Teachers Edition: A 5th Grade Conservation Education Resource Book for Palau TeachersTeachers Edition: Edition: A A 5th5th GradeGrade ConservationConservation Education ResourceResource Book Book for for Palau Palau

ByBy PalauPalau ConservationConservation SocietySociety By Palau Conservation Society This project was made possible by funding from

Keidanren Nature Conservation Fund

and

Produced in collaboration by Palau Conservation Society and the Ministry of Education

OF EDU RY C T A S T I I N O I N

M

Palau Conservation R Society E U PU 1981 A B AL LIC OF P

© Palau Conservation Society Teachers Edition: A 5th Grade Conservation Education Resource Book for Palau

Revised by Joyce K. Beouch and Juliet Ngotel Illustrations by Heather Ketebengang and Shonda Kloulechad Edited by Ann Hillmann Kitalong, Ph.D.

Inspired by the Ridge To Reef Road Show and The Biib’s Kids Program

By Palau Conservation Society A Palau Conservation Society a mo oureor el obengkel a beluu el mengeluolu e mesebechakl a lukel a klengar me ng tkel a keruul me a klengar er a rechad er Belau er chelechang me a telcheroll el merael mei, e dirrek el koreomel el kirel a omesuub me a deuil a reng er a rebek el chad. -Mission Statement, Palau Conservation Society A Message from the Minister and PCS

Dear 5th Grade Teacher:

This is your Teacher’s Edition to the Ridge to Reef Education by Palau Conservation Society. It contains answers to the Review Questions and Classroom Activities at the end of each Chapter. Its purpose is to provide local information and facts about conservation to enhance your science and social studies curriculum. The next steps will be to develop other conservation education materials to supplement Palauan Studies which has very limited classroom resources.

It is important for our community to understand both traditional and science based management approaches to be more effective. Today, we face a lot of challenges because we have limited resources, both human and funding, to be able to reach all community members with conservation facts and messages. By educating our young, we aim to build stewards of conservation who understand both traditional and science based conservation and resource management.

The goal of Palau Conservation Society is to make its conservation education accessible to all students and will share information to all grade levels. Although this book was developed for 5th Grade, it will sow seeds, which will be nurtured in the grades thereafter. This will enhance knowledge about our unique island ecosystems and our interaction with our island environment as mentioned in the science curriculum framework. If the information is useful in Social Studies and Palauan Studies curriculum, that is even better.

Together with this classroom resource are pre- and post assessment surveys, which Palau Conservation Society will deliver for you to administer in the beginning and end of the school year. These are not tests but necessary for Palau Conservation Society to assess conservation knowledge of students. There is also an evaluation form for you to complete at the end of the year. The results of this survey will help Palau Conservation Society improve conservation education materials to fit your curricular needs. They will be collected at the beginning and at the end of the school year for Palau Conservation Society to analyze and share results with you.

This edition of the Ridge to Reef Education was developed with assistance from 5th Grade teachers like you. The teachers were selected by the Ministry and their principals and represent highly committed and innovative teachers who have used the previous Ridge to Reef Road Show materials in the 5th Grade and even other grade levels. They have also used it as supplement to their science, social studies and Palauan studies curriculum.

Best Regards,

OF EDU RY C T A S T I I N O I N

M

R Palau Conservation E U Society PU 1981 A B AL LIC OF P

Table of Contents

Acknowledgement.……………………………………………...... 1 Introduction..……………………………………………...... … 2

Chapter 1: Watersheds and Freshwater...... 3 Chapter 2: Forests...... ………………………………………………...... 11 Chapter 3: Mangroves...... 24 Chapter 4: Sea Grass Beds...... 32 Chapter 5: Coral Reefs...... 40 Chapter 6: Climate Change...... 52 Chapter 7: Conservation and Resource Management...... 58 Chapter 8: Waste Management...... 70

Glossary...... 76

References...... 85 1 Acknowledgement

This conservation education resource was made possible by funding from Keidanren Nature Conservation Fund of Japan, and our partners from University of Guam—Sea Grant Program, especially Laura F. Biggs, Ph.D. We appreciate their donations which will help build conservation stewardship in Palau.

We acknowledge our partners from Belau National Museum, especially Alan Olsen for contributing most of the bird photographs; Palau International Coral Reef Center and Coral Reef Research Foundation for photos from the previous editions of the Ridge to Reef Road Show; The Nature Conservancy—Palau Field Office, particularly Mike Aulerio for the protected areas maps; and Kabidor Taima, a Palauan Studies and a Biib’s Kids teacher who provided the cultural information.

We acknowledge the teachers who spent evening hours after having taught all day to review the previous Ridge to Reef Road Show activity book and develop learning objectives for this edition. We were fortunate to have the Minister of Education, Mr. Sinton Soalablai, appointed just in time for this project to be launched. We recognize the support of Debbie Tkel-Sbal and Faith Swords from the Bureau of Curriculum and Instruction who made all possible by providing professional guidance and selecting a winning team of teachers who provided the needed input to develop this edition to fit the 5th Grade classroom better. These model teachers are Tiupida Tom and Jeanmarie Arurang from Koror Elementary School, Annabelle Madris and Clarinda Worswick from George B. Harris Elementary School, and Cheryl Adachi and Lily Marino from Meyuns Elementary School. Special acknowledgement goes to Deborah Nagata, MOE’s Science and Health Specialist who guided the development team and provided extra working space.

The original Ridge to Reef Road Show book was authored by Yalap Yalap of PCS as a fun activity book for 5th grade students. Although it was a fun activity book, the teachers found it to be a useful resource because it provided a lot of local environment information that their classroom did not have. Environmental study is required by the 5th grade science curriculum but the science textbook is a U.S. textbook and no other classroom resource was available on local environment. Teachers from different grade levels and subject areas like Palauan and Social Studies were also using the book in their classrooms. By teachers’ request, PCS revised the Ridge to Reef Road Show materials to become more of classroom supplement.

This revision of the Ridge to Reef Road Show education materials was inspired by the Biib’s Kids Program of Palau Conservation Society, an educational program that supports conservation education for grades 5-8. The Biib’s Kids program aims to build Conservation Stewards through conservation education in Palau. The program was initiated by Palau Conservation Society with support from University of Guam—Sea Grant Program. 2 Introduction

The Palau Conservation Society (PCS) is an NGO that was founded in 1994 by Palauans who cared about our environment and concerned about development impact. As a community based organization, PCS worked with communities to identify and protect important marine areas such as spawning aggregation sites for important fish species like groupers. Later PCS began work on land by targeting birds. Soon after, PCS shifted its focus to Babeldaob and ecosystem based management. A study that was conducted by Palau International Coral Reef Center also concluded sediment as a major threat to our coral reefs in Babeldaob, and PCS developed its Ridge-to-Reef campaign to include community leaders, policy and decision makers, and the general public.

Through this endeavor, PCS learned that it takes many consorted efforts and resources to educate the public about science and conservation issues. This is because not many Palauans are knowledgeable about biodiversity and ecosystems. It is why PCS decided to include students so that in the future it would be easier to focus on issues with our local audience already familiar with biodiversity, ecosystems and how they relate to us as humans and as a culture. In 2006, PCS began its Ridge To Reef education outreach to all elementary and high schools. At the same time, developed its Ridge To Reef Road Show program for 5th Grade students that fostered local conservation and environmental studies in our local elementary schools. Even the private elementary schools around Palau requested for the road show and PCS extended the outreach to include them.

This book was produced to supplement the science curriculum with focus on Palau biodiversity and ecosystems, but the main focus is on conservation which ties in social studies of how humans interact with their environment. It also touches upon how Palauans have sustained their natural resources over thousands of years through traditional practices and values. PCS and its conservation partners in Palau region and beyond are realizing that best management practices are what we learned from our ancestors. For example, the community shared natural resources and therefore all contributed to management. Any member of the community who identifies an issue like a decrease in water supply level will alert the leader. The leader then send an assistant to verify the issue and if it is true, the council of chiefs will declare bul. During the bul, the community observes the issue. When the issue improves to the desired condition then the leaders are informed and the council lifts the bul. This same practice is still applied in Palau and many of our neighbors and partners around the world have come to Palau to learn about the bul and our ways of conservation. This book provides basic information on Palau’s ecosystems and resource management. It was also developed to spur curiosity among students and suggest activities to be further developed by classroom teachers. Join Bikelbelau and Ekebil as they take you through conservation of Palau from ridge to reef. 3

Chapter 1: Watersheds and Freshwater

OBJECTIVES: 1. Identify at least two lakes, rivers or streams in Palau, and describe one important role. 2. Compare and contrast two habitats within a lake, river or stream. 3. Name at least 5 species (plants or animals) found in a freshwater habitat in Palau. 4. Identify and describe one species and its important role within a freshwater ecosystem in Palau.

QUICK FACTS

• Ngardok lake in Melekeok State is the largest freshwater lake in Micronesia.

• Ngarmeskang Nature Reserve in Ngaremlengui State is the largest watershed protected area in Palau.

In Palau, the water lands on the watersheds as rain and • Ngarmeskang River in Ngaremlengui State flows down into the ocean. The water connects upland is the largest river in Palau. ecosystems all the way to the coral reefs in the ocean. • Ngardok Lake in Melekeok and Ngerdorch Whatever is on the watershed can be washed into the River in Ngchesar together become longer ocean and why we need to be careful with what we do on than Ngarmeskang River. land. Have you ever seen anyone pour motor oil, throw • Ngaremeduu is the largest estuary in trash or pour chemicals like bleach (or Clorox) in or near a Micronesia. stream or mangrove area? Perhaps they do not know that • There are about 47 species of freshwater whatever they put there will kill some of the living things in fish in Palau, and 4 of them are endemic. that habitat and then flow into other habitats downriver or further out into the reefs. This connection is very important • There are two species of freshwater turtles for everyone to understand because it also affects the that have been found in taro patches. health of plants and animals from ridge to reef. • There are about two species of frogs and one is endemic. Freshwater habitats in Palau are rivers, streams, lakes, and wetland. Rivers and streams are generally flowing Do you know? water habitats. Wetlands are the swamps and marshes 1. Do you have a river or streams in found along rivers and streams or floodplains along your home state? Can you name forests, coastlines, or mangroves. Wetlands are generally them? areas of standing water rather than flowing water like 2. What kind of plants and animals can rivers and streams. They can be permanently, occasionally you find in your local streams? or seasonally full of water. Some of them may dry out 4 completely during certain months of the year. Rivers, streams and wetlands are unique ecosystems. They are home to various wetland species such as dragonfly, frogs, wetland birds, fresh water fish and other unique animals that are not found anywhere else. Wetlands help keep water systems clean through their plant systems. They also help refill groundwater aquifers, store water and slow down the flow of water, which means there will be less soil particles in the ocean. Rivers and streams provide us with drinking water and are important habitat for numerous freshwater fish, insect larvae, snails, frogs, shrimp and kitelel, the freshwater eel. Our biggest island of Babeldaob has more than 60 streams, rivers, and waterfalls. When it rains in Babeldaob, rain falls down in the watersheds and slowly collect in the lakes, streams, rivers, wetlands, and then flow out into the sea.

In Palau, freshwater quality and quantity is overall good and plentiful. The challenge has been in bringing it to people, especially during a drought. The main source of water for about 80% of Palau’s population is the Ngerikiil Watershed which produces millions of gallons of water daily for Koror and Airai. Each state in Babeldaob also has water supply system but they are not as good as the one in Airai. The outer island states have ground water and water tanks. When we pollute our water sources it will affect our health and livelihood.

Palau’s Water

Where does water come from? The water cycle! Of course, you learned this in first grade. The rain falls to the ground and flows out to sea, evaporates into the air, collect in clouds, clouds get heavier then rain falls, and the cycle continues.

There is a Palauan saying, “A kitelel a omechell a ralm.” This does not mean that kitelel, the freshwater eel actually produces water. Our elders say this because when you see kitelel it means there is enough healthy water for it to live. The kitelel will move somewhere else if there is not enough healthy water for it to survive. Do you know other Palauan sayings and proverbs about water? 5 Watersheds

The five major watersheds in Palau are Ngerbekuu in Ngiwal, Diongradid in Ngardmau, Ngerikiil in Airai, Ngerdorech from Melekek to Ngchesar, and Ngaremeduu with its boundaries shared by Aimeliik, Ngatpang and Ngaremlengui. All of this watersheds cover about 194 square kilometers of land area. The largest watershed on Babeldaob is Ngaremeduu with an area of 84 square kilometers. The most significant is Ngerikiil watershed in Airai which has an area of 34 square kilometers, but provides water for about 80% of Palau’s population. 6 Palau’s watersheds include ridge, forest, upper reaches of rivers, streams, swamps, and other natural features that are sources of our clean and abundant water. The trees in the watersheds are very important because they have several functions. The roots of trees hold soil and slow down the water flow giving soil a chance to absorb the water. Once water is in the soil it slowly trickles down to rivers and streams. We need the watersheds for our water. Every time we disturb the soil, cut down a tree, and dump garbage anywhere on the island, we affect the quality of our water. The trees and vegetation in the watershed not only protect the freshwater sources but also prevent landslides. Deforestation in the watershed area is a big threat to the health of forests, rivers and streams, mangroves, sea grass beds, and corals reefs.

A watershed is like a taro leaf. When rain falls on the leaf water trickles to the lowest part of the leaf and flows until it reaches the tip of the leaf. Leaf edges define the boundaries of the leaf so the bigger the leaf the more water is caught and the bigger the stream of water. The watershed is the same. Rain falls and water flows to lower parts of the watershed forming streams that may drain into a larger flowing stream called river. The water will eventually drain out into a lake or sea. The ridge surrounding a watershed defines the watershed boundaries. Same as the taro leaf, the bigger the watershed area, the more streams, the bigger the river, and more water draining into a lake or sea. This is why it is important to protect watersheds not only for clean and abundant water supply, but for healthy marine habitats and ecosystems, too. Ecosystems and habitats are all connected by water from ridge to reef. This is why we must ensure water quality and quantity for the health of all ecosystems.

Rivers and Streams

A stream is a smaller flowing body of water that may drain into a main water body such as a river or lake. There are also small streams that drain into the sea. They are smaller than rivers and some only flow when it rains and dry up when there is little or no rain. Smaller streams that may dry up without rain are what we call sangralm or telelluk in Palauan. In other countries, depending on its location or certain characteristics a stream may be referred to as a brook, creek or a branch of a river. Streams are important in the water cycle and habitat for freshwater fish and wildlife. The biological habitat on the stream bank is called a riparian zone. Streams connect habitats and are very important in conserving biodiversity.

A river is a natural stream of freshwater larger than a stream. A river flows toward another river, a lake or the sea. Different habitats are found around different parts of a river. The river parts are headwater or upper stream, the riparian areas, downstream, and the mouth of the river. A river source may be rainfall, a spring, or the overflow of a lake. Most 7 headwaters begin from hills or mountain, but as the river flows downstream, it gains more water from connected streams, rivers, springs, added rainfall, and other water sources. Both rivers and streams are called omoachel in Palauan. Parts of rivers and streams where there are traditional bathing areas are called diong. Different species of animals like snails, shrimp, small crabs, fish, and insects are usually found in a stream ecosystem. They are important habitats for native and endemic fish, mollusks, crustaceans, insect larvae and plants.

Palau has about 47 freshwater fish of which 5 are introduced and 4 are endemic. The largest freshwater fish in Palau is kitelel, the freshwater eel. The largest ever recorded is 3.7 feet, or more than one meter long. Freshwater goby fish, snail and shrimp. Wetland and Freshwater Lakes

A wetland is an area of land where soil is saturated with moisture either permanently or seasonally. Such areas may also be covered partially or completely by shallow pools of water. Wetlands include swamps, marshes and bogs among others. The water found in wetlands can be saltwater, freshwater or brackish. Swamps are found in almost all areas in Palau even the larger rock islands like Ngemelis and Ngercheu (or Carp Island). Taro patch Among wetlands are swamp forests, or delomeklochel, and taro patches, or mesei. Common to such areas are wading birds. Many are migrants or birds that visit Palau during cold seasons. A native bird that is most common in the mesei is the purple swamp hen, or uek. Women say the uek mostly eats the best taro called ngesuas. Swamp

The largest freshwater lake in Palau, and in Micronesia, is lake Ngardok located in Melekeok State. Ngardok has a surface area of 16 acres (6.5 hectares). The lake flows through Ngerdorch watershed and river. Ngardok lake is surrounded by volcanic and savanna forests. The lake is an important habitat for insects, crustaceans, mollusks, fish, frogs, crocodiles, and the debar, or common moorhen. A smaller freshwater lake is Ngerkall in Ngaraard with a surface area of one acre.

Ngarmeskang River

Ngardok Lake

Estuaries

Surrounding the area near the mouth of a river is an estuary. Estuaries and their surrounding wetlands are bodies of water where freshwater meet the sea. Estuaries are home to unique plant and animal communities that have adapted to brackish water, a mixture of freshwater draining from rivers and saltwater from the sea. These estuaries serve as natural filters for runoff while providing nursery Estuary at Ngardmau 8 grounds for many species of birds, fish, and other animals. Estuaries are among the most productive ecosystems in the world. Many animals rely on estuaries for food, places to breed, and migration stopovers.

Ngaremeduu Bay in western Babeldaob is the largest bay and estuary in Micronesia . Three

Photo by Pat Colin Ngaremeduu Bay

Babeldaob Water Sources Rivers/Streams State Ngardok/Ngerdorech Melekeok/Ngchesar Ngarmeskang Ngaremlengui Ngerbechederngul/ Ngaremlengui/ Ngkedebuul Ngatpang Ngerikiil Airai Tabecheding Ngatpang/Aimeliik Ngertebechel/ Ngardmau Ngaremeduu Bay Diongradid Ngermasech Ngardmau/ Ngaremlengui river systems feed into the bay. They are river Tabecheding, Ngerbekuu Ngiwal Ngatpang, and Ngarmeskang. The bay is shallow with broad mudflats and is lined by dense mangroves that absorb most Ngerderar Aimeliik of the nutrients and sediment from land before it reaches Lmetmellasch Ngaraard the coral reefs outside the bay. There is a lot to absorb as Ngaremeduu bears large rivers, including the largest river in Palau.

The largest rivers in Palau are (1) Ngarmeskang River in Ngaremlengui, stretching 9.8 miles, and (2) Ngerdorech River in Ngchesar state, stretching 8.7 miles with 3.4 miles of tributaries.

Review Questions 1. Where does water come from? 2. What is a watershed? Explain why it important to protect our watersheds. 3. What is the biggest lake in Palau? Where is it located? 4. Name five rivers in Palau? 5. What is the largest river in Palau? 6. What kind of animals are found in rivers and streams? 7. What will happen if we cut all the plants along the stream or riverside? 8. Where does freshwater meet saltwater? Why is this area important? 9

Group Activity 1. Assign group roles. The facilitator makes sure all is done on time. The recorder writes all ideas and takes notes. The reporter will present the group’s ideas. You can also have a timekeeper who will watch the clock and alert the facilitator. Other group members like the artist and others will be up to you. 2. In your group, discuss the questions below. If you cannot answer some of the questions make notes to ask your parents, relatives or community elders. When you find out more, get back to your group and share what you have learned. 3. Put together your findings in a reporting or presentation media of your choice. Media examples are: Newsletter, video, song, dance, collage, drawing, storyboard, model, and many others. Be creative! Help the Biib’s Kids Identify Ecosystems Look at the picture above. How many ecosystems can you identify in the picture? Brainstorm and discuss in your group. Can you name other ecosystems that may be hidden behind others in the picture?

