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SE 045 076

Migratory Birds. Issue Pac.Fish and Wildlife Service (Dept. of Interior),Washington, D.C.8430p.; Poster has not been filmed due to size. Forother packets in this series, see SE 045 073-078.National Institute for Urban Wildlife, 10921 TrottingRidge Way, Columbia, MD 21044 ($5.00). Packetincludes poster.Guides - Classroom Use Guides (For Teachers) (052)

MFOI Plus Postage. PC Not Available from EDRS.*Animals; Ecology; *Environmental Education;Intermediate Grades; Junior High Schools; *LearningActivities; *Ornithology; Outdoor Activities; ScienceEducation; *Wildlife; Wildlife Management*Bird Migration; Birds

ABSTRACTThe materials in this educational packet are designed

for use with students in grades 4 through 7. They consist of anoverview, teaching guides and student data sheets for threeactivities, and a poster. The overview discusses why, how, where, andwhen birds migrate as well as problems birds encounter whilemigrating; the importance of research and management is alsoaddressed. A glossary and list of reference materials are included.The teaching guides contain a list of learning outcomes,instructional strategies, a list of materials needed, and an activityreview sheet (with answers). The activities focus on: (1) threemethods of migratory bird navigation, difficulties encountered duringmigration, and using a compass to follow a course; (1) mapping themigration route of a flock of Canada geese; and (3) the migration ofthe whopping crane (this activity is in the form of a board game).The poster is used to illustrate the migratory routes of severalspecies and Canada geese. Two additional activities are included:making a bird by means of paper folding (origami) and matchingillustrations of birds in flight to their names and restingsilhouettes. (JN)

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MigratoryBirds

Issue PacU.S. DEPARTMENT OF EDUCATION

NATIONAL INSTITUTE OF EDUCATIONEDUCATIONAL RESOJRCES INFORMATION

1CENTER (ERIC)

This document lin. been reproduced asreceived from the parson or organizationoriginating itMinor chanu s haw, been made to improverepioduction quality

Points Of view or opinions stated in this document do not necessarily represent official NIEposition or policy

-PERMISSION TO REPRODUCE THISMATERIAL IN MICROFICHE ONLYHAS BEEN GRANTED BY71f

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)"

A MessageTo Educators

The Fish and Wildlife Servicemanages millions of acres ofland, conducts wildlife research,raises fish for restocking de-pleted waters, and performshundreds of other tasks designedto benefit fish and wildlife re-sources. However, as importantas these activities are, we realizethat in the long run an informed,motivated, and involved publiccan do more to benefit wildlifethan all of our managementactivities.

This education package rep-resents an important step in ourefforts to provide teachers andother educators with factualinformation about wildlife,habitat, and resource manage-ment. We hope that you findthese materials usecul and thatyou will encourage your stu-dents to learn more aboutAmerica's wildlife heritage.

Ag,Robert A. JantzenDirectorU.S. Fish and Wildlife Service

These materials are designedfor use with students in gradesfour through seven.

Contents

Leader OverviewThe Overview discusses someof the whys, hows, wheres, andwhens of bird migration.Studies have shown that whilemigration is a fascinating andcomplex occurrence, manyquestions still remainunanswered. Problems birdsencounter while migrating,along with the importance ofresearch and management. arealso addressed. Boldfacedwords are defined in theGlossary and reference ma-terials are listed underResources

Poster: Side 1"Snows" and "blues," the twocolor forms of the snow goose,migrate from breeding groundsin northern Canada to winter-ing areas on the Gulf coast.This striking poster shows twogeese watching a flock ofsnows begin its migration.

Poster: Side 2This poster depicts the migra-tion routes of several migratorybird species. Use this posterwith Activity 2 and as a generalreference to the patterns anddiversity of migration.

Student Page 1:Origami BirdStudents create a bird by usingthe ancient Japanese art ofpaper-folding (origami).

Student Page 2:Migration IdentificationMigratory birds are oftenobserved in flight. Studentsmatch illustrations of birds inflight to their names andresting silhouettes.

Activity 1:Migrating with the Birds .

Students will have a chance to"migrate" using some of thetechniques birds havedeveloped, Students will learn:

Three methods of migratorybird navigation;

How to use a compass tofollow a course; and

Some of the difficultiesencountered during migration.

Activity 2:Migratory MappingBased on an analysis of actualband recoveries students willmap the migration route of aflock of Canada geese. Stu-dents will learn:

The location of Canada goosenesting and wintering areas;

The migration route ofCanada geese; and

The relationships betweenband recoveries and birdresearch.

Activity 3:The Crane GameStudents will play a boardgame based on the migrationof whooping cranes. Studentswill learn:

The location of whoopingcranes' wintering and breedinggrounds; and

Some of the hazards thatwhooping cranes face duringmigration.

U.S. Fish and Wildlife berme Hegions

t0 11;)Hawaii

Regional Offices

1 Lloyd 500 Building500 N.E. Multnomah StreetSuite 1692Portland, OR 97232

2 500 Gold Avenue, S.W.P.O. Box 1306Albuquerque, NM 87103

3 Federal BuildingFt. SnellingTwin Cities, MN 55111

4 Richard B. Russell FederalBuilding

75 Spring Street, S.W.Atlanta, GA 30303

Department of the InteriorU.S. Fish and Wildlife Service

5 One Gateway CenterSuite 700Newton Corner, MA 02158

6 P.O. Box 25486Denver Federal CenterDenver, CO 80225

7 1011 E. Tudor RoadAnchorage, AK 99503

ellMMENIMMIi

The mission of the National Institutefor Urban Wildlife is to be a respon-sible and effective scientific andeducational organization advocatingthe enhancement of urban wildlifevalues and habitat and the wise useof all natural resources for thebenefit of people in cities, suburbs,and developing areas.

