Oil spill curriculum

              Oil Spill Curriculum
National Conservation Training Center
U.S. Fish & Wildlife Service
USFWS
Birds, Habitat, & People: Recovering from
the Deepwater Horizon Gulf Oil Spill
The Shorebird Sister Schools Program presents an activity that explores the impacts of the Deepwater Horizon
Gulf Oil Spill on coastal birds and the work of many dedicated professionals helping in species recovery, with a
focus on career development.
To learn more about the Shorebird Sister Schools Program (SSSP) visit: http://www.fws.gov/sssp.
Goal
Through studying a bird threatened by the Deepwater Horizon Gulf Oil Spill, students gain an understanding
of the diverse job duties of people that work on refuges to conserve habitat for birds and other wildlife.
Grade: 9-12
Time: 3 class periods using the materials included with the activity.
Skills: cooperative work, reading comprehension, communication, discussion, organizing,
Subjects: science, language arts, social studies, geography
Objectives: Students will be able to—
1. Identify the threats to five bird species due to the Gulf oil spill.
2. Discuss the professional work and careers of people assisting in oil spill recovery.
3. Create a flow chart illustrating the oil spill’s impacts on birds and wildlife habitat and the people
working on the recovery effort.
Correlation to National Standards: See Standards chart.
Vocabulary: See activity definitions list.
Materials – Class Period 1
1. Deepwater Horizon Gulf Oil Spill and Southeast Louisiana NWR Complex maps & overheads.
2. Bird species profiles
3. Birds and Oil Student Worksheet #1
4. Overhead or electronic copy of student worksheet.
5. Background readings (Activity Background Information, Effects of Oil on Wildlife and Habitat, Breton
NWR, Species factsheets)
Method - Class Period 1
1. Before class, read the activity background information. Begin the class with an overview of the oil
spill asking the class these questions to stimulate discussion.
• Why are oil companies drilling in the Gulf of Mexico? How is oil used in our society?
• What happened to the Deepwater Horizon platform?
• Why are people worried about the spill?
• What happens to the animals that became covered with oil?
• What happens when the oil reaches the coast?
• What is the process of biomagnification of pollutants?
• What is the responsibility of the U.S. Fish and Wildlife Service?
Fill in student knowledge gaps with information from the background article.
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2. Explain that students will explore the affects of the oil spill on wildlife and habitat at the Southeast
Louisiana National Wildlife Refuge Complex (NWR) and will learn about the refuge staff working on
spill recovery. Pass out copies of Oil Spill Map and NWR Complex Map. With a partner, have students
identify the locations of the 8 refuges within the SE Louisiana NWR complex on the Oil Spill Map.
If you are short on time, you could also do this as a whole class activity. Ask students to circle or
highlight Breton and Delta National Wildlife Refuges. These are the 2 refuges of the complex most
affected by the oil spill.
3. Divide the class into 5 groups and assign each group a bird species. Give each group factsheets of
their species, Effect of Oil on Species and Habitat, and Breton National Wildlife Refuge. Each group
should read the factsheets and answer the questions on the Birds and Oil Student Worksheet for
their species. If time is short, allow students in their groups, to divide up finding the answers to the
first 3 columns. The last column should be filled out through discussion among group members
by analyzing what they have learned about how their bird lives (answers in first 3 columns), to
determine how it is threatened by the oil spill (4th column).
4. Bring students back together and have groups report back. As a class, fill in the Birds and Oil Student
Worksheet chart, recording answers on the overhead. Have all students fill in the chart as the
information is reported.
Materials – Class Period 2
1. Career profiles
2. U.S. Fish and Wildlife Service Careers List
3. Oil Spill Response Factsheet
4. Student Careers Worksheet #2
5. Birds and Oil Student Worksheet #1 (from part 1 of this activity)
Method – Class Period 2
1. Briefly review the activity and discussion from the previous day. Explain that in part 2, students will
learn about the people employed at the U.S. Fish and Wildlife Service’s Southeast Louisiana National
Wildlife Refuge Complex. They are working to protect and recover the habitat and wildlife after the
Deepwater Horizon Gulf Oil Spill.
2. Students should return to their groups. Hand out the career profiles, one to each student (repeats
are OK). Each student should read the career profile. Then, in their groups, students should fill out
the Careers Student Worksheet. If there is sufficient time or as homework, have student’s research
other types of jobs that are involved in the oil spill cleanup. This could include researching other
organizations and agencies such as the Coast Guard, NOAA, National Park Service, and Environmental
Protection Agency.
A great website to begin research is http://www.restorethegulf.gov/fish-wildlife.
3. With the entire class, discuss the variety of careers presented. Pass out the U.S. Fish and Wildlife
Service List of Careers. Give students a minute to read through the variety of careers. Now ask if they
learned something new about any jobs present at the refuge or on the list. If anyone is interested
in learning more about a particular career, discuss how they could research that position. (Find
out where the closest wildlife refuge is located. Interested students can volunteer to work at the
refuge visitor center or join the refuge friends group. Many refuges have a few paid summer job
opportunities for high school students.
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4. Close the activity by having students to pull out their Birds and Oil Student Worksheet #1
from part 1 of the activity. Ask them to individually fill out the last column of the chart
drawing on information from the career profiles and class discussion.
Materials – Class Period 3
1. Poster board or newsprint, and markers
2. Student Worksheets #1
Assessment – Class Period 3
1. Using the information the students have gathered from the two previous class periods, have students,
in groups or as a class, create a flow chart following one of the sample models included with this
activity. Give them a minimum number of impacts, actions, and careers to put under each category.
The flow chart must include a title and a discussion. Post the class project in class or on a school
bulletin board.
2. Afterwards meet with students individually, asking them to explain their flow chart.
3. Assess students on their group participation in working with the chart.
Extension (Or homework activity)
Using the information in the chart and the factsheets ‘Effects of Oil on Wildlife and Habitat,’ and ‘Birds,
Habitat, & People: Recovering from the Deepwater Horizon Gulf Coast Oil Spill Background.’ ask each student
to draw a Gulf Coast food web and compose a paragraph summarizing the affects the oil spill on the web.
How Can You Help Conserve Fish & Wildlife
Visit a refuge, park, or other natural area near you. Many public lands are open free-of-charge. Consider
asking for a birdwatching tour.
• If you live near the coast, volunteer for a beach clean-up.
• Volunteer for a beach or stream restoration project in your area.
• Join a local club, such as scouting or 4 H, which supports natural resource conservation.
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Birds, Habitat, & People: Making it through
the Deepwater Horizon Gulf Oil Spill
Activity Background
What happened?
Hundreds of oil wells have been drilled into the ground beneath the Gulf of Mexico. At each deep-water well, a
pipe carries the oil from deep in the Gulf floor up to a platform that floats on the water’s surface. Here the oil
is collected and transported to the land to be refined.
On April 20, 2010 a new 5,000 foot oil well had just been drilled. The name of the drilling platform was
the Deepwater Horizon. Suddenly, some natural gas and oil accidentally escaped from the well and gushed
to the surface. The fuel exploded in a huge fireball directly beneath the drilling platform, killing 11 people and
injuring 17. The damaged platform quickly sank and pulled the pipe leading from the well down with it. The
broken pipe leaked for more than 85 days, spilling an estimated 200 million gallons of oil into the Gulf
of Mexico.
Why are people worried about the spill?
The oil that was escaping from ocean floor was a dark, thick, sticky liquid with a strong odor. Much of the
oil floated to the surface and spread, creating an oil slick that covered thousands of square miles. It coated
everything it touched in a layer of sticky oil. Dispersants were used to help breakdown the oil, but many
people were concerned that the dispersants were as toxic as the oil itself. The oil also polluted the water
and air above it. The fumes were dangerous to breathe. Huge plumes of suspended oil were also spreading
beneath the ocean surface, and no one is sure what kind of damage they may do to living things. The oil
washed up onto beaches and infiltrated into coastal wetlands. This presented, and continues to present, a
serious threat to all the plants and animals that live in the coastal environment.
What happens to animals that get covered in oil?
A drop of oil the size of a dime can be fatal to most birds. Birds get oil on their feathers when they dive into
the water for food or when they land on the surface to rest. When they try to clean their feathers with their
beaks, they accidentally swallow some of the oil. The oil also hurts their eyes and harms their lungs. People
are capturing some of these birds and trying to clean them, but many of the oil-soaked birds still die. Non-lethal
effects on birds include behavioral, neurological, digestive, and reproductive impairment.
Ocean animals, such as sea turtles and porpoises, also get oil on them when they come to the surface to
breathe. Oil is harmful to their bodies in many ways, especially if they swallow it or breathe the fumes.
Hundreds of sea turtles have died from the spill. Smaller creatures are not safe either. Countless larval (young)
fish, shrimp, crabs, oysters, and hatchlings sea turtles have also been killed by the pollution.
Some animals that survive the original spill bioaccumulate the toxic substances found in the oil and may later
die from poisoning or are rendered unable to breed. Some toxic chemicals in oil bioaccumulate because they
are stable and do not breakdown quickly; water soluble compounds spread and are ingested and excreted by
many organisms; and pollutant compounds soluble in fats may accumulate in the animal’s stored fat tissue.
Pollutants that can biomagnify enter the food chain and increase in concentration in animals as they move
up the chain. The pesticide DDT is an example of a pollutant that is biomagnified in the food chain. A few
decades ago, birds like the brown pelican had accumulated DDT in such high levels from eating contaminated
fish that they were only able to lay thin-shelled eggs, which were crushed during incubation.
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What happens when the oil reaches the coast?
The Mexican Gulf Coast is one of the most productive natural areas in the entire world, with millions of acres
of marsh, swamp, forests, and barrier islands. Hundreds of species of birds and other wildlife feed and nest
there, including some that are rare and endangered. Wetlands in the Gulf of Mexico serve as nurseries for
many species of marine fish and invertebrates. The wetlands help protect the coastline from hurricanes and
other tropical storms.
When oil enters a wetland, it covers almost everything it touches—the plants, the herbivorous animals, and
their predators. When birds come to feed, they can get coated in oil or become poisoned by the oil-covered
animals they consume. The oil soaks into the sand and suffocates and poisons clams and worms and other
living things burrowing below the surface. When the oil-covered plants die wetlands frequently disappear
due to erosion as plant roots no longer hold the soil in place.
Who’s working on protecting wildlife and habitats from the Gulf spill?
There are thousands of people from federal, state, and local agencies and organizations working together
to protect the Gulf Coast water, land, fish, and wildlife affected by the spill. For this activity, we are going to
focus on the work being done at the U.S. Fish and Wildlife Service’s Southeast Louisiana National Wildlife
Refuge Complex. The Complex is made up of 8 separate national wildlife refuges. However, 2 of those refuges
were the most impacted by the oil spill; Breton and Delta National Wildlife Refuges. In addition to refuge staff,
many U.S. Fish and Wildlife Service employees came from other refuges and field and regional offices from
all over the United States to help with recovery efforts. Some came for a few weeks while others stayed for
months. The people at the refuge will continue working with other USFWS staff and other agencies to assess
and monitor the Gulf spill impacts on wildlife and habitat, and assist in their recovery. Oil spill recovery work
will be needed for years to come.
Who is the U.S. Fish and Wildlife Service?
The U.S. Fish and Wildlife Service is a federal agency within the Department of Interior whose mission is to
work with others to conserve, protect, and enhance, fish, wildlife, plants, and their habitats for the continuing
benefit of the American people. The USFWS is responsible for implementing and enforcing some of our
Nation’s most important environmental laws, such as the Endangered Species Act, Migratory Bird Treaty Act,
Marine Mammal Protection Act, North American Wetlands Conservation Act, and the Lacey Act. The USFWS
fulfills these responsibilities by protecting and recovering federally endangered and threatened species;
monitoring and managing migratory birds; restoring nationally significant fisheries; enforcing federal wildlife
laws, conserving and restoring habitats such as wetlands, and distributing millions of dollars to states,
territories, and tribes for fish and wildlife conservation projects. The Service also manages the National
Wildlife Refuge System that consists of 560 National Wildlife Refuges covering over 150 million acres of land.
For more information about the Southeast Louisiana NWR Complex or the U.S. Fish and Wildlife Service see
the overview factsheets included with this activity.
