Methods of Migratory Bird Navigation, Difficulties Encountered During

DOCUMENT RESUME

ED 249 071 SE 045 076

TITLE Migratory Birds. Issue Pac. INSTITUTION Fish and Wildlife Service (Dept. of Interior), Washington, D.C. PUB DATE 84 NOTE 30p.; Poster has not been filmed due to size. For other packets in this series, see SE 045 073-078. AVAILABLE FROMNational Institute for Urban Wildlife, 10921 Trotting Ridge Way, Columbia, MD 21044 ($5.00). Packet includes poster. PUB TYPE Guides - Classroom Use Guides (For Teachers) (052)

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

ABSTRACT The materials in this educational packet are designed for use with students in grades 4 through 7. They consist of an overview, teaching guides and student data sheets for three activities, and a poster. The overview discusses why, how, where, and when birds migrate as well as problems birds encounter while migrating; the importance of research and management is also addressed. A glossary and list of reference materials are included. The teaching guides contain a list of learning outcomes, instructional strategies, a list of materials needed, and an activity review sheet (with answers). The activities focus on:(1) three methods of migratory bird navigation, difficulties encountered during migration, and using a compass to follow a course; (1) mapping the migration route of a flock of Canada geese; and (3) the migration of the whopping crane (this activity is in the form of a board game). The poster is used to illustrate the migratory routes of several species and Canada geese. Two additional activities are included: making a bird by means of paper folding (origami) and matching illustrations of birds in flight to their names and resting silhouettes. (JN)

*********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Issue Pac Migratory U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOJRCES INFORMATION CENTER (ERIC) Birds 1This document lin.been reproduced as received from the parson or organization originating it Minor chanu s haw, been made to improve repioduction quality

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TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" A Message Contents To Educators

The Fish and Wildlife Service Leader Overview Activity 1: manages millions of acres of The Overview discusses some Migrating with the Birds . land, conducts wildlife research, of the whys, hows, wheres, andStudents will have a chance to raises fish for restocking de- whens of bird migration. "migrate" using some of the pleted waters, and performs Studies have shown that while techniques birds have hundreds of other tasks designed migration is a fascinating and developed, Students will learn: to benefit fish and wildlife re- complex occurrence, many Three methods of migratory sources. However, as important questions still remain bird navigation; as these activities are, we realize unanswered. Problems birds How to use a compass to that in the long run an informed, encounter while migrating, follow a course; and motivated, and involved public along with the importance of Some of the difficulties can do more to benefit wildlife research and management. areencountered during migration. than all of our management also addressed. Boldfaced activities. words are defined in the Activity 2: This education package rep- Glossary and reference ma- Migratory Mapping resents an important step in our terials are listed under Based on an analysis of actual efforts to provide teachers and Resources band recoveries students will other educators with factual map the migration route of a information about wildlife, Poster: Side 1 flock of Canada geese. Stu- habitat, and resource manage- "Snows" and "blues," the two dents will learn: ment. We hope that you find color forms of the snow goose, The location of Canada goose these materials usecul and that migrate from breeding grounds nesting and wintering areas; you will encourage your stu- in northern Canada to winter- The migration route of dents to learn more about ing areas on the Gulf coast. Canada geese; and America's wildlife heritage. This striking poster shows two The relationships between geese watching a flock of band recoveries and bird snows begin its migration. research. Ag, Poster: Side 2 Activity 3: Robert A. Jantzen This poster depicts the migra- The Crane Game Director tion routes of several migratoryStudents will play a board U.S. Fish and Wildlife Service bird species. Use this poster game based on the migration with Activity 2 and as a generalof whooping cranes. Students reference to the patterns and will learn: diversity of migration. The location of whooping cranes' wintering and breeding Student Page 1: grounds; and These materials are designed Origami Bird Some of the hazards that for use with students in grades Students create a bird by usingwhooping cranes face during four through seven. the ancient Japanese art of migration. paper-folding (origami). Student Page 2: Migration Identification Migratory birds are often observed in flight. Students match illustrations of birds in flight to their names and resting silhouettes. U.S. Fish and Wildlife berme Hegions

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ellMMENIMMIi National Institute for Urban Wildlife

The mission of the National Institute urban and other disturbed areas. ing and disseminating practical pro- for Urban Wildlife is to be a respon- Funded through private and corpo- cedures for maintaining, enhancing sible and effective scientific and rate contributions, grants and or controlling certain wildlife educational organization advocating contracts, it is filling some of the species in urban areas; and (3) by the enhancement of urban wildlife glaring gaps in information and building an appreciation for, and values and habitat and the wise use methodologies needed for the man understanding of, wildlife and a of all natural resources for the agement and enjoyment of wildlife positive conservation ethic at the benefit of people in cities, suburbs, and wildlife habitats in urban areas. local community and neighborhood level, and illustrating how all seg and developing areas. The Institute accomplishes its mis- ments of our people have a vested sion by (1) conducting sound re- The Institute is the only private interest in wildlife and the environ- search on the relationship between national conservation organization ment we mutually share. with programs dealing almost ex man and wildlife under urban and clusively with fish and wildlife in urbanizing conditions; (2) discover-

Developed by the U.S. FISH AND WILDLIFE SERVICE/DEPARTMENT OF INTERIOR Produced by the NATIONAL INSTITUTE FOR URBAN WILDLIFE under a grant from EXXON COMPANY, U.S.A.

