BLUE PENGUINS & OTHER SEABIRDS Activities for Exploration and Action for Schools and Community Groups

BLUE PENGUINS & OTHER SEABIRDS Activities for exploration and action for schools and community groups

produced by THE WEST COAST BLUE PENGUIN TRUST Penguin Storm i CONTENTS

Acknowledgements ��iv Introduction �� 1 Why Should You Study Blue Penguins? �� 1 Developing Action Competence �� 1 Interested in Taking Action For Other Seabirds? �� 1 How To Use This Resource ��2 Curriculum Overview – Connection To The New Zealand Curriculum ��3 Curriculum Matrix ��4 Action Framework ��6 ACTIVITIES Penguin Storm ��9 Mapping your Beach ��10 Word Hunt ��11 Word Hunt Resource Sheet �� 12 Sound Map �� 13 Sound Map Resource Sheet �� 14 Making Tracks �� 15 Plaster of Paris Tracks �� 16 Who Can You See? ��17 Data Collection Sheet �� 18 Drawing Blue Penguins �� 19 Help Kororā! �� 21 Blue Penguins’ Yearly Activities ��23 Blue Penguin Yearly Activity Resource Sheet ��24 The Battle of the Birds ��26 Web of Life �� 27 Web of Life Resorce Sheet ��28 Which Seabird am I? ��29 Which Seabird Am I Resource Sheet 1 ��30 Which Seabird Am I Resource Sheet 2 �� 31 The Seabird Shuffle ��32 Kororā Survey ��33 Scope it Out! ��35 Vision Statement ��36 Explore Alternatives �� 37 ‘Waddle’ You Do? Taking Action for Kororā! ��38 Develop an Action Plan ��40 Sample Blue Penguin Action Plan ��42 Penguin Action Plan ��43 Reflect on Change: Measure, Document, Share and Celebrate ��44

FACT SHEET: Blue Penguin Eudyptula minor ��45 MĀori Perspectives of Kororā ��50 Penguin Vocabulary – Glossary �� 51 Recommended Resources ��53 LEARNZ Videos & Relevant Activities ��56 produced by THE WEST COAST BLUE PENGUIN TRUST Penguin Storm iii Contents © 2014 West Coast Penguin Trust Published November 2014 Bibliographic reference: West Coast Penguin Trust 2014. “Blue Penguins & Other Seabirds. Activities for exploration and action for schools and community groups”.

This document should be cited as West Coast Penguin Trust (2014) Blue Penguins & Other Seabirds. Activities for exploration and action for schools and community groups”. West Coast Penguin Trust PO Box 63 Hokitika New Zealand www.bluepenguin.org.nz

Reproduction, adaptation, or issuing of this publication for education or other non-commercial purposes, by electronic or other means, is authorised without prior permission of the copyright holder(s). Any reproduction in full or in part of this publication must mention the title and credit West Coast Penguin Trust as the copyright owner. Reproduction, adaptation or issuing of this publication, by electronic or other means, for re-sale or other commercial purposes is prohibited without the prior permission of the copyright holder(s).

Written by Zoë Watson Designed & printed by West Coast Print Printed on sustainable stock

ACKNOWLEDGEMENTS

The West Coast Penguin Trust gratefully acknowledges the people who contributed to and trialled the resource as it was being developed. Some material was adapted from existing resources published by: The Enviroschools Foundation, WWF-New Zealand, Phillip Island Nature Parks, Department of Conservation, Joseph Cornell, New Zealand Picture Book Collection, New Zealand Marine Studies Centre, Environment Southland The West Coast Penguin Trust gratefully acknowledges the use of graphics from The Enviroschools Foundation’s Enviroschools Kit. The development of this resource would not have been possible without the financial support of the Lottery Grants Board, Holcim (New Zealand) Limited and Pub Charity.

Penguin Storm produced by THE WEST COAST BLUE PENGUIN TRUST iv Contents INTRODUCTION

Welcome to the West Coast Penguin Trust’s blue penguin and other seabird education resource. Our intention in developing this resource is to support you in: • Quality teaching and learning about blue penguins and other seabirds • Meaningful learning experiences in nature • Learning and taking action for the protection and conservation of blue penguins, other seabirds and their environment

WHY SHOULD YOU STUDY BLUE PENGUINS?

Children and adults alike light up with the mention of penguins. They are a captivating topic for schools as they combine the draw-card of a charismatic, cute and animated species found in most coastal areas of New Zealand. And they need our help. The blue penguin, Eudyptula minor, is the world’s smallest penguin. Their population is declining throughout New Zealand. On the West Coast it is estimated that blue penguins only number in the high hundreds to low thousands. Blue penguins need your help to provide protection from predators, traffic and coastal development. The West Coast Penguin Trust is a charitable trust formed in 2006 by local residents concerned at the decline in blue penguin populations. The Trust promotes the awareness and enjoyment of blue penguins and other seabirds through participation in community events, media liaison and school education programmes from Karamea to Haast. People are part of the problem and people are part of the solution. By learning more about blue penguins and other threatened seabirds, you can do more to ensure their survival!

DEVELOPING ACTION COMPETENCE

Environmental education is an action-focused approach to learning that engages students in the physical, social, cultural and political aspects of their environment. Learning occurs not just about the environment, and in the environment, but has an action focus for the environment. This resource is therefore not just learning about blue penguins. It’s about getting children to think about what they can do to take action to protect blue penguins and other seabirds and to participate in action to improve their environment.

INTERESTED IN TAKING ACTION FOR OTHER SEABIRDS?

We have developed this resource to be flexible so that if there is another seabird you want to focus your learning on, you can! The majority of activities are readily adaptable for the seabird of your choice. Please check out the WCPT’s website for more information on seabirds http://www.bluepenguin.org.nz/west-coast-seabirds/

produced by THE WEST COAST BLUE PENGUIN TRUST 1 Introduction HOW TO USE THIS RESOURCE

This resource is a multi-curriculum, inquiry-based learning resource for schools and community groups. It uses an inquiry framework that offers opportunities to increase knowledge about blue penguins and other seabirds and it enables children to develop ‘action competency’ or the ability to take action in response to new learning and to contribute to social change. The activities in the pack are designed to support good teaching and learning and can help your students to achieve the objectives of several learning areas. Activities are designed to meet the needs of level 2 (years 3-5) teachers and their students but can be used or adapted to meet the needs of other levels as well as home school children, cubs and scouts, brownies and guides, children’s holiday programme activities and other similar groups. Suggested learning outcomes are outlined for each learning activity and you are encouraged to adapt the activities to meet the needs of the children in your class or group. We have used the English name for blue penguin and the Māori name, kororā, interchangeably in this resource and we encourage you to use both as well. We acknowledge that your time is limited and have designed this resource to be easily accessible as well as flexible so you can use it to best meet your needs. You may choose to implement a programme of learning in the sequence suggested, or you can pick and choose from the activities in the resource and adapt them as required. Many of the tasks do not take long and we encourage you to bring your own teaching strengths and experience to the learning and include your own activities.

