land of a fisher eele.pdf · iv 500 copies of this public document were printed at a cost of $1,750...

Designed for Grades K-5

Fort Fisher State Recreation AreaAn Environmental Education Learning Experience

L A N D O F A

T H O U S A N DN E S T S

i

“A dense mass of birds had risenat our approach and spread out over the

island like a cloud . . . And the rushand roar of the flapping wings

was tremendous, there were hundredsof birds – perhaps a thousand.”

– Robert H. LawrenceThe Auk, 1891

ii

The production of this Environmental Education Learning Experiencewas also partially funded through a grant from the North Carolina

Wildlife Resources Commission’s Non-game and Endangered Species program.

Funding for this publication was generously provided by

iii

Jonathan B. HowesSecretary

James B. Hunt, Jr.Governor

N.C. Division of Parks and RecreationDepartment of Environment, Health and Natural Resources

This Environmental Education Learning Experiencewas developed by

Cathy S. Harris, Former Lead Interpretation and Education RangerFort Fisher State Recreation Area

andPhoebe S. Wahab, Park Ranger II

Goose Creek State Park

iv

500 copies of this public documentwere printed at a cost of $1,750

or $3.50 per copy

Printed on recycled paper.11-93

Other Contributors . . .

North Carolina Wildlife Resources Commission;

North Carolina Department of Public Instruction;

Dr. James F. Parnell, Professor, UNC - Wilmington;

Martha Kane, Conservation Education SpecialistNorth Carolina Wildlife Resources Commission;

Walker Golder, National Audubon Society;

Brooks Pearce, Artist;

The North Carolina Department of Environment,Health and Natural Resources;

and the many individuals and agencies who assistedin the review of this publication.

v

Table of Contents

1. Introduction• Introduction to the North Carolina State Parks System ......................................... 1.1• Introduction to Fort Fisher State Recreation Area ................................................. 1.2• Introduction to the Activity Packet for Fort Fisher State Recreation Area ............ 1.3

2. Activity Summary ................................................................................................... 2.1

3. Pre-Visit Activity – Crack The Code ...................................................................... 3.1

4. On-Site Activity – “Honey, I Lost The Eggs” ......................................................... 4.1

5. Post-Visit Activity – A Tern For The Worse ............................................................ 5.1

6. Vocabulary .............................................................................................................. 6.1

7. References ............................................................................................................... 7.1

8. Appendices• Fact Sheets on Selected Birds ................................................................................ 8.1• North Carolina’s State and Federally Listed Wildlife Species................................ 8.2

9. Forms ....................................................................................................................... 9.1

10. Notes ....................................................................................................................... 10.1

11.Fort Fisher State Recreation Area, NC November 1993

Introduction to the North Carolina State Parks System

For more information contact:

NC Division of Parksand Recreation

1615 Mail Service CenterRaleigh, NC 27699-1615

919/ 733-4181www.ncsparks.net

reserving and protectingNorth Carolina’s naturalP The North Carolina State

Parks System has now beenestablished for more thanthreequarters of a century.What started out as onesmall plot of public land hasgrown into 61 propertiesacross the state, includingparks, recreation areas, trails,

rivers, lakes and natural ar-eas. This vast network ofland boasts some of the mostbeautiful scenery in theworld and offers endless rec-reation opportunities. Butour state parks system offersmuch more than sceneryand recreation. Our landsand waters contain uniqueand valuable archaeological,geological and biologicalresources that are importantparts of our natural heritage.

As one of North Carolina’sprincipal conservation agen-cies, the Division of Parksand Recreation is responsiblefor the more than 168,000acres that make up our stateparks system. The Divisionmanages these resources forthe safe enjoyment of thepublic and protects and pre-serves them as a part of theheritage we will pass on togenerations to come.

An important componentof our stewardship of theselands is education. Throughour interpretation and envi-ronmental education ser-vices, the Division of Parksand Recreation strives to of-fer enlightening programsthat lead to an understandingand appreciation of our natu-ral resources. The goal ofour environmental educationprogram is to generate anawareness in all individualswhich cultivates responsiblestewardship of the earth.

resources is actually a rela-tively new idea. The seedsof the conservation move-ment were planted early inthe 20th century when citi-zens were alerted to the dev-astation of Mount Mitchell.Logging was destroying awell-known landmark - thehighest peak east of the Mis-sissippi. As the magnificentforests of this mile-highpeak fell to the lumbermen’saxe, alarmed citizensbegan to voice theiropposition. GovernorLocke Craig joined themin their efforts to saveMount Mitchell.Together they convincedthe legislature to pass a billestablishing Mount Mitchellas the first state park. Thatwas in 1915.


Introduction to Fort Fisher State Recreation Area

Civil War History ofFort Fisher

The city of Wilmington onthe Cape Fear River was animportant port of entry for theConfederacy during the CivilWar and by late 1864, it wasthe last southern port open totrade. Fort Fisher, built in1861, served to protect thisvaluable port from Unionships. In 1864, the first of twoUnion attacks on Fort Fishertook place. The fort heldstrong and Union forces with-drew but the Confederacy wasnot so fortunate the next time.In early 1865, a fleet of 56ships bombarded the fort priorto a land assault by a forceof more than 3,300 infantry.It was the largest naval bom-bardment and land-sea battlefought in any war to that time.Its outcome contributed sig-nificantly to the end of thelong and bitter struggle of theCivil War. Fort Fisher wascaptured and the Confederatesupply line broken. Approxi-mately three months after thefall of Fort Fisher, the CivilWar came to an end.

Learn more about the his-tory of Fort Fisher at the statehistoric site.

Located five miles south ofCarolina Beach off US

421, Fort Fisher State Recre-ation Area is on the southerntip of Pleasure Island. FortFisher tapers to a point withthe Atlantic Ocean on the eastand the Cape Fear River onthe west. The park becamea part of the North CarolinaState Parks System on March5, 1986.

The area provides visitorsaccess to more than threemiles of undeveloped beach,shallow creeks, bays and saltmarshes. Visitors can enjoy avariety of recreational activi-ties including beachcombing,swimming, surf fishing, hikingand bird watching. Fort FisherState Recreation Area providesimportant habitat for a host ofanimals and plants. The saltmarsh provides an area forwildflowers such as sea-oxeye,sea lavender and salt-marshmallow. Protected portions ofthe open beach provide a nest-ing sanctuary for three speciesof colonial nesting waterbirds:common tern, least tern andblack skimmer.

Natural History of FortFisher

It would be difficult to findan area on the North Carolinacoast with a greater variety ofmaritime habitats than FortFisher.

The Sea: The ocean teemswith life — from microscopicplankton to such fisherman’sfavorites as king and Spanishmackerel, striped and channelbass and the great blue marlin.Spot an Atlantic bottle-noseddolphin just beyond the break-ers or follow the flight of thebrown pelican closer to shore.

One of the most interestinganimals found at Fort Fisheris the loggerhead sea turtle.The loggerhead uses the iso-lated beach as a nesting habitat,coming ashore to deposit eggsin the warm sands. The logger-head turtle is included on thefederal list of endangered andthreatened species. Thosewho disturb or harm turtles,nests or hatchlings are subjectto penalty.

The sand bars and intertidalpools found in the narrowzone between land and seaare a diverse and productivearena for living things. Low-tide brings tidal pools whichdelight shell-seekers of all ageswith such treasures as starfishand sea urchins. Throughoutthe year, brown pelicans andsea gulls, including the greatblack-backed gull, soar above


the dunes, while double-crested cormorants flock to thearea in winter.

The Land: The northernportion of the peninsula isoccupied by maritime forestsof live oak, yaupon andloblolly pine. On the ocean-front, salt-tolerant trees areshaped by wind and sea sprayand grow no more than 20to 30 feet in height. Farthersouth, an evergreen shrubthicket runs along the mainroad. Yaupon, wax myrtle,sweet bay and greenbrierpopulate the area. These natu-ral hedgerows provide idealhiding places for raccoons,opossums and rabbits.

Sand dunes cover the south-ern end of the peninsula wheresea oats and other plants, toler-ant of the constant wind andsalt spray, help to stabilize thedunes. The barren grassy areabehind the dunes is a nestinghabitat for colonial waterbirds,such as black skimmers andterns, who deposit their eggsin shallow depressions in thesand. In order to protect theirexposed nests, these birds seeksafety in colonies ranging insize from a few pairs to severalthousand pairs. Nesting areasat Fort Fisher are posted toprovide sanctuary from theintrusions of man.

The Sound: The estuary’stidal creeks attract seafoodlovers as well as fish-eatingbirds. Herons, osprey anddiving ducks frequent thecreeks in search of flounder,spot, crabs, scallops and clams.

Program Options:Abounding with natural his-tory, Fort Fisher State Recre-ation Area is an excellentplace to teach ecology, envi-ronmental issues, biology,conservation and earth science,as well as to enjoy recreation.The area is rich with culturalresources and provides a won-derful outdoor classroom forlearning about the maritimeenvironment.

Groups are encouragedto visit the park during allseasons of the year for hikes,exploration, nature study andother activities. Leaders maychoose to design and conducttheir own activities or to usethe Environmental EducationLearning Experience activitypacket. Park staff will behappy to assist you with yourprogramming needs. Pleasecontact the park office at leasttwo weeks in advance forarrangements.

Other birds, including the wil-let, oystercatcher and whim-brel, enjoy nearby sandbars.Mud flats at the mouth of theestuary are also great for bird-watching, especially at lowtide when plovers, dowitchersand sandpipers swarm the areain search of food.