Printed at no exlense to the Federal Government Migratory Bird Flyways Atlantic Flyway 1%V. Central Flyway

Mississippi Flyway 1111 Pacific Flyway

Er 71' u/Rare d Migratory Leader Overview Birds

In spring and autumn, the sky can become dark with countless birds flying between their breeding grounds and wintering grounds. This seasonal or periodic movement, called migration, is not unique to birds. Various wildlife species ranging in size from butterflies to whales are migratory. While most birds migrate, many. such as the car- dinal and bobwhite quail, do not The reasons for migration, the problems surrounding it, and the management of migratory birds will be explored in this Pac. Why Do Birds Migrate? 4e1"NclilibPF The reason birds migrate can be explained only partially Migrating Canada geese at this time. Several theories for migration have been iden- tions of migratory birds are as tified, and it is probably a com- How Do Birds Migrate? amazing as their flights. After a bination of fa ;tors that During migration, birds ac- journey of 3,000 miles, the Ten- stimulates birds to migrate. One complish remarkable feats. For nessee warbler has been theory suggests that changes instance, a ruby-throated hum- known to return to the same in weather which affect the mingbird can fly 500 miles in tree in which it nested the availability of food and water 25 hours, an averFge of 20 preceding year. cause birds to migrate. Water- mph; mallards can fly as high fowl obviously cannot feed in as 21,000 feet; geese attain Migratory methods are also frozen lakes and many insect- speeds of 50 mph: and greater vaned and fascinating. In addi- eating birds leave the north to shearwaters migrate 8,000 tion to the usual method of fly- winter in Central America after miles annually. The destina- ing, some seabirds migrate by feeding on the abundant Arctic swimming. mountain quail inserts al! summer. A second migrate by walking down theory links migration to mountain slopes. genetic or inherited Several senses and adapta- characteristics by suggesting tions enable birds to migrate. that migration is an instinctive For a start. most migratory rotors to ancient habitat areas. birds have very powerful flight muscles. They also have a highly developed respiratory system. hollow bones. internal air sacs, and specialized body shapes. All of these features enemies. In addition, by traveling at night, birds can spend the day feeding and resting. Day migrants include loons, cranes, gulls, hawks, and vultures. Soaring birds such as broad-winged hawks migrate only during the day because they are dependent upon up- drafts created by the sun. Hollow /,/ bones Where Do Birds Migrate? Migration can take birds Flight muscles from the Arctic to Antarctica. While most species' journeys are not that long, many birds even small songbirdsdo travel impressive distances. This makes bird migration an international concern. Where birds migrate depends on a variety of elements, but the im- enable them to fly high, fast, migration in early July, other portance of food, water, and and for long periods of time. species, such as geese, do not shelter must not be overlooked. In addition, most birds have begin until late fall. And while Many species of birds will very sharp vision. This enables some birds have a leisurely seemingly travel several thou them to use distant landmarks migration schedule, others fly sand miles out of their way and the sun or stars as direc- swiftly to their destinations In but actually take that route tional cues. Other helpful aids general, however, migrations in because of the availability of include an ability to see the fall are less hurried than in food sources. ultraviolet light, hear low- the spring. It is believed that While general directions of frequency sounds (like the surf spring migrations are faster flight are consistently followed against a distant beach), detect because of the stimulus to by migrating birds, it is impor- the magnetic arid gravitational breed and nest. tant to remember that the term fields of the earth. and sense The time of day when "migration route" does not weather frontal systems and migration occurs also varies. In mean an exact, specific route changes in barometric general, most small birds between wintering and breed- pressure. One or several of migrate by night. Ducks and ing grounds. Routes tend to these aids may be used geese may migrate both day follow major habitat types. depending upon the species and night. Observations made avoid crossing obstacles like and the route traveled. with telescopes focused on the mountain ranges, and provide full moon have shown birds the necessary food, water. and When Do Birds Migrate? migrating over one area at a shelter. Migration routes tend Times of annual migrations rate of 9,000 birds per hour! to follow a north-south path. vary. For instance. while many Travel by night enables some but routes can also include ;hignbirtI!.; begin their fall of the small birds to avoid their eastwest movements. Migratory bird populations can also be seriously affected by contact with pesticides. For many years DDT was used to kill insects. Through the food chain process, DDT accumu- lates in the bodies of birds and mammals. For birds, this can result in thin-shelled eggs, in- fertility, and sometimes death. While DDT is now banned in the United States. it is still used extensively in other parts of the world. Therefore, birds migrating co these areas are still exposed to it. Research and Management Temporary migration stopover A variety of research is cur- rently being conducted to in- There appear to be four Alteration of habitat along crease our knowledge of bird broad migration routes in North the flyways offers potential migrations. Methods used to America. For research and benefits as well as problems collect migration data include management purposes these for migrating birds. Many direct observation, recordings routes are depicted as four marshlands and other resting of calls, bird banding, radio distinct flyways: the Atlantic places for the traveling birds