Key to Symbols Activities are coded on the top right corner of the pages in this resource. Anytime you see this symbol, it means the page is:

Recommended for photocopying

Field Trip Activity Classroom/School Activity Linked to LEARNZ video*

* www.bluepenguin.org.nz/education/LEARNZvideos and see pg 56

New Zealand Curriculum Learning Areas are indicated by:

E English A Arts M Mathematics & Statistics

S Science SS Social Sciences T Technology

Can’t get to the beach? Most of our field trip activities have suggestions for adaptations if a visit to the beach is not possible.

Online resource The education resource is available online at www.bluepenguin.org.nz/education and will be updated as and when new material is available. The West Coast Penguin Trust welcomes examples of your work and projects to share with other schools and groups through the education section of the website. Please send stories and photos to [email protected].

produced by THE WEST COAST BLUE PENGUIN TRUST 2 How To Use This Resource CURRICULUM OVERVIEW – CONNECTION TO THE NEW ZEALAND CURRICULUM

Mission Statement Key Concepts To foster an appreciation of kororā and other seabirds by engaging a) Kororā are a unique and precious taonga school children, teachers, parents and the wider community in b) Our community is part of the blue penguins’ ecosystem an inquiry that encourages taking action for the protection and c) Our behaviour can affect the ability of kororā to survive and thrive conservation of kororā and other seabirds and their environment. d) Care and concern for coastal habitats as a place that support life e) People can work with nature to create healthy kororā and seabird habitat

Vision Principles Values Key Competencies • Confident • High expectations • Innovation, inquiry and • Thinking • Connected • Treaty of Waitangi curiosity • Using language, symbols and • Actively involved • Cultural diversity • Diversity texts • Lifelong learners • Learning to learn • Community and participation • Managing self • Community engagement • Ecological sustainability • Relating to others • Future focus • Integrity • Participating and contributing

Learning Areas

English Science Social Sciences The Arts Technology Mathematics & Achievement A/Os: Nature of A/Os: Understand A/Os: Drama; Visual A/Os: Technological Statistics Objectives (A/Os): Science; Living how places influence Arts Practice A/Os: Geometry Listening, Reading & World people and people & Measurement; Viewing; Speaking, influence places. Statistics Writing & Presenting.

Objectives from Environmental Education Guidelines Learning Outcomes • Awareness and Sensitivity to: Kororā and other seabirds in the environment • Build knowledge and understanding of what you and our connection to their ability to survive and thrive know and feel about blue penguins • Knowledge and Understanding about: Where and how kororā live and how • Explore key concepts and relate them to your local people and nature affect them situation • Skills to: Assess the health of kororā habitat and envisage alternative and • Create a map that represents the values, principles possible improvements; Observe, question, and monitor threats and behaviour and ideas of your whole class/school/community that affect kororā • Research different ways to take action to make a • Attitudes and Values of: Guardianship and concern for the health of kororā, difference for kororā their environment and other seabirds • Plan an action project to help kororā • Participation and Action in: Decision-making and implementation about how • Reflect and share what you have learnt to best nurture or care for kororā • Consider applying the activities to other seabirds

produced by THE WEST COAST BLUE PENGUIN TRUST 3 CURRICULUM MATRIX

Learning area Strand Achievement Objective Activities Level 2 English Speaking, Writing, Ideas Penguin Storm pg 9 & Presenting Select, form, and express ideas on a range of topic. Develop an Action Plan pg 40 English Speaking, Writing, Language features Word Hunt pg 11 & Presenting Use language features appropriately, showing some understanding of their effects. English Speaking, Writing, Processes and strategies Blue Penguins’ Yearly & Presenting Select and use sources of information, processes, and strategies with Activities pg 23 some confidence to identify, form, and express ideas. Which Seabird am I? pg 29 Kororā Survey pg 33 Vision Statement pg 36 The Arts Visual Arts Explore a variety of materials and tools and discover elements and Plaster of Paris Tracks pg 16 selected principles. The Arts Visual Arts Investigate and develop visual ideas in response to a variety of Plaster of Paris Tracks pg 16 motivations, observations, and imagination. The Arts Drama Communicating & Interpreting The Battle of the Birds pg 26 Share drama through informal presentation and respond to elements The Seabird Shufflepg 32 of drama in their own and others’ work. The Arts Drama Developing Ideas The Seabird Shuffle pg 32 Develop and sustain ideas in drama, based on personal experience and imagination. Mathematics & Geometry & Position and orientation Mapping Your Beach pg 10 Statistics Measurement Create and use simple maps to show position and direction. Mathematics & Statistics Statistical investigation Who Can You See? pg 17 Statistics Conduct investigations using the statistical enquiry cycle. Kororā Survey pg 33 Mathematics & Statistics Statistical literacy Who Can You See? pg 17 Statistics Interpret statements made by others from statistical investigations and probability activities.

produced by THE WEST COAST BLUE PENGUIN TRUST 4 Curriculum Matrix Learning area Strand Achievement Objective Activities Level 2 Science Living World Life processes Sound Map pg 13 Recognise that all living things have certain requirements so they can Making Tracks pg 15 stay alive. Drawing Blue Penguins pg 19 The Battle of the Birds pg 26 Web of Life pg 27 Science Living World Ecology Sound Map pg 13 Recognise that living things are suited to their particular habitat. Making Tracks pg 15 Drawing Blue Penguins pg 19 Help Kororā pg 21 The Battle of the Birds pg 26 Web of Life pg 27 Science Nature of Science Investigating in science Sound Map pg 13 Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models. Science Nature of Science Understanding about science Who Can You See? pg 17 Appreciate that scientists ask questions about our world that lead to Scope it Out pg 35 investigations and that open-mindedness is important because there may be more than one explanation. Science Nature of Science Participating and contributing Vision Statement pg 36 Explore and act on issues and questions that link their science Explore Alternatives pg 37 learning to their daily living. ‘Waddle’ You Do? Taking Action for Kororā! pg 38 Develop an Action Plan pg 40 Social Sciences Social Studies Understand how places influence people and people influence Mapping Your Beach pg 10 places. Who Can You See? pg 17 Technology Technological Planning for practice Develop an Action Plan pg 40 Practice Develop a plan that identifies the key stages and the resources required to complete an outcome. Technology Technological Brief development Develop an Action Plan pg 40 Practice Explain the outcome they are developing and describe the attributes it should have, taking account of the need or opportunity and the resources available. Technology Technological Outcome development and evaluation Develop an Action Plan pg 40 Practice Investigate a context to develop ideas for potential outcomes. Reflect on Changepg 44 Evaluate these against the identified attributes; select and develop an outcome. Evaluate the outcome in terms of the need or opportunity.

produced by THE WEST COAST BLUE PENGUIN TRUST 5 Curriculum Matrix ACTION FRAMEWORK