Sources:
National Wildlife Refuge Association. 2010. Impacts of Deepwater Horizon Oil Spill on Coastal National Wildlife Refuges.
http://www.refugeassociation.org/new-pdf-files/NWRAgulfspill_factsheet.pdf
National Wildlife Federation. 2010. Ranger Rick: The Big Oil Spill.
http://www.nwf.org/Kids/Ranger-Rick/People-and-Places/Ranger-Rick-on-The-Big-Oil-Spill.aspx
U. S. Fish and Wildlife Service. 2008. Agency Overview, Conserving the Nature of America.
http://www.fws.gov/pdfs/AgencyOverviewTransition2009.pdf
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U.S. Fish & Wildlife Service
Effects of Oil on Wildlife and Habitat
FWS/Drew Wirwa
FWS/Tom MacKenzie
The U.S. Fish and Wildlife
Service is the federal
agency responsible for
many of the nation’s fish
and wildlife resources and
one of the primary trustees
for fish, wildlife and habitat
at oil spills.
The Service is actively involved
in response efforts related to the
Deepwater Horizon oil spill that
occurred in the Gulf of Mexico on April
20, 2010. Many species of wildlife,
including some that are threatened or
endangered, live along the Gulf Coast
and could be impacted by the spill.
Oil spills affect wildlife and their
habitats in many ways. The severity
of the injury depends on the type and
quantity of oil spilled, the season and
weather, the type of shoreline, and the
type of waves and tidal energy in the
area of the spill.
Oil can be categorized into five groups,
ranging from very light to very heavy
oils. Most oil has a density less than
water, so it floats. Oil tends to spread
into a thin layer on the water surface
as a sheen. Once in the water, oil
undergoes weathering, a process that
describes the physical, chemical, and
biological changes that occur when oil
interacts with the environment.
Weathering reduces the more toxic
elements in oil products over time as
exposure to air, sunlight, wave and
tidal action, and certain microscopic
organisms degrade and disperse
oil. Weathering rates depend on
factors such as type of oil, weather,
temperature, and the type of shoreline
and bottom that occur in the spill area.
Types of Oil
Although there are different types of
oil, the oil involved in the Deepwater
Horizon spill is classified as light crude.
Light crude is moderately volatile and
can leave a residue of up to one third of
the amount spilled after several days. It
leaves a film on intertidal resources and
has the potential to cause long-term
contamination.
Impacts to Wildlife and Habitat
Oil causes harm to wildlife through
physical contact, ingestion, inhalation
and absorption. Floating oil can
contaminate plankton, which includes
algae, fish eggs, and the larvae of
various invertebrates. Fish feeding
on these organisms can subsequently
become contaminated through
ingestion of contaminated prey or
by direct toxic effects of oil. Larger
animals in the food chain, including
humans, can consume contaminated
organisms as they feed on these fish.
Although oil causes immediate effects
throughout the entire spill area, it is the
external effects of oil on larger wildlife
species that are often immediately
apparent.
Species of Concern
Birds and Mammals
Birds such as brown pelicans are likely
to be exposed to oil as they float on the
water’s surface. Oiled birds can lose the
ability to fly, dive for food or float on the
water which could lead to drowning. Oil
interferes with the water repellency of
feathers and can cause hypothermia in
the right conditions.
As birds groom themselves, they
can ingest and inhale the oil on their
bodies. While ingestion can kill animals
immediately, more often it results in
lung, liver, and kidney damage which
can lead to death. Bird eggs may be
damaged if an oiled adult sits on the
nest.
Scavengers such as bald eagles, gulls,
raccoons, and skunks are also exposed
to oil by feeding on carcasses of
contaminated fish and wildlife.
Long-term effects on birds and marine
mammals are less understood, but
oil ingestion has been shown to cause
suppression to the immune system,
organ damage, skin irritation and
ulceration, and behavioral changes.
Damage to the immune system can lead
to secondary infections that cause death
and behavioral changes may affect an
animal’s ability to find food or avoid
predators. Long-term consequences
can include impaired reproduction
potentially impacting population levels.
Sea Turtles
Sea turtles such as loggerheads and
leatherbacks could be impacted as they
swim to shore for nesting activities.
Shellfish
Oil can be toxic to shellfish including
bottom dwelling (lobsters, crabs, etc.)
and intertidal (clams, oysters, etc.)
species. The bottom dwelling species
may be particularly vulnerable when oil
becomes highly concentrated along the
Protective boom deployed at Breton National
Wildlife Refuge.
Laughing gulls at Breton National Wildlife
Refuge. Booms deployed in background.
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U.S. Fish & Wildlife Service
FWS/Tom MacKenzie FWS/Nick Wirwa
shoreline. Some can survive exposure,
but may accumulate high levels of
contaminants in their bodies that can
be passed on to predators.
Fish
Fish can be impacted directly through
uptake by the gills, ingestion of oil or
oiled prey, effects on eggs and larval
survival, or changes in the ecosystem
that support the fish. Adult fish may
experience reduced growth, enlarged
livers, changes in heart and respiration
rates, fin erosion, and reproductive
impairment when exposed to oil. Oil
has the potential to impact spawning
success as eggs and larvae of many
fish species are highly sensitive to oil
toxins.
Plants
Marine algae and seaweed responds
variably to oil, and oil spills may result
in die-offs for some species. Algae
may die or become more abundant in
response to oil spills. Although oil can
prevent the germination and growth of
marine plants, most vegetation appears
to recover after cleanup.
Habitat
Oil has the potential to persist in the
environment long after a spill event and
has been detected in sediment 30 years
after a spill. On sandy beaches, oil can
sink deep into the sediments. In tidal
flats and salt marshes, oil may seep
into the muddy bottoms. Effects of oil
in these systems have the potential
to have long-term impacts on fish and
wildlife populations.
The Service responds to oil spills to
minimize impacts to trust resources.
The Service’s work continues long
after a spill event occurs. Damage
assessments of habitat and wildlife
are conducted to find ways that will
minimize long-term effects on new
generations of wildlife.
Hotlines
For media: Joint Information Center:
713/323 1670 and 713/323 1671
To report claims related to damages:
800/440 0858
To volunteer: 866/448 5816
To report oiled or injured wildlife:
866/557 1401
On the web
The USCG Joint Incident Command:
http://www.deepwaterhorizonresponse.
com/go/site/2931/
Department of the Interior:
http://www.doi.gov
U.S. Fish and Wildlife Service:
http://www.fws.gov/home/dhoilspill
http://www.twitter.
comUSFWSSoutheast/
Tweets related to oil spill under
hashtag #oilspill
http://www.facebook.com/pages/
US-Fish-and-Wildlife-Service/282/483
15774
A brown pelican that had been oiled and then cleaned soars after being released at Pelican
Island National Wildlife Refuge near Vero Beach, Florida on 5/10/10.
June 2010
BP contractors loading protective booms in Venice, Louisiana on 4/30/10 to be
deployed in the Gulf of Mexico.
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Oil Spill Response
U.S. Fish and Wildlife Service
The Fish and Wildlife Service’s Role in Oil
Spill Response
During spills, the U.S. Fish and Wildlife
Service protects threatened and
endangered species, migratory birds, and
certain fish, marine mammals, and sea
turtles. As a major federal landowner, we
are also responsible for preparing for and
responding to oil spills that may impact
the 150 million acre National Wildlife
Refuge system. We provide scientific
and technical advice to Coast Guard, the
Environmental Protection Agency, state
fish and wildlife agencies, and responsible
parties support their efforts to contain
spills. We also work with our partners and
co-trustees, such as the National Oceanic
and Atmospheric Administration, other
Department of the Interior bureaus,
states, and Indian tribes to help response
personnel avoid or minimize injury to
natural resources.
Guiding Response Actions to Protect
Habitats and Sensitive Species
Our field biologists’s intimate knowledge
of local resources and sensitive ecological
areas makes us invaluable to those
directing response activities, prioritizing
spill countermeasures, and conducting
clean-up work. Our advice is particularly
valued when wetlands, refuge lands,
federally listed species, migratory birds
or the habitat supporting these species
are potentially or physically impacted.
Leading the Survey, Capture and
Rehabilitation of Oiled Wildlife
We work together with responding
agencies by taking a leading role in
wildlife protection. Field staff use a
variety of methods to deter wildlife,
especially birds, from oiled areas. This
may include hazing techniques such
as scare balloons, propane cannons or
other noise makers, and air boats. We
also conduct surveys to determine where
oiled birds and wildlife may be found,
and assist with their safe capture and
transportation to rehabilitation centers.
Service staff work with the appropriate
agencies to oversee wildlife rehabilitation
contractors as they clean oiled birds and
wildlife and return healthy individuals
back to the wild.
The Current Spill
We continue to support the joint agency
response to the Deepwater Horizon
oil spill in the Gulf of Mexico. The
Service has many experienced technical
specialists, scientists, land managers,
and support personnel involved in the
oil spill response. The Service is taking
aggressive steps to protect ecologically
sensitive areas on the Gulf Coast national
wildlife refuges that potentially could be
impacted.
Oversight of Wildlife Rehabilitation
Under the Oil Pollution Act of 1990,
the responsible party – BP in the
current case - is charged with hiring
and funding firms to handle the many
jobs required by a spill such as this,
including wildlife rehabilitation. BP has
hired Tri-State Rescue and Research
and the International Bird Rescue
Research Center, well-respected service
providers that operate under existing
permits issued by the Service. They
work closely with the Service and state
fish and wildlife agencies to compile data
accurately, complete necessary testing
and support field activities aimed at
U.S. Fish and Wildlife Service veterinarian
Dr. Sharon Taylor and Robert Love of the
Louisiana Department of Wildlife and
Fisheries prepare to release a Green Heron
into the wild after being cleaned at a Wildlife
Rehabilitation Center in Ft. Jackson, La.
photo: Thomas Gresham.
Containment boom is staged at the Breton
National Wildlife Refuge.
saving as many birds and wildlife as
possible. Federal agencies, including the
Service, are providing oversight of BP’s
efforts in this and other areas.
Effective Training and Planning
To ensure the safety of our responders,
Service staff are trained and provided
the resources required to integrate their
activities within the larger response
effort. We also participate in pre-spill
planning and coordination efforts
of Regional Response Teams. This
participation helps us maintain a strong
working relationship with our response
partners.
A Continued Commitment to Conservation
The Service remains committed to its
role as a partner in conserving America’s
natural resources. Effectively responding
to oil spills is a key element of this
commitment, and effective response
involves building solid relationships with
our partners and ensuring that our people
are trained and ready to act when a spill
occurs.
Hotlines
To report oiled or injured wildlife:
866/557 1401
For media: Joint Information Center:
713/323 1670 and 713/323 1671
To report claims related to damages:
800/440 0858
To volunteer: 866/448 5816
For more information about the Service’s
response and our resources at risk:
http://www.fws.gov/home/dhoilspill
Jason Duke, a geographic information May 2010
systems coordinator with the Service, directs
an airboat to search for oil off the coast of
South Pass, La. photo: Petty Officer 3rd Class
Stephen Lehmann.
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Breton National Wildlife Refuge
and the 2010 Gulf Oil Spill
Refuge Facts
n Established in 1904 through
executive order of President
Theodore Roosevelt; second-oldest
refuge among the over 540 in the
National Wildlife Refuge System.
Only refuge visited by Roosevelt, in
1915.
n Acres: 13,000 in St. Bernard and
Plaquemines parishes. Wilderness
designated 1975, 5,000 acres.
n Largest tern colony in the nation.
Important area for Reddish
Egrets. Nesting habitat for
various other colonial seabirds.
Large non-breeding concentration
of Magnificent Frigatebirds.
Concentration of Redhead Ducks
with a few Canvasbacks and scaups.
n Refuge consists of barrier islands
located in the Gulf of Mexico off the
southeast coast of Louisiana.
n Largest nesting colony of Brown
Pelicans in the southeast region.
Pioneering research underway to
study bird movements, distribution,
and breeding ecology.
The Gulf of Mexico Oil Spill
On April 20, 2010 a drilling rig
explosion led to uncontrolled leaking
of oil into the Gulf of Mexico in the
vicinity of Breton NWR. The federal
government, including the U.S. Fish
and Wildlife Service, along with state
and local governments and private
citizens, are working to limit the
impacts to coastal ecosystems along the
northern Gulf of Mexico.
Questions and Some Answers
What are the public use impacts of the
spill at Breton NWR?