Make a chart like the one below and write your discoveries as a group.

Ecosystem Animals Plants/Trees Noted River (or Freshwater fish, Algae, lily plant Hidden behind the stream) snails, shrimp, forest but we can tadpoles, insect find it if we follow larvae, freshwa- the taoch, or man- ter eels grove channel. The river connects the upland watershed to the sea. Write any special or interesting discoveries in the “Noted” box. 10

Group Activity

1. Assign group roles. The facilitator makes sure all is done on time. The recorder writes all ideas and takes notes. The reporter will present the group’s ideas. You can also have a timekeeper who will watch the clock and alert the facilitator. Other group members like the artist and others will be up to you. 2. In your group discuss the questions below. If you cannot answer some of the questions make notes to ask your parents, relatives or community elders. When you find out more, get back to your group and share what you have learned. 3. Put together your findings in a reporting or presentation media of your choice. Media examples are: Newsletter, video, song, dance, collage, drawing, storyboard, model, and many others. Be creative!

Help the Biib’s Kids Identify Freshwater Creatures Look at the picture below. How many creatures can you identify in the picture? Discuss in your group. Can you name other creatures that may be hidden behind others in the picture?

Write your list as a group. If you know the names in Palauan, write them down.

Can you name these freshwater creatures of the Ngarmeskang River? 10a Answer Key (Watersheds and Freshwater)

Hi Teacher! Here are the answers to the review questions for Watersheds and Freshwater! Remember to discuss the questions as a class. There is no right or wrong answer but the answers can help you guide class discussion.

WATERSHED AND FRESHWATER: Review Questions

1. Where does water come from? Water comes from Water cycle! Water sources for rivers and streams are rainfall, springs, and overflow of lakes. Water flows into lakes, rivers and streams.

2. What is a watershed? Explain why it is important to protect our watershed. Watershed is the area surrounding a river, lake, or stream. It includes all the areas that drain water to into a river at the lowest level of the surrounding area. It is important to protect the watershed from pollution and soil erosion. When soil from watershed erodes, they flow into the rivers and cause sedimentation. As the erosion continues, it will flow further out to sea and destroy coral reefs and marine habitats.

3. What is the biggest lake in Palau? Where is it located? Lake Ngardok in Melekeok State is the biggest lake in Palau and Micronesia.

4. Name five rivers in Palau? Ngermeskang, Ngerdorech, Ngerikiil, Tabecheding, and Ngermasech. [ there are others and students will be given other options]

5. What is the largest river in Palau? Ngermeskang is the longest and largest river in Palau.

6. What kind of animals are found in rivers and streams? Snails, small crabs, freshwater fish, insects, and crocodile can be found in streams and rivers. [other answers in Palauan should be acceptable]

7. What will happen if we cut all the plants along the stream or riverside? The roots of the plants along the river banks and streams hold the soil from eroding. If they are cleared, then the soil will get loose and runoffs will bring sediments into the rivers and oceans.

8. Where does freshwater meet saltwater? Why is this area important? Surrounding the mouth of the river is an area called estuary where freshwater and saltwater meets. This area is very important because it serve as a natural filter for runoffs. It provides a nursing and breeding ground for many species. Many animals rely on the estuary for food and shelter. 11

Chapter 2: Forests

OBJECTIVES: 1. Name and describe the five vegetation types of forest in Palau 2. Describe at least five important functions of a forest 3. List and describe adaptive characteristics of species that improve their ability to survive in a particular forest in Palau

QUICK FACTS

• Palau forest is the richest in biodiversity in Micronesia. • Palau has about 730 native plants and 151 of them are endemic of which at least 19 are endemic varieties. All forests in Palau are generally called “lowland tropical • Forest trees absorb carbon dioxide from the rainforest”. Lowland means that the forest elevation is below atmosphere. 1000 feet (or 300 meters), and rainforest because Palau • Forest plants hold the soil and prevent land receives a lot of rain—about 150 inches (380 cm) every erosion that destroys marine habitats. year. The major types of forest vegetation found in Palau • There are about 130 species of fungi are volcanic forest, swamp forest, savanna, limestone (mushrooms and others) in Palau’s forest. and atoll forest, and mangrove forest. Approximately • Palau is home to over 10,000 species of three fourths of Palau’s land area is covered with native insects. There maybe more that have not forests. Native means the plants are originally from Palau. been recorded. Babeldaob forest is the largest intact forest in Micronesia • It is estimated that Palau forests have 3,000 with more than 1,353 species of plants. There are 151 to 6,000 species of arthropods (spiders, species of plants that have been identified as endemic to scorpions, millipedes, and centipedes) with about 26% endemism. Palau of which at least 19 species are endemic varieties. Endemic means that the species can only be found in Palau • There are 12 endemic birds in Palau and they are all forest birds. and nowhere else. These forests provide habitat for many unique plants and animals, maintain clean and clear fresh water, and source of nutrients which flow into the sea. Do you know? 1. Can you name the major forest Most birds in Palau live and nest in these forests. Over vegetation types in Palau? 161 birds have been recorded in Palau with about 51 as 2. Can you name five uses of native resident birds that live in these forests all year round and 12 forest plants? of them are endemic to Palau. All 12 endemics are forest 3. What plants and animals can you birds. Another important bird species in the forest is Palau find in the forests? 12 megapode, or bekai. The bekai is an endangered bird species of Palau. Endangered means there are very few in the world and there is a chance they may become extinct. Extinct means to “die out” like the dinosaurs that no longer exist. Bird scientists say the Micronesian imperial pigeon, or belochel, may become endangered too because their population is getting smaller.

Palau’s forest is one of the most important forests in the world because of its rich diversity and important birds species that are native, endemic, and migratory. Native means species that live here all year round. Migratory means species that are here during cold seasons. Some migratory birds like the glossy ibis are a rare sight that birders are always happy to see. Another bird called the black-tailed godwit is a migratory bird that also may become endangered but they are safe when they are in Palau because there is a law that protects birds in Palau.

Different Vegetation Types Savanna trees grow on volcanic soil where the primary forest has been removed. Primary forest means the original forest. When the primary forest is removed, the soils lose important plant food so the forest cannot grow back. Most plants found in the savannas are ferns and shrubs (small trees). Tall plants like bamboo and trees like pandanus are also found on the savannas. Savannas are important habitat for many species of native and migrating birds. Savanna is found along ridges and in patches throughout Babeldaob and areas in Ngarkebesang, a hamlet in Koror. Many forest birds live and nest in the savanna where most wildfires happen. What happens to the birds when there is fire?

There are a number of endemic plants found in the savanna. Many of the trees and plant species that grow in harsh savanna ecosystem also make very good reforestation species for bare areas because these species have adapted to harsh environment.

Many forest birds and seabirds live in the limestone forest, except in Angaur where there is very few birds. Why is that?

Limestone vegetation is found on limestone islands and parts of Peleliu, Angaur, the Rock Islands and Airai. On the Rock Islands, the organic matter from the plants form a thin layer of soil on the coral rock in which the plants grow. The limestone rock is often steep, porous and extremely rugged. Although the Many seabirds live in the atoll forests. Some live and nest there all year long. Some only stay there for while and then fly back organic soil is thin, many types of plants and trees after cold season to where they came from. grow here. 13 Rare species like the Micronesian cycad, or kokeal, and an endangered palm tree called Ponapea palauensis are found in only a few places in the Rock Islands. The limestone forest is rich in diversity. Similar to the limestone vegetation is atoll vegetation types that are unique to atoll islands like Kayangel and Helen Reef. Most trees and plants are similar to limestone vegetation but there is less diversity, or less types of plants.

Mangrove vegetation is made up of a thick forest, which grows in brackish to salty water along the tidal zone near the shore. Mangrove forests are found along Babeldaob, Koror, and Peleliu. They are located in coastal areas with muddy seabed, calm bays, lagoons and estuaries. Some are found in the Rock Islands in the lagoons and on the edge of marine lakes. Mangroves protect shores from strong winds, storm surges and waves. They also protect coral reefs and sea grass areas by absorbing sediment from land erosion.

The mangrove is a transitional area where land and sea meet. Although it is considered terrestrial (or land) area because it is a forest growing on mud, beneath the forest is a thriving marine life of clams, oysters, snails, crabs, fish, eels, and others. This is why you will find mangrove protected areas mapped with marine protected areas in this book even though it is considered terrestrial (or land) area in other books or documents.

The mangrove environment has two main types:

1. River environment occur along rivers and streams with large amount of freshwater flowing into it. This type of mangrove environment occurs mostly in Babeldaob. This mangrove environment has different zones that you can see as you go up river through the mangrove channel. The different zones have different species of mangrove trees. Mangroves in a river environment of Aimeliik. Larger rivers make larger 2. Marine environment occur along coastlines, mangrove channels. landlocked marine lakes or in brackish water swamps that have little freshwater flowing into them. These types of mangrove environment are found in the islands of Koror, Rock Islands, Peleliu and Angaur. In Angaur the mangrove forest is unique because it is inland, not on the coastline. Marine lakes like Ongeim el Tketau (or Jellyfish Lake) also have mangroves.

The mangrove trees have adapted to an environment where the roots are submerged under saltwater most of the time. The roots of the trees protrude out of the mud or sand allowing the tree to absorb air during low tide. Some mangroves have little freshwater and channels are made by tidal currents like this one at Long Lake in the Rock Islands. 14

Volcanic vegetation grows on volcanic soil in Koror and Babeldaob. They are dense forests with high biodiversity. Biodiversity means it has many different species of plants and animals. Many species of trees and plants in these forests are endemic. These forests are important habitats for birds, bats, snakes, lizards, snails, spiders, and many kinds of insects. An interesting fact is forests on the ridges have more plant species than forests on slopes and valleys. The number of endemic plants, birds, snails, and even freshwater fish in the streams that flow through the Babeldaob forest makeitan important forest for conservation because the health of our environment depend on it. Bird scientists have also ranked Palau’s forest second in the world’s top 20 important forest for conservation because of its bird diversity that include about 51 native birds of which 12 are endemic, and one endangered. The volcanic forest in Babeldaob is the largest forest in Micronesia.

The biggest threat to our volcanic forest in Babeldaob is development and fire. Palau is a developing country and we need to build roads, houses, hotels, restaurants, stores and others to accommodate ourselves and our visitors. We also need to develop farms to feed ourselves and vistors. However, we need to be careful not to destroy too much of our important forest that gives us clean air and water.

A rare endemic tree called Parkia parvifoliola, or kmekumer can be found in the volcanic forest of Ngarmeskang in Ngaremlengui. This small forest of kmekumer is the only one in the world! It is located near the Ngarmeskang waterfall and within the Ngarmeskang Nature Reserve. The Ngarmeskang Nature Reserve is the largest watershed protected area in Palau with an area of 2,150 acres (8.7 km2 ).

Right: Kmekumer tree Inset: Seed pods 15

Swamp forest is mostly found inland near mangrove forest where there is fresh or slightly brackish water and in wet lowland areas or along riparian zone. A riparian zone is the forest along a stream or riverbank. There are only few swamp forests in Palau but they are important habitats for certain trees, plants and birds. Some common species of trees that make up this forest’s canopy are kelelacharm, chemeklachel, and ketenguit. Typically, the forest floor growth is mostly the seedlings of these trees. An example of a swamp forest is the Ngarmeskang Bird Sanctuary in Ngaremlengui. You can see the sign along the Babeldaob Road when driving through Ngaremlengui. The Ngarmeskang Bird Sanctuary has the most species of birds in Palau. Another important swamp forest is located at Ngardok Nature Reserve in Melekeok where the rare debar can be found. Swamp forest is called delomeklochel in Palauan. Delomeklochel are few and sensitive forest habitat and we need to protect them.

Along river and stream banks, the riparian zone supports an ecosystem. Here many trees and plants bloom at different times during the year. Many insects like the bee live around the area and pollinate the flowering trees as they gather pollen to make honey. Pollinate means the male pollen is transferred to the female flower and flowers bear fruits. Birds also pollinate the flowers as they feed on insects or fruits.

Above: A bee gathers pollen of a Different species of plants and ketenguit flower at a riparian zone. animals have different roles within an ecosystem. An ecosystem is a Right: The endemic bird, chetitalial picks community of living things. Some small insect larvae on the endemic tree, call it their home while others visit chersachel. 16 in search of food or simply passing through. The visitors and passers through also have a role like pollinate flowers. Some eat fruits and drop the seeds in other places where the new trees will grow. The trees most likely live there since they cannot move about but their seeds are dispersed by fruit-eating birds. This is why it is important to protect birds that eat fruits. They are called seed dispersers.

Small birds like the dusky white-eye, or chetitalial eat small fruits from trees like ngolem and excrete the seeds elsewhere. Medium-sized birds like the Micronesian starling, or kiuid will eat medium-sized fruits from trees like kesiaml and disperse seeds. Bigger birds like the Palau fruit dove, or biib and the Micronesian imperial pigeon or belochel will eat bigger fruits from fig trees and chebouch. The fuit bat, or olik eat larger fruits that include mangoes and terminalia, or miich fruits.

Important Birds

The only endangered bird in Palau is the bekai, or Palau megapode. Endangered means that there is only few in the world and the species may become extinct, or die out. Many bekai live in all types of forest and can be found throughout Palau. The Ngeriungs Island of Kayangel, an atoll forest, had the most bekai in Palau and the island is protected by the state as a bekai sanctuary. Sadly, many bekai nests were lost when typhoon Haiyan hit Kayangel in 2013. The bekai in the Rock Islands of Koror are moving their nests inland because of coastal erosion from sea level rise. The tide is getting higher and wave action is eroding the beach area. As the beach area gets smaller, the bekai nests are lost or damaged. Some bekai are making their nests on higher ground so the scientists are observing them to see if they will adapt to the change. Although bekai is endangered and protected by law, some people still take their eggs to sell or eat. If you know anybody that likes to eat the bekai egg, let them know that it is endangered.

Threatened means the population of the species is falling and they may become endangered. Threatened Palau birds include belochel, laib, charmbedel (Giant White-eye), and omekrengukl. The most threatened bird is the belochel. In 2005, Palau Conservation Society and the US Fish and Wildlife Service conducted a survey of birds and the estimate belochel population was more than 13,000. By 2014, the Belau National Museum surveyed again and the estimated population has gone down to 3,000. This number is alarming! If the belochel population keeps declining at this rate, we may not have anymore within the next ten years. The belochel is most threatened because Palauans love to eat it. Many still eat or hunt the bird although it is against the law. The price of the belochel is from US $20 to $25 for one bird. Chances are you had belochel as your first meal when you were a baby. It is Palauan tradition for babies to eat belochel for their first meal as a token of love from parents. What about your children or even grandchildren? Will they be able to eat the belochel as their first meal? Students

Left-Right: Charmbedel (Giant White-eye), Omekrengukl (Palau Ground Dove), Laib (Nicobar Pigeon), Belochel (Micronesian Imperial Pigeon) 17 and young people like you should share how you feel about the belochel problem and tell teachers, parents and even Palau Conservation Society how you feel and what you think about the belochel situation since it is you the young people who will lose the belochel. Others like charmbedel (giant white-eye) is threatened because it is a rare species. There are only few that can be found in Peleliu and some rock islands in Koror. Next time you go to the Rock Islands go to Ngchus and you will see the charmbedel for sure. The omekrengukl (Palau ground dove) can be found throughout Palau except Kayangel and the Southwest Islands, but they are a rare sight. So if you happen to see one, consider yourself very lucky. The laib (Nicobar pigeon) also has a small population that move around between the Rock Islands and Babeldaob. They are often seen on the ground foraging for seeds. Our laib is a bit different than laib in other countries. It is an endemic subspecies.

Endemic means the species can be found in Palau and nowhere else. In Palau, there are 12 endemic birds and all of them are forest birds. This is why Palau’s forest is among the most important forests in the world for conservation of birds. It is important to protect these birds because they have a role in the forest ecosystem and cannot be found elsewhere. The biib is the most colorful of them all. The biib is common all over Babeldaob and the Rock Islands, but limited in numbers because they only bear one white egg at a time. The mother biib will abandon her nest if it is disturbed so we need to be mindful and not disturb the biib’s nest when we see one. According to a Palauan legend, the biib was a beautiful woman that turned into a bird. The man she loved called Matkerumes turned into the kerumes tree and her mother turned into a giant clam. Find out more about the story from your elders or teacher.

Endemic Birds of Palau Palauan Name Common Name Scientific Name Forest Habitat Omekrengukl, Doldol Palau Ground Dove Gallicolumba Volcanic and Limestone Biib Palau Fruit Dove Ptilinopus pelewensis Savanna, Volcanic, Swamp, Limestone Chesuch Palau Owl Pyrroglaux podarginus Savanna, Volcanic, Swamp, Limestone Chesisekiaid Palau Swiftlet Aerodramus pelewensis Savanna, Volcanic, Swamp, Limestone Cherosech, Onglimadech Rusty-capped Kingfisher Todiramphus cinnamominus Savanna, Volcanic, Swamp, Limestone, Mangrove pelewensis Kiuidukall Palau Cicadabird Coracina tenuirostris monacha Savanna, Volcanic, Swamp, Limestone Tutau Morningbird Colluricincla tenebrosa Savanna, Volcanic, Swamp, Limestone Melimdelebdeb, Chesisirech Palau Fantail Rhipidura lepida Savanna, Volcanic, Swamp, Limestone, Mangrove Charmelachull Palau Flycatcher Myiagra erythrops Savanna, Volcanic, Swamp, Limestone, Mangrove Uul, Chesisbarsech Palau Bush Warbler Cettia annae Savanna, Volcanic, Swamp, Limestone, Mangrove Chetitalial Dusky White-eye Zosterops finschii Savanna, Volcanic, Swamp, Limestone, Mangrove Charmbedel Giant White-eye Megazosterops palauensis Limestone, and rarely in Volcanic

Clockwise fromTop Right: Olik(Palau Fruit Bat), Roles of Different Birds and Animals Belochel (Micronesian Imperial Pigeon), Biib (Palau Fruit Dove) Seed dispersers means species that spread seeds and replant the forest. Our seed dispersers like the belochel , biib and olik, the fruit bat reseed the forest. Without the seed dispersers, we will have to spend millions of dollars replanting our forests. This is what is happening in places like Guam. The brown tree snake in Guam has eaten most of Guam’s seed 18 dispersers and they spend millions of dollars replanting their forests to protect watersheds. In Palau, we are lucky to still have birds and fruit bats that help disperse seeds. There is a problem though, savannas that have been burned over and over again have lost nutrients to fire and erosion and seeds dropped by birds cannot grow well. This is when we have to spend thousands of dollars and bring many people to fertilize the soil, plant trees and take care of the seedlings until they grow big.