Penguin Storm Making Tracks Mapping Your Beach Plaster of Paris Tracks Word Hunt Who Can You See? Sound Map The Drawing Blue Penguins Where to from here? Battle of the Birds How will we celebrate our Penguin Pathways Reflect on Change achievements? Which Seabird What do you know now? Blue Penguins’ am I? How will we monitor and record the changes? Yearly Activities What can we observe? What changes and benefits have come because of our Seabird Scramble actions? Web of What can you learn? Life What would we have done differently? Who Can You See? What can you investigate & measure? What went well? Kororā Survey What didn’t go so well? Identify What would you change if you could? Reflect on the Current Scope It Out How did the project go? Change Situation What did we achieve? Vision Statement

Explore Who else do we need to involve? Take Action Alternatives How else could it be? Who will do what and when? What have others done? What do we need to take action? What are all the actions we could take? What designs will work best? What are our priorities for change? ‘Waddle’ You Do? What actions will bring about the changes that How will we decide? we want? Develop an Action Plan Explore Alternatives

Action Planner

produced by THE WEST COAST BLUE PENGUIN TRUST produced by THE WEST COAST BLUE PENGUIN TRUST 7 6 ACTIVITIES Penguin Storm E

This is the core of your blue penguin learning, an opportunity to brain storm. Find out what your class already knows about blue penguins, and what they want to find out. You can also use your ‘Penguin Storm’ to recap, generate new understanding and insights, record new words and ideas, stimulate discussion, and reflect and celebrate as you use other activities in this resource.

Suggested learning objectives Determine children’s understanding of kororā. Build your collective knowledge of blue penguins and the issues surrounding their survival.

You will need Suggested activities • Pens 1. Choose an energising, focus, or experiential activity to • Wall space, large piece of paper/card or interactive stimulate discussion and thought about blue penguins. whiteboard Perhaps a video from the WCPT website, read ‘Little Blue • Energising, focus or experiential activity Penguins’ by Rebekah Palmer and act it out, or pin up a photo of penguin tracks with the question, ‘Who do these Starter questions to assess prior knowledge belong to?’ • Have you seen a penguin? 2. Get a large piece of paper, or use your interactive whiteboard (something that can be saved and revisited). In • Do you know the names of any types of penguins? the centre of the paper, record the question: What do you • What is special about a penguin? know about blue penguins? • Why are they called blue penguins? 3. Record children’s responses and any words that capture • Where do blue penguins live? thoughts, feelings and experiences that arise. • What do they eat? 4. On a separate piece of paper, record any initial questions • What sound do they make? or uncertainties about the topic. • Where do they nest? 5. After each major stage in your learning process, return • How do they feed their chicks? to your Penguin Storm and add (in a different colour) • How do they move on land? the children’s key insights, images, concepts and new • How do they move in water? knowledge. • What are some threats to blue penguins?

produced by THE WEST COAST BLUE PENGUIN TRUST 9 Penguin Storm Mapping your Beach M SS

Drawing maps is an excellent way to generate conversations about kororā habitat, identify issues, suggest changes, and record project ideas. This activity guides you through the creation of your map. As you progress through your inquiry on blue penguins, remember to come back to your map and add your new learning and ideas. To help remind you, bold type has been used to refer to your map throughout this resource.

Suggested learning objectives Develop a base map of the area where kororā live Understand how the physical and natural features affect the health of kororā and other sea and coastal birds

Considerations • Can’t get to the beach? Get onto Google Earth and have a good look in the comfort of your own classroom, or contact your local council for aerial photos of your chosen area. • Time-poor or working with younger children? Enlarge a copy of your map area and discuss the natural and physical features you can see (or know are there!)

You will need Paper and pens, or interactive whiteboard Fact Sheet (pg 45)

Method This can be run as a whole class activity or in small groups. Allow discussion to take place so related issues can be raised. 1. Decide on a section of beach, preferably local, where kororā may live. It may be an area you have visited recently, or that is well known by the children you are working with. 2. Draw a bird’s eye view of this beach. To begin with, do freehand mapping, rather than ‘accurate’ scale maps. 3. Include natural and physical features such as: foreshore, sand dunes, slopes or banks, tussock, plants/trees, rock walls, surrounding houses, signs, farmland, rivers or streams, roads and paths. 4. Discuss ideal habitat for kororā and other coastal birds. Use the Fact Sheet to support your discussion.

Discussion • What do you think is important in a blue penguin’s environment? • What places and things do you think blue penguins like? What would they dislike? • What would you change for the benefit of blue penguins? • How will you look after your map so you can add more information to it as you go?

Extension • Explore using a variety of materials to create 3D models and make a 3D model of your kororā habitat • Create a map to scale • Display photos of current features of kororā habitat beside your map

produced by THE WEST COAST BLUE PENGUIN TRUST 10 Mapping your Beach Word Hunt E

Word hunt is an activity that helps students to recognise and describe the variety and diversity in kororā environment, expanding vocabulary and creating some stimulating conversation.

Suggested learning objective Describe a healthy habitat for kororā.

Preparation Photocopy the resource sheet and cut the words out so you are ready to go. You can add you own!

Method 1. You may like to edit the list of words to suit the size and ability of your class. 2. Working in small groups, take a pile of word cards. Choose a place on the map that captures the feeling of each word. Place/ Blu-tack the cards on the corresponding place on the map. 3. Report back to the group, showing where the cards were put and explaining why.

Discussion What words or qualities are associated with healthy habitat for kororā?

Extension Investigate synonyms of some words, e.g. for noisy: buzzing, clanking, swishy, thundering, whirring.

Adapted from: Joseph Cornell 1998 Sharing Nature with Children DAWN publications Canada produced by THE WEST COAST BLUE PENGUIN TRUST 11 Word Hunt Word Hunt Resource Sheet

wet soft noisy shoreline

cold wild bright sheltered

scary rocky smooth hazardous

tame safe sunny protected

warm bare quiet crevice

slow clear thriving sandy

dry hard dirty recreational

fast flat paths access-way

open dark clean obstacle

calm rural active unshielded

windy stressful peaceful smelly

shady dangerous public shrubby

grazing polluted steep spoiled

exposed defenceless forest traffic

pristine landscaped urban vegetation

dunes tussocky healthy tidal

remote farmland scrub

weeds erosion private

12 Word Hunt Resource Sheet Sound Map S

This activity requires you to go to your chosen section of beach. Alternatively, you could find some sound recordings (or make your own!) of a beach environment.

Suggested learning objective Explore the blue penguins’ environment through sound and discuss the impacts of those sounds on their environment.

You will need • Photocopies of sound map resource sheet • Pencils

Suggested activities 1. At the beach find a spot to sit quietly, close your eyes to enhance other senses and be absolutely still for two minutes (this may take practice!) 2. Construct a sound map by marking the sources of the sounds on the resource sheet, using symbols or words to show the type of sound, its intensity, its direction and how it affects your moods and feelings. 3. Discuss the questions and your notes and, as a class, record the relevant information on your map.

Discussion • What natural and physical features are in the blue penguins’ environment? • Who do blue penguins share their environment with? • What does this mean for blue penguins? • Share a sound that would make blue penguins feel happy/safe and another that would make them feel sad/ threatened.