Extensive salt-marshesborder the west side of thepeninsula. These habitats areamong the most productive onearth and supply vital nutrientsto the ecosystems of nearbycreeks, bays and ocean waters.Near the water, cordgrassshelters the larvae of fish andshellfish, while closer to landblack needlerush providescover. Wildflowers in themarsh include sea-oxeye,sea lavender and salt-marshmallow. Northern harriers andother raptors take advantageof these open spaces to feedupon small rodents.

Fort Fisher State RecreationArea holds the key to many ofnature’s best-kept secrets. Un-lock the door to nature’s class-room and watch the mysteriesbegin to unfold.

Black Skimmer


Scheduling a Trip:

1. To make a reservation, con-tact the park at least two weeksin advance. Please provide thefollowing information:

• Name of group (school).• Name, address, work and

home telephone numbers ofthe group contact person.

• Requested date, time ofarrival and meeting place atthe park.

• Departure time from thepark.

• Number of participantsand adult leaders. A maximumof 30 participants is recom-mended. Please have oneadult leader per 10 students.Adult leaders are responsiblefor maintaining control of thegroup.

• Age range and/or specialneeds of participants.

• Desired activities; assis-tance needed from park staff.

2. Research activity permitsmay be required for samplingactivities. If your group plansto collect any plant, animal ormineral within the park, pleasecontact the park office at least30 days in advance to obtain apermit application.

3. If you will be late or need tocancel your trip, please notifythe park as far ahead as pos-sible.

Before You Make the Trip:

1. Complete the pre-visit activ-ity in the Environmental Edu-cation Learning Experiencepacket.

2. Visit the park without theparticipants prior to the grouptrip. This will allow you tobecome familiar with facilitiesand park staff and to identifyany potential problems.

3. Group coordinators shoulddiscuss park rules and behav-ior expectations with adultleaders and participants.Safety should be stressed.

4. Activities that take placeoutdoors will possibly exposestudents to harsh sun andinsects. Be prepared bybringing drinking water andusing sunscreen and insectrepellent, if necessary.

5. Everyone should wear aname tag and a buddy systemshould be established.

6. Encourage everyone towear appropriate, comfortableclothing and walking shoes.

7. Group leaders are respon-sible for obtaining a consentform from each participantincluding a listing of anyhealth considerations andmedical needs. These formsare available in the activitypacket.

Common tern’s nest


While at the Park:Please obey the followingrules:

1. To help you get the mostout of the experience and in-crease the chance of observingwildlife, be as quiet as possiblewhile in the park.

2. On hikes, walk behind theleader at all times.

3. All plants and animalswithin the park are protected.Breaking plants and harminganimals is prohibited in allstate parks. This allows futurevisitors the same opportunityto enjoy our natural resources.

4. Picnic in designated picnicareas only. Help keep the parkclean and natural; do not litter.

5. In case of accident or emer-gency, contact park staff imme-diately.

Following the Trip:

1. Complete the post-visitactivity in the EnvironmentalEducation Learning Experi-ence packet.

2. Build upon the field experi-ence and encourage partici-pants to seek answers to ques-tions and problems encoun-tered at the park.

3. Relate the experience toclassroom activities andcurriculum through reports,projects, demonstrations,displays and presentations.

4. Give tests or evaluations,if appropriate, to determineif students have gained thedesired information from theexperience.

5. File a written evaluation ofthe experience with the park.Evaluation forms are availablein the activity packet.

Park Information:Fort Fisher State RecreationAreaPO Box 243Kure Beach, NC 28449Telephone:

(910) 458-5798 (office)(910) 458-3722 (fax)

Hours of Operation:Nov - Feb 8:00 - 6:00 p.m.Mar, Oct 8:00 - 7:00 p.m.Apr, May, Sept 8:00 - 8:00 p.m.Jun - Aug 8:00 - 9:00 p.m.

Other facilities in the area:NC Aquarium at Fort FisherPO Box 130Kure Beach, NC 28449-0130(910) 458-8257

Fort Fisher State Historic SitePO Box 68Kure Beach, NC 28449-0068(910) 458-5538

Underwater Archaeology UnitPO Box 58Kure Beach, NC 28449-0058(910) 458-9042

Least tern with chick


he Environmental Edu-cation Learning Experi-

Introduction to the Activity Packet for Fort Fisher State Recreation Area

the on-site activity. We en-courage you to use the post-visit activity to reinforce con-cepts, skills and vocabularylearned in the pre-visit andon-site activities. These ac-tivities may be performed in-dependently or in a series tobuild upon the students' newlygained knowledge and experi-ences.

The Environmental Educa-tion Learning Experience,“Land of a Thousand Nests,”will expose students to thefollowing major concepts:

• Ecology• Endangered, threatened

& special concernspecies

• Predator & preyrelationships

• Adaptation• Map & graph reading• Natural resource

management• Impacts on wildlife

Vocabulary words usedthroughout this EnvironmentalEducation Learning Experi-ence appear in bold type thefirst time they are used in anactivity. Their definitions arelisted in the back of the activitypacket. A list of reference ma-terials used in developing theactivities follows the vocabu-lary list. A set of fact sheets oncoastal area birds is also lo-cated at the end of this activitypacket.

To make these learning ex-periences on coastal area birdsmore effective, we encouragethe students to create a note-book of all their activities,drawings and worksheets.

This document was de-signed to be reproduced, inpart or in its entirety, for use inNorth Carolina classrooms. Ifyou wish to photocopy oradapt it for other uses, pleasecredit the North Carolina Divi-sion of Parks and Recreation.

Tence, “Land of a ThousandNests,” was developed to pro-vide environmental educationthrough a series of hands-on ac-tivities geared to Fort FisherState Recreation Area. This ac-tivity packet is designed to in-troduce the student to colonialnesting waterbirds. It is tar-geted for the 5th and 6th gradesand meets established curricu-lum objectives of the NorthCarolina Department of PublicInstruction.

There are three types ofactivities in this packet; pre-visit, on-site and post-visit.The on-site activity will be con-ducted at the park, while thepre-visit and post-visit activitiesare designed for the classroomenvironment. The pre-visit ac-tivity should be introducedprior to the park visit so the stu-dents will have the necessarybackground and vocabulary for

Common tern

2.1 November 1993Fort Fisher State Recreation Area, NC

Activity Summary

The following outline provides a brief summary of each activity, the major concepts intro-duced and the objectives met by completion of the activity.

I. Pre-Visit Activity

Crack The Code (page 3.1)Through word games, students will learn the basic vocabulary relating to colonial nesting

waterbirds.

Major Concepts:• Ecology• Endangered, threatened and special concern species

Objectives:• Define endangered, threatened and special concern species.• Define colonial nesting waterbirds.• Identify five colonial nesting waterbirds.• List the colonial nesting waterbirds that are either endangered, threatened or of special

concern.• Use basic terminology related to the colonial nesting waterbirds.

II.On-Site Activity

“Honey, I Lost The Eggs” (page 4.1)Through a role-playing game, students will learn the relationship between

predators and prey.

Major Concepts:• Predator and prey relationships• Ecology• Adaptation

Objectives:• Identify six predators of colonial nesting waterbirds.• Describe two adaptations colonial nesting waterbirds have for suc-

cessful nesting.• Define a predator/prey relationship, using one example.• Describe a resource management practice used to protect colonial

nesting waterbirds.

2.2Fort Fisher State Recreation Area, NC November 1993

III. Post-Visit Activity

A Tern for the Worse (page 5.1)Through this map and graph reading activity, students will learn the major breeding sites

of North Carolina’s colonial nesting waterbirds. They will be asked to consider the potentialimpacts (natural and human-made) on some of these nesting sites.

Major Concepts:• Geography skills (map and graph reading)• Impacts on wildlife

Objectives:• Use of longitude and latitude to locate points of interest on a map of North Carolina.• Locate and map known colonial nesting waterbird sites with a grid overlay.• Speculate about the impacts on the nesting sites using three different scenarios.

3.1.1 November 1993Fort Fisher State Recreation Area, NC

Pre-Visit Activity #1 Crack The Code

Curriculum Objectives:Grade 5

• Communication Skills:vocabulary comprehension,study skills

• Library/Media Skills: workindependently and creativelyin preparing assignments

• Science: environment

Grade 6 • Communication Skills:

vocabulary comprehension,study skills

• Library/Media Skills: workindependently and creativelyin preparing assignments

• Science: ecology

Location: Classroom

Group Size: 30 students

Estimated Time: 40 minutes

Appropriate Season: Any

Materials:Provided by educator:Per student: Student’s Informa-

tion, vocabulary sheets, water-bird fact sheets, “AlphabetCode” worksheet, “Cross-word” puzzle, “Word Search”puzzle, “Crack the Code”worksheet.

Major Concepts:• Ecology• Endangered, threatened,

and special concern species

Objectives:• Define endangered, threat-

ened and special concernspecies.

• Define colonial nestingwaterbirds.

• Identify five colonial nest-ing waterbirds.

• List the colonial nestingwaterbirds that are endan-gered, threatened or ofspecial concern.

• Use basic terminologyrelated to the colonialnesting waterbirds.

Educator’s Information:

n an entertaining and chal-lenging way, the studentsI

will learn about colonial nest-ing waterbirds found at FortFisher State Recreation Area.Students will be introduced tothe Endangered Species Actand concepts of the birds’ecology. The purpose of thisactivity is for students to be-come familiar with vocabularywords used throughout thepackage.

