Western Port Shorebirds Education Kit for Grades 5 & 6 Introduction Section A

Home , Anderson Inlet, Roebuck Bay, Western Port

Western Port Shorebirds Education Kit for Grades 5 & 6

Introduction Section A – Western Port

Acknowledgements

The ‘Western Port Shorebird Education Kit’ was developed by a postgraduate Monash University research team is association with the Bird Observer’s Club of Australia (BOCA).

Monash University Research Team

The four members of the research come from a variety of academic backgrounds (outlined below). Overall, the team encompasses a strong foundation in biology, environmental science and environmental engineering.

The members of the research team are currently enrolled in a postgraduate Masters Degree in either ‘Corporate Environmental and Sustainability Management’ (MCESM) or ‘Environment and Sustainability’ (MES). The production of this education kit forms an important component of these Masters Degrees.

Name Qualification/s Degree

Jane Colton - Bachelor of Arts MES

- Bachelor of Science

Lena Deng - Bachelor of MCESM Environmental Science

Jun Li - Bachelor of MES Engineering

Remy Qi Wu - Bachelor of MES Engineering

More information about shorebirds and Birdlife Australia education programs can be obtained at birdlife.org.au

Contents

About this kit 1 Introduction 2 Section A – Western Port 3 Section B – Shorebirds 10 Section C – Wetlands 19 Section D – Conservation 25 Section E – Activities 36

About this Kit

This kit is a revised version of a kit written by students from Monash University in 2005, as part of their Masters of Environmental Science program. The kit was originally produced with Natural Heritage Trust funding for the Bird Observers Club of Australia (BOCA), later known as Bird Observation & Conservation Australia. The updates in this edition come as BOCA and Birds Australia merge to become BirdLife Australia.

You will find new references and resources to help you and your students to learn more about Western Port and the birds that make it their home.

Western Port is a beautiful bay, home to ecologically important wetlands. These wetlands form the habitat of a variety of locally and internationally important shorebird species.

At present, many Western Port shorebird species are endangered as a result of land and water threats. Therefore, conservation efforts are currently underway to protect the shorebirds and their wetland habitat. BOCA was involved in the conservation of Western Port birds and adjacent wetlands for over thirty years and comparable shorebird conservation efforts are underway throughout Australia. Birds Australia managed an Australia wide shorebird education and monitoring program. BirdLife Australia will continue to support these activities.

An important component of the Western Port shorebird conservation effort is to increase awareness of the issue among the local residents. This can be facilitated through educational programs, such as the one included in this handbook. Education is important because knowledge empowers action.

As primary school educators, you hold a very powerful position in that, through education, you can inspire your students and their families to take action to help conserve the shorebirds in the Western Port area.

We don’t need to be experts to make a difference. Every little bit helps and it doesn’t take much to spread information to a lot of homes from one classroom.

BirdLife Australia hopes that this kit inspires you to experience the wonders of shorebirds not only in Western Port but in other parts of Australia too. Studying shorebirds with your class can take you on a journey of discovery to other parts of the world as you follow the travels of migratory shorebirds flying from Alaska and Siberia to Australia and back every year.

Bar-tailed Godwits Image © Ashley Herrod

Introduction

The purpose of this education kit is to guide teachers and their students through a fun and informative journey into the world of Western Port shorebirds. This kit has been specifically designed for primary schools located in the Western Port area. Please note that prior knowledge on the topics covered in this kit is neither required nor expected of teachers or their students.

This education kit provides teachers with all the information and materials they need to undertake a successful educational program on Western Port shorebirds. Additional references are supplied in the kit, but it is not expected of teachers to undertake further research into the topics, unless desired.

This kit is innovative in that it not only focuses on the plight of the shorebird species but also includes good news stories with regards to shorebird conservation. Provision of good news as well as bad news is important because both concern and hope insight action.

The following section consists of a series of sub-headings. Each sub-heading explains a fundamental facet of the education kit.

Curriculum links

The content and activities included in this education kit are suitable for primary school children at a grade 5 and 6 level.

Teaching aims

To educate students on the shorebird species that live in the wetlands of Western Port, including their current plight and need for protection. Education is important because it improves local-community awareness of the issue which encourages action to protect the shorebirds and their habitat.

Importance of education program

By taking part in this education program, teachers and their students are making a valuable contribution to the broader action plan to protect the Western Port wetlands and shorebirds species.

Topics covered

There are 4 interrelating topics covered in this kit. The topics are divided into 4 sections, section A, B, C and D. Topic A provides an introduction into the Western Port area. Topic B focuses on shorebirds. Topic C centers on the wetland habitat of shorebirds. Topic D focuses on the conservation of shorebirds and wetlands. Throughout each section a number of words are underlined. Definitions of these underlined words are provided in a glossary located at the end of each section.

Structure of kit

Sections A-D contain the teacher’s information on each of the topics. Section E contains the recommended activities that students can undertake to enhance their understanding of the topics. The appendix section lists the references utilised in the formation of this kit and outlines additional resources that teachers can use if desired.

The activity section

This section contains recommended activities that can be undertaken by students to facilitate effective learning on each of the topics. Activity sheets can be photocopied as required for handouts and there are plenty of ideas for interesting ways to incorporate the content into various programs for students. Included in this section is an ‘activity checklist table’ the purpose of this table is to keep track of the activities that the class has completed.

Section A: Western Port Note to Teachers

This section on Western Port is very important because it sets the scene for the remainder of this education kit. The main teaching aim of this section is to help your students to familiarize themselves with the Western Port area. The topics to be covered in this section extend beyond geographical location and include information regarding Western Port’s environmental history and ecological significance. A valuable feature of this section is the inclusion of other important shorebird sites around Australia. Students may find it interesting to learn that Western Port is part of an assortment of shorebirds sites around Australia. If the students are interested, they should be encouraged to undertake further research themselves on these other sites. As a result of this section, students will have a greater appreciation for the area in which they live and will be ready to continue their journey through this education kit.

Location of Western Port

Western Port was named by George Bass in 1797. It was given this name because, at the time, it was the most westerly port in Australia. Western Port is a large coastal bay in Victoria. It is located roughly 60 km south east of Melbourne (see map below). The bay is 68,000 hectares in area, with a coastline of 263km, and contains two large inhabited islands, French Island and Phillip Island, as well as small islands. It is a good place for boating and fishing, and has a commercial shipping port.

Western Port and Port Phillip Bay

Description of Western Port Natural environment

Western Port bay contains a great variety of marine habitats due to its large tidal range of up to 3 metres. The most common habitats are deep channels with strong currents, intertidal mudflats made up of sand, silt and clay sediments with extensive seagrass beds and on the shores of the bay there are long strips of mangroves. The mangroves are spread over a distance of 107 km and they are often backed by saltmarsh. The mangrove and saltmarsh vegetation is generally 100-300 m wide, but in some areas of the bay it can be as wide as 1 km. Western Port has a greater variety of marine biota than any other Victorian inlet or bay due to its extensive and well developed seagrass, mangrove and saltmarsh communities. Collectively, these seagrass, mangrove, mudflat and saltmarsh communities are termed wetlands.

Phillip Island

Phillip Island covers an area of 10,000 hectares and is located on the southern edge of the bay. It is a major tourist destination, well known for its penguin tours (see picture). Phillip Island can attract over 100,000 people during the summer time. The island has been largely cleared of native vegetation. Many freshwater and brackish wetlands still remain, mostly conserved within public land in the Phillip Island Nature Park.

French Island

French Island is almost twice the size of Phillip Island, being approximately 17,000 hectares in area and is located in the middle of the bay. It has a small permanent population of only 100 people. Compared to Phillip Island, French Island has received less human impacts and still remains relatively pristine, with many uncleared areas and no road access from the mainland. French Island National Park covers roughly two thirds of the island, including intertidal areas on the fringe and small islands, as well as the bulk of the extensive freshwater and brackish wetlands scattered among its coastal scrub, heathlands and woodlands.

Changes in the use of Western Port’s natural environment Shipping and industry

Shipping began at Western Port as early as the 1880s. During the 1960s, port facilities were built near Hastings for large tankers and ships. The construction of these facilities involved extensive dredging of shipping channels and the infilling of wetlands. Currently, Western Port has many wharves and marinas. These port facilities provide services for many of the major local industries, including an oil refinery, gas plant and steel factories (see picture below). Raw materials are imported into Western Port and the products are exported via the Port of Hastings.

Population

Along with its industrial growth, the population around Western Port has also increased considerably in recent years from roughly 45,000 in the 1970s to 150,000 in 1999. The bulk of the population is concentrated in 25 towns around the coast, which has resulted in the increase of public and recreational activity on land along the more accessible shores and in the bay by watercraft (see picture below). Western Port has attracted many tourists over the years due to its coastal sceneries and proximity with Melbourne.

Negative human impacts at Western Port

There have been many human impacts in Western Port as a result of industrial development, residential growth and recreational activities. The main negative impacts include:

Altered water regimes

Western Port bay now receives discharges from 17 waterways. These waterways were originally ephemeral creeks; they had only become permanent watercourses when channels were excavated to drain the Koo-Wee-Rup Swamp. The drainage of the Koo-Wee-Rup Swamp has led to increased amount of sediments reaching the northern and eastern sections of Western Port.

