.de.us ANSWER: In answer to your question, my understanding is that during the fall migration the shorebirds are found over a wider area and variety of habitats and eat a wider variety of invertebrates. Clam spat found in peat banks is one item I have heard of. Probably small clams, mussels, mole crabs, etc are also consumed. Shorebirds begin leaving the artic and migrating south in August. Gregory Breese, biologist United States Fish and Wildlife Service Follow tracking projects. Each year biologist tracking projects are featured. Check the Web site for opportunities to participate. Learn how to use the Web site archives. Give your students questions to which they must find answers in the archived E-mail messages on the Web site. For example, students could answer the following questions using the archived E-mails from Fall/Winter 2001: Where are people from who are reporting observations of Piping Plovers? Where are people from who are reporting Red Knots? What bird are people in Hawaii observing? What birds have been seen in Alaska in the spring? What new book on shorebirds has been reported? What was reported from Russia? What banded bird was sighted and reported? How to Use the Shorebird Sister Schools Website Explore the World with Shorebirds! 27 SHOREBIRDSISTERSCHOOLSPROGRAM Report shorebird observations. (Figure 3) Report shorebird observations from a class field trip or from your school yard by going to http://sssp.fws.gov “Tracking” link and click on “Report Shorebird Sighting”. Example Posting: Find pen pals interested in shorebirds. Use the Website to find a “sister school” for a pen pal exchange. Students can share with pen pals what they have learned about shorebirds, habitats, conservation, and also learn about each other’s communities and culture. Click on the “About SSSP” and go to “Who’s Participating?” Join an Internet field trip. Distance learning events that will bring live learning and adventure right into your classroom are posted on the Web. Click on the “Resources” link to learn about upcoming events. Exhibit your student’s shorebird projects. (Figure 4) Send your creative writings and artwork by following the directions posted on the Web site, http: //sssp.fws.gov, at “Get Involved” and then click on “Student Gallery.” Submit a copy of the SSSP release form with your work. The release form is also available on the Web site. For photo submissions, a separate form is available on the Web and in this guide’s Field Trip Planner. Learn on the “For Kids” corner of the Web site. Take a shorebird quiz, print coloring pages, view student artwork or photographs of shorebirds in the field, or link to other conservation Web sites especially for kids. Hi from Anchorage Alaska and the Heritage Christian School!! We are students with Mrs.Galvisʼ combined 5th & 6th grade class. We just took a field trip to Homer Alaska for the Katchemak Bay Shorebird Festival. We had a great time! We were able to view the birds as the tide was coming in and we watched as thousands and thousands of birds got closer and closer to us--Very cool!! We also had two other stations: at one we dug around in the mud and learned about the invertebrates that the shorebirds eat and the other we learned about bird banding. We would love to hear from other schools in Alaska, the lower 48 or, even better, from students from other countries. Our bird list is below. Species sited: Date: May 5, 2000 Time: 1– 3:30 pm Other: High Tide (coming in) Weather: Sunny, warm in mid 50ʼs, wind variable Site: Mud Bay Habitat Type: Mud flats Food found in the mud: clams, blue mussels, Baltic macomas, worms, snails We had a terrific time and thought that the day was interesting and awesome. We learned a lot and became a lot more knowledgeable about shorebirds. It was very worthwhile and we will encourage our families to come out and watch the shorebird migration too. Please write back. Sincerely, Mrs. Galvisʼ 5th and 6th grade class Heritage Christian School Dunlin 100 - 200 Western Sandpiper 1000ʼs Semipalmated Plover 5 Golden-Plover 2 (probably American Golden Plover) Black-bellied Plover 2 Dowitcher 10 Bald Eagle 2 Canada Goose 1 (flying overhead) Figure 3 Explore the World with Shorebirds! 28 SHOREBIRDSISTERSCHOOLSPROGRAM Shorebird Sister Schools Program Student Gallery Release Form Name: Grade: School: Item type: essay poetry artwork I grant permission to the U.S. Fish and Wildlife Service Shorebird Sister Schools Program to post my work on the Shorebird Sister Schools Web site and use in publications. Signature: Date: Parent/Guardian: Shorebird Sister Schools Program Student Gallery Release Form Name: Grade: School: Item type: essay poetry artwork I grant permission to the U.S. Fish and Wildlife Service Shorebird Sister Schools Program to post my work on the Shorebird Sister Schools Web site and use in publications. Signature: Date: Parent/Guardian: Figure 4 Explore the World with Shorebirds! 29 SHOREBIRDSISTERSCHOOLSPROGRAM Integrating the Shorebird Sister Schools Program (SSSP) into Your Community: Assessment: Are you a teacher? Are you a non-formal educator? Where does SSSP fit into your program? In what subject areas will SSSP meet your goals: science, social studies, math, technology, geography, English1? Does SSSP fit into the conservation goals of your organization? What do you need to implement the program? ■ Shorebird habitat area for a field trip ■ Shorebird and invertebrate knowledge ■ Field Equipment Kits for your students that contain binoculars, identification guides, and magnifying glasses ■ A spotting scope (a valuable extra) ■ Computer(s) and E-mail account to send field observation data to the Shorebird Sister Schools E-mail Network ■ Language translation assistance if you are doing an international pen pal exchange ■ Interested school or student groups ■ Integration of SSSP into organization goals ■ Shorebird and invertebrate expertise ■ A computer laptop for entering field observation data with students during the field trip (or afterward at your desk) How to fill needs? Ask a local conservation organization to fund field trip and equipment expenses. Write a grant to fund field trip and equipment expenses. Many small grants are available. Contact a local biologist, bird club, National Wildlife Refuge, or conservation organization to provide expertise in the classroom and on the field trip. Team up with a computer science class or school librarian to integrate the technology activities. Team up with a foreign language teacher/ student or a local association whose members speak the language. Talk to local principals or teachers about the program. Ask which school, teacher, and/or school program SSSP might fit into. Get a contact name. Work with a local student conservation organization like a school biology club or Boy Scout or Girl Scout clubs. Gain your supervisor’s support. Develop a plan to demonstrate how SSSP will help meet your institution’s conservation goals. Work with local biologists to establish partnerships and to assist with the biological aspects of the program. 1See Classroom Activities section on how the Explore the World with Shorebirds! curriculum meets National Education Standards Use the chart below to help you plan how and where SSSP can fit into your program. Explore the World with Shorebirds! 30 SHOREBIRDSISTERSCHOOLSPROGRAM Integrating the Shorebird Sister Schools Program (SSSP) into Your Community: Assessment: Are you a teacher? Are you a non-formal educator? How do I begin the program? There are many ways to integrate the Explore the World with Shorebirds! activities into your program. Activities, information, and field trips can be integrated into teaching units throughout the year. The example below is a very general overview focusing on two possible options: 1. Is your unit on habitats or ecosystems? Begin with wetlands, then use shorebirds as an example of an indicator of wetland health for the students to study. Optional activities might include: What are wetlands? ■ Wetland Metaphors ■ Match the Habitat Cards ■ Seven Types of Habitat What are shorebirds? ■ Shorebird Profiles ■ What Makes a Bird a Shorebird? How does what you learn apply to the field? ■ Plan a field trip with a local environmental center that has wetlands and, if possible, shorebirds. Use: ■ Shorebird Field Study ■ Mud Creature Study ■ Sampling Local Shorebird Populations 2. Work with your environmental education contact at a local environmental center to plan the integration of the curriculum. Plan field trips to the center and guest speakers for the classroom to support your topics. Do pre-and post-activities from the curriculum to support the unit of study. Have your class post messages to the SSSP shorebird discussion group about what they are learning and what shorebirds they have seen. Send your postings to fws-shorebirds@lists.fws.g ov. 3. Use the Educator’s Guide and the Shorebird Sister School Web site (http://sssp.fws.gov) for background information and connections to other resources. Work closely with the local school or student club that you have partnered with to implement the program. Important points to keep in mind when planning are: ■ Tie activities to national, state, or local education standards your area schools use. ■ Work with the teacher to plan assessment activities to monitor the progress of the students. ■ Help support teachers and students in their planning and posting of messages to the SSSP E-mail Network. ■ Provide biological resource support for the teacher, giving presentations in the classroom and assistance on field trips. Questions: Contact the Shorebird Sister Schools Coordinator at sssp@fws.gov or call 304/876 7783. Explore the World with Shorebirds! 31 SHOREBIRDSISTERSCHOOLSPROGRAM Who can register? Anyone participating in SSSP can register including schools, nonfomal education centers (nature centers, parks, refuges, etc), home schools, youth groups (scouts, 4-H clubs, etc), individual shorebird enthusiasts, partner agencies and organizations, and biologists. Why register? ■ You will receive new materials as they are developed. ■ You will learn where other participants are located. ■ You will join a network of other participants along your flyway. ■ If you choose to do a pen pal exchange, this will be an easy way to find a pen pal. ■ You will help support the annual reporting and evaluation process needed to continue the program. How do you register? Go to the Shorebird Sister Schools Website at http://sssp.fws.gov click on “Get Involved” and then “Join SSSP.” Fill out the form provided and submit it electronically through the Web site. It’s that simple! Register as a Shorebird Sister School Participant Explore the World with Shorebirds! 32 SHOREBIRDSISTERSCHOOLSPROGRAM 1. Set objectives and plan your activities. Before you begin, ask yourself “What do I want my students to learn from the exchange?” Set some reasonable objectives and then align your activities to help meet each of your objectives. For example: Students will be able to: ■ Describe two cultural similarities and/or differences between pen pal communities. Pen pals can exchange pictures of their communities and activities and describe their daily life activities — the sports they play, their families and favorite family activities, holidays in their communities; and local weather and geography. ■ Name two shorebirds in English and the languages of their pen pals. Pen pals can exchange pictures of shorebirds from the SSSP Web site with their common names at the bottom. ■ Compare the appearance of these two shorebirds when in different plumage-breeding vs. non-breeding. Pen pals can choose two shorebird species and describe how they look when they see them in their communities and including pictures if possible. ■ Describe the similarities and differences between shorebird habitat here and those in the pen pals’ countries. Pen pals can exchange drawings and descriptions of the invertebrates and wetlands in their communities. 2. Consider logistics and follow through. If there are not enough pen pals for each student to receive one, you may want to pair students or do one pen pal letter for the entire class. If there are more students than you can respond to from the pen pal partner school, invite another teacher to participate. Once you commit, please follow through; otherwise the children waiting for the pen pal exchange will be very disappointed. 3. Register As A Shorebird Sister School Go to the SSSP Web site (http: //sssp.fws.gov), click on “Get Involved,” and then “Join SSSP.” Fill out the form and check the box for “Shorebird PenPals.” 4. Request a pen pal class. Go to the “About SSSP” link SSSP Website http://sssp.fws.gov. Look at the “Who’s Participating?” link to find another group interested in exchanging pen pals. Send the group’s contact an E-mail message including the following information: ■ Where your school is located: town, state, and flyway ■ How many students are in your class If you would like to exchange pen pals with another country who may not speak the same language, send an E-mail message to the SSSP Coordinator (sssp@fws.gov) asking for assistance. The SSSP Coordinator will assist in making the international contact. However, you must consider how you will handle translating the pen pals from another country into English. For example, could the Spanish class or teacher at your school assist with the translations? Is there an organization in your community that could assist with translations? Next, establish communication with the pen pal exchange teacher. ■ If possible, share your project objectives with each other. Sharing expectations will help broaden your understanding of each other and improve communication and success. ■ Make sure each teacher knows how long, how often, and what will be exchanged. Remember, school year calendars can be different too! How to Begin a Shorebird Sister Schools Pen Pal Exchange Explore the World with Shorebirds! 33 SHOREBIRDSISTERSCHOOLSPROGRAM Tips on What to Send to Your Pen Pals Keep exchanges simple and balanced. Do not send elaborate packages that cannot be reciprocated. If you question whether or not to send an item, consider selecting something else. Help Your Pen Pals Get to Know Each Other Use the Cultural Profiles in this section to learn more about the culture, customs, and shorebird habitat in the country of the pen pal(s) with whom your students correspond. Help your students on their first letters. Give them some ideas and guidelines on what to write and share based on the objectives you have established for the project. The first letters could focus on introducing themselves, their community and their culture. Later letters could discuss wetlands, birds, weather, and other activities. ■ Send photos of the children, the local community and habitats. ■ Have each student write an autobiography. Handmade Items Are the Best Crafts, drawings and sketches are great, especially for international exchanges, but remember that the students may not be able to translate the letters. ■ Start a mural that your pen pal class could finish. ■ Have students create a comic strip or board game depicting local birds and wetlands or explaining topics such as migration or conservation. ■ Develop a chart depicting the average weather by month in your community and corresponding numbers of birds. Avoid Expensive Items or Things That Require High Technology If you want to send a video or cassette tape, ask your pen pal teacher if he or she has the proper equipment before sending it. ■ Patches, buttons, and pins are easy and simple to send. ■ Maps, brochures, and pictures of the local community are other inexpensive but interesting options. Explore the World with Shorebirds! 34 SHOREBIRDSISTERSCHOOLSPROGRAM What more clearly demonstrates the global scope of environmental issues than the decline of migratory bird populations? When birds migrate across political boundaries, they don’t pass through customs or receive any notification that they have crossed a line on a human-devised map. Shorebirds that breed in North America migrate through or winter in no fewer than 41 countries! When birds depend on multiple habitats, they may be at the mercy of the attitudes of the people who view them through varied perspectives. The farmer may see the birds through different eyes than the industrial worker, the politician, or the naturalist. This creates a range of personal views and behaviors that will positively and negatively impact migratory bird species. Research has shown that populations of many long-distance migrants have declined, but most researchers have not yet shown where the greatest impact on these declining populations occurs. Is it in the United States, Canada, Mexico, or Central or South America? When the landscape is changing everywhere, it is difficult to point to one particular location that puts the birds at greatest risk. But it is clear that, if we are to conserve habitat and support the survival of these species, we must work together across our different cultural and geographic borders. If a conservation project creates more habitat for birds in Latin America, will it make any difference if available habitat in the United States continues to decline? Migratory bird conservation requires that we communicate with our neighbors in other cultures and countries to understand each other’s perspective, what each of us values, and our varied attitudes toward birds and their habitat. Education can help us share perspectives and concerns about the issue. Research will help us understand the needs of the birds in each of their habitat areas, especially collaborative research that includes partners along the migration path. Conservation efforts that can bridge cultural and geographic gaps will be most likely to achieve the most positive results for birds. A good example is the ongoing research on the Red Knot which migrates from Tierra del Fuego, Argentina to the Atlantic coast of the United States, to the Canadian Arctic. Researchers from Argentina, the United States, and Canada are working together to understand the complex reasons for this bird’s decline. Education can facilitate awareness and knowledge about migratory birds and the diverse values and attitudes that people have toward them. Because the Shorebird Sister Schools Program is working to connect people along flyways for the conservation of shorebirds, it can help facilitate connections between cultures too. SSSP provides several ways to learn about other cultures. ■ Tips for teaching about culture background and student activities ■ Cultural profiles of some SSSP partner countries (more will be posted on the Web site) ■ Pen pal exchanges ■ E-mail Network ■ SSSP registration on the Web site ■ Cultural extension for many of the activities in the educator’s guide— look for this symbol! To learn more about the E-mail Network and SSSP registration, go to the beginning of this section. Cultural Connections in a Conservation Context Explore the World with Shorebirds! 35 SHOREBIRDSISTERSCHOOLSPROGRAM The following activities have optional cultural extensions. Look for the symbol of the earth to quickly locate the cultural extension. Have fun learning about other cultures! Introduction to Shorebirds Shorebird Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 A Year In My Life as a Shorebird . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Get to Know the Shorebirds Puppet Show . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Build a Shorebird . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Adaptations Build a Shorebird . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Habitat Shorebird Food Webs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Can’t We Share . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Wetland Metaphors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Map Your Habitats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250 Migration Migration Headache . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286 The Incredible Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327 Precarious Paths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335 Birds-eye View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343 Nesting and Breeding Guard Your Nest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261 Shorebird Research and Technology You Be the Scientist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356 Imaginary Mist Nests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361 The Big Shorebird Picture Shorebird News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377 Shorebirds on Display . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 Shorebird Decision Dilemmas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379 What You Can Do for Shorebirds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382 Assessment Wild Spellers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390 Shorebird Jeo-Bird-Y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391 Shorebird Speeches and Listening Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . 397 Shorebird Bubble Map and Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . 401 List of Activities with Cultural Connections Explore the World with Shorebirds! 36 SHOREBIRDSISTERSCHOOLSPROGRAM Grade Level: upper elementary/ middle school and high school Duration: one class period, two optional if you add research time Skills: vocabulary, discussion, team building, communication, comparison, Subjects: language arts, fine arts, social studies; technology optional (if students do research) Vocabulary: culture Overview: Students will study the cultural profiles in this section, present what they learn to the class, then work in pairs to compare similarities and differences between the cultures they studied. Concepts: ■ By following shorebirds movements, we can discover new places and people throughout the world. ■ Following shorebird migration broadens our understanding of how we are connected to other people and places and how our actions can influence global conservation efforts. ■ Culturally knowledgeable citizens demonstrate an awareness and appreciation of the relationships, processes, and interactions among all elements in the world. Objectives: After this activity, students will be able to: ■ Define culture. ■ Name two reasons it is important to understand and respect other cultures. ■ List two similarities and differences between two cultures Materials: ■ Copies of the cultural profiles for each group Note: New cultural profiles not in the educator’s guide can be found on the Shorebird Sister Schools Program Web site, http: //sssp.fws.gov. ■ Atlas or world map Introduction How can we practice cultural sensitivity? Guidelines for teaching about cultures: Regardless of the topic of classroom discussion, we benefit from understanding the genuine complexity of cultural viewpoints and customs among us. We have a great diversity of cultures in many of our classrooms in the United States. This is a starting point for teaching about cultural sensitivity and awareness. Cultural awareness will help students be successful as adults in interactions that will occur daily in their personal and professional lives. The common exchange of ideas, products, information, materials, and people increases the importance of being globally and culturally aware, especially in a world of tumultuous events. Culturally sensitive teachers realize that those individuals raised in different cultures may be different but are equally human and deserving of respect. The most successful teachers: ■ Practice viewing cultures and situations non-judgmentally. ■ Work to uncover and neutralize their own stereotypes, biases, assumptions and prejudices. ■ Teach students to view differences as wonderful features. A common cross-cultural problem is that those with little cross-cultural experience often view those from other cultures (and their behaviors) as strange, weird or even inferior. Teachers who successfully teach about other cultures help students to appreciate the differences as unique, interesting and novel. The following activity will increase your students’ cultural awareness and their understanding of the culture of other people participating in the SSSP. Procedure 1. Present the following mini-activities below to introduce students to the importance of being aware of other cultures. What is the importance of teaching about cultures? The culture in which we grow up shapes the way we see things. As a quick example, what do you read below? A bird in the the hand If you read “a bird in the hand,” you missed the second “the.” Why? You saw with your mind rather than with your eyes. Similarly, spell aloud these words: joke smoke folk the word for the white of an egg If you spelled “yolk,” you spelled the word for an egg’s yellow, partially because the exercise led you into a pattern. Similarly, the culture in which we grow up leads us into patterns and shapes our views toward natural resource conservation or environmental issues. Increasing Cultural Awareness Activity Explore the World with Shorebirds! 37 SHOREBIRDSISTERSCHOOLSPROGRAM ■ If you grow up in a culture in which your survival depends on the birds, fish and mammals you eat, you develop a strong connection to those birds. ■ If you grow up in settings and amid cultural groups in which more birds seem to live in cages than in the wild, you may find that birds appeal to you aesthetically but rank lower in priority than, say, motorcycles or lunch. Because we feel our cultural conditioning in ways we often do not notice, we need to teach about culture so we can understand how others relate to conservation issues. What is culture? Culture is: ■ A set of perceptions and systems with which we grow up and which we believe are true, real, and the way things should be. ■ The rules for behavior that shape, color and filter how we see the world and how we interact. ■ The assumptions and assigned meanings that we give to behaviors. Your culture and cultural conditioning shapes the way in which you relate to everything in your world. Why do we need to learn about other cultural groups? In teams of three, brainstorm words or phrases that come to mind when you see or think about each of these words: ■ Rich people ■ Skinny people ■ Eskimos ■ Japanese people ■ Egyptians ■ Southerners ■ Gang members ■ Men ■ Women If you are like most people, certain words came to mind when you when you saw or thought about most of these nine categories; and perhaps you had no idea what to write about one or two categories. What this activity shows is that we have stereotypes about some cultural groups and occasionally no information about others. When interacting with people, it is good to keep an open mind (not let our personal biases influence what we think about others) and make the effort to understand other perspectives. 2. Divide students in teams of two and assign each team a cultural profile. Ask each team to: ■ Find where the country is located in the atlas or world map. ■ Read the cultural profile and identify five interesting aspects of that culture. Two of the team’s choices must relate to shorebirds and/or the environment. ■ Present what the team has learned to the class. Note: Interesting aspects of each culture do not have to be different from that of students. They can present aspects that are similar, such as the culture they are studying also enjoys computer games. Optional Team Assignment: Give each team time to research its assigned country using encyclopedias and/or the Internet. In addition to the five interesting aspects in the cultural profile, ask students to include in their presentations additional information not included in the cultural profile, such as the country’s national bird, popular music, sports, heroes, food, dress, etc. 3. After the presentations, assign or allow students to find a partner who studies a different culture. Ask the students to interview their partners and identify two differences and two similarities between the cultures they study. 4. Facilitate a group discussion among the class about what they learned from each other. Additional Activities: 1. Pen Pal Exchanges The class can request to do pen pal exchanges with another class in the United States or in another country. Follow the directions from the “How to Begin a Shorebird Sister Schools Pen Pal Exchange.” 2. Research Other Shorebird Sister Schools Go to Who’s Participating on the SSSP Web site. Click on the dots representing other Sister schools. Ask students to choose three and learn the following: ■ School or group name. ■ Location (Ask advanced students to figure out in which flyway the school is located) ■ What type of shorebirds lives there and in what type of habitat? ■ One item unique to that school or group’s community. Cultural Concepts and Mini- Activities Provided by: Lynne Curry The Growth Company Inc. 121 West Fireweed Lane, Suite 175 Anchorage, AK Ph: 907/276-4769 E-mail: lynne@thegrowthcompan y.net Editing By Hilary Chapman Shorebird Sister Schoools Program Coordinator sssp@fws.gov Explore the World with Shorebirds! 38 SHOREBIRDSISTERSCHOOLSPROGRAM Daily Life in Alaska Alaska is one of the most culturally diverse areas of North America. In addition to cultures found in the lower 48 United States, many are unique to Alaska, including Indian, Unangan (Aleut), and Eskimo groups. The vast array and diversity of cultures in Alaska make for highly contrasting tales of daily life. From urban to subsistence lifestyles, Alaskans are confronted with challenges posed not only by the natural world around them, but also by changes to policies and government, both locally and nationally. Much of rural Alaska maintains a subsistence lifestyle rooted in traditional practices from generations past. Whales, seals, birds, fish and other animals are still harvested by many rural communities. They not only serve as a food source but also play a role in many aspects of culture. Animal skins and parts may be used for clothing, cooking implements, weapons, and often in traditional ceremonies. “Urban” Alaskans experience the typical day-to-day life of many Americans. Television, computers, Game Boys, and gadgets of all types have found a place in Alaska. Residents of urban Alaska mirror other citizens of cities with long work days, two-income families, and daycare for children. However, many Alaskans in urban areas take advantage of nearby wilderness areas, national forests, and state parks. There are many opportunities to experience nature and outdoor life within a short drive, and this increased accessibility to untouched wilderness makes for a convenient escape from typical city life. Spring and summertime are busy with the migration of fishermen to salmon-rich streams, while wintertime welcomes the swish of skis and buzz of snowmobiles zooming along the packed snow. Shorebirds in Alaskan Cultures Birds play a tremendous role in the lives of Alaskans. Both traditionally and in modern times, birds are recognized as important spiritual, social, and economic natural resources. Many cultures in Alaska have a spiritual connection to birds through tales and legends passed on from generation to generation, while other groups look to birds for recreation and a means to reconnect with nature. One example of the traditional importance of birds is found in the Tlingit and Haida cultures. The Tlingit and Haida are two of the major groups of native people living in southeast Alaska. Besides the seasonal use of bird eggs for food and other such subsistence uses, one bird in particular is known for its importance in Tlingit and Haida cultures. The raven, the largest North American passerine, or “songbird,” is a supernatural figure in their belief systems, known for its intelligence, deception, and tricks. Tlingit and Haida Indians organize their populations into two important social divisions, Raven and Eagle or Wolf. These two groups, in turn, contain many clans that are represented by various animal or mythical crests. This social organization is respectfully retained today, and one can still admire the beautiful artwork that represents these clans on the large wooden clan houses in several Southeast Alaskan towns. While most birds have some link to traditional cultures in Alaska, shorebirds have more recently been recognized as important socioeconomic resources. These marathon migrants are celebrated by several Alaskan communities through festivals and events, bringing not only awareness of the need for shorebird and habitat conservation, but also an economic boom to host communities. The Kackemak Bay Shorebird Festival of Homer and the Copper River Shorebird Festival of Cordova, Alaska, are two examples of communities celebrating shorebirds. The spectrum of people who attend these festivals to marvel at the numbers of shorebirds includes; birdwatchers, naturalists, students, educators, families, and tourists. Shorebird festivals in Alaska continue to grow, becoming increasingly popular and serving as major attractions to residents and tourists looking to reconnect with nature through birds. Shorebirds and Their Habitat in Alaska Because of its size and northerly position, Alaska provides breeding habitat for more shorebird species than any other state in the U.S. Shorebirds take advantage of rocky shores along the Aleutian Islands, mudflats within Kachemak Bay and the Copper River Delta, marshes of the Yukon-Kuskokwim National Wildlife Refuge, or tundra along the northern coasts. The diversity of habitat within Alaska is reflected in the diversity of bird life and numbers that visit the state each year. Seventy-one species of shorebirds have occurred in Alaska; 37 of them, including several unique Beringian species and Old World subspecies, regularly breed in the region. Most of these species migrate south of the U.S.- Mexico border, and one-third migrate to South America or the islands in the Central Pacific. Concentrations of shorebirds at several coastal staging and migratory stopover sites exceed one million birds; on the Copper River Delta alone, five to eight million shorebirds stop to forage and rest each spring. Culture and Shorebirds of Alaska Explore the World with Shorebirds! 39 SHOREBIRDSISTERSCHOOLSPROGRAM Shorebird Species of High Concern* in Alaska Pacific Golden-plover Wandering Tattler Whimbrel Black Oystercatcher Bristle-thighed Curlew Hudsonian Godwit Marbled Godwit Black Turnstone Surfbird Rock Sandpiper Dunlin Buff-breasted Sandpiper Short-billed Dowitcher Bar-tailed Godwit * High concern means that biologists have indications these species may be declining, so they are high priority for research. Threats to Shorebirds in Alaska The previous century witnessed unprecedented changes to natural landscapes throughout much of the United States. Alaska, however, remains largely unchanged with less than 1 percent of the state having been permanently altered by human settlement and activity. This is not to imply that ecosystems in Alaska are not being affected by human activities. On the contrary, the nation’s demand for natural resources drives Alaska’s economy, particularly development and production of oil and gas, timber and commercial fisheries. The threats posed to shorebirds by these and other activities are both real and potential. Shorebird-specific conservation issues identified in the Alaska Shorebird Conservation Plan include oil and gas development and infrastructure, marine-based recreation, mining development, subsistence harvest, and increased populations of native and introduced predators. Shorebird Conservation in Alaska Today To ensure the conservation of shorebirds in Alaska, a group of scientists, educators, and naturalists from various governmental agencies and non-governmental organizations formed the Alaska Shorebird Group (ASG) in 1997. The ASG was created to raise the visibility of shorebirds in Alaska, achieve consensus on needed conservation actions, and exchange information on issues, research findings, and education. The ASG provides information and conservation recommendations for Alaska to the National Shorebird Council for consideration in the U.S. Shorebird Conservation Plan. Written By Maureen DeZeeuw and Tamara Mills Shorebird Sister Schools Alaska Program Coordinator U.S. Fish and Wildlife Service 1011 East Tudor Road Anchorage, AK 99503 Tamara_mills@fws.gov Web: http://alaska.fws.gov/mbm/ index.html Explore the World with Shorebirds! 41 SHOREBIRDSISTERSCHOOLSPROGRAM Daily Life in Nunavut Nunavut became the largest native land claim settlement in Canadian history on April 1, 1999. Because it is newly established you may not see it designated on maps. Nunavut covers a vast expanse of land-over 2-million square kilometers one-fifth of Canada. Yet, only 27,000 people scattered over 13 communities live there! Half of Nunavut lies on the northern part of Canada’s mainland, and the rest is distributed throughout a large archipelago of hundreds of islands, including Canada’s largest, Baffin Island. Eighty percent of the people in Nunavut are Inuit (Native Americans). The Inuit and their predecessors have occupied this land for the past 5,000 years. (One individual is an Inuk, two are Inuuk, and three or more are Inuit). The language of the Inuit is Inuktitut, and there are almost as many dialects as there are communities in Nunavut. Still, the Inuit dialects are similar enough so that people from Siberia to Greenland are able to communicate. The main way to get to Nunavut is by air. Supplies such as fuel oil for heating, construction materials, and bulk food shipments are transported to Nunavut on large ships during the summer season when the sea routes are open. The only “highways” in Nunavut are the snowmobile routes that hunters follow during the winter, across frozen land and ocean to favoured hunting spots. Changes in technology over the past few decades have brought Nunavut into the modern world. Several weekly flights link most communities to larger centers in southern Canada, such as Ottawa, Winnipeg and Edmonton. Satellite television and the Internet connect Nunavut communities to the rest of the world. Most Inuit have experienced tremendous changes in their lifetimes. Most people over the age of forty were born in camps on the mainland. Back then, families lived in seasonal camps, camping close to where sea mammals and caribou were plentiful enough to provide them with food, clothing and shelter. Today, Inuit live in modern houses, purchase food and supplies at the local Northern Store and visit the nurses at the local Health Center when they are ill. Young people attend modern, well-equipped schools, wear brand-name clothing, play computer games and drink vast amounts of soda pop. Despite the rapid leap into the modern world, Inuit are still firmly rooted in their culture and land. The forces of the natural environment are ever present, and the connections to wildlife are still strong. Store-bought food is prohibitively expensive for many, at least double or more than the cost of food in southern Canada. Hunting is necessary to keep families healthy. Hunting and camping are also a big part of family life. Many families, from infants to elders, head out “on the land” for weeks at a time, beginning in the glorious month of June when the sun does not set north of the Arctic Circle. Birds in Inuit Culture In a culture where wildlife has been the key to survival for thousands of years, there is a strong connection to birds in general. Birds appear frequently in Inuit art, in distinctive and colorful prints and in sculpture. People believe that birds must be respected. Making fun of birds invites the risk that the birds will get back at those who mock them. When a child caught his first bird, he would give it to the midwife who assisted at his birth. Children, especially boys, learn to hunt at a very young age in Nunavut. Killing small animals (such as birds and ground squirrels) with rocks is a way young boys learn to practice their hunting skills before they move on to larger animals. Many adults take pleasure (and pride) in watching their young people develop these skills, so the practice is not discouraged. To have thrived in the arctic environment for as long as they have, Inuit had to be innovative and self-sufficient. The inflated skins of duck feet became children’s toys. Containers were built of dried-out, inflated bird feet, sewn together, claws and all. The skins of Gulls or Ptarmigan were made into hand towels used after butchering and eating. Bird wings became brooms, used to sweep out debris from sod houses, and they are still in use today in tents, homes and boats. In the Belcher Islands in southernmost Nunavut, Inuit used bird skins to make parkas when there were not enough caribou skins available. Migrating birds signal the approach of spring, which is eagerly anticipated by everyone. People will often call their local radio station with great excitement to announce the first sighting of a snow bunting in their community. Shorebirds and Their Habitat Most of Canada’s nearly 40 species of shorebirds breed almost exclusively in or near the Arctic. Arviat and Coral Harbor are two locations in Nunavut where shorebirds may be seen. Many of these species, particularly the long distance migrants, are in decline. The Buff-breasted Sandpiper is perhaps the only “species of concern” at this time. Shorebirds are important in the tundra food web. They feed on small invertebrates and in turn are prey for foxes and weasels, owls and hawks. Culture and Shorebirds of One Canadian Arctic Province— Nunavut Explore the World with Shorebirds! 