Provide the students withthe Student’s Information, thewaterbird fact sheets in theappendices and vocabularyprior to beginning the activity.Lead a discussion asking stu-dents how animals (or plants)can become endangered,threatened or special concern.Examples are the loss of habi-tat, the selling of plants andanimals and pollution. Theactivity includes four parts:“Alphabet Code” worksheet,“Word Search” puzzle,

“Crossword” puzzle and“Crack the Code”

worksheet.

Common Tern


Student’s Information

Three species of colonialnesting waterbirds nest atFort Fisher State RecreationArea. Others nest on adjacentspoil islands in the Cape FearRiver. These low, small is-lands are man-made islands,created where sediments aredeposited when shippingchannels are dredged. Someof these islands are managedas sanctuaries for colonialnesting waterbirds. Fort FisherState Recreation Area is vitalto the preservation of thesebirds because it provides anatural, undeveloped andprotected nesting site.

The number of colonialnesting waterbirds has greatlydecreased through the years.In 1973, the Federal Endan-gered Species Act was createdto help slow the loss of species.The Endangered Species Actprovides for identifying andlisting endangered or threat-ened species of plants and ani-mals, monitoring the status oftheir populations and protect-ing these species with laws that

regulate threats to their sur-vival. There are otherfederal and state laws whichinclude provisions for speciesprotection as well. Plantsand animals may be addedor removed from the list astheir populations decrease orincrease.

In 1980, the brown pelicanwas listed as federally endan-gered. The reduction ofpelicans was mainly due topesticide residues causingeggshell thinning and break-age. Increasing beach devel-opment, which meant a lossof nesting habitat, also con-tributed to their decline. Bybanning the harmful pesticidesand protecting the nestingcolonies, the population ofbrown pelicans has increasedin recent years. In 1992, thebrown pelican was removedfrom the federal list, but NorthCarolina still lists the speciesas special concern becauseeither loss of nesting habitat ora catastrophe such as an oilspill could harm the species.

At Fort Fisher State Recre-ation Area least terns, commonterns and black skimmersreceive protection throughresource management prac-tices such as posting signs androping off nesting areas.

Plants and animals havealso developed natural meansof protection through adapta-tion. Some adaptations forsurvival of colonial nestingwaterbirds include advanceddevelopment at birth andcamouflage. The majority ofcolonial nesting waterbirdsare precocial (pre-ko-shal),meaning when hatched, theyare fully covered with downyfeathers, can see, run aroundand, to some degree, take careof themselves. Songbirds,such as the American robin,are altricial (al-treish’el).Upon hatching they are veryweak, cannot see, are feather-less and totally dependentupon their parents.

Altricial chick Precocial chick


Alphabet Code Worksheet

Look at the alphabet code. Place the correct letter in the space above its matchingnumber to decipher the code.A) Birds that nest in colonies of a few pair to thousands of pairs.__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

3 15 12 15 14 9 1 12 14 5 19 20 9 14 7 23 1 20 5 18 2 9 18 4 19

B) My top side is black, while my underside is white. I have a large orange bill with a black tip andmy legs are red.__ __ __ __ __ __ __ __ __ __ __ __

2 12 1 3 11 19 11 9 13 13 5 18

C) I am white with a black cap and pale grey back and wings. I have a bright red-orange bill with ablack tip and a deeply forked tail.__ __ __ __ __ __ __ __ __ __

3 15 13 13 15 14 20 5 18 14

D) I am a large, heavy bird with pink legs and a red spot on my lower beak. My chest and head arewhite. My wings’ tips are black and my upper wing surfaces are gray.__ __ __ __ __ __ __ __ __ __ __

8 5 18 18 9 14 7 7 21 12 12

E) I have a broad forked tail, a straight yellow bill and yellow legs. My forehead is white, with ablack cap.__ __ __ __ __ __ __ __ __

12 5 1 19 20 20 5 18 14

F) My body is gray-brown, and my feet are large and webbed. My beak is long and is hooked at thetip.__ __ __ __ __ __ __ __ __ __ __ __

2 18 15 23 14 16 5 12 9 3 1 14

G) A term describing species whose population levels, though not threatened or endangered, requirestudy by biologists.__ __ __ __ __ __ __ __ __ __ __ __ __ __

19 16 5 3 9 1 12 3 15 14 3 5 18 14

H) A species that is in danger of extinction throughout a given area.__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

5 14 4 1 14 7 5 18 5 4 19 16 5 3 9 5 19

I) A species that is not yet endangered, but might become so in the future.__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

20 8 18 5 1 20 5 14 5 4 19 16 5 3 9 5 19

J) Colonial nesting waterbirds can be found in this protected area.__ __ __ __ __ __ __ __ __ __ __ __ __ __ __

6 15 18 20 6 9 19 8 5 18 19 20 1 20 5__ __ __ __ __ __ __ __ __ __ __ __ __ __

18 5 3 18 5 1 20 9 15 14 1 18 5 1

A B C D E F

G H I J K L

M N O P Q

R S T U V

W X Y Z

1 2 3 4 5 6

7 8 9 10 11

12 13 14 15 16 17

18 19 20 21 22

23 24 25 26

Alphabet code


Look at the alphabet code. Place the correct letter in the space above its matchingnumber to decipher the code.A) Birds that nest in colonies of a few pair to thousands of pairs. C O L O N I A L N E S T I N G W A T E R B I R D S 3 15 12 15 14 9 1 12 14 5 19 20 9 14 7 23 1 20 5 18 2 9 18 419

B) My top side is black, while my underside is white. I have a large orange bill with a black tipand my legs are red. B L A C K S K I M M E R

2 12 1 3 11 19 11 9 13 13 5 18

C) I am white with a black cap and pale grey back and wings. I have a bright red-orange billwith a black tip and a deeply forked tail. C O M M O N T E R N

3 15 13 13 15 14 20 5 18 14

D) I am a large, heavy bird with pink legs and a red spot on my lower beak. My chest and headare white. My wings’ tips are black and my upper wing surfaces are gray. H E R R I N G G U L L

8 5 18 18 9 14 7 7 21 12 12

E) I have a broad forked tail, a straight yellow bill and yellow legs. My forehead is white, witha black cap. L E A S T T E R N

12 5 1 19 20 20 5 18 14

F) My body is gray-brown, and my feet are large and webbed. My beak is long and is hooked atthe tip. B R O W N P E L I C A N

2 18 15 23 14 16 5 12 9 3 1 14

G) A term describing species whose population levels, though not threatened or endangered, re-quire study by biologists. S P E C I A L C O N C E R N

19 16 5 3 9 1 12 3 15 14 3 5 18 14

H) A species that is in danger of extinction throughout a given area. E N D A N G E R E D S P E C I E S

5 14 4 1 14 7 5 18 5 4 19 16 5 3 9 5 19

I) A species that is not yet endangered but might become so in the future. T H R E A T E N E D S P E C I E S

20 8 18 5 1 20 5 14 5 4 19 16 5 3 9 5 19

J) Colonial nesting waterbirds can be found in this protected area. F O R T F I S H E R S T A T E

6 15 18 20 6 9 19 8 5 18 19 20 1 20 5 R E C R E A T I O N A R E A

18 5 3 18 5 1 20 9 15 14 1 18 5 1

A B C D E F

G H I J K L

M N O P Q

R S T U V

W X Y Z

1 2 3 4 5 6

7 8 9 10 11

12 13 14 15 16 17

18 19 20 21 22

23 24 25 26

Alphabet code

Alphabet Code Answer Sheet


Colonial Nesting Waterbirds Word Search

In this puzzle, find 14 of the 20 terms or words listed below that are hidden and circle them.The words may appear horizontally, vertically or backwards.

S P E C I A L C O N C E R N S

C C A M O U F A G E J R A R E

V B O Y S T E R C A T C H E R

D P R E C O C I A L K L H V B

E A D A P T A T I O N P M O L

R L E A S T T E R N O O P L A

E T D E F G H A I R S R Q P C

G A T U V W A L T R I C I A L

N T X P A B Y S E I C E P S S

A I P R E D A T O R O Y O U K

D B W H Y T S U R V I V A L I

N A B L A C K S K I M M E R S

E H A C A M O U F L A G E S M

Altricial

Oystercatcher

Endangered

Habitat

Brown pelican

Songbird

Rare

Species

Threatened

Black skimmers

Least tern

Precocial

Adaptation

Predator

Common tern

Preservation

Special concern

Camouflage

Survival

Resource management


In this puzzle, find 14 of the 20 terms or words listed below that are hidden and circle them.The words may appear horizontally, vertically or backwards.

S P E C I A L C O N C E R N S

C C A M O U F A G E J R A R E

V B O Y S T E R C A T C H E R

D P R E C O C I A L K L H V B

E A D A P T A T I O N P M O L

R L E A S T T E R N O O P L A

E T D E F G H A I R S R Q P C

G A T U V W A L T R I C I A L

N T X P A B Y S E I C E P S S

A I P R E D A T O R O Y O U K

D B W H Y T S U R V I V A L I

N A B L A C K S K I M M E R S

E H A C A M O U F L A G E S M

Altricial

Oystercatcher

Endangered

Habitat

Brown pelican

Songbird

Rare

Species

Threatened

Black skimmers

Least tern

Precocial

Adaptation

Predator

Common tern

Preservation

Special concern

Camouflage

Survival

Resource management

Colonial Nesting Waterbirds Word Search AnswerSheet


11. A sudden disaster is a___________________.13. I hatch with my eyesopen, and I am not totally de-pendent upon my parents. Iam a _________ chick.14. A _______ is an animalthat hunts another animal toeat, which is called its prey.