Native vegetation clearing

The catchment of Western Port has been largely cleared of its native vegetation. Mangrove and saltmarsh clearing began as early as the 1840s to provide access to boats and loading areas for cattle and produce. The northern part of the bay and the north coast of French Island used to be fringed by mangroves. Now only 40% of the bay’s coastline remains fringed. Small scale clearing has continued ever since, which has exposed the mangroves and saltmarsh areas to increased tidal flows, erosion and sedimentation. These three natural processes have caused further loss of mangrove and saltmarsh vegetation.

Water pollution

Water pollution is a major concern at Western Port. The main impact of water pollution to Western Port and its catchment is the deterioration of water quality: Pollution derives from a number of sources, they are:

 Waste and litter from shipping and boating activities

 Run-off from urban areas

 Problems with sewage treatment plants

 Land management practices that can lead to erosion

 Horticultural areas with high usage of fertilizer

 Logging in forested parts of the catchment

 Effluent problems from animal industries

 Impacts of diary farming on water quality

Increased levels of sediment and nutrients in the water

Increased nutrients such as nitrogen and phosphorus can present a risk to the marine ecosystems of Western Port. Sediment pollution of Western Port has a range of consequences, for example, increased sediment levels can smother seagrass beds, leading to widespread loss of seagrass.

Ecological importance of Western Port Ramsar Site

Western Port is listed as a Ramsar site, which means that it contains wetlands of international importance. Western Port is an internationally significant wetland because it has an unusually wide variety of habitats. There are certain criteria that needs to be met in order for a location to be listed as a Ramsar site, these include:

 A particularly good representation of natural or near-natural wetland

 Representative of a wetland which plays an important role in the natural functioning of a major river basin or coastal system

 Regularly supports greater than 20,000 waterfowl

 Regularly supports substantial numbers of individuals from particular group of waterfowl

 Regularly supports 1% of individuals in a population of a single species or subspecies of waterfowl

Plants

Western Port supports a wide range of terrestrial plant species. There are 6 distinct vegetation types that have been identified in the terrestrial areas adjacent to Western Port. They are; coastal grassy woodland, coastal scrub and grassland, grassland, heathy woodland, lowland forest, and swamp scrub. Western Port’s marine vegetation can be divided into 3 types; saltmarshes, mangroves and seagrass. Together, these marine vegetation types are called wetlands (see picture below).

Animals

In relation to terrestrial animals, Western Port supports 330 native species and 25 introduced species. Eighty-nine of these species are currently threatened in some way. Western Port is part of the East Asian-Australian Shorebird Reserve Network. The Bay hosts 29 species listed under the Japan-Australia Migratory Birds Agreement (JAMBA) and 31 species listed under the China-Australia Migratory Birds Agreement (CAMBA). The wetlands of Western Port support a diverse range of over 630 animal species (including invertebrates, fish, birds and mammals). Furthermore, Western Port is a visiting place for fur seals, dolphins and whales.

Stockyard Point Image © Annette Cook

Other shorebird habitat sites in Australia

There are many other shorebird sites located around Australia. During 2003 WWF Australia worked in 5 shorebird sites across Australia:

 Western Port (Victoria)

 Roebuck Bay (Western Australia)

 Gulf St Vincent (South Australia)

 Boullanger Bay (Tasmania)

 Robbins Passage (Tasmania)

 Mackay area (Queensland)

These 5 sites were identified as nationally and internationally important for shorebirds. The shorebird conservation work conducted by WWF Australia was funded by the Natural Heritage Trust and they worked in partnership with government, non-government organisations and community groups. Their aim is to protect shorebirds and their habitat. WWF Australia developed programs and training to raise public awareness, building infrastructure such as fencing and shelters, and laying the foundation for a solid management plan or strategy for the long-term health of shorebirds. In 2012 these activities continue to be delivered by BirdLife Australia.

To find out more visit - birdlife.org.au

Summary

 Western Port is a large coastal bay in Victoria. It is located roughly 60 km south east of Melbourne. It contains two large islands Phillip Island and French Island and many other small islands.

 Over the years there have been many industrial developments in Western Port, the local population has also grown considerably along with recreational activities in the area. These developments have induced many negative environmental changes including altered water regimes, pollution, and increased levels of sediments and nutrients.

 Western Port is a very important ecological area because it supports a wide range of terrestrial and marine animal and plant species. Western Port is listed as a Ramsar site, which means that it contains wetlands of international importance.

 WWF Australia has been working in 5 shorebird sites across Australia (including Western Port). These sites have been identified as nationally and internationally important for shorebirds.

Glossary

Biota: The combined flora and fauna of a region.

Brackish: Having a somewhat salty taste, especially from containing a mixture of seawater and fresh water.

Catchment: Catching or collecting of water, especially rainwater.

Dredging: A method for deepening streams, lakes, or reservoirs by scraping and removing solids from the bottom. This disturbs the ecosystem and causes silting that can kill aquatic life.

Ecological: The science of the relationships between organisms and their environments.

Ecosystem: An ecological community together with its environment, functioning as a unit.

Ephemeral: Lasting for a markedly brief time.

Erosion: The wearing away, washing away, or removal of soil by wind, water or man.

Heathland: Vegetation dominated by small shrubs with small hard leaves.

Horticulture: Of or relating to the cultivation of plants.

Hydrological: Hydrology is the study of the occurrence, distribution, and movement of water on, in, and above the earth.

Intertidal: Of or being the region between the high tide mark and the low tide mark.

Invertebrates: Animals without backbones.

Mangrove: Forested wetland growing along tidal mudflats and along shallow water coastal areas extending inland along rivers and streams. The water is generally brackish.

Mudflats: Mudflats are relatively flat, muddy regions found in intertidal areas. As the material that forms the mudflats is deposited by the tides or rivers, they are found in sheltered areas such as bays and estuaries.

Saltmarsh: Low coastal grassland frequently overflowed by the tide.

Seagrass: Grass that grows within the marine environment, usually on a muddy or sandy bottom.

Sediment: Soil, sand, and minerals washed from land into water, usually after rain. Sediment can accumulate in reservoirs, rivers and harbors, destroying fish and wildlife habitat, and clouding the water so that sunlight cannot reach aquatic plants. Careless farming, mining, and building activities will expose sediment materials, allowing them to wash off the land after rainfall.

Shorebird: Birds that frequent the shores of coastal or inland waters.

Terrestrial: Lives on the land.

Waterfowl: A water bird, especially a swimming bird.

Wetland: Land areas that are wet due to a close relationship to a body of water or groundwater, or land areas that are flooded regularly; they support vegetation adapted for life in saturated soil conditions.

Woodland: A vegetation community that includes widely spaced large trees. The trees are spread out and do not form a closed canopy.

WWF Australia: Also known as ‘World Wildlife Fund’ & ‘World Wide Fund for Nature’. WWF is the world’s largest independent conservation organization.

Recommended activities

Activity Number Title

1 Western Port Quiz

Answers: (1)b, (2)c, (3) b, (4)c,

(5)a, (6)a, (7)c, (8)c, (9)b, (10)b, (11)a, 12(a)

2 Find-A-Word

3 Match Words to Meanings

Western Port Shorebirds Section B - Shorebirds

Note to teachers

This section provides you and your students with the tools necessary to discover the amazing world of shorebirds. There are a number of interesting topics covered in this section, including, the different shorebirds types, migration patterns, what they eat and how to identify them. To find out more about identifying shorebirds visit birdlife.org.au There are a lot of topics to be covered in this section, so it may be useful finding out what your students already know about shorebirds before you embark on this section. This will give you the opportunity to focus your class time on topics for which your students lack knowledge. A good way of doing this is to ask your students to write down what they think a shorebird is (“I think a shorebird is…).

Introduction to shorebirds Shorebird definition

Shorebirds, sometimes called waders, are a group of birds that are found wading in shallow water looking for food on coastal mudflats, estuaries and along the edges of inland wetlands. Shorebirds belong to the order Charadriiformes. Shorebirds make up about 10% of Australia’s bird species.

Why are they called shorebirds?

They are called ‘shorebirds’ because they live on shores of water bodies, including oceans, rivers, lakes, dams and ponds. The term ‘waders’ is generally used in Australia and the United Kingdom, although, the American term ‘shorebirds’ is more internationally recognized and is becoming much more common in its usage in Australia. The word shorebird and wader are interchangeable.

Water birds

Not all birds that wade and live on the shoreline are waders. Water birds share the habitat of shorebirds but are not part of the wader family. They feed by diving for fish. Species of water bird known to most people include ducks, swans, ibis and spoonbills.