Considerations You can run this activity at school. Listen to the sounds around you, e.g. birds, wind in the trees, vehicles, children playing, dogs etc. Then think about what sounds you might hear at the beach and what those sounds might mean for kororā.

produced by THE WEST COAST BLUE PENGUIN TRUST 13 Sound Map Sound Map Resource Sheet

SOUND MAP Put yourself at the centre of the map*. What can you hear? Where does the noise come from? How loud is it? How does it make you feel?

in front

left right

behind

*You could use North, South, East & West to more easily compare and collate data.

14 Sound Map Resource Sheet Making Tracks S

What kid doesn’t love role-playing a detective? This activity helps you to discover what animals and insects also live and visit kororā habitat. It is also a great way to observe evidence of blue penguins living on your beach, without needing to stay up to the wee hours to view them. Optional extra: learn how to make plaster casts of their footprints so you can start a collection of tracks.

Suggested learning objective Investigate which animals and insects are part of a blue penguin’s habitat.

You will need • Ranger Reuben’s Guide to Tracking Blue Penguins on West Coast Beaches http://www.bluepenguin.org.nz/wp-content/uploads/Tracking-blue-penguin-tracks.pdf • Pens, pencils, clipboards • Camera • Plaster of Paris kit if planning to make casts of foot prints (see next activity)

Method 1. Visit the beach. In buddy pairs, go for a ‘walk, gawk and then talk’. Encourage students to explore, looking for evidence of animals and insects – either the animals or insects themselves or their tracks in the sand (but don’t encourage and try not to allow children to follow penguin tracks to nests). Also, look out for other tracks e.g. car tyres, people, four wheelers etc. 2. Get students to sketch or take photos of the tracks for use later 3. See if you can match the tracks with Ranger Reuben’s handy guide. 4. Questions for discussion and reflection: • What animal and insects did you see? What tracks did you see? • In what part of the beach did you find evidence of the different animals and insects or humans? (dunes, beach, scrub) • What could this mean for kororā and other seabirds?

Extension Plaster of Paris activity (pg 16) Take part in the WCPT’s annual penguin census. Sign up for the Trust’s newsletter for more information http://www.bluepenguin.org.nz/newsletters/ Fern with penguin prints during the annual penguin census

Imogen Squires points out penguin tracks at Mahers swamp Kaniere School children on a field trip to search for tracks produced by THE WEST COAST BLUE PENGUIN TRUST 15 Making Tracks Plaster of Paris Tracks A

Immortalise your blue penguin discoveries by making plaster of Paris casts of their foot prints.

You will need • Plaster of Paris • A mixing bowl or old bucket • Water • An old spoon • A clean 2-litre soda or milk bottle cut into 5cm sections (excluding top and bottom) • Newspaper to wrap the track casts

Method • Gently clear away any debris around the track. • Place one bottle ring around the track so that the track is centred, and press it into the ground. This makes a sturdy circular wall that will keep the plaster from running out. • Follow directions for mixing up Plaster of Paris (or look up on internet beforehand). • Pour the plaster gently into the circle. Pour to the side of the track and let it run into the track. Fill the circle to the top or so that the plaster cast is about 1cm deep at the edge. • Let the cast harden. It can take up to an hour so handle carefully if you need to leave earlier! • Start removing the sand 10 centimetres outside the cast. Next dig away the sand below the cast. Carefully lift up the cast. If there is any resistance, stop. Dig out some more sand. Do not try to prise the cast out as it may crack. Lift out gently with your hands. • Wrap the cast in newspaper to protect it on the trip back. It can remain fragile for 2 days. The plaster will be ready to clean after it feels cool to the touch.

! Plaster of Paris can be dangerous reaching temperatures of up to 60ºC as it sets. Please check safety instructions on the packet or online and include suitable precautions in your risk assessment.

produced by THE WEST COAST BLUE PENGUIN TRUST 16 Plaster of Paris Tracks Who Can You See? M SS

Purpose A complementary activity to “Making Tracks”. Complete this for things people do at the beach.

Suggested learning objectives Discover what sort of traffic (movement by people, vehicles, dogs etc) occurs in kororā habitat. Discuss the potential impact of these activities.

You will need • Pens • Data collection sheet

Considerations This could be given as homework activity in order to survey the beach at a time more representative of average use. Decide how long should be spent doing a survey.

Method 1. Visit your chosen section of beach 2. In pairs spend time observing beach traffic 3. Explain how to use tally marks 4. Complete the beach traffic data collection sheet

Discuss What were the most common activities occurring on the beach? What types of people were using the beach? For example were they young or old? Were the majority of activities positive or negative for blue penguins? Based on what you have observed, what actions could you take to improve the environment for blue penguins?

Extension This activity lends itself very well to planning a statistical investigation. Go to http://www.nzmaths.co.nz/resource/planning-statistics-investigation for an example of how to do this.

produced by THE WEST COAST BLUE PENGUIN TRUST 17 Who Can You See? Other, e.g. e.g. Other, fishing, surfing, riding horses People out People and walking the enjoying beach Children Children playing

Vehicle on Vehicle beach below high tide mark Beach: Vehicle in the Vehicle dunes Dog on a lead Date: End Time: Dog close to Dog close to but not owner on lead Loose dog, Loose present owner but not in of dog control Loose dog, no Loose owner

No people Retired Adult adult Young High school Primary school Totals Approximate Approximate age range Data Collection Sheet Name(s): Start Time: it affect won’t blue penguins or bad for doing be good or what they are Could they doing? What are they there? Why are Who is on the beach? penguins at all? comments on the back. notes or any extra Make using the tally chart below. observations your goggles and record detective Put on your

18 Data Collection Sheet Drawing Blue Penguins S

There is a plethora of “how to draw a penguin” instructions on the internet. This activity deviates from cartoon proportions by discussing distinctive features for survival and identification. Have a go as a class and then let the children experiment!

Suggested learning objectives Draw and label a blue penguin showing characteristics that help it survive at sea. Explain how a particular adaptation helps a seabird survive.

Preparation • Discuss what ‘adaptation’ means. • Show photographs of blue penguins. Google images is a quick and easy way to do this. • Discuss using light pencil strokes so as to be able to adjust as you go.

You will need • Blue Penguin – Fact Sheet (pg 45) • Paper, pens, pencils, felts, colouring pencils, crayons and/or paint.