DOWN1. I hatch with my eyes closed,and I am totally dependentupon my parents. I am an_________ chick.3. _______ are organismsthat can mate and producefertile offspring.

ACROSS2. _______ nesting waterbirdsnest in a colony from a fewpairs to thousands of pairs.4. _______ __________ isprotection of a habitat throughsuch practices as posting signsand roping off nesting areas.8. Chicks and eggs blend intosurroundings for protection.This is called _____________.9. I have a forked tail and astraight yellow bill. I am a _______.10. A ________ is an altricialbird having a melodious songor call.

5. ______ ________ is a termdescribing species whosepopulation levels, though notthreatened or endangered,require study by biologists.6. A species that is in dangerof extinction throughout agiven area is known as________________.7. ___________ is a speciesthat is not yet endangered butmight become so in the fore-seeable future.12. ________ is where an ani-mal or plant lives and finds itsfood, water, shelter and space.

Crossword Puzzle

Note: All answers can be foundin Student’s Information, FactSheets or Vocabulary.


Crossword Puzzle Answer Sheet

11. A sudden disaster is a___________________.13. I hatch with my eyesopen, and I am not totally de-pendent upon my parents. Iam a _________ chick.14. A _______ is an animalthat hunts another animal toeat, which is called its prey.

DOWN1. I hatch with my eyes closed,and I am totally dependentupon my parents. I am an_________ chick.3. _______ are organismsthat can mate and producefertile offspring.

ACROSS2. _______ nesting waterbirdsnest in a colony from a fewpairs to thousands of pairs.4. _______ __________ isprotection of a habitat throughsuch practices as posting signsand roping off nesting areas.8. Chicks and eggs blend intosurroundings for protection.This is called _____________.9. I have a forked tail and astraight yellow bill. I am a _______.10. A ________ is an altricialbird having a melodious songor call.

5. ______ ________ is a termdescribing species whosepopulation levels, though notthreatened or endangered,require study by biologists.6. A species that is in dangerof extinction throughout agiven area is known as________________.7. ___________ is a speciesthat is not yet endangered butmight become so in the fore-seeable future.12. ________ is where an ani-mal or plant lives and finds itsfood, water, shelter and space.

Note: All answers can be foundin Student’s Information, FactSheets or Vocabulary.


Crack The Code

Crack the following code to complete the message. Find the words that fit the spaces.Information to crack the code is found within the three worksheets, (Alphabet Code,Word Search, Crossword Puzzle). The first three items are names of birds, the fourthitem describes the type of birds and the fifth item is a place where the birds nest.

__ __ __ __ __ __ __ __ __ __s, __ __ __ __ __ __ __ __ __ s

and __ __ __ __ __ __ __ __ __ __ __ __ s are __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ needing your help

for protection at __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __ and elsewhere in North

Carolina.

Illustration by Brooks Pearce


Crack the following code to complete the message. Find the words that fit the spaces.Information to crack the code is found within the three worksheets, (Alphabet Code,Word Search, Crossword Puzzle). The first three items are names of birds, the fourthitem describes the type of birds and the fifth item is a place where the birds nest.

Common Terns, Least Terns and Black Skimmers, are colonial nesting waterbirds

needing your help for protection at Fort Fisher State Recreation Area and elsewhere

in North Carolina.

Crossword Puzzle Crack the Code Answer Sheet

#4#1 # 2 #3

#5

Answer Key#1 is found in item C of alphabet code#2 is 9 across of crossword puzzle#3 is item 20 of word search#4 is item A of alphabet code#5 is item J of alphabet code


play the predator/prey rela-tionships of a colonial nestingwaterbird colony. Studentswill develop an understandingof predation within a nestingarea and observe how largenumbers of birds formingcolonies helps insure success-ful nesting.

Have the students read theStudent’s Information prior tocoming to the park.

On-Site Activity #1 “Honey, I Lost The Eggs”

The purpose of this activityis to have students role


• Arts Education: participate increative dramas

• Guidance: competency forinteracting with others

• Science: environment• Social Science: draw conclu-

sions, participate effectivelyin groups

Grade 6 • Arts Education: participate

effectively in creative dramaactivities

• Guidance: competency andskill for interacting withothers

• Science: ecology • Social Science: draw conclu-

sions

Location: Beach

Group Size:30 students, class size

Estimated Time:One hour

Appropriate Season:Beach access is weatherdependent.

Materials:Provided by the park: Six bells,

thirty bags, 120 “fish,” bound-ary signs, 100 colored eggs,whistle, easel with markers,large graph pad, stopwatch,bird pictures, rope

Special Considerations:Check playing field for sharpobjects. Students shouldwear appropriate clothing andfootwear. Students may beexposed to harsh sun and in-sects. Be prepared by bringingdrinking water and using sun-screen and insect repellent, ifnecessary.

Major Concepts:• Predator/prey relationships• Ecology• Adaptation

Objectives:• Identify six predators of

colonial nestingwaterbirds.

• Describe two adaptationsthat colonial nestingwaterbirds have for suc-cessful nesting.

• Define a predator/preyrelationship, using oneexample.

• Describe a resource man-agement practice used toprotect colonial nestingwaterbirds.




Colonial nesting water-birds at Fort Fisher State Rec-reation Area nest in large, flat,sandy, open areas near wherefood is readily available. Thebirds nest together as a form ofprotection from predators.At Fort Fisher State RecreationArea staff and volunteers pro-

tect the nesting colonies byposting signs and roping offthe nesting area to keep peopleout. Since the number of nest-ing sites for colonial nestingwaterbirds has decreasednationwide, this resourcemanagement practice is veryimportant for continued sur-

vival of the nesting colonies atFort Fisher.

All animals must eat tosurvive. Some animals arepredators – animals that feedon other animals. Some areprey – animals that are eatenby other animals. In this gameyou will role play the relation-ship of predators and prey.


Instructions:

1. Provide each student with abag which identifies them as aparent colonial nesting water-bird or a predator. The bagrepresents their stomach.Predators are: fox, raccoon,ghost crab, feral cat, feral dogand gull.

2. Give each parent bird aclutch of four eggs with whichto establish a nest. Have themlocate a nest within the areaposted as the waterbird colony.

Parents will put their eggs inthe nests and stand over ornear them. Eggs must be inplain view and not coveredwith sand or grass. All foureggs must be together in onenest. Parent birds cannot carryeggs around with them afterthe eggs have been “laid.” Theparent birds’ goal is to protecttheir nests.

3. In order for the colonialnesting waterbirds to survivethey must find food. Each par-ent bird must leave their nest

and fly to the area designatedas the ocean, pick up a fishand fly back to deposit it intheir bag. Only one fish canbe picked up per flight to theocean. Each parent bird mustget at least three fish to sur-vive.

4. The predators’ goal is tosteal as many eggs as possible.The predators’ homes are des-ignated areas on either side ofthe colony (see illustration).Each predator must place itsbag in its home area. The

Stomach StomachStomachStomach Stomach Stomach StomachStomach Stomach StomachStomach

Predators’Homes

Predators’Homes

Birds’ Stomachs

Ocean

ROUND 1

Stomach


Stomach StomachStomachStomach Stomach Stomach StomachStomachStomach Stomach StomachStomach

Predators’Homes

Predators’Homes

Birds’ Stomachs

Ocean

ROUND 2

their home areas and put themin their paper bags. This rep-resents the time it would takefor the predators to eat or de-stroy the eggs. Each predatormust get at least six eggs tosurvive. The predator cannottake an egg while a parent birdis near the nest.

5. If a parent bird loses all theeggs in its nest, it can continueto fly back and forth to theocean to get more fish; orit can fly and squawk at the

predators leave their home areaand go into the colony to stealeggs from the unguarded nests.Each predator must wear a belland not allow it to ring whilesneaking into the colony. Iftheir bell rings they must returnhome and try to enter again —predators need to be sneaky.The bell can ring while return-ing home. Predators can stealonly one egg per trip into thecolony. The predators musttake the stolen eggs back to

predators that have invadedthe colony to try and distractthem. The nesting birds andpredators cannot touch, hit orpush each other, nor can theytalk. But the nesting birds canwarn each other by makingbird noises such as a squawk.

6. Blow the whistle to startround 1 of the game. Give thestudents 2 1/2 minutes to play.The educator will then blowthe whistle to stop the action.


7. At the end of the round,count the number of eggsremaining in the colony. Suc-cessful nesters are parent birdswith at least three fish and atleast one egg in their nest.Successful predators havecollected six or more eggs.At the end of the round, recordon the large graph pad thenumber of successful nestingbirds.

8. For round 2, create a nest-ing area within the colony.Divide the nesting birds intotwo groups. Group A willbuild their nests inside the des-ignated nesting area. Group Bwill build their nests randomlyoutside the designated nestingarea but still within the postedcolony area. Follow instruc-tions for steps 2 through 7.

Stomach StomachStomachStomach Stomach Stomach StomachStomachStomach Stomach StomachStomach

Predators’Homes

Predators’Homes

Birds’ Stomachs

Ocean

ROUND 3

9. For round 3, have all nest-ing birds build their nestsinside the designated nestingarea. Follow steps 2 through 7.

10. Discuss the results andemphasize the increased num-ber of successful nesting birdsresulting from the birds nestingcloser together. “Safety innumbers” is one of the adap-tations of colonial nestingwaterbirds which increasestheir breeding success.