Categories of shorebirds

There are 3 categories of Australian shorebirds:

 Local shorebirds

 Migratory shorebirds

 Vagrant shorebirds

Local shorebirds

There are 15 species of local shorebirds in Australia. These local shorebirds (also called resident shorebirds) live permanently in Australia. They do not migrate to other countries to breed, roost or feed. Some local shorebirds make long journeys within Australia. They move around the country in response to food availability and breeding habitat. Local Australian shorebird species include:

 Pied and Sooty Oystercatchers

 Black-winged Stilts

 Red-necked Avocets

 Hooded Plovers

 Red-capped Plovers

Migratory shorebirds

There are 36 species of migratory shorebirds. Migratory shorebirds migrate from their breeding areas (generally in North East Asia) to their feeding grounds in Australia and New Zealand. The shorebirds migrate to the southern hemisphere in summer to escape the winter in the northern hemisphere. Therefore, migratory shorebirds experience an endless summer by flying between the southern and northern hemispheres. Each year, millions of migratory shorebirds travel great distances between their breeding and non-breeding areas. For example, the Red-necked Stint, weighing as little as 30 grams, travels 25,000 kilometers a year. Some shorebirds (such as the Western Curlew) fly more than 6,000 kilometers without stopping. These shorebirds lose up to 40% of their body weight in the process. Migratory shorebirds that regularly visit Australia include:

 Eastern Curlew

 Bar-tailed Godwit

 Great Knot

 Ruddy Turnstone

 Red-necked Stint

 Greenshank

 Sharp-tailed Sandpiper

 Wandering Tattler

 Wimbrel

Vagrant shorebirds

There are at least 16 species of Sharp-tailed Sandpiper Image © Andrew Silcocks vagrant shorebirds recorded in Australia. Vagrant shorebirds only very occasionally visit Australia.

Western Port shorebirds

Western Port has 8 local shorebird species and 17 migratory shorebird species. The table below lists the local and migratory shorebirds observed in Western Port. The pictures to the right of the table are of some migratory Western Port shorebirds.

Migratory Shorebirds Local Shorebirds

Bar-tailed Godwit Pied Oystercatcher

Whimbrel Sooty Oystercatcher

Eastern Curlew Black-winged Stilt

Common Greenshank Red-necked Avocet

Terek Sandpiper Red-capped Plover

Common Sandpiper Black-fronted Dotterel

Grey-tailed Tattler Hooded Plover

Ruddy Turnstone Masked Lapwing

Red Knot

Red-necked Stint

Sharp-tailed Sandpiper

Curlew Sandpiper

Pacific Golden Plover

Grey Plover

Lesser Sand Plover

Greater Sand Plover

Double-banded Plover

Habitat of shorebirds

The habitat of most migratory and local Australian shorebirds is a variety of wetlands. Wetlands provide shorebirds with muddy or sandy regions with shallow water, which is what they prefer. A handful of shorebird species do not rely on wetlands, but spend much of their time on grassy or arid plains. Types of wetlands that shorebirds are found include:

 Ephemeral salt lakes found in deserts

 Intertidal mudflats located on the coast

 Mangroves

Shorebird Feeding Where do they feed?

Shorebirds like to feed in a variety of wetland areas (see picture below). Feeding areas include:

 Intertidal mudflats

 Seagrass beds

 Sandy foreshores

 Mangrove swamps

 Inland water bodies (such as lakes and ponds)

Flat tidal shores, with extensive intertidal mudflats, rich in invertebrate prey, support the largest numbers of shorebirds. Consequently, Western Port is one of the most significant shorebird habitats in Victoria. At Western Port, shorebirds roost in flocks at high tide and move out to feed during low tide when their feeding areas are exposed. Shorebirds feed during the day and night.

What do they feed on?

Shorebirds eat small worms, insects, fish and a variety of molluscs and crustaceans. Shorebirds use a lot of energy and therefore need to eat a lot of food very frequently to refuel themselves. Shorebirds need to eat even more food when they are moulting, preparing for migration, or when their eggs are developing.

How do they feed?

Shorebirds usually swallow their food whole. Most shorebirds store and soften food in their expandable oesophagus before it is passed into their stomach. The legs and bills of different types of shorebirds are suited to the way in which they get their food (see picture below). There are two methods that shorebirds use to feed. They are:

 Surface feeding

Surface feeding involves shorebirds standing, searching, running and pecking at the surface of sand and mud in order to catch their food. Shorebird surface feeders have large eyes and short bills which allow them to feed on the surface of exposed shores. Lesser and Great Sand Plovers and the Pacific Golden Plover rely on their extra good eyesight to find their prey.

 Probe feeding

Probe feeding involves shorebirds locating their prey by probing in the sand and mud. Shorebird probe feeders have smaller eyes and long bills with sensitive tips. The bills have nerve endings like in the tips of our fingers, so that they are able to sense movement or feel prey in the mud. The Whimbrel, Bar-tailed Godwit and Eastern Curlew all have long, sensitive bills that probe in the sand and mud for their food and use their bills to feel for prey.

Diagram by Peter Dann

Identifying shorebirds

There are 3 main ways to identify different species of shorebird. They are:

 Size and feather colour

Size is a helpful indicator. After all, if you are looking at a small bird, you can discount the possibility of it being an Eastern Curlew or one of the other large shorebirds. Small differences in feather colour can also be a good guide to identify the species. However, most shorebirds are brown, so identifying them on the basis of colour can be difficult.

 Bill length, colour and shape

Length, colour and shape of bills are quite different from one species to another. The long, down-curved bill of the Eastern Curlew is quite different from the short stubby bill of the Sand Plovers and the heavy orange bill of the Pied Oystercatcher.

 Leg colour and length

The colour and length of a shorebird’s legs can help you to distinguish it from other shorebirds. The Black-winged Stilt has lovely pinkish legs, while the Grey-tailed Tattler’s are yellow and not so long. The Greenshank is named after its long olive green legs (see picture below).

Shorebird migration Migration definition

Migration for shorebirds is travel to another place or country in search of warmer climates or better feeding areas.

Adaptations of migratory shorebirds to flight

Shorebirds have special adaptations to help make their migration possible. Like all birds, their skeletons are extremely light and strong. They also have long, pointed wings for swift, long distance flight. Migratory shorebirds feed intensively for about three weeks prior to departure in order to gain the fat reserves necessary to fuel their long flights. Their bodies undergo amazing changes to maximize their capacity to reach the breeding grounds. These changes include:

Body mass increase

 Migratory shorebirds increase their body mass by 70-80 % prior to migration. If a shorebird weighed as much as a 40kg child, it would weigh 72kg before migration departure!

 Shorebirds increase their weight by 2-5% per day. That is equivalent to a child putting on up to 2kg a day!

 Fat is deposited under the birds’ skin, so that it can be stored for use as fuel.

 Muscles required for flight increase during migration, as do leg muscles to carry around the shorebird’s fat little body. Lean muscle tissue in the legs is later converted during flight to glycogen for brain function.

 Digestive organs initially increase to handle the increased food intake. These organs and others not required for flight decrease again immediately before migration, thus reducing unwanted baggage.

Navigation adaptations

It is not well understood how shorebirds navigate their way across and between countries. It is thought that the position of the stars and sun help the birds to find their way. The earth’s magnetic field may also provide a cue for navigation, with the magnetic crystals in the birds brain acting as receptors. Shorebirds may also use landmarks to guide their way. None of these adaptations, however, explain how the young shorebirds make their first migration journey unaccompanied by adults! It seems that there is something in their DNA that tells them to “Head south by south-east”.

Shorebirds Image © Andrew Silcocks

Shorebird migration patterns Breeding season

Most migratory shorebirds breed in northern China, Mongolia, Siberia and Alaska, during June and July, Shorebirds breed in these areas, during these times, because there is an abundant food supply that is only available for a brief period (about 8 weeks) after the snow melts.

Non-breeding season

Following the breeding season, migratory shorebirds fly southward to different parts of the world, stopping along the way to rest and feed at particular sites. Most shorebirds use the East Asian- Australasian Flyway to come to Australia, where they stay from August to April. Some shorebirds migrate the full length of the Flyway while others use just part of the flyway for their migration. For example the Godwit migrates from Alaska in the far north to New Zealand in the south. Within each species there is also a lot of variation. The Eastern Curlew starts its journey in breeding grounds in south eastern Siberia and some will travel the full length of the Flyway all the way to New Zealand.

The East Asian-Australasian Flyway

The East Asian-Australasian Flyway stretches from the Breeding area of the Arctic Circle and southward to Mongolia, China, North Korea, South Korea, Japan, the Philippines, Vietnam, Laos, Cambodia, Thailand, Myanmar, Bangladesh, Malaysia, Singapore, Brunei, Indonesia, East Timor, Papua New Guinea, Australia and New Zealand (see map below). The number of migratory shorebirds in this flyway has been estimated to be over 8 million. See picture on next page for map of flyway.

Other migration patterns

Two migratory shorebird species differ from the above migration pattern. They are the Double-banded Plover and the Australian Pratincole. The Double-banded Plover is the only shorebird species that migrates east-west, between New Zealand and Australia. They breed in New Zealand and migrate to Australia during the February to September period. The Australian Pratincole breeds across north- western and eastern Australia and migrates to northern Australia, Indonesia and New Guinea during the March to November period.

Summary

 Shorebirds are a group of birds that are found wading in shallow water looking for food on coastal mudflats, estuaries and along the edges of inland wetlands.

 There are 3 categories of shorebirds; local, migratory and vagrant.

 The habitat of most migratory and local Australian shorebirds is a variety of wetlands.

 Shorebirds eat small worms, insects, fish and a variety of molluscs and crustaceans.

 Shorebirds feed via probe or surface feeding methods.

 The legs and bills of different types of shorebirds are suited to the way in which they get their food.

 Shorebirds can be identified in 3 ways.

 Migratory shorebirds are well adapted to flying long distances.

 Most migratory shorebirds breed in northern China, Mongolia, Siberia and Alaska, during June and July.