tracking. radar observation, and Flyway, the Mississippi Flyway, have been converted to laboratory studies involving the Central Flyway, and the farmland. The birds must feed orientation, navigation, and the Pacific Flyway. Of these, the and rest to survive, so they physiology of migrating birds. Mississippi route is used most. often take advantage of wheat Ot all these methods, or corn fields along the way. however, bird banding hais Difficulties Along the Way These crops are a good food probably yielded the most in- Despite the many benefits source, but many birds have formation. Bird handers trap or of seasonal movement, a begun to delay their migra- net birds and pli a metal number of problems can occur tions, feeding for long periods band on each bird's leg. Each during migration. Migrating in areas with prime supplies. band has a different number on birds are under considerable This not only presents a prob- it. This number, along with a stress and use up a great deal lem for the farmer but also for description of the species of of energy in sustained flight. A the birds which may suffer a bird, its age. sex, and date of sudden storm that blows them higher incidence of disease or banding. is sent to the U.S. off course or unusually cold face severe weather as the Fish and Wildlife Service. After weather that reduces their food seasons change. The conver- the banded bird is released, it supply can have disastrous sion of land for many other may he caught again by results. Stress also makes uses such as housing or com- handers, die of disease or them more susceptible to mercial development reduces other natural causes, or be disease, as does the fact that the amount of food available !.;hot by hunters. Information on some, birds migrate in large during migration. the recapture. or the band from flocks where disease can the tteNri bud r; th,,o) ,;(,itt to spread easily. Another problem the FIF;fi arid 1(111fr, Service for migratory birds is collisions with skyscrapers, picture win- domi, radio towers, etc. By analyzing the reported Glossary Ducks, Geese and Swans of bands, wildlife professionals bird bandingMeans of mark- North America, Frank Bellrose. can tell where birds breed and ing birds with metal bands to Stackpole Books, Harrisburg, winter, how long they live, and obtain data regarding their PA, 1976. the times, lengths, and routes of 'flights, migrations, and habits. A Field Guide to the Birds, their migration. Band When the birds are subse- Roger Tory Peterson. Houghton recoveries provide valuable quently encountered, their Mifflin Co., Boston, 1980. data for the biologist to use bands are reported and loca- A Guide to the Behavior of when estimating the relative tion noted. Banding is a way of Common Ft; as, Donald W. abundance of a particular tracking individual birds. Stokes. Little, Brown & Co., species in an area or popula- breeding groundsGeographic Boston, 1979. tion. The public can play a area occupied by migratory Habitat Guide to Birding, valuable role in this research birds during nesting season. Thomas P. McElroy. Alfred A. by sending any bird band found flywaysGeneral routes of Knopf, New York, 1974. to the address on the band. travel used by birds when Migration of Birds, Frederick C. The information obtained migrating between breeding Lincoln. U.S. Department of the from research provides and wintering grounds. For Interior, Fish and Wildlife Serv- valuable contributions to the ducks and geese in particular, ice, Washington, DC, 1979. management of migratory there are four major flyways in The Migrations of Birds, Jean birds, Some examples of how the United States: Atlantic, Dorst. Houghton Mifflin Co., research data are used by Mississippi, Central, and Boston, 1962. wildlife experts include how to: Pacific. The actual migratory Mysteries of Bird Migration, combat disease outbreaks, routes of individual bird Allan C. Fisher, Jr. National change feeding patterns that species may vary from these Geographic, Washington, DC, are damaging crops, and set general flyway patterns. August, 1979, pages 154-193. harvest limits for migratory bird migrationSeasonal or hunters. Much of the manage- periodic movement between For Young Readers ment of migratory birds con- breeding and wintering Birds Are Flying, John sists of making sure that ade- grounds. Bird migration varies Kaufman. Thomas Y. Crowell, quate habitat exists along the among species in terms of New York, 1979. migration routes so birds can destinations, time, and dura- Birds and How They Function, rest and feed. Hundreds of tion. Generally micir,fion is Phillip S. Callahan. Holiday private, State. and Federal accomplished to ut.lize better House, New York, 1979. wildlife refuges have been feeding grounds. A First Look at Birds, Millicent established to help meet these wintering groundsGeo- E. Selsam and Joyce Hunt. needs. Similar efforts are also graphic area occupied by birds Walker & Co., New York, 1973. conducted in other countries. in the winter. Wintering This international effort is grounds are usually the most Films and Filmstrips crucial to the survival of southerly range at which North The Incredible Flight of the migratory birds. American migratory birds Snow Geese, Pictura Films, Research, habitat preserva- spend the winter. New York, 1976. tion and management, and Migration, National Geographic international treaties insure Resources Filmstrip, Washington. DC, 1975. that migratory birds will be General References The Patuxent Wildlife Research here for future generations. Bird Migration, A. Lands- Center. U.S. Department of the borough Thomson. H.F. & G. Interior, Fish and Wildlife Serv- ,Vitherby Ltd.. London, 1949. ice, Washington. DC, 1981. Bird Navigation, G.V.T. Return of the Winged Giants, Matthews. Cambridge Univer- A-V Explorations. Amherst. sity Press, London, 1968. NY, 1976. Birds, Herbert S. Zim and Ira N. Gabrielson. Golden Press. New York, 1949. Birds of North America, C.S. Robbins. Bertel Broun, H S Zim Weston Publishing Co., New York, 1966. Compass Merit Badge Book. Boy Scouts of America, Charlotte, NC. 1981.