Endemic Birds of Palau Photos from Alan Olsen, Joyce K. Beouch , and Heather Ketebengang

Omekrengukl, Doldol (Palau Ground Dove) Biib (Palau Fruit Dove) Chesuch (Palau Owl)

Chesisekiaid (Palau Swiftlet) Cherosech, Onglimadech Kiuidukall (Palau Cicadabird) (Rusty-capped Kingfisher)

Tutau (Morningbird) Melimdelebdeb, Chesisirech (Palau Fantail) Charmelachull (Palau Flycatcher)

Uul, Chesisbarsech (Palau Bush Warbler) Chetitalial (Dusky White-eye) Charmbedel (Giant White-eye) 19 Role of the Forest The forest trees and plants receive water from rain and slowly filter it before it enters nearby streams, rivers, lakes, underground storage and ocean. The trees in the forests are also home to birds, insects, and many other animals and plants. Forest is also source of wood for building bai (traditional meeting house), house, furniture, firewood, itabori (storyboard), arts and crafts. Forest is an important source of wood, medicine, clean drinking water, fun and education for us and our visitors as well. Baimelekeong (Bai of Melekeok Council) is mostly made of local plant materials like palm leaves, The trees and plants absorb carbon dioxide and give us wood, fiber rope and oil-based paint. oxygen. The more trees and plants we have, the more carbon is removed from the atmosphere. The forest plays a critical role in influencing the Earth’s climate. Forest plants and soil drive the global carbon cycle by absorbing and storing carbon dioxide through photosynthesis and releasing it through respiration. Although carbon uptake by photosynthesis eventually slow down as trees age, many mature forests continue to store carbon in their soils.

The forest help regulate local and regional rainfall. Trees are giant water pumps. Trees capture water from the rain and the clouds, and bring that water into the soil. Trees help keep water flowing through the soil, into the air and back again. Through the leaves, water is returned to the atmosphere when the plant breathes, this process is called transpiration. Transpiration by large trees in a forest adds large amounts of water to the atmosphere and makes the air more humid. Greater humidity means more rain.

Rain brings water needed for growth and health. Water carries nutrients from land into the sea so mangrove trees, marine plants and animals may grow. The roots of a tree hold the tree up but also help to hold soil together so it does not wash away in the rain. Soil erosion occurs when many trees are cut down and rain washes away bare soil. Trees provide home and food for birds, insects, lizards, snakes, geckos, spiders and even small plants like orchids and moss. Birds and insects pollinate flowers and disperse seeds that help forest growth.

The Water Cycle

As a lowland rainforest, Palau’s forest help make rain for the island. This means the more dead trees the fewer rain! 20 When a forest is cleared or burned, the birds and other animals who depend on the trees for food and shelter will either move away to other places or die, especially baby birds. This means there will be less birds and other animals around to help forest growth. Also, fewer trees also mean less transpiration and less moisture in the air and less rain. This is why it is important to keep our forest intact. We need oxygen in the air and water to live.

Climate and Palau Forests The earth’s temperature continues to rise and affects weather systems and climate in different parts of the world including Palau. The changes in climate patterns lead to severe tropical storms, flooding in some areas, droughts, and changes in precipitation like rain, snow, and etc. Rising sea levels and increased intensity of typhoons due to global warming are among the serious threats to Palau’s environment and livelihood. In 2012, super typhoon Bopha while moving south from the east of Palau sent big waves that devastated coral reefs and destroyed many homes, trees and wildlife. Most damages occurred from Ngaraard in the northeast all the way to southeast of Angaur. In 2013, super typhoon Haiyan hit the north of Palau. Haiyan is one of the strongest tropical cyclones ever recorded. Kayangel was hardest hit while Ngarchelong, Chol (Ngaraard) and Ngardmau received major damages. All houses and buildings in Kayangel were damaged or destroyed. Almost all Palau megapode, or bekai nests on Ngeriungs were destroyed. Typhoons are obviously a devastating threat to our forests. Meanwhile, king tides are inundating the coastal areas and bekai nests as well. The same problem is happening with hawksbill turtle, or ngasech, that nests in the low-lying areas of forested beach strands.

The bekai nest is a mound of dirt (or sand) with leaf litter usually in low-lying forests on coastal areas that is vulnerable to inundation, or flooding, from rising sea levels and storm surge, or big waves caused by storm. The people of Kayangel say that the trees, especially big trees protect Kayangel from strong winds and storm surge by reducing wind speed and holding the soil and sand from being blown away or washed out into sea. They call the big trees and forest “euatelel a beluu”. The word “euatel”

Aerial photo of Kayangel main island after super typhoon Haiyan on November 7, 2015. (Photo by the Office of the President) 21 means fortification. A healthy forest also allows for better and faster recovery after a typhoon. Kayangel has a healthy forest that is recovering quickly after typhoon Haiyan. Much is the same with Babeldaob, Rock Islands, Peleliu and Angaur that suffered major forest damage during Bopha the year before. This is because more than 75% of Palau is forested and reseeding itself regularly.

Most states in Babledaob protect upper watershed forests as a means to protect drinking water sources. Currently eight forested watersheds are under some form of local protection: Ngerikiil in Airai, Ngerderar in Aimeliik, Ngarmeskang in Ngaremlengui, Taki Waterfall in Ngardmau, Kerradel Conservation Areas Network (includes Ngerkall, Ngerchokl and Lmetmellasech) in Ngaraard, Olsokesol and Ngerbekuu in Ngiwal, Lake Ngardok and associated wetlands and forest in Melekeok state, and Mesekelat Conservation area in Ngchesar State. Koror State also protects its Rock Island forests for the health of their unique ecosystems, habitat and biodiversity. Trees, plants and animals cannot be removed from Rock Island forests under Koror State law. Sonsorol Council of Chiefs also protect Fana Island and its forest for its significant seabird population. The protection of our forests and birds means Palau provides a safe and healthy home for the world’s bird population as they migrate here during cold seasons.

Photo taken in Ngaremlengui

Photo taken at M-Dock

Photo taken in Kayangel

Clockwise from Top Left: Tsubame (Barn Swallow) lives in Palau during winter season in the north (i.e., Japan, etc.); Eyebrowed thrush is a rare visitor as it flies to Southeast Renguul Masahiro of PCS records a giant mesbesibech Asia during winter in Russia; Blue rock thrush is another rare tree on Ngeriungs Island in Kayangel during a biological visitor as it flies to Southeast Asia during winter in the north. assessment in 2010. 22 Why do we need healthy forests? Endemic plants and trees in Palau have important roles in the forest ecosystem. When we protect species of plants or animals it is called biodiversity conservation. This means we protect key species whose health affects all species and functions in an ecosystem. If an animal or plant became extinct, or died out, there will be problems with the species or ecosystems that depend on the extinct species. Sometimes extinction is natural as the world and life evolves or change and adapt. But often times, it

Top Left-Right: Kokeal, Cycas micronesica, exists in the rock islands of Koror and Airai and is found in Yap and Guam; Chetitalial, or Dusky White-eye picking insect larvae and ripe fruits on a Ngolm, Phyllanthus sp. Chebud, or grasshopper, Schistocerca gregaria sp., camouflaged against young leaves of a citrus tree; Maidechedui (or Kiabi), or emerald lizard drinks nectar from the flowers of a banana tree. Bottom Left-Right: Rur, Bikkia palauensis, an endemic species is mostly found in the rock islands and rocky coastal areas in Babeldaob; Healthy moss commonly found in Palau’s thick and humid forests; Endemic species of orchid, Bulbophyllum hatusimaum blooms in May at Ngarmeskang waterfall; Bright colored oyster mushrooms found in Ngaremlengui forest. is us, the people that take or destroy too much resources without practicing conservation that causes extinction.

As we have learned, all living things are connected in some way. We all depend on each other for food, clean water, reproduction, and other ways that are necessary for species survival. A healthy forest can function well and provides ecosystem services for people, too. Ecosystem services are things that nature does for us. For example, the forest absorbs a lot of carbon dioxide from the air and provides oxygen for people and animals to breathe. It is also the primary filter of the water supply to our homes. It also provides wood for our homes and medicine for our health. The forest also filters the water that flows into rivers and out to the mangroves, sea grass areas and reefs. Without the forest, our marine habitats will be destroyed by too much sedimentation.

Review Questions

1. List the five major types of forests found in Palau. How are they different from each other? 2. Explain why it is important to protect our forests. 3. How are mangrove trees unique? 4. Why is it good to use savanna plants to replant areas with bare soil? 5. What is an ecosystem service? Give an example. 23 Palau’s Forest In the past few years, large areas of forest have been cleared. Most of it has been cleared for road construction, farming and development.

If people clear too much forest, in a few years, some birds and plants will disappear forever. Also the streams will dry up, leaving the flow of the rivers low and affecting our supply of freshwater.

Protecting the forest is important! We can plant native trees to ensure that our forest and water remain healthy so we can be healthy by breathing clean air and drinking clean water.

Less trees on the upper ridges means less rain. Trees give off water vapors through their leaves in a process called transpiration. The water from the leaves go into the air and become clouds, and will eventually fall as rain. Trees have a very important role in the water cycle.

Group Activity 1. Assign group roles. The facilitator makes sure all is done on time. The recorder writes all ideas and takes notes. The reporter will present the group’s ideas. You can also have a timekeeper who will watch the clock and alert the facilitator. Other group members like the artist and others will be up to you. 2. In your group discuss the questions below. If you cannot answer some of the questions make notes to ask your parents, relatives or community elders. When you find out more, get back to your group and share what you have learned. 3. Put together your findings in a reporting or presentation media of your choice. Media examples are: Newsletter, video, song, dance, collage, drawing, storyboard, model, and many others. Be creative!

Cutting trees in the forest Cutting too many trees in the forest allows the rain to wash away soil and sediment. When sediment accumulates, the water becomes shallow enough for new growth causing the mangrove forest to expand outward. This causes problems! Why would we have problems if the mangrove expanded outward? 23a

Answer Key (Forest)

Hi Teacher! Here are the answers to the review questions for Forest!

Remember to discuss the questions as a class. There is no right or wrong answer but the answers can help you guide class discussion.

FOREST: Review Questions

1. List the five major types of forests found in Palau. How are they different from each other? The major forests are Volcanic Forests, Freshwater swamp forest, Mangrove forests, Savanna grasslands, and Limestone forest. These forests are found in different locations in the island and have different vegetations.

2. Explain why it is important to protect our forests. Forests are important sources of food, medicine, clean water, recreation, and wood products. Trees in the forest help absorb carbon dioxide from the air and produce oxygen for animals, keep soil from erosion, and provide homes for animals such birds, insects, lizards and others.

3. How are mangrove trees unique? Mangrove trees have specialized root formations for support and breathing in the mud and water environment, such as prop roots for structural supports, knee shaped pneumatophore or conical roots for gaseous exchange, or breathing.

4. Why is it good to use savannah plants to replant open areas? Savanna plants are good for reforestation because they are adaptive and can withstand harsh environment. Harsh environment means areas with very little nutrition in its soil and exposed to high temperature, wind and rain.

5. What is an ecosystem service? Give an example. Ecosystem services are things that nature provides for us. For example, the forest absorbs a lot of carbon dioxide from the air and provides oxygen for people and animals to breathe. It also provides us with clean water and medicine for our health. [Note: Other answers may include food from fruits, roots, leaves, bats, wild chicken, shrimp, etc. If it is naturally made to benefit life then it is acceptable.] 24

Chapter 3: Mangroves

OBJECTIVES: 1. Name, identify main parts and describe at least four mangrove trees in Palau. 2. Identify four important roles of a forest and explain how they help us and other living things. 3. Identify the species of animals that live in a mangrove forest.

QUICK FACTS • Palau has over 18 species of mangrove plants and trees. • Mangrove covers about 80% of the coastline on Babeldaob Island. The mangrove is an incredible type of forest ecosystem! The trees can grow in saltwater as well as in tidal zones • Chebucheb, or sesarmid crab, eat and bury where saltwater mixes with freshwater. Mangrove trees grow mangrove tree leaves that decompose and fertilize the mangrove mud. in places with a muddy bottom that is sheltered from big waves. When there is storm, the mangrove forest protects • The mangrove traps most of the sediment that flow into the sea. the shorelines from big waves. When there is big rain, the mangrove traps most of the land erosion like mud that flows • The mangrove protects land from coastal into the ocean. In other words, the mangrove protects both erosion caused by waves. land and sea. • As a forest, the mangrove also absorbs carbon and helps reduce carbon in the air. Some coastlines of Babeldaob, Koror and Peleliu have • Some mangrove trees store salt in their mature mangrove forest that protects shorelines and land leaves. behind them. The roots of the mangrove tree hold the soil • Mangrove is a nursery for many kinds of fish together and prevent the coastline from being washed away and sea life. during storms. When strong winds, including typhoons, hit the shores where mangroves grow, the trees protect the Do you know? coastline and houses from the wind and waves. 1. Can you name the different parts of a mangrove tree? The mangrove also acts like a filter that cleans the water from 2. Can you name and describe at least five mangrove trees? land as it enters the sea. This water can be rainwater runoff 3. Why is the mangrove forest from the land or freshwater from the rivers. The mangrove important? acts like a sponge or filter that trap debris and sediment 4. What animals can you find in the washed down by the rain. Without the mangrove, the water mangroves? flow will bring most of the soil particles and sediment into the 5. How do the animals help keep the coral reefs and sicken corals that make up the reef. Corals mangrove healthy? are healthier in areas with clean and clear water because they need sunlight to live. 25

Ius or Saltwater Crocodile Melebaob or Rufus Night Heron Chemang or Mangrove Crab

The mangrove is also home to different types of animals such as fish, birds, mollusks, bats, and insects. Many animals live permanently, or all the time, in the mangroves. Other animals come to the mangroves just to eat.

People and mangroves The reason why the mangrove crab, or chemang , is symbolic of Ngatpang is because there used to be so many of them in the mangrove of Ngaremeduu Bay. Ngaremeduu mangrove is the biggest and most dense in Palau. The bay is protected by law in three states that share its boundaries. The three states that share Ngaremeduu boundaries are Ngaremlengui, Ngatpang, and Aimeliik. Although the bay is protected, the chemang are getting fewer and smaller because of overfishing. The states need to protect the chemang population because people depend on chemang for food, customs, and income. The bay is also an ideal habitat for saltwater crocodile, or ius, because there is abundant food and enough space for them to live and breed peacefully. When the ius became a threatened species, the Bureau of Marine Resources began a rescue mission by capturing young ones and releasing them in Ngaremeduu. Today, the ius has a healthy population and is no longer considered threatened. Other

Ngatpang women gleaning for ngduul, or mangrove clams. Ngduul is a delicacy in Palau. animals that live or seek refuge in the bay are endangered animals like dugong, or mesekiu, sea turtles and big fish. People from Ngatpang say that the bay is like a hospital. When sea animals get sick or injured, they seek refuge in the bay and will leave again to the open sea once they are better. The bay is the largest muddy bottom marine habitat in Palau. It is also the largest estuary in Micronesia. An estuary is a place where freshwater and saltwater mix. The bay is calm all the time and a great place for young and sick sea animals to grow or heal before they go out to the open sea. 26 Palauans depend on their mangrove ecosystems for food to eat or sell in the market, and wood to build shelter. Builders learn that when cutting a mangrove tree, they find and locate a good tree, make sure to come back when it is not pregnant, and cut the tree down in such a way that there is little forest damage. Palauan craftsmen say a tree is pregnant when it is about to bud flowers and must complete its reproductive process before it is cut. We must wait for flowers to develop into fruits and bear seeds to reseed the forest. We must respect the reproductive cycle of the tree and forest.

Palauans apply various ways to manage resources. For example, when women collect mangrove clams, or ngduul, they break off branches from mangrove trees with lots of leaves and push them down with their feet deep into the mud where they have collected clams. The women fishers say that the leaves will fertilize the mangrove mud for more ngduul to grow. The women also rotated ngduul areas to allow for clams to reproduce and grow. Like the best fishers in Palau, the women learned how to clam and make sure there will be more tomorrow.

Mangrove Trees and Plants

Scientific Name Palauan Name Use Structure Type Habitat Zone Acanthus ilicifolius Kollil medicinal (?) Shrub I Acrostichum speciosum Okuam medicinal (?) Fern I Avicennia alba Dadait lumber (?) Tree I Bruguiera gymnorhiza Denges, Kodenges lumber, posts, poles, firewood Tree I,F.R Ceriops tagal Biut structural materials, posts, poles Tree I,R Dolichandrone spathacea Rriu handicrafts, betelnut supplement Tree I Excoecaria agallocha Ias no known use, poisonous (?) Tree F Heritiera littoralis Chebibech handicrafts, storyboards Tree I,R Lumnitzera littorea Mekekad lumber, boat keel Tree I,R Nypa fruiticans Touechel roof thatch, broom, basket weavings Palm I,R Pemphis acidula Ngis tool handle, pistil-mortar Tree F Rhizophora apiculata Bngaol lumber, posts, poles, firewood Tree F,R,I Rhizophora lamarckii Tebechel* lumber, posts, poles, firewood Tree F,R,I Rhizophora mucronata Tebechel lumber, posts, poles, firewood Tree F,R Rhizophora stylosa Bngaol lumber, posts, poles, firewood Tree F Scyphiphora hydrophyllacea Kuat tool handle, firewood Tree R,I Sonneratia alba Churur lumber, posts, poles Tree I,F,R Xylocarpus granatum Meduulokebong building materials, posts, poles, crafts Tree I,R *Recently reported in Palau I = Interior; F = Fringe; R = Riverine Table from The Nature Conservancy’s Palau Nature Facts, Second Edition, 2005

Different types of mangrove trees and plants grow in different parts of the mangrove forest. Some species grow in the interior or the part closest to land. Some grow on the riverine. The riverine is downriver where the taoch or mangrove channel is. Others grow in the fringe. The fringe is the outside part of the mangrove forest. The trees and plants have different uses. For example, the tebechel and churur are favored for building summer houses because they are strong and cannot be destroyed by wood-eating insect like termites. The touechel is woven and used for thatch roofing. 27 Parts of a Mangrove Tree Leaves Like other plants, the leaves of mangrove trees use sunlight to make food. This process is called photosynthesis. When the leaves fall into the water, they rot and provide nutrients for the soil and food for animals like mud clams, crabs, prawns and fish.

Flowers Mangrove trees have small flowers that produce seeds.

Propagules Propagules are special seeds produced by mangrove trees. The seeds start to grow while still on the tree. When the young plants are mature to survive on their own, they fall into the sea. These young plants float around until they find a muddy area to plant their roots, and begin to grow. 28

Trunk Knee Roots The trunks of mangrove trees are thin Knee roots come with many branches. Some mangrove in and out of the soil. They look trees grow up to 3 meters high, while like small stilt others may grow up to 30 meters high. roots.

Stilt Roots Roots These roots grow The roots of mangrove trees are above down from high in the tree. The the ground. They are called aerial older the tree the roots. Aerial roots are roots which higher the roots are located. are exposed to air for at least part of the day. The mangrove tree needs air Plank Roots to live and grow so they have special These are wavy roots that grow all breathing roots. The mangrove trees around the tree. have adapted to their habitat that is They are thick roots that look like regularly flooded by tide. The mangrove wood planks. mud is also soft and the big trees can Spike Roots easily fall over so they have adapted These roots look root systems that spread out to keep like spikes. They the trees from falling over. grow as high as the average high tide. 29 Life in the mangroves The mangrove is also home to different types of animals such as fish, birds, clams, snails, crabs, bats, and insects. Many animals live permanently, or all the time, in the mangroves. Other animals just come to eat.