 Most shorebirds use the East Asian-Australasian Flyway to come to Australia during the non-breeding season, where they stay from August to April. Glossary

Adaptations: Features of plants and animals that help them survive in their environment.

Arid: An arid area is dry and hot, with little rainfall and few plants.

Bill: The projecting jaws of a bird.

Body mass: The quantity of matter in the body.

Crustaceans: An invertebrate animal with a hard shell and many jointed legs. Prawns, crabs, lobsters and crayfish are crustaceans.

Ephemeral: Lasting for a markedly brief time.

Estuaries: Bodies of water which are located at the lower end of a river and are subject to tidal fluctuations.

Glycogen: Form in which foods are stored in the body as energy.

Habitat: The natural environment of an animal or plant.

Intertidal: Of or being the region between the high tide mark and the low tide mark.

Invertebrates: Animals without backbones.

Oesophagus: A long hollow muscular tube that connects the pharynx to the stomach.

Order: Biological classification used to categorize extinct and living species of organisms.

Magnetic field: A field of force around the Sun and the planets, generated by electrical currents.

Mangrove: Forested wetland growing along tidal mudflats and along shallow water coastal areas extending inland along rivers and streams. The water is generally brackish.

Molluscs: A marine invertebrate that creates and lives in a shell. Clams, snails, oysters and whelks are all molluscs.

Moulting: In birds, moulting is the routine shedding of old feathers.

Roost: A place where a bird or a group of birds settle down to rest.

Seagrass: Grass that grows within the marine environment, usually on a muddy or sandy bottom.

Vagrant: These are uncommon bird visitors, arriving only when blown off course or disorientated.

Recommended activities

Activity Number Title

4 Shorebird Quiz

Answers: (1)b, (2)a, (3) b, (4)c,

(5)b, (6)a, (7)c, (8)b, (9)a, (10)a,

5 Shorebird field trip

6 “I am a …”

Western Port Shorebirds Part C Western Port Wetlands

Note to teachers

By now, your students have learnt all about shorebirds and it is time for them to learn more about the wetland habitat of shorebirds. The most important message in this section is that wetlands are extremely important to shorebirds. In essence, wetlands provide shorebirds with an area to breed, nest, feed, drink and shelter. Therefore, they play a very important role in the bird’s’ lives. It is important to note that wetlands are not just important from an environmental point of view but also from a social and economic perspective. The environmental status of wetlands is covered briefly in this section but section D covers this in more detail.

Introduction to wetlands Wetland definition

Wetlands are areas that are covered with water on a temporary or permanent basis. The water is usually slow moving or stationary, shallow, fresh, brackish or salty. There are many different types of wetlands and they can be large or small, inland or by the sea. The plants and animals living in or near wetlands are adapted to, and often dependent on, wet conditions for at least part of their life cycle.

Different types of wetlands

Swamps Fens Marshes

Bogs Billabongs Coral reefs

Lagoons Ponds Saltmarshes

Mudflats Mangroves Lakes

Estuaries Shallow rivers Streams

Foreshores Seagrass beds

Ramsar Site

Western Port in listed as a Ramsar site which means that it contains wetlands of international importance. Therefore, Western Port is a very important area because it contains a great variety of wetlands that are considered to be of great value and importance.

Importance of wetlands in Australia

In the past, wetlands were thought of as wasteland. Over time, however, people have come to learn that wetlands are environmentally, socially and economically important, and therefore, must be protected. The following subheadings outline the main reasons why wetlands are important: Habitat

Wetlands are the most fertile and diverse ecosystems in the world. They are important because they provide a habitat for many animals and plants. Many different species use wetlands to feed, breed and shelter. Source of water

Australia is the second most arid continent in the world and water is becoming more and more scarce. Wetlands are important because they provide plants and animals with water in an otherwise very dry landscape. Protect shores

Wetlands which are located on the coast help to minimise coastal land erosion. This is because they act as a barrier between the ocean and the coast. Therefore wetlands provide excellent protection to shorelines. Reduce floods

Wetlands work like sponges, absorbing large quantities of water (e.g. snowmelt and rainfall) and releasing it gradually. Therefore, wetlands help to reduce flood damage to the human and natural environment. Absorb pollutants in water

Wetlands help to improve water quality by filtering out wastes, heavy metals, sediments and other pollutants. For example, when water flows through a wetland area, up to 90% of sediment is removed. Therefore, water that flows through wetlands is cleaner and healthier to drink. Fish nurseries

Wetlands are nurseries for fish and other freshwater and marine life. For example, many fish species use wetlands to spawn and to look after their young fish before they are ready to move into larger water bodies, such as, oceans. Fishing industry

Wetlands are economically important to the fishing industry. This is because wetlands house large numbers of fish, many of which are commercially important species. Recreational activities

A number of recreational activities are undertaken at wetlands. For example, fishing, canoeing, bird observing, bush walking, hunting and wildlife photography. Cultural value

Many wetlands are culturally valuable. For example, many wetland areas throughout Australia are important to Aboriginal people

Importance of wetlands to shorebirds Shorebird habitat

The habitat of shorebirds encompasses many types of wetlands, including, mudflats, lakes, mangroves, seagrass beds, ponds and sandy foreshores. Wetlands provide food

Wetlands provide foods for shorebirds, including, small worms, insects, fish and a variety of molluscs and crustaceans. Wetlands offer shelter

Wetlands offer shelter to protect shorebirds from weather and predators. Wetlands also provide shorebirds with valuable roosting habitat. If wetlands are damaged, the possibility of survival for shorebirds greatly declines. Wetlands are useful during migration

Migrating shorebirds rely on wetlands right across their flyway. For example, many shorebirds feed and roost at a variety of wetlands during their migration.

Environmental status of Western Port wetlands Bad news

 By 1980, 70% of seagrass beds at Western Port were lost as a result of human activities. Consequently, the animals/plants that rely on seagrass have declined.

 Currently, the remaining seagrass beds at Western Port are being damaged as a result of land clearing, stock grazing, dumping of waste, industry, drainage, dredging, recreational activities and invasion by exotic plants and animals.

 Wetlands all over the world are being damaged as a result of human activities, to the extent that wetlands are now considered one of the most threatened natural ecosystems in the world today.

 When wetlands are damaged all the animals and plants that rely on the wetland become threatened.

What can be done to protect wetlands?

 People need to stop degrading wetlands and instead help protect them and keep them healthy.

 Wetlands are worth protecting because they are valuable in so many ways.

Protecting wetlands in Australia Good news

The Australian Government and various conservation groups are taking action to conserve and protect Australia’s wetlands. An international example is the ‘Ramsar Convention’ and in Australia there is the ‘National Wetlands Program’. Both of these programs are helping to fix damaged wetlands and protect intact wetlands in Australia and around the world.

Summary

 Wetlands are areas that are covered with water on a temporary or permanent basis. The water is usually slow moving or stationary, shallow, fresh, brackish or saline.

 There are many different types of wetland.

 Western Port in listed as a Ramsar site which means that it contains wetlands of international importance.

 In the past, wetlands were thought of as wasteland.

 Now, it is understood that wetlands are environmentally, socially and economically important, and therefore, must be protected.

 Wetlands are an important shorebird habitat. They provide food and shelter and are useful during migration.

 The bad news is that wetlands at Western Port and around the world are being damaged as a result of human activities.

 The good news is that there are many conservation projects currently underway to help protect wetlands.

Black Swans rely on wetlands Image Annette Cook

Glossary

Arid: An arid area is dry and hot, with little rainfall and few plants.

Billabongs: Waterholes in old river channels which fill during floods or the rainy season.

Bogs: Organic soils that are dominated by sphagnum moss. They are usually found in alpine areas.

Brackish: Having a somewhat salty taste, especially from containing a mixture of seawater and fresh water.

Crustaceans: An invertebrate animal with a hard shell and many jointed legs. Prawns, crabs, lobsters and crayfish are crustaceans.

Ecosystem: An ecological community together with its environment, functioning as a unit.

Exotic: Introduced, non-native species.

Habitat: The natural environment of an animal or plant.

Fens: Wetlands that form when groundwater seeps to the surface.

Coral reefs: Accumulation of rocklike deposits that are the skeletons of living creatures that occur in warm seas.

Dredging: A method for deepening streams, lakes, or reservoirs by scraping and removing solids from the bottom. This disturbs the ecosystem and causes silting that can kill aquatic life.

Estuaries: Bodies of water which are located at the lower end of a river and are subject to tidal fluctuations.

Lagoons: Shallow bodies of water that are separated by sandbars or coral reefs.

Lakes: Large bodies of water, usually fresh water, surrounded by land.

Mangrove: Forested wetland growing along tidal mudflats and along shallow water coastal areas extending inland along rivers and streams. The water is generally brackish.

Marshes: Wetlands where the dominant vegetation is non-woody plants (such as grasses) and the water is filled with mud and is thick to walk in.

Molluscs: A marine invertebrate that creates and lives in a shell. Clams, snails, oysters and whelks are all molluscs.

Nurseries: The parts of a fish’s or animal’s habitat where the young grow up.

Ponds: Bodies of water smaller than lakes that can be naturally or artificially formed.

Predators: An animal that feeds or preys upon the animal in question.

Rivers: Large natural waterways.