Be sure to ask the follow-ing questions:

• Which seabird had the mosteggs left and at least three fish?

• Where was its nest located?

• Which seabird had the mostfish and at least one egg left?

• Who was the best seabirdparent? Why?

• What problems did youface as a mother or father sea-bird?

• What did you do to out-smart the predators?

Modifications:

1. Change the number ofpredators and see the effect onpredation — record and graphthe result.

2. Replace the colored eggswith camouflaged eggs.

• Which predator had themost eggs at the end of thegame?

• What strategies did thepredators use to steal the eggs?Did any of the predators workin groups? Did any birds worktogether to protect the colony?

• Which strategies workedbest?

• What was realistic aboutthis game? What was not?

• If the eggs were camou-flaged would predators have amore difficult time findingthem? Why?


I

Post-Visit Activity #1 A Tern for the Worse


• Communication Skills: view-ing comprehension

• Guidance: competency forinteracting with others

• Mathematics: solve problemsin measurement

• Science: environment• Social Science: gather, orga-

nize and analyze information,draw conclusions, use maps,participate effectively ingroups

Grade 6• Communication Skills: view-

ing comprehension, studyskills using environmentalsources

• Guidance: competency andskill for interacting withothers

• Healthful Living: environ-mental health, how peopleaffect the environment

• Mathematics: solve problemsin measurement

• Social Science: gather, orga-nize and analyze information,draw conclusions, use maps

Location: Classroom

Group Size:30 students, class size

Estimated Time: 50 minutes

Appropriate Season: Any

Materials:Provided by the educator:Per group - NC Transportation

Map, photocopy of map gridon overhead transparency,copy of “Nesting Sites” datasheet and “Mapping” work-sheet, ruler, water soluble pen

Major Concepts:• Geography skills (map and

graph reading)• Impacts on wildlife

Objectives:• Use of longitude and lati-

tude to locate points of in-terest on a map of NorthCarolina.

• Locate and map known co-lonial nesting waterbirdsites with a grid overlay.

• Speculate about the impactson the nesting sites usingthree different scenarios.


waterbird sites. Students willuse the geographic coordinatesystem to locate various colo-nial nesting waterbird nestingsites in North Carolina. Byusing maps, students will de-termine which nesting sitescould be affected by catastro-phes such as hurricanes andoil spills. In North Carolina,development is the largestdestroyer of nesting habitat.

Have the students work ingroups of two to four students.Provide the “Nesting Sites”data sheet, N.C. Transporta-tion Map, map grid, ruler, wa-ter soluble pen and Student’sInformation to each group.(Transparent map grids areavailable from the park if theeducator is not able to producethem.)

Suggested Extension:Locate on the transporta-tion map all 10 nesting

sites whose coordinatesare listed on the

“Nesting Sites” datasheet.

n North Carolina there areover 220 colonial nesting

NORTH CAROLINA

TRANSPORTATION MAP


Most maps have verticallines called longitudes andhorizontal lines called lati-tudes forming a network ofreference lines. Any pointon the earth’s surface can belocated using the lines of longi-tude and latitude as a guide.This method of location isknown as the geographiccoordinate system.

The horizontal line aroundthe middle of the earth is calledthe equator. Latitudes run eastto west, parallel to the equator.The equator is 0 degreeslatitude. The North Pole is 90degrees latitude North. Fromthe equator to the north poleare the latitudes 0 to 90 North.The lines of latitude goingfrom the equator to the southpole are numbered 0 to 90South (see diagram).

The vertical lines are dividedinto east and west longitudes.Zero degrees longitude is animaginary line running northand south through Greenwich,England. This line is knownas the Greenwich or primemeridian. As in the degreesof latitude, it is important toknow the direction of the de-grees of longitude - east orwest of the prime meridianat 0 degrees longitude (seediagram).

Each degree of latitude orlongitude represents, at theequator, about 111 kilometers,(69 miles). Degrees are di-vided into 60 parts called

minutes, (expressed ' ). Eachminute at the equator repre-sents about 1.85 kilometers(1.15 miles) or a nautical mile.Minutes are divided in 60seconds, (expressed '' ). Eachsecond at the equator, repre-sents about 30 meters (100feet). Seconds will not beused in this activity becausethe curvature of the earthmakes using a rectangular gridinaccurate for such precision.

Using the geographic coor-dinate system, any location inthe world can be found usingan appropriate map. To locatea point on a map, find the lati-tude (horizontal line), andlongitude (vertical line). Theimaginary intersection of thetwo lines is the desired point.


60° 50° 40° 30° 20° 10° 0° EQUATORPR

IME

ME

RID

IAN

GREENWICH

0°

10°

20°

30°

40°50°

60°70°80°90°

N

North Carolina


to use the transparent map gridto locate coordinates.

a. Determine the desiredcoordinate location, e.g., 34degrees 37 minutes N and 76degrees 31 minutes W.

b.Round off the minutesupward, adding 1 to the 34degrees, to make it 35 degreesN. Do the same, adding 1 tothe 76 degrees, to make it 77degrees W.

c. Now place the alignmentguide of the transparent grid atthe intersection point of 35degrees N and 77 degrees W.(The alignment guide is theupper left corner of the trans-

Instructions:

1. Starting in the lower righthand corner of the transporta-tion map, find the red numbersaround the edge of the mapthat represent the latitude andlongitude. Move up (north)the map for latitude and left(west) along the bottom forlongitude.

2. As an example of a coordi-nate point, find where 35 de-grees N latitude intersects with76 degrees W longitude. (Youwill be just east of PortsmouthIsland.)

3. Here is an example of how

parent grid.)d.To determine latitude,

start at the lower right corner(00 minutes) of the grid andcount up (north) the grid toline 37 minutes N. Mark itwith a water soluble pen.

e. To determine longitude,move from the lower rightcorner (00 minutes) of the gridalong the bottom to line 31minutes W. Mark it with awater soluble pen.

f. Draw lines to create anintersection point at 34 degrees37 minutes N and 76 degrees31 minutes W on the transpar-ent grid. You should be nearCape Lookout lighthouse.

36°00' N

35°00' N

34°00' N

Cape Hatteras

Morehead City

Wilmington

Elizabeth City

78°00' W 76°00' W77°00' W1° L O N G I T U D E

N

50' 40' 10'20'30'

50'

40'

30'

20'

10'

AlignmentGuide

00'

1°L

AT

IT

UD

E

Alignment Guide placed atintersection of 35° N Latitudeand 77° W Longitude.


1° L O N G I T U D E

N

50' 40' 10'20'30'

50'

40'

30'

20'

10'

AlignmentGuide

00'

1°L

AT

IT

UD

E


Nesting Sites Data Sheet10 selected from over 220 identified

by Parnell & Shields in Management of North Carolina’s Colonial Waterbirds.

NESTING AREAS COORDINATES SPECIES NESTSLatitude Longitude

Fort Fisher – Natural Barrier Island

Battery Island – Natural Island 33˚ 55' N 78˚ 00' W Little blue heron 65Cattle egret 137Great egret 10Snowy egret 97Tricolored heron 87Black-crowned night heron 42Glossy ibis 3White ibis 5442

Sand Bag Island – Man-made Spoil Island 34˚ 40' N 76˚ 31' W Brown pelican 44Herring gull 10Laughing gull 8000+Royal tern 1877Sandwich tern 1145

33˚ 57' N 77˚ 55' W Common tern 22Least tern 400+Black skimmer 91

34˚ 42' N 76˚ 41' W Gull-billed tern 64Common tern 576Least tern 58Black skimmer 157

Brant Island – Man-made Spoil Island

34˚ 53' N 76˚ 16' W Least tern 100+Core Banks North of Drum Inlet –Natural Barrier Island

Swan Island – Natural Estuarine Island 35˚ 05' N 76˚ 25' W Brown pelican 163Herring gull 2Laughing gull 2000+Little blue heron 2Great egret 4Snowy egret 45Tricolored heron 44Glossy ibis 2

Old House Channel – Man-made Spoil Island 35˚ 46' N 75˚ 35' W Royal tern 441Sandwich tern 124Caspian tern 30

Gull Island – Natural Estuarine Island 35˚ 28' N 75˚ 31' W Great black-backed gull 300+Herring gull 200+Laughing gull 500+Forster’s tern 100Great egret 25Snowy egret 45

35˚ 48' N 75˚ 33' W Common tern 50Least tern 100+Black skimmer 58

Bodie Island – Natural Barrier Island

Bear Island – Natural Barrier Island 34˚ 38' N 77˚ 10' W Least tern 85


Mapping Worksheet

Answer the following questions using theNC Transportation Map and the “NestingSites” data sheet:

1. A ship carrying crude oil runs aground onan uncharted sandbar in May at 34° 36' N76° 26' W. Off of what National Seashoredoes it wreck?

_____________________________________

The ship spills 10,000,000 gallons of crudeoil. The wind is blowing from the southwest.The oil floats north to Swash inlet. Nestingareas located on Core Banks, north of DrumInlet are affected.

a. What species is affected at this site?

_____________________________________

b. How many nests are affected?

______________________________________

2. Hurricane Dillard makes landfall onJune 15. The eye of the storm passes overSouthport. What are the coordinates of theBald Head Island lighthouse?

_____________________________________

_____________________________________

The storm creates extremely high tideswhich flood low lying areas north to CarolinaBeach. A number of colonial nesting waterbirdnesting sites are within the area of the storm.Sites at Battery Island and Fort Fisher weredestroyed.