f).i. trIft.,.!.1 It Irt!olhaI) 1 .01.16'0,10.! 'wry 1%.,' Activity 1 Migrating with the Migratory Birds Birds

Purpose Organization Materials: For the Class Through a simulation exer Who: Students in groups of six Markers (pylons, colored cise, students will encounter or seven flags, etc.) some of the difficulties of bird Where: Large open area Compasses migration. They will also be ex- When: Any time of year Clicker (noisemaker) posed to some of the theories Time: Two hours Tin can regarding bird migration. Safety: a. Students should Stop watch or watch with have their own blindfolds to second hand Learning Outcomes reduce the danger of eye Following this Activity, diseases. b. Area should be Materials: For Each Student students wl!I be able to: clear of holes and objects that Blindfold A. Read a work with a com- a student could bump into. Data Sheet pass as a navigational tool. c. Caution students wearing Pencil B. List and describe three blindfolds to walk slowly and senses used in bird migra- carefully. Use the buddy tion/navigation. system so that a blindfolded C. Act out a theory of bird student is always with a non- migration. blindfolded student. Directions 1.Prior to doing the Activity, set up a course like the one il- lustrated. Place markers at the places indicated. Bear in mind that your pace is about one and one-half times that of the average student. You may wish to ask a student from another class to help you pace out the diVances. You will also need to explain to the class the use of compasses for navigation (see Resources for reference). Students can bring compasses from home or obtain them from 3. Hand out the Data Sheet 6. The first group to "migrate" scout troops. etc. Depending (halves) to the appropriate will be the ones with com- on the number of compasses groups. Have each group passes. Using the maps and available, have students work carefully study and memorize compasses have the first group individually Jr in small groups its route including the order of "migrate." Have the scorekeeper to find the correct direction for the markers. keep track of who came in first, several compass headings. 4. Appoint a student as last, and time needed. scorekeeper. As each group 7. The second group should be starts, record the time. Then the "landmark" group. The when the ' flock" begins to landmark group cannot use arrive at the wintering ground, their maps in "migrating," as the scorekeeper will note who birds "remember" visual clues. came in first, last, and how Collect all their Data Sheets long "migration" took for each before the group starts, In this type of migration. Within each case the markers represent group, students will work in- landmarks such as rivers, dividually and attempt to be lakes, mountains, cornfields, the first of their group to com- etc. Have the scorekeeper keep plete "migration." If the track of who came in first, last, "migration" points are not and time needed. reached in the order given on 8. The third group is the timed the map, the student must group. They may use maps, return to start and begin again. compasses, pacing directions, 5. While one group is and landmarks. However, they 2. Divide the class into four migrating, keep the other have five minutes to migrate in groups. Each group will students away from the course. unfamiliar territory. Again. have 'migrate" using a different You may want some adults to the scorekeeper tally results. technique. Assign each group help supervise the three groups one of the following techni- waiting to "migrate." While they ques. The first group will use wait, the groups can study their compasses. This represents a Data Sheets, discuss the bird's ability to detect theory they will use, or con- magnetic fields. The second sider what it would be like to group will migrate using visual be a migratory bird. landmark clues. A third group will have a time limit. This represents birds migrating against the pressures of nature (i.e.. a storm. extreme cold. etc.) The remainino group will be blindfolded r,rid will use auditory clues. Activity Review Answers 1. Navigation by sound It.01(1,, 1'0 enables birds to hear low- ki,irkir frequency sounds emanating from the landscape below. This is useful when traveling at M lg.. a, night or in fog when landmarks ifh"I are not visible. 2. b. 3. a. NA,Irko! IRy.e) 4. A to B due South 180°; B to C due West 270°; C to D Southeast 135°. c -C [...... ---1"...-6. I , I..,n.1 5. False. These are landmarks 1110,1 for birds which migrate along the Atlantic Flyway. Landmarks of the Central Flyway include the Rocky Mountains and the Great Plains. Jt6

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9. Blindfold members of the 10. Back in the classroom, "sound navigation" group. discuss the results of the scor- Appoint a student to stand at ing, Which group's migration each of the markers and a was most successful? Which "buddy" for each of the blind- was least successful? What folded students. The students does this tell the class about at the markers will make noises human senses? About bird as indicated on the navigating senses? Have the students sound map. Begin the "migra- write a paragraph discussing tion" with all sound clues and some of the pros and cons of have the students stop making the navigational technique their sounds after the "flock" which they tried in the Activity. has passed the marker. There may be some confusion from Followup overlapping sounds, but this Another theory of migra- will add to the challenge and tional navigation is that birds excitement of the Activity. If use stars to direct them. the blindfolded student forgets Students can do further the order of the sounds, the research on this theory. "buddy" can help. Have the You may wish to use actual scorekeeper keep track of who environmental sounds in #9. came in first, last, and Recordings of surf, wind, etc. time needed. are often available from libraries. Tape recordings of these sounds could be used at the markers. Migratory Activity 1 Activity Review 3 Birds CD 0

1. Why is navigation by sound important to night - flying birds? 2.It is believed that birds are similar to compasses in that they have the ability to detect

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

A w 3. Which of the following birds 0 would most likely rely on sight S to keep them on course during migration? a. Golden eagle migrating by day over land. b. Waterfowl migrating by day over ocean. c. Songbird migrating by night over land. C

4. Mark the migration route shown on the right in compass points and degrees.

5. The Huri,ion Bay. the Saint Lawrence River. and the Chesapeake Bay are visual landmarks for birds migrating the Central Flyway. True or False?