Roost: A place where a bird or a group of birds settle down to rest.

Saltmarshes: Marshes that have salt water.

Seagrass: Grass that grows within the marine environment, usually on a muddy or sandy bottom.

Streams: Bodies of running water moving under gravity flowing through clearly defined natural channels to progressively lower levels.

Spawn: The act of reproduction of fishes. The mixing of the sperm of a male fish and the eggs of a female fish.

Swamps: A wetland where the dominant vegetation is woody plants and the water is filled with mud and is thick to walk in.

Recommended activities

Activity Number Title

7 Wetland Poems

8 Wetlands Word Search

9 Wetland Crossword

Western Port Shorebirds Part D Conservation Status of Western Port Shorebirds

Note to teachers

By now, your students have a greater appreciation of the area in which they live, including the resident shorebirds and their wetland habitat. Now it is time to let your students know exactly how the shorebirds are doing in terms of their conservation status. The bad news is that many shorebird species are currently threatened, mainly as a result of human activities. However, this section also provides good news with regards to shorebird conservation. For example, it outlines international, national and local conservation efforts currently underway to protect shorebirds and their habitat. Furthermore, this section provides case studies of two successful shorebird conservation projects that have recently been undertaken at Western Port. Focusing on the good news as well as the bad is important because it provides children with hope as well as concern. Finally, this section outlines some ways in which your students and their families and friends can help to protect shorebirds and their habitat.

Conservation status of Western Port shorebirds Threatened shorebirds

A number of migratory and local Western Port shorebirds are currently listed as threatened at some level. The following table lists the species that are threatened.

Species Status Key

Migratory shorebirds Lower Risk: A species that is close to qualifying for a vulnerable status (near threatened). Whimbrel Vulnerable Vulnerable: A species that is facing a high risk of Eastern Curlew Lower Risk extinction in the wild in the medium-term future

Terek Sandpiper Endangered Endangered: A species that is facing a very high risk of extinction in the wild in the immediate future Common Sandpiper Vulnerable Critically Endangered: A species facing an extremely Grey-tailed Tattler Critically Endangered high risk of extinction in the wild in the immediate future Red Knot Lower Risk

Pacific Golden Plover Lower Risk

Grey Plover Lower Risk

Lesser Sand Plover Vulnerable

Greater Sand Plover Vulnerable

Local shorebirds

Sooty Oystercatcher Lower Risk

Hooded Plover Vulnerable

Good news

However, it is not all bad news regarding the status of Western Port shorebirds. The following table outlines the Western Port shorebird species that seem to be doing well in terms of their conservation status.

Species Status

Migratory shorebirds

Bar-tailed Godwit Increased in number over the past 30 years

Whimbrel Increased in number over past 30 years

Local shorebirds

Eastern Curlew Now recovering from previous decline

Red-necked Avocet Increased in number over past 30 years

Threats to Western Port shorebirds Disturbance from human activities

Disturbance from human activities is damaging to shorebirds because they lose valuable feeding and roosting time and therefore valuable energy. As a result of disturbance, shorebirds may be forced to leave their feeding and roosting sites and move to other sites that are located far away. Human disturbance is of particular concern because the human population at Western Port is growing, which will intensify the level of disturbance. There are many recreational activities that humans undertake at Western Port that can disturb the shorebirds. Such activities include:

 Motor boating

 Yachting and Canoeing

 Windsurfing

 Jet skiing

 Water skiing

 Parasailing

 Beach Walking

 Horse riding on the beach

 Off road cycling

 Off road car-driving

 Low flying planes

 Fishing from boats

 Fishing from land

Water pollution

Water pollution represents a significant risk to Western Port shorebirds because it makes their wetland habitats unhealthy. The main forms of pollution are:

 Marine oil spills

Oil spills can occur when there are marine shipping accidents. Oil would damage shorebirds, their habitat and their food sources. Thankfully, a Western Port Shoreline Oil Spill Response Handbook has been developed to best deal with this problem if it occurs.

 Litter

Shorebirds can die from entanglement in fishing line and plastic bags.

 Nutrients

Nutrients (nitrogen and phosphorous) enter the waterways of Western Port via urban streams, especially from horticultural and dairy farming areas. Increased level of nutrients in the water results in seagrass loss. As a result, the animals and fish that live in the seagrass decline in number. This is a major problem for shorebirds because shorebirds feed directly on seagrass and the animals that live in the seagrass. A major decline in seagrass was recorded during the late 1970s and 1980s, when about 70% of seagrass was lost. But good news, seagrass has been recovering since the 1990s.

 Sediments

Sediments in the water cause seagrass loss. Subsequently, the shorebirds suffer because seagrass provides them with an important food source. Sediment enters Western Port waterways from a range of sources, including, sewer overflows, urban stormwater runoff and erosion. Dredging for Western Port’s shipping purposes also causes increased sedimentation and loss of mudflats. Mudflat loss is problematic for shorebirds because it is one of their important habitats.

Introduced predators

Introduced predators, such as, cats, dogs and foxes, pose a significant threat to shorebirds. The greatest threat to adult birds and nestlings are foxes and feral cats. Introduced predators prey on young shorebirds and on shorebird eggs. Disturbance of birds by dogs is also widespread especially near the more urbanized areas (see picture below). Good news, French Island is fox-free, which is thought to be the reason for the high number of breeding Pied Oystercatchers there.

Introduced Plant Species

A number of exotic plant species have been introduced into Western Port bay. These exotic species come from ballast water from shipping and recreational boating. An introduced exotic plant species that is of particular concern for Western Port shorebirds is Spartina. Spartina is a species of grass which has become established along and around the estuary of Bass River and near Tooradin. Spartina threatens Shorebirds because its presence reduces available feeding areas (see pictures below).

Threats to Western Port Shorebirds During northward migration

The most important region for shorebirds on the northward migration from Western Port is the Yellow Sea (located between the Korea Peninsula in the east and China to the west). The following subheadings outline the threats facing shorebirds at the Yellow Sea.

 Loss of habitat

Loss of habitat, through changes in land use, is the most severe threat to the conservation of shorebirds. For example, draining and reclamation of wetlands for farming and fishing continues in most countries along the flyway.

 Degradation of habitat

Degradation of shorebird wetland habitat occurs because of too much fishing, forestry, farming, mining, and building for houses and industry. Too much sediment in the water can make wetlands unhealthy. Pollution from industry, farming and towns are also creating big problems for inland and coastal wetlands which affects shorebird areas.

 Pest plants and animals

Wetlands throughout the flyway have been badly affected by weeds, for example, Water Hyacinth, willows and Mimosa species (see picture below). The introduction of weeds into wetlands can change the wetland for a long time and it can be very difficult, and expensive, to get rid of them again. Dogs, cats, and other animals in the wrong place can cause many problems to shorebirds resting or feeding.

 Hunting

Shorebirds, their eggs and chicks are traditionally harvested or collected in several countries because they can be good for food, or to sell or for sport. In some countries hunting can only happen under strict rules but in other countries shorebirds are caught without any rules. Shorebirds often rest or feed altogether in large numbers which makes them vulnerable. Harvesting of birds, combined with decreased habitat can make some species decline quickly towards extinction.

 Climate change

One of the main predicted impacts of climate change is a rise in global sea levels. Increasing sea levels will negatively affect the coastal wetland habitat of shorebirds. Therefore sea-level rise will have serious implications for the long-term conservation prospects of shorebirds.

Efforts to protect Western Port shorebirds

There are a variety of efforts currently underway to minimize the threats facing Western Port shorebirds. This section provides a summary of the conservation efforts being undertaken at an international, national and local level.

International level

The survival of Western Port migratory shorebirds depends on the maintenance of healthy wetland sites along the flyway.

 Formal international conventions

These are formal conventions that attempt to protect migratory shorebirds and their habitat along the flyway:

Japan-Australia Migratory Bird Agreement (JAMBA)

An agreement between the Government of Australia and the Government of Japan for the protection of migratory birds in danger of extinction.

China-Australia Migratory Bird Agreement (CAMBA)

An agreement between the Government of Australia and the Government of the People's Republic of China for the protection of migratory birds.

Ramsar Convention on Conservation of Wetlands of International Importance

A treaty which provides the framework for national action and international cooperation for the conservation and wise use of wetlands and their resources.

Convention on Migratory Species

This Convention aims to conserve migratory bird species and their habitat.

 Informal international agreements

These are cooperative agreements that have formed between countries along the flyway in an attempt to improve shorebird conservation.

Asia-Pacific Migratory Waterbird Conservation Strategy & the Shorebird Action Plan (1996- 2000)

An action plan developed to promote conservation of migratory shorebirds and their wetland habitat along the entire length of the East-Asian-Australasian flyway. The strategy has support from the governments of Australia and Japan. From 1996 to 2001, the strategy was successful in promoting international cooperation and an awareness of the need to work together to promote shorebird conservation. Based on the success of this strategy, a second strategy was implemented for the period 2001-2005. Currently, the Strategy is under review and will most likely be extended into the future.

The East Asian-Australasian Shorebird Site Network (1996-present)

This is an initiative of the Asia-Pacific Migratory Waterbird Conservation Strategy. The Network comprises of wetlands that are very important sites for migratory shorebirds in the flyway. The main aim of the Network is to promote the conservation of these important wetland sites.