The Institute is the only privatenational conservation organizationwith programs dealing almost exclusively with fish and wildlife in

National Institute for Urban Wildlife

urban and other disturbed areas.Funded through private and corpo-rate contributions, grants andcontracts, it is filling some of theglaring gaps in information andmethodologies needed for the management and enjoyment of wildlifeand wildlife habitats in urban areas.

The Institute accomplishes its mis-sion by (1) conducting sound re-search on the relationship betweenman and wildlife under urban andurbanizing conditions; (2) discover-

ing and disseminating practical pro-cedures for maintaining, enhancingor controlling certain wildlifespecies in urban areas; and (3) bybuilding an appreciation for, andunderstanding of, wildlife and apositive conservation ethic at thelocal community and neighborhoodlevel, and illustrating how all segments of our people have a vestedinterest in wildlife and the environ-ment we mutually share.

Developed by the U.S. FISH AND WILDLIFE SERVICE/DEPARTMENT OF INTERIORProduced by the NATIONAL INSTITUTE FOR URBAN WILDLIFE under a grant from

EXXON COMPANY, U.S.A.

Printed at no exlense to the Federal Government

Migratory Bird Flyways Atlantic Flyway 1%V. Central Flyway

Mississippi Flyway 1111 Pacific Flyway

Er 71' u/ Rared

MigratoryBirds

In spring and autumn, thesky can become dark withcountless birds flying betweentheir breeding grounds andwintering grounds. Thisseasonal or periodic move-ment, called migration, is notunique to birds. Variouswildlife species ranging in sizefrom butterflies to whales aremigratory. While most birdsmigrate, many. such as the car-dinal and bobwhite quail, donot The reasons for migration,the problems surrounding it,and the management ofmigratory birds will be exploredin this Pac.

Why Do Birds Migrate?The reason birds migrate

can be explained only partiallyat this time. Several theoriesfor migration have been iden-tified, and it is probably a com-bination of fa ;tors thatstimulates birds to migrate. Onetheory suggests that changesin weather which affect theavailability of food and watercause birds to migrate. Water-fowl obviously cannot feed infrozen lakes and many insect-eating birds leave the north towinter in Central America afterfeeding on the abundant Arcticinserts al! summer. A secondtheory links migration togenetic or inheritedcharacteristics by suggestingthat migration is an instinctiverotors to ancient habitat areas.

Leader Overview

Migrating Canada geese

How Do Birds Migrate?During migration, birds ac-

complish remarkable feats. Forinstance, a ruby-throated hum-mingbird can fly 500 miles in25 hours, an averFge of 20mph; mallards can fly as highas 21,000 feet; geese attainspeeds of 50 mph: and greatershearwaters migrate 8,000miles annually. The destina-

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tions of migratory birds are asamazing as their flights. After ajourney of 3,000 miles, the Ten-nessee warbler has beenknown to return to the sametree in which it nested thepreceding year.

Migratory methods are alsovaned and fascinating. In addi-tion to the usual method of fly-ing, some seabirds migrate byswimming. mountain quailmigrate by walking downmountain slopes.

Several senses and adapta-tions enable birds to migrate.For a start. most migratorybirds have very powerful flightmuscles. They also have ahighly developed respiratorysystem. hollow bones. internalair sacs, and specialized bodyshapes. All of these features

enable them to fly high, fast,and for long periods of time.

In addition, most birds havevery sharp vision. This enablesthem to use distant landmarksand the sun or stars as direc-tional cues. Other helpful aidsinclude an ability to seeultraviolet light, hear low-frequency sounds (like the surfagainst a distant beach), detectthe magnetic arid gravitationalfields of the earth. and senseweather frontal systems andchanges in barometricpressure. One or several ofthese aids may be useddepending upon the speciesand the route traveled.

When Do Birds Migrate?Times of annual migrations

vary. For instance. while many;hignbirtI!.; begin their fall

Hollow /,/bones

Flight muscles

migration in early July, otherspecies, such as geese, do notbegin until late fall. And whilesome birds have a leisurelymigration schedule, others flyswiftly to their destinations Ingeneral, however, migrations inthe fall are less hurried than inthe spring. It is believed thatspring migrations are fasterbecause of the stimulus tobreed and nest.

The time of day whenmigration occurs also varies. Ingeneral, most small birdsmigrate by night. Ducks andgeese may migrate both dayand night. Observations madewith telescopes focused on thefull moon have shown birdsmigrating over one area at arate of 9,000 birds per hour!Travel by night enables someof the small birds to avoid their

enemies. In addition, by travel-ing at night, birds can spendthe day feeding and resting.Day migrants include loons,cranes, gulls, hawks, andvultures. Soaring birds such asbroad-winged hawks migrateonly during the day becausethey are dependent upon up-drafts created by the sun.

Where Do Birds Migrate?Migration can take birds

from the Arctic to Antarctica.While most species' journeysare not that long, many birdseven small songbirdsdotravel impressive distances.This makes bird migration aninternational concern. Wherebirds migrate depends on avariety of elements, but the im-portance of food, water, andshelter must not be overlooked.Many species of birds willseemingly travel several thousand miles out of their waybut actually take that routebecause of the availability offood sources.

While general directions offlight are consistently followedby migrating birds, it is impor-tant to remember that the term"migration route" does notmean an exact, specific routebetween wintering and breed-ing grounds. Routes tend tofollow major habitat types.avoid crossing obstacles likemountain ranges, and providethe necessary food, water. andshelter. Migration routes tendto follow a north-south path.but routes can also includeeastwest movements.