In ,,,, I in, pitifil11 5;1 1.01 and 4'10(1101, SorvIcP. 1982 Migratory Activity 2 Migratory Mapping Birds

Organization 2. Lead studerts in a discus- Who: Groups of four sion of bird banding, Banding Where: Inside is done to provide information When: Any time of year regarding migratory birds' Time: One to two hours routes, Through recovery of bird bands, data on direction Materials: For the Class and duration of migration is ob- PosterSide 2 tained. Introduce students to Data SheetPage 1 (five the idea of flyways, which are copies) generalized migratory corridors. Paper bag or hat Although species' actual migrations do not strictly conform Materials: For Each Student with these flyways, they are a Data SheetPage 2 useful way of generalizing Colored pencils or crayons migration routes. Band recoveries help to indicate Directions along which flyways birds 1. Data SheetPage 1 con- migrate. (For instance, the Purpose tains 50 banding results. Make Canada goose migrates along Through this Activity, five copies of these band all four flyways.) Use the students will learn the migra- reports. Cut Data Sheets into Poster-Side 2 and the pocket tion route of a common 250 strips and put these into a map to illustrate the idea and migratory bird, the Canada hat or paper bag. Note: These locations of flyways. goose. This will be done by band reports are simplified ver compiling and mapping data sions of real data that have from actual band reports. been turned in to the U.S. Fish and Wildlife Service. Learning Outcomes After completing this Activ- ity, students will be able to: A. Map the migration route of the Canada goose based on band -is. B. De the terms wintering and breeding grounds. C. List two uses of band reports. D. List the four major flyways in North America. 3. Hand out copies of Data SheetPage 2 to each student. Have siudents first label their maps with the Canadian pro- vinces and major bodies of water. They may use reference materials. 4. Tell students thy. e wildlife biologists uo.npiling banding returns. Data are being sent to them regarding the locations of banded Canada geese. Their job is to map Canada goose migration spring and fallbased on the reports, Tell students they will each receive data from seven or eight bands. While bands Completed student map are recovered year round, the information students receive will be mainly from summer 5. Pass the hat around the 6. Have students form groups of four to compare data. Stu- and from fall migration periods. classroom. Each student should dents should map the banding (Have the students suggest take one strip (band result) and reports of the other group why more bands might be re- mark the date on the map in the members. Based on the addi- covered at these times of the correct location. Pass the band- year.) Students can tell the dif- ing reports around again, and tional information, have students plot spring and fall ference by the dates: spring continue this until each student migration routes based on the migrations generally occur be- has received at least seven U.S. flyways and indicate tween February and April and reports. If students receive two generalized wintering and fall migrations between of the same result, they should plot both. breeding grounds. Their data September and December. will indicate that the Canada Reports from January, May, geese used in this Activity June, July, and August indicate breed mostly in Canada. They non-migrating times of the migrate along either the Missis- year. During the summer sippi Flyway or the Atlantic months geese are at their Flyway. Therefore, the routes breeding grounds; during mapped can cover most of the January they are wintering in States north of South Carolina more southern areas. Tell students they will plot reports and east of Wyoming. on the maps they have been given. They should use different colors for migration dates. and for dates indicating presence on wintering and breeding grounds. 7.If possible, make an enlarge- F011OWUp Activity Review Answers ment of the Data Sheet map Through research and 1. The Canada geese depicted and plot all the band reports. observations made throughout in this Activity breed mostly in Ask students where band the school year, students can Canada and migrate along report #1 was from and if the note the varying numbers, either the Mississippi or Atlan- bird was recovered during the types, and varieties of birds in tic Flyway. spring or fall migration. Plot the area and determine which 2. aAt I an t i c Flyway: b Cen- each migration period in a dif- species migrate and which do tral Flyway: c Pacific Flyway: ferent color. Continue collect- not. They can then study one d-- Mississippi Flyway. ing information from the class migratory species they have 3. True. While bands are found and plotting it until all reports identified in the neighborhood by many different individuals in have been shown. and use a map and bird guides different ways, the majority are 8. Have students pick one of to examine where the species sent in by hunters. the flyways and research its migrates. Research should in- 4. Wintering grounds--Argen- geography. Generate a class clude the route and timing of dna, South America. Breeding lis' of posshle problem areas migration, obstacles en- groundsAlberta and and favorable habitats (refuges, countered, and traditional Saskatchewan, Canada. rivers) which Canada geese habitats used during migration. 5. Band reports give informa- might encounter on that route. I. possible, have a 'Deal tion regarding bird migration conservation officer or Fish routes, wintering and breeding and Wildlife Service employee grounds, life expectancy, bring in samples of actual bird causes of death. etc. bands and mounted birds with bands to discuss banding in greater detail. Have the speaker tell students what they should do if they see a band on a bird (either live or dead). Some wildlife refuges allow students to observe banding operations and on occasion will allow upper-level students to participate. Migratory Activity 2 Activity Review Birds

1. Where do the Canada geese 3. Wildlife biologists rely on in- 5. List two examples of that you studied in this Activity formation from bands returned information obtained from breed and what flyways do they by hunters to learn about band reports. use? migratory birds. True or False?