State and Commonwealth level (Australia)

 The Environmental Protection & Biodiversity Conservation Act 1999

This Act ensures that anyone taking an action likely to have a significant impact on a listed migratory species must first obtain approval from the Commonwealth Environment Minister. This helps to prevent actions that threaten Western Port migratory shorebirds or their habitat.

 Wildlife Conservation Plan for Migratory Shorebirds 2006

This Plan outlines national activities to support flyway shorebird conservation initiatives and provides a strategic framework to ensure these activities plus future research and management actions are integrated and remain focused on the long-term survival of migratory shorebird populations and their habitats. The Plan contains the statutory elements as legislated by the EPBC Act and must be reviewed every 5 years.

 Western Port Ramsar Site Strategic Management Plan (Parks Victoria).

Western Port is listed under the Ramsar Convention on Wetlands. The purpose of this Management Plan is to provide a framework for managing Western Port wetlands is a sustainable way.

 BirdLife Australia’s National Shorebird Conservation Project.

Aims to increase awareness, understanding and involvement by communities in conservation of shorebird habitat, and where possible, engage communities to conserve and wisely manage important shorebird sites. Western Port is included in this project.

Local level (Western Port)

There have been a variety of shorebird conservation efforts undertaken at Western Port. They include:

Research projects (to improve the information base on shorebirds)

 Anderson Inlet Survey (1979)

 Victorian State Survey (1979)

 The BOCA Western Port Survey

The BOCA Western Port Survey has operated for over 30 years. The survey monitors the conservation status of shorebirds and the quality, productivity and biological health of their habitat. The survey is undertaken by dedicated volunteer bird watchers who have traced the birds, their patterns of movement and the areas they use. The information from this ongoing survey has been widely utilized to help achieve better environmental outcomes for Western Port.

 Wader Study Group (1981- present)

 The Wader Study Group has coordinated a national program of twice-yearly shorebird counts at important sites.

 Stockyard point shorebird conservation project (2004)

 Phillip Island Hooded Plover Watch (1998)

 Western Port Welcomes Waterbirds (2011)

The Western Port Welcomes Waterbirds project was funded by the Australian Government’s Caring for our Country program. The project has consolidated our understanding of waterbird population dynamics and habitat use in Western Port.

Management plans

 Western Port Catchment Management Authority Projects (2004-2005)

The Western Port Catchment Management Authority have undertaken a variety of projects, many of which aim to protect shorebirds. For example, there is a project that is looking at ways to protect seagrass habitat.

 French Island National Park Management Plan (1998) (Parks Vic.)

This Management Plan aims to protect and enhance French Island’s natural environment. Shorebirds and their wetland habitat are protected under this Plan.

 Phillip Island Nature Park Management Plan (2000-2005) (Parks Vic.)

This Plan describes 255 actions for management across all aspects of the Park. Many of these actions help to protect shorebirds. For example, controlling pest plants and animals and controlling human activities to minimise habitat degradation and disturbance.

 Parks Victoria Management Plans for Marine National Parks

There are various plans that provide protection though zoning and control of recreational and business activities in Western Port.

Good news stories The following 2 case studies are examples of successful Western Port shorebird conservation efforts.

1. Stockyard Point shorebird conservation project

Location: Stockyard Point, a sandy spit at the end of Jam Jerrup beach on the eastern shores of Western Port. Stockyard Point is an important high-tide roost site for Western Port shorebirds.

Situation: Stockyard Point has become a very popular shore-based fishing and walking spot. Fishing is popular because of low-tide access to a deep channel that is a great for catching elephant fish. Consequently, Stockyard Point has a clash of uses; shorebird roosting and human fishing/walking activities. Parks Victoria, BOCA and local government have been concerned with the impacts that these human activities are having on shorebirds.

Research: A study was undertaken by BOCA to determine the extent of the disturbance to shorebird roosting as a result of fishing and walking activities.

Findings: The study found that shorebird roosting was being disturbed as a result of human activities. Dogs were also found to be scareing the shorebirds. The shorebied species being disturbed were the Eastern Curlew, Red-necked Stint, Curlew Sandpiper, Red Knot and Double-banded Plover. The study found that the impacts were occuring when people and their dogs used the area during high-tide. This is because shorebirds roost during high-tide.

Response: Stockyard Point was declared a ‘shorebird conservation zone’. During high tide (when the shorebirds roost) people are not allowed to fish/walk in the area, except for a designated beach-fishing zone. During low-tide, fishing and walking is permitted. Dogs must now be kept on a leash at all times and can only be walked in a dog-walking zone. Signage has been installed at Jam Jerrup car park and along the beach, explaining the restrictions and their importance. Other methods of communicating the important message of protecting shared access to the site include; postcards given to visitors through fishing and tackle shops and in person on the beach, press releases to radio shows and websites that encourage fishing at Stockyard Point, guided walks as part of the Coastcare holiday program and talking directly with visitors as they arrive at the beach or the Point.

Success: The local people’s reaction to sharing Stockyard Point with the shorebirds has been positive. Fisherman and beach-walkers are happy to use the area during low-tide because this provides the best access to deep channel fishing

and walking. Furthermore, the roosting shorebirds are being protected because they are no longer disturbed during high tide. Overall, this is an example of a successful and workable shorebird conservation effort. Hopefully, efforts such as this can be utilised in other locations and assist with protecting the habitat that Western Port provides.

2. Phillip Island Hooded Plover Watch

Location: Phillip Island, located at the entrance to Westernport.

Situation: In 1998, research was undertaken (by the Hooded Plover Study Group) on the Hooded Plover in Phillip Island. This research found that the numbers of Hooded Plover’s had dramatically declined. This decline in population was due to threats from human disturbance, including, uncontrolled beach access by dogs.

Response: The Phillip Island community became concerned for the Hooded Plover as a result of the research. Locals were keen to take action to protect the species because they understood that the threats of human disturbance were preventable. As a result, the ‘Hooded Plover Watch’ formed in 1998. The Hooded Plover watch consisted of a group of local volunteers dedicated to protecting the species.

Action: From 1998 to 1999 the Hooded Plover Watch took action to protect the species. The volunteer group protected nests and chicks. This involved regularly check beaches for nests, colour branding birds and removing hazardous rubbish such as fishing lines. The group also worked hard to raise public awareness on the plight of the Hooded Plover. For example, a leaflet titled ‘Hooded Plover need our help’ was given out to the public.

Success: The action undertaken by the volunteers resulted in instant success. The year of 1999 was the best Hooded Plover breeding season on record. This success has continued and today the Hooded Plover still breed on Phillip Island. This case study is an excellent example of a dedicated volunteer local community working together to successfully protect an important shorebird species.

3. Western Port Welcomes Water Birds

Western Port Welcomes Waterbirds was a Caring for our Country funded project. It involved a partnership between the Central Coastal Board, the Arthur Rylah Institute for Environmental Research (Department of Sustainability and Environment) and Bird Observation and Conservation Australia (BOCA). The project aimed to provide evidence-based information on waterbird key high tide roosts and feeding areas in Western Port, the threats operating at those sites and recommendations for improved management of habitats.

As part of this project, interpretative signs have been placed at five of the most important sites for shorebirds and 11 boat ramps around the bay to target recreation use that may cause disturbance to feeding and resting waterbirds. A number of information materials have also been developed (see below).

In addition to the information from this project, Melbourne Water has recently conducted a Scientific Review of Western Port that provides a valuable resource for our understanding of the Western Port environment and a way forward for strategic and coordinated environmental research.

What can your students do to help protect the shorebirds?

There are a number of practical ways in which you and your students can help protect shorebirds and their habitat at Western Port. They are listed in the section below. Remember, every little bit makes a difference. It is important to let your students know that they have already made a valuable contribution to the conservation of Western Port shorebirds through their involvement in this education program.

Abide by the signs!

You can help to protect Western Port shorebirds by following advice on shorebird regulatory and advisory signage. For example, keep your dogs on a leash and don’t litter.

Become involved in local conservation programs!

You can help by joining conservation programs and becoming involved in their activities. Your school could join up with the local environment or bird watching group and keep up to date with what is happening in your area.

Help to raise awareness!

You can make a valuable contribution to shorebird conservation efforts by discussing what you have learned with your families and friends. By doing so, you are helping to raise awareness about the important shorebirds that live in Western Port and the need to protect them.

Write a letter!

You can write a letter to your local newspaper or even to the Prime Minister! Include in your letter why shorebirds are important and why they need to be protected. Writing a letter can make a difference because you are helping to raise awareness!

Organise an information evening!

You and your school could organise an information evening for other students or people in the community. Invite two or more speakers who represent environmental groups protecting birds or their habitats. Display material that you and your class have put together in the foyer and ask other environmental groups if they would like to set up a stall.

Clean up and help a wetland

Instigate a clean-up project on a nearby wetland. This might involve removing litter left by others, designing signs to alert people to the importance of the area or talking with a nearby industry to discuss their waste output.

Summary

 A number of migratory and local Western Port shorebirds are currently listed as threatened at some level. However, some species have increased in number, so it is not all bad news.

 Threats to shorebirds at Western Port include; human disturbance, water pollution and introduced plants and animals.

 Threats to migratory shorebirds during their northward migration include; habitat and degradation loss, pest animals and plants, hunting and climate change.