The refuge is closed to all public use
at this time. Increased disturbance
and visitation can jeopardize nesting
success of the Pelicans and Terns. The
air space above the refuge has aircraft
restrictions.
What are the immediate threats to the
Refuge and its wildlife?
Beached oil or oil sheen on the water
can impact wildlife. Oil on the birds can
decrease their feathers’ waterproofing
and even small amounts if ingested
can kill the birds. Brown Pelicans are
especially at risk because they dive into
the water for fish and can easily get
coated with oil.
Oil on the eggs of nesting birds can
coat and suffocate the developing
chicks inside - even a light
coating of oil can kill developing eggs.
The nesting season for pelicans and
terns is from March through August.
Oil suspended in the water can kill
both fish and aquatic vegetation.
Oil on the island vegetation can kill
it, decreasing habitat and increasing
erosion of the islands.
What are some tools that the refuge is
using to deal with the oil spill?
Staff continuously monitor for
presence of oil. Both hard and soft
boom is used to keep oil away from
the islands. Absorbent boom is used to
collect oil that reaches land. The booms
require constant maintenance and
repair and do not work well in rough
waters.
What are the long-term impacts of this
spill?
We do not know for sure, but if the oil
kills large amounts of the little animals
found at the bottom of the food chain,
the animals that photosynthesize and
are food for the larger fish who are
then food for birds and other animals,
then the long-term impacts could be
great.
If the suspended or surface
oil repeatedly contaminates areas the
impacts may be great. The overall
impact will depend on the amount of
oil and the length of time over which
contamination occurs. Oil left on
beaches for an extended time
is harder to clean and causes greater
damage.
photo: USFWS
U.S. Fish & Wildlife Service
Oil on beach at part of Breton NWR.
Protective boom surrounds an island at
Breton NWR.
photo: USFWS photo: USFWS
Brown Pelicans loafing just off the beach
at Breton.
photo: Byron Fortier
Brown Pelicans nesting.
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Is there anything you can do to help?
At this current time there is not much
an individual person can do to help
at Breton NWR. What you can do is
stay engaged and informed. Refuge
Friends organizations are mobilizing to
assist with support on the spill. Contact
a local bird rehabilitator and offer
assistance. Be prepared to be asked
in the future because your help will be
needed long
term.
Oiling Impacts on Refuge
n Beached oil or oil sheen on the water
can impact wildlife. Even a light
coating of oil can kill developing eggs.
n Small amounts of oil can kill
shorebirds when ingested.
n Oil left on beaches for extended time
is harder to clean and causes greater
damage.
n Oil suspended in the water can kill
both fish and aquatic vegetation.
Oil Spill Management Tools
n Both hard and soft boom is used to
keep oil away from the islands
n Absorbent boom is used to collect oil
that reaches land.
n Staff continuously monitor for
presence of oil.
n Booms require constant maintenance
and repair.
n Booms do not work well in rough
waters.
Public Use Impacts
n The refuge is closed to all public use
at this time
n The air space above the refuge has
aircraft restrictions
n Increased interest and visitation can
jeopardize nesting success of the
Pelicans and Terns.
When is the nesting season for the
pelicans and terns?
The nesting season is from March
through August.
U.S. Fish & Wildlife Service
Hotlines
To report oiled or injured wildlife:
866/557 1401
Media inquiries:
Joint Information Center:
985/902 5231 and 985/902 5240
To report claims related to damages:
800/440 0858
To volunteer: 866/448 5816
For more information about the
Service’s response and our resources
at risk:
http://www.fws.gov/home/dhoilspill
May 2010
Kenneth Litzenberger, Project Leader
Jack Bohannon, Refuge Manager
Southeast Louisiana Refuges
Bayou Lacombe Centre
61389 Highway 434
Lacombe, LA 70445
Phone: 985/882 2000
Fax: 985/882 9133
E-mail: southeastlouisianarefuges@
fws.gov
5
Delta National Wildlife Refuge
and the 2010 Gulf Oil Spill
U.S. Fish & Wildlife Service
Refuge Facts
■ Established: 1935.
■ Acres: 48,800.
■ Located in Lower Plaquemines
Parish, LA. Nearest town is Venice,
LA. Refuge sub-headquarters are
located in Venice. Actual refuge
location is seven miles south of
Venice. Access is by boat only. It
requires traveling and crossing the
Mississippi River.
Natural History
Refuge is a dynamic landscape that is
part of the currently active delta of the
Mississippi River. Formation of what
is now the refuge began in mid 1800’s
at Cubit’s Gap. Refuge was established
as a bird sanctuary. An abundance of
ducks, geese, raptors, wading birds,
shorebirds, and several bird rookeries
are on the Refuge. Refuge is composed
of fresh-to-brackish marsh habitat
nurtured by rich Mississippi River
sediments.
Financial Impact of Refuge
■ Approximately 7500 visitors in fiscal
2009.
Refuge Purposes
■ Provide wintering habitat and
sanctuary for waterfowl and other
migratory birds.
■ To protect and enhance endangered
species.
■ To restore and preserve marshland
habitat.
■ To provide compatible consumptive
and non-consumptive public use.
The Gulf of Mexico Oil Spill
On April 20, 2010 a drilling rig
explosion led to uncontrolled leaking
of oil into the Gulf of Mexico in the
vicinity of Delta NWR. The federal
government, including the U.S. Fish
and Wildlife Service, along with state
and local governments and private
citizens, are working to limit the
impact to coastal ecosystems along the
northern Gulf of Mexico.
Questions and Answers
What are the public use impacts of the
spill at Delta NWR?
A portion of the refuge is closed due to
an earlier, unrelated pipeline rupture
that occurred in early April. The
remainder of the refuge is open.
What are the immediate threats to the
Refuge and its wildlife?
There is potential for oil damage to
marsh vegetation. The areas most
likely to be impacted are outer fringes
of the Refuge which border the Gulf
of Mexico. Interior marsh areas are
more protected, and benefit from
outflows of water from the Mississippi
River which tend to push oil away.
External marshes are composed mainly
of Roseau cane (phragmites) which
grows in deeper waters and is less
prone to root damage from oil. Interior
marshes contain important food plants
such as delta duck potato and three-square
which are relied upon by many
waterfowl and wading bird species.
These marshes could be seriously
impacted in the event of a large storm
event that pushed oil deeper into
the refuge. If marsh vegetation dies,
erosion can occur rapidly as these
plants hold the marsh together.
Beached oil or oil sheen on the water
can impact wildlife. Oil on birds can
decrease their feathers’ waterproofing
and even small amounts of fresh oil if
ingested can kill the birds. Weathered
oil is less of a threat as volatile
compounds diminish with exposure
to the elements. Birds that dive for
aquatic foods are especially at risk
because they can easily get coated with
oil.
Oil on the eggs of nesting birds can coat
and suffocate the developing chicks
inside - even a light coating of oil can
kill developing eggs. If chicks are
exposed to oil they are more impacted
than adults due to their lack of well-developed
protective feathers.
What are some of the bird species
potentially at risk on Delta NWR?
Secretive marsh birds such as rails,
gallinules, and moorhens are nesters
on the refuge. Egrets nest in taller
willows along the banks of waterways.
Resident waterfowl species currently
nesting on the refuge include mottled
ducks and black-bellied whistling
ducks. Many other species of migrating
ducks and geese winter on Delta
Refuge, and will begin arriving this fall.
Workers place absorbent boom on Delta NWR, photo by USFWS/Drew Wirwa.
6
U.S. Fish & Wildlife Service
If oil is present then, there is potential
for great impact to these wintering
birds.
What are some tools that the refuge is
using to deal with the oil spill?
Staff continuously monitors for
presence of oil. Both hard and soft
boom is used to keep oil away from
the marshes . Absorbent boom is
used to collect oil that reaches land.
As the exterior Roseau cane marshes
are less susceptible to oiling damage,
some booms have been pulled further
in to protect more vulnerable interior
marshes.
Hotlines
To report oiled or injured wildlife:
866/557 1401
Media inquiries:
Joint Information Center:
985/902 5231 and 985/902 5240
To report claims related to damages:
800/440 0858
To volunteer:
866/448 5816
For more information about the
Service’s response and our resources
at risk:
http://www.fws.gov/home/dhoilspill
July 2010
Hard boom and absorbent boom require frequent monitoring to ensure
effectiveness, photo by USFWS/Drew Wirwa.
7
Range and Description
The eastern race of the American
oystercatcher breeds on the
Atlantic and Gulf Coasts from
New England south to Texas.
In the winter they flock together
along coastal habitat from New
Jersey to Texas. They are found in
every state along the Gulf Coast.
In particular, northwest Florida
supports 1,000 wintering oyster-catchers.
That’s 15% of the total
oystercatcher population.
The American oystercatcher is a
common coastal salt marsh and
sandy beach shorebird. They are
large and showy, and a bit funny
looking with a bright red-orange
bill and a yellow eye and an
orange-red eye ring. Their sturdy
and laterally flattened bill is
specially adapted for opening
mussels and oysters. In young
birds, the bill is a pinkish brown
and dusky black toward the
tip. Breeding and non-breeding
plumages are almost identical in
American oystercatchers. They
have black heads and necks and
dark blackish brown underparts.
They have white wing and upper-tail
patches. Their legs are a tan or
sandy color.
Behavior and Diet
Oystercatchers peck the surface
or probe deeply in the mud and
sand for oysters, clams, and mus-sels.
They have two techniques for
removing them from their shells.
They might plunge their bill,
which is a cross between a knife
and a chisel, into the open shell of
an unsuspecting clam. Or they can
hammer the shell open with a few
well-aimed blows.
Nesting
Since oystercatchers are mono-gamous
and most don’t migrate,
biologists think that these
shorebirds may mate for life.
American oystercatchers nest on
marsh islands, upland dunes, or
right on the beach. Their nest is
a simple scrape lined with tiny
pebbles, bits of shell and seaweed.
A pair of oystercatchers may
make up to five nests before
deciding on which one to use! In
marshy spots the oystercatcher
may line its nest with reeds. The
1 –3 eggs are extremely well
camouflaged. They are colored like
the sand and marked with dark
splotches that look like little bits
of shell and stones.
Oystercatchers are perhaps the
most attentive of all shorebird
parents. Without the need to
migrate long distances, oyster-catchers
spend up to a year
feeding and teaching their
chicks how to find and open
clams and mussels.
This is one of the few shorebirds
that have actually expanded
its range northward along the
Atlantic Coast. Their success may
have to do with the fact that they
are such specialized feeders and
attentive parents. It may also help
that they are strictly coastal birds
that migrate only short distances
if at all.
Migration
Most populations of the American
oystercatcher are considered to be
a resident, non-migratory. They
will flock up in the fall and winter
but only those birds from the Mid-dle
and Northern Atlantic regions
migrate south in the winter.
Threats
These shorebirds are shy and
intolerant of people. Since coastal
property is always in demand
for recreation and development,
people are perhaps the greatest
threat to breeding oystercatchers.
The American oystercatcher
builds nests in open, sandy areas
that are very vulnerable to preda-tors
like red fox, cats, dogs, or
predatory birds. Pollution is also a
great threat to oystercatchers. It
can contaminate both their food
supply and their nesting habitat.
Sources:
1. Shorebird Sister Schools Program Edu-cators
Guide “Explore the World with
Shorebirds!”. CD-ROM. U.S. Fish and
Wildlife Service, 2003.
2. Gulf Coast Shorebirds. Excel File. West-ern
Hemisphere Shorebird Reserved
Network. June 2010. <http://www.
whsrn.org/whsrnews/press-room>
3. “Scientists Work to Protect Shore-birds
from Gulf Coast Oil Spill.”
Western Hemisphere Shorebird
Reserved Network. October 14, 2010.
PRWeb. <http://www.prweb.com/
releases/manomet/gulfshorebirds/
prweb4052144.htm>
American Oystercatcher
(Haematopus palliates)
1
Brown Pelican
(Pelecanus occidentalis)
Range and Description
The brown pelican is common
along the southern portions of the
Pacific and Atlantic Coasts, and
throughout the Gulf Coast.
Measuring up to 54 inches long,
weighing 8 to 10 pounds, and
having a wingspan between 6-1/2
feet and 7-1/2 feet, brown peli-cans
are the smallest members of
the seven pelican species found
worldwide. They can be identified
by their chestnut-and-white necks;
white heads with pale yellow
crowns; brown- streaked back,
rump, and tail; blackish- brown
belly; grayish bill and pouch; and
black legs and feet.