A okeburs a blil a betok el charm el ua ngikel, rull, chemang, ngduul, me a murech. A bo lak a keburs e ng mo diak a ikang el charm el keled a rechad er Belau. A temaitolok me a chebucheb a diak dongang e ng di ng ngar er ngii a ultutelel er a klengar er a charm me a dellomel er a keburs. Se el bo lak a ta er a bedengel a charm me a lechub e ng dellomel er a keburs e ng sebechel remiid a ike el charm me a lechub e ng dellomel el ousbech er ngii. Sei a uchul e ke de kerekikl me ng diak a charm me a dellomel el remiid. A dekerekikl e kede osebelii a imong el klengar e osebelii a chimong el okeburs. Ng sebechem el masech a ngklel a ika el charm?

Forest birds such as the collared kingfisher, or tengadidik, the rusty-capped kingfisher, or cherosech, and the Palau flycatcher, or charmelachull, live in the canopy. Seabirds like the tropic bird, or dudek, the Pacific reef heron, or sechou, and the little pied cormorant, or deroech can be seen flying around or roosting in the canopy. The Micronesian imperial pigeon, or belochel, and the fruit bat, or olik also stay in the mangrove seasonally. In the understory, mosses, orchids, ferns and other air plants thrive with cicadas, or kerellang, lizards, skinks, geckos, ants and lots of mosquitos. Lower, just above the water level you will find small crabs and snails. Here is also where the crocodiles, or ius, may rest on a log or branch after hunting. Then just below the water surface young snappers, mullet, black jack and rabbit fish can be seen in small groups or big schools. The young fish depend on the protection of mangroves while small. Some were born here and will spend part of their lives here in the mangroves before moving to the coral reef. Some big fish come to eat the small fish. Finally, in the muddy bottom, the mangrove crab, or chemang, sesarmid crab, or chebucheb, and the mud skipper, or temaitolok keep the mangrove healthy by scavenging and burrowing in the mud. 30

Aimeliik mangrove forest afflicted by oil sludge from power station. Threats to the Mangrove Pollution affects the health and growth of mangrove trees. Pollution include solid waste, wastewater, and toxic waste. Solid waste is garbage, old cars, tires, plastics, and others. Waste water is the dirty water from toilets, pig pens, and other sources. Toxic waste are harmful chemicals like used motor oil, cleaning products, battery acid, and other chemicals. Common solid Ngerikiil River after heavy rains. Mass soil erosion is too much for mangrove to absorb. wastes like garbage usually include used batteries, old engines and engine parts, petroleum plastics and other materials with chemicals, or toxic waste, that are harmful to the mangrove. When there is oil or gasoline from boat engines or spills in mangroves they create a thin film that gets stuck on the mangrove roots. These roots are used by the trees to breathe, so if they are covered, the trees will have difficulty breathing, and may die. Old cars and engines that may still have oil and gasoline need to be disposed of far away from streams and mangroves.

Flushing cleaning products like Clorox bleach, detergent, acid based and other harmful chemicals into the streams and mangroves will kill the animals and plants that have a role in keeping the mangroves healthy. For example, the sesarmid crab, or chebucheb, eats mangrove leaves and buries some in the mud. This keeps most leaves from washing out of the mangroves and keeps nutrients that keep the mangrove healthy. If the chebucheb died from harmful chemicals the mangrove forest will become unhealthy because there will be less nutrients in the mangrove mud for the trees to grow. 31 Wastewater has bacteria that may sicken animals in the mangrove. Wastewater may also cause algal bloom, or algae growth. When there is too much algae in the water, the algae absorbs most of the oxygen in the water and the plants and animals that live there will not have enough oxygen and become unhealthy. The mangrove ecosystem will collapse and die with too much pollution.

Many areas of the mangrove forest have been filled, killing not only the trees but all the animals that live in this ecosystem. Construction of houses, building roads, dumping, and burning garbage next to the mangrove forest reduces the flow of fresh water from upland affecting the special mixture of fresh water with saltwater that the mangrove trees, plants and animals need to be healthy.

Review Questions For many years, Palauans have 1. Can you name the different parts of a mangrove used mangrove trees and other tree? plants that grow in the mangrove 2. Can you name and describe at least five mangrove forest to make toys, medicine trees? and other things. Find out more. 3. Why is the mangrove forest important? 4. What animals can you find in the mangroves? Ask your family elders. What do 5. How do the animals help keep the mangrove they know? healthy?

Quick Self-Quiz

Fill in the blanks. Write your answers in your notebook. (look for answers in previous page) (1)______pollution affect the health of the mangrove forest. (2)______,Clorox, etc. used oil, and pig manure pollute the water. This causes problems for the animals, plants, and trees that live in the (3)______.mangrove The harmful (4)______chemicals that people flush into streams and mangroves, kill animals, such as (5)______.Chebucheb, etc. When there is (6)______oil or (7)______gasoline from boat engines or spills in the mangrove, they cover the mangrove (8)______roots making it difficult for the trees to (9)______.breathe Flushing toxic chemicals like Clorox bleach in the mangrove kills critters like (10)______,Sesarmid crab or chebucheb which eat mangrove leaves and bury some that keeps the mangrove (11)______.healthy

Group Activity 1. Assign group roles. The facilitator makes sure all is done on time. The recorder writes all ideas and takes notes. The reporter will present the group’s ideas. You can also have a timekeeper who will watch the clock and alert the facilitator. Other group members like the artist and others will be up to you. 2. In your group discuss the questions below. If you cannot answer some of the questions make notes to ask your parents, relatives or community elders. When you find out more, get back to your group and share what you have learned. 3. Put together your findings in a reporting or presentation media of your choice. Media examples are: Newsletter, video, song, dance, collage, drawing, storyboard, model, and many others. Be creative!

Food Uses For many centuries, Palauans have used mangrove trees and plants, and animals that grow in the mangrove forest. Chemang live and can be caught in the mangroves. These crabs are a Palauan delicacy. Ngduul are a Palauan delicacy too! They also live in the mangrove mud. Women collect ngduul and men trap or spear chemang. Men and women of Palau are fishers of different seafood.

Find out more. What other fisheries activities happen in the mangroves? What do they collect or catch? Who does it and how? 31a

Answer Key (Mangroves)

Hi Teacher! Here are the answers to the review questions for Mangroves!

Remember to discuss the questions as a class. There is no right or wrong answer but the answers can help you guides the class discussion.

MANGROVES: Review Questions

1. Name the different parts of a mangrove tree? Trunk, roots, leaves, flowers, propagules (seeds).

2. Identify five mangrove trees and their usage? ( Refer to the “Mangrove Trees and Plants” table in this Chapter) [In the table it will tell you where the mangrove tree or plant would occur, i.e., interior, fringe or riverine. It would also indicate use, scientific name, Palauan (or local) name and plant type, i.e., tree or shrub.]

3. Why is the mangrove forest important? Mangrove forests are important because they protect the shoreline and the land from big waves and strong winds. The roots of the trees hold the soil together and prevent the coastline from being washed away. It filters water before they enter lagoons and coral reefs. Animals depend on mangroves for food and shelter. People also depend on mangroves for food and wood products.

4. What animals can you find in the mangroves? Mangrove is home to different types of animals such as fish, clams, birds, snails, crabs, bats, and insects.

5. How do animals help keep the mangrove healthy? Some animals in the mangrove help keep the mangrove clean and healthy like the sesarmid crab (chebucheb). It eats mangrove tree leaves and buries some in the mud. This keeps most leaves from washing out of the mangroves and keeps nutrients for the mangrove to be healthy. 32

Chapter 4: Sea Grass Beds

OBJECTIVES: 1. Describe the sea grass bed as a habitat. 2. Explain the importance of a sea grass bed. 3. Identify at least 5 species of plants or animals that can be found in a sea grass bed.

QUICK FACTS • Palau has at least 10 species of sea grass.

• Palau has the most species of sea grass in Micronesia.

In some places in the ocean just below the water surface, • Sea grass bed absorbs sediment and you can find lush green sea grass beds or meadows. Here organic waste that the mangrove did not you can watch out for cuttlefish, ormilengoll , as they swim absorb. by or hover like a helicopter while aiming for a small fish • Sea grass bed is a nursery for certain kind of for its meal. You can also spot crabs, banded sea snake fish and sea life. (mengernger) or even octopus (bukitang) hiding in the sea • Sea grass beds are grazing areas for grass. If you are patient and observant you just might spot dugong, or mesekiu. a seahorse camouflaged against its backdrop of sea grass. • Thalassia hemprichii and Enhalus acroides are the most abundant and dominant species of sea grass in Palau.

• The preferred species of sea grass that dugong feed upon is Halophila ovalis.

• Enhalis acoroides is the largest species of sea grass in Palau.

Do you know? 1. How do animals survive in the sea grass bed as a habitat? 2. Why is the sea grass bed important? There are 60 species of sea grass (char) in the world. In 3. What kind of animals and plants can you find in the sea grass bed? Palau, we have at least 10 species of char that are generally 4. Who fishes or gleans in the sea found in shallow areas with exception of the Halophila and grass area? Cymodocea that can be found in depth of 30 meters. Most 33 char in Palau do not produce flowers. Most of them grow by spreading roots. Sea grass roots absorb nutrients but unlike land plants, they do not absorb water. Several of the species can be found together in one area. The sea grass is an important food source for many sea animals. The sea grass is called char (pronounced /ar/) in Palauan and sea grass habitat is called “delul a char”.

The endangered dugong, or mesekiu, feeds almost entirely on sea grass. The green turtle, or melob, eats mostly sea grass. These animals are usually spotted in certain sea grass areas where their favorite sea grass species thrive. The rabbit fish, ormeas , also live in the sea grass meadow. The meas is among favorite food fish for Palauans. The meas was overfished and that is why there is a law in Palau that protects them during spawning season.

Spawning season is a certain time of the year when fish lay eggs. The meas spawn during the months of February to March. This is when Palauans cannot take meas. When the fishermen catch meas that is pregnant, they press on the fish belly to release eggs and sperm. Releasing the eggs and sperm allow more fish to be born. The fishermen say that people need to eat but also make sure that there is fish for tomorrow. We also need to leave some for others, like the reef heron or sechou. Sea birds and wading birds like the reef heron feed on the small fish, crabs and clams in the sea grass bed during low tide.

The story of the sechou and its feeding behavior is told in the school song “Sechou er a Kereker”. The song is an example of how Palauans Meas (rabbit fish) live in the observe the food chain sea grass area. in nature. Sechou feed on the small fish, crabs and clams in the sea grass bed during low tide. Palauan women glean in the sea grass beds. Gleaning is a type of fishing where people collect seafood like sea urchins, sea cucumbers, clams and crabs. Traditionally, women stay close to land for safety and security while men go out further to fish on canoes, and now on motor boats. The men also fish in the sea grass area with throw nets, gillnets, spear and spear-guns.

Palau regulates gillnet fishing by restricting the mesh size to 3 inches or more. Traditional fishing gears like derau and rruul were replaced by nets that were introduced to Palau by the Japanese. Today, people are realizing that the traditional fishing practices are the best Makit lady from Ngatpang prepares cheremrum ways to catch fish. For example, when the community (sea cucumber, Actinopyga) for local market. goes fishing, the men weave coconut leaves to make 34 the rruul and then set it up on the sea grass meadow. Once the men have gotten enough fish for the village, the rruul is opened and the remaining fish are released back into the wild. Because there were no freezers to store fish, the men only took enough to feed the village for a few days. Palauans salted and smoked fish to store. We also conserved food by making sure there is enough for tomorrow and taking more than what we needed was considered bad manners. People who did not consider the communities needs but their own were shunned or even banished from the village. Everyone protected the land, water and sea because they provided food and water for the community. Even today some villages still ban fishing within certain areas that are traditionally established ongall, meaning dish (or bowl) of the village. The ongall is traditionally managed as reserve for stormy days and personal consumption. Most ongall are in sea grass areas close to villages. These practices are traditional ways of securing food during days when men are tending other community obligations and cannot go Kim (giant clams) are collected and fishing, but mostly it is the climate that influence fishing decisions bunched in sea grass areas nearby villages as food reserve during whether it is bad weather or tide schedule. stormy conditions.

Other food security practices include clam farms. The clam farms are usually in the sea grass meadow in front of villages and owned by individuals. When men are spearfishing in the reefs and find giant clams, they bring some to their clam farm reserve for stormy days. This practice is still common in Kayangel and Desbedall (east of Babeldaob ) where strong easterly wind lasts for 6 months out of the year and making it impossible to fish in the deeper ocean. During La Niña when Cheremrum (sea cucumber, Actinopyga) strong easterly winds last for up to three years, communities is a local delicacy. in Kayangel and Desbedall rely on the sea grass resources for food such as fish, clams, sea cucumbers, sea urchins, shells and sea grass area fish like rabbit fish (meas) and mullet (kelat). To learn more about the sea grass area, it is best to go out and snorkel the grassy meadows. When you are still long enough you begin to notice life amongst the sea grass that are so well camouflaged like the seahorse, pipefish and other creatures that would be easily missed while you are moving.

The sea grass area is a habitat for many species of seafood that Palauans rely on as source of protein, or odoim. A habitat is a place where certain animals and plants live. If we are careless on land, soil erosion and pollution from solid and toxic waste can harm the sea creatures that inhabit, or live, in the sea grass bed. If a creature becomes extinct, or die out, in the area then others will die or move away because the food chain is broken. Animals and plants in a certain habitat rely on each other for survival. Sea grass beds around Palau form a major part of ecosystems that Chouas (lolly fish) in sea grass bed support high biodiversity and productivity of nearshore marine habitats. 35 The sea grass bed like the land forest absorbs a lot of carbon dioxide and generates oxygen. One square meter of sea grass can generate up to 10 liters of oxygen per day. People and animals benefit from this ecosystem service that all plants from land and sea provide for free. Ecosystem service is a benefit that nature provides for us like the plant absorbing carbon and releasing oxygen into the air we breathe. Plants also maintain a healthy atmosphere. Too much carbon in the air build a thick atmosphere that traps heat and warms our planet Earth. This why the world’s temperature is getting warmer, or global warming is happening. The global warming is affecting climate everywhere. You will learn more about what is happening in Palau because of global warming in a later chapter of this book that talks about climate change.

Take a class trip to a sea grass bed!

Should we take a boat or can we walk there?

What will we see besides sea grass? Some crab holes and maybe sponge?

Some sea cucumbers and maybe a seahorse?

Maybe we will spot a sea turtle or a dugong! 36 The Sea Grass

Leaves Like other plants, the leaves of sea grass use sunlight to make food or photosynthesis. This why sea grass cannot be found in deep water where there is limited sunlight. Similar to land grass, the sea grass leaves are usually flat and thin, sometime referred to as blades.

Reproduction Only few sea grass species produce flowers. A species in Palau called Enhalus acoroides is the only species of sea grass that releases its male pollen grains to the sea surface. During full moon or new moon, the male E. acoroides releases its white male pollen grains that form a slick on the sea surface and carried into the lagoons by rising tide. The female E. acoroides captures the male pollen grains and fertilizes its female flowers at the base of its stalk and produces a fruit. This species is the largest of all species in Palau and widely spread throughout Palau.

The most widely spread species of sea grass in Palau is the Thalassia hemprichii, also called turtle grass. This sea grass has shorter blades than the E. acoroides and reproduce by spreading its roots. The T. hemprichii produces many roots that weave and intertwine to form a strong bind that stabilizes the sandy or sediment bottom of the seabed, and form a dense sea grass bed. This species helps hold sediment from being released back into the seawater and smothering corals in nearby reefs.

Clockwise from top left: Enhalus acoroides and Thalassia hemprichii; Meas or rabbit fish; Halophila; Enhalus acoroides pollen grains; sea grass that reproduce by spreading roots.

Quick Quiz: Can you name the species on the left? How does it travel to the sea grass bed? 37 Types of Sea Grass in Palau

Life in the Sea Grass Meadow

Top left-right: Sechou (Pacific reef heron—dark morph), Molech (sandfish), Sechou (Pacific reef heron—white morph), Buich (cowrie shell). Middle left-right: Dudeukeburs (jellyfish), Ngimes (sandfish), Meas (rabbit fish), Deroech (little pied cormorant). Bottom left-right: Sechou (Pacific reef heron—dark morph), Btucheradaob (starfish), Chouas (lollyfish) hiding among sea grass. 38 Sea Grass Bed as a Habitat

The sea grass bed is also home to different types of animals such as fish, birds, crabs, giant clams, cowrie shells, oysters, sea cucumbers, sea urchins, octopus, eels and even sea snakes. Local delicacies that we can find in the sea grass beds are cheremrum, molech, ngimes, ibuchel, kim, kikoi, delbekai, buich, and sang. What is your favorite? Have you ever gleaned in a sea grass bed? It is fun, but you have to be careful because there is jellyfish, or ongekad.

Review Questions

1. How do animals survive in the sea grass bed as a habitat? 2. Why is the sea grass bed important? 3. What kind of animals and plants can you find in the sea grass bed? 4. Who fishes or gleans in the sea grass area?

Group Activity 1. Assign group roles. The facilitator makes sure all is done on time. The recorder writes all ideas and takes notes. The reporter will present the group’s ideas. You can also have a timekeeper who will watch the clock and alert the facilitator. Other group members like the artist and others will be up to you. 2. In your group discuss the questions below. If you cannot answer some of the questions make notes to ask your parents, relatives or community elders. When you find out more, get back to your group and share what you have learned. 3. Put together your findings in a reporting or presentation media of your choice. Media examples are: Newsletter, video, song, dance, collage, drawing, storyboard, model, and many others. Be creative!

Threat to Sea Grass When we cut trees in the forest, soil erosion bring sediment into the mangroves. When there is too much sediment in the mangrove area it becomes shallow enough for new mangrove trees to grow. When the mangrove expands this way it will overtake the sea grass area and the sea grass habitat will become smaller. When there is a lot of sediment they will eventually kill sea grass and leave bare areas of muddy sand bottom and muddy brown coral rocks like you see in the picture above.

Find out more. This picture was taken in Ngardmau in 2010. Take a trip to Ngardmau’s botanical facilities and conservation office. Interview the conservation officers and elders to find out what caused damage to this bare sea grass bed. 39 Visit a Sea Grass Meadow (or Bed)

Observe life in the sea grass bed. Walk in a straight line, list and count the types of sea creatures you see. Enter your data in a spreadsheet in a computer and make a graph to present to your class.

Date: Location: Time of Day: Tide: _High _Low

No. Species Name Frequency Total 1 Ibuchel llll 5 39a

Answer Key (Sea Grass Bed)

Hi Teacher! Here are the answers to the review questions for Sea Grass Bed! Remember to discuss the questions as a class. There is no right or wrong answer but the answers can help you guide the class discussion.

SEA GRASS BED: Review Questions

1. How do animals survive in the sea grass bed as a habitat? In the sea grass ecosystem the plants produce oxygen and serve as food for some animals. Little animals are food for bigger ones. Different organisms live together in a food chain where they depend on each other. If one part of the food chain is broken, then some animals will die of move somewhere else.

2. Why is the sea grass bed important? The sea grass is home for many plants and animals. Some animals feed on sea grass. Some animals spawn and breed in the sea grass area. Sea grass, like trees in the forests absorb carbon dioxide and produce oxygen for animals. People also glean in the sea grass area for seafood.