4. The Swainson's hawk breeds around the beginning of May. Based on the following b. 2. The map below shows the banding results, where do you four major flyways of the think this bird winters? United States. Based on the banding results below, which flyway would the migrating birds be using? a. Birds banded in northern Quebec and recovered in Breeds? ______Maine, Delaware, North Shot in Mexico, October Carolina, Rhode Island, 1980. Maryland. Banded in Alberta, July 1977, and found dead in Kansas, August 20, 1978. Banded in Saskatchewan, July 13, 1974 and found dead in b. Birds banded in the North- Argentina, March 4, 1976. west Territories and recovered in Wyoming, New Mexico, Texas, Montana.

c. Birds banded in Alaska and recovered in Oregon, Nevada, California, Idaho.

d. Birds banded in Alaska and recovered in Alaska, North Dakota, Great Lakes, Ten- nessee, Louisiana. Missouri. Pacific Flyway Central Flyway NM Mississippi Flyway Atlantic Flyway

hI III Ins. Inlottortl; F Pd.) ;Ind WtIt11110Sorviro 1982 1/ Migratory Activity 3 The Crane Game Birds

Organization Who: Groups of four or five Where: Indoors When: Any time of year Time: One to two hours Materials: For Each Group Cardboard or poster board Glue Scissors Spinner Pencil Paper Game board Data Sheet

Purpose Learning Outcomes Directions By playing a board game, After completing this Activ 1. Explain to the class that students will become aware of ity, students will be able to: whooping cranes are en- some of the human and natural A. Locate on a map the dangered birds, which were factors that influence bird breeding and wintering areas almost extinct at one time. migration. of whooping cranes. Whooping cranes generally B. List three positive and three migrate along the Central negative influences on whoop- Flyway. They are large white ing crane migration. cranes with red faces, noted C. Write a paragraph discuss- for their unusual trumpeting ing the hazards of whooping call. Through careful manage- crane migration. ment and strict protection of their habitat, their numbers have increased in recent years. A number of hazards face whooping cranes. and students will discover some of these problems as they play this game and try to keep their individual crane flocks intact (Jur inq migration.

1'j A

2. Divide the class into groups 3. Explain the object and rules 4. Have each group place their of four or five. Give each group of the Crane Game to the markers face down on the a copy of the game board, class. These are written on the board. Each player then draws which is on the last page of the Data Sheets; have students a marker. The student who Activity. Also hand out copies read along as you explain the draws marker #1 goes first and of the Data Sheet to each game. The game is played by play continues clockwise. group. Have students cut out moving markers around the 5. Each player makes a score markers and spinners, and glue board and following the in- sheet based on the sample these on cardboard. Mount structions written on the shown on the Data Sheet. Here each sir.ner on a pencil as spaces. The object is to be the they keep a running tally of shown ors the Data Sheet. player to get to the last space their crane flock. Each person (Texas) with the highest begins with 100 birds. number of whooping cranes left in the flock. 6. Each player in turn spins the 7. Follow the game with a brief Activity Review Answers spinner arid moves the cor- class discussion of the hazard 3 1. Answers include storms, responding number of spaces of migration. Have students write disease, high winds, exhaus- (indicated by the side of the a paragraph summarizing the tion, collision. illegal shooting, spinner which lands on the hazards and benefits of whoop- lack of sufficient food and lack table). Players follow the in- ing crane migration. based on of water. structions for the space on library research and what the 2. Breeding grounds are in which they land. Players may learned while playing this game. Alberta, Canada. Wintering go either way when they reach grounds are in Texas. the detour. The detour is longer 3. By managing migratory but safer. Play continues until routes, i.e maintaining all have reached Texas for the stopover sites and suitable winter. The player with the habitats: by maintaining bird most cranes is the winner. If two refuges: and by preventing il- players have the same number of legal shooting and/or harass- cranes left, the one who reached ment of cranes. Texas first wins. 4. No. In 1981 fewer than 100 whooping cranes were left in the wild, and they eat mostly insects. frogs, and other small animals. 5. North Dakota. South Dakota. Kansas, Nebraska. Oklahoma, and Texas.

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11 "Jil()(it)1[1(1 Cr3llf,5 Witltfw in Toxas Migratory Activity 3 Activity Review 3 Birds 0

1. Name three hazards to whooping cranes during migration. 4. Do whooping cranes cause problems for farmers? Circle your answer. a.

Yes No b. 5. Name four States whooping c. cranes pass through during their migration.

2. On the map below, indicate the breeding and wintering grounds of whooping cranes. a. b. 0 c.

3. How can humans aid in whooping crane migration?

a. b. O

2i .....t .$ ti ; FiL,1) anti Wthilito (jorvit e 1982 Migratory Activity 1 Data Sheet Birds

Compass Migration Many birds seem to migrate through use of an ability to sense the magnetic field of the earth. )., `-1 They can therefore "tell" in which direction they are headed and set their flight accordingly.