Temporary migration stopover

There appear to be fourbroad migration routes in NorthAmerica. For research andmanagement purposes theseroutes are depicted as fourdistinct flyways: the AtlanticFlyway, the Mississippi Flyway,the Central Flyway, and thePacific Flyway. Of these, theMississippi route is used most.

Difficulties Along the WayDespite the many benefits

of seasonal movement, anumber of problems can occurduring migration. Migratingbirds are under considerablestress and use up a great dealof energy in sustained flight. Asudden storm that blows themoff course or unusually coldweather that reduces their foodsupply can have disastrousresults. Stress also makesthem more susceptible todisease, as does the fact thatsome, birds migrate in largeflocks where disease canspread easily. Another problemfor migratory birds is collisionswith skyscrapers, picture win-domi, radio towers, etc.

Alteration of habitat alongthe flyways offers potentialbenefits as well as problemsfor migrating birds. Manymarshlands and other restingplaces for the traveling birdshave been converted tofarmland. The birds must feedand rest to survive, so theyoften take advantage of wheator corn fields along the way.These crops are a good foodsource, but many birds havebegun to delay their migra-tions, feeding for long periodsin areas with prime supplies.This not only presents a prob-lem for the farmer but also forthe birds which may suffer ahigher incidence of disease orface severe weather as theseasons change. The conver-sion of land for many otheruses such as housing or com-mercial development reducesthe amount of food availableduring migration.

Migratory bird populationscan also be seriously affectedby contact with pesticides. Formany years DDT was used tokill insects. Through the foodchain process, DDT accumu-lates in the bodies of birds andmammals. For birds, this canresult in thin-shelled eggs, in-fertility, and sometimes death.While DDT is now banned inthe United States. it is stillused extensively in other partsof the world. Therefore, birdsmigrating co these areas arestill exposed to it.

Research and ManagementA variety of research is cur-

rently being conducted to in-crease our knowledge of birdmigrations. Methods used tocollect migration data includedirect observation, recordingsof calls, bird banding, radiotracking. radar observation, andlaboratory studies involvingorientation, navigation, and thephysiology of migrating birds.

Ot all these methods,however, bird banding haisprobably yielded the most in-formation. Bird handers trap ornet birds and pli a metalband on each bird's leg. Eachband has a different number onit. This number, along with adescription of the species ofbird, its age. sex, and date ofbanding. is sent to the U.S.Fish and Wildlife Service. Afterthe banded bird is released, itmay he caught again byhanders, die of disease orother natural causes, or be!.;hot by hunters. Information onthe recapture. or the band fromthe tteNri bud r; th,,o) ,;(,itt tothe FIF;fi arid 1(111fr, Service

By analyzing the reportedbands, wildlife professionalscan tell where birds breed andwinter, how long they live, andthe times, lengths, and routes oftheir migration. Bandrecoveries provide valuabledata for the biologist to usewhen estimating the relativeabundance of a particularspecies in an area or popula-tion. The public can play avaluable role in this researchby sending any bird band foundto the address on the band.

The information obtainedfrom research providesvaluable contributions to themanagement of migratorybirds, Some examples of howresearch data are used bywildlife experts include how to:combat disease outbreaks,change feeding patterns thatare damaging crops, and setharvest limits for migratory birdhunters. Much of the manage-ment of migratory birds con-sists of making sure that ade-quate habitat exists along themigration routes so birds canrest and feed. Hundreds ofprivate, State. and Federalwildlife refuges have beenestablished to help meet theseneeds. Similar efforts are alsoconducted in other countries.This international effort iscrucial to the survival ofmigratory birds.

Research, habitat preserva-tion and management, andinternational treaties insurethat migratory birds will behere for future generations.

Glossarybird bandingMeans of mark-ing birds with metal bands toobtain data regarding their'flights, migrations, and habits.When the birds are subse-quently encountered, theirbands are reported and loca-tion noted. Banding is a way oftracking individual birds.breeding groundsGeographicarea occupied by migratorybirds during nesting season.flywaysGeneral routes oftravel used by birds whenmigrating between breedingand wintering grounds. Forducks and geese in particular,there are four major flyways inthe United States: Atlantic,Mississippi, Central, andPacific. The actual migratoryroutes of individual birdspecies may vary from thesegeneral flyway patterns.migrationSeasonal orperiodic movement betweenbreeding and winteringgrounds. Bird migration variesamong species in terms ofdestinations, time, and dura-tion. Generally micir,fion isaccomplished to ut.lize betterfeeding grounds.wintering groundsGeo-graphic area occupied by birdsin the winter. Winteringgrounds are usually the mostsoutherly range at which NorthAmerican migratory birdsspend the winter.

ResourcesGeneral ReferencesBird Migration, A. Lands-borough Thomson. H.F. & G.,Vitherby Ltd.. London, 1949.Bird Navigation, G.V.T.Matthews. Cambridge Univer-sity Press, London, 1968.Birds, Herbert S. Zim and Ira N.Gabrielson. Golden Press. NewYork, 1949.Birds of North America, C.S.Robbins. Bertel Broun, H SZim Weston Publishing Co.,New York, 1966.Compass Merit Badge Book.Boy Scouts of America,Charlotte, NC. 1981.

f).i. trIft.,.! .1 It Irt!olha I) 1 .01.1 6'0,10.! 'wry 1%.,'

Ducks, Geese and Swans ofNorth America, Frank Bellrose.Stackpole Books, Harrisburg,PA, 1976.A Field Guide to the Birds,Roger Tory Peterson. HoughtonMifflin Co., Boston, 1980.A Guide to the Behavior ofCommon Ft; as, Donald W.Stokes. Little, Brown & Co.,Boston, 1979.Habitat Guide to Birding,Thomas P. McElroy. Alfred A.Knopf, New York, 1974.Migration of Birds, Frederick C.Lincoln. U.S. Department of theInterior, Fish and Wildlife Serv-ice, Washington, DC, 1979.The Migrations of Birds, JeanDorst. Houghton Mifflin Co.,Boston, 1962.Mysteries of Bird Migration,Allan C. Fisher, Jr. NationalGeographic, Washington, DC,August, 1979, pages 154-193.