Method Follow the instructions to draw a blue penguin, while discussing distinctive features for survival and identification. You may wish to model each step. 1. Discuss: Imagine you were dumped at sea. How well would you survive and what challenges would you face? Talk about the difficulties a human faces in the sea; for example, getting cold if in the water for too long, getting tired if swimming for too long, struggling to stay afloat for a long time (without the help of a life jacket). • Introduce the body that is layered in “blubber”. Blubber is a layer of fat that insulates penguins and helps them to stay warm and buoyant. The blubber is found all over the body. It works a bit like a wetsuit! • Draw the torpedo shape of a blue penguin on the board and then a small circle for the head. Draw in how the head meets the body. 2. Discuss: The blue penguin is warm and buoyant, but can’t move. What can help the kororā ‘fly’ through the water? • Introduce flippers. These propel the penguin through the water. They are the only feathered areas that are not waterproofed. • Draw paddle-like flippers. They look a bit like sausages on either side. 3. Discuss: The penguin is warm, buoyant, and can move, but can only move in one direction. It can’t turn. What can help it to steer left or right? • Introduce legs and webbed feet. Penguins spend most of their time at sea and use their short legs and their 3-clawed webbed feet like rudders, steering them through the water, or as paddles when floating on the surface. • Draw short legs with plenty of space between and webbed feet with three toes. 4. Discuss: Now the penguin is warm, buoyant and can move in all directions, but it keeps knocking into things. What do penguins need to guide their way? • Penguins have excellent vision whether in or out of water, and whether in daylight or at night. Penguins use vision to locate and catch their prey. A third eyelid protects the eyes underwater and on land is used like a windscreen wiper to clear sand from the eyes. • Draw eyes. 5. Discuss: Now the penguin is a smooth mover it needs some kai to fuel its activities. But it has no teeth! • Introduce a beak. The tip of the beak is hooked and the edges very sharp to firmly grasp prey. Together with the spiny tongue, it is used to capture and hold prey. • Draw a beak.

produced by THE WEST COAST BLUE PENGUIN TRUST 19 Drawing Blue Penguins 6. Discuss: Now the penguin can eat but what will it drink? Penguins drink seawater. This means they build up lots of salt in their bodies, which they need to get rid of. • Introduce nares. When too much salt builds up in the gland located internally above penguins’ eyes, it flows or is ‘sneezed’ out of the small holes on the top of the beak (nares). • Draw the nares at the base of the beak. 7. Discuss: The blue penguin is well hydrated but what will stop the feathers from becoming soaking wet, waterlogged and heavy? • Penguins have fluffy down near the skin for insulation, and dense, overlapping tips for waterproofing. The tips of the feathers get wet, but the fluffy down stays dry. They also have an oil gland located above the base of the tail that secretes liquid waxes when massaged by the beak. These waxes are then spread over the feathers for conditioning and waterproofing. • Draw a tail between the legs. 8. Discuss: The blue penguin can now swim in the water, has had a feed, and is well hydrated and dry. What will help hide kororā from both prey and predators? • Introduce countershading, which is a type of camouflage where the top half of the penguin is dark, so that when it’s seen from above, it blends in with the dark waters below, and the bottom half is light, so that when seen from below, it blends in with the sunlit waters and sky above. • Colour the blue penguin with slate blue plumage on top, and a white belly. Add blue-grey flippers, pinkish-white feet and a dark bill. Adapted from: WWF-New Zealand (2009) “Sink or Swim? Hector’s Dolphin Action Pack for Schools”.

Extension Check out this DOC fact sheet on Seabird ecology, ‘What makes a seabird a seabird?’, and discuss how the physical features of kororā differ from other seabirds. http://www.doc.govt.nz/Documents/conservation/native-animals/birds/sea-and-shore/factsheet-3.pdf

produced by THE WEST COAST BLUE PENGUIN TRUST 20 Drawing Blue Penguins Help Kororā! S

Suggested learning objectives Investigate the daily life of a blue penguin. Understand how human activities are affecting blue penguins and what we can do to reduce the threats.

What you will need Read ‘Fact Sheet’ (pg 45). Large flat area (court or grass area, preferably with lines), 10 hoops, approximately 30 objects (beanbags, tennis balls or stones), children (at least 7).

Game rules • Penguins can only travel in a straight line to and from the sea. They can swim around the ocean but need to return to their hoop (burrow). • Penguins must return with food to survive - they put the food in the burrow and go to the back of the line to await their next turn. • If a penguin gets tagged or returns without food, their turn is over and they must sit down in their team line • Penguins can only catch and return with one piece of ‘food’ at a time. • Penguins can only waddle/walk on land. • Penguins can swim/run in the sea. • When on land, taggers can only run in a straight line parallel to the shore line. • Play can continue until the food is exhausted. • The team with the highest number of food items and penguins is the winner (e.g. 3 food items plus 4 penguins equals 7 points)

Method Children need to cross from burrows to the sea and back. As each new threat is introduced the old threat is replaced. The game is stopped when there are no food items left. A discussion follows. 1. Lay out the field as shown. Size and space will depend on the age and ability of your children. 2. Decide on 1 or 2 taggers to move between sea and sand as appropriate for the different threats. 3. Children become blue penguins and line up in teams behind a burrow (hoop). Penguins have nests in burrows along the shoreline and go out to sea to catch fish to eat. Discuss with the children waddling slowly like a penguin on land (upright) and swimming like penguins in the sea (using flipper-like wings by their sides). 4. The game begins with the children by their burrows. It is early in the morning, before dawn, and the penguins need to go out to sea to catch fish for the chicks. Children need to move from their burrow hoop to their safe hoop (for the purposes of the game) and back again, like a relay. They return at dusk to the burrow to feed the chicks. Repeat as necessary. 5. This area is a favourite place for dogs to wander. However, these animals can easily catch and eat a penguin. The dogs can tag the penguins while travelling on their line across the ‘shore’. Have the children go to sea and back again, avoiding the dogs. 6. A new road is built between the burrows and the sea. Penguins are now at risk of being hit by cars. Taggers turn into cars and can tag penguins. 7. Commercial fishing in the area has increased, which means less food for the penguins. Take away some of the food. 8. The number of stoats, rats and ferrets in the region has increased and they like to eat penguin eggs and chicks. Taggers take half the food from each team’s burrow. 9. Spills of fuel oil from fishing boats, shipping or oil drilling accidents at sea can coat the penguins’ feathers and prevent them from insulating properly. As the penguins try to clean, they swallow the poisonous oil too. Penguins can die of cold or poison. Taggers become oil spills. 10. Sharks, leopard seals and sea lions are in the region, which are known to eat penguins. Taggers become hungry seals and sharks swimming in the ocean. 11. A tourist guide highlights the area as a good place to view blue penguins. The number of people on the shore when penguins are arriving increases, which makes the penguins nervous about returning to their nests and chicks could die of starvation. Taggers become humans. 12. Add your own obstacles that penguins may encounter. produced by THE WEST COAST BLUE PENGUIN TRUST 21 Help Kororā! Discussion 1. How many of the threats were natural? How many were man-made? 2. Why is it important that we do not prevent penguins from moving freely between their burrows and their feeding ground? 3. Is there any action that we could take that would decrease the number of threats that penguins face during their daily lives? 4. Add these ideas to your map and your Penguin Storm. Adapted: from Marine Studies Centre New Zealand

hoops/ burrows

SAND DUNES / HIGH TIDE MARK BEACH / / SAND BEACH

SHORELINE = food items PENGUIN TRAVEL PENGUIN SEA WATER / SEA

hoops/ safe zone

produced by THE WEST COAST BLUE PENGUIN TRUST 22 Help Kororā! Blue Penguins’ Yearly Activities E

In this activity, you will learn about the blue penguin’s yearly cycle. Note that the calendar presented is for the West Coast of the South Island, NZ. (For other regions, you may wish to contact the local Department of Conservation for information specific to your region, as breeding dates as well as breeding success are dictated by local conditions.)