 There are a number of international, national and local conservation efforts currently underway to protect Western Port shorebirds and their wetland habitat.

 Examples of successful conservation efforts undertaken at Western Port are the ‘Phillip Island Hooded Plover Watch’ and ‘Stockyard Point shorebird conservation project’.

 There are a number of practical ways that your students can help conserve Western Port shorebirds.

Shorebird Information Image Annette Cook

Glossary

Ballast water: Water carried in ships to make them heavier and so less likely to roll. Upon entering a port the water is discharged from the ship.

Climate change: Refers to the build up of man-made gases in the atmosphere that trap the suns heat, causing changes in weather patterns on a global scale. The effects include changes in rainfall patterns, sea level rise, potential droughts, habitat loss, and heat stress.

Conservation: The management of a natural resource for the protection, maintenance, rehabilitation, restoration, and/or enhancement of populations and ecosystems.

Conservation status: The conservation status of a species is a measure of how rare the species is and the likelihood of that species continuing to survive into the future. Many factors are taken into account when assessing the conservation status of a species: not simply the number remaining, but the overall increase or decrease in the population over time, breeding success rates and known threats.

Dredging: A method for deepening streams, lakes, or reservoirs by scraping and removing solids from the bottom. This disturbs the ecosystem and causes silting that can kill aquatic life.

Erosion: The wearing away, washing away, or removal of soil by wind, water or man.

Exotic: Introduced, non-native species.

Horticultural: Of or relating to the cultivation of plants.

Treaty: A formal written agreement between two or more nations.

Predators: An animal that feeds or preys upon the animal in question.

Roost: A place where a bird or a group of birds settle down to rest.

Seagrass: Grass that grows within the marine environment, usually on a muddy or sandy bottom.

Sediment: Soil, sand, and minerals washed from land into water, usually after rain. Sediment can accumulate in reservoirs, rivers and harbours, destroying fish and wildlife habitat, and clouding the water so that sunlight cannot reach aquatic plants. Careless farming, mining, and building activities will expose sediment materials, allowing them to wash off the land after rainfall.

Stormwater: Rainfall which runs off roofs and roads and other surfaces and flows into gutters, streams and waterways where it eventually flows into the bays. This water can carry with it all sorts of contaminants. Some are obvious such as plastic bags or detergents from people washing their cars, others are not so obvious such as nutrients and heavy metals.

Urban: Related to a city or densely populated area.

Recommended activities

Activity Number Title

10 Short answer task

11 Design a sign

12 Write a letter

35 Western Port Shorebird Education Part E Activities

Outline of Activities

Activity no. Activity title Instructions Student Learning Section objectives

1 Western Port Quiz Students work individually To help students to A to complete the multiple master the main concepts choice questions. A class covered in the Western discussion regarding the Port section. answers to the questions should follow. Answers are provided in the ‘recommended activities table’ in section a.

2 Find-A-Word Students work individually To have fun and become A or in pairs to find the familiar with some key words listed in the table. words relating to Western Not all the words listed are Port. This activity will covered in section A so this assist in student’s activity may be best recognition of these utlilised following words and help with their completion of the entire spelling. program.

3 Match Words to Students work individually To increase the students A Meanings to do this task. There are 2 vocabulary and spelling lists in this exercise. The of words related to the first list contains words, Western Port topic. the second contains

definitions. The definitions and words are jumbled up.

The students have to match up the words to the correct definitions.

4 Shorebird Quiz Students work individually To increase students B to complete the multiple knowledge about choice questions. A class identifying shorebirds. discussion regarding the answers to the questions should follow. Answers are provided in the ‘recommended activities table’ in section B.

5 Shorebird field Students are taken on a A practical exercise to get B trip field trip in Western Port to students out of the experience the wonder of classroom and into their shorebirds. Places to visit local environment. Will are nearby wetlands (e.g. help students bring to life lake, mangrove or all the information about mudflat). shorebirds they have learnt.

6 “I am a …” Students choose a species To enhance students B of migratory shorebird. understanding of Students are then required shorebird migration. to pretend they are that bird and write a story about their migration

journey. There is a list of questions that should be

answered within the story.

7 Wetland Poems Students read the poems A fun and creative C together as a class. Each activity aimed at poem focuses on a topic facilitating understanding covered in the wetlands about wetlands. This

section. There should then section will help to be a class discussion about improve the student’s

the poems to discuss the literacy. student’s responses to them.

8 Wetlands Word Students work individually To help students to C Search or in pairs to find the become familiar with the words listed in the table. different types of The words listed are types wetlands. of wetlands.

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9 Wetland Students work individually To help students to recap C Crossword or in pairs to complete the the knowledge covered in cross word. The answers the wetlands section. are in the wetlands section.

10 Short answer task Students work individually To gain a clear D to answer the questions. A understanding of the class discussion on the threats facing Western answers to the questions Port shorebirds and how should follow. Answers to these threats can be the questions are covered minimized through local in the context of section a. community actions.

11 Design a Sign Students work in small To come up with ideas as D groups to design a to how the local Western ‘Western Port Shorebird Port community can help Protection Sign’ (in the protect shorebirds and form of a poster) to be their wetland habitat. (hypothetically) erected at an important shorebird wetland site. Once completed, these signs could be displayed in the classroom

12 Write a letter Students write a letter to To utilise their knowledge D their local newspaper, to on Western Port help raise awareness about shorebirds to raise the important shorebirds awareness of the issue that live in Western Port among their local and the need to protect community. To empower them. Students may or the kids to take action to may not wish to actually protect the shorebirds send these letters.

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Activity 1: Western Port Quiz

Based on what you have just learnt about Western Port, choose the correct answer for the following multiple choice questions. Each question can only have one correct answer.

1. Who named Western Port?

(A) Michael Bass

(B) George Bass

2. In which year was Western Port named?

(A) 1983

(B) 1979

3. What is the size of Western Port bay?

(A) 18, 970 hectares

(B) 68, 000 hectares

4. What are the names of the two biggest islands in Western Port?

(A) Italy Island and Phillip Island

(B) Peter Island and French Island

5. The port facilities of Western Port provide for which major local industries?

(A) An oil refinery, gas plant and steel factories.

(B) An oil refinery, gas plant and clothing factories.

6. Which of the following sentences are true?

(A) There has been an increase in population and recreational activities over the years at Western Port.

(B) There has been an increase in population but a decline in recreational activities over the years at Western Port.

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7. Which of the following sentences are false?

(A) One of the major issues of concern in Western Port and its catchment is waste and littering from boating activities.

(B) One of the major issues of concern in Western Port and its catchment is logging in forested parts of the catchment.

8. What makes Western Port an ecologically important area?

(A) Because Western Port has beautiful scenery.

(B) Because Western Port has a big shopping centre.

9..Western Port is listed as a ‘Ramsar Site’. What does this mean?

(A) Western Port is great for fishing, sailing and swimming

(B) Western Port contains wetlands of international importance

10. How many migratory bird species are listed under the China-Australia Migratory Birds Agreement?

(A) 29

(B) 31

11. WWF Australia has been working in five shorebird sites across Australia. Which of the following states is not included in the five shorebird sites?

(A) Northern Territory

(B) South Australia

12. Which of the following is the correct definition for the word “ecosystem”?

(A) An ecological community together with its environment, functioning as a unit.

(B) An action performed by animals when they are giving birth.

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Activity 2: Find-A-Word

Find the words listed below. The words may appear horizontally, vertically, diagonally or back to front. Once you have found all of these words, see if you know what they mean. S H O R E B I R D S J M A N G R O V E S A M N W H J F H S E T I S R A S M A R K S P P V H K R N X A T P E L I C A N S L R T O B G H E F V G Y X O P L E G M N H T Y L P M J N C H U U C J S T S A O C F Y U L L H G C V X L J Z H G J W M D O D U I U O K U H L V L R T N G L Q D F N E P N T V W G I H N S F Y W E X G F S S R H O I E W E S T E R N P O R T Q L R E S I I O R D G L M M R B U D F A B C E R E L T N S N C A B E D V I C E W A M P V A L A E W C N N V W K C O S V B Y S I A G I D R T O V D F W E T L A N D S E P T R P A J G R M H G K F L G D F G M G D I A I R I I A M I G R A T I O N H R N N O S S G N M L B J M R H K O Z S B S O A N S L E L G S P E N G U I N S W F H P S K F A D E O P V H A B I T A T S G Q S V B L N Y T L J C D G H X G M Z F X H E X O I D U S I H D F S T A L F D U M F G R Y T

Bays Penguins

Coasts Phillip Island

Conservation Plovers

Corals Pollution

Degradation Ramsar Sites

French Island Sandpipers

Habitats Seagrass

Inlets Seagulls

Mangroves Shorebirds

Migration Sponges

Mudflats Western Port

Pelicans Wetlands

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Activity 3: Match Words to Meanings

There are two lists below, one containing words that we were used in the Western Port section, and the other containing the meanings to these words. The definitions to these words are jumbled up. Your task is to matching each word to its correct meaning.

1. Dredging A. The combined flora and fauna of a region.

2. Ecological B. Catching or collecting water, especially rainwater.

3. Biota C. Machines equipped with scooping or suction devices and used to deepen harbours and waterways and in underwater mining.