For Young ReadersBirds Are Flying, JohnKaufman. Thomas Y. Crowell,New York, 1979.Birds and How They Function,Phillip S. Callahan. HolidayHouse, New York, 1979.A First Look at Birds, MillicentE. Selsam and Joyce Hunt.Walker & Co., New York, 1973.

Films and FilmstripsThe Incredible Flight of theSnow Geese, Pictura Films,New York, 1976.Migration, National GeographicFilmstrip, Washington. DC, 1975.The Patuxent Wildlife ResearchCenter. U.S. Department of theInterior, Fish and Wildlife Serv-ice, Washington. DC, 1981.Return of the Winged Giants,A-V Explorations. Amherst.NY, 1976.

MigratoryBirds

Activity 1 Migrating with theBirds

PurposeThrough a simulation exer

cise, students will encountersome of the difficulties of birdmigration. They will also be ex-posed to some of the theoriesregarding bird migration.

Learning OutcomesFollowing this Activity,

students wl!I be able to:A. Read a work with a com-pass as a navigational tool.B. List and describe threesenses used in bird migra-tion/navigation.C. Act out a theory of birdmigration.

OrganizationWho: Students in groups of sixor sevenWhere: Large open areaWhen: Any time of yearTime: Two hoursSafety: a. Students shouldhave their own blindfolds toreduce the danger of eyediseases. b. Area should beclear of holes and objects thata student could bump into.c. Caution students wearingblindfolds to walk slowly andcarefully. Use the buddysystem so that a blindfoldedstudent is always with a non-blindfolded student.

Materials: For the ClassMarkers (pylons, colored

flags, etc.)CompassesClicker (noisemaker)Tin canStop watch or watch with

second hand

Materials: For Each StudentBlindfoldData SheetPencil

Directions1. Prior to doing the Activity,set up a course like the one il-lustrated. Place markers at theplaces indicated. Bear in mindthat your pace is about oneand one-half times that of theaverage student. You may wishto ask a student from anotherclass to help you pace out thediVances. You will also needto explain to the class the useof compasses for navigation(see Resources for reference).Students can bring compassesfrom home or obtain them fromscout troops. etc. Dependingon the number of compassesavailable, have students workindividually Jr in small groupsto find the correct direction forseveral compass headings.

2. Divide the class into fourgroups. Each group will'migrate" using a differenttechnique. Assign each groupone of the following techni-ques. The first group will usecompasses. This represents abird's ability to detectmagnetic fields. The secondgroup will migrate using visuallandmark clues. A third groupwill have a time limit. Thisrepresents birds migratingagainst the pressures of nature(i.e.. a storm. extreme cold.etc.) The remainino group willbe blindfolded r,rid will useauditory clues.

3. Hand out the Data Sheet(halves) to the appropriategroups. Have each groupcarefully study and memorizeits route including the order ofthe markers.4. Appoint a student asscorekeeper. As each groupstarts, record the time. Thenwhen the ' flock" begins toarrive at the wintering ground,the scorekeeper will note whocame in first, last, and howlong "migration" took for eachtype of migration. Within eachgroup, students will work in-dividually and attempt to bethe first of their group to com-plete "migration." If the"migration" points are notreached in the order given onthe map, the student mustreturn to start and begin again.5. While one group ismigrating, keep the otherstudents away from the course.You may want some adults tohelp supervise the three groupswaiting to "migrate." While theywait, the groups can study theirData Sheets, discuss thetheory they will use, or con-sider what it would be like tobe a migratory bird.

6. The first group to "migrate"will be the ones with com-passes. Using the maps andcompasses have the first group"migrate." Have the scorekeeperkeep track of who came in first,last, and time needed.7. The second group should bethe "landmark" group. Thelandmark group cannot usetheir maps in "migrating," asbirds "remember" visual clues.Collect all their Data Sheetsbefore the group starts, In thiscase the markers representlandmarks such as rivers,lakes, mountains, cornfields,etc. Have the scorekeeper keeptrack of who came in first, last,and time needed.8. The third group is the timedgroup. They may use maps,compasses, pacing directions,and landmarks. However, theyhave five minutes to migrate inunfamiliar territory. Again. havethe scorekeeper tally results.

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9. Blindfold members of the"sound navigation" group.Appoint a student to stand ateach of the markers and a"buddy" for each of the blind-folded students. The studentsat the markers will make noisesas indicated on the navigatingsound map. Begin the "migra-tion" with all sound clues andhave the students stop makingtheir sounds after the "flock"has passed the marker. Theremay be some confusion fromoverlapping sounds, but thiswill add to the challenge andexcitement of the Activity. Ifthe blindfolded student forgetsthe order of the sounds, the"buddy" can help. Have thescorekeeper keep track of whocame in first, last, andtime needed.

10. Back in the classroom,discuss the results of the scor-ing, Which group's migrationwas most successful? Whichwas least successful? Whatdoes this tell the class abouthuman senses? About birdsenses? Have the studentswrite a paragraph discussingsome of the pros and cons ofthe navigational techniquewhich they tried in the Activity.

FollowupAnother theory of migra-

tional navigation is that birdsuse stars to direct them.Students can do furtherresearch on this theory.