Suggested learning objectives Describe the annual life cycle of a blue penguin. Discuss times of the year when blue penguins are particularly vulnerable.

Background information Blue penguins run a tight schedule cramming their calendar with a bustle of activity. In June and July the females choose their mate and begin to renovate their burrows, sprucing them up with any new nesting material they can get their beaks on. Between July and October, two eggs are laid (a clutch). The doting parents take turns looking after the eggs. After a 35-day incubation period, two small chicks hatch. The parents spend the next few weeks taking turns fishing and guarding the young chicks. After eight to ten weeks the young chicks have now replaced their fluffy down with waterproof adult feathers and will head out to sea to fish for themselves. In total, the breeding season lasts from June to December. After this period the adults spend time fattening up, ready for the moult. Between December and March, the adult penguins will stay ashore to moult, when they will replace all existing feathers with brand new feathers. This process takes around 17 days and, as they are not waterproof while moulting, they are unable to leave land to go back to the ocean to feed. After the moult, the very hungry blue penguins divide their time between feeding in the ocean and renovating their burrows on land.

Activities • Using the blue penguin yearly activity sheets on the next two pages, students are to cut out and match the description with the correct picture. • Students will then need to place the pictures and descriptions in the correct order showing the blue penguin yearly cycle. • Watch LEARNZ video ‘Nesting boxes’.

Discussion questions • What times of the year are blue penguins more vulnerable to predation and threats? • Why are they more vulnerable at those times?

For more information • Breeding biology and breeding success of the blue penguin research paper http://www.bluepenguin.org.nz/wp-content/uploads/Heber-et-al-blue-penguin.pdf

Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Burrow Occupation Egg Laying Chick Raising Moulting

produced by THE WEST COAST BLUE PENGUIN TRUST Blue Penguin Yearly Activities 23 Blue Penguins’ Yearly Activities Blue Penguin Yearly Activity Resource Sheet

Blue penguins have a very busy year, spending time both at sea and on land. Method Step 1 Cut out the descriptions below, mix them up, and match these to the pictures on the next page. Paste the description below the picture. Step 2 Cut out the picture cards (including the descriptions) and arrange them in the correct order. As it is a continuous yearly cycle, your set of cards should form a circle, like the face of a clock. Step 3 On an A4 piece of paper, stick down the penguin cards and draw an arrow between each picture to show the direction of the yearly cycle.

From the middle of spring to early summer blue penguins Thirty-five days after the eggs are laid the blue penguin will lay two eggs. The male and female blue penguins will chick will hatch. These small chicks are covered in fluffy take it in turns to incubate the eggs. dark brown down.

During the first four weeks of the chick’s life, the adult blue The blue penguin chicks grow fast and are soon left in the penguins take it in turns to guard the chicks. The chicks burrow alone. The blue penguin parents will return to land have now grown a fluffy dark grey layer of feathers. to feed the chicks after dusk, usually every day.

As the chicks get older, they replace their fluffy down After the chicks have fledged, the adult penguins double feathers with their adult blue and white feathers. These their body weight ready for the moult. Moulting is replacing adult feathers will keep the blue penguin waterproof. their old feathers with brand new feathers.

In early spring blue penguins will begin to renovate their From March to June, most blue penguins spend time away burrows, adding new nest material. Blue penguins will also from their burrows – we’re not too sure what they get up to! find a mate at this time.

NOTE: Descriptions and pictures presented in order, from left to right. Adapted from Phillip Island Nature Park – Little Penguin Teaching and Learning Resource Photo credits: All Phillip Island Nature Park unless indicated Swimming photo Image: Oamaru Blue Penguin Colony Adult photo: West Coast Penguin Trust (Reuben Lane)

24 Blue Penguin Yearly Activity Resource Sheet Place answer here Place answer here

Place answer here Place answer here

25 Blue Penguin Yearly Activity Resource Sheet The Battle of the Birds A S

This activity shows how sea birds and land birds have different habitats (homes) in nature and different niches (places and roles in those places). Consider that Tāne created all of the trees and animals before he created people. This means that all Māori whakapapa (trace their roots) back to these plants and animals. They are relatives, we are all interrelated and we must take care of them.

Suggested learning objective Discuss how living things are best suited to their particular habitat.

You will need • ‘The Battle of the Birds’ from ‘Counting the Stars - Four Māori Myths’ by Gavin Bishop or another version of the Battle of the Birds, one traditional Māori view of nature that has been handed down over many generations. See resources page. • West Coast Penguin Trust web page, www.bluepenguin.org.nz/west-coast-seabirds/ • Some resources for researching different sea and land birds found in New Zealand e.g. www.nzbirdsonline.org.nz

Method 1. Read the ‘Battle of the Birds’. Discuss what habitat means and talk about the different habitats in this tale handed down over the generations. Start a ‘T’ chart (below) with ‘forest’ on one side and ‘sea’ on the other. Discuss that while seabirds do not live in the forest, they do spend time on the coast and lay their eggs on land.

‘Forest’ ‘Sea’

Kawau (forest) / black shag Kawau (coast) / pied shag Koekoea / long tailed cuckoo Tītī / sooty shearwater Tiwakawaka */ fantail Taiko / black petrel Ruru / morepork Kororā / blue penguin Tui / parson bird * Aside from Tiwakawaka there are over 15 other dialectal Maori names for fantails. On the West Coast, the fantail is more commonly known as the Piwakawaka. 2. Write down the Māori bird names in either column, researching their English names as you go. Note that this story uses the word ‘kawau’ for both forest and marine-based shags. Other interpretations use karuhiruhi/ black shag for the forest and kawau/pied shag for the sea. 3. Talk about why these birds live in these particular places and how their habitat best meets their needs. Do they nest in one place and feed in another? 4. For example, forest kawau catches and eats eels, sea kawau eats salt water fish. This example is given in the story. What other reasons might there be for these birds living in their particular habitat? 5. Discuss what other birds and wildlife live in these habitats, adding them to your chart, and finally, add them to your map. Use the ‘West Coast Seabirds’ pamphlet and other resources to assist you.

Discussion • Why are kororā best suited to their mainly ‘sea’ habitat? What reasons can you give for them living there? • Kororā spend part of their life on land; what are the reasons they choose to spend time on land?

Extension Substitute forest kawau for your favourite land bird, and coastal kawau for kororā. Act out your new version of the story or illustrate the different characters.

Adapted from NZ Picture Book Collection – Counting the Stars activity, ‘Researching Habitats – Forest and Sea’

Blue Penguin Yearly Activities produced by THE WEST COAST BLUE PENGUIN TRUST 26 The Battle of the Birds Web of Life S

This activity explores interrelationships in kororā habitat and how these are sometimes affected by natural or human-induced changes.