42 SHOREBIRDSISTERSCHOOLSPROGRAM Shorebird Conservation in Nunavut Today, the Nunavut government struggles to fill job vacancies for several reasons. Many Inuit have received very little education. There is also a lack of housing in the territory. This is causing all government programs, including biological programs, to suffer. While time, patience and perseverance are needed, there are still many reasons to be optimistic. Efforts are underway to incorporate the worldview and experience of Inuit into the school programs and educator’s guide imported from southern Canada. There is currently no specific “bird” education in Nunavut schools, but this will change in the coming years, especially in communities with large concentrations of migrating or nesting birds. The talented and dedicated personnel at the Nunavut Department of Education, located in Arviat, are progressive and open to new ideas. The Canadian Wildlife Service (CWS) is actively working to conserve wildlife, including shorebirds in the Nunavut region. More information is needed about artic-breeding shorebirds to determine how best to conserve them. Preliminary data suggest that 80 percent of Artic-nesting shorebirds are declining. CWS has developed a Northern Shorebird Conservation Strategy to help conserve these birds. As part of the strategy, CWS is doing shorebird research to learn more about the shorebirds and their habitat. Researching these birds in the vast area of Nunavut is a challenge. Biologists only have the short summer breeding season to study the birds each year. Also, because of the very large size of Nunavut and the few people who can do this work, CWS biologists are only able to study small portions of the region each year. Shorebirds of Nunavut Black-bellied Plover Semi-palmated Plover Common-ringed Golden-Plover Lesser Golden-Plover Ruddy Turnstone Dunlin Pectoral Sandpiper Least Sandpiper Baird’s Sandpiper Purple Sandpiper Buff-breasted Sandpiper Semi-palmated Sandpiper Stilt Sandpiper White-rumped Sandpiper Red Phalarope Northern Red-necked Phalarope Written by: Lynn Peplinski Heritage Manager Inuit Heritage Trust Iqaluit, NU E-mail: lynnp@nunanet.com Web: http://www.newparksnorth. org/inuit.htm More Info on Nunavut: http://www.gov.nu.ca/Nunavut/ View Map: http://www.gov.nu.ca/Nunavut/ English/about/ Explore the World with Shorebirds! 43 SHOREBIRDSISTERSCHOOLSPROGRAM Culture and Shorebirds of Hawai`i I. Daily Life in Hawai`i The residents of the islands of Hawai`i are literally worlds apart from the rest of the nation, isolated in the huge Pacific Ocean. With a cultural diversity to rival New York City, the islands are truly a thriving melting pot. So different are the lifestyles, you can see the hustle and bustle of the Asian and Mainland cultures and still be laidback with true islander style. Island life reflects many different races living together and mixing their foods, cultures and views of the natural world. The “plate lunch,” a popular local dish, is a good example of the blending of cultural cuisines with rice, macaroni salad, and a meat dish such as teriyaki chicken. Another example of this cultural mix is the local “Pidgin” English which combines Hawaiian, Chinese, Japanese, Filipino, Tahitian and other Pacific Island languages with English. In a climate so moderate, it is easy to see why most people here tend to be healthy and active. Sports like soccer, baseball, football, volleyball and surfing are enjoyed year-round. The toughest part is going to school on a beautiful day in paradise! Schools add Hawai‘i flavor to the classroom with cultural activities and marine science field trips. When one goes about their day in a living laboratory it is easy to see all aspects of this amazing ecosystem and watch the changes that occur with each season. Only here can you be drenched by rain in the rainforest mountain tops or baked by the hot and arid sun on the lava fields all in the same field trip. Most kids have seen the movie Lilo & Stitch and while there is disagreement with the portrayal of locals in the movie, the essence of `OHANA, family in Hawaiian, really stands clear. The family unit is a very strong bond in Hawai`i. With the high cost of land and basic necessities, extended families must pool their resources to afford to live in their island home. Families stay close by and help each other out. Calabash families, which include good friends and extended family, are the norm in Hawai`i. Everyone is “Uncle” and “Auntie” and you always kiss your family on both cheeks when you see them! Here, ALOHA is more than a word, it is a way of Life. II. Shorebirds in Hawaiian Culture Shorebirds have been coming to Hawai`i for thousands of years, long before humans had discovered the beauty and richness of these islands. In fact, some people think that the Kölea (the Pacific Golden-Plover) led the first people to Hawai`i. Shorebirds have rich traditions in Hawaiian culture, songs, chants, and legends. Native Hawaiians were familiar with these yearly visitors, and found them both mysterious and beautiful. Come share the songs, sayings and legends of these beloved shorebirds of Hawai`i! “Kölea Kau ähau, a uliuli ka umauma ho`i i Kahiki” means the “plover that perches on the mound, waits till his chest darkens, then departs to foreign places.” Kölea are one of the most common shorebird on the islands, “vacationing” here during the fall, winter, and spring, then departing for the short Arctic summer to nest. Kölea, ‘Ülili (Wandering Tattler) and ‘Akekeke (Ruddy Turnstone) are considered messengers of the gods according to Hawaiian legends. Explore the World with Shorebirds! 44 SHOREBIRDSISTERSCHOOLSPROGRAM Kähuli aku was an old chant about Kölea and the singing tree snails of legend (the Kähuli or shell). That chant is now a classic children’s song, much like “Ring Around the Rosy”. The snails chirp in the evening and ask the birds (Kölea) to bring them a drink of water. Here is their song: Kähuli aku Kähuli aku Turn little shell Kähuli mai Turn this way little shell Kähuli lei `ula The tree shell is a red ornament in Lei `äkölea The lei of the `äkölea fern Kölea, Kölea Little bird, little bird Ki`i ka wai Go down to the stream Wai `äkölea Sip the sweet nectar Wai `äkölea From the `äkölea fern III. Hawaiian Shorebirds and their Habitat The migratory shorebirds that visit Hawai`i nest in the Arctic regions of Alaska. Canada, and Siberia. In the fall they migrate to warmer areas. Birds may stop and winter in the Hawaiian Islands or they may continue flying south. Some shorebirds travel as far as the South Pacific, South America, New Zealand and Australia. We know the shorebirds that are commonly found in Hawai`i by slightly different names. Try to pronounce them, if you dare! Hawaiian Name Phonetic Spelling Meaning Common Name Kölea ko-lay-ah “one who takes and leaves” Pacific Golden- Plover `Ülili oo-lee-lee sound of it’s call Wandering Tattler `Akekeke ah-k-k-k sound of it’s call Ruddy Turnstone Huna-kai hoo-na-kie “sea foam” Sanderling Kioea key-oh-ay-a Also the name of a Hawaiian forest bird with a very long decurved bill; they are now extinct Bristle-thighed Curlew Ae`o ay-oh “one standing tall” Hawaiian Stilt While in the Hawaiian Islands, shorebirds are found from the Big Island of Hawai`i to Kure Atoll Wildlife Sanctuary. Most of Hawai`i’s wetland habitats have been drained for housing, agriculture and other land uses. Did you know that Waikiki, on the island of O`ahu, used to be a huge coastal marsh? National Wildlife Refuges (NWR) such as Kealia Pond NWR and James Campbell NWR provide a safe haven for multitudes of shorebirds to enjoy. For a map and description of the little known, remote islands of Hawai`i go to http://pacificislands.fws.gov/wnwr/nwrindex.html#hawaii. Explore the World with Shorebirds! 45 SHOREBIRDSISTERSCHOOLSPROGRAM Shorebirds like the Kölea and `Ülili are common visitors each year, seen in large numbers around the islands. However species like the Kioea (the Bristle-thighed Curlew) are anxiously anticipated in small numbers each year. They usually spend time in the northwestern Hawaiian islands, all of which are protected as NWRs or State Wildlife Sanctuary. Once young Kioea find an island home, they will live there for three years, without migrating! Unusual for shorebirds, the Kioea molt most of the their flight feathers simultaneously. Some birds are even flightless for up to two weeks as they await new flight feathers. The Hawaiian Stilt, Ae`o, is one of the rare and endangered waterbirds found elegantly wading in Hawaiian ponds, mudflats and marshes. It is considered endangered because of low population numbers. The Ae`o is closely related to the Black-necked Stilt on the mainland but is found only in the Hawaiian Islands. They are permanent residents throughout the main Hawaiian Islands, except Läna`i and Kaho`olawe. In 1985, all of the main islands were searched for Ae`o, resulting in a total population of 1,200. Now the numbers have increased slightly to approximately 2,000. Historically, this bird has suffered from hunting, predation by non-native animals like mongoose and rats, and habitat loss. IV. Shorebird Education in Hawai‘i In addition to managing the Shorebird Sister Schools list serve, curriculum and lending box, the USFWS has created an educational packet with information focusing on the shorebirds found in Hawai`i including the more common Pacific Golden-Plover, Bristle-thighed Curlew, Sanderling, Ruddy Turnstone, and Wandering Tattler. It gives educators and students an overall idea of the types of birds that spend all or some of their lives in the islands. We have chosen to highlight the Pacific Golden Plover because they are so easy to observe, often occurring in our neighborhood school grounds! Kölea Watch, a very active research project, focuses on the amazing migration of Kölea to Alaska and gives our young students an opportunity to engage in “real” research. This project was founded by the University of Hawai`i, Mänoa to connect current scientific researchers and kids throughout Hawai`i. Since 1978, scientists have been banding Kölea in Hawai`i and Alaska. During that time, they discovered that Kölea leave O`ahu every year around April 25, give or take a couple of days. Now we are trying to determine if the birds leave on the same day from other islands? To find out more about this project, check out the web site at www.hawaii.edu/bird/ or stay tuned to the SSSP list serve, we post regular updates on the Kölea project there. Explore the World with Shorebirds! 46 SHOREBIRDSISTERSCHOOLSPROGRAM Daily Life in Paraguay Paraguay has two official languages, Spanish and Guarani. The inhabitants of the eastern region prefer to speak Guarani (the native language) and those living in the western region, or the Chaco, speak various other native languages that differ from Guarani. Even though there are many other native languages spoken here, it is possible to communicate throughout the country in Spanish. Because of the diversity of social conditions in Paraguay, it is difficult to describe a typical day. Yet it is fair to say that children living in the interior of the country are more connected with nature than those living in the cities. In order to get to school, many children have to cross streams, countryside, and small forests, giving them opportunities to become familiar with many wildlife species. After about five to seven hours in school, students play or do small chores outside where they again have a chance to learn a great deal about their local wildlife. In contrast, children who live in the capital spend more time watching television, going on the Internet, and playing computer games after school. The birds living around the city often pass by unnoticed by people who live there. Shorebirds in the Paraguayan Culture The majority of native birds can be identified by a specific name in the native language. Shorebirds found only during one part of the year in our country have the Guarani name mbatui and almost always appear gray in color due to their nonbreeding plumage. The Paraguayan culture has a lot of myths and legends that surround birds in general. The presence of some birds is said to predict rain, pregnancy, hidden love, or death. Many birds are said to be mythic characters that were transformed into birds. For example, one bird has the Guarani name el kuarahy membv, meaning “child of the sun.” Although there are not any known rituals, festivals, or customs specifically associated with shorebirds, migratory birds in general get special recognition. Each year in October, the Guyra Paraguay Association organizes an international festival of birds. Shorebirds and Their Habitats in Paraguay Migratory shorebirds are found in the greatest numbers at the Bay of Assention and the lagoons of Chaco Central. The Bay of Assention is known globally as a conservation site for birds. Here you can find 26 species of migratory birds that breed in the Northern Hemisphere. The largest congregation of the rare Buff-breasted Sandpiper is found here. Culture and Shorebirds of Paraguay Shorebirds of Paraguay Scientific Name Spanish Name English Name Common Shorebirds Pluvialis dominica Mbatuirusu American Golden-Plover Trioga flavipes Pitotio chico Lesser Yellowlegs Trioga solitaria Mbatuitui Solitary Sandpiper Actitis macuralia Playero manchado Upland Sandpiper Bartramia longicauda Mbatui flu White-rumped Sandpiper Calidris fuscicollis Playerito rabadilla blanca Pectoral Sandpiper Calidris himantopus Playerito pectoral Stilt Sandpiper Phalaropus tricolor Falaropa comu’n Wilson’s Phalarope Calidris aplina (need Spanish name here) Dunlin Endangered Shorebirds Numenius borealis Playero esquimal Eskimo Curlew Tryngites subruficollis Playerito canela Buff-breasted Sandpiper Explore the World with Shorebirds! 47 SHOREBIRDSISTERSCHOOLSPROGRAM At the Lagoons of Chaco Central, 64 migratory species have been sighted. The latest census counted 47,500 birds and 21 species, including a group of 25,000 Wilson’s Phalaropes and 2000 flamingos. Lagoona of Chaco Central is also home to the largest number of Dunlin in the interior of South America. As many as 4000 White-rumped Sandpipers, 1 percent of the entire global population, have been counted here. Shorebird Conservation in Paraguay Unfortunately, shorebirds, and wildlife in general, are not nationally recognized as important. The principle threats facing shorebirds in Paraguay today are the same threats facing shorebirds all over the world--loss of biodiversity and loss of habitat. The expansion of agriculture, the clearing or forests for production of coal, expansion of transportation systems, air pollution, and channelization of lakes all present severe and immediate threats for migratory birds of Paraguay. In general, there is little social support for the conservation of biological diversity and even less for conservation of migrant species. At this time the government supports socio-economic development at the expense of nature. However, there are organizations like Guyra Paraguay that are working for the protection of migratory birds in Paraguay. Since1999 a database tracks numbers and species that use sites designated as conservation areas for shorebirds. Today, Guyra Paraguay is working on management plans for these conservation sites and educational activities that build awareness and support for conservation. Suggestions for Pen-Pal Programs A student exchange would be an excellent way to motivate individuals to understand and conserve shorebirds and share knowledge. Try initiating activities that promote interest in the observation of migratory birds or that create bird observation programs for children during school and afterwards. Contact Guyra Paraguay at the address below to facilitate a pen-pal program. Written by: Elizabeth Cabrera and Jennifer Gray GUYRA Paraguay C.C. 1132 Cnel.Rafael Franco 381 Asunscion, Paraguay E-mail: guyra@highway.compy Web: www.guyra.org.py Explore the World with Shorebirds! 48 SHOREBIRDSISTERSCHOOLSPROGRAM Daily Life in Argentina Most people living in the capital city of Argentina have little contact with nature. City kids spend most of their time watching TV. Their favorite TV programs are cartoons, science fiction movies, and series. However, the situation is different throughout the rest of the country. In the small cities, children spend most of the day in contact with nature. This helps them to become more involved with and caring toward the environment. Today, Argentina is going through hard economic times. Few people are able to invest their time and their money to promote “ecotourism.” Shorebirds in Argentinean Culture Bird-watching is not developed in Argentina, although there are some small bird-watching groups like the Foundation for Wildlife and the Shorebird Sister Schools Program. These organizations promote special celebrations such as International Migratory Bird Day (first Saturday of October), which often coincides with the arrival of migrating birds to each region, and Beach Cleaning Days. These celebrations have taken place in Rio Grande (Tierra del Fuego) and San Antonio Oeste (Rio Negro) for four years. They include a beach-cleaning campaign, bird-watching trips, and activities to teach about birds. It is common for the entire community to participate in the special activities. Parents, kids, and teachers join wildlife biologists and conservation officers on the beaches to welcome the birds back from their long migratory trips. Argentina’s Most Important Shorebird Sites Litoral Marítimo Bonaerense, Bahía de Samborombón More than 100,000 shorebirds live here each winter. It is a resting and feeding place for large concentrations of Hudsonian Godwits. ■ Reserva Costa Atlántica de Tierra del Fuego More than 500,000 shorebirds live here each winter. This is an important site for large concentrations of Neartic non-reproductive shorebirds, especially Red Knot, White-rumped Sandpiper, Sanderling and Hudsonian Godwit. ■ Bahía de Dan Antonio Oeste More than 100,000 shorebirds feed and rest here for the winter. This area is a rich fish-spawning ground, abundant in clams and mussels. Here you will commonly find Red Knot, White-rumped Sandpiper, Hudsonian Godwit, American Golden-Plover, Greater Yellowlegs and Lesser Yellowlegs. Shorebird Conservation in Argentina Many institutions work toward Culture and Shorebirds of Argentina Shorebirds Common to Argentina English Name Scientific Name Spanish Name Red Knot Calidris canutus Playero rojizo Hudsonian Godwit Limosa haemastica Becasa de mar White-rumped Sandpiper Calidris fuscicollis Playero de rabadilla blanca Sanderling Calidris alba Playerito blanco Ruddy Turnstone Arenaria interpres Vuelvepiedaras Baird’s Sandpiper Calisris bairdii Playero de rabadilla parda Two-banded Plover Charadrius falklandicus Chorlo de doble collar Collared Plover Charadrius collaris Chorlito de collar Black Oystercatcher Haematopus ater Ostero negro Rufous-chested Dotterel Zonibyx modestus Chorlito pecho canela Magellanic Oystercatcher Haematopus leucopodus Ostero austral Explore the World with Shorebirds! 49 SHOREBIRDSISTERSCHOOLSPROGRAM the conservation of the natural environments migratory birds depend upon. Government and non-government organizations, museums, universities, and national and provincial parks bring people together to watch, record information, band, and monitor bird populations. These groups also train environmental educators so that they can teach environmental conservation to the people in their own community. There are also worldwide-known institutions that affect the health of the natural resources of Argentina. Law also influences the conservation of the natural environment. Threats to Migratory Shorebirds Along the Atlantic Coast Pollution is one of the main threats shorebirds face in Argentina today. Other threats to include tourism, degradation and loss of habitat, wild dogs, agriculture, and climate change. Written By: Adriana Cafferata Fundacion de Vida Silvestre de Argentina South American Shorebird Sister Schools Program Coordinator Adriana Cafferata Defensa 251 Piso 6to. “K” CP: C 1065 AAC Buenos Aires, Argentina E:mail socios@vidasilvestre.org.ar www.vidasilvestre.org.ar Explore the World with Shorebirds! 50 SHOREBIRDSISTERSCHOOLSPROGRAM Daily Life in Japan As in the United States, a lot of children’s time is spent on TV, computers, and computer games like Pokemon, replacing time spent outside connecting with nature.