3. What kind of animals and plants can you find in the sea grass bed? The sea grass is home to many different animals including fish, crabs, giant clams, cowrie shells, oysters, sea cucumbers, sea urchins, octopus, eels and sea snakes.

4. Who fishes or gleans in the sea grass area? Palauan women fish and glean the sea grass beds for seafood like sea cucumber, sea urchins, and clams. Men spears fish or net fish with throw nets and gillnets. Young people and children use land lines to catch fish. [note: encourage student to share what they know from experience.] 40

Chapter 5: Coral Reefs

OBJECTIVES: 1. Name and differentiate main types of corals in Palau. 2. Identify and describe different parts of a coral. 3. Identify and describe at least 3 important facts about the coral reef.

QUICK FACTS

• The total area of coral reef habitat in Palau is approximately 525 square kilometers. It is In Palau there are different types of reefs. The two main just a little less than the total land area of Palau (including mangroves) which is about types of reefs are barrier reef and fringing reef. A barrier 535 square kilometers. reef has a deep slope on the outside reef, a shallow top with little or no water covering it during low tide, and then an • Palau has the most species of corals in inside slope into a lagoon. A barrier reef protects lagoons Micronesia, over 500 species. from wave action. An example of a barrier reef is on Kiukl, or • During an El Niño/La Niña event in 1998, west side of Babeldaob stretching from Koror all the way to over 90% of Palau’s reefs suffered coral Ngarchelong where there is deep water between land and bleaching. the barrier reef. A fringing reef has a slope on the outside • An amazing fact is Palau has coral reefs that reef and a shallow top that stretches all the way to land. are resilient to ocean acidification according An example of a fringing reef can be found at Desbedall, to a study by Palau International Coral Reef Center. or east coast of Babeldaob stretching north from Melekeok to Ngarchelong. You know it is a fringing reef when you can almost walk from the beach all the way to the edge of Do you know? the reef. In other words, there is no deep lagoon between 1. Can you describe the types of corals land and reef edge; there is more wave action, and you that can be found in Palau? can hear the big waves breaking on the reef edge. Smaller 2. What are the different parts of a coral reefs called patch reefs occur within the lagoon. coral? Patch reefs are shallow areas that seem to sprout from 3. Why are coral reefs important? the deep ocean floor with living corals and marine life like 4. How do we protect our coral reefs? any other coral reef. On atoll islands like Kayangel and 41 Helen Reef, the reef is called an atoll reef. An atoll reef is a ring-shaped coral reef. The islands and barrier reefs form a round shape with a lagoon in the middle kind of like a basin filled with water. The Ngeruangel Atoll near Kayangel is not a real atoll. It is only a part of a sunken atoll which is also called Velasco Reef. The sunken Ngeruangel atoll is fifteen times bigger than Kayangel. No one knows how Ngeruangel sank, but in a legend, a man from Kayangel sank it with a giant wave.

There are legends and stories of how Palau and its reefs were formed, but science tells us that coral reefs are formed by the remainder of dead corals that formed over millions of years. They are also formed by the animals and plants that live on or around them. Many animals and plants live on the coral reefs. A small area, about the size of five basketball courts, can be home to 200 or more species of fish in all sizes, too. For example, from a tiny 10-millimeter goby fish to a gigantic 7-meter manta ray. All coral reefs make up only 1% of the world’s ocean floor, but they support 25% of sea life. Scientists say that with pollution, global warming and sedimentation, 30% of our coral reefs will be gone within the next 30 years.

Corals Corals are reef builders! Their job on the reef is to build the reef and provide food and home to most of the plants and animals that live there. Corals sometimes look like rocks or plants, but they are animals. They are simple marine animals that do not have brains or backbones. They are not a single animal but many animals that live in a group called a colony. These animals that live together on a coral are called polyps. A polyp looks like a tube with many tentacles (little arms) around the mouth much like its cousin, the jellyfish.

The skeletal body of a coral is made of calcium carbonate that the polyps get from the seawater. New polyps grow on top of dead corals or the calcium carbonate skeleton, which builds the reef. When it is

Soft corals are corals without a hard skeletal body. This Hard corals are corals with a skeletal body that are is why they are called “soft” corals. They are commonly found in sheltered waters as well as barrier reefs. found in places like channels where there are strong They are also called reef-building corals. currents, less sunlight and nutrient-rich water. 42 time to eat, the polyps open up and extend their tentacles which catch microscopic floating sea animals called planktons and pass them into their mouths. There are two main types of corals: hard and soft.

Most species of corals in Palau are hard corals. Some hard corals get their names from the shape they resemble. Branch corals look like tree branches. Table corals are flat like tabletops.Brain corals are massive round corals that look like gigantic human brains.

A relative that is often mistaken for coral is fire coral. Fire corals are related to corals and jellyfish and they look like corals but they are not real corals. Fire corals produce a painful sting when you touch them and why they are called “fire” corals. Most fire corals are brownish-orange or brownish-green in color with white tips. You have to be careful around fire corals!

Algae and Polyp Algae are plants that need sunlight and shallow, clear, warm water to grow. Most algae that live in corals are small, single-celled plants that live in the tissue (skin) of the polyps. This algae is called zooxanthellae (zo-zan-thelli). The algae uses sunlight and byproducts of the polyp to make oxygen and food just like other plants. In turn, the algae produces food for the polyp. The algae produce 98% of the polyp’s food. The color of the algae in the polyp determines the color of the coral.

The polyp and the algae have a relationship in which both benefit: the coral gets food and the algae gets food and a place to live. This relationship is called mutualism or a symbiotic relationship because both coral and algae share the work and the benefits.

Coral Reproduction Coral polyps after reaching a certain size may divide to reproduce identical polyps to expand or form new corals. This is called asexual reproduction. Coral polyps may also start new colonies through fragmentation. This happens when a branch or part of a coral is broken off by storm or boat. The new colony will be the same as its parent colony, but the survival of the Coral spawning by releasing fragmented colony depends on the condition of its habitat. For example, if eggs into the water. the area has strong wave action then the fragmented colony will have less chance of survival. Most hard corals also reproduce sexually by spawning or releasing sperm and eggs into the water where they will fertilize and float to other reefs to form new colonies. Some reproduce sexually by brooding. This is when male sperms are released into the ocean then taken in by female polyps to fertilize their eggs. Brooding species of corals tend to live close by to their parent colonies than spawning species.

Coral and climate The climate affects the health of the corals in our coral reefs. When seawater temperature rises above its normal temperature the algae in the polyp tissue is released from the polyp and disappears. When this happens the polyp loses its color and the white coral skeleton can be seen through the clear polyp. The coral will look white like someone poured bleach on it and is called coral bleaching. In 1998, an El Niño event warmed up the ocean surface and many corals in Palau lost their colors. After sometime, some algae returned to their polyps and the corals became better again. Other corals never got back their algae and died. You can learn more about climate and climate change events from educational resources on the National Oceanic and Atmospheric Administration(NOAA). Scientists have also 43 learned that when the ocean absorbs too much carbon from the air it becomes acidic. When the ocean becomes acidic the coral’s skeleton becomes weak and unhealthy. But, scientists working with Palau International Coral Reef Center (PICRC) have found healthy coral reefs within Rock Island lagoons where the seawater is highly acidic. This was an amazing discovery!

Coral Reefs and Biodiversity The corals expand and build the coral reefs over thousands of years. The coral reefs are very important to the lives of people, especially Corals bleach or turn white when they island people like ourselves who depend on the ocean for most of are stressed. our food. Palauans eat many kinds of seafood that can be found on the coral reefs like lobsters, giant clams, sea urchins and sea cucumbers, but mostly we eat fish that live in or around the coral reefs. The seafood that we get from our coral reefs are also important to the health of the coral reef ecosystem. Each lobster, clam or fish has a specific job that help the coral reef grow and stay healthy. For example,

Top left-right: Giant sea anemone with its occupants of clown fish; sea fan; crinoid; tongue coral (fungia scutaria). Middle left-right: Brain coral; Acropora coral; Goniopora coral; Soft coral (Dendronephthya spp.). Bottom clockwise: Gorgonia sea whip (Ellisella sp.); Leather coral (Sarcophyton sp.) growing on an Acropora coral; Giant clam; Prickly sea cucumber (Thelenota ananas); Staghorn damselfish; Moorish idol angelfish; Masked rabbitfish; Redfin butterflyfish. 44

Clockwise from Top Left: Ngimer (Juvenile Humphead Wrasse), Kemedukl (Green Humphead Parrotfish), Chum (Bluespine Unicorn Fish), Cherangel (Orangespine Unicornfish), and Mellemau (parrotfish).

(Orangespine photo by Heather Ketebengng. All other photos from Pat Colin.) herbivores or animals that eat plants like parrotfish, surgeonfish, rabbit fish and sea urchins eat algae on the coral reef so the algae does not spread out too much and take over corals. This keeps the coral reef healthy. When there is biodiversity in a coral reef, it is healthy. Biodiversity or biological diversity means many different species of living things.

Many people in Palau and even tourists like to eat herbivore fish likechum, cherangel, maml, kemedukl, ngiaoch, mellemau, meas, klsebuul and others. Although we still have these species of fish in our reefs, the numbers are much less than before. The fish are also getting smaller in size which usually means that we have taken most of the big fish and someday there will be no adult fish to reproduce more fish for us and for the ecosystem that depend on them. An ecosystem is a community of living things and their interaction with the environment they live in. We need to make sure all the plants and animals in our reefs do not die out or become extinct so the reef can stay healthy and continue to produce healthy seafood for us.

The coral reef ecosystem is healthy when there are many different species of plants and animals living in it. The different species have a role in the ecosystem. If an ecosystem is healthy it means all of the different plants and animals that call it home are still there doing their jobs. If we take all the herbivores then there will be no one to eat the algae then the algae will take over the coral reef and the corals will die. Then we will have a reef without herbivores, corals and the big fish that come to eat the herbivores. Palauans cannot live without fish because we are a fish-eating community. This is why there are marine protected areas (MPAs) and fishing laws in Palau. An MPA can be a coral reef, sea grass bed, or even mangrove area that is protected by law. Some MPAs are closed School of Keremlal (red snapper) all the time and no one is allowed to go there. Some are open for sightseeing only which means we can go in to look but we may not take anything. Some tourist sights are MPAs like Ngerumkaol in Koror and Ebiil in Ngarchelong. Ngerumkaol and Ebiil are also examples of important MPAs where groupers like tiau and temekai gather to reproduce. Such areas where fish gather to reproduce are called spawning aggregation sites. 45 When certain fish reproduce many of them get together in one area where the females will release eggs while the male release sperms to fertilize the eggs and new fish are born.Spawn means release eggs and sperm, aggregate means gathering in numbers, and site means place or area. During certain times of the year, certain species of fish gather at a certain area to spawn. These spawning aggregation sites are protected by state laws and the state rangers make sure people do not fish in these areas so when the fish gather to spawn they are safe. There are also fishing laws that protect groupers like temekai and tiau and also rabbitfish like meas by seasonal closure. Seasonal closure means we cannot take these species of fish during certain times of the year. For example, we cannot take meas during the months of February to March. Fishing laws also determine size of species allowed. For example, we cannot take mangrove crab, or chemang if the shell or carapace is smaller than 6 inches. You can find more information about fishing laws from the Bureau of Marine Resources.

Fish Life Cycle Fish living in coral reefs do not remain there throughout their lifetime. When fish aggregate and spawnat a certain area, the fertilized eggs are carried by the ocean current to another area where they hatch and the baby fish begins its life journey. The fish moves to different places during different stages of its life. So to manage fish populations, it is important to protect ecosystems that are connected by the life stages of fish. 46 Learn more... You can find more information at the NOAA education website: http://oceanservice.noaa.gov/education/kits/corals/coral01_intro.html

Tiny plant cells called zooxanthellae live within Most corals are made up of hundreds to hundreds of most types of coral polyps. They help the coral thousands of individual coral polyps like this one. Each polyp survive by providing it with food resulting from has a stomach that opens at only one end. This opening, photosynthesis. In turn, the coral polyps provide called the mouth, is surrounded by a circle of tentacles. The the cells with a protected environment and the polyp uses these tentacles for defense, to capture small nutrients they need to carry out photosynthesis. animals for food, and to clear away debris. Food enters the stomach through the mouth. After the food is consumed, This close-up photo waste products are expelled through the same opening shows rows of (Barnes, R.D., 1987; Levinton, 1995). individual brain coral polyps in different stages of releasing their eggs. (Photo: Burek)

Many species of stony coral spawn in mass synchronized events, releasing millions of eggs and countless numbers of sperm into the water at the same time. Here a brittle star sits on top of a large Here a coral with its large polyps exposed releases coral head is it releases its eggs into the water sperm into the water. (Photo: Brendan Holland) column. (Photo: Emma Hickerson) 47 Coral Reef Issues When corals get stressed they expel zooxanthellae that live in their polyps. When the zooxanthellae disappears the polyp loses its color and become transparent or clear, and we can see the white coral skeleton through the polyps. This make the coral seem bleached, like someone poured Clorox bleach on it. This is why the whitening of corals is called coral bleaching.

When corals bleach, the polyps starve! Remember, the zooxanthellae provide 98% of its food. If the coral reef is healthy, the polyps may be able to live on planktons, the little microscopic animals that float in the ocean, until the conditions are better and the zooxanthellae returns. If this continues too long then the polyp dies and so does the coral. It takes many years for coral reefs to recover so that is why we have to take care of our coral reefs. Mass coral bleaching on strands of acropora corals Sedimentation at the Rock Islands during 1998 El Nino event. Cutting too many trees in the forest will leave bare soil that rain will wash away into rivers, streams and the sea. When the rich soil arrives at the mangrove, the heavier soil particles settle and the smaller particles will flow out into sea grass beds and on to coral reefs. When soil particles settle on the ocean floor it is called sedimentation. When more rain fall, more sediment is washed out and over time the problem will get worse if we do not replant more trees. During wind storms the sediment that has settled on the bottom of the ocean floor and reef will be re-suspended by wave action making the water murky. If the water is murky, or not clear, the corals get stressed because they need sunlight for the zooxanthellae to make its food. When the corals are stressed, the zooxanthellae is expelled from the polyp turning the coral white.

Climate as a factor Our National Weather Bureau works with other weather bureaus around the world to study the climate. In their study, the weather scientists say Palau will receive less typhoons but more rain. If we are expected to receive more rain, we need to be careful about cutting trees and clearing forest because the sedimentation will get worse and our coral reefs will have less chance of surviving coral bleaching events.

Corals get stressed, too, when the surface of the ocean becomes warmer than normal. Big coral bleaching events happen during such time. Sediment build up in Airai Bay from many years of earthmoving Climate scientists say that if the activities in the Ngerikiil watershed. Photo from PICRC. world gets warmer, the ocean will warm up as well. 48 With global warming, there is a greater chance of the El Niño and La Niña events getting worse. Meaning longer events so El Niño will bring longer droughts and raise the sea surface temperature, and La Niña will bring more big rain to wash away more soil and dump them in our mangroves, sea grass beds and coral reefs. La Niña will also bring big tides and strong easterly winds that will wash away beaches and shores, or coastal erosion. This is why it is important to think about “Climate Change Adaptation”. Plants and animals adapt to their environment by growing roots and other parts that allow them to survive in their environment. People also need to do the same, especially with the climate changing and affecting our environment. But what can we do? How do we adapt?

We may not be able to change the climate, but we can change our behaviors and the way we do things to help ourselves and our environment adapt to the changes. If we protect biodiversity and ecosystems then our environment will remain healthy. If our environment is healthy it becomes more resilient to climate affects. Resilient means ability to resist or recover from negative climate impacts such as coral bleaching. So how do we do it? We set aside protected areas that may be able to recover fast after a coral bleaching and reseed itself and the nearby reefs. Reseed means to reproduce and spread new growth. We ensure water quality by making sure our water sources are free from pollution and soil erosion that can damage our ecosystems. Quality means the best condition. We also ensure water quantity by keeping our forest in tact so it can filter and control flow of water and build rain clouds through transpiration. Scientists say that because our marine environment is healthy, our coral reefs were able to recover from the 1998 coral bleaching within 10 years. We are very lucky but 10 years is a long time. It is how old a fifth grader would be! It makes us wonder what would have happened if our reefs were not healthy. Fresh fish and seafood is the healthiest source of protein for us, too! It would be sad to think about life on an island without healthy coral reefs and a healthy supply of fish and seafood.

Right: A healthy coral reef that recovered from the 1998 coral bleaching because it is located far from people. You can see corals growing on dead ones. (Ebiil Channel in Ngarchelong in 2012)

Left: A coral reef in Koror that never recovered from the 1998 coral bleaching because it is located in an area where people swam and fish all the time. (Rock Islands in Koror) 49 People and Coral Reefs The coral reefs of Palau bring in money and jobs for our small island country through tourism. Most of the tourists who visit Palau come to snorkel or dive to see and experience our beautiful coral reefs. Our coral reefs are like beautiful gardens with colorful and interesting sea life that people from all over the world wish to see. Palau’s coral reefs are famous! Our coral reefs are among the “Seven Wonders of the Underwater World”.

Our visitors say that our coral reefs are among the best in the world because they are pristine, or clean, with high biodiversity. If we protect our reefs, we can be sure that the tourist will continue to come and buy things from our stores and shops, food from our restaurants, and even pay the “green fee” at the airport. The “green fee” pays for conservation of our Protected Areas Network, or PAN sites in our states.

Clockwise from top left: Coral reef in Touachelmlengui, Ngaremlengui; Soft coral along Touachelmlengui channel in Ngaremlengui; New Drop-off snorkeling site at Rock Islands, Koror; Giant clam in a Rock Island lagoon, Koror; Tree coral (Tubastraea micrantha) in the Ebiil Channel, Ngarchelong; Reef fish in Ebiil Channel, Ngarchelong. (Photos from 2010-12)

Coral Reefs and Resources Most of the resources that we use from the coral reef are reef fish. Almost every man in Palau is a fisherman because men are expected to learn fishing since traditionally they provide protein, orodoim , for the household. They also fish for customs and other ceremonial events. This is why Palauan men are knowledgeable about fishing. The true fishermen however are the ones who know what fish are spawning where and when. They are the ones who rotate fishing grounds to allow fish population and size to grow. These are the men who led community fishing activities and enforced fishing rules. For

Catch 1: Keremlal Catch 2: Variety Catch 3: Mesekuuk Fish catches in the Northern Lagoon, Ngarchelong from 2008 - 2012. 50 example, they would measure catch to make sure there is enough for the village and then stop the fishermen. The true fishermen always make sure there is enough fish for today and tomorrow.

Godinez Ngiltii, Umiich Sengebau, Kashgar Rengulbai and Steven Oreall Kloulechad and his father catch an Victor with their catch in Kayangel, 2010 Oruidel (trivalli) at the Rock Islands, 2014

Fisheries When we say “fisheries” people immediately think of “fish”, but fisheries is more than just fish. It is whatever resources we get from the sea for food or income. In Palau, we fish for our meals and customs but most fishing activities now is for income. Below are some examples of resources that we get from the coral reef. There is a law in Palau that regulates fisheries. For example, certain fish can be caught only during certain months of the year. Lobsters, or chelabrukl, have size limits and cannot be taken out of Palau. The trochus, or semum, is harvested seasonally by approval of national government. Semum shell is sold to Asian companies that make buttons. Giant clams, or kim, in the wild are harvested and sold in local markets or restaurants, but cannot be taken out of Palau. Cultured colorful kim are raised in clam farms and sold outside of Palau for aquariums.