Behavior and Diet
Pelicans are long-lived birds. One
pelican captured in Florida had
been banded 31 years earlier!
Brown pelicans are strong
swimmers; young ones barely
able to fly have been timed swim-ming
at 3 m.p.h. Rather clumsy
walking on land, pelicans fly with
their necks folded and their heads
resting on their backs, using slow,
powerful wing beats. Pelicans
are primarily fish-eaters, requir-ing
up to 4 pounds of fish a day.
Their diet consists mainly of small
schooling fish such as menhaden,
herring, sheepshead, pigfish,
mullet, grass minnows, topmin-nows,
and silversides.
Brown pelicans have extremely
keen eyesight. As they fly over the
ocean, sometimes at heights of 60
to 70 feet, they can spot a school
of small fish or even a single fish.
Diving steeply into the water, they
may submerge completely or only
partly—depending on the height
of the dive—and come up with a
mouthful of fish. Air sacs beneath
their skin cushion the impact and
help pelicans surface.
The pouch suspended from the
lower half of the pelican’s long,
straight bill can hold up to 3 times
more than the stomach. In addi-tion
to being used as a dip net, the
pouch holds the pelican’s catch
of fish until the accompanying
water—as much as 3 gallons— is
squeezed out. During this time,
laughing gulls may hover above
the pelican, or even sit on its bill,
ready to steal a fish or two. Once
the water is out, the pelican swal-lows
the fish and carries them
in its esophagus. The pouch also
serves as a cooling mechanism
in hot weather and as a feeding
trough for young pelicans.
Nesting
Pelicans are highly social and gre-garious.
Adult males and females
and juveniles congregate in large
flocks for much of the year.
Brown pelicans typically begin
to breed between the ages of 3
and 5 years, generally, nesting on
protected islands. The birds nest
in large colonies on the ground,
in bushes, or in the tops of trees.
On the ground, a nest may be a
shallow depression lined with a
few feathers and a rim of soil built
up 4 to 10 inches above ground,
or it may be a large mound of soil
and debris with a cavity in the top.
A tree-top nest usually consists of
reeds, grass, and straw heaped on
a mound of sticks interwoven with
the supporting tree branches.
The male delivers material to the
female, who builds the nest. She
typically lays 2 to 3 chalky white
eggs that hatch in about a month.
In most of the nesting range of the
pelican in the United States—from
South Carolina to Florida in the
East, in Southern California in the
West, and in Alabama, Louisiana,
and Texas on the Gulf—peak egg-laying
usually occurs in March
through May.
Parents share in incubating
the eggs and raising the young.
Like many birds, newly hatched
pelicans are altricial, born blind
and featherless, completely
dependent upon their parents.
They soon develop down that is
soft and silky, followed by typical
feathers. Average age at first flight
is 75 days.
2
3
Migration
Some brown pelicans may migrate
north along the Pacific and
Atlantic Coasts in the spring.
Threats
The brown pelican was nearly
wiped out by the insecticide
DDT. By the 1970s only a small
population remained. Thanks
to banning DDT the population
rebounded and the brown
pelican was removed from the
Endangered Species list in 2009.
Brown pelicans are still vulnerable
to habitat loss, oil spills and
pollutants that can contaminate
their food supply. Their colonies
are also sensitive to disturbance
by human activities.
Source:
U.S. Fish and Wildlife. Brown Pelican
factsheet. November 2009.
<http://www.fws.gov/contaminants/
pdf/brown_pelicanfactsheet09.pdf>.
4
Range and Description
Named for its loud laughing type
of call, this gull is abundant along
the Gulf Coast. In fact, scientists
estimate that 25% of the total
laughing gull population lives
along the northern Gulf Coast
(Mississippi Delta of Louisiana
to the Florida Panhandle), the
primary area impacted by the
Deepwater Horizon oil spill. They
range along both the Atlantic and
Gulf Coasts.
This bird species is well adapted
to the presence of humans and
their activities. You have probably
seen them around picnic grounds,
parking lots, following fishing
boats, and at garbage dumps.
Laughing gulls take advantage of
dredge spoil islands for breeding.
Dredging is the process of
excavating sand from shallow sea
beds to open up lanes for ships,
to create or repair islands or to
replenish coastal beaches.
They are 15 to 18 long and
weigh 7 to 13 ounces. They are
a medium-sized gull with a black
head in the breeding season. In
the non-breeding season, their
head feathers molt to white
and grey.
Behavior and Diet
Laughing gulls are at home on the
ground, in the water, or in the air.
They are strong, graceful fliers and
can hover in the air when feeding
on insect swarms. They are strong
swimmers and can rise rapidly
into the air. They frequently bathe
and preen. They may sleep within
the nesting colony in the breeding
season, and in rafts on the water
outside of the breeding season.
Laughing gulls forage for a variety
of foods including earthworms,
flying insects, beetles, snails,
crabs, crab eggs, fish, squid,
garbage, and even berries. They
will normally feed at the edge
of the water, but will go inland
during storms or high tides to
find insects and worms in plowed
fields. If on land, they will simply
pick up food on the surface. If
swimming, they will forage for
food floating in the water or just
below the surface. They can also
eat insects while in flight and dive
into the water for fish. Savvy gulls
may hover over pelicans or even
perch on their bill, while the water
drains from the bird’s mouth
hoping to grab a fish. They may
even chase terns hoping to steal
their food!
Nesting
Laughing gulls begin the breeding
season in April and will lay 2 to 4
eggs. In the Gulf, they nest in large
colonies on dry islands. Both the
male and female will build the
nest using grass and other plant
material. The chicks are semi-precocial
at hatching, which
means their eyes are open, they
are born covered with down
and are capable of leaving the
nest soon after hatching. They
remain close to their parents who
continue to protect and feed them.
Migration
Depending on their location on
the Gulf Coast, laughing gulls may
migrate a short distance or remain
year-round at one site.
Threats
Disturbance to their nesting
colonies can threaten breeding
success. Pollution of their food
supply and their habitat is also a
great threat. They are extremely
vulnerable to oil on the water’s
surface and washing on shore.
Sources:
1. Cornell Lab of Ornithology & American
Ornithologist Union. “Laughing Gull”.
The Birds of North America Online.
2010. <http://bna.birds.cornell.
edu/bna/species/225/articles/
introduction>.
2. Cornell Lab of Ornithology. “Laughiing
Gull.” All About Birds. 2009. <http://
www.allaboutbirds.org/guide/
Laughing_Gull/lifehistory>
3. U.S. Fish and Wildlife Service. Beach-nesting
Birds of the Gulf factsheet, May
2010. <http://www.fws.gov/home/
dhoilspill/pdfs/DHBirdsOfTheGulf.
pdf>.
4. Thompson III, Bill. The Young Birder’s
Guide to Birds of Eastern North
Americas. New York: Houghton Mifflin,
2008.
Laughing Gull
(Larus atricilla)
5
Range and Description
The piping plover is listed as by
the U.S Fish and Wildlife Service as
a threatened species. During the
breeding season piping plovers
are found in scattered locations
along the Atlantic Coast, and in
the Northern Great Plains of the
United States and Canada. In the
winter, they can be found along
the Atlantic and Gulf Coasts from
North Carolina to Texas. Piping
plovers wintering along the Gulf
Coast typically breed in the North-ern
Great Plains.
The piping plover is a small
shorebird that grows to 7 inches
in length. It has a sandy-colored
back and white underparts, with
a single black neck band, a short
stout orange bill and orange legs.
The chicks are extremely tiny and
could be described as looking like
cottonballs on legs.
Behavior and Diet
Piping plovers feed along beaches
and intertidal mud and sand flats.
Primary prey for piping plovers
includes worms, various crusta-ceans,
insects, and occasionally
bivalve mollusks. The plover’s
richest food sources are located in
the intertidal zone, the wrack line,
and in the sparse vegetation in the
lower dunes. The intertidal zone
is the sand area exposed during
low tide and underwater during
high tide. The wrack line is the
beach area where organic material
accumulates, including seaweed,
seashells, driftwood and other
natural materials.
Small sand dunes, debris, and
sparse vegetation within adjacent
beaches provide shelter from the
wind and extreme temperatures.
Nesting
Piping plovers make shallow
scrapes in the sand that they line
with small pebbles or rocks. The
female lays 3 to 4 eggs and both
parents share in incubation du-ties.
The eggs hatch after about
28 days, and the young leave the
nest within hours. The chicks can
forage for themselves immediately,
but remain near their parents for
several weeks for protection and
brooding or shading for tempera-ture
control . Depending on food
availability, it takes the young
from around 18 to 28 days to be-gin
flying. The tiny down- covered
chicks are quickly able to follow
their parents, learning where to
find tiny worms, beetles, beach
lice, sand fleas and other inverte-brates.
Migration
The sandy beaches of the Gulf
Coast are important wintering
habitats for the piping plover. The
birds arrive on the Gulf Coast in
August on migration from their
Northern Great Plains breeding
grounds.
Threats
Piping plovers often nest on
beaches where people like to live
and enjoy the shoreline. Their
nests and young are often acci-dently
crushed by people walking
or driving in vehicles. The pres-ence
of people also may cause the
birds to desert their nest, exposing
eggs or chicks to the hot sun and
predators. Interruption of feeding
may stress juvenile birds during
critical periods in their life cycle.
Free running dogs may harass or
kill the birds. Many of the coastal
beaches traditionally used by
piping plovers for nesting, feed-ing,
and roosting have been lost
to commercial, residential, and
recreational development. Also,
development near beaches pro-vides
food that attracts increased
numbers of predators such as rac-coons,
skunks, and foxes. The
population of breeding adults is
often determined by the availabil-ity
of quality winter foraging and
roosting habitat.
Along the Gulf in particular, piping
plovers are at high risk from oil
contaminating their food supply
and oil cleanup workers disturb-ing
their foraging and roosting
areas.
Source:
U.S. Fish & Wildlife. All About Piping
Plover. Website. <http://www.fws.gov/
plover/facts.html.>
Piping Plover
(Charadrius melodus)
Range and Description
The redhead duck is widespread
throughout the United States. It
breeds in the northern latitudes
of the United States into Canada.
It winters on the Atlantic and
Gulf Coasts. A high concentration
of redheads winter at Breton
National Wildlife Refuge off the
Gulf Coast of Louisiana.
This duck is aptly named for its
vivid red head. It is a medium-sized
duck with a distinct rounded
head. However, only the male has
the bright red head, blue bill with
black tip, black chest and rear end,
and gray back. The female is a
drab brownish color.
Behavior and Diet
The redhead prefers ponds,
lakes, coastal bays and inlets.
It is a diving duck and may dive
to considerable depths. They
can also travel great distances
underwater. Aquatic plants are
the food of choice including
pondweed seeds, tubers, algae,
wild celery, duckweeds, coontail,
and water lily seeds. It tends to
be a crepuscular feeder, active at
dawn and dusk. It may float in
rafts with other ducks during the
day and night in deep water.
On the wintering grounds, red-heads
will gather with other ducks
in large rafts in the thousands.
Nesting
Females make basket-like nests
of reeds, cattails, and rushes
lined with downy feathers. Some
redhead hens parasitize the nests
of other redheads or other duck
species, laying eggs in their nest
for the other hen to incubate
and care for their young. This is
generally not a successful nesting
strategy, as in most cases the
hosting duck will abandon the
nest. Redheads do not nest on the
Gulf Coast, only wintering there.
Migration
Redhead ducks migrate from their
Northern Great Plains breeding
grounds to the Gulf Coast in
early fall.
Threats
On the breeding grounds, the
greatest threat is the loss of
nesting habitat due to agricultural
development. On the wintering
grounds, the primary threat is
pollution contaminating their food
supply and the wetland and open
water habitat they prefer.
Sources:
1. “Redhead.” Bird Web. Seattle Audbon
Society. 2005. <http://www.birdweb.
org/birdweb/bird_details.aspx?id=76>.
2. “Redhead”. Wetlands for Tomorrow,
Ducks Unlimited Canada. 2009.
<http://wetlandsfortomorrow.ducks.
ca/lwredhead>
3. Elphick, Chris, John B. Dunning, Jr.,
David Allen Sibley. National Audubon
Society, The Sibley Guide to Bird
Behavior. New York. Random House.