Object Description
Rating | |
Title | Explore the world with shorebirds |
Contact | mailto:library@fws.gov |
Description | A multidisciplinary education guide for grades 2-12 (with sections on "How to Adapt" for Preschool - 1st grade, home schools, youth groups, and nature centers) |
FWS Resource Links | http://www.fws.gov/sssp |
Subject |
Birds Shorebirds |
Publisher | U.S. Fish and Wildlife Service |
Date of Original | August 2004 |
Type | Text |
Format | |
Source | NCTC Conservation Library |
Language | English |
Rights | Public domain |
File Size | N/A |
Original Format | Document |
Full Resolution File Size | N/A |
Date created | 2016-07-20 |
Date modified | 2016-07-20 |
Description
Title | Explore the world with shorebirds - Full Document |
Contact | mailto:library@fws.gov |
Description | A multidisciplinary education guide for grades 2-12 (with sections on "How to Adapt" for Preschool - 1st grade, home schools, youth groups, and nature centers) |
FWS Resource Links | http://www.fws.gov/sssp |
Subject |
Birds Shorebirds |
Publisher | U.S. Fish and Wildlife Service |
Date of Original | August 2004 |
Type | Text |
Format | |
Source | NCTC Conservation Library |
Language | English |
Rights | Public domain |
File Size | N/A |
Original Format | Document |
Full Resolution File Size | N/A |
Transcript | Image by George C. West Copyright ©1995 Birds from left to right: Black Turnstone, Surfbird, Short-billed Dowitcher, Dunlin, Western Sandpiper All materials contained within this guide are for educational purposes only. Illustrations contained within this volume are copyrighted by the respective artist and may not be reproduced without written permission unless otherwise noted. Permission to use these images within this guide was granted to the Shorebird Sister Schools Program to encourage shorebird habitat protection in our nations’ school children. Explore the World with Shorebirds! 3 SHOREBIRDSISTER SCHOOLSPROGRAM Introduction Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Why Teach About Shorebirds? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 How to Use This Education Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Thumbing Through Explore the World with Shorebirds! . . . . . . . . . . . . . . . 13 Ideas for Young Audiences (Pre-K – 1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Ideas for Home School Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Ideas for Youth Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Ideas for Nature Center Visitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Shorebird Sister Schools Program and Connecting Cultures . . . . . . . . . . . . . . . 21 What Is the Shorebird Sister Schools Program? An Overview of the Shorebird Sister Schools Program . . . . . . . . . . . . . . . . . 23 How to Join the Shorebird Education Network . . . . . . . . . . . . . . . . . . . . . . . . 25 How to Use the Shorebird Sister Schools Web site . . . . . . . . . . . . . . . . . . . . . 26 Integrating the Shorebird Sister Schools Program into Your Community . . 29 Register as a Shorebird Sister School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 How to Begin a Shorebird Sister Schools Program Pen Pal Exchange . . . . 32 Connecting to Other Cultures Increasing Cultural Awareness (includes student activity) . . . . . . . . . . . . . . 34 List of Explore the World with Shorebirds! Activities with Cultural Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Cultural Profiles Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 *Cultural Profiles Alaska . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Canada’s Arctic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Hawaii . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Paraguay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Argentina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Japan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 *Additional profiles will be posted on the website at http://sssp.fws.gov. We welcome additional profiles. If you would like to write one for your country or state please send an e-mail to sssp@fws.gov. Table of Contents Chapter 1 Chapter 2 Chapter 3 Explore the World with Shorebirds! 4 SHOREBIRDSISTER SCHOOLSPROGRAM A Shorebird Primer for Educators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 What Makes a Bird a Shorebird? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 North American Shorebird Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 How to Identify Shorebird Species . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Shorebirds Depend on a Chain of Healthy Habitats . . . . . . . . . . . . . . . . . . . . 63 Shorebird Adaptations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Magnificent Shorebird Migration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Shorebird Migration Flyways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 The Shorebird Flyway in Your Backyard . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Pacific Flyway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Atlantic Flyway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Central Flyway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 East Asian — Australasian Flyway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Central Pacific Flyway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Shorebird Nesting and Breeding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Threats to Migrating Shorebirds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Shorebird Conservation — A Hopeful Future . . . . . . . . . . . . . . . . . . . . . . . . . 88 Shorebird Technology and Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Classroom Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Activities Indexes and Correlation to National Standards 1.Subject and Skill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 2.Visual Arts, English, Math, History/Social Studies, Science . . . . . . . . . . 105 Introduction to Shorebirds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Adaptations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Habitat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Nesting and Breeding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258 Migration and Migratory Stopover Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285 Shorebird Research and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345 The Big Shorebird Picture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369 Shorebirds on Display . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 Review and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389 Chapter 4 Chapter 5 Table of Contents Explore the World with Shorebirds! 5 SHOREBIRDSISTER SCHOOLSPROGRAM Field Trip Planner and Activities Field Trip Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405 Field Trip Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407 Tips for a Successful Field Trip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409 Group Management Hints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410 Good Field Trip Etiquette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411 Field Trip Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413 Video Hints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414 Photo/Video Release Form (in-school use) . . . . . . . . . . . . . . . . . . . . . . . . . 415 Photo/Video Release Form (for submission to SSSP) . . . . . . . . . . . . . . . . 416 Field Trip Permission and Medical Information Form . . . . . . . . . . . . . . . 417 Field Trip Activities 419 Pre-field trip Activities Using a Field Guide and Binoculars 420 Map and Miles Study 423 Making Field Sampling Equipment 424 Birding Code of Ethics 426 On-site Activities Shorebird Field Study 429 Cast a Track 433 Mud Creatures Study 434 Sampling Local Shorebird Populations 440 Migration Headache (Migration Activities Section) 286 The Incredible Journey (Migration Activities Section) 327 Behave Yourself (Nesting and Breeding Activities Section) 267 It’s A Tough Life (Nesting and Breeding Activities Section) 279 Banded Birds (Research and Technology Activities Section) 346 Shorebirds On The Web (Research and Technology Activities Section) 366 Post-field trip Activities Sharing Circle 442 Data Analysis 443 Shorebirds On The Web (Research and Technology Activities Section) 366 Field Trip Journals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 444 Field Trip Activity Sheets for Lower Elementary Students . . . . . . . . . . 445 Basic Shorebird Observation Journal Pages . . . . . . . . . . . . . . . . . . . . . . . . 449 Advanced Shorebird Observation Journal Pages . . . . . . . . . . . . . . . . . . . . 458 Advanced Invertebrate Observation Journal . . . . . . . . . . . . . . . . . . . . . . . 464 Chapter 6 Table of Contents Explore the World with Shorebirds! 6 SHOREBIRDSISTER SCHOOLSPROGRAM Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 470 Shorebird Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 472 Shorebird Coloring Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 517 Shorebird Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 544 Western Hemisphere Shorebird Reserve Network List of Important Shorebird Sites in North and South America . . . . . . . . . . . . . 548 North American Shorebirds and the Habitats They Use . . . . . . . . . . . . . . . 549 Western Hemisphere Migration Flyways Map . . . . . . . . . . . . . . . . . . . . . . . . 550 Map of Five Shorebird Flyways in the Shorebird Sister Schools Program . 551 Shorebird Family Tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 552 Shorebird Morphology: Flying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 553 Shorebird Morphology: Standing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 555 Shorebird Beaks and Feeding Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 557 Shorebirds, Wading Birds, Seabirds: Physical and Behavioral Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 559 Evaluation of Educator’s Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 560 Appendices Table of Contents Explore the World with Shorebirds! 7 SHOREBIRDSISTER SCHOOLSPROGRAM Acknowledgments Explore the World with Shorebirds! was expanded from the regional Arctic-Nesting Shorebirds Teacher’s Guide, written by Maureen de Zeeuw, and from Shorebirds of the Pacific, developed at the U. S. Fish and Wildlife Service’s Alaska Maritime National Wildlife Refuge office in Homer, Alaska. The Shorebird Sister Schools Program Coordinator, Hilary Chapman, SSSP educator’s guide committee, and environmental education specialist Suzanne Trapp completed this Educator’s Guide update. Special thanks to members of the educator’s guide committee for volunteering their time and expertise: Lori Haynes, Florida Fish and Wildlife Conservation Commission; Linda Dill, New Jersey Audubon Society; and Maureen de Zeeuw, Tamara Mills, and Suzanne Fellows of the U.S. Fish and Wildlife Service. Special thanks to Brad Andres, U.S. Fish and Wildlife Service National Shorebird Coordinator for his time and assistance. Many thanks also to Nancy Whalen for proof-reading the entire guide. Heart felt appreciation and thanks to Suzanne Trapp who took our innumerable ideas and changes, and made sense out of it! Great thanks to the following educators who took time out of their busy schedules to review, test, and provide feedback on the revised guide: Margaret Olsen Woodward Academy, Jonesboro, Georgia Susan Raymond M.Ed., Georgetown Charter School, Millsboro, Delaware Joe Super Bishop Ryan High School, Minot, North Dakota Marilyn Cook H.G. Olsen Elementary, Port Aransas, Texas Marcia Bisnett Miami Norland Senior High, Miami, Florida Steven Daniel Department of Education Culture and Employment, Yellowknife, Nunavut, Canada Dan Butterworth Crooked River State Park, St. Marys, Georgia Ashley Dayer Oregon Coastal National Wildlife Refuge Complex Bonnie Swarbrick Buenos Aires National Wildlife Refuge, Arizona Laura Diprizio Division of Migratory Birds, U.S. Fish and Wildlife Service, Hadley, Massachusetts Sue Thomas Division of Migratory Birds, U.S. Fish and Wildlife Service, Portland, Oregon Thanks to Project WILD, Alaska Wildlife Curriculum, New Jersey Audubon Society, North American Bluebird Society, Wisconsin Department of Natural Resource, and the many other organizations and agencies that allowed adapted versions of their activities to become part of this curriculum. Illustrations were donated by George C. West and Maureen de Zeeuw. The Following Project Sponsors Provided Funding: The U.S. Fish and Wildlife Service: Division of Migratory Birds and the National Conservation Training Center The U.S. Fish and Wildlife Service’s mission is to work with others to conserve, protect and enhance fish, wildlife, and plants and their habitats for the continuing benefit of the American people. Over 500 refuges and wetland management districts protect fish and wildlife habitat, including areas important to shorebirds. The National Fish and Wildlife Foundation By awarding challenge grants, the National Fish and Wildlife Foundation conserves healthy populations of fish, wildlife, and plants — on land and in the sea — through creative and respectful partnerships, sustainable solutions, and better education. ConocoPhillips Company For more than a decade, ConocoPhillips has been a partner in bird conservation to benefit birds, their habitats, and the environment. “As a natural resource company, we know the importance of protecting the air, land and water upon which we all depend.” Graphic Design Kudos and great thanks to Kelly Fike for the layout and design of the guide. Explore the World with Shorebirds! 9 SHOREBIRDSISTER SCHOOLSPROGRAM Why Teach About Shorebirds? With all the curricula that already exist on specialized topics, the natural question arises, why should teachers use this one? While at first glance the focus appears to be on shorebirds only, a closer look reveals that these lessons teach a broad range of scientific concepts and offer a global connection to other students, scientists, and educators. Consider what makes this program unique. Shorebirds Are a Theme Easily Integrated into Many Subjects! ■ The sheer magnitude of what shorebirds accomplish in their efforts to survive is truly amazing and a great tie in to numerous subjects. For example, Hawaii has a rich culture that incorporates its most well-known shorebird, the Kolea or Pacific-Golden Plover, into its chants, hulas, and folklore. The Kolea provides a great opportunity to teach about science, but it also brings in history and social studies. ■ Calculating distances and mapping where these birds migrate also make great opportunities for bringing math and geography into the classroom in a relevant and fun way. Curriculum Activities Are Correlated with National Education Standards! ■ This provides justification to your school administrators for your time in the classroom and field trip expenses. Shorebirds Are a Hook for Habitat Conservation! ■ By learning about and protecting shorebirds, you are protecting an entire ecosystem and all flora and fauna that depend on these important natural areas. Shorebirds Are Found Throughout North America! ■ Because of the migratory nature of shorebirds, at some time during the year, shorebirds can be seen in all 50 United States, allowing many people to participate in this program. Shorebirds Connect Us Internationally! ■ Shorebirds are among the longest distance migrants of the bird world. ■ The Shorebird Sister Schools Program (SSSP) can connect your field site and education program to many different countries and cultures through the E-mail Network, Web site, and pen pal components of the program. ■ Geography, history, foreign language and culture are incorporated into what first appears to be a science program. It Is Easy to Schedule Field Trips! ■ Shorebirds migrate in huge flocks and stop at the same places at relatively predictable times of the year. This allows for advanced planning of educational events, festivals, and field trips. ■ School children along the flyways can actively observe and report on the migration of shorebirds through their communities to the Shorebird Sister Schools Web site. Shorebirds Are Fun to Watch! ■ The sheer number, variety, and behaviors of shorebirds make them an intriguing, observable species to teach and learn about. Shorebirds Need Your Help! ■ Shorebirds can tell us a lot about the overall health of the habitats in which they live. They are also part of our earth’s incredible biodiversity. Scientists fear that many shorebird populations are declining largely due to the loss of habitat and pollution. To protect shorebirds and their habitat means to protect the very environment we all depend on. Explore the World with Shorebirds! 11 SHOREBIRDSISTER SCHOOLSPROGRAM How to Use This Guide Thumbing Through Explore the World with Shorebirds! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Ideas for Younger Audiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Ideas for Home School Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Ideas for Youth Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Ideas for Nature Center Visitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Explore the World with Shorebirds! 13 SHOREBIRDSISTER SCHOOLSPROGRAM Use this summary to familiarize yourself with the contents and organization of Explore the World with Shorebirds! Introduction “Why Teach About Shorebirds?” fact sheet SSSP and Connecting Cultures: Details on how to participate in the Shorebird Sister Schools Program. Tips for teaching about cultures and introducing the topic to students. Profiles of other cultures and their views of conservation and birds. A Shorebird Primer: You do not need to be a bird expert to teach about shorebirds! Background information to teach shorebird behavior, adaptations, migration, research and technology, and conservation. “How to Identify Shorebird Species” information that is especially useful if you are planning a field trip. Maps, geographic descriptions, and lists of common shorebirds of your area. Answers to common migration questions such as: What are migration flyways? What routes do shorebirds take on their long flights between their breeding and wintering grounds? What migration flyway(s) pass through your area? Classroom and Field Trip Multidisciplinary Activities include: Indexes correlating educator’s guide activities with skills and the National Education Standards in science, math, language arts, social studies, and history. Activities that can be used whether you live near shorebird breeding or nonbreeding areas, migratory stopover sites, or a combination of these. Multidisciplinary activities designed to help students develop a variety of academic and life skills while learning about migratory shorebirds, shorebird habitat, and the significance of human interaction with both. You can quickly tell if an activity is for you and your class by looking at key information listed at the beginning of each unit. This includes grade level(s), time requirement, skills and subjects, shorebird concepts, overview, and materials. Divided By Three Age Categories Activities are divided into lower elementary (grades 2–3), upper elementary/lower middle school (grades 4–8), and upper middle/high school (grades 9–12). The activities can also be used with non-school groups and non-formal education centers. A few activities can be modified for preschool, kindergarten, and first grade. Recommendations for using activities with other student groups follow in this section of the guide. Correlated to National Standards The lessons in Explore the World with Shorebirds! are correlated to National Education Standards and go beyond just science education. They provide opportunities for your students to learn about other cultures and global conservation through the technology components of the program. Organized by Shorebird Topic The activities in this education guide are organized into nine Shorebird Learning Topics: Introduction to Shorebirds, Adaptations, Habitat, Nesting and Breeding, Migration, Shorebird Research and Technology, The “Big” Shorebird Picture, Shorebird Field Trips, and Review and Assessment. Field Trip Planning and Activities This section provides many resources for planning a field trip and includes many activities. Appendix includes: Shorebird Profiles, organized by flyway, that describe the life history of some of the more common shorebirds. Shorebird Coloring Pages for developing field identification guides or puppets. Shorebird resources available such as teaching trunks, slide sets, videos, and shorebird field guides. Glossary that provides definitions for the italicized vocabulary words that appear throughout the guide and in the vocabulary lists at the beginning of each activity unit. Thumbing Through Explore the World with Shorebirds! Explore the World with Shorebirds! 14 SHOREBIRDSISTER SCHOOLSPROGRAM Preschool, Kindergarten, First Grade Young Children Get Excited over the Little Things! It will not matter if they never get a chance to see a live shorebird. Exploring the topic in a creative and dramatic way will capture their attention and interest in nature. Most Young Children Love to Create! Take advantage of their willingness to express their ideas through art. Many Young Children Are Often Less Inhibited than Older Students. Harness their desire to be silly! Use the activities that focus on sound, movement, and drama. Teach Simpler Concepts Most of the concepts explored in this education guide are too abstract for a young child to grasp. Simply introducing your preschool, kindergarten, and first-grade students to the group known as shorebirds is a great start. Many of the activities written for lower elementary students can be simplified for younger students. Below are some revised concepts to substitute in the lower elementary activities found in the activities section. Preschool, Kindergarten and First Grade Shorebird Concepts ■ Birds are different from all other animals. (Adapt Build a Shorebird into Build a Bird. ■ There are shorebirds in your neighborhood. (Shorebird Profiles; Shorebird Coloring Pages in the Appendix) ■ There are many different kinds of shorebirds. (Shorebird Profiles; Shorebird Coloring pages in the Appendix) ■ Sometimes male and female shorebirds look different from each other. (Colorful Changes) ■ Many shorebirds live in wetlands. (Shorebird Food Webs) ■ Wetlands are important to people and animals. (Wetland Metaphors) ■ Shorebirds are an important part of their habitat. (Shorebird Food Webs) ■ Shorebirds have to protect their nests and chicks from other animals. (Guard Your Nest; Musical Nests) ■ Shorebirds are designed to eat certain things. (What Can I Eat with This Beak?) ■ Different kinds of shorebirds use different calls and gestures to find a mate. (Behave Yourself, Calling All Birds) Create a Shorebird Environment in Your Classroom Young children learn best through discovery and play. Provide them with opportunities to become familiar with shorebirds by incorporating shorebirds into your classroom. Here are some simple, low cost ideas: ■ Add shorebird stories to your book collection. (For suggestions, refer to the Glossary at the end of the education guide.) ■ Buy or make a variety of shorebird puppets. Add a puppet stage to your classroom. ■ Display the shorebird posters included in this binder in the room. ■ Clip shorebird pictures out of magazines and make a concentration game. ■ Create a bird-watching station in your room by placing binoculars and beginner field guides where children can watch birds. ■ Take your students outdoors to look and listen for birds. ■ Play bird-call tapes or CDs in the classroom. ■ Take a field trip to a local wetland. How to Adapt “Explore the World with Shorebirds!” for Young Audiences Explore the World with Shorebirds! 