You may wish to use actualenvironmental sounds in #9.Recordings of surf, wind, etc.are often available fromlibraries. Tape recordings ofthese sounds could be used atthe markers.

Activity Review Answers1. Navigation by soundenables birds to hear low-frequency sounds emanatingfrom the landscape below. Thisis useful when traveling atnight or in fog when landmarksare not visible.2. b.3. a.4. A to B due South 180°; B to Cdue West 270°; C to D Southeast135°.5. False. These are landmarksfor birds which migrate alongthe Atlantic Flyway. Landmarksof the Central Flyway includethe Rocky Mountains and theGreat Plains.

Migratory Activity 1 Activity ReviewBirds

1. Why is navigation by sound important to night - flying birds?

3. Which of the following birdswould most likely rely on sightto keep them on course duringmigration?a. Golden eagle migrating byday over land.b. Waterfowl migrating by dayover ocean.c. Songbird migrating by nightover land.

4. Mark the migration routeshown on the right in compasspoints and degrees.

5. The Huri,ion Bay. the SaintLawrence River. and theChesapeake Bay are visuallandmarks for birds migrating

the Central Flyway. True orFalse?

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2. It is believed that birds aresimilar to compasses in thatthey have the ability to detect

a. gravity.b. magnetic fields.c. sound waves.

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MigratoryBirds

PurposeThrough this Activity,

students will learn the migra-tion route of a commonmigratory bird, the Canadagoose. This will be done bycompiling and mapping datafrom actual band reports.

Learning OutcomesAfter completing this Activ-

ity, students will be able to:A. Map the migration route ofthe Canada goose based onband -is.B. De the terms winteringand breeding grounds.C. List two uses of bandreports.D. List the four major flywaysin North America.

Activity 2

OrganizationWho: Groups of fourWhere: InsideWhen: Any time of yearTime: One to two hours

Materials: For the ClassPosterSide 2Data SheetPage 1 (five

copies)Paper bag or hat

Materials: For Each StudentData SheetPage 2Colored pencils or crayons

Directions1. Data SheetPage 1 con-tains 50 banding results. Makefive copies of these bandreports. Cut Data Sheets into250 strips and put these into ahat or paper bag. Note: Theseband reports are simplified versions of real data that havebeen turned in to the U.S. Fishand Wildlife Service.

Migratory Mapping

2. Lead studerts in a discus-sion of bird banding, Bandingis done to provide informationregarding migratory birds'routes, Through recovery ofbird bands, data on directionand duration of migration is ob-tained. Introduce students tothe idea of flyways, which aregeneralized migratory corridors.Although species' actual migra-tions do not strictly conformwith these flyways, they are auseful way of generalizingmigration routes. Bandrecoveries help to indicatealong which flyways birdsmigrate. (For instance, theCanada goose migrates alongall four flyways.) Use thePoster-Side 2 and the pocketmap to illustrate the idea andlocations of flyways.

3. Hand out copies of DataSheetPage 2 to each student.Have siudents first label theirmaps with the Canadian pro-vinces and major bodies ofwater. They may use referencematerials.4. Tell students thy. ewildlife biologists uo.npilingbanding returns. Data are beingsent to them regarding thelocations of banded Canadageese. Their job is to mapCanada goose migrationspring and fallbased on thereports, Tell students they willeach receive data from sevenor eight bands. While bandsare recovered year round, theinformation students receivewill be mainly from summerand from fall migration periods.(Have the students suggestwhy more bands might be re-covered at these times of theyear.) Students can tell the dif-ference by the dates: springmigrations generally occur be-tween February and April andfall migrations betweenSeptember and December.Reports from January, May,June, July, and August indicatenon-migrating times of theyear. During the summermonths geese are at theirbreeding grounds; duringJanuary they are wintering inmore southern areas. Tellstudents they will plot reportson the maps they have beengiven. They should use dif-ferent colors for migrationdates. and for dates indicatingpresence on wintering andbreeding grounds.

Completed student map

5. Pass the hat around theclassroom. Each student shouldtake one strip (band result) andmark the date on the map in thecorrect location. Pass the band-ing reports around again, andcontinue this until each studenthas received at least sevenreports. If students receive twoof the same result, they shouldplot both.

6. Have students form groupsof four to compare data. Stu-dents should map the bandingreports of the other groupmembers. Based on the addi-tional information, have stu-dents plot spring and fallmigration routes based on theU.S. flyways and indicategeneralized wintering andbreeding grounds. Their datawill indicate that the Canadageese used in this Activitybreed mostly in Canada. Theymigrate along either the Missis-sippi Flyway or the AtlanticFlyway. Therefore, the routesmapped can cover most of theStates north of South Carolinaand east of Wyoming.

7. If possible, make an enlarge-ment of the Data Sheet mapand plot all the band reports.Ask students where bandreport #1 was from and if thebird was recovered during thespring or fall migration. Ploteach migration period in a dif-ferent color. Continue collect-ing information from the classand plotting it until all reportshave been shown.8. Have students pick one ofthe flyways and research itsgeography. Generate a classlis' of posshle problem areasand favorable habitats (refuges,rivers) which Canada geesemight encounter on that route.

F011OWUpThrough research and

observations made throughoutthe school year, students cannote the varying numbers,types, and varieties of birds inthe area and determine whichspecies migrate and which donot. They can then study onemigratory species they haveidentified in the neighborhoodand use a map and bird guidesto examine where the speciesmigrates. Research should in-clude the route and timing ofmigration, obstacles en-countered, and traditionalhabitats used during migration.