2001.
Redhead
(Aythay americana)
6
Southeast Louisiana National
Wildlife Refuge Complex
The Southeast Louisiana National Wildlife Refuge Complex consists of eight federal wildlife refuges:
Atchafalaya, Bayou Sauvage, Bayou Teche, Big Branch Marsh, Bogue Chitto, Breton, Delta, and Mandalay. Each
of these national wildlife refuges was created to protect, and provide habitat for a great diversity of wildlife,
fish and plants. These refuges are part of the National Wildlife Refuge System, which is a national network
of 560 refuges throughout all 50 states and U.S. territories, which are managed by the U.S. Fish and Wildlife
Service, in the Department of the Interior.
Atchafalaya NWR 	 Established: 1984 	 Acres: 15,000
This refuge is part of the largest bottomland hardwood swamp in the United States, the Atchafalaya Basin.
The Basin is an immense natural floodplain of the Atchafalaya River. This wetland ecosystem is important for
a multitude of species including migratory birds.
Management Goals:
To improve plant communities for endangered, threatened and declining wildlife as well as for waterfowl
and other migratory birds. Wildlife is also managed through public hunts and in cooperation with
partners.
Bayou Sauvage NWR 	 Established: 1990 	 Acres: 22,000
The refuge consists of freshwater and brackish marsh within the city limits of New Orleans. It is the nation’s
largest urban refuge. An enormous wading bird rookery can be found in the refuge from May through July,
while tens of thousands of waterfowl wintering in its bountiful marshes.
Management Goals:
To enhance the populations of migratory, shore, and wading birds; protect endangered and threatened
species; protect archeological resources; provide for scientific research and environmental education
with an emphasis on wetlands; and, to provide opportunities for fish and wildlife recreation.
Bayou Teche NWR 	 Established: 2001 	 Acres: 9,000
The refuge is rich in bottomland hardwoods and cypress-gum forests. The surrounding area includes oil and
gas wells and canals.
Management Goals:
The refuge is managed to provide habitat and refuge for the threatened Louisiana black bear and to
promote research and restoration of the bear; provide the highest quality habitat possible for migratory
birds; provide environmental education and interpretation; and, allow for compatible public use
activities.
Big Branch Marsh NWR 	 Established: 1994 	 Acres: 18,000
The refuge habitat is consists of pine flatwoods, oak ridges, and fresh, brackish, and saltwater marsh.
The diverse habitat of this refuge is a wonderful example of the natural coastline of Lake Pontchartrain,
surrounded by rapidly developing human communities.
Management Goals:
The refuge is managed for the preservation, enhancement, and restoration of the valuable wetland and
pine flatwood ecosystems.
1
Bogue Chitto NWR 	 Established: 1980 	 Acres: 36,000
This refuge is part of the Pearl River Basin, one of the least disturbed swamplands in the U.S.. This refuge
extends between Louisiana and Mississippi. Bogue Chitto means “Large Stream” in Choctaw, the Native
Americans who are the original inhabitants of the Pearl Basin.
Management Goals:
To preserve and enhance wildlife habitat, manage for endangered species, and provide environmental
education and compatible recreation opportunities.
Breton NWR 		 Established: 1904 	 Acres: 13,000
This is the second oldest refuge in the U.S. President Theodore Roosevelt heard about the destruction of
birds and their eggs on Chandeleur and Breton Islands in 1904 and soon afterwards created Breton NWR.
Roosevelt visited Breton Island in June 1915, the only national wildlife refuge he ever visited.
Management Goals:
To provide sanctuary for nesting and wintering seabirds; protect and preserve the wilderness character
of the islands; and, provide sandy beach habitat for a variety of wildlife species.
Delta NWR 		 Established: 1935 	 Acres: 49,000
Its 49,000 acres were formed by the deposition of sediment carried by the Mississippi River. This area
combines the warmth of the Gulf and the natural wealth of the river. Its lush vegetation is the food source
for a multitude of fish, waterfowl and animals. Delta is the winter home for hundreds of thousands of snow
geese, coots and ducks.
Management Goals:
Waterfowl habitat management, marsh restoration and management, and oversight of oil and gas
development and production.
Mandalay NWR 		 Established: 1996 	 Acres: 4,400
The refuge has a beautiful freshwater marsh with ponds, man-made levees, and canals. Oil and gas wells, and
the Gulf-Intercoastal Waterway are other important man-made features in the area.
Management Goals:
The management goals are to provide the highest quality migratory bird habitat, provide for the needs
of endangered plants and animals, allow compatible public uses, promote research and restoration of
wetland resources and provide opportunities for environmental education and interpretation.
To learn more about the Southeast Louisiana National Wildlife Refuge Complex and the eight refuges in the complex visit:
http://www.fws.gov/southeastlouisiana/index.html
2
1
2
Birds,
Habitat,
People:
Recovering
from
the
Deepwater
Horizon
Gulf
Oil
Spill
Activity
Birds
and
Oil
Student
Worksheet
#1
Part
1:
Bird
survival
depends
on
healthy
food,
and
safe
nesting
and
roosting
areas.
In
your
study
groups,
read
about
a
bird
species
listed
below
and
answer
the
questions
in
the
chart.
Part
2:
Read
the
career
profiles
to
learn
about
the
people
assisting
in
wildlife
and
habitat
recovery.
Record
information
below
and
discuss
some
of
the
things
you
learned
about
the
different
careers
available
in
the
U.S.
Fish
and
Wildlife
Service.
Bird
Species
What
does
it
eat?
How
does
it
feed?
What
habitat
does
it
use?
(feeding,
nesting,
roosting)
When
is
it
present
in
the
Gulf?
(year
round,
breeding,
or
non-­‐breeding
time)
How
does
the
Gulf
oil
spill
threaten
this
species?
Part
2:
Record
for
each
Career
Profile—
• Job
Title
• Oil
spill
duties
• How
does
their
work
protect
habitat
&
wildlife
Brown
Pelican
Laughing
Gull
American
Oystercatcher
Piping
Plover
Redhead
Duck
1
Oil
Spill
Work -
Tasks
Careers
Threats to Wildlife
& Habitat
Actions Aiding
Wildlife & Habitat
Recovery from the
Gulf Oil Spill
Careers
Conserving
Wildlife & Habitat
1
Worksheet Activity 1
Brown Pelican
Forage:
Dives/Fish
Habitat: Open
Water, Trees-
Nesting
Presence:
Year-round
THREATS
- Covers feathers
when swimming
- Ingest oil when
foraging
Oil
Spill
Habitat Habitat
Habitat
American
Oystercatcher
Redhead
Duck
Laughing
Gull
Piping
Plover
Work - Tasks
•••••
Career
Career
Career
Career
Career
Worksheet Activity 1
2
Agency Overview
Conserving the Nature
of America
U.S. Fish & Wildlife Service
The mission of
the U.S. Fish
and Wildlife
Service is
working with
others to
conserve, protect
and enhance
fish, wildlife,
plants and their
habitats for
the continuing
benefit of the
American
people.
The U.S. Fish and Wildlife Service
is the premier government agency
dedicated to the conservation,
protection, and enhancement of
fish, wildlife and plants, and their
habitats. It is the only agency in the
federal government whose primary
responsibility is management of
these important natural resources
for the American public. The
Service also helps ensure a healthy
environment for people through
its work benefiting wildlife, and
by providing opportunities for
Americans to enjoy the outdoors and
our shared natural heritage.
The Service is responsible for
implementing and enforcing some
of our Nation’s most important
environmental laws, such as the
Endangered Species Act, Migratory
Bird Treaty Act, Marine Mammal
Protection Act, North American
Wetlands Conservation Act, and
Lacey Act. The Service fulfills these
and other statutory responsibilities
through a diverse array of programs,
activities, and offices that function
to:
• Protect and recover threatened
and endangered species
• Monitor and manage migratory
birds
• Restore nationally significant
fisheries
• Enforce federal wildlife laws and
regulate international wildlife
trade
• Conserve and restore wildlife
habitat such as wetlands
• Help foreign governments
conserve wildlife through
international conservation
efforts
• Distribute hundreds of millions
of dollars to States, territories
and tribes for fish and wildlife
conservation projects
The Service also manages the 96
million acre National Wildlife Refuge
System, the world’s preeminent
system of public lands devoted to
protection and conservation of fish
and wildlife and their habitats. The
548 units of the Refuge System
receive over 40 million visitors each
year who participate in hunting,
fishing, wildlife observation and
photography, environmental
education and interpretation, and
other outdoor recreation activities.
Within the Fisheries program, the
Service operates 70 National Fish
Hatcheries, which in conjunction
with Fish Health Centers and Fish
Technology Centers restore native
aquatic populations, mitigate for
fisheries lost as a result of federal
water projects, and support
recreational fisheries throughout the
United States.
The Service Today
The Service’s origins date back to
1871 when Congress established the
U.S. Fish Commission to study the
decrease of the nation’s food fishes
and recommend ways to reverse
the decline. Today, the Service
utilizes 8,704 Full Time Equivalent
Employees (FTEs), dedicated
professionals located at facilities
across the country, including a
headquarters office in Arlington, VA,
eight regional offices, and nearly 700
field offices.
The Service utilizes a diverse and
largely decentralized organization
to meet its conservation and
management responsibilities. The
headquarters office has primary
responsibility for policy formulation
and budget allocation within major
program areas, while the Regional
USFWS
1
offices have primary responsibility
for implementation of these policies
and management of field staff. This
organizational structure allows the
Service to address wildlife issues
effectively at the regional, State and
local level, as well as work effectively
with a variety of partners, including
other federal agencies, States, tribes,
nongovernmental organizations and
the public.
All of the Service’s work is guided
by a set of Conservation Principles.
These include:
• Stewardship – Our ethic is to
conserve natural resources for
future generations.
• People – Our employees are our
most valued asset.
• Science – Our work is grounded
in thorough, objective science.
• Partnerships – We emphasize
creative, innovative
partnerships.
• Professionalism – We hold
ourselves to the highest ethical
standards, strive for excellence
and respect others.
• Legacy – We ensure the future
of natural resource conservation
by connecting people with
nature.
• Service – It is our privilege to
serve the American people.
The Service’s fiscal year 2009
budget request was $2.2 billion,
which included over $800 million
in permanent appropriations that
is apportioned to the states and
territories. Global climate change,
shortages of clean water suitable
for wildlife, and the alienation of
children and adults from the natural
world are critical challenges faced
by the Service. In order to address
these challenges, the Service has
identified six priorities:
• National Wildlife Refuge
System – Conserving Our Lands
and Resources
• Landscape Conservation –
Working with Others
• Migratory Birds –
Conservation and Management
• Threatened and Endangered
Species – Achieving Recovery
and Preventing Extinction
• Connecting People with
Nature – Ensuring the Future of
Conservation
• Aquatic Species – National Fish
Habitat Initiative and Trust
Species
Looking Forward
The Service is working to develop a
unifying landscape-based scientific
framework called “Strategic Habitat
Conservation” that will apply
conservation planning and design,
conservation delivery, research and
monitoring to large areas with many
interconnected habitats and species.
The purpose of the Strategic
Habitat Conservation framework
is to respond to the impact on fish,
wildlife, and plants from climate
change and other growing threats,
such as habitat fragmentation,
urbanization, invasive species,
disease, parasites, and water
management.
Strategic Habitat Conservation
is the Service’s framework for
landscape conservation. It is a
structured, science-driven approach
for making decisions about where
and how to expend Service resources
for species, or groups of species to
achieve explicit biological objectives.
Ultimately, Strategic Habitat
Conservation will allow the Service
to work more effectively across
landscapes with partners such as the
U.S. Geological Survey, state and
tribal wildlife agencies, conservation
organizations, landowners and other
concerned groups and individuals
to in ways that recognize that the
future environment may differ
markedly from the past.