15 SHOREBIRDSISTER SCHOOLSPROGRAM Focus on Skills More Than on Information Young students learn best through active play and personal discovery. The more you can incorporate a shorebird theme into your everyday, skill-building activities, the more they will learn about this group of birds. Here are some examples of Explore the World with Shorebirds! activities that can be adapted to focus on skill-building. Listening and Observation Musical Nests (an adaptation of the game Musical Chairs) and Behave Yourself! are simple and fun ways to practice listening and observation skills. Artistic Expression Encourage creativity by allowing your students to design and build their own shorebird puppets (Get to Know the Shorebirds Puppet Show) or to create their own, unique shorebird design (Build a Shorebird). Dramatic Play and Storytelling Write and act out a shorebird story. (For suggestions refer to the Glossary at the end of the education guide.) Perhaps your class would like to write its own story about a local shorebird and illustrate it themselves (A Day in My Life as a Shorebird). Are your students natural actors? Perform the puppet show script provided or write one of your own as a class (Get to Know the Shorebirds Puppet Show). Comparing Similarities and Differences Ask students to compare different groups of birds and even different shorebird species. Compare bills, feet, length of their legs, shape of their heads, and plumage. Do all shorebirds act the same? Do all shorebirds sound the same? (Introduction to Shorebirds; What Can I Eat with This Beak?; Shorebird Profiles). Scientific Discovery Almost any outdoor excursion offers an opportunity for scientific discovery. Whether it is a field trip to a local wetland, lake, or beach or a simple walk around the playground, there should be many signs of birds nearby. Look for feathers, tracks, nests, and droppings. Listen for bird-calls and songs. Search for bird foods. Simplify Mud Creature Study into a scavenger hunt for things that live in the mud. Use Cast a Track to bring a shorebird track back to your classroom. If you can not find many signs of birds, ask “What would bring birds into this area?” Use the activity Shorebird Food Webs to help you figure out what is missing in the habitat you are exploring. Team Building Explore the World with Shorebirds! offers many opportunities for students to work together. Whether they team up to write a story, create a set of shorebird puppets (Build a Shorebird; Get To Know the Shorebirds Puppet Show), play a learning game (Musical Nests; Behave Yourself), build a food web (Shorebird Food Webs), or explore a wetland together on a field trip, the activities in this education guide will encourage team building. Invite Older Shorebird Students to Include Younger Ones in Shorebird Lessons If the older students in your school are using Explore the World with Shorebirds!, ask them to incorporate your class into their activities. Can your class be the audience for a Get to Know the Shorebirds Puppet Show? Can your class visit the Shorebird Fair or dress up as shorebirds in an older class’s Shorebird Wax Museum? How about a joint field trip where older students pair up with younger ones to help them use binoculars and identify shorebirds? With some creative thinking, advanced planning, and a desire to mentor younger students, almost any activity in this educator’s guide can benefit the preschool, kindergarten, and first-grade audience. Explore the World with Shorebirds! 16 SHOREBIRDSISTER SCHOOLSPROGRAM Why It Works You Have Maximum Schedule Flexibility to Be Spontaneous Since you are not bound by a traditional school year, a defined class schedule, or dictated educator’s guide timelines, you can take advantage of teachable moments as they present themselves. You Can Emphasize Your Child’s Particular Interests You do not have to be concerned about activities appealing to a wide range of interests and abilities. You can focus on topic areas especially interesting to your child and can more easily integrate shorebirds into subject areas he or she needs to emphasize. Family Trips Are Learning Experiences You have tremendous flexibility for shorebird viewing opportunities when you consider family outings, weekend getaways, and longer vacations. Soon you will notice that shorebirds are everywhere. After using Explore the World with Shorebirds! you may even consider a family trip to a prime shorebird viewing area. Let “Explore the World with Shorebirds!” Grow with Your Child Use the Subjects and Skills Index Charts found in the Classroom Activities to develop a study plan that emphasizes the skills you want to practice and your child’s specific interests. Activities are provided for grades 2 – 12. Take advantage of your flexibility and explore the world of shorebirds for several years, building up to more complicated topics and community-oriented projects as your child learns and grows. Families with multiple home school children can easily select an activity appropriate for each child’s age and learning level. See the sample study plan at the end of this section. Use Your Family Computer as a Shorebird Learning Tool Tracking migrating shorebirds, posting questions to shorebird biologists, and playing shorebird learning games are just a few of the learning opportunities you will find there. For more information on how to use sssp@fws.gov, refer to How to Use the Shorebird Sister Schools Web Site in SSSP and Cultural Connections. Network with Other Home School Families for Large Group Activities Since this educator’s guide was initially designed for use by classroom teachers, many large group educational activities are included. With a little advanced planning and creativity, you can incorporate them into your shorebird lessons. Take your interest in shorebirds to your local home school chapter and brainstorm which activities might be best suited for the group to participate in together. Being part of a larger group can also have certain advantages. For example, booking speakers or presenters and reserving time with a naturalist at a nature center are usually easier if you are part of a group. Community service projects are often more educational if you plan and work within a group. Here are some ideas for modifying activities designed for a larger group: ■ Combine shorebird activities like Shorebird Food Webs, When the Grass Was Greener, Musical Nests, It’s a Tough Life, Migration Headache, The Incredible Journey, Precarious Path, and Banded Bird, with a field trip or a special shorebird presentation. ■ Include your extended family and friends in activities like Guard Your Nest and Imaginary Mist Nests. Plan these activities to coincide with their visits. ■ Invite your area home school students to work together to plan and present a Get to Know the Shorebirds Puppet Show or an informational Shorebird Fair within the community. ■ Host an afternoon of Shorebird Jeo-Bird-Y or Peeps and Predators in which families test their new shorebird knowledge. Emphasize Field Trips and Seasonally Relevant Topics You may have noticed in the sample study plan that several field trip activities were suggested each year. You are in a unique opportunity to emphasize teachable moments. Prepare for the impromptu stop at a local wetland on a good weather day when you know shorebirds could be in the area. Time your lessons to coincide with the shorebird seasons. For example, focus on migrations and migratory stopover sites when shorebirds are moving through your area or you are tracking them online. Teach about breeding plumage in the spring and summer when your children may spot local shorebirds in their breeding plumage. How to Adapt “Explore the World with Shorebirds!” for Home School Explore the World with Shorebirds! 17 SHOREBIRDSISTER SCHOOLSPROGRAM Year 1 Introduction to Shorebirds Shorebird Profiles Adaptations Build s Shorebird Habitat Shorebird Food Webs Nesting and Breeding Guard Your Nest Colorful Changes Migration Migration Headache Shorebird Research and Technology Where Are the Birds Today? Field Trips Using a Field Guide and Binoculars Shorebird Field Study Cast a Track The “Big Shorebird Picture” Shorebird Values on the Line (to assess what your child thinks and believes) Year 2 Introduction to Shorebirds Get to Know the Shorebirds Puppet Show Adaptations What Can I Eat with This Beak? Habitat Match the Habitat Cards Nesting and Breeding It’s a Tough Life Migration Migration Math Madness Shorebird Research and Technology Banded Birds Field Trips Using Field Guide and Binoculars (review) Making Field Sampling Equipment Mud Creatures Study Data Analysis The “Big Shorebird Picture” Shorebird Poetry Shorebird News Year 3 Introduction to Shorebirds Most Wanted: Shorebirds Adaptations Avian Olympics Habitat Map Your Habitats Nesting and Breeding Shorebird Bubble Map Migration Bird’s-Eye View Shorebird Research and Technology You Be the Scientist Field Trips Sampling Local Shorebird Populations Data Analysis The “Big Shorebird Picture” What You Can Do for Shorebirds! Shorebird Fair Shorebird Values on the Line These activities are more suitable for larger groups. Refer to Network with Other Home School Families for Large Group Activities on the previous page for suggestions on how to use these activities with your group. “Explore the World with Shorebirds!” Sample Home School Study Plan Explore the World with Shorebirds! 18 SHOREBIRDSISTER SCHOOLSPROGRAM Why It Works You Have Greater Time and Schedule Flexibility Than Most Groups Most of the time, youth groups can visit sites without the complications of arranging bus transportation within the confines of a traditional school week and year. The Community Likes to Get Involved with Youth Groups There are usually plenty of interested parent helpers or community volunteers to chaperone group activities. Local civic organizations and businesses such as local bird clubs or bird stores are often eager to sponsor youth events. Youth Groups Like Service Learning Projects Since youth groups meet on an extended, regular schedule, it is relatively easy to start and finish a community service project. Youth Groups Are a Popular Activity Many sites are eager to attract the local youth group audience. Many children and their parents are looking to become part of a fun, yet educational, group. Shorebird Field Trips Are a Logical Choice for Youth Groups Planning a Shorebird Field Trip gives you many suggestions on having a fun and safe field trip. In the Field Trip Activities section, you will find pre-trip, onsite, and post-trip activities for your group. A variety of Field Trip Journal Pages is also located in the Field Trip section. Select the one(s) most suited to your group and your field trip needs. Take as many shorebird field trips as you can! Ask parents to carpool to nearby shorebird field trip sites. Call ahead to arrange a time with the site’s naturalist. If the naturalist is not available, look within your own community for a local shorebird expert to help with field identification and questions. Ask your local natural resource or extension agency about the possibility of talking with a bird biologist about shorebirds. Find out if anyone in your community is banding shorebirds. Plan a Community Service Project That Benefits Shorebirds Service projects can attract a lot of attention to your group and to shorebirds. Have your kids research the species of shorebirds that visit your area. What challenges do they face? Are there any controversial issues surrounding these shorebirds within your own community? How can your group help? The more the project selection and planning is done by your kids, the greater their enthusiasm and commitment will be. Offer them suggestions and guidance when they need it, but resist the urge to take over. For a list of ideas and suggestions on how to plan and organize a community service project, look up What You Can Do for Shorebirds! in The Big Shorebird Picture section. Ask Older Groups to Mentor Younger Ones Most of the activities in Explore the World with Shorebirds! are most appropriate for children in grades 2 – 12, as written. This provides a wonderful opportunity for older groups to help teach younger ones. Pair up ages for field trips. Look for ways younger students can contribute to the productions and community projects that older groups develop. Use younger groups as an audience for shorebird stories, puppet shows, and art shows hosted by their older counterparts. How to Adapt “Explore the World with Shorebirds!” for Youth Groups Explore the World with Shorebirds! 19 SHOREBIRDSISTER SCHOOLSPROGRAM Why It Works Your Audience Chose to Come You already know that the people in your building are interested in the information and activities you have to offer. You will not have to spend a lot of time soliciting enthusiasm or participation. Sometimes the Best Learning Happens in Mixed Groups Most of the time, parents take charge of their children in mixed groups, allowing the presenter to focus on his or her presentation. Often it is the children’s enthusiasm that sparks parents’ interest and gives them permission to enjoy the games and activities you have planned. Most of the time family groups are comfortable “teams” in which even young children can participate with help from an older sibling or parent. Flexibility You can plan programs and activities year-round. You are not confined to a classroom or a set block of time. You can decide how big your group will be by setting size limits. You May Already Have Shorebird Resources Perhaps you have shorebirds feeding or nesting on-site. You probably arrange space to setup interesting displays and conduct programs and demonstrations. You might even have a naturalist who already knows something about shorebird biology and the identification of local species. Host a Shorebird-Viewing Workshop Invite bird enthusiasts to an afternoon or a weekend shorebird workshop. Plan your wildlife-watching workshop around the peak viewing sites and dates in your area. Include activities from Explore the World with Shorebirds! and follow up with shorebird viewing trips. Remember, many parents are looking for activities their whole family can enjoy together. Teachers, home school parents, and scout or club leaders are also audiences to consider. Design a Shorebird Field Trip Teacher Packet If your site is a frequent field-trip destination, design a field trip with a shorebird theme for your local teachers. Here are some ideas: ■ Assemble a field-trip packet that includes pre- and post- field trip activities, species profiles for shorebirds that use your site, and general shorebird information from the Shorebird Primer. ■ Provide staff assistance, if possible, or line up volunteers to help with the on-site activities. ■ Offer a pre-field trip orientation for teachers who would like to know more about shorebirds and the particular species they can expect to see at your site. Use Shorebird Demonstrations, Presentations, and Games Many activities in Explore the World with Shorebirds! are easily modified into presentations or demonstrations. Plan to include some of the activities below in your program schedule during peak shorebird viewing times. Here are a few examples of activities that fit well with a mixed audience: ■ Wetland Metaphors (Classroom Activities — Habitat Section) Introduce your audience to the role wetlands play within the ecosystem, their importance to shorebirds, and their value to human health. ■ Build A Shorebird (Classroom Activities — Adaptation Section) This activity can be done using a volunteer from your audience. It is also engaging for a roaming interpreter. Simply dress up in all the shorebird adaptations described in the activity and roam the visitor center or observation area, asking your visitors to guess what animal you are. Explain your strange-looking adaptations and how they benefit you. ■ Shorebird Food Webs (Classroom Activities — Habitat Section) Prepare a set of shorebird food web cards (found in the Student Appendix) that are suitable to your area’s habitat. Collect volunteers from within your center or advertise a food web activity that anyone can play. ■ Migration Headache, The Incredible Journey, and It’s a Tough Life (Classroom Activities — Migration and the Nesting and Breeding Sections) These are all teaching activities that work well when conducted outside with a medium-sized group of almost any age. Read the rules carefully beforehand and assemble the props in a labeled box that can set on the shelf, ready to go at a moment’s notice. Adapting “Explore the World with Shorebirds!” for Nature Center Visitors Explore the World with Shorebirds! 20 SHOREBIRDSISTER SCHOOLSPROGRAM ■ Get to Know the Shorebirds Puppet Shows (Classroom Activities — Introduction to Shorebirds Section) Use the sample script, modify it for your specific location, or write a new one for presentation in your nature or visitor center. Look for artistic volunteers to create the puppets and backdrop. This is likely to be especially popular with your preschool visitors and day care groups. ■ What Can I Eat with This Beak? (Classroom Activities — Adaptations Section) Set up a small “shorebird feeding station” somewhere in your center. Put out the beak-simulation tools as described in the activity. Use pie plates to hold “shorebird foods,” and ask your visitors to try to match the right style beak with the foods it is designed to help a shorebird eat. Be sure to leave the right answers and pictures of the shorebirds you are highlighting on cards at the table. For example: To simulate a Dowitcher probing for aquatic worms, bury gummy worms in sand and provide a pair of needle-nosed pliers to pull them out. To simulate an Oystercatcher feeding on mollusks, leave a pair of heavy pliers for crushing open a nut or a shell To simulate a Western Sandpiper picking insects off the surface of the beach, use a pair of tweezers to pick up grains of rice from a pie plate of sand. Host a Shorebird Contest Get out the word about the shorebirds in your area by sponsoring a shorebird contest, using one of the activities in Explore the World with Shorebirds! ■ Most Wanted Shorebirds (Classroom Activities — Introduction to Shorebirds Section) Invite local school children to design a “Most Wanted Poster” for shorebirds in your area. Then select a variety of posters to showcase at the nature center or around town. Perhaps a local printing company would donate the cost of printing posters of the winning artwork. ■ A Year (a Day or a Week) in My Life as a Shorebird (Classroom Activities — Introduction to Shorebirds Section) ■ Host a writing contest that describes the life of a favorite shorebird. Ask your local newspaper to print the winning article and a little more about where and when readers can see this shorebird. ■ Shorebird Poetry (Classroom Activities — The Big Shorebird Picture Section) Sponsor a community poetry contest. Ask local businesses to contribute prizes. Ask you local paper to print the winning poems. ■ Shorebirds on Display (Classroom Activities — The Big Shorebird Picture Section) Invite scout troops, science clubs, and/or schools to design a display that communicates information about a controversial shorebird issue, little known facts about shorebirds, or identification information about the birds visiting your area. Organize a Shorebird Service Project on Your Site The opportunities for service projects on your site are really only limited by your own imagination and the willingness of your community to lend a hand. Litter clean-ups are pretty simple and fairly typical, especially in the spring when snow melts and people are ready to get outside and enjoy the weather. Go beyond what you may be familiar with and ask yourself “What does our site really need to benefit shorebirds?” If you need concrete ideas, look up What You Can Do for Shorebirds! Explore the World with Shorebirds! 21 SHOREBIRDSISTERSCHOOLSPROGRAM Shorebird Sister Schools Program (SSSP) and Connecting Cultures Concepts ■ By following shorebirds’ movements, we can discover new places and people throughout the world. ■ Following shorebird migration broadens our understanding of how we are connected to other people and places and how our actions can influence global conservation efforts. ■ Different types of communication media provide a corridor to other places and people. ■ Culturally knowledgeable citizens demonstrate an awareness and appreciation of the relationships, processes, and interactions among all elements in the world. Shorebird Sister Schools An Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Join the Shorebird E-mail Network . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Use the Shorebird Sister Schools Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Integrate the Shorebird Sister Schools Program into Your Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Register as a Shorebird Sister School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Begin a Shorebird Sister Schools Program Pen Pal Exchange . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Connecting Cultures Cultural Connections in a Conservation Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 List of Activities with Cultural Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Increasing Cultural Awareness Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 SSSP Country Cultural Profiles* Alaska . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Canada’s Arctic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Hawaii . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Paraguay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Argentina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Japan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 *Additional profiles will be posted on the Web at http://sssp.fws.gov. We welcome additional profiles. If you would like to write one for your state or country please contact the SSSP coordinator at sssp@fws.gov. Explore the World with Shorebirds! 