Clockwise from Bottom-Left: Semum (trochus) is seasonally harvested for their shells; Reef fish is regularly caught and sold in fish markets or to restaurants; chelabrukl (lobster) are mainly sold to restaurant; Colorful kim (giant clams) are farmed and sold as ornamental species for aquarium; Other kim (giant clams) are harvested and sold in markets and restaurants as food. 51

Review Questions

1. What are the two main types of corals? How do they survive and grow in the coral reefs? 2. Name the main parts of a coral. What does each part do? 3. How do corals build reefs? 4. Why should we care about our coral reefs? 5. What important resources can we find in our coral reefs? 6. What rules are there that protect our marine resources? Identify at least 3 rules.

Field Activity

A. Learn more facts about corals. 1. Go on the internet. Google “corals” and visit websites made by coral experts. There are so many but you can tell it is a Coral Name trusted site if it bears familiar names like NOAA and National My Name Geographic. Ask your teacher and friends if they know others. You can also get pictures from sites like Stock Free Images. http://oceanservice.noaa.gov/education/kits/corals http://animals.nationalgeographic.com/ http://www.stockfreeimages.com/

2. Write down the name of your favorite coral and what makes it interesting.

B. Take a field trip to the Aquarium at Palau International Coral Reef Center. 1. Ask your Aquarium guide if your coral can be seen in the Aquarium. 2. Ask more questions about your coral like where can it be found in Palau, when and how does it reproduce, etc. Facts about Coral: local name (if any), common name and scientific name. Also include where it can be found and C. Put it all together! when and how it reproduces. Include any other interesting 1. From your findings (or notes), make a fact sheet of your facts like if it has a special relationship with other sea plants coral. or animals. It would be good to show threats, problems and 2. Share with class. solutions. Design your fact sheet with your creative mind!

Group Activity Assign group roles. The facilitator makes sure all is done on time. The recorder writes all ideas and takes notes. The reporter will present the group’s ideas. You can also have a timekeeper who will watch the clock and alert the facilitator. Other group members like the artist and others will be up to you.

Threats to Coral Reefs When we cut trees in the forest, soil erosion brings sediment into the mangroves and eventually into our coral reefs. Sediment is one threat that we have mentioned. What else?

What other threats from human activities may harm our coral reefs? Identify and discuss in your group and list what you already know. For homework interview your parents and relatives to find out what they know and add them to your list.

As a group, develop rules for each threat. See example below. Threat: Sedimentation Rules: Do not cut trees in the riparian zone, or riverside. Prevent wildfire. Make sure to follow burning rules from EQPB. Protect mangrove forest. Keep your yard green. Plant grass on bare soil. 51a Answer Key (Coral Reef)

Hi Teacher! Here are the answers to the review questions for Coral Reef!

Remember to discuss the questions as a class. There is no right or wrong answer but the answers can help you guide class discussion.

CORAL REEF: Review Questions

1. What are the two main types of corals? How do they survive and grow in the coral reefs? Two main types of corals are hard corals and soft corals. On a coral skeleton the polyp and algae live together in a mutual relationship, or helping each other grow and reproduce. Algae uses sunlight to make its food and its byproduct is used by the polyp to produce its food.

2. Name the main parts of a coral. What does each part do? The polyp has a stomach with an opening called the “mouth,” which is surrounded by tentacles. Tentacles that surround the mouth are used for defense, to capture small animals for food, and to clear away debris. (Look up PCS and NOAA illustration in this chapter for other possible answers)

3. How do corals build reefs? New polyps that grow on the top of dead corals or calcium carbonate skeleton builds the reefs.

4. Why should we care about our coral reefs? The coral reefs support the lives of many different species in the sea. The reefs are also very important to island people who eat mostly fish and seafood. We also have to care for the reef because it takes many years for them to recover to their normal state after they are damaged. [Other answer may related to income from fishing, tourism, breakers of wave action, and others]

5. What important resources can we find in our coral reefs? Many different kinds of fish, giant clams, lobsters, sea cucumbers, trochus and many other sea animals that live in the coral reefs. Such sea life also have certain roles in their habitat either as part of the food chain or keep the ecosystem healthy and functioning. [Encourage students to explain what the named/ listed resources are used for.]

6. What rules are there to protect our marine resources? Identify at least 3 rules. There are regulations (rules) made to protect marine resources. (1) Marine Protected Areas (MPA’s)- these are identified areas that are closed for fishing or harvesting of any kind of marine species.(2) Seasonal Closure- regulations that ban harvesting of certain species of sea creature for a period of time during the year, like turtles. (3) Protect Spawning Aggregation- this law bans fishing in certain areas during certain months for popular species that spawn in groups, like groupers (temekai) and rabbit fish (meas). (For more information, refer to the Marine Domestic Laws publication by the Bureau of Marine Resources or a table in the next chapter) 52

Chapter 6: Climate Change

Image from Climate Change Community Outreach Tool Kit for Micronesia.

What is Climate Change? Climate Change is the change in our regular or normal climate. Climate change is not going away. It is Objectives: happening and the changes will continue. The world’s temperature 1. Identify and describe 3 causes/effects of climate change in our environment. is getting warmer. It is warmer now and will continue to rise unless 2. Explain at least 2 ways we can adapt people change their behaviors that will help the temperature become to climate change in Palau. normal again. Some scientists argue that it is not human action that 3. Describe at least 3 good practices to help reduce global warming. is causing the world’s temperature to rise, but the world changing 4. Identify an area in Palau that has naturally as it has in the past. Whether these scientists are wrong or been affected by climate and how it right does not make a difference in the lives of the people who are can be restored. 5. Explain at least two ways we can build affected by the changes in our climate. climate resiliency in Palau.

Climate experts claim that the changes in our world’s climate are because of the world’s temperature that has risen called global warming. Global warming is caused by too much carbon and other gases like methane in the air. The gases in the air traps more heat from the sun than before. The extra heat trapped in the air is warming the Earth’s atmosphere. Methane gas mainly comes from huge farms that use lots of fertilizers. Carbon comes from erupting volcanoes, cars, airplanes, ships, big factories, burning, and other fuel burning activities. Most of the carbon producing activities are from humans. So while humans are burning fuel that produce carbon, we also cut down trees and clear forest to build 53

Top Left-Right: Mesei in Airai inundated and flooded by king tide and big rain in 2009; Mesei in Peleliu died of salt intrusion from storm surges (big waves) during typhoon Bopha in 2012; Babeldaob road collapses during tropical storm Utor in 2009. Bottom Left-Right: Mesei in Kayangel died because of salty water in 2011; Beach is reshaped in Angaur from storm surges during typhoon Bopha in 2012; and Senior Citizen Center in Melekeok damaged and summer hut and trees gone after typhoon Bopha in 2012.

houses, buildings, roads and more. What about the trees and forests? Why do we need them? Remember in the lower grade science when you first learned about what plants need to live. They need soil, water, sunlight, and air. What do they need from the air? Carbon dioxide. Of course! The plants take in carbon dioxide and release oxygen that humans and animals need. Forests, oceans and reefs are sometimes called carbon sinks because they absorb a lot of carbon. More and more of Palau’s forests are also disappearing as more farms, homes, buildings and roads are built. Wildfires are also claiming a lot of our forests especially during dry seasons. If we are not careful, we will also lose our carbon sink.

The warming air is also warming the ocean. When things heat up they expand or get bigger. As the ocean warms up it expands and this is why the sea level is rising. So not only is the air temperature rising, the sea level is rising, too. Because the sea level is rising, tides are higher. The higher tide and wave action is eroding beaches and shores. This is called coastal erosion. The high tides are also causing inundation. Inundation is when the tide comes up so high that it floods low lying areas that are close to sea like beaches, docks, swamp forests and taro patches.

Left-Right: Fallen trees along eroded beach on Ngeriungs, Kayangel in 2009; A Palau Megapode nest in Ngeriungs, Kayangel 2012 that is over 5 feet tall, or taller than Heather Ketebengang; A Palau Megapode in Kayangel foraging in a grassy area in 2012.

Ngeriungs Island in Kayangel has the densest population of Bekai in Palau and in the world. Almost all the Bekai nests on Ngeriungs were lost to typhoon Haiyan in 2013. Kayangel also lost some trees to coastal erosion during a La Nina event from 2008-2009 then lost almost all of its trees to typhoon Haiyan in 2013. 54 This is already happening and we have lost many taro patches in Palau. When the taro patch is inundated by seawater, the taro becomes bad to eat. This is why many Palauan women abandon taro patches that get inundated regularly.

Scientists also say that when there is too much carbon in the air the ocean will take in too much carbon and become acidic. When the ocean becomes acidic it is called ocean acidification. When this happens, the corals in the sea will have a problem building thier skeletal body and will become Picture of the same beach in Angaur before and after super typhoon Bopha in 2012. sick or die. If this happens, we will lose our coral reefs and the fish and other seafood that we depend upon for food. Although this is very bad news for Palauans, we have heard good news from our scientists at the Palau International Coral Reef Center (PICRC). The scientists learned that in Palau there are coral reefs that are very healthy in very acidic seawater in a rock island lagoon. Scientists are amazed at this discovery. They say that Palau is indeed a very special place. If our ocean becomes acidic then maybe our corals will adapt or we can replant the reefs with corals that grow in acidic lagoons.

The climate scientists also say that although there will be less typhoons in the Western Pacific where Palau is, the typhoons will be bigger and stronger. On December 2, 2012, typhoon Bopha almost hit Palau with winds up to 115 mph (185 kmh). Although the typhoon did not hit Palau directly, it did send big waves that destroyed reefs, houses, roads, buildings and trees along the shores of Ngaraard, Ngiwal, Melekeok, Koror Rock Islands, Peleliu and Angaur. The next year on November 7, 2013, super typhoon Haiyan hit the north of Palau and destroying all the houses, buildings and most of the trees in Kayangel. Ngarchelong and Ngaraard lost some houses, too. There were many damages to homes, buildings and forests. When Haiyan hit Kayangel, the sustained winds were 145 mph (230 kmh). Both typhoons continued on to become stronger and destroyed areas in the Philippines killing hundreds and leaving thousands of people homeless. Super typhoon Haiyan became the strongest typhoon ever recorded.

Sera klou el El Niño er a 1998 e a ike el chedead er a Ongeim el Tketau a di ngilemed. Ng di mlo diak a tang el chedead el desang er a chelsel tia el uet er a Ongeim el Tketau. A uriul e ng liluut el me duum. Ng sebeched el uasei ng resilient me a lechub e ng diak el beot el mad.

A chedead er a Ongeim el Tketau a ua merangd el ngar er ngii a mekekerei el dellomel el kiei er a chelsel el meruul a kelel. Ngikang el chedead er a Ongeim el Tketau a di chimong el diak a uai ngii er a beluulechad. Ar scientist a uasei ng endemic species. Te kmal betok el chad er a beluulechad a mei er Belau el me omes er ngika el chedead. 55 Global warming will worsen the affects of the short term changes called climate variability. Climate variability include natural events like El Niño and La Niña that have been happening in the Pacific Ocean for thousands of years. They are natural events that come and go. When Palau climate is normal it is called neutral phase. A rak er Belau a ngar er ngii a elolem This is what happens during the neutral phase: el buil el meklou a chull me a elolem el buil el mekekerei a chull. A mekekerei el chull a ldu ng chemechemel olik. A meklou el chull a ldu ng sulebelab.

A rechad er a omenged a omtab a cherellel a ngikel er a eanged. Se el kot el klou el chull er a Ongeuang el buil (April) a loleker er ngii el kmo ng chellel a meas. Tiaikid se el tebedel a meas er a bla bo el merek el omechell me ng mla mo sebeched el melai er ngii.

A remechas a kuk melalm a dellomel er a Ongeteruich me a tang el buil (November). A olengchelel a bleketakel a Mesikt (little dipper) e a Neutral climate is similar to the Palauan traditional calendar. chull a oumesingd el ngar er ngii er Ask your elders about the Palauan calendar and they will tell a klebesei el mekdekudem e ng di mekekerei. A beches el dellomel a how Palauans know when to plant and harvest crops. They nguu a lousbech er ngii el ralm e diak will also tell you when is a good time to catch certain fish or el ros me a lechub el mengai er a cut trees to build houses according to the Palauan calendar. bochel a klou el chull.

As Palauans, we still depend on nature for many things. Climate is our calendar. We plan our farming and fishing activities according to our climate calendar. Many elders who have experienced different weather and climate conditions say the weather has changed. The indicators we usually observe from nature like rain and fruiting seasons have changed. The elders say the climate is changing and we need to learn and make a new calendar. When we change our way of doing things to fit the change, we adapt. People around the world are doing the same. When we are less affected by climate change we are resilient. When the environment is less affected by climatic factors, it is resilient. Resilient means less likely to be affected.

Left: Kayangel community mesei that was inundated during La Niña in 2008 to 2009. The center has no plants and the taro leaves are turning yellow in November of 2009.

Right: Kayangel community mesei that was inundated during La Niña in 2008 to 2009. Almost all the mesei was dead by 2012, a year before super typhoon Haiyan devastated the atoll island. 56

Water level in Ngerimel went down significantly in 2012 so Airai and Koror were put on water rationing.

Coral bleaching in 1998 devastated over 90% of Palau’s coral reefs. (Colin 2009)

What is Climate Variability? Climate variability means changes only last for a short time. Examples of climate variability are natural climate phenomena like El Niño and La Niña.

During El Niño, it is calm with very little or no rain in Palau. Droughts are likely to happen during El Niño. The lowest tides happen during this event, too. During low tide many corals will be exposed to direct sunlight, sea surface temperature rises and water becomes saltier. This is when corals become stressed and bleach.

During La Niña, it is the opposite. Strong winds will be coming from the east. There is lots of rain so streams and taro patches get flooded. A lot of soil is washed away into the sea and settle in our reefs. La Niña also brings big tides and big waves with the easterly wind. On the east side of Palau, the waves will be bigger! The big tides with strong wave action will wash away beaches and shores and making worse the coastal erosion that is already happening with sea level rise of climate change. Taro patches close to the sea will also get inundated. Natural events like El Niño and La Niña have been happening in the Pacific Ocean for thousands of years. They are natural events that come and go.

Minatobashi behind PCS office during tropical storm in 2009.

Land slide block road in Ngatpang during tropical storm in 2013. 57

Review Questions

1. Identify and describe 3 causes/effects of climate change on our environment. 2. Explain at least 2 ways we can adapt to climate change in Palau. 3. Describe at least 3 good practices to help reduce global warming. 4. Identify an area in Palau that has been affected by climate and how it can be restored. 5. Explain at least two ways we can build climate resiliency in Palau.

Cause & Effect Write the cause and effect for each sentence.

1. La Nina brought strong easterly winds and wave action, so Kayangel beaches eroded. Cause: ______Effect: ______

2. Tropical storm Utor brought a lot of rain and roads in Koror and Babeldaob collapsed. Cause: ______Effect: ______

3. The corals bleached when the sea got warmer and saltier than normal. Cause: ______Effect: ______

4. Typhoons are getting stronger because of global warming. Cause: ______Effect: ______

5. During the drought in 1998 the jellyfish in Ongeim el Tketau all died.

Cause: ______East of Peleliu after Super-typhoon Effect: ______Bopha in 2012.

Group Activity 1. Assign group roles. The facilitator makes sure all is done on time. The recorder writes all ideas and takes notes. The reporter will present the group’s ideas. You can also have a timekeeper who will watch the clock and alert the facilitator. Other group members like the artist and others will be up to you. 2. In your group discuss the questions below. If you cannot answer some of the questions make notes to ask your parents, relatives or community elders. When you find out more, get back to your group and share what you have learned. 3. Put together your findings in a reporting or presentation media of your choice. Media examples are: Newsletter, video, song, dance, collage, drawing, storyboard, model, and many others. Be creative!

Maintain Resiliency It is predicted that typhoons will become stronger, we will receive more rain and droughts will be worse. What do we need to do?

Think about this question critically. There are many things that we need to understand better about climate and our environment. Think back to the previous chapters that talked about the different ecosystems and their threats. In order for our environment to be resilient to climate change, they need to be healthy. Healthy means that the natural state of biodiversity or life is still present and performing their roles and the ecosystem is functioning well. Take one example from previous chapters and build a story to share with your class.

Do Some Math! Scientists say the tide grows by one-eighth of an inch every year. When you are sixty years old, how much has the tide risen? 57a Answer Key (Climate Change)

Hi Teacher! Here are the answers to the review questions for Climate Change!

Remember to discuss the questions as a class. There is no right or wrong answer but the answers can help you guide class discussion.

Climate Change: Review Questions

1. Identify and describe 3 causes/effects of climate change on our environment. (1) Coastal inundation caused by sea level rise, (2) Ocean acidification caused by increased deposit of carbon dioxide in the ocean, (3) Changes in weather patterns caused by increasing global temperature (global warming). [Accept other answers that are based on other literature.]

2. Explain at least 2 ways we can adapt to climate change in Palau. We can observe weather patterns and change our planting and harvesting seasons according to new changes. We can reconstruct eroded shorelines and plant them with appropriate trees. [Encourage students to do this at home so they can document their parents/elders ideas.]

3. Describe at least 3 good practices to help reduce global warming. We can help reduce carbon emissions by reducing number of cars. We can also increase reforestations or planting open areas to increase carbon absorption by plants and maintain carbon sinks. We have to ban burning of open areas, like savannas and forests. [Encourage student to interview elders and community members for more ideas.]

4. Critical Thinking. Identify an area in Palau that has been affected by climate and how it can be restored. [Answers will vary depending on which areas students may remember from the previous chapters, e.g., low lying areas like Kayangel with taro patches affected by inundation of sea level rise; and a solution to build levees to prevent tides from coming in.]

5. Critical Thinking. Explain at least two ways we can build climate resiliency in Palau. [Being resilient means our communities are informed and know what to do during different climatic events. It also means our natural resources, ecosystems and biodiversity is resistant or have ability to survive climatic events. Any answers relating to people and nature’s ability to recuperate after a devastating climatic event is correct.] 58

Chapter 7: Conservation and Resource Management

OBJECTIVES: 1. Identify and describe three different ways of protecting our terrestrial resources. 2. Identify and describe three different ways of sustainable fishing. 3. Identify five marine species and five terrestrial species that are protected by law. 4. Explain why conservation is important. 5. Name at least two conservation areas within or outside of their state and explain why it is important.