An Introduction to the Organization
The following pages provide a brief
overview of the major programs,
resources, and organizational
structure of the Service, as well as
details on budgets, legal mandates,
emerging issues and recent
successes.
http://www.fws.gov
November 2008
USFWS
USFWS
USFWS
USFWS
2
Careers
Conserving the Nature of America
U.S. Fish & Wildlife Service
Mission Critical Positions
Archaeologist
Botanist
Cartographer
Chemist
Civil Engineer
Contract Specialist
Ecologist
Education and Training Specialist
Environmental Engineer
Fish & Wildlife Biologist
Fishery Biologist
Forester
General Engineer
Geographer
Horticulturist
Hydrologist
Administrative/Support Positions
Accountant
Administrative Office
Budget Analyst
Computer Specialist
Environmental Protection Specialist
EEO Specialist
Facilities Manager
Management and Program Analyst
Human Resource Specialist
Public Affairs Specialist
Safety & Occupational Health Specialist
Statistician
Support Services Specialist
Visual Information Specialist
Writer/Editor
Land Surveyor
Landscape Architect
Meteorologist
Microbiologist
Outdoor Recreation
Planner
Park Ranger
Realty Specialist
Refuge Law Enforcement Officer
Refuge Manager
Refuge Operations Specialist
Wildlife Biologist
Wildlife Inspector
Criminal Investigator (Special Agent)
Tagging loggerhead turtles
John and Karen Hollingsworth
Checking gill nets
Pedro Ramirez/USFWS
Reintroduction of threatened and endangered
species
William Campbell/USFWS
Refuge law
enforcment
John and Karen Hollingsworth
1
U.S. Fish & Wildlife Service
http://www.fws.gov
2010
Technical Positions
Accounting Technician
Biological Technician
Budget Technician
Cartographic Technician
Civil Engineering Technician
Forestry Technician
Hydrologic Technician
Legal Instruments Examiner
Management Assistant
Human Resources Assistant
Procurement Technician
Evidence Custodian
Clerical Positions
Office Automation Clerk
Secretary
Wage Grade Positions
Animal Caretaker
Auto mechanic
Carpenter
Electrician
Electronics Mechanic
Engineering Equipment Operator
Heavy Mobile Equipment Operator
Laborer
Maintenance Mechanic
Motor Vehicle Operator
Small Craft Operator
Tractor Operator
Controlled fire for habitat management
USFWS
Migratory Bird Survey Pilot
Steve Hillebrand/USFWS
An equal opportunity employer
John and Karen Hollingsworth
Habitat restoration, laying irragation
pipe
Steve Hillebrand/USFWS
Confiscated illegal wildlife trade
Carl Zitzman
2
Career Profile
Include a PHOTO if possible!
Name:
Job Title:
Job Description:
Your role in the oil spill recovery:
Career Path: What kinds of education and experience led you to your current career? Please include any
key experiences in your youth and/or early adulthood that led to you to working for a natural resource agency.
Can you make one recommendation to a young person interested in a job like yours?
Why do you like working for the U.S Fish and Wildlife Service?
1
Career Profile
Name: Annette Taylor
Job Title: Administrative Officer
Job Description:
I manage the budget for all eight refuges. I make purchases for the refuges and work on personnel activities
too. I work hard to balance the budget.
This job requires that I be extremely organized and focused on details. It also helps to enjoy working with lots
of different people.
Your role in the oil spill recovery:
I have managed the budget for the Gulf oil spill. I am buying all the equipment and supplies needed by staff
working on the spill. I am tracking over-time and making sure everyone gets paid for their spill work.
Career Path:
I began my career with an associates degree in computers. I started as a clerk for the U.S. Fish and Wildlife
Service. From there, I moved up to a typist, then to a secretary, and then to an administrative assistant.
To become the Administrative Officer, I had to return to school and earn 24 credits in accounting and
management.
Can you make one recommendation to a young person interested in a job like yours?
Earn an associates or bachelor’s degree in accounting and/or management.
Why do you like working for the U.S. Fish and Wildlife Service?
I enjoy the variety of this job; everyday is different. I work with law enforcement, biologists, educators, fire
staff, refuge operations staff and more to order their equipment and manage their budgets. I learn so much
about wildlife and habitat and what the staff on the refuge is doing. I find it challenging and fascinating. It is
like putting together pieces of a puzzle.
1
Career Profile
Name: Byron Fortier
Job Title: Supervisory Park Ranger
Job Description:
I have a variety of duties. First, I manage the visitor center. This involves coordinating and recruiting
volunteers to lead tours and greet visitors, overseeing building operations and the gift shop. I coordinate
the exhibit planning and development for the center and plan the canoe trips and oversee the education
programs. I am also the main contact for our Friends Group. Together, we write grants to support refuge
projects and coordinate public events.
Your role in the oil spill recovery:
I wrote the oil spill factsheets for the Breton and Delta National Wildlife Refuges. I was a primary media
contact. I served as the Refuge contact at the Ft. Jackson bird rehabilitation facility.
Career Path:
I had a life changing experience my senior year of college. I decided to take a seasonal job at Yellowstone
National Park in the marina concession shop before finishing my last year of college. I was studying for a
bachelor’s degree in business administration. That experience opened my eyes that I really wanted to work
in natural resources. I finished my degree but decided to pursue a Master’s degree in parks and recreation
management.
I continued with the National Park Service in seasonal jobs because it is very difficult to get a permanent job.
Finally, I decided that I needed a full-time job and returned to my home state of Louisiana where I worked for
an outdoor store in New Orleans for one year. At last, I got a break and was hired in a permanent position at
a National Park Historic Site in New Orleans. I stayed there for 12 years but decided I wanted to move up the
career ladder and started looking for other opportunities. That’s when I started working for the U.S. Fish and
Wildlife Service in visitor services and worked my way up to my current position.
Can you make one recommendation to a young person interested in a job like yours?
• A college degree is essential. It can be in a wide variety of fields.
• Perseverance. Hang in there and keep applying. Apply for positions that may not be your dream job.
You can then plan to work your way towards your career goal.
Why do you like working for the U.S Fish and Wildlife Service?
I feel like I am doing something that is extremely important. I’m not just earning a paycheck. I am working
to establish a feeling of ownership for this refuge complex among the public. The value and charm of refuges
may be less obvious to the public, than a national park, so education and communication at these refuge sites
is even more important.
2
Career Profile
Name: Bruce Mitchell
Job Title: Engineering Equipment Operator
Job Description:
I operate and maintain all heavy equipment. With this equipment, I maintain the roads, levees, and parking
lots on the refuge.
Your role in the oil spill recovery:
I maintained the equipment that was being used for the oil spill.
Career Path:
After high school, I worked for a road construction company. I started flagging traffic and maintaining
equipment. Slowly I worked my way up to an equipment operator position. It took me over 10 years to work
my way up.
One of the companies I worked for had contracts on the refuge. I got to know the folks on the refuge doing the
contract work. We struck a good relationship and when a position came open they let me know about it. I got
the job and have been with the USFWS for 7 years.
Can you make one recommendation to a young person interested in job like yours?
I recommend taking college courses to jump-start your career. They now offer courses in construction
management and heavy equipment operation that were not available when I started in this career.
Why do you like working for the U.S Fish and Wildlife Service?
I like the variety of work. Everything is different day to day. Also, I like the independence of the work and
being able to work with little supervision.
3
Career Profile
Name: Danny Breaux
Job Title: Refuge Manager
Job Description:
I am the refuge manager for the Big Branch Marsh, Bogue Chitto, and Atchafalaya Refuges. My job is to su-pervisor
the refuge staff of biologists, educators, equipment operators, and foresters. I oversee the biology,
education, and forestry programs, guiding the development of the refuge, and improving and maintaining
the facilities.
Your role in the oil spill recovery:
• I filled in for my staff working on the oil spill. For example, I was doing endangered red-cockaded
woodpecker surveys and guiding contractors working on brush removal.
• Flew on helicopter details searching for oiled wildlife and identifying the location, type, and quantity
of oil close to coast and important wildlife areas.
• Guided BP’s placement of the oil booms to protect wildlife such as the beach-nesting Wilson’s plover.
• Worked at Incident Command to improve communications between USFWS and other oil recovery
partners.
• Searched for oil on the refuges I’m responsible for and monitored the clean-up.
• Monitored nesting colonies while BP was cleaning-up.
Career Path:
In high school, I wanted to be a veterinarian. So, I began in college in veterinary medicine with idea to work
on wildlife, not just cats and dogs. But, after volunteering to help a zoo vet, I learned that was not what I
wanted to do. So I switched my major to wildlife biology.
After school, I decided I wanted to work for a federal agency because I believed in the broader mission of
public lands. U.S. Fish and Wildlife Service was the first one to call for an interview for a forestry position. I
worked as a forester on the Atchafalaya National Wildlife Refuge. That work also included overall manage-ment
duties too. This was good experience and allowed me to successfully obtain my current position.
Can you make one recommendation to a young person interested in a job like yours?
Volunteer. It is important to become known to refuge staff for good work.
Internships. Apply for internships in high school and college.
Why do you like working for the U.S Fish and Wildlife Service?
I believe in the mission to work with others to conserve, protect, and enhance fish, wildlife, and plants and
their habitats for the continuing benefit of the American people.
The job is satisfying. I like the variety of job duties, the people I work with, and the mission I am working for.
4
Career Profile
Name: Dave Demeyere
Job Title: Fire Management Officer
Job Description:
My staff and I are prepared and ready to respond and/or assist others with wildfires. We also have to keep
our equipment in working order and ready-to-go. I write and implement prescribe fire plans to reduce fire
hazards and manage wildlife habitat. I train staff.
Your role in the oil spill recovery:
I flew in helicopters over the spill area doing aerial surveys for injured wildlife.
Career Path:
I have a bachelor’s degree in park recreation and resource management. I began working for the USDA For-est
Service as a Park Ranger with some fire duties. Then I worked as a Forestry Technician for the U.S. Fish
and Wildlife Service. I had opportunities to work on fires and decided that I wanted to pursue fire-specific
positions. So, I took a job with the Bureau of Land Management as a Fire Operations Specialist. From there I
worked my way to become a Fire Management Officer with the USFWS. All my fire training was on the job.
Can you make one recommendation to a young person interested in a job like yours?
• Go to college!
• Study a natural resource field.
• Try lots of different things to figure out what you like doing in natural resources.
• Volunteer and look for internships.
Why do you like working for the U.S Fish and Wildlife Service?
I like the mission of the Service. I like the small size of the Service and working with the people in the Service.
Of all the federal natural resource agencies I have worked for, I enjoy working for the Service the most.
5
Career Profile
Name: Ken Litzenberger
Job Title: Project Leader of the Southeast Louisiana National Wildlife Refuge Complex
Job Description:
I manage all eight refuges in the complex. As the leader of this complex, it is my job to make sure all of the ref-uges
are functioning and meeting their goals. These goals may include providing opportunities for fishing and
hunting, providing quality environmental education programs, maintaining roads, building, and equipment,
managing habitat, planning and executing prescribed fires. I also need to make sure we have qualified people
and the people have the tools they need to get these jobs done.
Your role in the oil spill recovery:
My staff and I have worked very closely with BP to make sure the booms to control the oil were in place where
we need them to protect our refuges. We also are instructing BP on where and how to clean up, being extra
conscientious of the special needs to protect the habitat and wildlife on the refuges. We’ve also been commu-nicating
with the news media and giving tours.
Career Path:
After school I joined the military. After serving, I returned to school and earned a bachelor’s and master’s de-grees
in wildlife management. After school, I began working for the U.S. Fish and Wildlife Service as a refuge
manager trainee and worked my way up to become a refuge complex project leader.
Can you make one recommendation to a young person interested in a job like yours?
• Volunteer, look for internships, and get experience anyway you can.
• Apply for a variety of jobs, even if they are not exactly what you want or you feel you are overqualified
for. This will give you experience and get you into the agency. Once you are working for the U.S. Fish
and Wildlife Service, you can more easily apply for other jobs.
Why do you like working for the U.S Fish and Wildlife Service?
Even after 30 years, I still find my job for the U.S. Fish and Wildlife Service satisfying and rewarding. I like
making a difference for natural resources that will be here forever for the public to enjoy.
6
Career Profile
Name: Laura Thomas
Job Title: Administrative Assistant
Job Description:
I perform a wide variety of jobs. Because I sit at the front desk, I am the first point of contact for visitors who
call or come to the office. I answer their questions about the refuge and tell them about recreation activities.
I inventory and manage refuge property. I oversee payroll making sure it is submitted on time and I help staff
with their time sheets. I arrange travel for staff and submit their paperwork for reimbursement. I also serve
as the computer technician for the refuge complex, assisting with program and software problems.
Your role in the oil spill recovery:
I answered and directed phone calls from the media and the public. I handled the extra travel, purchases, and
payroll paperwork.