23 SHOREBIRDSISTERSCHOOLSPROGRAM What Is the Shorebird Sister School Program (SSSP)? The Shorebird Sister Schools Program (SSSP) is an Internet-based, multidisciplinary, environmental education program that provides a forum for students, biologists, and shorebird enthusiasts to track, discuss, share information, and learn about shorebirds throughout the year. The primary components of the program include: ■ World Wide Web site, http://sssp.fws.gov ■ Shorebird E-mail Network (Listserve). ■ Educator’s guide for Grades 2-12. Through SSSP your students can: ■ Learn about shorebirds, their habitats, and migration. ■ Participate in spring tracking projects and learn how researchers use the scientific study method. ■ Connect with others to learn about shared natural resources and different cultures. ■ Nominate their hometown as a “shorebird sister city” to recognize their community’s good land stewardship for shorebirds. ■ Develop a variety of academic and life skills using shorebirds as a theme. How the SSSP Got Its Start The Shorebird Sister Schools Program began as a supplemental education program of the Kachemak Bay shorebird festival in Homer, Alaska, hosted by the Alaska Maritime National Wildlife Refuge, the local Chamber of Commerce, and local schools. In the early years of the festival, local schools took advantage of the amazing phenomenon that occurs when hundreds of thousands of shorebirds stop at the Kachemak Bay for two weeks in May while en route to the Arctic breeding grounds. Local festival planners recognized their education efforts were focused only on the two weeks while the birds were in Homer, so they began looking for a way to make the phenomenon of migration more tangible to students. How could this be accomplished? A local teacher proposed the use of E-mail to build an information-sharing network among schools located along the Pacific Flyway. Students from each stopover site would monitor the progress of shorebird migration and report their observations by sending E-mail to the other schools participating in the project. In 1994, seventeen schools from California to Alaska were connected using a basic Internet E-mail service. It was archaic and very slow, but it worked—SSSP was born! The success in the beginning and now is due entirely to the partnership among educators, students, community members, and biologists. Today, people subscribing to the network include educators, students, biologists, wildlife refuge managers, planners, and shorebird enthusiasts. The Web site is used by thousands of people each month, especially during peak migration, and has expanded from a Pacific Flyway focus to include all major United States and East Asian- Australasian flyways. The Web site is in English, Spanish, Japanese, and Russian. The educator’s guide has been translated into Spanish, Russian, Japanese, and Portuguese. Currently, people from numerous countries and most United States are involved in the SSSP program. The program is an integral part of the U.S. Shorebird Conservation Plan. In collaboration with partners, U.S. Fish and Wildlife Service researchers, managers, and educators work together to help guide this education program toward accomplishing long-term shorebird conservation goals. How Can My Students Get Involved in the SSSP? ■ Subscribe to the E-mail Network so you can receive a monthly update on upcoming events and activities for your students, and new features on the Website. ■ Visit National Wildlife Refuges and other wildlife areas to experience shorebirds in their habitat, and then share your students’ observations through the SSSP Website. ■ Download educational materials and activities, migratory maps, links to related sites, and shorebird photos from the program Website. ■ Incorporate the activities, handouts, and shorebird information from the educator’s guide Explore the World with Shorebirds! into your lesson plans. ■ Register your school as a Shorebird Sister School through the Website. ■ Send original poems, essays, and artwork for posting on the Website. ■ Participate in migration tracking projects by collecting data for biologists or by tracking the migration of shorebirds on a classroom map. Learn more, contact the Shorebird Sister Schools Program Coordinator U.S. Fish and Wildlife Service 698 Conservation Way Shepherdstown, WV 25443-9713 304/876 7783 (phone), 304/876 7231 (fax), sssp@fws.gov (e-mail) An Overview of The Shorebird Sister Schools Program Explore the World with Shorebirds! 24 SHOREBIRDSISTERSCHOOLSPROGRAM Vision: The Shorebird Sister Schools Program (SSSP), through education and outreach, engages public participation in the conservation of shorebird species and their wetland, grassland, and shoreline ecosystems. Goals: ■ Link science and education to facilitate public awareness, knowledge, and assistance in the conservation of shorebird populations in order to reverse species decline and maintain populations not declining. ■ Link science and education to facilitate public awareness, knowledge, and assistance in the conservation of wetland, grassland, and shoreline ecosystems important to shorebirds throughout their range. ■ Foster shorebird education throughout the major flyways in the Western Hemisphere and the Central Pacific and East Asian- Australasian Flyways. Objectives: ■ Share with all interested educators, communities and partners the tools developed for the SSSP for use with SSSP activities and other education programs. ■ Work with SSSP coordinators and partners to identify and develop new tools to support shorebird and ecosystem education and the SSSP. ■ Raise awareness and knowledge about shorebirds and their habitats at identified important wetlands in collaboration with National Wildlife Refuges and partners. ■ Facilitate community-based shorebird conservation through schools and other youth groups that will be demonstrated by community support and involvement in the conservation of the wetland, grassland, and shoreline ecosystems. ■ Promote development of projects that link shorebird populations, ecosystems, and people throughout flyways in order to connect local conservation activities to the larger hemispheric conservation effort. ■ Provide opportunities for students to learn about endangered, threatened, and vulnerable species and ecosystems in their local areas. Shorebird Sister Schools Program Explore the World with Shorebirds! 25 SHOREBIRDSISTERSCHOOLSPROGRAM A unique attribute of the Shorebird Sister Schools Program is the active participation of shorebird enthusiasts, kids, educators, and wildlife biologists in the E-mail Network. This Network serves two primary functions: ■ A forum to share ideas, educational activities, ask questions, and more. ■ A monthly eNews that may include new highlights on the SSSP Website, grant information, updates on bird related issues, and more. Everyone is invited to subscribe and post messages on education activities, shorebirds, or related topics. The Shorebird E-mail Network is not a chat room but a system that sends a posted message to all the E-mail addresses listed in the membership. Network members subscribe to receive the free electronic mail. The Shorebird Sister Schools Coordinator monitors the communication to ensure that you receive only relevant information. 1. Computer System Requirements ■ Computer: monitor, keyboard, mouse, computer (IBM clone or Apple/MacIntosh) ■ An active Internet connection ■ Internet browser — Netscape, SPRY, Mosaic, Microsoft Internet Explorer, etc. — some free to schools and some available commercially 2. Setup an E-mail Address To interact with the network, you will need an E-mail address. This will allow you to send and receive mail messages from other members of the network. 3. Join the Network (Figure 1) You can join directly from the Web site, http://sssp.fws.gov, by clicking on the “Get Involved” link and going to “Join SSSP” or you can send an e-mail to fws-shorebirds-request@ lists.fws.gov with the word “subscribe” in the subject field. You will receive a return message saying that you have been added to the Network. If you have any trouble signing up, please contact the Shorebird Sister School Program Coordinator at sssp@fws.gov. 4. To Post (Send) a Message to the Network (Figure 2) Send an E-mail message to the network at the address fws-shorebirds@ lists.fws.gov You can also send your message directly to the SSSP Coordinator, sssp@fws.gov, and the coordinator will post your message. The following are some ideas on how you can use the E-mail Network: Educators can: ■ Ask for educational resources ■ Ask about volunteer opportunities to help with shorebird research ■ Ask for another educator interested in pan pal exchange ■ Share new resources for shorebird education ■ Share lesson plans and/or look for a particular lesson plan Shorebird Conservation Organizations can post ■ New Western Hemisphere Shorebird Reserve Sites ■ Upcoming distance learning broadcast events ■ Requests for volunteers ■ Conference announcements or information ■ Updates on various environmental issues such as West Nile Virus How to Join the Shorebird E-mail Network (Listserve) Figure 1 Figure 2 Explore the World with Shorebirds! 26 SHOREBIRDSISTERSCHOOLSPROGRAM The World Wide Web can offer teachers and students all over the world a wealth of resources for learning about and sharing information on shorebirds. The Shorebird Sister Schools site at http://sssp.fws.gov provides information and links to enhance your students learning and allow them to more fully participate in SSSP. Here are just a few suggestions on how you can use the SSSP Web site. Register as a Shorebird Sister School. By registering as a “shorebird sister school,” participants can learn about other schools, find pen pals, receive new materials, and help the SSSP Coordinator track who’s involved for program evaluation. To sign up, go to http: //sssp.fws.gov. Follow shorebird migration. Through the Website you can track shorebird migration by clicking on the “Tracking” link and then “View Shorebird Sightings.” This allows you to monitor the movements of shorebirds reported by researchers, students, and volunteer participants through the Website. Use your own large wall map to track shorebird migration as reports come in via the Website. Ask a biologist a question about shorebirds. Through the E-mail network, students can E-mail to biologists questions they have not been able to answer through other sources. Example Questions: QUESTION: Hi, my name is Susan Flores and I just wanted to ask the specific diet of Pacific Golden Plovers also known as Asiatic Golden - Plovers. Do they eat insects, fish, crabs, shrimp or something else? They do stop here in Hong Kong at the Mai Po Marshes. Thank you. Yours sincerely, Susan, svflores@netfront.net ANSWER Pacific Golden Plovers here in Hawaii tend to inhabit open, grassy areas (parks, golf courses, cemeteries). During a recent observation of them, we noted that they ate earthworms and a variety of insects. We also noted that they pecked at the ground an average of 6 times per minute in an attempt to get food. How often they were successful has yet to be determined. Hope this info is helpful. Aloha from Ewa Beach, Hawaii Reece Olayvar, hikehi@hgea.org QUESTION: I was wondering if shorebird migration starts around Argentina, then they go to the Delaware Bay to eat the horseshoe crab eggs, then they go to the artic to reproduce, then what do they do when they are going back? They don’t have the horseshoe crab eggs to eat, and when do they leave the artic? Dawn Bole boledawn@smyrna.k12.de.us ANSWER: In answer to your question, my understanding is that during the fall migration the shorebirds are found over a wider area and variety of habitats and eat a wider variety of invertebrates. Clam spat found in peat banks is one item I have heard of. Probably small clams, mussels, mole crabs, etc are also consumed. Shorebirds begin leaving the artic and migrating south in August. Gregory Breese, biologist United States Fish and Wildlife Service Follow tracking projects. Each year biologist tracking projects are featured. Check the Web site for opportunities to participate. Learn how to use the Web site archives. Give your students questions to which they must find answers in the archived E-mail messages on the Web site. For example, students could answer the following questions using the archived E-mails from Fall/Winter 2001: Where are people from who are reporting observations of Piping Plovers? Where are people from who are reporting Red Knots? What bird are people in Hawaii observing? What birds have been seen in Alaska in the spring? What new book on shorebirds has been reported? What was reported from Russia? What banded bird was sighted and reported? How to Use the Shorebird Sister Schools Website Explore the World with Shorebirds! 27 SHOREBIRDSISTERSCHOOLSPROGRAM Report shorebird observations. (Figure 3) Report shorebird observations from a class field trip or from your school yard by going to http://sssp.fws.gov “Tracking” link and click on “Report Shorebird Sighting”. Example Posting: Find pen pals interested in shorebirds. Use the Website to find a “sister school” for a pen pal exchange. Students can share with pen pals what they have learned about shorebirds, habitats, conservation, and also learn about each other’s communities and culture. Click on the “About SSSP” and go to “Who’s Participating?” Join an Internet field trip. Distance learning events that will bring live learning and adventure right into your classroom are posted on the Web. Click on the “Resources” link to learn about upcoming events. Exhibit your student’s shorebird projects. (Figure 4) Send your creative writings and artwork by following the directions posted on the Web site, http: //sssp.fws.gov, at “Get Involved” and then click on “Student Gallery.” Submit a copy of the SSSP release form with your work. The release form is also available on the Web site. For photo submissions, a separate form is available on the Web and in this guide’s Field Trip Planner. Learn on the “For Kids” corner of the Web site. Take a shorebird quiz, print coloring pages, view student artwork or photographs of shorebirds in the field, or link to other conservation Web sites especially for kids. Hi from Anchorage Alaska and the Heritage Christian School!! We are students with Mrs.Galvisʼ combined 5th & 6th grade class. We just took a field trip to Homer Alaska for the Katchemak Bay Shorebird Festival. We had a great time! We were able to view the birds as the tide was coming in and we watched as thousands and thousands of birds got closer and closer to us--Very cool!! We also had two other stations: at one we dug around in the mud and learned about the invertebrates that the shorebirds eat and the other we learned about bird banding. We would love to hear from other schools in Alaska, the lower 48 or, even better, from students from other countries. Our bird list is below. Species sited: Date: May 5, 2000 Time: 1– 3:30 pm Other: High Tide (coming in) Weather: Sunny, warm in mid 50ʼs, wind variable Site: Mud Bay Habitat Type: Mud flats Food found in the mud: clams, blue mussels, Baltic macomas, worms, snails We had a terrific time and thought that the day was interesting and awesome. We learned a lot and became a lot more knowledgeable about shorebirds. It was very worthwhile and we will encourage our families to come out and watch the shorebird migration too. Please write back. Sincerely, Mrs. Galvisʼ 5th and 6th grade class Heritage Christian School Dunlin 100 - 200 Western Sandpiper 1000ʼs Semipalmated Plover 5 Golden-Plover 2 (probably American Golden Plover) Black-bellied Plover 2 Dowitcher 10 Bald Eagle 2 Canada Goose 1 (flying overhead) Figure 3 Explore the World with Shorebirds! 28 SHOREBIRDSISTERSCHOOLSPROGRAM Shorebird Sister Schools Program Student Gallery Release Form Name: Grade: School: Item type: essay poetry artwork I grant permission to the U.S. Fish and Wildlife Service Shorebird Sister Schools Program to post my work on the Shorebird Sister Schools Web site and use in publications. Signature: Date: Parent/Guardian: Shorebird Sister Schools Program Student Gallery Release Form Name: Grade: School: Item type: essay poetry artwork I grant permission to the U.S. Fish and Wildlife Service Shorebird Sister Schools Program to post my work on the Shorebird Sister Schools Web site and use in publications. Signature: Date: Parent/Guardian: Figure 4 Explore the World with Shorebirds! 29 SHOREBIRDSISTERSCHOOLSPROGRAM Integrating the Shorebird Sister Schools Program (SSSP) into Your Community: Assessment: Are you a teacher? Are you a non-formal educator? Where does SSSP fit into your program? In what subject areas will SSSP meet your goals: science, social studies, math, technology, geography, English1? Does SSSP fit into the conservation goals of your organization? What do you need to implement the program? ■ Shorebird habitat area for a field trip ■ Shorebird and invertebrate knowledge ■ Field Equipment Kits for your students that contain binoculars, identification guides, and magnifying glasses ■ A spotting scope (a valuable extra) ■ Computer(s) and E-mail account to send field observation data to the Shorebird Sister Schools E-mail Network ■ Language translation assistance if you are doing an international pen pal exchange ■ Interested school or student groups ■ Integration of SSSP into organization goals ■ Shorebird and invertebrate expertise ■ A computer laptop for entering field observation data with students during the field trip (or afterward at your desk) How to fill needs? Ask a local conservation organization to fund field trip and equipment expenses. Write a grant to fund field trip and equipment expenses. Many small grants are available. Contact a local biologist, bird club, National Wildlife Refuge, or conservation organization to provide expertise in the classroom and on the field trip. Team up with a computer science class or school librarian to integrate the technology activities. Team up with a foreign language teacher/ student or a local association whose members speak the language. Talk to local principals or teachers about the program. Ask which school, teacher, and/or school program SSSP might fit into. Get a contact name. Work with a local student conservation organization like a school biology club or Boy Scout or Girl Scout clubs. Gain your supervisor’s support. Develop a plan to demonstrate how SSSP will help meet your institution’s conservation goals. Work with local biologists to establish partnerships and to assist with the biological aspects of the program. 1See Classroom Activities section on how the Explore the World with Shorebirds! curriculum meets National Education Standards Use the chart below to help you plan how and where SSSP can fit into your program. Explore the World with Shorebirds! 30 SHOREBIRDSISTERSCHOOLSPROGRAM Integrating the Shorebird Sister Schools Program (SSSP) into Your Community: Assessment: Are you a teacher? Are you a non-formal educator? How do I begin the program? There are many ways to integrate the Explore the World with Shorebirds! activities into your program. Activities, information, and field trips can be integrated into teaching units throughout the year. The example below is a very general overview focusing on two possible options: 1. Is your unit on habitats or ecosystems? Begin with wetlands, then use shorebirds as an example of an indicator of wetland health for the students to study. Optional activities might include: What are wetlands? ■ Wetland Metaphors ■ Match the Habitat Cards ■ Seven Types of Habitat What are shorebirds? ■ Shorebird Profiles ■ What Makes a Bird a Shorebird? How does what you learn apply to the field? ■ Plan a field trip with a local environmental center that has wetlands and, if possible, shorebirds. Use: ■ Shorebird Field Study ■ Mud Creature Study ■ Sampling Local Shorebird Populations 2. Work with your environmental education contact at a local environmental center to plan the integration of the curriculum. Plan field trips to the center and guest speakers for the classroom to support your topics. Do pre-and post-activities from the curriculum to support the unit of study. Have your class post messages to the SSSP shorebird discussion group about what they are learning and what shorebirds they have seen. Send your postings to fws-shorebirds@lists.fws.g ov. 3. Use the Educator’s Guide and the Shorebird Sister School Web site (http://sssp.fws.gov) for background information and connections to other resources. Work closely with the local school or student club that you have partnered with to implement the program. Important points to keep in mind when planning are: ■ Tie activities to national, state, or local education standards your area schools use. ■ Work with the teacher to plan assessment activities to monitor the progress of the students. ■ Help support teachers and students in their planning and posting of messages to the SSSP E-mail Network. ■ Provide biological resource support for the teacher, giving presentations in the classroom and assistance on field trips. Questions: Contact the Shorebird Sister Schools Coordinator at sssp@fws.gov or call 304/876 7783. Explore the World with Shorebirds! 31 SHOREBIRDSISTERSCHOOLSPROGRAM Who can register? Anyone participating in SSSP can register including schools, nonfomal education centers (nature centers, parks, refuges, etc), home schools, youth groups (scouts, 4-H clubs, etc), individual shorebird enthusiasts, partner agencies and organizations, and biologists. Why register? ■ You will receive new materials as they are developed. ■ You will learn where other participants are located. ■ You will join a network of other participants along your flyway. ■ If you choose to do a pen pal exchange, this will be an easy way to find a pen pal. ■ You will help support the annual reporting and evaluation process needed to continue the program. How do you register? Go to the Shorebird Sister Schools Website at http://sssp.fws.gov click on “Get Involved” and then “Join SSSP.” Fill out the form provided and submit it electronically through the Web site. It’s that simple! Register as a Shorebird Sister School Participant Explore the World with Shorebirds! 32 SHOREBIRDSISTERSCHOOLSPROGRAM 1. Set objectives and plan your activities. Before you begin, ask yourself “What do I want my students to learn from the exchange?” Set some reasonable objectives and then align your activities to help meet each of your objectives. For example: Students will be able to: ■ Describe two cultural similarities and/or differences between pen pal communities. Pen pals can exchange pictures of their communities and activities and describe their daily life activities — the sports they play, their families and favorite family activities, holidays in their communities; and local weather and geography. ■ Name two shorebirds in English and the languages of their pen pals. Pen pals can exchange pictures of shorebirds from the SSSP Web site with their common names at the bottom. ■ Compare the appearance of these two shorebirds when in different plumage-breeding vs. non-breeding. Pen pals can choose two shorebird species and describe how they look when they see them in their communities and including pictures if possible. ■ Describe the similarities and differences between shorebird habitat here and those in the pen pals’ countries. Pen pals can exchange drawings and descriptions of the invertebrates and wetlands in their communities. 2. Consider logistics and follow through. If there are not enough pen pals for each student to receive one, you may want to pair students or do one pen pal letter for the entire class. If there are more students than you can respond to from the pen pal partner school, invite another teacher to participate. Once you commit, please follow through; otherwise the children waiting for the pen pal exchange will be very disappointed. 3. Register As A Shorebird Sister School Go to the SSSP Web site (http: //sssp.fws.gov), click on “Get Involved,” and then “Join SSSP.” Fill out the form and check the box for “Shorebird PenPals.” 4. Request a pen pal class. Go to the “About SSSP” link SSSP Website http://sssp.fws.gov. Look at the “Who’s Participating?” link to find another group interested in exchanging pen pals. Send the group’s contact an E-mail message including the following information: ■ Where your school is located: town, state, and flyway ■ How many students are in your class If you would like to exchange pen pals with another country who may not speak the same language, send an E-mail message to the SSSP Coordinator (sssp@fws.gov) asking for assistance. The SSSP Coordinator will assist in making the international contact. However, you must consider how you will handle translating the pen pals from another country into English. For example, could the Spanish class or teacher at your school assist with the translations? Is there an organization in your community that could assist with translations? Next, establish communication with the pen pal exchange teacher. ■ If possible, share your project objectives with each other. Sharing expectations will help broaden your understanding of each other and improve communication and success. ■ Make sure each teacher knows how long, how often, and what will be exchanged. Remember, school year calendars can be different too! How to Begin a Shorebird Sister Schools Pen Pal Exchange Explore the World with Shorebirds! 