How many nests were destroyed at the twosites?_____________________________________

3. The town of Whalebone, near Nags Head,is permitting off-road-vehicles (ORV) on thebeaches south of town. Nesting sites areaffected at Bodie Island. How many nestsare affected?

_____________________________________

Which resource management methodsshould be used to protect the site?

_____________________________________

_____________________________________


Mapping Worksheet Answer Sheet

3. The town of Whalebone, near Nags Head,is permitting off-road-vehicles (ORV) on thebeaches south of town. Nesting sites areaffected at Bodie Island. How many nestsare affected?

208_________________________________

Which resource management methodsshould be used to protect the site?

Posting signs around the nesting sites androping them off._______________________

Answer the following questions using theNC Transportation Map and the “NestingSites” data sheet:

1. A ship carrying crude oil runs aground onan uncharted sandbar in May at 34° 36' N76° 26' W. Off of what National Seashoredoes it wreck?

Cape Lookout________________________

The ship spills 10,000,000 gallons ofcrude oil. The wind is blowing from thesouthwest. The oil floats north to Swash inlet.Nesting areas located on Core Banks, north ofDrum Inlet are affected.

a. What species is affected at this site?

Least Tern___________________________

b. How many nests are affected?

100+________________________________

2. Hurricane Dillard makes landfall onJune 15. The eye of the storm passes overSouthport. What are the coordinates of theBald Head Island lighthouse?

33 degrees 52 minutes N and 78 degrees__

0 minutes W_________________________

The storm creates extremely high tideswhich flood low lying areas north to CarolinaBeach. A number of colonial nestingwaterbird nesting sites are within the area ofthe storm. Sites at Battery Island and FortFisher weredestroyed.

How many nests were destroyed at the twosites?

6,396________________________________

NOTE: If you ask your students to locateeach of the islands on page 5.1.5, here iswhere they should find each island:

1. Fort Fisher - marked in red on the DOT mapjust below Kure Beach.2. Battery Island - located above Bald HeadIsland near Corncake Inlet.3. Sand Bag Island* - located south of HarkersIsland.4. Brant Island* - located north of Fort MaconState Park.5. Core Banks North of Drum Inlet - due eastof the town of Atlantic.6. Swan Island - this small island can be foundon the map northeast of Rattan Bay in thePamlico Sound.7. Old House Channel* - located west of Or-egon Inlet and east of Stumpy Point in thePamlico Sound.8. Gull Island* - located west of Hatteras Is-land between Salvo and Avon.9. Bodie Island - southern end of Bodie Islandnear lighthouse (near Oregon Inlet).10. Bear Island - Hammocks Beach State Parknear Bogue Inlet (western end of BogueSound).* The smaller islands, especially the manmadespoil islands, will not appear on the DOT map.You are finding general locations only.


V O C A B U L A R YAdaptation – A change in the structure orfunction of an animal that allows it to betteradjust to its environment.

Altricial (al-TRISH-el) – Chicks that arevery weak and have to befed and kept warmby their parents.At hatching theyhave no feathers andtheir eyes are closed.

Camouflage – Blending in with the environ-ment for protection.

Catastrophe – A sudden disaster, such as ahurricane, that can destroy a nesting colony.

Colonial nesting waterbirds – Birds thatnest in colonies of a few pair to thousands ofpairs.

Degree – A unit of latitude or longitude repre-senting about 111 kilometers or 69 miles atthe equator. Because the earth is round, adegree of longitude is shorter as you movenorth or south from the equator.

Endangered – A species that is threatenedwith extinction throughout all or a significantportion of its range.

Equator – The imaginary line running eastto west around the middle of the globe. Theequator is also known as 0 degrees latitude.

Feral – Untamed, wild.

Geographic Coordinate System – A net-work of horizontal (latitudes) and vertical(longitudes) reference lines used to locatepoints on the earth’s surface.

Habitat – Where an animal or plant lives andfinds its food, water, shelter and space.

Intersection – A place where two or morelines cross.

Latitude – Horizontal line running east towest on a map or globe. 0 degrees at theequator to 90 degrees at the poles.

Longitude – Vertical line running north tosouth on a map or globe (see Prime Merid-ian).

Minute – A unit of longitude or latitude. Adegree is divided into 60 parts called minutes,representing about 1.85 kilometers or 1.15miles at the equator.

Pesticide – Any chemical used for killing in-sects and/or weeds. The chemicals can alsoaffect animals and plants other than the onesconsidered pests.

Plume – A feather, especially one that is largeand showy. At one time, feathers from thecolonial nesting waterbirds were used asdecorations on ladies’ hats. Hunters killedmany birds for their valuable plumes.

Precocial (pree-KOH-shal) – Chicks that arefully covered with downyfeathers. Soon afterhatching their eyes areopen, they can runaround, find food andto some degree takecare of themselves.

Predator – An animal that feeds on anotheranimal.

Preservation – To maintain and protect anatural area for plants and animals.

Prey – Animals that are eaten by other ani-mals.

Prime Meridian – The imaginary verticalline running north to south through Green-wich, England. The prime meridian is alsoknown as 0 degrees longitude.


Protection – To protect from harm; to keepsafe.

Resource management – Practices, such asposting signs and roping off nesting areas,which are designed to protect plant or animalhabitat.

Sanctuary – An area in which animals areprotected from hunting and other distur-bances. Education, law enforcement and re-source management are three ways plants andanimals can be protected in a sanctuary.

Second – A unit of longitude or latitude. Aminute is divided into 60 parts called secondsrepresenting about 30 meters or 100 feet at theequator.

Songbird – A bird having a melodious songor call, such as a cardinal.

Special concern – A term describing specieswhose population levels, though not threat-ened or endangered, require study by biolo-gists.

Species – Organisms that can mate and pro-duce fertile offspring.

Spoil islands – Low lying islands created bythe dredging of shipping channels. Channelsare deepened by the dredge scooping or suck-ing up sand. The sand is deposited in areas tocreate spoil islands.

Survival – The act of surviving; to continuelife and activity.

Threatened – A species that could becomeendangered in the foreseeable future.

Vulnerable – Something that can be easilydestroyed or injured.

Wildlife population – The total number ofanimals living in a particular area.


References

The Center for Marine Conservation. 1989.The Ocean Book. New York, NY: John Wileyand Sons, Inc.

Cornell, Joseph. 1979. Sharing Nature withChildren. Nevada City, CA: Ananda Publica-tions.

Cox, Rosamund K. and Barbara Cork. 1980.Usborne First Nature Birds. Tulsa, OK: EDCPublishing.

Fort Fisher State Recreation Area - Files.Contact Fort Fisher State Recreation Area,P.O. Box 475, Carolina Beach, NC 28428.

Henson, Tom. 1990. “Our Coastal ColonyNesters.” Wildlife In North Carolina, (Janu-ary).

Hodgson, Bryan. 1990. “Alaska’s Big Spill:Can the Wilderness Heal?” National Geo-graphic, Volume 177, No. 1.

LeGrand, Harry E., Jr. 1991. Natural Heri-tage Program List of the Rare Animal Speciesof North Carolina. Division of Parks andRecreation, PO Box 27687, Raleigh, NC27611-7687.

North Carolina State University AgriculturalExtension Service. 1980. Endangered andThreatened Wildlife of Kentucky, NorthCarolina, South Carolina and Tennessee.Raleigh, NC. For further information, contactNCSU, Box 7602, Raleigh NC 27695-7602.

Parnell, James, F. and Mark A. Shields. 1990.Management of North Carolina’s ColonialWaterbirds. UNC Sea Grant Publication 90-03. For more information, contact UNC SeaGrant, 105 1911 Building, North CarolinaState University, Raleigh, NC 27650.

Potter, Eloise F., James F. Parnell and RobertP. Teulings. 1980. Birds of North Carolina.Chapel Hill, NC: University of North Caro-lina Press.

Sisson, A. Edith. 1982. Nature with Childrenof All Ages. Englewood Cliffs, NJ: PrenticeHall Press.

Spitsbergen, Judith M. 1980. Seacoast Life:An Ecological Guide to Natural SeashoreCommunities in North Carolina. Chapel Hill,NC: The University of North Carolina Press.

Terres, John K. 1991. The Audubon SocietyEncyclopedia of North American Birds. NewYork, NY: Alfred A. Knopf, Inc.

Western Regional Environmental Council.1983. Project Wild, Elementary ActivityGuide. Boulder, CO. For more information,contact North Carolina Wildlife ResourcesCommission, 512 North Salisbury, RaleighNC 27604-1188.

Western Regional Environmental EducationCouncil. 1986. Project Wild, SecondaryActivity Guide. Boulder, CO. For moreinformation contact North Carolina WildlifeResources Commission, 512 North Salisbury,Raleigh NC 27604-1188.

Wiley, John P., Jr. 1988. “In Nuptial Dress,Snowy Egrets Are Ethereal Delights.”Smithsonian, (November).

8.1.1Fort Fisher State Recreation Area, NC November 1993

Black Skimmer Fact Sheet

Common Name: Black Skimmer

Scientific Name: Rynchops niger (RING-kops NYE-jer) – Genus name from German, refer-ring to beak and face. Species name from Latin, meaning black

Distribution: Summer range in the U.S. is along the Atlantic Coast from Massachusetts,south to Florida and along Gulf Coast to Texas. Winter range is the GulfCoast, south along both coasts in South America. Black skimmers arecommon on the Carolina coast in summer.

Description: The adult black skimmer is crow sized. It is black above and white below,and the bill is red with a black tip. Skimmers are the only birds in which thelower bill is longer than the upper. The bill is scissor-like with the lower billabout 1/3 longer than the upper.