QUICK FACTS

• Palau is the first Shark Sanctuary in the Fishermen in Koror at their fishing ground while a hotel is being built in the world. Sharks are protected by law. background. • Palau has 38 protected areas on land and sea. As we have learned in the previous chapters, Palau is a special place with unique species and habitats. Palau has • Palau still practice the traditional law called bul. The chiefs will declare bul when there is the highest diversity of plants and animals on land and in less fish for example. the ocean in Micronesia. This is why many people come • All birds are protected by law except for from all over the world to experience the unique beauty Malkureomel (Red Junglefowl), Iakkotsiang of Palau. Some people also come to Palau to work or do (Sulfur-crested Cockatoo), Uek (Purple business. We need other people to help us because there Swamphen) and Tengadidik (Collared are only few of us. We need tourism for jobs and income. Kingfisher). However, the more people come to live or visit Palau, the • The fine for taking Mesekiu (Dugong) is more people that need shelter, food, and water. How can $10,000. we provide enough for a growing population? How can we • It is against the law to take Ngasech develop our island without losing access to our resources, (Hawksbill Turtle), Maml (Napoleon or Humphead Wrasse), and Kemedukl like our fishing grounds? (Humphead Parrotfish). Other seafood species are restricted by size or seasonal We need to make wise decisions that will allow us to harvest. protect our resources without changing too much of our traditional way of life. Palauan culture has conservation Do you know? values that we are expected to practice in our daily lives. For example, we only take enough fish for ourselves. When 1. What are some ways we can fish and make sure there is enough to we take more than we need, the elders ask, “Is there no last into the future? tomorrow?” Palauans are expected to be mindful but now 2. Do you know any marine species there are many different ways of doing things and influence that are protected by law? from other cultures so not all Palauans may share the 3. Why is conservation important? same values anymore. This is why it is necessary to have 59 laws and rules to conserve and preserve our natural resources that many of us still depend upon for food, income and customs. Our visitors also need to learn our ways of conservation, too. They need to learn from us.

The marine scientists at Palau International Coral Reef Center say that there is enough fish for 20,000 Palauans but not enough to feed our growing population and over a hundred thousand visitors every year. Fishermen say fish are getting fewer and smaller. Former President Johnson Toribiong declared Palau a Shark Sanctuary. President Tommy E. Remengesau, Jr. says we need to stop big fishing ships from coming to fish in our waters and make Palau a Marine Sanctuary. The President says that if we make Palau a Marine Sanctuary then we can have more fish to feed ourselves and our visitors. The presidents, scientists and fishermen are all trying to find the best way to conserve our marine resources, so we can have fish forever while preserving biodiversity and maintaining healthy ecosystems. The Omengat or Ngasech requires herbal Why is it important to conserve or preserve our natural resources? medicine and attire made from plants and As Palauans, we still depend on our natural resources for livelihood. animals from the forest and the sea. For example, we still get our water, food, medicine, and building materials from our rivers, forests and ocean. Many Palauan women have taro patches that need a healthy water supply. Our farmers depend on healthy soils and water supply, and fishermen depend on a healthy population of fish for income. Our natural resources is what we are familiar with. It is our way of life!

Palauans are used to eating fish and taro. We know how to fish and plant taro. The fishing and taro planting skills have been practiced for thousands of years. The reason why we still have fish and healthy mesei (taro patches) is because our ancestors took care of them for us by conservation. When we do things that we can do and able to do for many years we practice sustainability. Our ancestors used sustainable ways to fish and farm. If today and tomorrow’s generations of Palauans practice A demad, delad me a remeklou er kid a olisechakl er sustainable ways of fishing and farming, and kid a tekoi er a chei me a mesei. A ikang el tekoi a diak also practice conservation values like being el beot le ng diak di dosuub el oumenged me a lechub mindful of tomorrow and others, our resources e dolalem a dait. Ng ngar er ngii a llach me a kar el may sustain or last for thousands or more obengkel. A llechul a omenged a ua ikakid el tekoi el years. kmo, “Ke de sobechii a kelel a klukuk.” Ng dirrek el ngar er ngii a llechul a daob el de kerkikl me ng diak de metemall. E ngar er ngii a kerul a telemall me a Environmental conservation is an act based on secherel a omenged. A remechas er a mesei a dirrek our traditional values of the Palauan culture. el ngar er ngii a llecherir me a kerrir. Ng ngar er ngii a Our core values include omengull, omelengmes kerul a de medobech me a bo el ngesonges a ralm er and omelangesmad. Omengull means respect. a bedenged. E dirrek el ngar er ngii a kerul a dellomel a bo el secher. We respect to honor all people and nature. Our 60 Palauan ancestors said, “The land belongs to the earth and water.” This means that we do not own natural resources. They belong to nature so when we use them we honor its owner through respectful manner. Omelengmes is being mindful of others. Omelengmes is also being modest and considerate. This is because our natural resources are shared by everyone in the community. Omelangesmad is diligence. It is being able to read and understand others by being attentive and observant. For example, making ourselves useful or helping others without them having to ask because we have been paying attention.

It is important for all Palauans to know and practice these values for the sake of everyone, but there are always those who do not follow rules or practice values because they do not know or understand. This is why we have laws that protect our resources from those who do not practice our values. See fishing laws below:

Species Minimum Size Closed Season Other Criminal Penalties Restrictions Groupers: Tiau, katuu- None April—October None 1st conviction—$250 tiau, mokas, ksau-temekai, 2nd conviction—$500 and 30 days meteungerel temekai in jail Rabbitfish: Meas None February—March None 3rd conviction—$1000 and 6 months in jail Green humphead parrotfish: None All year None Thereafter—$5000 and 1 year in jail Kemedukl, berdebed, fahorari hamaduhiri Humphead (or Napoleon) None All year None wrasse: Maml, ngimr, fahorari mami Aquarium Species None None Aquarium permit Rock Lobsters: Chelabrukl, 3.5 inches total None No export and no raiklius, bleached, melech, uul, length of tail taking of female with uuh eggs Mangrove Crab: Chemang 6 inches across None No export and no width of shell taking of female with eggs Sea cucumbers (Cheled): None None No export Bakelungal, temetaml, cheremrum, badelchelid, melech, periperi, etc. Trochus: Semum, ekoek 3 inches basal Designated from State Governments $100 for each undersized taken or diameter year to year by may designate purchased Olbiil Era Kelulau closed areas during open season Giant clams (Kim): Otkang, None None No export (except No less than $300 for each violation, ribkungel, kism, melibes, oruer, cultured) up to 2 years in jail, or both duadeb/duadue Green turtle: Melob, woru 34 inches length June—August No taking of eggs, Up to 6 months in jail, up to $100, of shell December— no taking of female or both January while on the shore Hawksbill turtle; Ngasech, 27 inches length All year None Up to 6 months in jail, up to $100, hachab, hasab of shell or both Dugong; Mesekiu None All year None 1st Conviction—no less than $5000, or 3 months to 1 year in jail 2nd Conviction—no less than $10,000, or 6 months to 3 years in jail This table was taken from the Palau Domestic Laws pamphlet which is published by the Bureau of Marine Resources under the Ministry of Natural Resources, Environment and Tourism. 61 Terrestrial Resources

Our terrestrial, or land, resources that are protected are basically water, forest and birds. All the Rock Islands in Koror and the water surrounding them are protected by Koror State law. Most of the states in Babeldaob have watershed protected areas that include water sources and all forest types on Babeldaob. There are other national laws that require burning permit and ban guns (except air-gun and pellet gun) to prevent wildfire and discourage hunting. There are also state laws that control logging (tree cutting) and water quality.

Law Government Closed Season Other Restrictions Criminal Penalties No taking, harming, killing or National All year None Up to 6 months in jail, eggs collecting of Birds: All up to $100, or both birds except Iakkotsiang, Uek, Tengadidik and Malkureomel (Sulfur-crested Cockatoo, Purple Swamphen, Collared Kingfisher, and Red Junglefowl) All burning require a permit National During dry season None Up to 6 months in jail, from the Environmental Quality up to $1000 , or both Protection Board (EQPB) All guns and bullets are not National All year None Up to 15 years in jail allowed in Palau except air-gun per gun, and up to 5 and pellet gun. years per bullet All logging (tree cutting) on state State All year May require replant- Depend on each state land need permit from state ing seedlings to replace trees taken Watershed, Rock Islands and State All year May allow visitors and Depend on each state other protected areas research with state permit Water supply source protected State All year May address more Depend on each state area than one area

Law enforcement on land is very challenging, but as the states hire more rangers and conservation officers to patrol protected areas it should get better. The states and communities that ownland resources are spending a lot of effort in time and money to make sure our land resources are protected. If everyone in the community helps, it would make the state government’s job easier and our resources healthier.

Koror State ranger helping reforestation at Ngarchelong

Ngarchelong women, a community group, work with Ebiil Society and Ngarchelong State to restore Ngchesar conservation staff explains Ngarchelong watershed. They stormwater control project to visited Ngardok to learn and share conservation staff from other states. experiences with Ngardok staff. 62 Protected Areas

In Palau, we do not just have fishing laws to protect our marine resources, we also have protected areas. Protected areas are closed completely or managed in some way to protect a species or a habitat. Every state has a protected area or protected areas that have endemic, endangered, native and rare species or unique features as a habitat. Each state also has rangers and conservation officers who enforce conservation laws for their state. The Fish and Wildlife Division of the Ministry of Justice enforces national laws, but also helps the state conservation rangers and officers. If you want to find out more information about the protected areas in your state call your state office and talk to a conservation officer or ranger. They know most information about the state protected areas.

Protected Area Type State Importance *Ngerukeuid Terrestrial and Marine Koror High biodiversity and endemism of plants Ngerumkaol Marine (reef channel) Koror Grouper spawning aggregation site Ngederrak Marine (sea grass and coral reef) Koror Dugong grazing (feeding) area *Ngaremeduu Terrestrial and Marine (lowland Ngaremlengui, High biodiversity and endemism of both Conservation Area forest, savanna, swamp forest, and Ngatpang and plants and animals estuary) Aimeliik Ngarmeskang Bird Terrestrial (lowland forest, savanna Ngaremlengui Highest biodiversity of native birds in Sanctuary and swamp forest) Palau Ngarmeskang Nature Terrestrial (river, lowland forest, sa- Ngaremlengui High biodiversity of plants and animals; Reserve vanna and swamp forest) Only forest of Kmekumer (Parkia parvifoliola), a rare endemic tree; Biggest terrestrial protected area in Palau; Important Bird Area (IBA) Ngardok Nature Terrestrial (lowland forest, savanna Melekeok High biodiversity and endemism of Reserve and swamp forest, and freshwater plants and animals, including Debar, a lake) locally rare bird species, Important Bird Area (IBA) Ebiil Conservation Marine (reef channel, patch reefs, Ngarchelong Grouper and other important reef fish Area barrier reefs) spawning aggregation site Kayangel Bird Terrestrial Kayangel Biggest population of Bekai, an Sanctuary endangered bird in Palau; Important (Ngeriungs) Bird Area (IBA) Fana Island Terrestrial Sonsorol Highest population of nesting seabirds; Important Bird Area (IBA) *combines both terrestrial and marine but mapped on marine protected areas map.

There are two types of protected areas. Marine protected areas are in the marine area, or the sea. Terrestrial protected areas are on terrestrial area or land. The mangrove protected areas combine both terrestrial and marine protected areas because they usually include mangrove and sea grass areas and found on the marine protected areas map in the following pages of this chapter. Some Rock Island protected areas combine both terrestrial and marine because they include the island and the sea that surrounds them, but they have been included in the marine protected areas map. There are also networks of protected areas that connect protected areas from terrestrial to marine. A great example of a network of protected areas is the Olsolkesol - Ngemai Conservation Area in Ngiwal that begins at the Olsolkesol waterfall and ends at the Ngemai reef. It is a network of protected areas from ridge to reef. 63 Terrestrial Protected Areas 64 Marine Protected Areas 65 Communities and Conservation

Traditional practices of fishing, cultivating, carpentry, carving, medicine gathering, and others all have rules that are linked to conservation values because we are expected to abide by the core values of omengull, omelengmes and omelangesmad. We consider those who will depend on the same resources tomorrow and into the future. The wise Paramount Chief Reklai, Raphael B. Ngirmang of Melekeok said, “We need to look beyond tomorrow. Our population is growing, but Palau cannot grow. Its size will remain the same. Our challenge is to make sure we have enough resources for everyone of our children who are here now and those who are yet to come.” How do we make sure of this? We practice conservation, remind each other and make laws that protect our natural resources. means using resources wisely so Paramount Chief Reklai, Raphael B. Conservation Ngirmang there will be enough for tomorrow and into the future. Traditional practices also aim to protect community resources like water sources and forest. Ngirturong Yamazaki Rengiil, the High Chief of Ngaremlengui said, “When we clear a forest, the kebeas vines come up to cover the bare soil from rain and erosion. When trees start growing, the community will cut the vines to allow the forest to grow. The forest keeps the water clean and healthy for us. The best quality of water is called medidetmatm, meaning you can see the medal a Tmatk (eye of Tmatk), the guardian of water. Medal a Tmatk is in the sunlight that is reflected back from the bottom of the stream. Nature takes care of itself and can help us with conservation if we allow it to.”

Other values like diligence, initiative and responsibility are part of our Palauan character. The way we do and see things such as conservation comes from such values. The High Chief Beouch, Sakaziro Demk, of Ngardmau said, “As Palauans, we do not wait for someone to High Chief Ngirturong, initiate solutions for us. We take the initiative ourselves Yamazaki Rengiil and if the task is too large, then we ask for help.” High Chief Beouch, Sakaziro Demk

Traditional law for conservation is called bul. When the community sees a need for conservation, the chiefs are informed and they will declare a bul of the area. This is how Palauans managed their resources. The community shared natural resources and took care of them through bul and maintenance through community volunteerism, or ureor el beluu. For example, when the community’s water source needs to be cleaned, the chiefs will be alerted and the chiefs will call a ureor el beluu where community will clean the water source. High Chief Tet, Singichi Sato, looks on as his community of Ollei in Ngarchelong clean the Diong of Ngetechur and Ibesang, a community water supply source. 66 Communities and Watershed Management

With deep understanding of water as a source of life, the traditional and elected leaders of Ngaremlengui and Melekeok initiated the Belau Watershed Alliance (or Babeldaob Watershed Alliance). This community partnership work together to protect the water resources of Palau. They work together with help from partners like Palau Conservation Society, The Nature Conservancy, Palau International Coral Reef Center, Palau Forestry, Environmental Quality Protection Board (EQPB), Belau National Museum— Natural History Department, and others to protect water quality and quantity.

A

B

Melekeok and Ngaremlengui leaders sign agreement to protect water quality and quantity by collaborating in watershed management.

D

A. Aimeliik designates a watershed protected area. B. Micropropagation of native orchids PCC Lab in Ngaremlengui. C. Re-vegetation of Ngarchelong watershed.

C

“Communities Working Together To Protect Belau’s Precious Resources.” 67 Communities and Fisheries Management

The fishermen of Ngarchelong and Kayangel (Ngcheangel) established a Fishing Cooperative. The fishermen are working together to find best ways to address the problems of fisheries, for example, how to make sure certain species of fish remain abundant. The fishermen of Koror and Ngarchelong are leading a promotion of “Catch and Release” as another fisheries activity that is popular with tourists. The fishermen also work with their chiefs and state government to conserve fish. If anyone knows how to save the fish for tomorrow it is the fishermen. Remember, the Palauan fishermen are not only taught how to catch fish, but also how to make sure there is enough for tomorrow’s meal. Here is an example of what the fishermen are telling us. 68

Share this information with your family and community to help ensure fish for you and the next generation! 69

Review Questions

1. What are some ways of sustainable fishing? Name and describe at least 3 ways. 2. What marine species are protected by law? 3. What laws are there to protect water, forest and birds? 4. Why is conservation important? 5. Can you name all the protected areas in your state? 6. Can you name at least 2 protected areas in other states?

Can you make this story better? Make a book to share to your younger brothers and sisters, or younger students in your school. Make sure to add pictures or illustrations. Younger children like more pictures because they are still learning to read.

A tang el rubak a mlo mengereel. Ng beldoel er a kerelel e mocha melebedebek el kmo, “Ngak ak riid er a tang er a klebesei e ng ngerang a sebechel el bok bechei el kloklir a rengelekek?” Ng mlo meringel el omdasu e le ng dimlak a chetemel me a ka el ududel. Me ng ngellomel e a ngikel a nguu a kerelel. Me a el bediur el mei er bab e ng ngelekel a ngikel. Ng di milsang e ngii a metecherakl er a uldesuel a mo sebechel kloklir a rengelekel. Me ngubetii a chirochel er a ngerel ngika el ngelekel a ngikel e nguu el olutii el mo er a daob, e kmo, “Ng diak a ngerang er ngak e ng di kau, me ak mechikau me ke merael me a tang er a klebesei e bo modimir a rengelekek.”

Group Activity

1. Assign group roles. The facilitator makes sure all is done on time. The recorder writes all ideas and takes notes. The reporter will present the group’s ideas. You can also have a timekeeper who will watch the clock and alert the facilitator. Other group members like the artist and others will be up to you. Sustainable Practices When we cut trees without replacing them and fish without considering tomorrow it is not sustainable. Think back to the previous chapters and what we have learned. What else?

As a group brainstorm and decide on an ecosystem or species as your topic. Create a handbook or guide for a healthy ecosystem or healthy species population.

As a group, develop activities and guides for each ecosystem or species to be healthy. See instructions below.

Topic: Your Choice 1. What laws are there? 2. Where and how do we get permits? 3. How do we help make sure rules and laws are followed? 4. Who do we contact if we want to help with conservation activities? And how? 69a Answer Key (Conservation and Resource Management)

Hi Teacher! Here are the answers to the review questions for Conservation and Resource Management!

Remember to discuss the questions as a class. There is no right or wrong answer but the answers can help you guide class discussion.

Conservation and Resource Management: Review Questions

1. What are some ways of sustainable fishing? Name and describe at least 3 ways. (1) moratorium or banning of harvesting of certain species for a given length of time, (2)Banning of any kind of harvest in certain areas, (3) regulating the size of certain type of fish to be harvested. Other answers may include traditional Bul, release small fish, rotate fishing grounds, no SCUBA gears, no night time speargun, only get enough to meet need, and other practices that obviously has some conservation ethic to it.

2. What marine species are protected by law? Turtles, dugong, lobsters, napoleon wrasse, and others. [There are others in the table on page 66, in this chapter.]

3. What laws are there to protect water, forest and birds? Different states in Palau have designated certain areas in their states as protected areas. Natural resources including forest, water, and biodiversity in these areas are preserved and protected. Many activities are prohibited in these areas, including logging of trees, taking/hunting of birds, water and mineral extraction. Most birds in Palau are protected by law [see chapter 2 on forest.]

4. Why is conservation important? It is important to protect and conserve our natural resources so our environment remains healthy and sustained for today and many generations to come.

5. Can you name all the protected areas in your state? Encourage students to ask parents and relatives who may know. An example: For Koror there is Ngerumekaol and Ngerukewid.

6. Can you name at least 2 protected areas in other states? Encourage students to ask parents and relatives who may know. An example: Ngaremeduu Conservation Area and Ngardok Nature Reserve. 70

Chapter 8: Waste Management

OBJECTIVES: 1. Identify and describe human activities that affect each of the following: forest, water sources, mangroves, sea grass beds and coral reefs. 2. Identify good practices that help protect the following: forest, water sources, mangroves, sea grass beds and coral reefs. 3. Identify the 3Rs and explain how they help preserve our natural resources. 4. Understand the importance of preservation and conservation of our natural resources.

Most of our garbage are not biodegradable and will remain in the earth for many years.

Palauans import a lot of things from small needles to big trucks, from plastics to metals, from food to medical drugs, and all sorts of chemicals like motor oil, soil fertilizers, rat poison and household cleaning products. Import means bring in from other countries. There is also human waste from our bathrooms and sinks that is drained into a septic tank or sewer line.

