Students become “water birds” traveling between nesting habitats. They are subject to hazards during their migratory travels.

Vocabulary: drought, pollution, urban expansion, degradation, wetland destruction, disease, survival, migration, population, pesticide.

Objective:
Students will be able to:
1) List limiting factors affecting populations of migrating water birds.
2) Predict the effects of limiting factors.
3) Describe the effects of habitat loss and degradation on populations of migrating water birds.
4) Make inferences about the importance of suitable habitat for migrating birds.

Background Information:

How do birds travel long distances with such exactness? Some travel at night, some during the day. They are able to locate habitats necessary for the continuation of their species. Scientist proposed that they use the stars, the sun, and the earth’s magnetic field for guidance. Could it be smell? Most likely, migrating species use a combination to guide their journeys.

Many migrating birds (ducks, geese, swans, terns, gulls, egrets, rails, herons, ibisies, cranes) require the presence of wetlands in their breeding habitat and wintering grounds. Since their two regions are often thousands of miles apart, they need wetlands to provide them with food and rest in between.

The populations of some species of water birds are healthy. (Canada goose, golden duck, ruddy duck, green-winged teal) Certain species are in decline. (Emperor goose, American bittern, pintail, black duck, canvasback duck) Others are officially on the endangered species list. (Piping plover, wood stork, whooping crane, Eskimo curlew)

The primary threats to the survival of migratory water birds are the disappearance and degradation of wetlands. Without wetlands many species face loss of the habitat needed for survival. Today the migration of water birds takes them over lands on which human influences are ever increasing in scope and magnitude. Agriculture development, industry, pollution, and pesticides all take their toll. Natural conditions such as predators, weather, disease, and fire also affect their survival.

Materials:
1) Large playing field, 50 x 70 feet..
2) Two paper plates for every three students. Carpet samples work well too. These are your nesting habitat areas.

Procedure:
1) Select a large area for the running activity.
2) Place the paper plates on both sides of the playing area. Choose the number of plates so that you have one plate for each three students at each end of the playing area.
3) Designate one of these areas the “wintering area” and the other side becomes the “nesting habitat.” This means you have two sets of plates; one set at the nesting habitat and one set at the wintering habitat.
4) Explain to the students that they are water birds and will migrate between these two areas at a given signal. The paper plates represent “wetlands.” At the end of the journey the students must have one foot on a paper plate in order to continue in the game. If they cannot get their foot on a plate it means they have not found suitable habitat. They “die” and have to temporarily move to the sidelines. During migration students are encouraged to move their arms “flapping their wings.”
5) Explain to the students there are many factors that limit survival. Some involve changes in the wintering and nesting habitats. There are times when there is abundant food, water, shelter, and space. At others times these factors are stressed.
6) Emphasize that only three students can occupy a habitat at one time. Begin the activity with all students at the wintering habitat. Announce the first migration. Have students migrate in slow motion until they become familiar with the process. On the first try, all birds successfully migrate. Explain that there has been no loss in the area of available habitat.
7) Remove one plate from the wintering habitat. Explain that a large wetland has been drained for agriculture purposes. Set the students in motion. Three students will be displaced, die, and decompose.
8) Continue the game adding and subtracting habitats. When the habitat is in favorable condition, the students standing on the side become “hatchlings” and continue with the game.
9) The series of migrations can be graphed to record the cycles. Repeat the process 10 or more times.

Factors Limiting Survival /Factors Favoring Survival
Wetland drainage/ Preservation of wetlands
Drought/High amounts of rainfall
Pollution contamination/Restoration of habitat
Conversions of wetlands to farmlands/Human action of protecting
Illegal hunting/Wetlands through education
Disease/Regulation of hunting

10) Discuss the graph and identify the causes of the fluctuation of numbers. Make predictions about the effects of these factors. Summarize what they have learned.