Habitat: Black skimmers live along the sea coast.

Food Habits: Black skimmers feed by flying just above the water with the tip of the longlower bill cutting through the water. When a shrimp or small fish strikes thebill, the upper bill snaps shut. They feed mostly in the early evening and atnight when the water is calm and their prey is near the surface.

Behaviorand Adaptations: Black skimmers nest on remote coastal islands or beaches. They lay three to

five brown-blotched eggs on a bare scrape, usually among shell fragmentsand scattered grass clumps. The female incubates the eggs for about 21 to23 days. Adults will feign injury if the nest is disturbed. The buff-coloreddowny chicks are well camouflaged against the sandy nesting site. To hidethemselves, the chicks also dig a shallow depression and kick sand on top oftheir backs.

Status: Special concern in North Carolina


Brown Pelican Fact Sheet

Common Name: Brown pelican, Alcatraz, Grand gosier

Scientific Name: Pelecanus occidentalis (pel-ee-KAY-nus ock-sih-den-TAY-liss)

“A wonderful bird is a pelican, His bill will hold more than his belican.” Dixon L. Merritt

Distribution: Atlantic Coast from North Carolina south to Venezuela; on the Pacific Coastfrom British Columbia to Chile.

Description: Brown pelicans are very large, stocky birds with dark brown bodies, mas-sive bills and a throat pouch. The wingspan of the brown pelican can rangefrom 6.5 to 8 feet. The head is whitish in adults and dark brown in imma-ture birds.

Habitat: Prime habitats are sounds, beaches and oceans. They often perch on postsand boats. Brown pelicans build their nests in colonies with other pelicans.In North Carolina, the nests are commonly made on the ground.

Food Habits: Brown pelicans feed entirely on marine fish. They either float on the waterand lunge at the fish swimming below them, or while flying, spy their food(from as high as 30 feet) and dive head first into the water. As soon as thebill is in the water, it opens, engulfing the fish and up to two gallons ofwater. The water is drained from the pouch and the pelican then swallowsthe fish.

Behaviorand Adaptations: In the Carolinas all nesting sites are located on small, uninhabited coastal

islands. The nests are in colonies. Nests of seaweed, marsh grass and debrisare built a foot or more high on the ground. Occasionally they nest in lowtrees. Both parents incubate three whitish eggs for about four weeks. Theadult pelicans feed the chicks regurgitated fish. By 11 to 12 weeks of age,the chicks are fully grown and fledged from the nest.

Status: Pelicans almost became extinct around the turn of the century when theywere shot for their feathers. In the 1940’s and 50’s they were nearly lostagain due to the pesticide DDT. The fish eaten by the birds contained DDT.The insecticides built up in the birds’ bodies, causing their eggs to be thin-shelled and easily broken. Some breeding colonies failed to produce asingle bird. This led to the brown pelican being placed on the EndangeredSpecies List to be protected under federal law. Recently the bird was re-moved from the federal Endangered Species List for the Atlantic coast.

Presently the brown pelican has special concern status in North Carolina.

Another threat to the brown pelican is discarded fishing line. The birdsbecome entangled in the line, suffering starvation and broken limbs.


Fun Facts: Pelicans have existed for more than 30 million years (humans have existedless than 1 million years).

10 week old chicks weigh more than their parents.

The tip of a pelican’s bill is not curved and pointed for capturing prey, butused in spreading waterproof oil on its feathers.

Chicks unable to fly will regurgitate and snap at predators - hopefully deter-ring them.

Wing span of 6 1/2 feet - up to 8 feet - taller than your dad or mom (usually)or yourself.

State bird of Louisiana and national bird of Barbados.


Terns Fact Sheet: General Information

Terns are slender and graceful in flight with a near constant beat of their wings. They havesharply pointed bills, long pointed wings and deeply forked tails. They feed by hovering, thendiving head first with a swift, shallow dive to catch small fish, crabs and other crustaceans.

Terns are colonial nesters with both parents incubating the eggs and caring for the precocialyoung. Tern nests are usually depressions in the sand which may be lined with shells. The parentsshelter the eggs and chicks from the hot sun and feed the offspring by poking fish into theirthroats.

In North Carolina the following terns can be found nesting:

Gull-billed ternForster’s ternCommon ternLeast ternRoyal ternSandwich ternCaspian tern


Least Tern Fact Sheet

Common Name: Least tern

Scientific Name: Sterna albifrons (STIR-nah AL-bih-fronz) – Genus name of Scandinavianand English origin. Species name from Latin “albus” white and “frons”forehead

Distribution: Maine south to Venezuela; occasionally along rivers in the MississippiValley; coastal California. Least terns are fairly common along the Carolinacoast from April to October. Winters from the Gulf coast southward.

Description: Size of a large sparrow. Very small tern with a yellow bill with a black tip,white forehead and black cap. Pale gray back and wings with forked tail.

Habitat: Sandy and pebbly beaches along the coast; sandbars in large rivers. Oftenfound at landfills.

Food habits: Least terns feed by diving from the air upon insects and small fish in thewater.

Behaviorand Adaptations: Least terns usually begin nesting in May. Two or three buff, lightly spotted

eggs are laid in an unlined scrape. The eggs are almost invisible among theshells and pebbles on the nesting site. Incubation requires about three weeksand the young can fly when they are 24 days old.

Status: The least tern was once nearly hunted to extinction by plume hunters. Today,the least tern appears to be having difficulty maintaining its population on theeast coast. It is especially threatened on the California coast and the Missis-sippi Valley. The decline is due to the increasing destruction of its nestinghabitat by beach development.

The least tern is considered endangered on the west coast of North America.


Common Tern Fact Sheet

Common Name: Common Tern

Scientific Name: Sterna hirundo (STIR-nah her-UN-doh) – Genus name of Scandinavianand English origin. Species name is from the Latin for swallow; refers toswallow-like wings and tail.

Distribution: Common terns are found along the Carolina coast throughout the year.

Description: Pigeon-sized. White with black cap and pale gray back and wings. Insummer, the common tern has a bright red-orange bill with a black tip. Tailis deeply forked.

Habitat: Lakes, ponds, rivers, coastal beaches and islands.

Food habits: The common tern hovers over a school of fish, then quickly plunges down-ward, seizing a fish in its bill.

Behaviorand Adaptations: Two or three blotched eggs are laid in a depression in the sand that may

have a lining of shell fragments or dry grass. Incubation requires about 23to 26 days. Adult common terns defend eggs and chicks fiercely. They maystrike at intruders with their bill or with excrement and cry out loudly andharshly.

Status: The common tern was almost hunted to extinction in the early 1900’s, in theheight of the plumage trade. The common tern was given full protection in1913 and had recovered by the 1920’s. Today, they are a familiar sight onmost bodies of water where protected nesting sites exist.


Herring Gull Fact Sheet

Common Name: Herring Gull

Scientific Name: Larus argentatus (LAR-us ar-jen-TAY-tus) – Genus name is Latinfor seabird. Species name is Latin for silvery.

Distribution: The herring gull breeds from Alaska and Greenland south to theCarolinas. It is a permanent resident of coastal and tide-waterCarolina.

Description: The adult herring gull is white with light gray back and wings. Feetare pink or flesh-colored. The bill is yellow with a red spot near theend. Immature birds are brownish.

Habitat: Lakes, rivers, estuaries and beaches.

Food Habits: The herring gull is a predator of small fish driven to the surface bytuna and other predatory fishes. It forages for wastes and sewagealong waterfront towns and cities or at garbage dumps, and followsships and fishing boats for wastes thrown over-board. The herringgull also feeds on carrion, dead fish, mollusks and crustaceans alongmud flats and beaches. The herring gull is known to drop clams andother shell fish on exposed rocks, parking lots or the ground to openthem.

Behaviorand Adaptations: In North Carolina, herring gull nests are cup-like mounds of grass and

other vegetation placed directly on the ground. Eggs number two orthree, and are heavily spotted and vary in color. Incubation lasts from24 to 28 days. Both adults incubate the eggs and care for the young.