I. possible, have a 'Dealconservation officer or Fishand Wildlife Service employeebring in samples of actual birdbands and mounted birds withbands to discuss banding ingreater detail. Have thespeaker tell students what theyshould do if they see a band ona bird (either live or dead).Some wildlife refuges allowstudents to observe bandingoperations and on occasionwill allow upper-level studentsto participate.

Activity Review Answers1. The Canada geese depictedin this Activity breed mostly inCanada and migrate alongeither the Mississippi or Atlan-tic Flyway.2. a At I an t i c Flyway: b Cen-tral Flyway: c Pacific Flyway:d-- Mississippi Flyway.3. True. While bands are foundby many different individuals indifferent ways, the majority aresent in by hunters.4. Wintering grounds--Argen-dna, South America. BreedinggroundsAlberta andSaskatchewan, Canada.5. Band reports give informa-tion regarding bird migrationroutes, wintering and breedinggrounds, life expectancy,causes of death. etc.

MigratoryBirds

1. Where do the Canada geesethat you studied in this Activitybreed and what flyways do theyuse?

2. The map below shows thefour major flyways of theUnited States. Based on thebanding results below, whichflyway would the migratingbirds be using?a. Birds banded in northernQuebec and recovered inMaine, Delaware, NorthCarolina, Rhode Island,Maryland.

b. Birds banded in the North-west Territories and recoveredin Wyoming, New Mexico,Texas, Montana.

c. Birds banded in Alaska andrecovered in Oregon, Nevada,California, Idaho.

d. Birds banded in Alaska andrecovered in Alaska, NorthDakota, Great Lakes, Ten-nessee, Louisiana. Missouri.

Activity 2

3. Wildlife biologists rely on in-formation from bands returnedby hunters to learn aboutmigratory birds. True or False?

Activity Review

5. List two examples ofinformation obtained fromband reports.

a.

4. The Swainson's hawkbreeds around the beginning ofMay. Based on the following b.banding results, where do youthink this bird winters?

Breeds? ________Shot in Mexico, October

1980.Banded in Alberta, July 1977,

and found dead in Kansas,August 20, 1978.

Banded in Saskatchewan,July 13, 1974 and found dead inArgentina, March 4, 1976.

Pacific FlywayCentral Flyway

NM Mississippi FlywayAtlantic Flyway

hI III Ins. Inlottortl; F Pd.) ;Ind WtIt11110 Sorviro 19821/

MigratoryBirds

Activity 3

PurposeBy playing a board game,

students will become aware ofsome of the human and naturalfactors that influence birdmigration.

Learning OutcomesAfter completing this Activ

ity, students will be able to:A. Locate on a map thebreeding and wintering areasof whooping cranes.B. List three positive and threenegative influences on whoop-ing crane migration.C. Write a paragraph discuss-ing the hazards of whoopingcrane migration.

1'j

The Crane Game

OrganizationWho: Groups of four or fiveWhere: IndoorsWhen: Any time of yearTime: One to two hours

Materials: For Each GroupCardboard or poster boardGlueScissorsSpinnerPencilPaperGame boardData Sheet

Directions1. Explain to the class thatwhooping cranes are en-dangered birds, which werealmost extinct at one time.Whooping cranes generallymigrate along the CentralFlyway. They are large whitecranes with red faces, notedfor their unusual trumpetingcall. Through careful manage-ment and strict protection oftheir habitat, their numbershave increased in recent years.A number of hazards facewhooping cranes. and studentswill discover some of theseproblems as they play thisgame and try to keep their in-dividual crane flocks intact (Jurinq migration.

A

ti

2. Divide the class into groupsof four or five. Give each groupa copy of the game board,which is on the last page of theActivity. Also hand out copiesof the Data Sheet to eachgroup. Have students cut outmarkers and spinners, and gluethese on cardboard. Mounteach sir.ner on a pencil asshown ors the Data Sheet.

3. Explain the object and rulesof the Crane Game to theclass. These are written on theData Sheets; have studentsread along as you explain thegame. The game is played bymoving markers around theboard and following the in-structions written on thespaces. The object is to be theplayer to get to the last space(Texas) with the highestnumber of whooping cranesleft in the flock.

4. Have each group place theirmarkers face down on theboard. Each player then drawsa marker. The student whodraws marker #1 goes first andplay continues clockwise.5. Each player makes a scoresheet based on the sampleshown on the Data Sheet. Herethey keep a running tally oftheir crane flock. Each personbegins with 100 birds.

6. Each player in turn spins thespinner arid moves the cor-responding number of spaces(indicated by the side of thespinner which lands on thetable). Players follow the in-structions for the space onwhich they land. Players maygo either way when they reachthe detour. The detour is longerbut safer. Play continues untilall have reached Texas for thewinter. The player with themost cranes is the winner. If twoplayers have the same number ofcranes left, the one who reachedTexas first wins.

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7. Follow the game with a briefclass discussion of the hazard 3of migration. Have students writea paragraph summarizing thehazards and benefits of whoop-ing crane migration. based onlibrary research and what thelearned while playing this game.

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Activity Review Answers1. Answers include storms,disease, high winds, exhaus-tion, collision. illegal shooting,lack of sufficient food and lackof water.2. Breeding grounds are inAlberta, Canada. Winteringgrounds are in Texas.3. By managing migratoryroutes, i.e maintainingstopover sites and suitablehabitats: by maintaining birdrefuges: and by preventing il-legal shooting and/or harass-ment of cranes.4. No. In 1981 fewer than 100whooping cranes were left in thewild, and they eat mostly insects.frogs, and other small animals.5. North Dakota. South Dakota.Kansas, Nebraska. Oklahoma,and Texas.

Migratory Activity 3 Activity ReviewBirds

1. Name three hazards to whooping cranes during migration.

a.

b.

c.