The three common types of waste that we deal with every day are wastewater, chemical waste and solid waste. Wastewater is the dirty water that we flush from our toilets, drain from our sinks, bath tubs and shower. This water either goes into our septic tanks or sewer systems to be filtered and treated then flushed into the sea. Chemical waste is from used motor oil and our household cleaning products like Clorox bleach, Pine Sol and detergent. Solid waste is garbage and junk dumped in our landfills. Some aluminum cans and petroleum plastic bottles can be redeemed for five cents each while other aluminum is shipped off to aluminum recycling companies in other countries. Some metals from old cars and trucks, and rubber tires are also shipped off to metal and rubber companies. Still most of our solid waste materials stay in Palau and buried in landfills. 71 We never think twice before flushing cleaning products like Clorox bleach and Pine Sol from our bathrooms and kitchen drainages. Cleaning products like Clorox bleach and Pine Sol will kill the microorganisms like bacteria in our septic tanks and sewer system that break down organic matter from human waste. Used motor oil, pesticides (like insect spray), fertilizers and many of our household cleaning products contain harmful chemicals that are not safe for our environment. Some cleaning products are safe for the environment so next time you buy cleaning products—read the label.

We hardly pay attention to the amount of garbage that we throw out every day and where they end up. You should visit the landfill in your state to see how e than 100 years much garbage is already there and how it is taken care of. Ask the garbage Mor man questions like how much garbage do they collect each trip and how many times a week do they collect garbage. You would be surprised how much garbage there is. Disposable diapers: 100-300 Plastic bags: 100-400

We need to understand better how manmade products can pollute and harm our environment, and ways to minimize waste. There are two kinds of matters

that make up most of our garbage. One is organic matter and the other is inorganic matter.

Organic Matter ears in cans: 10-30

Organic matter comes from living things. Y Plywood: 1-3 T Thin plastic bags: 20 Chips bags: 20 Styrofoam cups: 50 Waste from organic matter like food scraps, leaves, wood, paper, and cotton cloth are biodegradable. Biodegradable means it can be broken down by microorganisms like bacteria. For example, when leaves are left on the ground they eventually break down by microorganisms, or decompose, and become part of the soil. Cotton cloth comes from natural fibers of the cotton plant and will break down like leaves. Inorganic Matter Months Cotton cloth: 1-5 Cardboard box: 2 Inorganic matter comes from non-living things. Waste from inorganic matter like plastic, rubber,

glass, metal, paint and synthetic fibers are non- biodegradable. Non-biodegradable means it

cannot be broken down by microorganisms and will remain as it is for many years. For example, plastics and synthetic fibers are petroleum (or oil) products. The words “pet bottles” means petroleum bottles. If buried in the ground, the

plastic will remain for more than a hundred Weeks Fruits scraps: 2 material: 2 Organic Paper towels: 2-4 Newspapers: 3 years. Look at the chart on the right to see how long it takes for different materials to degrade. 72 3R Hero

M-Dock landfill in Koror State is reaching its full capacity.

Our landfill is full of different types of garbage. Some are biodegradable and some are not. We can segregate our garbage to lessen the amount dumped into our landfill. At Koror State landfill, they segregate garbage. Biodegradable matters from plants and food are composted and sold as fertilizers. Some aluminum cans and plastic water bottles are collected for recycling at five cents each. Other state landfills are not equipped with facilities for segregation and composting like the Koror State landfill, but we can still help by segregating biodegradable for compost and redeeming recyclables like aluminum cans and pet bottles. We can learn more from the 3-R Hero!

The amount of waste that we produce pollute our environment. When our Soda cans and pet bottles landfill is full, we have to find another for local bottled water can area to fill. Throwing every kind of be redeemed for five cents garbage into the landfill produce a each. breeding ground for rats, mosquitoes and cockroaches. Such animals carry germs and diseases. Some waste will eventually decay and release substances that are harmful to the environment, like rusts and other chemicals that will poison the soil and water. Sometimes birds and turtles eat plastic bags and die because they confuse them with seaweeds or jellyfish. And, sometimes we suffer the consequence through the food chain. For example, when small fish eat algae growing on lead from discarded batteries and big fish eat the small fish, people may eat the big fish and get sick from the lead. Aimeliik landfill 73 What are the 3Rs? Have you seen or heard about the Project for Improvement of Solid Waste Management? This program is developing ways to improve management of waste in Koror. Look for the 3R Hero in your community and read his message. Help spread his message to minimize the amount of waste on our beautiful island!

1. Reduce

Reduce means to use less, to make less trash. A good example would be using regular plates instead of using styrofoam plates. Or using and reusing baskets or your own bag to carry things like groceries instead of plastic bags.

2. Reuse

Reuse means to use again. Save plastic bags to be used several times. Plastic containers can be washed and reused over and over.

3. Recycle

Recycle means to use something again but for a new or different purpose. Old tires are used as plant pots, and plastic ice cream buckets as containers for crayons or school supplies.

Create a recycling program as a class. Collect recyclables and redeem them to buy PE equipment for your school, or garden supplies for a class garden.

The fourth R is Refuse. For example, when you buy one or two things that can fit in your hands, refuse plastic bags that can remain in the ground for hundreds of years. 74

We have learned throughout each chapter how all ecosystems are linked from ridge to reef. This is an important fact that we need to be aware of. Everyone in our community needs to understand that what we do on land will eventually affect the ocean and all the ecosystems in between. You now know and understand how ecosystems are linked and what we can do to protect them. What about others in your family and community? Will you help by sharing what you have learned? Join the 3R Hero and our local conservation heroes in this quest to preserve our environment for today and forever. Keep our ecosystems healthy from ridge to reef for a healthy Palau! 75

Review Questions

1. How do our actions negatively affect the environment? Give an example for each ecosystem. 2. What are the 3Rs? What is the fourth R? How do they help us preserve our environment? 3. What else can we do to help preserve our environment? Give some examples. 4. Why is it important to maintain a healthy environment? Make a Rag Bag

What are we going to do?

We will make and decorate our own Rag Bags by recycling old t-shirts. We will use and reuse the Rag Bags to carry groceries. This is an alternative to using plastic bags so we will reduce the amount of plastic bags that will end up in our landfill. When we bring our Rag Bags to the store, we will refuse plastic bags.

Materials we need:

1. Old t-shirt 2. Pair of scissors 3. Needle and thread 4. Paint or markers 5. Cloth or piece of cardboard 6. Iron and Ironing Board

Instructions

1. Select your t-shirt (use an old t-shirt) 2. Cut along the dotted lines along the chest area 3. From the remainder of the top of shirt, cut there strips and then cut those three strips in half so now you have six. These will be used for your handles. 4. To make handles–take three of the strips, tie together in a knot, and braid together leaving some space after the knots at both ends. Repeat this on the other strips and then set aside. 5. Now take the bag pieces and sew together at the bottom along the dotted line. 6. Fold the top down about an inch two times. Then stitch all the way around on the dotted lines. This will be the top of your bag. 7. Stitch on the two handles by attaching the ends to each side of the bag. 8. Now turn the bag right side out, and it should be ready to decorate. 9. Stick a piece of cloth or cardboard inside the bag and then decorate with paint or markers with a design you like. (The cardboard will prevent the colors from leaking through to the other side). 10. When finished and dry, set the design with an iron. Be sure to put your cloth or cardboard between the iron and design so it does not burn.’ 11. Now you are ready to put your bag to use. The next time you take a trip to the store you can help reduce the amount of plastic you use. 75a Answer Key (Waste Management)

Hi Teacher! Here are the answers to the review questions for Waste Management!

Remember to discuss the questions as a class. There is no right or wrong answer but answers can help you guide class discussion.

Waste Management: Review Questions

1. How do our actions negatively affect the environment? Give an example for each ecosystem. The amount of garbage that we are producing every day is increasing and our landfills are getting full. The areas for a landfill have occupied a greater space that belongs to some plants and animals. When trash dumped in land fills are not segregated, they produce homes for rats, roaches, and mosquitoes which carry diseases. When toxic materials are disposed of in landfills and near water, they can get washed into streams or ocean nearby and destroy marine life and negatively affect ecosystems. [Answers for each ecosystem can be found in all chapters, too.]

2. What are the 3Rs? What is the fourth R? How do they help us preserve our environment? 3 Rs are Reduce, Reuse, and Recycle. The fourth R is Refuse. 3Rs refer to good behaviors and practices that we can do to reduce our waste products, reuse items, and recycle others that can be recycled. The fourth R is to use certain items and refuse to use non-biodegradable disposable products like plastic bags.

3. What else can we do to help preserve our pristine environment? Give a couple of examples. Encourage students to think of new ideas and ways to help keep Palau clean. For example, we should pass regulations(laws) to segregate garbage; we can hold community clean up every end of each month; we can form a recycling club in our school and use money from recyclables to buy PE equipment for our school; or make art sculptures out of trash; and more.

4. Why is it important to maintain a healthy environment? All ecosystems are somehow connected from ridge to reef. Some activities on land, like burning of forests may expose bare soil that may be washed away by rain and flow out into the ocean. The eroded soil (or sediment) and other pollutants may settle in our water source, mangroves, sea grass and coral reefs which negatively affect our water supply and marine life. Healthy ecosystems means healthy habitats, and ecosystems that are functioning well may provide life with necessary natural services. Biodiversity is necessary as all plants and animals depend on each other for food and shelter. Animals, plants and people depend on the natural resources in the environment and when the health of the environment is good then all will be able to maintain good health. (Student answers may vary as expected but they should include some of the general conservation concepts from all chapters.) 76 Glossary

Aquifer: A natural water catchment.

Asexual: Reproduction process without male sperms fertilizing female eggs. For example, a coral polyp may divide itself to reproduce other polyps.

Atoll: A circular chain of island and reef surrounding a lagoon. Atoll islands are flat with low elevation that is almost at sea level.

Bacteria: A very small, unicellular (only one cell) microscopic organism (can be seen only with a microscope) some of which can cause diseases.

Biodegradable: Wastes that can break down and become part of the soil like food scraps and paper.

Biodiversity: (short for biological diversity). The variety of life that can be found on earth, Palau, or even the backyard of your house including plants, animals, fungi and micro-organisms as well as to the communities that they form and habitat that they live in.

Brooding: Corals reproduction process where male sperms are released into the sea and taken in by female polyps to fertilize their eggs.

Carbon dioxide (CO 2): A heavy colorless gas that is used by plants in photosynthesis; dissolves in water to form carbonic acid.

Carbon sink: Something that absorbs carbon from the air. The ocean and forest are referred to as carbon sink because they absorb most of the carbon in the air.

Carcinogenic: Substances that cause cancer.

Climate change: Changes in the distribution of weather due to the world’s rising temperature, or global warming. 77 Climate variability: Temporary or short term changes in climate due to natural events like El Niño and La Niña.

Coastal erosion: Wearing away of shorelines and beaches by wave action.

Compost: A mixture of decaying organic matter such as leaves, grass, and manure to be used as fertilizer.

Conservation: Using resources with care to ensure they last for many years or forever.

Coral bleaching: When a coral is stressed and the algae, or zooxanthellae, disappears and the polyps become clear so the white coral skeleton can be seen through the polyps making the coral look white like it has been bleached.

Crustaceans: Animals with a hard external shell and many jointed legs such as crabs, lobsters, etc.

Decompose: To rot, or decay naturally.

Deforestation: The act or process of removing trees from or clearing a forest.

Detergent: A kind of powder or liquid soap used to clean clothes or dishes.

Disintegrate: Break down completely into soil and water.

Disease: Illness. Something that affects your health.

Ecosystem: ( short for ecological system). Refers to all the different habitats or places like upland forest, rivers, wetlands, mangroves, sea grass, coral reefs, etc. Each ecosystem corresponds to a series of complex relationships between living things such as plants and animals and that also includes sunlight, air, water, minerals and nutrients.

Ecosystem service: A natural service or benefit that ecosystems provide for living things including people. For example, the forest ecosystem absorbs carbon dioxide from the air and releases oxygen for people and animals to breathe. 78 El Niño: A natural event in the Pacific where Palau and its neighbors in the Western Pacific become dry (less rain), tide is lower than normal, and sea surface temperature is warmer than normal. Drought and coral bleaching are likely to happen during an El Niño event.

Endemic: Native or confined to a certain region. Found only in one place and nowhere else in the world.

Endangered: Faced with the danger of extinction.

Erode: To wear away or wash away as if by abrasion or by rain.

Erosion: Natural processes, including weathering, dissolution, abrasion, corrosion, and transportation, by which material is removed from the earth’s surface (refer to soil erosion).

Estuary: An estuary is the tidal zone where freshwater and saltwater meet.

Evaporation: When liquid molecules of water are heated and turned into gas molecules that rise into the air.

Extinct: To die out. A species that is no longer existing or living.

Fertilized egg: Eggs that are able to grow and develop.

Fragmentation (in corals): A reproduction process where new coral colonies are formed from coral pieces that break off by wave action or other forces.

Freshwater: Water from lakes, rivers, wells, and rain which humans, animals and plants needs to drink. Water that does not have salt in it.

Fringe (in mangrove): The edge of the mangrove forest toward the open sea where the water is saltier than the rest of the mangrove zones.

Glean: Searching an area for food or useful items. 79 Global warming: The rising temperature of the Earth’s atmosphere caused by air pollution.

Groundwater: Water that is collected in natural aquifers underground.

Habit: A behavior pattern acquired from frequent repetition.

Habitat: A place where a species of plant or animal lives.

Hazardous: Dangerous or harmful.

Inorganic matter: Not made of natural growth; materials that do not contain carbon or organic chemicals from living things.

Interior mangrove: Part of mangrove forest closest to land.

Inundation (coastal): Coastal land flooding from big tide.

La Niña: A natural climate event in the Pacific where Palau and its neighbors in the Western Pacific receive a lot of rain, strong easterly wind and tide higher than normal.

Landfill:A system of trash and garbage disposal in which the waste is buried between layers of earth to build up low lying land.

Larvae: The young stage of an organism as insect, fish and other sea creatures after emerging (coming out) from an egg, which grows and transforms into its actual form and shape.

Mangrove: An ecosystem composed of trees and other plants that can live in a mixture of salty and fresh water.

Manmade: Things manufactured or created by people, which can be made by hand or in factories; Synthetic or artificial.

Marine protected area: A marine (sea) area that is protected by law or bul (traditional law). 80 Migratory (bird): Birds that fly to other parts of the world to live temporarily while the season is cold where it lives.

Mollusk: Invertebrate (no back bone) animals that usually have a shell. For example, snail, clams, squid, octopus, and chitons.

Mutualism: Having a useful relationship with each other to their common interest or benefit. See also symbiotic relationship.

Native (species): Species that are originally from the place where they live.

Non-biodegradable: Waste that cannot breakdown or take a long time to break down and be part of the soil. Examples are plastics, metals, glass and synthetic materials.

Nutrients: Food that gives health, or nourishing.

Ocean acidification: When acid levels in the ocean are higher than normal.

Organisms: Includes animals, plants, fungi, bacteria or any living thing.

Organic matter: What a living thing is made of; Contains carbon and organic compounds.

Oxygen: The gas in the air that animals and people need to breathe in order to live. Colorless, odorless, tasteless gas forming part of air and water.

Percipitation: When water vapor collect, condense and may fall as rain or snow.

Photosynthesis: The process by which chlorophyll containing cells in green plants and algae use sunlight to convert carbon dioxide and water into energy, such as oxygen and sugar.

Plankton: Microscopic forms of sea life that float in the ocean.

Poison: Any synthetic liquid, powder or natural chemical (from plants and animals) that will kill or harm another living thing.

Pollution: To make the air, water or soil dirty and hazardous for humans, animals and plants. 81 Polyp: The animal that makes a coral.

Potable: Water that is clean and safe to drink.

Preservation: Keeping something from being destroyed or lost.

Primary forest: The original forest that has never been cleared or destroyed before.

Propagules: Special seeds from mangrove trees that start growing while still on the tree.

Quality (as in water): The best condition.

Quantity (as in water): The amount or numbers of.

Rare (species): Not easy to come by because of limited number, location and range of habitat.

Recycle: To make something new out of used materials. In example, to process plastics, metals and paper in a factory to make new materials.

Reduce: To use less of something.

Refuse: To respond negatively to an offer. For example, say “no” to plastic bags.

Reseed: To reproduce and grow.

Reservoir: A place for storing water; an extra supply of water.

Resilient: Able to resist and less likely to be effected by environmental conditions.

Reuse: To use again for another purpose; to use again.

Ridge: A series of high points on land that form a boundary made of hills and mountains. 82 Riverine: A mangrove area where a river drains out.

Riparian zone: A forested area along a river or stream bank.

Savanna (or savannah): A grassland where small plants and trees grow.

Seasonal closure: Closing harvest of certain species for a time period.

Sediment: Materials that settle out of the water. When water flows fast, it may carry rock, sand, and mud, then when the water slows down, the ______sediment falls out of the water and sink to the bottom of the river or sea.

Sedimentation: The accumulated sediment in the bottom of the river or sea.

Seed disperser: Something that spreads seeds. Birds and fruit bats spread seeds by eating fruits and dropping seeds. They are natural seed dispersers.

Segregate: To separate or set apart from others.

Sensitive: Easily affected or responds to changes and variations in the place it lives.

Septic tank: Tanks where the toilet waste is accumulated (usually underground).

Sewage: Waste matter carried off by sewer lines.

Simple animal: Single cell animal like the coral polyp.

Soil: The ground or earth in which plants grow. A mixture of dead plants and animals, droppings and other minerals from rocks.

Soil erosion: The washing or blowing away of soil caused by wind or water usually after deforestation.

Spawn: A reproductive process where organisms like fish and coral release sperm and eggs into the sea where they are fertilized and carried off by water current. 83 Spawning aggregation: A reproductive cycle where fish gather in an area to release sperm and eggs.

Stream: A body of flowing water smaller than a river.

Sustainable practice: A way of doing things that may be repeated or last over a long period of time.

Symbiotic relationship: The cooperative relationship between organisms in which organisms help and benefit from each other. For example, a clownfish attracts other fish that may swim into a sea anemone and gets eaten while the sea anemone keeps the clownfish safe from predators.

Synthetic: Materials produced artificially.

Terrestrial protected area: A piece of land that is protected by law or bul (traditional law).

Threatened species: Species of plants or animals that are becoming fewer and may become endangered if condition or status get worse.

Toxic: Substance containing poisonous materials that can cause death or serious damages. For example, fumes from poisonous chemicals.

Transpire: To give off vapor through the pores of the skin or the stomata of plant tissue.

Transpiration: The process of which plants give off vapor through the pores of their leaves or the stomata of their tissue.

Vegetation: Plant cover in an area.

Wastewater: Dirty or used water from toilets, kitchen sink, and bathrooms.

Water cycle: The complete cycle through which water passes from the oceans through the atmosphere to the land and back to the ocean. Also known as hydrologic cycle. 84 Watershed: The area where rain falls and drain downward to gather at the lowest point such as a stream or river.

Water source: Places where freshwater can be obtained.

Water supply: Water or source of water that is regularly used.

Wetland: Highly saturated (filled with water) area on land.

Zooxanthellae: An algae (small plant) that lives within a coral polyp. The algae uses sunlight to process its food and the polyp gets it food from its byproduct. 85 References

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