SW tcompass heading "1" 225 SW) 10 paces

WSW (compass heading 250 WSW) 25 paces E 15 Pacos w E

1...----,":...... ( ..."----.------Wintering ,./ ...,_ itrolind, . ______.--. ESE ic(impasS heading lItii f20parPc F1(115h 110 LSE) I() paces Mcirk0(

Landmark Migration Birds seem able to instinctively remember landmarks from year to year. This is particularly remarkable when you realize that birds often fly at altitudes of 10,000 feet,

Page 1 Activity 1 Data Sheet Migratory 11) Birds 3

Timed Migration (5 minutes) Sometimes birds migrate, of 0 E3reeding c)rood; Marker ei necessity, in a very short time. liie Iig pdi Changing weather is the most S common reason. Storms are often the most hazardous Marker #2 obstacles birds encounter while migrating. SW "(compass 225 SW) 10 paces

Marker N') N /Is!(Ocean) WSW (compass heading 250 WSW) 25 paces w E

S (Mniintainh) rvidiki,1 Cl (Lakil doe W paces

Marker NH (liver) ESL tconmass heading clue E. 20 oaci3,, F cinch'' Marker SEi 10 paces 0 Migration by Sound Many birds are able to Fi'.,10; 11, "Old'...... Mather rs1 navigate because ot their ability ¶)I.ItIMdti,,3t to hear low-frequency sounds Stamping that humans cannot hear. These sounds, like the surf against a Market e2 fleltai distant beach, give birds an idea of where they are. Navigation by 1/ .-'' Whistling sound is particularly useful to ...... ,/ /....----M-,-Iiker ril night-flying birds. / inivor) Snapping Marker a!) io, paw -"---C. /T. --e.- mit Saying -here" i( Clapping

- M.Itk ttfi (Mcnint,itiio u? (Lako) Singing

m.iikor cal iftivon Seating tin can with a stick Clicker (noise maker) Marker Saying -finish"

Immo the Interwr US Fish and Wildlife Service. 1082 Page 2 Migratory Activity 2 Data Sheet Birds Banding Reports 1. Goose caught by hand in Maine, 8/16/81. 26.Goose bpded in Texas shot almost 13 2. Neck-collared goose observed by person in years later in Manitoba, 10/2/81. New Jersey, 11/28/81. 27.Goose banded in Utah identified by neck 3. Goose found dead by hunter in Maine, 10/16/81. collar in California, 2/5/81. 4. Band number of goose read from a distance 28.Goose found dead on highway in Ontario, by observer in Quebec, 7/9/81. 9/1/81. 5. Hunter reports band from Pennsylvania, 29.Goose collected for scientific specimen in 11/12/81. Ohio, 4/27/81. 6. Goose caught after being forced down and 30.Goose found dead in South Dakota, 11/17/81. weakened by bad weather in Pennsylvania, 31.Goose banded in Arkansas shot almost 17 12/30/77. years later in South Dakota, 10/20/78. 7. Goose shot by hunter in Missouri, 11/11/78. 32.Goose found entangled in fishing gear in 8. Goose band sent in from Ontario with Michigan, 1/5/79. no information about recovery or cause of 33.Goose recaptured at the place of banding death, 8/4/81. one year and one day later in Ontario, 9. Hunter reports goose that was taken by his 6/22/81. party in Iowa hunt, 10/13/81. 34.Goose captured after it joined a flock of 10.Goose banded in Iowa was identified by neck domestic birds in Quebec, 6/23/81. collar and reported from Wisconsin by resi- 35.Goose shot by hunter in Ontario 40 days dent, 9/19/81. after it was banded, 8/3/81. 11.Skeleton of banded goose found and reported 36. Band reported from North Dakota with no from Ohio, 9/8/81. information regarding bird or circumstances 12.Goose recaptured almost a year later of encounter, 6/15/81. in the same place where banded in Wiscon- 37.Goose found dead in Minnesota, 10/30/81. sin, 10/8/81. 38.Goose caught as a result of an unknown 13.Goose banded in Colorado killed by a hunter animal in Minnesota, 11/23/81. in Wyoming, 10/31/81. 39.Goose banded in Kansas 2/14/80 shot in 14.Goose inadvertently caught by fur trapper in Saskatchewan, 11/9/81. Manitoba, 10/10/81. 40.Goose found injured in North Carolina, 15.Goose banded in Oklahoma shot by hunter in 6/28/80. Saskatchewan, 10/26/81. 41.Goose found dead in New Jersey almost 16.Injured goose caught in Iowa, 11/28/81. seven years after banding, 5/27/80. 17.Goose banded 1/2/63 in Maryland and shot by 42. Two geese banded on same day found dead hunter approximately 18 years later in almost a year later near a highway in Maryland, 11/12/81. Virginia, 1/5/72. 18.Goose banded in Manitoba shot three months 43.Goose banded in Kentucky 7/1/76 recaptured later in Missouri, 11/8/81. in Tennessee by another bander, 1/28/80. 19.Gocse banded in Manitoba 019/68 and recap- 44.Goose caught by a dog in Minnesota, tured near place of banding, 7/30/81. 5/28/79. 20.Goose caught in Illinois after being hit by a 45.Goose in Missouri found dead after striking vehicle, 7/29/81. a high tension wire, 3/8/79. 21.Goose banded in the Northwest Territories, 46.Ohio resident with binoculars reported a Canada shot in Ohio three months later, goose with a band number. 3/20/75. 10/21/81. 47.Goose banded in Tennessee later recaptured 22.Goose found dead in Massachusetts, by a bander in the Northwest Territories of 10/27/81. Canada, 1/7/76. 23.Goose killed in Wisconsin by hunter, 48.Goose in British Columbia killed by a mov- 10/29/81, ing aircraft, 3/27/80. 24.Goose banded in Ohio found injured in 49.Goose found dead due to parasite infesta- Michigan, 8/4/81. tion in Minnesota, 7/22/80. 25.Goose first banded 10/11/67, accidentally 50.Goose found dead due to lead poisoning in killed when recaptured in banding operation South Dakota, 12/17/80. in Minnesota, 10/26/81.