33 SHOREBIRDSISTERSCHOOLSPROGRAM Tips on What to Send to Your Pen Pals Keep exchanges simple and balanced. Do not send elaborate packages that cannot be reciprocated. If you question whether or not to send an item, consider selecting something else. Help Your Pen Pals Get to Know Each Other Use the Cultural Profiles in this section to learn more about the culture, customs, and shorebird habitat in the country of the pen pal(s) with whom your students correspond. Help your students on their first letters. Give them some ideas and guidelines on what to write and share based on the objectives you have established for the project. The first letters could focus on introducing themselves, their community and their culture. Later letters could discuss wetlands, birds, weather, and other activities. ■ Send photos of the children, the local community and habitats. ■ Have each student write an autobiography. Handmade Items Are the Best Crafts, drawings and sketches are great, especially for international exchanges, but remember that the students may not be able to translate the letters. ■ Start a mural that your pen pal class could finish. ■ Have students create a comic strip or board game depicting local birds and wetlands or explaining topics such as migration or conservation. ■ Develop a chart depicting the average weather by month in your community and corresponding numbers of birds. Avoid Expensive Items or Things That Require High Technology If you want to send a video or cassette tape, ask your pen pal teacher if he or she has the proper equipment before sending it. ■ Patches, buttons, and pins are easy and simple to send. ■ Maps, brochures, and pictures of the local community are other inexpensive but interesting options. Explore the World with Shorebirds! 34 SHOREBIRDSISTERSCHOOLSPROGRAM What more clearly demonstrates the global scope of environmental issues than the decline of migratory bird populations? When birds migrate across political boundaries, they don’t pass through customs or receive any notification that they have crossed a line on a human-devised map. Shorebirds that breed in North America migrate through or winter in no fewer than 41 countries! When birds depend on multiple habitats, they may be at the mercy of the attitudes of the people who view them through varied perspectives. The farmer may see the birds through different eyes than the industrial worker, the politician, or the naturalist. This creates a range of personal views and behaviors that will positively and negatively impact migratory bird species. Research has shown that populations of many long-distance migrants have declined, but most researchers have not yet shown where the greatest impact on these declining populations occurs. Is it in the United States, Canada, Mexico, or Central or South America? When the landscape is changing everywhere, it is difficult to point to one particular location that puts the birds at greatest risk. But it is clear that, if we are to conserve habitat and support the survival of these species, we must work together across our different cultural and geographic borders. If a conservation project creates more habitat for birds in Latin America, will it make any difference if available habitat in the United States continues to decline? Migratory bird conservation requires that we communicate with our neighbors in other cultures and countries to understand each other’s perspective, what each of us values, and our varied attitudes toward birds and their habitat. Education can help us share perspectives and concerns about the issue. Research will help us understand the needs of the birds in each of their habitat areas, especially collaborative research that includes partners along the migration path. Conservation efforts that can bridge cultural and geographic gaps will be most likely to achieve the most positive results for birds. A good example is the ongoing research on the Red Knot which migrates from Tierra del Fuego, Argentina to the Atlantic coast of the United States, to the Canadian Arctic. Researchers from Argentina, the United States, and Canada are working together to understand the complex reasons for this bird’s decline. Education can facilitate awareness and knowledge about migratory birds and the diverse values and attitudes that people have toward them. Because the Shorebird Sister Schools Program is working to connect people along flyways for the conservation of shorebirds, it can help facilitate connections between cultures too. SSSP provides several ways to learn about other cultures. ■ Tips for teaching about culture background and student activities ■ Cultural profiles of some SSSP partner countries (more will be posted on the Web site) ■ Pen pal exchanges ■ E-mail Network ■ SSSP registration on the Web site ■ Cultural extension for many of the activities in the educator’s guide— look for this symbol! To learn more about the E-mail Network and SSSP registration, go to the beginning of this section. Cultural Connections in a Conservation Context Explore the World with Shorebirds! 35 SHOREBIRDSISTERSCHOOLSPROGRAM The following activities have optional cultural extensions. Look for the symbol of the earth to quickly locate the cultural extension. Have fun learning about other cultures! Introduction to Shorebirds Shorebird Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 A Year In My Life as a Shorebird . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Get to Know the Shorebirds Puppet Show . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Build a Shorebird . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Adaptations Build a Shorebird . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Habitat Shorebird Food Webs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Can’t We Share . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Wetland Metaphors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Map Your Habitats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250 Migration Migration Headache . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286 The Incredible Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327 Precarious Paths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335 Birds-eye View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343 Nesting and Breeding Guard Your Nest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261 Shorebird Research and Technology You Be the Scientist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356 Imaginary Mist Nests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361 The Big Shorebird Picture Shorebird News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377 Shorebirds on Display . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 Shorebird Decision Dilemmas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379 What You Can Do for Shorebirds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382 Assessment Wild Spellers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390 Shorebird Jeo-Bird-Y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391 Shorebird Speeches and Listening Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . 397 Shorebird Bubble Map and Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . 401 List of Activities with Cultural Connections Explore the World with Shorebirds! 36 SHOREBIRDSISTERSCHOOLSPROGRAM Grade Level: upper elementary/ middle school and high school Duration: one class period, two optional if you add research time Skills: vocabulary, discussion, team building, communication, comparison, Subjects: language arts, fine arts, social studies; technology optional (if students do research) Vocabulary: culture Overview: Students will study the cultural profiles in this section, present what they learn to the class, then work in pairs to compare similarities and differences between the cultures they studied. Concepts: ■ By following shorebirds movements, we can discover new places and people throughout the world. ■ Following shorebird migration broadens our understanding of how we are connected to other people and places and how our actions can influence global conservation efforts. ■ Culturally knowledgeable citizens demonstrate an awareness and appreciation of the relationships, processes, and interactions among all elements in the world. Objectives: After this activity, students will be able to: ■ Define culture. ■ Name two reasons it is important to understand and respect other cultures. ■ List two similarities and differences between two cultures Materials: ■ Copies of the cultural profiles for each group Note: New cultural profiles not in the educator’s guide can be found on the Shorebird Sister Schools Program Web site, http: //sssp.fws.gov. ■ Atlas or world map Introduction How can we practice cultural sensitivity? Guidelines for teaching about cultures: Regardless of the topic of classroom discussion, we benefit from understanding the genuine complexity of cultural viewpoints and customs among us. We have a great diversity of cultures in many of our classrooms in the United States. This is a starting point for teaching about cultural sensitivity and awareness. Cultural awareness will help students be successful as adults in interactions that will occur daily in their personal and professional lives. The common exchange of ideas, products, information, materials, and people increases the importance of being globally and culturally aware, especially in a world of tumultuous events. Culturally sensitive teachers realize that those individuals raised in different cultures may be different but are equally human and deserving of respect. The most successful teachers: ■ Practice viewing cultures and situations non-judgmentally. ■ Work to uncover and neutralize their own stereotypes, biases, assumptions and prejudices. ■ Teach students to view differences as wonderful features. A common cross-cultural problem is that those with little cross-cultural experience often view those from other cultures (and their behaviors) as strange, weird or even inferior. Teachers who successfully teach about other cultures help students to appreciate the differences as unique, interesting and novel. The following activity will increase your students’ cultural awareness and their understanding of the culture of other people participating in the SSSP. Procedure 1. Present the following mini-activities below to introduce students to the importance of being aware of other cultures. What is the importance of teaching about cultures? The culture in which we grow up shapes the way we see things. As a quick example, what do you read below? A bird in the the hand If you read “a bird in the hand,” you missed the second “the.” Why? You saw with your mind rather than with your eyes. Similarly, spell aloud these words: joke smoke folk the word for the white of an egg If you spelled “yolk,” you spelled the word for an egg’s yellow, partially because the exercise led you into a pattern. Similarly, the culture in which we grow up leads us into patterns and shapes our views toward natural resource conservation or environmental issues. Increasing Cultural Awareness Activity Explore the World with Shorebirds! 37 SHOREBIRDSISTERSCHOOLSPROGRAM ■ If you grow up in a culture in which your survival depends on the birds, fish and mammals you eat, you develop a strong connection to those birds. ■ If you grow up in settings and amid cultural groups in which more birds seem to live in cages than in the wild, you may find that birds appeal to you aesthetically but rank lower in priority than, say, motorcycles or lunch. Because we feel our cultural conditioning in ways we often do not notice, we need to teach about culture so we can understand how others relate to conservation issues. What is culture? Culture is: ■ A set of perceptions and systems with which we grow up and which we believe are true, real, and the way things should be. ■ The rules for behavior that shape, color and filter how we see the world and how we interact. ■ The assumptions and assigned meanings that we give to behaviors. Your culture and cultural conditioning shapes the way in which you relate to everything in your world. Why do we need to learn about other cultural groups? In teams of three, brainstorm words or phrases that come to mind when you see or think about each of these words: ■ Rich people ■ Skinny people ■ Eskimos ■ Japanese people ■ Egyptians ■ Southerners ■ Gang members ■ Men ■ Women If you are like most people, certain words came to mind when you when you saw or thought about most of these nine categories; and perhaps you had no idea what to write about one or two categories. What this activity shows is that we have stereotypes about some cultural groups and occasionally no information about others. When interacting with people, it is good to keep an open mind (not let our personal biases influence what we think about others) and make the effort to understand other perspectives. 2. Divide students in teams of two and assign each team a cultural profile. Ask each team to: ■ Find where the country is located in the atlas or world map. ■ Read the cultural profile and identify five interesting aspects of that culture. Two of the team’s choices must relate to shorebirds and/or the environment. ■ Present what the team has learned to the class. Note: Interesting aspects of each culture do not have to be different from that of students. They can present aspects that are similar, such as the culture they are studying also enjoys computer games. Optional Team Assignment: Give each team time to research its assigned country using encyclopedias and/or the Internet. In addition to the five interesting aspects in the cultural profile, ask students to include in their presentations additional information not included in the cultural profile, such as the country’s national bird, popular music, sports, heroes, food, dress, etc. 3. After the presentations, assign or allow students to find a partner who studies a different culture. Ask the students to interview their partners and identify two differences and two similarities between the cultures they study. 4. Facilitate a group discussion among the class about what they learned from each other. Additional Activities: 1. Pen Pal Exchanges The class can request to do pen pal exchanges with another class in the United States or in another country. Follow the directions from the “How to Begin a Shorebird Sister Schools Pen Pal Exchange.” 2. Research Other Shorebird Sister Schools Go to Who’s Participating on the SSSP Web site. Click on the dots representing other Sister schools. Ask students to choose three and learn the following: ■ School or group name. ■ Location (Ask advanced students to figure out in which flyway the school is located) ■ What type of shorebirds lives there and in what type of habitat? ■ One item unique to that school or group’s community. Cultural Concepts and Mini- Activities Provided by: Lynne Curry The Growth Company Inc. 121 West Fireweed Lane, Suite 175 Anchorage, AK Ph: 907/276-4769 E-mail: lynne@thegrowthcompan y.net Editing By Hilary Chapman Shorebird Sister Schoools Program Coordinator sssp@fws.gov Explore the World with Shorebirds! 38 SHOREBIRDSISTERSCHOOLSPROGRAM Daily Life in Alaska Alaska is one of the most culturally diverse areas of North America. In addition to cultures found in the lower 48 United States, many are unique to Alaska, including Indian, Unangan (Aleut), and Eskimo groups. The vast array and diversity of cultures in Alaska make for highly contrasting tales of daily life. From urban to subsistence lifestyles, Alaskans are confronted with challenges posed not only by the natural world around them, but also by changes to policies and government, both locally and nationally. Much of rural Alaska maintains a subsistence lifestyle rooted in traditional practices from generations past. Whales, seals, birds, fish and other animals are still harvested by many rural communities. They not only serve as a food source but also play a role in many aspects of culture. Animal skins and parts may be used for clothing, cooking implements, weapons, and often in traditional ceremonies. “Urban” Alaskans experience the typical day-to-day life of many Americans. Television, computers, Game Boys, and gadgets of all types have found a place in Alaska. Residents of urban Alaska mirror other citizens of cities with long work days, two-income families, and daycare for children. However, many Alaskans in urban areas take advantage of nearby wilderness areas, national forests, and state parks. There are many opportunities to experience nature and outdoor life within a short drive, and this increased accessibility to untouched wilderness makes for a convenient escape from typical city life. Spring and summertime are busy with the migration of fishermen to salmon-rich streams, while wintertime welcomes the swish of skis and buzz of snowmobiles zooming along the packed snow. Shorebirds in Alaskan Cultures Birds play a tremendous role in the lives of Alaskans. Both traditionally and in modern times, birds are recognized as important spiritual, social, and economic natural resources. Many cultures in Alaska have a spiritual connection to birds through tales and legends passed on from generation to generation, while other groups look to birds for recreation and a means to reconnect with nature. One example of the traditional importance of birds is found in the Tlingit and Haida cultures. The Tlingit and Haida are two of the major groups of native people living in southeast Alaska. Besides the seasonal use of bird eggs for food and other such subsistence uses, one bird in particular is known for its importance in Tlingit and Haida cultures. The raven, the largest North American passerine, or “songbird,” is a supernatural figure in their belief systems, known for its intelligence, deception, and tricks. Tlingit and Haida Indians organize their populations into two important social divisions, Raven and Eagle or Wolf. These two groups, in turn, contain many clans that are represented by various animal or mythical crests. This social organization is respectfully retained today, and one can still admire the beautiful artwork that represents these clans on the large wooden clan houses in several Southeast Alaskan towns. While most birds have some link to traditional cultures in Alaska, shorebirds have more recently been recognized as important socioeconomic resources. These marathon migrants are celebrated by several Alaskan communities through festivals and events, bringing not only awareness of the need for shorebird and habitat conservation, but also an economic boom to host communities. The Kackemak Bay Shorebird Festival of Homer and the Copper River Shorebird Festival of Cordova, Alaska, are two examples of communities celebrating shorebirds. The spectrum of people who attend these festivals to marvel at the numbers of shorebirds includes; birdwatchers, naturalists, students, educators, families, and tourists. Shorebird festivals in Alaska continue to grow, becoming increasingly popular and serving as major attractions to residents and tourists looking to reconnect with nature through birds. Shorebirds and Their Habitat in Alaska Because of its size and northerly position, Alaska provides breeding habitat for more shorebird species than any other state in the U.S. Shorebirds take advantage of rocky shores along the Aleutian Islands, mudflats within Kachemak Bay and the Copper River Delta, marshes of the Yukon-Kuskokwim National Wildlife Refuge, or tundra along the northern coasts. The diversity of habitat within Alaska is reflected in the diversity of bird life and numbers that visit the state each year. Seventy-one species of shorebirds have occurred in Alaska; 37 of them, including several unique Beringian species and Old World subspecies, regularly breed in the region. Most of these species migrate south of the U.S.- Mexico border, and one-third migrate to South America or the islands in the Central Pacific. Concentrations of shorebirds at several coastal staging and migratory stopover sites exceed one million birds; on the Copper River Delta alone, five to eight million shorebirds stop to forage and rest each spring. Culture and Shorebirds of Alaska Explore the World with Shorebirds! 39 SHOREBIRDSISTERSCHOOLSPROGRAM Shorebird Species of High Concern* in Alaska Pacific Golden-plover Wandering Tattler Whimbrel Black Oystercatcher Bristle-thighed Curlew Hudsonian Godwit Marbled Godwit Black Turnstone Surfbird Rock Sandpiper Dunlin Buff-breasted Sandpiper Short-billed Dowitcher Bar-tailed Godwit * High concern means that biologists have indications these species may be declining, so they are high priority for research. Threats to Shorebirds in Alaska The previous century witnessed unprecedented changes to natural landscapes throughout much of the United States. Alaska, however, remains largely unchanged with less than 1 percent of the state having been permanently altered by human settlement and activity. This is not to imply that ecosystems in Alaska are not being affected by human activities. On the contrary, the nation’s demand for natural resources drives Alaska’s economy, particularly development and production of oil and gas, timber and commercial fisheries. The threats posed to shorebirds by these and other activities are both real and potential. Shorebird-specific conservation issues identified in the Alaska Shorebird Conservation Plan include oil and gas development and infrastructure, marine-based recreation, mining development, subsistence harvest, and increased populations of native and introduced predators. Shorebird Conservation in Alaska Today To ensure the conservation of shorebirds in Alaska, a group of scientists, educators, and naturalists from various governmental agencies and non-governmental organizations formed the Alaska Shorebird Group (ASG) in 1997. The ASG was created to raise the visibility of shorebirds in Alaska, achieve consensus on needed conservation actions, and exchange information on issues, research findings, and education. The ASG provides information and conservation recommendations for Alaska to the National Shorebird Council for consideration in the U.S. Shorebird Conservation Plan. Written By Maureen DeZeeuw and Tamara Mills Shorebird Sister Schools Alaska Program Coordinator U.S. Fish and Wildlife Service 1011 East Tudor Road Anchorage, AK 99503 Tamara_mills@fws.gov Web: http://alaska.fws.gov/mbm/ index.html Explore the World with Shorebirds! 