4. Do whooping cranes causeproblems for farmers? Circleyour answer.

Yes No

5. Name four States whoopingcranes pass through duringtheir migration.

2. On the map below, indicate the breeding and wintering groundsof whooping cranes. a.

b.

c.

3. How can humans aid in whooping crane migration?

a.

b.

2i..... t .$ ti ; FiL,1) anti Wthilito (jorvit e 1982

d.

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MigratoryBirds

Activity 1 Data Sheet

ESE ic(impasS heading110 LSE) I() paces

SWtcompass heading

"1" 225 SW) 10 paces

)., `-1

WSW (compass heading250 WSW) 25 paces

E 15 Pacos

1...----,":....... ( ..."----.---- ----- Wintering./ ...,_

, itrolind,. _________.--.

lItii f 20 par Pc F1(115h

Mcirk0(

Compass MigrationMany birds seem to migrate

through use of an ability to sensethe magnetic field of the earth.They can therefore "tell" in whichdirection they are headed and settheir flight accordingly.

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Landmark MigrationBirds seem able to instinctively

remember landmarks from year toyear. This is particularlyremarkable when you realize thatbirds often fly at altitudes of10,000 feet,

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MigratoryBirds

Activity 1

E3reeding c)rood;

liie I ig pdi

rvidiki,1 Cl (Lakil

ESL tconmass headingSEi 10 paces

Marker ei

S

Marker #2

SW"(compass

225 SW) 10 paces

(Mniintainh)doe W paces

Marker N')(Ocean)

/Is!WSW (compass heading250 WSW) 25 paces

Marker NH (liver)

clue E. 20 oaci3,, F cinch''Marker

Fi'.,10; 11, "Old'.

¶)I.ItI Mdti,,3t

.......Mather rs1

Stamping

Market e2fleltai

1/ .-'' Whistling........... ...,/

/....----M-,-Iiker ril/ inivor)

Snapping Marker a!)

-"---C. /T. --e.-io, paw

Saying -here"mit

i(Clapping

- M.Itk ttfi(Mcnint,itiio

u? (Lako) Singing

Clicker (noise maker)

m.iikor cal iftivon

Seating tin can with a stick

Immo the Interwr US Fish and Wildlife Service. 1082

MarkerSaying -finish"

Data Sheet

Timed Migration(5 minutes)

Sometimes birds migrate, ofnecessity, in a very short time.Changing weather is the mostcommon reason. Storms areoften the most hazardousobstacles birds encounter whilemigrating.

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Migration by SoundMany birds are able to

navigate because ot their abilityto hear low-frequency soundsthat humans cannot hear. Thesesounds, like the surf against adistant beach, give birds an ideaof where they are. Navigation bysound is particularly useful tonight-flying birds.

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Migratory Activity 2BirdsBanding Reports

1. Goose caught by hand in Maine, 8/16/81.2. Neck-collared goose observed by person in

New Jersey, 11/28/81.3. Goose found dead by hunter in Maine, 10/16/81.4. Band number of goose read from a distance

by observer in Quebec, 7/9/81.5. Hunter reports band from Pennsylvania,

11/12/81.6. Goose caught after being forced down and

weakened by bad weather in Pennsylvania,12/30/77.

7. Goose shot by hunter in Missouri, 11/11/78.8. Goose band sent in from Ontario with

no information about recovery or cause ofdeath, 8/4/81.

9. Hunter reports goose that was taken by hisparty in Iowa hunt, 10/13/81.

10.Goose banded in Iowa was identified by neckcollar and reported from Wisconsin by resi-dent, 9/19/81.

11.Skeleton of banded goose found and reportedfrom Ohio, 9/8/81.

12.Goose recaptured almost a year laterin the same place where banded in Wiscon-sin, 10/8/81.

13.Goose banded in Colorado killed by a hunterin Wyoming, 10/31/81.

14.Goose inadvertently caught by fur trapper inManitoba, 10/10/81.

15.Goose banded in Oklahoma shot by hunter inSaskatchewan, 10/26/81.

16.Injured goose caught in Iowa, 11/28/81.17.Goose banded 1/2/63 in Maryland and shot by

hunter approximately 18 years later inMaryland, 11/12/81.

18.Goose banded in Manitoba shot three monthslater in Missouri, 11/8/81.

19.Gocse banded in Manitoba 019/68 and recap-tured near place of banding, 7/30/81.

20.Goose caught in Illinois after being hit by avehicle, 7/29/81.

21.Goose banded in the Northwest Territories,Canada shot in Ohio three months later,10/21/81.

22.Goose found dead in Massachusetts,10/27/81.

23.Goose killed in Wisconsin by hunter,10/29/81,

24.Goose banded in Ohio found injured inMichigan, 8/4/81.

25.Goose first banded 10/11/67, accidentallykilled when recaptured in banding operationin Minnesota, 10/26/81.

Data Sheet

26.Goose bpded in Texas shot almost 13years later in Manitoba, 10/2/81.

27.Goose banded in Utah identified by neckcollar in California, 2/5/81.

28.Goose found dead on highway in Ontario,9/1/81.

29.Goose collected for scientific specimen inOhio, 4/27/81.

30.Goose found dead in South Dakota, 11/17/81.31.Goose banded in Arkansas shot almost 17

years later in South Dakota, 10/20/78.32.Goose found entangled in fishing gear in

Michigan, 1/5/79.33.Goose recaptured at the place of banding

one year and one day later in Ontario,6/22/81.

34.Goose captured after it joined a flock ofdomestic birds in Quebec, 6/23/81.

35.Goose shot by hunter in Ontario 40 daysafter it was banded, 8/3/81.