Suggested learning objectives Highlight interrelationships that exist in kororā habitat. Discuss how these interrelationships are sometimes affected.

Background information Discuss the concept of a food web. A food web is a bit like a spider’s web: if you lose one or two parts, everything is affected. Even the tiniest animal or plant is vitally important to the welfare of the entire ecosystem.

You will need Playing Web of Life at Driftwood & Sand Festival • A ball of wool/string. • Web of Life cards with the name or picture of items from the kororā ecosystem. You may wish to create your own cards or use the ones on the following page. • Punch a hole in the card and thread string through it so cards can be hung from the neck.

Method 1. In a circle, each person receives a card. The child ‘becomes’ the card’s subject. For small groups, each child could have two cards and then repeat steps 2 and 3 below for the second card. 2. On the first round, introduce ‘yourself’ around the circle. For example “I am a rock”. 3. On the second round, name a feature that your card connects with and pass the ball of string to the person holding that particular card, while still holding onto the string you were given so that the web grows. How you connect is the relationship between you. For example, “I am a ngaio tree and my roots give kororā somewhere to build a safe burrow”. 4. Start slowly and accept all answers to begin with until children have gained understanding of “interconnectedness” between things in the ecosystem. 5. Discuss how some relationships are positive and others negative. 6. Once a complete web is created, try taking away or increasing some features and discuss what impact these changes would have. For example you could try: adding more dogs as coastal development brings more homes; banded dotterel nests being crushed by vehicles on the beach; removing native pingao plants and replacing with marram grass; taking away sand due to coastal erosion; over-fishing of the small fish and squid that penguins eat. In each case discuss what would be affected by this change and what the effect would be. 7. When something changes, it tugs gently or slackens on the string. Any other players attached to the web who feel the tug/ loosen are in some way affected. Now everyone who felt something from the disruption gives a gentle tug of the string as well, illustrating how far the effects are felt.

Discussion • Who do you rely on within this web? How are you dependent on something else? • Who or what might impact on your survival? • How could this affect the population numbers of kororā? • Why is it important to protect the creatures of Tangaroa and Tāne (Māori God of the sea, and God of forests and birds respectively)?

Extension • Visit www.nzbirdsonline.org.nz, where you can search by regional location to research birds present in your local kororā habitat. • Students could reconstruct the web using the cards on the board or making pictures of each for a wall display, then using string/arrows to show the relationships. Adapted from Joseph Cornell Sharing Nature with Children 1979

produced by THE WEST COAST BLUE PENGUIN TRUST Blue Penguin Yearly Activities 27 Web of Life Web of Life Resource Sheet

Aihe One Kuri Hector’s Dolphin Sand Dog

Tuturiwhatu Ngaru Toriura Banded Dotterel Wave Stoats

Pīhoihoi Pīngao Kāmaka NZ Pipit Golden Sand Sedge Rock

Taiko Karoro Maki Westland Petrel Black-backed Gull Killer Whale

Tītī Wainui Tamure Ngaio and Mahoe Fairy Prion Snapper Coastal Trees

Tītī Kekeno Ngohi Sooty Shearwater Fur Seal Fish

Kahuriruhi Harakeke Pāraoa Pied Shag Flax Whale (sperm)

Tōrea pango Kororā Pipi Variable Oyster Catcher Blue Penguin Cockle

Ngū Kōurara Īnanga Squid Shrimp Whitebait

Mangō-tuatini Rimu Kina White Shark Seaweed Sea Urchin

Suggestion: Enlarge to A3 for ease of use

28 Web of Life Resource Sheet Which Seabird am I? E

Purpose: New Zealand is the seabird capital of the world with over 86 species of seabird breeding on our shores. Yet many species of seabird have succumbed to pressures on their breeding and feeding habitats and many populations are in decline. This activity aims to raise awareness of other seabirds and that the plight of kororā is not unique. Seabirds are precious taonga or treasure and need our help!

Suggested learning objectives Describe what endemic, native and introduced means. Recall facts about New Zealand seabirds.

Preparation Photocopy and cut out the resource sheets.

Method 1. Discuss what endemic, native and introduced mean (refer to the glossary) 2. Discuss what seabirds are. A seabird is simply a bird that spends most of its time at sea. Check out Southern Seabird Solutions Fact Sheet, ‘What Makes a Seabird a Seabird?’ http://www.doc.govt.nz/Documents/conservation/native-animals/birds/sea-and-shore/factsheet-3.pdf 3. Read the descriptions on the resource sheet to the class. 4. Match the name/photo to the correct description.

Discussion • What does threat status mean? (See Fact Sheet.) • What was the most common threat ‘status’? Why do you think this is? • What are some of the threats seabirds face? Think about where they breed and where they feed. • Are all the birds seabirds? If not, why not? (Oyster catchers are waders and feed on worms and shellfish usually on the seashore.)

Extension • Research the seabirds in more depth and make your own clues. There are some great links in the ‘Resources’ section • Listen to the different sounds the birds make. Radio New Zealand has a noteworthy collection http://www.radionz.co.nz/collections/birds • Make a mural of the different sea birds that live on or close to the beach.

ANSWERS: Card 1 = Blue Penguin; Card 2 = Westland Petrel; Card 3 = Sooty Shearwater; Card 4 = Fiordland Crested Penguin; Card 5 = Fairy Prion; Card 6 =White Fronted Tern; Card 7 = Black-backed Gull; Card 8 = Pied Shag; Card 9 = Variable Oyster Catcher