Career Path:
In high school, I worked as a file clerk for a credit bureau. After high school, I moved up to the legal claims de-partment.
Later, I worked for a medical office billings and collection. Then, I started working for the Depart-ment
of Defense when my husband, who was in the military, was transferred overseas. I started as a library
technician and moved up to be the administrative assistant for the commander of flight operations at the base.
I began working for the U.S. Fish and Wildlife Service after my husband retired. I applied for the job here at
the refuge.
I did not finish my degree but took a number of classes in business, computers, and psychology that have
helped me in my job.
Can you make one recommendation to a young person interested in a job like yours?
• Learn to manage your time well. Take classes to learn to organize and manage your time better.
• You must be willing to work with refuge staff who have diverse needs.
• I recommend classes in business, computers (especially software & programming), and psychology.
Why do you like working for the U.S Fish and Wildlife Service?
I would recommend working for the U.S. Fish and Wildlife Service. I enjoy working with professional people
who love their jobs. It creates a great working environment. I like the variety in my work and helping oth-ers.
I also really enjoy getting to work in other areas of the refuge like helping plant trees, working at special
events, and with environmental education programs.
7
Birds,
Habitat,
&
People:
Recovering
from
the
Deepwater
Horizon
Gulf
Oil
Spill
Student
Careers
Worksheet
#2
Read
your
career
profile
and
then
discuss
the
questions
below
with
your
study
group.
1. Below
list
each
job
title
and
describe
the
position
in
one
or
more
sentences.
2. What
job
do
you
find
most
interesting
and
why?
3. What
do
these
jobs
have
in
common?
(for
example
-­‐
look
at
education,
experience,
and
duties.)
4. What
were
the
most
common
recommendations
that
employees
gave
for
pursuing
a
job
like
theirs?
5. Why
do
these
USFWS
employee
like
what
they
do?
1
Deepwater Horizon Gulf Oil Spill Mock Public Meeting
The Shorebird Sister School Program, U.S. Fish and Wildlife Service presents an activity that explores the roles
of natural resource professionals and community members in a mock town meeting convened to address the
recovery of the coastal habitats from the Gulf oil spill.
To learn more about the Shorebird Sister School Program (SSSP) visit http;//www.fws.gov/sssp
Goal
Students will role play a mock public meeting convened to discuss the implications of the oil spill on
an imagined Gulf Coast community and its natural environment. The role play format is a panel of local
government experts answering questions from the public alarmed about the oil spill. Through research
and role play, students gain an understanding of the duties and perspectives of both natural resource
professionals and community members impacted by the spill, and begin to understand the complexities of
decision making in the Gulf Region regarding wildlife and the environment. Students will become aware of
the variety of natural resource professionals deployed to address the crisis.
Grade: 9-12
Time needed: 2 class periods.
Objectives: Students will —
1. Role play a person involved in the Gulf oil spill speaking at a town meeting, either as a member of the
technical panel or as a questioning concerned citizen from the audience.
2. Research their assigned role to determine that person’s perspective on the disaster.
3. If student role plays a technical panel member, research their role and write up a brief of their 3
general job duties and 3 oil spill duties
4. If student plays a community member questioning the panel, research their role and write up a 4
point rationale for their perspective and provide 2 questions for the technical panel.
5. Develop ground rules for the public meeting.
Correlation to National Standards (see attachment)
Vocabulary: public meeting, moderator
Skills: public speaking, research, reading comprehension, analyzing, questioning, role play
Subjects: language arts, social studies, science
Materials:
• Student worksheet
• Role-play character briefs
• Internet access
• Additional factsheets maybe needed for some panel roles and are listed under each.
Methods
Class Period 1
1. Before class, read the background article from National Wildlife Federation: The Big Oil Spill. Begin
the class with an overview of the disaster spill asking questions to stimulate discussion. Here are
some possible discussion questions.
• Why are oil companies drilling in the Gulf of Mexico? What do we get from petroleum?
• What happened to the oil rig?
1
• Why are people worried about the leak?
• What happens to the animals that became covered with oil?
• What happened when the oil reached the coast?
Fill in student knowledge gaps with information from the background article.
2. Ask students to think about all the people living and working in the area that may be affected by the
spill. Generate a list on the board from the student’s responses, making 2 columns, one column for
the person and another column for how they are affected and their concerns.
Person 			 How Affected
Mother Worries about the safety of feeding local seafood to her family, or
			 her children swimming and playing on the coast.
Commercial Fisherman Earns his living from Gulf fisheries, concerned about his livelihood
			 and the future of his industry.
3. Explain that today the class will be participating in a mock public meeting. The meeting is being
called to address Gulf community concerns and answer questions about the restoration of the coastal
habitats, wildlife and fisheries impacted by the oil spill. A public meeting addresses an issue or
concerns of people living in a particular geographic area. The public learns how the issue is being
addressed by government authorities and has an opportunity to both ask questions and to share their
concerns and perspectives within their community. No votes or decisions are usually made at public
meetings; they usually serve as informational forums.
4. As a class, write the ground rules for the public meeting. Here are some sample ground rules you
may use or that can help guide your students in writing their own.
• Establish a meeting moderator.
The moderator will designate when it is time for each person to speak, and enforce the time
limit on speaking and behavior rules
• Maintain equality.
Each person speaking should be given the same amount of time to speak and equal
opportunities to answer questions.
• Present facts.
All information presented should be based on facts.
• Maintain Respect.
Respect for others must be maintained throughout the meeting. Citizen role-players should
not interrupt statements being given, and should remain civil and respectful to those giving
statements.
5. Divide the class into 2 groups: panel members and community members. Decide whether to have
students work individually or in pairs. Pass out 1 panel or community member card per individual/
pair. Each person/pair reads their card and does additional research to further develop their role.
Ask them to record additional research sources on their role card.
6. Give each student a worksheet to fill out. They should use it to guide them in the development of
their role-play character. The remainder of class period can be devoted to conduct research for their
role or it can be completed as homework.
2
Class Period 2
1. Set-up the classroom for the mock public meeting. Put chairs and desks at the front for panel
members and arrange the seats for the audience. Review the ground rules with the class. Begin the
meeting with the moderator and any panel member statements and then take questions from the
audience.
2. Twenty minutes before the end of class, stop the public meeting. Engage the students in a discussion
about what took place and any immediate lessons learned from the process.
Assessment
Collect and review the students’ worksheets. Use these questions to guide your assessment:
• Had they conducted sufficient research to understand their character’s job and perspective?
• Was their explanation of their role and perspectives well reasoned?
• Did they develop appropriate questions for the panel?
• Overall, did they represent their role-play character well in the mock public meeting?
• What did they learn about the Gulf spill and the many individuals in a wide range of natural resource
and public service jobs deployed by government agencies to address the problem?
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Deepwater Horizon Gulf Oil Spill Mock Public Meeting
Panel Roles
Technical Panel Members
You are a panel member representing the U. S. Fish and Wildlife Service at Breton and Delta National Wildlife
Refuges. Use the description on your role card and the information about the refuges and oil spill response to
develop your role-play character on the panel. Answer the questions on the student activity sheet. You may
also use the additional links listed under your role to further develop your job/role character. Record any
additional sources used on your role card.
Breton and Delta National Wildlife Refuges are the 2 refuges within the Southeastern Louisiana NWR Complex
that have been most affected by the Gulf oil spill.
The following information and websites will help you develop your role in the activity:
Breton NWR:
• http://www.fws.gov/breton/index.html
• Breton 2010 Oil Spill Fact Sheet (included with the activity or visit http://www.fws.gov/home/
dhoilspill/pdfs/Breton2010OilSpillFactSheet.pdf)
Delta NWR:
• http://www.fws.gov/delta/index.html
• Delta 2010 Oil Spill Fact Sheet (Included with the activity or visit http://www.fws.gov/home/
dhoilspill/pdfs/Delta.pdf)
Overview of U.S. Fish and Wildlife Service and the Southeastern Louisiana National Wildlife Refuge
Complex. See factsheets included with activity.
General Oil Spill Response Information
Restore the Gulf: http://www.restorethegulf.gov
U.S. Fish and Wildlife Service
General Info
• http://www.fws.gov/home/dhoilspill/
Oil Spill Response
• Factsheet included with activity or visit
http://www.fws.gov/home/dhoilspill/pdfs/OilSpillFactSheet.pdf
NOAA: http://gulfseagrant.tamu.edu/oilspill/pdfs/Shorelines_coastal_habitats_FACT_SHEET.pdf
Wildlife Biologist
Your job focus is conserving wildlife and you are actively involved in monitoring wildlife populations within
and adjacent to refuge lands impacted by the oil spill. Of particular interest is the endangered piping plover
that winters on coastal refuges. The refuge also supports a large population of wintering redhead ducks.
You are involved in monitoring the winter populations and making decisions on whether the hunting season
can be opened or not on the refuge due to the oil spill. You want to encourage birders to help monitor bird
populations by participating in bird counts.
Resources:
Career Profile factsheet: biologist James Harris
Science in Support of the Deepwater Horizon Oil Spill
• http://www.fws.gov/home/dhoilspill/pdfs/ScienceinSupportFactSheet.pdf
Update on U.S. Fish and Wildlife Service Oil Spill Response
• http://www.fws.gov/home/dhoilspill/
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Additional Sources:
Botanist
Your job focus is on restoring coastal habitats that have been lost to hurricanes, annual erosion, and now
the oil spill. You are actively involved in monitoring a variety of coastal and aquatic plants looking for signs
of marsh vegetation affected by oil. You are actively recruiting volunteers and student interns to plant
vegetation that will help stabilize the coast and provide additional habitat.
Resources:
Breton National Wildlife Refuge Factsheet:
• http://www.restorethegulf.gov/sites/default/files/imported_pdfs/external/content/
document/2931/590347/1/DHR%20Breton%20NWR%20Oil%20Fact%20Sheet.pdf
NOAA: Shorelines and Coastal Habitat in the Gulf Oil Spill
• http://gulfseagrant.tamu.edu/oilspill/pdfs/Shorelines_coastal_habitats_FACT_SHEET.pdf
Additional Sources:
Fisheries Biologist
Your job focus is on the fish populations of the area which includes finfish, oysters, mussels, shrimp and crab
that support the aquatic food web. You are actively involved in monitoring the fish populations and looking
for signs of the impacts by the oil spill. You are working closely with the wildlife biologist and botanist to
identify habitat restoration needs and to decide if shellfish harvest and fishing should be permitted or not, to
allow populations to recover. You would welcome assistance from commercial fisherman in monitoring the
fishery and areas impacted by oil.
Resources:
‘Kayla DiBenedetto’s Story’
• http://www.fws.gov/home/dhoilspill/stories/kayladibenedetto.html
Federal Fisheries closures
• http://sero.nmfs.noaa.gov/deepwater_horizon_oil_spill.htm
Hunting and Fishing at the SE Louisiana NWR Complex
• http://www.fws.gov/southeastlouisiana/hunting_fishing.html
Additional Sources:
GIS (Geographic Information Systems) Specialist
Your job focus is mapping the coastal areas that are constantly changing due to erosion and hurricanes.
Currently, you are involved in mapping the oil spills projected path and gathering information to map the
areas impacted. The refuge staff and the public use your GIS maps. For example, biologists can use the maps
to identify habitat types where the oil has had the most impact and to evaluate habitat restoration activities.
Currently, the GIS maps are being used to help make decisions about clean-up strategy and monitoring
recovery.
Resources:
Mapping Responses to the BP oil spill in the Gulf of Mexico
• http://www.geoplatform.gov/gulfresponse/
Additional Sources:
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Refuge Manager
You are responsible for meeting the goals of the refuge to ensure protection for wildlife and their habitat, and
also provide visitor opportunities on the refuge. The needs of wildlife must come first. You have to make the
hard decisions about opening and closing portions or the entire refuge if necessary due to the spill to protect
the wildlife and fisheries from further damage. You have also been active on the overall Incident Command
for the oil spill in the entire Gulf Coast region. As the result of serving in that position you are able to answer
a variety of general questions about the government spill response and can direct people to where to get more
information.