36. Band reported from North Dakota with noinformation regarding bird or circumstancesof encounter, 6/15/81.

37.Goose found dead in Minnesota, 10/30/81.38.Goose caught as a result of an unknown

animal in Minnesota, 11/23/81.39.Goose banded in Kansas 2/14/80 shot in

Saskatchewan, 11/9/81.40.Goose found injured in North Carolina,

6/28/80.41.Goose found dead in New Jersey almost

seven years after banding, 5/27/80.42. Two geese banded on same day found dead

almost a year later near a highway inVirginia, 1/5/72.

43.Goose banded in Kentucky 7/1/76 recapturedin Tennessee by another bander, 1/28/80.

44.Goose caught by a dog in Minnesota,5/28/79.

45.Goose in Missouri found dead after strikinga high tension wire, 3/8/79.

46.Ohio resident with binoculars reported agoose with a band number. 3/20/75.

47.Goose banded in Tennessee later recapturedby a bander in the Northwest Territories ofCanada, 1/7/76.

48.Goose in British Columbia killed by a mov-ing aircraft, 3/27/80.

49.Goose found dead due to parasite infesta-tion in Minnesota, 7/22/80.

50.Goose found dead due to lead poisoning inSouth Dakota, 12/17/80.

Page 1

MigratoryBirdsCanada Goose Migration

Activity 2 Data Sheet

Canada geese migrate in a V-formation atabout 50 mph. Their movement is steady andunhurried and closely follows the movement ofthe seasons.

Canada geese are often banded by scientists toobtain information about their migrations.Canada geese make their spring migrations(south to north) from about February to April.Fall migrations (north to south) occur fromabout September to December.

(;i1ntidil (10050 in flight

Diartnfonf of Um InforforIU S Fish and WIldlifi) Service, 1982

Bird Bands

4) Page 2

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StartAlberta, Canada

Disease Hits FlockLose 10 Cranes

Disease Controlledby Biologists

Move Forward 2

HabitatFound Suitable

for FeedingMove Forward 2

Safe RestingSpot

Poachers!Lose 5 Cranes

Collision withPower Line

Lose 5 Cranes

Banding of CranesMove Forward 2

Poor VisibilityLose 3 Cranes

Habitat isDestroyed

Move Back 1

Food is ScarceLose 10 Cranes

North Dakota

South Dakota

Blown Off CourseLose 2 Turns

Wildlife RefugeProvides Food and

CoverMove Forward 2

Storm EndsMove Forward 1

SafeResting Spot

Safe RestingSpot

Nebraska

Good WeatherMove Forward 1

SafeResting Spot

Dangerous RouteStormy Area Ahead

Move Forward 1

SafeResting Spot

Food is ScarceMove Back 2

Delayed by StormMove Back 1 Storm Hits!

Lose 25 Cranes

FinishTexas

OklahomaExhaustion!Move Back 2

G) E3 ma

coOCi3

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2i:911113N

Migratory Activity 3 Data SheetBirds

SAMPLE SCORE SHEET

NAME

MARKER

RUNNING TALLY OFCRANES: 100

TOTAL SURVIVING CRANES:

DirectionsYou have a flock of 100

whooping cranes. You are try-ing to get them from northernAlberta to Texas. Migration canbe dangerous, so be careful!1. Player with marker #1 beginsthe game, and play continuesclockwise.2. Each player spins the spin-ner and moves the correspond-ing number of spaces, follow-ing the instructions for thatspace. If the space contains noinstruction, you may "rest"there with no penalty.3. Players may take either routewhen they reach the detour.4. Keep a running total ofcranes in your flock on yourscore sheet. If you !ose all yourcranes, you are out of the game.5. Game continues until allplayers have reached Texas forthe winter. The player with themost cranes is the winner. Iftwo players have the samenumber of cranes left, the onewho reached Texas first wins.

\

\ler

SPIN USING PENCIL

_J

\\ SPINNER

Driparfilifint of thri IntmioriL) S Fish drid Wildlife Service. 1982

#5

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MigratoryBirds

Student Page Origami Bird

Origami is the ancient Japanese art form of folding paper to create shapes. Here you will fold alarge square sheet of colored paper to make a bird. Follow the directions carefully. Mark the letters inpencil on your paper.

1. Place an 8" square sheet ofpaper on the table with one ofthe corners towards you. Labelthe top point A, the left B, thebottom C, and the right D.

2. Fold B to D on line AC.

3. Open paper and fold BC toAC.

4. Fold DC to AC.

5. Put paper down so C is onthe left. Label the top corner Eand the bottom corner F.

6. Fold edge BE to meet edgeCE.

7. Fold edge DF to meet edgeCF.

8. Turn paper over.

9. Fold up on line CA so that Efalls on F. Label the diagonalline that is parallel to AF, Gand H. Fold on line GH.

10. Open the shape at points Fand E. Push the neck in be-tween sides F and E, andcrease on GH. Label a diagonalline on the neck I and J.

11. Fold the head down on IJ.Unfold and open the neck fold.Push the head down inside theneck fold.

1. A 6. & 7.

2.

10.

11.

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MigratoryBirds

Student Page Migration Identificationfa)

3

When studying migratory birds, it is important to be able to identify them in flight. Here areillustrations of six migratory bird species in flight. Below are their names and silhouettes of them atrest. Can you match the bird in flight to its name? You'll find the answers upside down at the bottomof this page.

4.

2 3.

5. 6.

a. Ruby throated hummingbird

b. Mallard

/1 d. Golden eagle e. Arctic tern

1)..parhnont ()I The' intoriond S Fish and Wildlife Service. 1982

c. Sandhill crane

f. Robin

g 9 es 'a-t, '3.E ,r) I I

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