November 1993Fort Fisher State Recreation Area, NC 8.2.1

North Carolina’s State & Federally Listed Wildlife SpeciesCoastal Plain Species

Federal StateCommon Name Status Status

Mammals Bat, Brazilian free-tailed SC Rat, eastern wood TBat, Rafinesque’s big-eared SC Shrew, Dismal Swamp southern T TCougar, eastern E E Wolf, red E EMole, star-nosed SC

Birds Eagle, southeastern bald E E Shrike, loggerhead SCEgret, snowy SC Skimmer, black SCFalcon, American eastern peregrine E E Sparrow, Bachman’s SCFalcon, Arctic peregrine T T Stork, wood E EHawk, Cooper’s SC Tern, gull-billed THeron, little blue SC Tern, roseate E EHeron, tricolor SC Vulture, black SCIbis, glossy SC Warbler, Kirtland’s E EPelican, brown SC Woodpecker, ivory-billed E EPlover, piping T T Woodpecker, red-cockaded E E

Reptiles Alligator, American T T Turtle, green (Atlantic) T TLizard, mimic glass SC Turtle, hawksbill (Atlantic) E ESnake, Carolina salt marsh SC Turtle, Kemp’s (Atlantic) ridley E ESnake, northern pine SC Turtle, leatherback E ESnake, Outer Banks king- SC Turtle, loggerhead T TTerrapin, diamondback SC

Amphibians Frog, Carolina crawfish SC Salamander, eastern tiger TFrog, river SC Salamander, four-toed SCSalamander, dwarf [silver morph] SC Waterdog, Neuse River SC

Fish Carpsucker, highfin SC Lamprey, least brook SCChub, Sandhills S Madtom, broadtail SCChub, Thinlip SC Madtom, Carolina SCDarter, pinewoods SC Shiner, bridle SCDarter, Waccamaw T Silverside, Waccamaw T TKillifish, bluefin SC Sturgeon, Atlantic SCKillifish, least SC Sturgeon, shortnose E EKillifish, Waccamaw SC Sunfish, Carolina pygmy T

Mussels Fatmucket, Waccamaw T Lilliput, Savannah TFloater, alewife SC Mucket, tidewater SCFloater, barrel E Mussel, dwarf wedge E EFloater, green E Mussel, Tar River spiny E EFloater, triangle T Pigtoe, Atlantic TLampmussel, eastern SC Pondmussel, eastern SCLampmussel, Waccamaw SC Slabshell, Roanoke TLampmussel, yellow T Spike, Cape Fear TLance, pod SC Spike, Neuse ELance, yellow T Spike, Waccamaw T

Snails Ambersnail, Waccamaw T Rams-horn, magnificent EAmnicola, Waccamaw SC Siltsnail, Waccamaw SCAncylid, blackwater SC Threetooth, Cape Fear TRams-horn, Greenfield SC


LEGENDE – Listed federally and/or state as endangeredT – Listed federally and/or state as threatened

SC – State listed as special concern


North Carolina’s State & Federally Listed Wildlife SpeciesPiedmont Species



Mammals Bat, Keen’s SC Cougar, eastern E EBat, southeastern SC

Birds Eagle, southeastern bald E E Vulture, black SCHawk, Cooper’s SC Warbler, Bachman’s E EShrike, loggerhead SC Warbler, Kirtland’s E ESparrow, Bachman’s SC Woodpecker, red-cockaded E E

Reptiles Turtle, bog T

Amphibians Salamander, four-toed SC Salamander, Wehrle’s TSalamander, mole SC Waterdog, Neuse River SC

Fish Carpsucker, highfin SC Madtom, orangefin EDarter, Carolina SC Minnow, cutlips EDarter, riverweed SC Redhorse, river SCJumprock, bigeye SC Shiner, Cape Fear E ELamprey, least brook SC Sucker, rustyside EMadtom, Carolina SC

Mollusks Creekshell, Carolina SC Lilliput, Savannah TElktoe, Carolina SC Mucket, tidewater SCFloater, brook T Mussel, dwarf wedge E EFloater, green E Mussel, Tar River spiny E EFloater, triangle T Pigtoe, Atlantic THeelsplitter, Carolina E Slabshell, Roanoke TLampmussel, eastern SC Spike, Neuse ELampmussel, yellow T Squawfoot TLance, yellow T

Snails Ancylid, blackwater SC Threetooth, dwarf SC

Bald eagle


North Carolina’s State & Federally Listed Wildlife Species


Mammals Bat, gray E E Mole, star-nosed SCBat, Indiana E E Rat, eastern wood SCBat, Keen’s SC Squirrel, Carolina northern flying E EBat, Rafinesque’s big-eared SC Shrew, long-tailed SCBat, small-footed SC Shrew, pygmy SCBat, southeastern SC Shrew, water SCBat, Virginia big-eared E E Vole, rock SCCougar, eastern E E

Birds Chickadee, black-capped SC Kinglet, golden-crowned SCEagle, southeastern bald E E Owl, northern saw-whet SCFalcon, American eastern peregrine E E Shrike, loggerhead SCFlycatcher, olive-sided SC Vulture, black SCHawk, Cooper’s SC Wren, Bewick’s E

Reptiles Snake, eastern smooth green SC Turtle, eastern spiny softshell SCSnake, northern pine SC Turtle, stripeneck musk SCTurtle, bog T

Amphibians Frog, mountain chorus SC Salamander, Junaluska SCHellbender, eastern SC Salamander, longtail SCMudpuppy SC Salamander, mole SCSalamander, crevice SC Salamander, Weller’s SCSalamander, four-toed SC Salamander, zigzag SCSalamander, green E

Fish Carpsucker, river SC Drum, freshwater TChub, rosyface T Lamprey, American brook TChub, spotfin T T Logperch TDace, rosyside SC Logperch, blotchside EDarter, blueside SC Madtom, mountain SCDarter, dusky E Minnow, Kanawha SCDarter, longhead SC Mooneye SCDarter, olive SC Paddlefish EDarter, sharphead T Sculpin, banded TDarter, sharpnose SC Shiner, striped TDarter, Tennessee snubnose SC Shiner, yellowfin SCDarter, turquoise SC Stonecat EDarter, wounded SC Sturgeon, lake SC

Mussels Creekshell, mountain T Mussel, slippershell EElktoe, Appalachian E Pigtoe, Tennessee EFloater, brook T Pistolgrip EFloater, green E Rainbow, Alabama SCHeelsplitter, Tennessee E Spike SCLampmussel, wavy-rayed SC Elimia, knotty EMussel, littlewing pearly E E Mudalia, seep T

Snails Coil, fringed SC Glyph, fragile ECoil, spiral SC Glyph, honey SCCovert, big-tooth T Glyph, pink SCCovert, Clingman T Lancetooth, blue-foot SCCovert, engraved T Mantleslug, black SCCovert, Smoky Mountain T Slitmouth, Great Smoky SCCovert, velvet SC Supercoil, glossy SCCrater, queen SC Supercoil, high mountain SCDisc, saw-tooth SC Supercoil, lamellate SCDome, bidentate SC Supercoil, Mirey Ridge SCGlobe, dwarf proud SC Supercoil, open SCGlobe, noonday T T Supercoil, ramp cove SCGloss, Appalachian SC Supercoil, Roan TGlyph, dark SC Supercoil, sculpted T


Mountain Species


I, ________________________________, have read the entire Environmental EducationLearning Experience and understand and agree to all the conditions within it.

Return to: Fort Fisher State Recreation AreaP.O. Box 243Kure Beach, NC 28449

SCHEDULING WORKSHEET

Date request received______________ Request received by___________________________

l) Name of group (school) _________________________________________________________

2)Contact person __________________________ ____________________________________name phone (work) (home)

_______________________________________________________________________________address

3)Day/date/time of requested program _______________________________________________

4)Program desired and program length _______________________________________________

5)Meeting place _________________________________________________________________

6)Time of arrival at park _______________ Time of departure from park ______________

7)Number of students _________________ Age range (grade) ______________________(Note: A maximum of 30 participants is recommend.)

8)Number of chaperones _______________(Note: 1 adult for every 10 students is recommended.)

9)Areas of special emphasis _______________________________________________________

10) Special considerations of group (e.g. allergies, health concerns, physical limitations)________________________________________________________________________________________

11) Have you or your group participated in park programs before? If yes, please indicate previousprograms attended: ____________________________________________________________________________________________________________________________________________

12) Are parental permission forms required? _________ If yes please use the Parental Permissionform on page 9.2.?


PARENTAL PERMISSION FORM

Dear Parent:

Your child will soon be involved in an exciting learning adventure – an environmental educationexperience at _______________________________. Studies have shown that such “hands-on”learning programs improve children’s attitudes and performance in a broad range of schoolsubjects.

In order to make your child’s visit to “nature’s classroom” as safe as possible we ask that youprovide the following information and sign at the bottom. Please note that insects, poison ivy andother potential risks are a natural part of any outdoor setting. We advise that children bringappropriate clothing (long pants, rain gear, sturdy shoes) for their planned activities.

Child’s name ___________________________________________

Does your child:

• Have an allergy to bee stings or insect bites?_____________________________________If so, please have them bring their medication and stress that they, or the group leader, beable to administer it.

• Have other allergies? ________________________________________________________

• Have any other health problems we should be aware of?_____________________________________________________________________________________________________

• In case of an emergency, I give permission for my child to be treated by the attendingphysician. I understand that I would be notified as soon as possible.

___________________________________________________ __________________Parent’s signature date

Parent’s name ______________________________________ Home phone _______________ (please print) Work phone _______________

Family Physician’s name ________________________________ phone ___________________

Alternate Emergency Contact

Name________________________________________________ phone ___________________


NORTH CAROLINA PARKS & RECREATIONPROGRAM EVALUATION

Please take a few moments to evaluate the program(s) you received. This will help us improveour service to you in the future.

1. Program title(s) _______________________________________________ Date ____________

Program leader(s) _______________________________________________________________

2. What part of the program(s) did you find the most interesting and useful? ___________________

________________________________________________________________________________

3. What part(s) did you find the least interesting and useful?________________________________

________________________________________________________________________________

4. What can we do to improve the program(s)?___________________________________________

________________________________________________________________________________

________________________________________________________________________________

5. General comments _______________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

LEADERS OF SCHOOL GROUPS AND OTHER ORGANIZED YOUTH GROUPS

PLEASE ANSWER THESE ADDITIONAL QUESTIONS:

6. Group (school) name _________________________________________________________

7. Did the program(s) meet the stated objectives or curriculum needs? ____________________

If not, why? ________________________________________________________________

____________________________________________________________________________

Please return the completed form to park staff. Thank you.

Fort Fisher State Recreation AreaP.O. Box 243

Kure Beach, NC 28449


Notes

land of a fisher eele.pdf · iv 500 copies of this public document were printed at a cost of $1,750...

Documents