41 SHOREBIRDSISTERSCHOOLSPROGRAM Daily Life in Nunavut Nunavut became the largest native land claim settlement in Canadian history on April 1, 1999. Because it is newly established you may not see it designated on maps. Nunavut covers a vast expanse of land-over 2-million square kilometers one-fifth of Canada. Yet, only 27,000 people scattered over 13 communities live there! Half of Nunavut lies on the northern part of Canada’s mainland, and the rest is distributed throughout a large archipelago of hundreds of islands, including Canada’s largest, Baffin Island. Eighty percent of the people in Nunavut are Inuit (Native Americans). The Inuit and their predecessors have occupied this land for the past 5,000 years. (One individual is an Inuk, two are Inuuk, and three or more are Inuit). The language of the Inuit is Inuktitut, and there are almost as many dialects as there are communities in Nunavut. Still, the Inuit dialects are similar enough so that people from Siberia to Greenland are able to communicate. The main way to get to Nunavut is by air. Supplies such as fuel oil for heating, construction materials, and bulk food shipments are transported to Nunavut on large ships during the summer season when the sea routes are open. The only “highways” in Nunavut are the snowmobile routes that hunters follow during the winter, across frozen land and ocean to favoured hunting spots. Changes in technology over the past few decades have brought Nunavut into the modern world. Several weekly flights link most communities to larger centers in southern Canada, such as Ottawa, Winnipeg and Edmonton. Satellite television and the Internet connect Nunavut communities to the rest of the world. Most Inuit have experienced tremendous changes in their lifetimes. Most people over the age of forty were born in camps on the mainland. Back then, families lived in seasonal camps, camping close to where sea mammals and caribou were plentiful enough to provide them with food, clothing and shelter. Today, Inuit live in modern houses, purchase food and supplies at the local Northern Store and visit the nurses at the local Health Center when they are ill. Young people attend modern, well-equipped schools, wear brand-name clothing, play computer games and drink vast amounts of soda pop. Despite the rapid leap into the modern world, Inuit are still firmly rooted in their culture and land. The forces of the natural environment are ever present, and the connections to wildlife are still strong. Store-bought food is prohibitively expensive for many, at least double or more than the cost of food in southern Canada. Hunting is necessary to keep families healthy. Hunting and camping are also a big part of family life. Many families, from infants to elders, head out “on the land” for weeks at a time, beginning in the glorious month of June when the sun does not set north of the Arctic Circle. Birds in Inuit Culture In a culture where wildlife has been the key to survival for thousands of years, there is a strong connection to birds in general. Birds appear frequently in Inuit art, in distinctive and colorful prints and in sculpture. People believe that birds must be respected. Making fun of birds invites the risk that the birds will get back at those who mock them. When a child caught his first bird, he would give it to the midwife who assisted at his birth. Children, especially boys, learn to hunt at a very young age in Nunavut. Killing small animals (such as birds and ground squirrels) with rocks is a way young boys learn to practice their hunting skills before they move on to larger animals. Many adults take pleasure (and pride) in watching their young people develop these skills, so the practice is not discouraged. To have thrived in the arctic environment for as long as they have, Inuit had to be innovative and self-sufficient. The inflated skins of duck feet became children’s toys. Containers were built of dried-out, inflated bird feet, sewn together, claws and all. The skins of Gulls or Ptarmigan were made into hand towels used after butchering and eating. Bird wings became brooms, used to sweep out debris from sod houses, and they are still in use today in tents, homes and boats. In the Belcher Islands in southernmost Nunavut, Inuit used bird skins to make parkas when there were not enough caribou skins available. Migrating birds signal the approach of spring, which is eagerly anticipated by everyone. People will often call their local radio station with great excitement to announce the first sighting of a snow bunting in their community. Shorebirds and Their Habitat Most of Canada’s nearly 40 species of shorebirds breed almost exclusively in or near the Arctic. Arviat and Coral Harbor are two locations in Nunavut where shorebirds may be seen. Many of these species, particularly the long distance migrants, are in decline. The Buff-breasted Sandpiper is perhaps the only “species of concern” at this time. Shorebirds are important in the tundra food web. They feed on small invertebrates and in turn are prey for foxes and weasels, owls and hawks. Culture and Shorebirds of One Canadian Arctic Province— Nunavut Explore the World with Shorebirds! 42 SHOREBIRDSISTERSCHOOLSPROGRAM Shorebird Conservation in Nunavut Today, the Nunavut government struggles to fill job vacancies for several reasons. Many Inuit have received very little education. There is also a lack of housing in the territory. This is causing all government programs, including biological programs, to suffer. While time, patience and perseverance are needed, there are still many reasons to be optimistic. Efforts are underway to incorporate the worldview and experience of Inuit into the school programs and educator’s guide imported from southern Canada. There is currently no specific “bird” education in Nunavut schools, but this will change in the coming years, especially in communities with large concentrations of migrating or nesting birds. The talented and dedicated personnel at the Nunavut Department of Education, located in Arviat, are progressive and open to new ideas. The Canadian Wildlife Service (CWS) is actively working to conserve wildlife, including shorebirds in the Nunavut region. More information is needed about artic-breeding shorebirds to determine how best to conserve them. Preliminary data suggest that 80 percent of Artic-nesting shorebirds are declining. CWS has developed a Northern Shorebird Conservation Strategy to help conserve these birds. As part of the strategy, CWS is doing shorebird research to learn more about the shorebirds and their habitat. Researching these birds in the vast area of Nunavut is a challenge. Biologists only have the short summer breeding season to study the birds each year. Also, because of the very large size of Nunavut and the few people who can do this work, CWS biologists are only able to study small portions of the region each year. Shorebirds of Nunavut Black-bellied Plover Semi-palmated Plover Common-ringed Golden-Plover Lesser Golden-Plover Ruddy Turnstone Dunlin Pectoral Sandpiper Least Sandpiper Baird’s Sandpiper Purple Sandpiper Buff-breasted Sandpiper Semi-palmated Sandpiper Stilt Sandpiper White-rumped Sandpiper Red Phalarope Northern Red-necked Phalarope Written by: Lynn Peplinski Heritage Manager Inuit Heritage Trust Iqaluit, NU E-mail: lynnp@nunanet.com Web: http://www.newparksnorth. org/inuit.htm More Info on Nunavut: http://www.gov.nu.ca/Nunavut/ View Map: http://www.gov.nu.ca/Nunavut/ English/about/ Explore the World with Shorebirds! 43 SHOREBIRDSISTERSCHOOLSPROGRAM Culture and Shorebirds of Hawai`i I. Daily Life in Hawai`i The residents of the islands of Hawai`i are literally worlds apart from the rest of the nation, isolated in the huge Pacific Ocean. With a cultural diversity to rival New York City, the islands are truly a thriving melting pot. So different are the lifestyles, you can see the hustle and bustle of the Asian and Mainland cultures and still be laidback with true islander style. Island life reflects many different races living together and mixing their foods, cultures and views of the natural world. The “plate lunch,” a popular local dish, is a good example of the blending of cultural cuisines with rice, macaroni salad, and a meat dish such as teriyaki chicken. Another example of this cultural mix is the local “Pidgin” English which combines Hawaiian, Chinese, Japanese, Filipino, Tahitian and other Pacific Island languages with English. In a climate so moderate, it is easy to see why most people here tend to be healthy and active. Sports like soccer, baseball, football, volleyball and surfing are enjoyed year-round. The toughest part is going to school on a beautiful day in paradise! Schools add Hawai‘i flavor to the classroom with cultural activities and marine science field trips. When one goes about their day in a living laboratory it is easy to see all aspects of this amazing ecosystem and watch the changes that occur with each season. Only here can you be drenched by rain in the rainforest mountain tops or baked by the hot and arid sun on the lava fields all in the same field trip. Most kids have seen the movie Lilo & Stitch and while there is disagreement with the portrayal of locals in the movie, the essence of `OHANA, family in Hawaiian, really stands clear. The family unit is a very strong bond in Hawai`i. With the high cost of land and basic necessities, extended families must pool their resources to afford to live in their island home. Families stay close by and help each other out. Calabash families, which include good friends and extended family, are the norm in Hawai`i. Everyone is “Uncle” and “Auntie” and you always kiss your family on both cheeks when you see them! Here, ALOHA is more than a word, it is a way of Life. II. Shorebirds in Hawaiian Culture Shorebirds have been coming to Hawai`i for thousands of years, long before humans had discovered the beauty and richness of these islands. In fact, some people think that the Kölea (the Pacific Golden-Plover) led the first people to Hawai`i. Shorebirds have rich traditions in Hawaiian culture, songs, chants, and legends. Native Hawaiians were familiar with these yearly visitors, and found them both mysterious and beautiful. Come share the songs, sayings and legends of these beloved shorebirds of Hawai`i! “Kölea Kau ähau, a uliuli ka umauma ho`i i Kahiki” means the “plover that perches on the mound, waits till his chest darkens, then departs to foreign places.” Kölea are one of the most common shorebird on the islands, “vacationing” here during the fall, winter, and spring, then departing for the short Arctic summer to nest. Kölea, ‘Ülili (Wandering Tattler) and ‘Akekeke (Ruddy Turnstone) are considered messengers of the gods according to Hawaiian legends. Explore the World with Shorebirds! 44 SHOREBIRDSISTERSCHOOLSPROGRAM Kähuli aku was an old chant about Kölea and the singing tree snails of legend (the Kähuli or shell). That chant is now a classic children’s song, much like “Ring Around the Rosy”. The snails chirp in the evening and ask the birds (Kölea) to bring them a drink of water. Here is their song: Kähuli aku Kähuli aku Turn little shell Kähuli mai Turn this way little shell Kähuli lei `ula The tree shell is a red ornament in Lei `äkölea The lei of the `äkölea fern Kölea, Kölea Little bird, little bird Ki`i ka wai Go down to the stream Wai `äkölea Sip the sweet nectar Wai `äkölea From the `äkölea fern III. Hawaiian Shorebirds and their Habitat The migratory shorebirds that visit Hawai`i nest in the Arctic regions of Alaska. Canada, and Siberia. In the fall they migrate to warmer areas. Birds may stop and winter in the Hawaiian Islands or they may continue flying south. Some shorebirds travel as far as the South Pacific, South America, New Zealand and Australia. We know the shorebirds that are commonly found in Hawai`i by slightly different names. Try to pronounce them, if you dare! Hawaiian Name Phonetic Spelling Meaning Common Name Kölea ko-lay-ah “one who takes and leaves” Pacific Golden- Plover `Ülili oo-lee-lee sound of it’s call Wandering Tattler `Akekeke ah-k-k-k sound of it’s call Ruddy Turnstone Huna-kai hoo-na-kie “sea foam” Sanderling Kioea key-oh-ay-a Also the name of a Hawaiian forest bird with a very long decurved bill; they are now extinct Bristle-thighed Curlew Ae`o ay-oh “one standing tall” Hawaiian Stilt While in the Hawaiian Islands, shorebirds are found from the Big Island of Hawai`i to Kure Atoll Wildlife Sanctuary. Most of Hawai`i’s wetland habitats have been drained for housing, agriculture and other land uses. Did you know that Waikiki, on the island of O`ahu, used to be a huge coastal marsh? National Wildlife Refuges (NWR) such as Kealia Pond NWR and James Campbell NWR provide a safe haven for multitudes of shorebirds to enjoy. For a map and description of the little known, remote islands of Hawai`i go to http://pacificislands.fws.gov/wnwr/nwrindex.html#hawaii. Explore the World with Shorebirds! 45 SHOREBIRDSISTERSCHOOLSPROGRAM Shorebirds like the Kölea and `Ülili are common visitors each year, seen in large numbers around the islands. However species like the Kioea (the Bristle-thighed Curlew) are anxiously anticipated in small numbers each year. They usually spend time in the northwestern Hawaiian islands, all of which are protected as NWRs or State Wildlife Sanctuary. Once young Kioea find an island home, they will live there for three years, without migrating! Unusual for shorebirds, the Kioea molt most of the their flight feathers simultaneously. Some birds are even flightless for up to two weeks as they await new flight feathers. The Hawaiian Stilt, Ae`o, is one of the rare and endangered waterbirds found elegantly wading in Hawaiian ponds, mudflats and marshes. It is considered endangered because of low population numbers. The Ae`o is closely related to the Black-necked Stilt on the mainland but is found only in the Hawaiian Islands. They are permanent residents throughout the main Hawaiian Islands, except Läna`i and Kaho`olawe. In 1985, all of the main islands were searched for Ae`o, resulting in a total population of 1,200. Now the numbers have increased slightly to approximately 2,000. Historically, this bird has suffered from hunting, predation by non-native animals like mongoose and rats, and habitat loss. IV. Shorebird Education in Hawai‘i In addition to managing the Shorebird Sister Schools list serve, curriculum and lending box, the USFWS has created an educational packet with information focusing on the shorebirds found in Hawai`i including the more common Pacific Golden-Plover, Bristle-thighed Curlew, Sanderling, Ruddy Turnstone, and Wandering Tattler. It gives educators and students an overall idea of the types of birds that spend all or some of their lives in the islands. We have chosen to highlight the Pacific Golden Plover because they are so easy to observe, often occurring in our neighborhood school grounds! Kölea Watch, a very active research project, focuses on the amazing migration of Kölea to Alaska and gives our young students an opportunity to engage in “real” research. This project was founded by the University of Hawai`i, Mänoa to connect current scientific researchers and kids throughout Hawai`i. Since 1978, scientists have been banding Kölea in Hawai`i and Alaska. During that time, they discovered that Kölea leave O`ahu every year around April 25, give or take a couple of days. Now we are trying to determine if the birds leave on the same day from other islands? To find out more about this project, check out the web site at www.hawaii.edu/bird/ or stay tuned to the SSSP list serve, we post regular updates on the Kölea project there. Explore the World with Shorebirds! 46 SHOREBIRDSISTERSCHOOLSPROGRAM Daily Life in Paraguay Paraguay has two official languages, Spanish and Guarani. The inhabitants of the eastern region prefer to speak Guarani (the native language) and those living in the western region, or the Chaco, speak various other native languages that differ from Guarani. Even though there are many other native languages spoken here, it is possible to communicate throughout the country in Spanish. Because of the diversity of social conditions in Paraguay, it is difficult to describe a typical day. Yet it is fair to say that children living in the interior of the country are more connected with nature than those living in the cities. In order to get to school, many children have to cross streams, countryside, and small forests, giving them opportunities to become familiar with many wildlife species. After about five to seven hours in school, students play or do small chores outside where they again have a chance to learn a great deal about their local wildlife. In contrast, children who live in the capital spend more time watching television, going on the Internet, and playing computer games after school. The birds living around the city often pass by unnoticed by people who live there. Shorebirds in the Paraguayan Culture The majority of native birds can be identified by a specific name in the native language. Shorebirds found only during one part of the year in our country have the Guarani name mbatui and almost always appear gray in color due to their nonbreeding plumage. The Paraguayan culture has a lot of myths and legends that surround birds in general. The presence of some birds is said to predict rain, pregnancy, hidden love, or death. Many birds are said to be mythic characters that were transformed into birds. For example, one bird has the Guarani name el kuarahy membv, meaning “child of the sun.” Although there are not any known rituals, festivals, or customs specifically associated with shorebirds, migratory birds in general get special recognition. Each year in October, the Guyra Paraguay Association organizes an international festival of birds. Shorebirds and Their Habitats in Paraguay Migratory shorebirds are found in the greatest numbers at the Bay of Assention and the lagoons of Chaco Central. The Bay of Assention is known globally as a conservation site for birds. Here you can find 26 species of migratory birds that breed in the Northern Hemisphere. The largest congregation of the rare Buff-breasted Sandpiper is found here. Culture and Shorebirds of Paraguay Shorebirds of Paraguay Scientific Name Spanish Name English Name Common Shorebirds Pluvialis dominica Mbatuirusu American Golden-Plover Trioga flavipes Pitotio chico Lesser Yellowlegs Trioga solitaria Mbatuitui Solitary Sandpiper Actitis macuralia Playero manchado Upland Sandpiper Bartramia longicauda Mbatui flu White-rumped Sandpiper Calidris fuscicollis Playerito rabadilla blanca Pectoral Sandpiper Calidris himantopus Playerito pectoral Stilt Sandpiper Phalaropus tricolor Falaropa comu’n Wilson’s Phalarope Calidris aplina (need Spanish name here) Dunlin Endangered Shorebirds Numenius borealis Playero esquimal Eskimo Curlew Tryngites subruficollis Playerito canela Buff-breasted Sandpiper Explore the World with Shorebirds! 47 SHOREBIRDSISTERSCHOOLSPROGRAM At the Lagoons of Chaco Central, 64 migratory species have been sighted. The latest census counted 47,500 birds and 21 species, including a group of 25,000 Wilson’s Phalaropes and 2000 flamingos. Lagoona of Chaco Central is also home to the largest number of Dunlin in the interior of South America. As many as 4000 White-rumped Sandpipers, 1 percent of the entire global population, have been counted here. Shorebird Conservation in Paraguay Unfortunately, shorebirds, and wildlife in general, are not nationally recognized as important. The principle threats facing shorebirds in Paraguay today are the same threats facing shorebirds all over the world--loss of biodiversity and loss of habitat. The expansion of agriculture, the clearing or forests for production of coal, expansion of transportation systems, air pollution, and channelization of lakes all present severe and immediate threats for migratory birds of Paraguay. In general, there is little social support for the conservation of biological diversity and even less for conservation of migrant species. At this time the government supports socio-economic development at the expense of nature. However, there are organizations like Guyra Paraguay that are working for the protection of migratory birds in Paraguay. Since1999 a database tracks numbers and species that use sites designated as conservation areas for shorebirds. Today, Guyra Paraguay is working on management plans for these conservation sites and educational activities that build awareness and support for conservation. Suggestions for Pen-Pal Programs A student exchange would be an excellent way to motivate individuals to understand and conserve shorebirds and share knowledge. Try initiating activities that promote interest in the observation of migratory birds or that create bird observation programs for children during school and afterwards. Contact Guyra Paraguay at the address below to facilitate a pen-pal program. Written by: Elizabeth Cabrera and Jennifer Gray GUYRA Paraguay C.C. 1132 Cnel.Rafael Franco 381 Asunscion, Paraguay E-mail: guyra@highway.compy Web: www.guyra.org.py Explore the World with Shorebirds! 48 SHOREBIRDSISTERSCHOOLSPROGRAM Daily Life in Argentina Most people living in the capital city of Argentina have little contact with nature. City kids spend most of their time watching TV. Their favorite TV programs are cartoons, science fiction movies, and series. However, the situation is different throughout the rest of the country. In the small cities, children spend most of the day in contact with nature. This helps them to become more involved with and caring toward the environment. Today, Argentina is going through hard economic times. Few people are able to invest their time and their money to promote “ecotourism.” Shorebirds in Argentinean Culture Bird-watching is not developed in Argentina, although there are some small bird-watching groups like the Foundation for Wildlife and the Shorebird Sister Schools Program. These organizations promote special celebrations such as International Migratory Bird Day (first Saturday of October), which often coincides with the arrival of migrating birds to each region, and Beach Cleaning Days. These celebrations have taken place in Rio Grande (Tierra del Fuego) and San Antonio Oeste (Rio Negro) for four years. They include a beach-cleaning campaign, bird-watching trips, and activities to teach about birds. It is common for the entire community to participate in the special activities. Parents, kids, and teachers join wildlife biologists and conservation officers on the beaches to welcome the birds back from their long migratory trips. Argentina’s Most Important Shorebird Sites Litoral Marítimo Bonaerense, Bahía de Samborombón More than 100,000 shorebirds live here each winter. It is a resting and feeding place for large concentrations of Hudsonian Godwits. ■ Reserva Costa Atlántica de Tierra del Fuego More than 500,000 shorebirds live here each winter. This is an important site for large concentrations of Neartic non-reproductive shorebirds, especially Red Knot, White-rumped Sandpiper, Sanderling and Hudsonian Godwit. ■ Bahía de Dan Antonio Oeste More than 100,000 shorebirds feed and rest here for the winter. This area is a rich fish-spawning ground, abundant in clams and mussels. Here you will commonly find Red Knot, White-rumped Sandpiper, Hudsonian Godwit, American Golden-Plover, Greater Yellowlegs and Lesser Yellowlegs. Shorebird Conservation in Argentina Many institutions work toward Culture and Shorebirds of Argentina Shorebirds Common to Argentina English Name Scientific Name Spanish Name Red Knot Calidris canutus Playero rojizo Hudsonian Godwit Limosa haemastica Becasa de mar White-rumped Sandpiper Calidris fuscicollis Playero de rabadilla blanca Sanderling Calidris alba Playerito blanco Ruddy Turnstone Arenaria interpres Vuelvepiedaras Baird’s Sandpiper Calisris bairdii Playero de rabadilla parda Two-banded Plover Charadrius falklandicus Chorlo de doble collar Collared Plover Charadrius collaris Chorlito de collar Black Oystercatcher Haematopus ater Ostero negro Rufous-chested Dotterel Zonibyx modestus Chorlito pecho canela Magellanic Oystercatcher Haematopus leucopodus Ostero austral Explore the World with Shorebirds! 49 SHOREBIRDSISTERSCHOOLSPROGRAM the conservation of the natural environments migratory birds depend upon. Government and non-government organizations, museums, universities, and national and provincial parks bring people together to watch, record information, band, and monitor bird populations. These groups also train environmental educators so that they can teach environmental conservation to the people in their own community. There are also worldwide-known institutions that affect the health of the natural resources of Argentina. Law also influences the conservation of the natural environment. Threats to Migratory Shorebirds Along the Atlantic Coast Pollution is one of the main threats shorebirds face in Argentina today. Other threats to include tourism, degradation and loss of habitat, wild dogs, agriculture, and climate change. Written By: Adriana Cafferata Fundacion de Vida Silvestre de Argentina South American Shorebird Sister Schools Program Coordinator Adriana Cafferata Defensa 251 Piso 6to. “K” CP: C 1065 AAC Buenos Aires, Argentina E:mail socios@vidasilvestre.org.ar www.vidasilvestre.org.ar Explore the World with Shorebirds! 50 SHOREBIRDSISTERSCHOOLSPROGRAM Daily Life in Japan As in the United States, a lot of children’s time is spent on TV, computers, and computer games like Pokemon, replacing time spent outside connecting with nature. |
Date created | 2016-07-20 |
Date modified | 2016-07-20 |