4. Catchment D. The science of the relationship between organisms and their environments.

5. Intertidal E. Lasting for a markedly brief time.

6. Waterfowl F. Flow or flowing.

7. Flux G. The science or art of cultivating fruits, vegetables, flowers, or ornamental plants.

8. Mangrove H. A region between the high tide mark and the low tide mark.

9. Ephemeral I. An evergreen tree or shrub of the genus Rhizophora, growing in dense thickets along tidal shores.

10. Horticulture J. Low coastal grassland frequently overflowed by the tide.

11. Silt K. A sedimentary material consisting of very fine particles intermediate in size between sand and clay.

12. Saltmarsh L. A water bird, especially a swimming bird

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Activity 4: Shorebird Quiz

Based on what you have just learnt about Shorebirds, choose the correct answer for the following multiple choice questions. Each question can only have one correct answer.

1. What is another name for shorebirds? (A) Waterbirds

(B) Waders

2. What percentage of Australian birds are shorebirds? (A) 10% (B) 1% (C) 100%

3. What are vagrant shorebirds? (A) Shorebirds that are sick or injured (B) Shorebirds that only very occasionally visit Australia (C) Shorebirds that live permanently in Australia

4. What is the habitat of shorebirds? (A) Desert (B) Forests (C) Wetlands

5. Which of the following sentences in false (A) Shorebirds eat small worms, insects, carrots and a variety of molluscs and crustaceans. (B) Shorebirds eat small worms, insects, fish and a variety of molluscs and crustaceans (C) Shorebirds eat small worms, lollies, fish and variety of molluscs and crustaceans.

6. Which of the following sentences are true? (A) Probe feeding involves shorebirds locating their prey by probing in the sand and mud. (B) Probe feeding involves shorebirds locating their prey by trapping them in nets. (C) Probe feeding involves shorebirds locating their prey by running after them.

7. Which does shorebird migration mean? (A) Eating lots of food (B) Walking small distances every day (C) Travel to another place or country in search of warmer climates or better feeding areas

8. Which of the following sentences are true? (A) Most migratory shorebirds breed in northern China, Mongolia Siberia and Alaska, during January and February. (B) Most migratory shorebirds breed in northern China, Mongolia, Siberia and Alaska, during June and July. (C) Most migratory shorebirds breed in northern China, Mongolia, Siberia and Alaska, during December.

9. When do shorebirds come to Australia? (A) During the breeding season (B) During the non breeding season (C) On their birthday

10. Approximately How many shorebirds use the East Asian-Australasian Flyway? (A) 8 billion (B) 8 million (C) 800 billion

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Activity 5: Shorebird Field Trip

The aim of this task is to observe a variety of shorebirds living at a wetland in your local area. The following questions should be answered during this field trip.

Where are you?

What type of wetland is here?

What condition is the wetland in? Can you see any rubbish near by?

What species can you see? You may like to draw some of the types of shorebirds that you see to help you identify them later.

Are the shorebirds that you see local or migratory?

What are the shorebirds are doing?

If they are eating, what they are eating?

Can you identify any threats to these shorebirds? For example pets, pollution etc…

How can I help the shorebirds to be safe?

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Activity 6: I am a…?

Select a species of migratory shorebird. Imagine that you are this bird and write a story about your migration journey across the world.

What you should include in your story?

What species of migratory shorebird you are?

What do you do to prepare for your long migration?

Where do you live during the breeding season?

Where do you live during the non-breeding season?

What helps you to fly such long distances?

What do you do when you are tired or hungry during your flight?

What places have you visited along the East Asian-Australasian Flyway?

Remember to be creative! Think of interesting things that could happen to you as a shorebird during your long migration journey!

HAVE FUN!

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Activity 7: Wetland Poems

Each of the following poems focuses on a topic covered in the wetlands section. Students are to read these poems as a class and form a discussion based on these topics.

If I Were an Elegant Egret... Hunted what a Shame by Blake by Greta Akili (ET's Administrative Assistant)

If I were an elegant egret, Wounded, hurt, with pain alone, I would soar through the sky, Senses reeling, seeing hearing and smelling, then land on the ground A sound ears so keen. Stop! Listen, eyes peering- and watch the people driving by. Yet focused, it shines with a reflection of the moon, The spirit as one natural with the surrounding If I were an elegant egret, Weary, cautiously then with lightening speed to hide, I'd be as elegant as can be Not to be found-Dogs- the incessant howling, wading through the wetlands Barking, smelling, tracking- and watching people watching me. Escape-not in the pot or ice cold frost tonight If I were an elegant egret, Spared for tomorrow I would fly with really big herds, then come down for a landing and play with other neat birds.

What is a Wetland? by Rachel

What is a wetland, oh what is a wetland? I know they have water, any one would know that, but what is a wetland

Ah, I know what a wetland is, oh what was I thinking!!

A wetland is a place for animals like egrets perhaps, or animals like frogs. But that's not all, there are many other animals both big and small, and there are plants and lakes too... small ones of course, but most of all it's wildlife. And you know how special that is, don't you!!

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Activity 8: Wetlands Word Search

In general, there are many different types of wetlands and they can be large or small. The plants and animals are depending on this area in their whole life. Swamp, fen, marsh, bog, billabong, coral, lagoon, pond, lake, mangrove, estuary, river, stream, are the main types of wetlands in our world. In the following table, you can find the underlined words, which are written in a straight line in ANY direction. Some letters will be used more than one time. That is a challenge for you to find enough words. You can find them as quickly as you can. After that, you can see how many words you found.

E R E V I R C O S

R H S R A M O T L

L E S T U A R Y G

A H I W B E A A I

G N O B A L L I B

O F F M A M A H O

O M E D N O P K G

N M A N G R O V E

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. Activity 9: Wetland Crossword

In this activity students are to fill the missing words of this crossword based on the clues provided below.

1. 3.

6. 7. 8.

9. 10.

11.

12.

1. Waterholes in old river channels which fill during floods or the rainy season.

2. The wearing away, washing away, or removal of soil by wind, water or man.

3. Bodies of running water moving under gravity flowing through clearly defined natural channels to progressively lower levels.

4. Form in which foods are stored in the body as energy.

5. Grass that grows within the marine environment, usually on a muddy or sandy bottom.

6. A wetland where the dominant vegetation is woody plants and the water is filled with mud and is thick to walk in.

7. An arid area is dry and hot, with little rainfall and few plants.

8. Wetlands where the dominant vegetation is non-woody plants (such as grasses) and the water is filled with mud and is thick to walk in.

9. A common type of wetland.

10. A place where a bird or a group of birds settle down to rest.

11. The projecting jaws of a bird.

12. The natural environment of an animal or plant.

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Activity 10: Short Answer Task

Q1. What are some of the threats to shorebirds living at Western Port?

Q2. What is wrong with fishing, walking, driving and cycling on the beach during high-tide?

Q3. What can people living in Western Port do to reduce some of these threats to shorebirds?

Q4. What are some examples of efforts underway at Western Port to help protect the shorebirds?

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Activity 11: Design a Sign!

Your group is in charge of designing a ‘Shorebird Protection Sign’ that will be put up at an important wetland site in Western Port.

What is the purpose of the sign?

To make visitors aware that shorebirds live at the site and that the birds need to be protected

What should you include on your sign?

Why the area is important for shorebirds

Why protecting shorebirds is important

The human activities that threaten shorebirds

Simple rules people can follow to reduce the threats to shorebirds

Some suggestions

Your sign should be designed to grab the attention of visitors. Bright colours, large text and pictures might help make the sign stand out.

Have Fun!

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Activity 12: Write a Letter!

Write a letter to your local newspaper to raise awareness about the important shorebirds that live in Western Port and the need to protect them.

What should you include in the letter?

What you have learnt about shorebirds at school?

Why you think shorebirds need to be protected?

What the local community can do to help?

Example:

To my local newspaper,

Hello my name is Mary. I am in grade 6 at Western Port Primary School. At school we have been learning all about Western Port shorebirds. Our class has learnt that shorebirds are very important and must be protected. This is because the shorebirds are being threatened by people living at Western Port. There are lots of ways that the local people can help to protect them. For example, people can stop littering, walk their dogs on a leash and not disturb the birds and their wetland habitat.

Thank you,

Mary

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Further Information about shorebirds www.birdlife.org.au - downloadable information about identifying shorebirds and about the threats they face. You will also find information about how to be involved with shorebird conservation and learning more about all Australian birds. www.birdsinbackyards.net – provide lots of information about birds and habitat with factsheets on many Australian birds www.wetlandcare.com.au – information and activities about wetlands and birds http://www.parkweb.vic.gov.au/ - useful resources for educators about marine parks and conducting excursions http://shorebirds.wetlands.org.au/page4582/HOME.aspx - Feathers, Flyways and Friends – information aimed at children www.ramsar.org – provide information about the Ramsar Convention with some useful downloads www.environment.gov.au – free posters of Australasian-East Asian Flyway and World Wetlands Day. Primary Wetlands Education Kit can be downloaded (link below) or ask for hard copy to be sent.

Discovering wetlands in Australia — a Primary classroom resource (PDF - 1 739 KB)

Google “Victorian Wetlands: Resources for teachers and students” and you will get to the Victorian government’s Department of Sustainability and Environment wetland education resources. These are aimed at upper primary and secondary students.

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