Page 1 Migratory Activity 2 Data Sheet Birds 3 Canada Goose Migration cD

Canada geese migrate in a V-formation at Canada geese are often banded by scientists to about 50 mph. Their movement is steady and obtain information about their migrations. unhurried and closely follows the movement of Canada geese make their spring migrations the seasons. (south to north) from about February to April. Fall migrations (north to south) occur from about September to December.

(;i1ntidil (10050 in flight Bird Bands Diartnfonf of Um InforforIU S Fish and WIldlifi) Service, 1982 4) Page 2 G) E

3ma Start Alberta, Canada Habitat co Disease Controlled Found Suitable O Ci3 Disease Hits Flock by Biologists for Feeding Safe Resting Lose 10 Cranes Move Forward 2 Move Forward 2 Spot a Poachers! 3" Lose 5 Cranes O

ly 0 O Collision with Food is Scarce Banding of Cranes Lose 10 Cranes Power Line Move Forward 2 Habitat is Lose 5 Cranes Destroyed Poor Visibility Move Back 1 Lose 3 Cranes North Dakota

South Dakota

Wildlife Refuge Provides Food and Blown Off Course Storm Ends Lose 2 Turns Cover Move Forward 2 Move Forward 1

Safe Resting Spot Safe Resting Spot

Nebraska Safe Good Weather Resting Spot Move Forward 1

Dangerous Route Safe Stormy Area Ahead Resting Spot Move Forward 1 Food is Scarce Move Back 2 Finish Delayed by Storm Texas Move Back 1 Storm Hits! Exhaustion! Lose 25 Cranes Oklahoma Move Back 2 2i

:911113N Migratory Activity 3 Data Sheet Birds 3 CD

SAMPLE SCORE SHEET NAME 0 \\ SPINNER MARKER RUNNING TALLY OF CRANES: 100 TOTAL SURVIVING CRANES:

Directions You have a flock of 100 whooping cranes. You are try- ing to get them from northern Alberta to Texas. Migration can be dangerous, so be careful! 1. Player with marker #1 begins \ the game, and play continues clockwise. 2. Each player spins the spin- \ler _J ner and moves the correspond- ing number of spaces, follow- SPIN USING PENCIL ing the instructions for that space. If the space contains no instruction, you may "rest" there with no penalty. 3. Players may take either route O when they reach the detour. 4. Keep a running total of cranes in your flock on your score sheet. If you !ose all your cranes, you are out of the game. 5. Game continues until all players have reached Texas for the winter. The player with the most cranes is the winner. If two players have the same number of cranes left, the one who reached Texas first wins.

Driparfilifint of thri IntmioriL) S Fish drid Wildlife Service. 1982 Page 2 Migratory Student Page Origami Bird Birds

Origami is the ancient Japanese art form of folding paper to create shapes. Here you will fold a large square sheet of colored paper to make a bird. Follow the directions carefully. Mark the letters in pencil on your paper. 1. A 6. & 7. 1. Place an 8" square sheet of paper on the table with one of the corners towards you. Label the top point A, the left B, the bottom C, and the right D.

2. Fold B to D on line AC.

3. Open paper and fold BC to AC.

4. Fold DC to AC.

5. Put paper down so C is on the left. Label the top corner E and the bottom corner F. 2. 6. Fold edge BE to meet edge CE. 10. 7. Fold edge DF to meet edge CF.

8. Turn paper over.

9. Fold up on line CA so that E falls on F. Label the diagonal line that is parallel to AF, G and H. Fold on line GH. 11.

10. Open the shape at points F and E. Push the neck in between sides F and E, and crease on GH. Label a diagonal line on the neck I and J.

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

Page 1 Migratory Student Page Migration Identification fa) Birds 3

When studying migratory birds, it is important to be able to identify them in flight. Here are illustrations of six migratory bird species in flight. Below are their names and silhouettes of them at rest. Can you match the bird in flight to its name? You'll find the answers upside down at the bottom 0 of this page.

2 3.

4. 5. 6.

a. Ruby throated hummingbird b. Mallard

c. Sandhill crane

/1d. Golden eagle e. Arctic tern f. Robin

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

1)..parhnont ()I The' intoriond S Fish and Wildlife Service. 1982 Page 2