Resources
Career Profile – Danny Breaux
The Spill on the Spill by Jack Bohannan
• http://www.fws.gov/home/dhoilspill/stories/jack.html
Science in Support of the Deepwater Horizon Oil Spill
• http://www.fws.gov/home/dhoilspill/pdfs/ScienceinSupportFactSheet.pdf
Additional Sources:
Contaminants Specialist
You specialize in studying the impacts of pollutants on wildlife and their habitat. Since the oil spill, people
often ask you if it is safe to eat the local seafood. Because your focus is on the wildlife, not on human
health, you often have to tell folks to follow the recommendation of the Food and Drug Administration, the
National Oceanic and Atmospheric Administration and other human health experts about the safety of Gulf
seafood. Your main job is gathering information to be used in the Natural Resource Damage Assessment and
Restoration Program which will used to assess damage to the environment. This information will be used
make sure that the all costs to restore damaged natural resources are incurred by those parties deemed
responsible for the spill, at no cost to the American taxpayer.
Resources
‘The Spill on the Spill by Pete Tuttle’
• http://www.fws.gov/home/dhoilspill/stories/pete.html
Additional Sources:
Visitor Service Specialist
You serve as the environmental education coordinator, refuge interpreter and media contact. Though you
have had to cancel school field trips to the coastal refuges due to the oil spill, you are still visiting classrooms
and inviting students to the visitor center. You are interested in working with local teachers to talk about the
impact of the Gulf spill on wildlife habitat in the local area. You are answering questions from news reporters
about the current status of the spill at the refuge. You are currently designing signs for areas closed to the
public due to the oil spill. You’ve decided that the signs should serve as an opportunity to inform refuge
visitors about the environmental impacts of the spill, why beaches and marshes are currently closed, and
what people can do to reduce their petroleum consumption so oil spills will be a less frequent hazard to
wildlife both in the Gulf of Mexico and elsewhere.
Resources
• Career Profile: Byron Fortier
Additional Sources:
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Deepwater Horizon Gulf Oil Spill Mock Public Meeting
Audience Member Roles
You are an audience member at the public meeting. You live in St. Tammany Parish in northeastern Louisiana
not far from New Orleans. Conduct research on the local area to more fully develop your role-play and to be
able to ask informed questions of the panel. Use the student worksheet to help guide the development of your
role.
These websites are a good place to begin your research:
• St. Tammany Parish Community Resources - http://www.stpgov.org/community.php
• Coalition to Restore Coastal Louisiana - http://www.crcl.org/
• Governor’s Office of Coastal Activities - http://www.goca.state.la.us/
General Oil Spill Response Information
Restore the Gulf: http://www.restorethegulf.gov
U.S. Fish and Wildlife Service
General Info
• http://www.fws.gov/home/dhoilspill/
Oil Spill Response
• http://www.fws.gov/home/dhoilspill/pdfs/OilSpillFactSheet.pdf
NOAA: http://gulfseagrant.tamu.edu/oilspill/pdfs/Shorelines_coastal_habitats_FACT_SHEET.pdf
Local Family
Your family enjoys the coast, swimming, fishing, birdwatching, and boating. You love the wildlife refuges
because of their unique, undeveloped natural environments, teaming with wildlife. You are anxious to get
back out and enjoy the coastal area again but worry about your family getting sick from the oily water or the
air. You find the oil-stained booms deployed to protect the beach unsightly and depressing and are unsure that
they really are working as designed.
Teacher
You are a science teacher. In the past you arranged field trips with your students to visit the refuges to study
wildlife biology and wetland ecology. Because of the spill, all of those opportunities have been cancelled for
this term. You are wondering about when you might be able to visit the refuge again and if there are any
volunteer opportunities for your students to assist in the oil cleanup or to help restore the damaged marshes.
Parish President (similar to a Mayor)
The national wildlife refuges are natural gems in your parish. They attract out-of-town visitors and
enhance the quality of life for everyone who lives here and or may consider moving here in the future. You
are concerned about what the long-term forecast for full recovery of the refuges and the surrounding bay
environment.
Hotel Owner
Hunting season is coming up and duck hunters come from all over the Southeast U.S. to hunt at the Louisiana
refuges. You are worried about what to tell hunting clients when they call. You want to be able to say to them
that they should come on down; that it is safe to consume fish, other seafood and the ducks they will harvest.
You are concerned about the future of your business.
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Chamber of Commerce
The Chamber is the voice of business at the local, state, and federal levels of government. It provides members
with opportunities to come together for monthly programs, committees and annual events while promoting
business, addressing issues of common concern, and helping to contribute to the growth and prosperity of
our Region by working with our other Chamber coalition partners, legislative representatives and community
and civic organizations. You have a members meeting coming up. Your boss assigned you to attend this public
meeting so you get the latest information about the impact of the oil spill on local refuges and bays to share at
the meeting.
Resources
St. Tammany Chamber of Commerce
• http://estchamber.com/index.htm
St. Tammany One of Nine Parishes Chosen For Federal Economic Assessment of Oil Spill
• http://www.stedf.org/photos/1282767471.pdf
Additional Sources:
Local Birdwatcher
You are an avid birder. You recently got training on how to safely rescue and care for oiled birds and
volunteered at the Ft. Jackson Bird Rehabilitation Center for 2 months. Now that aspect of spill recovery is
over. You want to continue to help birds and their habitats recover from the spill but are not sure how you can
help.
You Tube Video of Bird Rehab Center
• http://www.gulfcleanupfund.org/Videos/Player/TabId/80/VideoId/94/Fort-Jackson-Bird-
Rehabilitation-Center-Jun--6-2010.aspx
Additional Resources:
Louisiana Audubon Society
You are representing the Audubon’s Great River Birding Trail, a project of the Society designed to attract
birding tourists to the region. One of the birding trail sites is at Bayou Savage National Wildlife Refuge. You’ve
come to get an update on the refuge’s status and to learn if opportunities to see birds have been impaired by
refuge area closures due to the spill. You want to post refuge information on your website to keep birding trail
users up-to-date.
Resources:
Great River Birding Trail – Bayou Savage NWR
• http://www.greatriverbirding.org/site/index_new.php?site=1360
Bayou Savage National Wildlife Refuge
• http://www.fws.gov/bayousauvage/
Sporting Goods Owner
You own the local sporting store where local folks and visitors buy their hunting and fishing equipment,
including guns, ammo, rods, reels and bait. You just got in a big shipment of ammo, bait worms and minnows
for the season and wonder if you will be able to sell any of it. You are concerned about the status of hunting
and fishing on the refuge and the future of your business.
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Seafood Restaurant Owner
You own a popular local bayside restaurant. You are concerned about the future availability of finfish and
shellfish harvested from the Gulf upon which your business depends. You are attending the meeting to find
out if there is anything new that the U.S. Fish and Wildlife, FDA, or NOAA Fisheries can tell you about the
safety of your seafood product.
Fisherman
You have spent your entire life fishing in the Gulf. You own your own shrimp boat and know the area like
the back of your hand. You love the freedom of earning your living as a waterman much like your Cajun
ancestors did for generations. The fishing closures due to the spill have kept your boat at the dock, although
you were able to earn a little income helping to skim oil using your rig. You are wondering when the fishing
closures will be lifted so you can get back to work.
Duck Hunter
Duck hunting season is here. You can’t wait to get out and hunt, but your favorite hunt blind out on the
refuge is in area closed because of the spill. You are not happy. You are thinking about where else you might
go to hunt.
Boat Tour Company owner
Your tour business is based on taking visitors to see rare and unusual birds on remote refuge islands. Since
the spill you have been unable to take out any clients. You have been busy helping the authorities pickup oil
booms that were deployed to protect bird nesting islands. You are thinking about what other work might be
available until you can start taking out tourists again.
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Deepwater Horizon Gulf Oil Spill Mock Public Meeting:
Student Role Worksheet
Complete the following questions about your assigned role.
1. What is your assigned role? _____________________________________________________________
2. Describe your general job or role in the community.
3. List how you are involved in the Gulf oil spill recovery or how you were affected by it, or both.
a.
b.
c.
d.
4. If you are a panel member, explain your role in the Gulf oil spill recovery as if you are talking directly
to the public meeting audience. Write your testimony below.
5. If you are an audience member, write 2 or 3 questions to ask the panel.
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Deepwater Horizon Gulf Oil Spill Mock Public Meeting
Definitions
Bioaccumulation: The increase of a pollutant in the tissues of an animal over time.
Biomagnification: The process by which a pollutant increases in concentration as it moves up the food chain.
Botanist: A person that specializes in the study of plants.
Contaminants Specialist: A person that specializes in studying pollutants in the environment and their
impacts on fish, wildlife, plants, and their habitat.
Deepwater Horizon Gulf Oil Spill: The drilling platform called the Deepwater Horizon exploded on April
20, 2010, killing 11 workers and injuring 17. The damaged platform sank, leaking an estimated 200 million
gallons of oil into the Gulf for more than 85 days.
Delta duck potato: Plant that produces a tasty white tuber, which is favorite food for ducks.
Geographic Information Systems (GIS) Specialist: A person who specializes in using computer software
to create and update maps, graphs and other tools that help natural resources managers understand land use
and cover, habitat types, wildlife populations, environmental practices, and much more.
Gulf of Mexico: A large body of water bordered to the north by Texas, Louisiana, Mississippi, Alabama, and
Florida, to the west by Mexico, and to the southeast by the island of Cuba. The Gulf supports a great diversity
of animal life. It is extremely important region for wintering and migratory birds and is very rich in marine
life. The Gulf is economically important for the U.S. because of its oil and natural gas industry and commercial
fisheries.
Invertebrates: Animals without backbones. In the Gulf of Mexico, examples include shrimp, crabs, oysters
and mussels.
Intertidal resources: The small organisms such as mussels, crabs, limpets, and snails that live in the area of
the coast that is exposed at low tide and submerged in water at high tide.
Light crude: The oil spilled in the Deepwater Horizon oil spill is classified as light crude. Light crude leaves a
film on intertidal resources and can potentially cause long-term contamination.
Marsh: Wetlands that are frequently inundated with water.
Migratory birds: Birds that undertake regular seasonal flights in response to food availability. Some birds
make short migrations while others make thousand mile journeys.
Moderator: A designated person at a public meeting that enforces the meeting rules and speaking
time limits.
National Wildlife Refuge: A federally designated area managed by the U.S. Fish and Wildlife Service for the
conservation and management of the fish, wildlife, plants, and their habitats.
National Wildlife Refuge Complex: A collection of national wildlife refuges in a particular geographic area.
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Each refuge is managed individually for its unique fish and wildlife resources but is supervised by the
complex headquarters.
Oil booms: Booms are floated in the water to keep oil away from the shore. Absorbent booms are used to
collect oil that reaches land. Booms require constant maintenance and repair, and do not work well in
rough water.
Oil pipeline: Carries oil from underground to the surface.
Oil platform: The platform is the place at the surface of the water where the oil from the pipeline is collected.
From the platform it is shipped to land for refining.
Oil slick: Oil floating on the water surface. It can coat everything it touches in a layer of sticky oil.
Oil weathering: The physical, chemical, and biological changes that occur when oil interacts with the
environment. The exposure of the oil to air, sunlight, tidal action, and certain microscopic organisms degrade
and disperse the oil over time. Weathering rates depend on the type of oil, weather, temperature, and they
type of shoreline and bottom in the area of the spill.
Plankton: Tiny drifting organisms living in marine and fresh water environments that form the basis of the
food web.
Public meeting: A formal gathering that addresses an issue or concern of people living in a particular
geographic area. People attending the meeting learn about how the issue is being dealt with by authorities
and have an opportunity to ask questions and share their concerns and perspectives.
Refuge Manager: A person responsible for the overall management of a national wildlife refuge and meeting
the conservation goals for the refuge.
Roseau cane (Latin name - Phragmites): Common reed, a large perennial grass found in wetlands.
Three-square: Another name for Bulrush sedge which is a common wetland plant. Geese will eat the entire
plant, while ducks will feed on the seeds.
U.S. Fish and Wildlife Service: The federal agency within the Department of Interior responsible for many of
the nation’s fish and wildlife resources, and is one of the primary trustees for protection of fish, wildlife, and
their habitat from oil spills.
Wetlands: Marshes, bogs, and swamps are examples of landforms that are permanently or seasonally
saturated with water. Wetlands are important nurseries for fish and wildlife; they protect inland areas from
severe flooding and storms; they act as a natural water filtration system, removing pollutants; they function
like sponges storing water and slowly releasing it; and they provide valuable resting and feeding area for
migrating birds.
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