produced by THE WEST COAST BLUE PENGUIN TRUST Blue Penguin Yearly Activities 29 Which Seabird am I? at! Card 3 Card Card 6 Card Card 9 Card material. get my meals! my get along beaches or in estuaries. I have a long, bright orange bill. orange a long, bright I have I am native and my status is declining. status and my I am native I am native and my status is declining. status and my I am native black cap on my head from my black bill. my head from black cap on my I am endemic and my status is recovering status I am endemic and my harvested by descendants of Rakiura Maori. of Rakiura descendants by harvested I am also known by the name ‘Muttonbird’ and am the name ‘Muttonbird’ by I am also known I am often seen in a pair probing busily for shellfish busily for seen in a pair probing I am often My nest is simply a dent in the sand with no nesting in the sand with no nesting is simply a dent My nest My name refers to a thin strip of white separating the separating of white a thin strip to My name refers as ‘tube-noses’ because of the tube on top of my beak. of my because of the tube on top as ‘tube-noses’ I live for a long time, reaching 30 years and then some! 30 years reaching a long time, for I live Predators or humans entering our colonies will be dived will be dived our colonies or humans entering Predators I have been recorded swimming to depths of over 60m to 60m to depths of over to swimming been recorded I have I am a member of the Procellariidae family of birds known known of birds family I am a member of the Procellariidae Card 5 Card Card 2 Card Card 8 Card wingtip. in colour. coastal forest near Punakaiki. forest coastal I am native and my status is relict. status and my I am native I am often mistaken for a penguin! for mistaken I am often found nesting with me in my burrow. with me in my nesting found myself on rocks, trees or artificial structures. or artificial trees on rocks, myself I have 2-4 eggs, which are pale blue in colour. eggs, which are 2-4 I have I am native and my status is nationally vulnerable. is nationally status and my I am native I have a blackish ‘M’ across my back from wingtip to wingtip to back from my a blackish ‘M’ across I have I am endemic and my status is naturally uncommon. is naturally status I am endemic and my I only breed in one place in the world - along 8km of in the world in one place I only breed Students of Barrytown School discovered me in 1945. School discovered of Barrytown Students I am a large black-and-white bird often seen warming seen warming often bird black-and-white I am a large I am a large and chunky looking bird and mostly black and mostly looking bird and chunky I am a large On Stephens Island in the Cook Strait, Tuatara are often often are Tuatara Strait, Island in the Cook On Stephens I am the most common bird found dead on NZ beaches. found bird common I am the most eggs. Card 1 Card diver”. diver”. Card 7 Card Card 4 Card kilograms. kūmara crops. kūmara I am native and not threatened. I am native measure approximately 60cm long. approximately measure I am native and my status is declining. status and my I am native I am the smallest penguin in the world. I am the smallest stormwater pipes, and even under houses! pipes, and even stormwater I nest in underground burrows, in rock crevices, in crevices, in rock burrows, in underground I nest means “good little little means “good ‘ Eudyptula’ name, My scientific I am often found where food scraps are abundant! are scraps food where found I am often I tend to only raise one chick even though I lay two two though I lay one chick even only raise to I tend agitated I display 3-6 whitish stripes on my cheeks. on my 3-6 whitish stripes I display agitated Māori trained me to eat the caterpillars that infested infested that the caterpillars eat me to Māori trained I am the largest of all gulls found in New Zealand and Zealand in New of all gulls found I am the largest I am endemic and my status is nationally endangered. is nationally status I am endemic and my As an adult I am about 60cm tall and weigh up to four four up to As an adult I am about 60cm tall and weigh I have a wide yellow eyebrow stripe (crest). When I am When (crest). stripe eyebrow a wide yellow I have Which Seabird Am I Resource Sheet 1 Am I Resource Which Seabird

30 Which Seabird Am I Resource Sheet 1 Image: Craig Potton Image: Craig Image: Kerry-Jayne Wilson Image: Kerry-Jayne Wilson Westland Petrel / Taiko Petrel Westland Black-backed Gull / Karoro Black-backed Fiordland Crested Penguin / Tawaki Penguin Crested Fiordland Image: Craig Potton Image: Craig Image: Graeme Taylor Image: Graeme Image: Kerry-Jayne Wilson Blue Penguin / Kororā / Kororā Blue Penguin Fairy Prion / T ī t Wainui Fairy Variable Oystercatcher / Tōrea Pango / Tōrea Oystercatcher Variable Image: Craig Potton Image: Craig Image: Graeme Taylor Image: Graeme Image: Sabrina Leucht Pied Shag / Kahuriruhi Sooty Shearwater / T ī t Shearwater Sooty White Fronted Tern / Tara Tern Fronted White Which Seabird Am I Resource Sheet 2 Am I Resource Which Seabird

31 Which Seabird Am I Resource Sheet 2 The Seabird Shuffle A

We just couldn’t resist! This game is ideal for use as a warm-up or an energiser. It does involve one coastal wader but, for alliteration’s sake, we’ve indulged and used ‘seabird’.

Suggested learning objective Act out different seabirds based on knowledge of their features.

Method • Go through the actions briefly with children • Children should begin by walking around the room in any direction • On the various commands listed below, they should carry out the appropriate action • Increase the speed of calling the commands to energise your class full of birds!

COMMAND ACTION

Blue Penguin With flippers/arms by side waddle around the room

Westland Petrel Use your arms to exaggerate your size and put your angry bird face on

Sooty Shearwater Make a letter ‘o’ with your hand and place on your nose (tube-nose) whilst flying around

Fiordland Crested Penguin Strike a pose and run your fingers along your eyebrows

Pretend to fly into the wind with wings/arms extended and dip your head into the water to Fairy Prion catch fish (hydroplaning)

White Fronted Tern Sit down in your minimalist nest

Pied Shag Hold wings/arms out at side and stay still, as if sunning yourself and drying your wings

Black Backed Gull Squawk whilst flocking together with classmates

Variable Oystercatcher Extend arm as if a bill and pretend to probe in the sand for shellfish

Extension • Add more sea or coastal birds and get kids to suggest their actions. • Play the above game using birdcalls instead of commands. Radio NZ has a notable collection online (see resources). As kororā and other birds are not always easy to spy, it is a useful skill to recognise birdcalls. Kids really enjoy the challenge!

Sooty Shearwaters. Image: Craig Potton

Blue Penguin Yearly Activities produced by THE WEST COAST BLUE PENGUIN TRUST 32 The Seabird Shuffle Kororā Survey E M

Surveys are a top-notch way to collect data on the knowledge, attitudes and behaviours of a target audience. Results can help to identify gaps in people’s knowledge or understanding and can support any action projects you may be planning. This activity walks you through designing and conducting a community survey on people’s knowledge of and attitudes to blue penguins and would be useful after some study of blue penguins.

Suggested learning objectives Design and conduct a survey to find out how much your community knows or feels about blue penguins. Make statements about implications or possible actions based on the results of the survey.

Preparation Discuss what types of questions are best to use for surveys. Three main types of questions in surveys are: 1. “Closed” questions – people can only choose from answers you provide E.g. Have you ever seen a blue penguin?” (Circle one) YES NO I DON’T KNOW 2. “Open” questions – answers will be in the words of the person being asked E.g. “What do you know about blue penguins?” 3. “Continuum” questions – people choose along a continuum from good to bad, lots to a little, etc.… E.g. “How important do you think it is to protect blue penguins?” (Circle one number) Not important 1 2 3 4 5 Very important Ultimately, the question design depends on what information you want to find out.

Tips • Have a purpose or aim to the survey – this will help you to choose the questions. • Use short and clear questions, so people understand what you are asking. • Ask only a few questions, so people don’t get tetchy (five is probably enough). • Use continuums for questions about attitudes rather than yes/no answers. This gives more insight into people’s thoughts. • Let people answer “I don’t know”; this is also useful information.

produced by THE WEST COAST BLUE PENGUIN TRUST Blue Penguin Yearly Activities 33 Kororā Survey Method 1. Ask students if their knowledge has grown through studying blue penguins. Do they feel differently about the plight of kororā? Relate this to their community – how can people help blue penguins if they don’t know about them? 2. Discuss what a survey is and how it can be used to find out how much their community knows or feels about blue penguins. 3. Brainstorm the purpose or goal for the survey. Decide on a target audience: other students, parents, friends, family, beach- users or the wider community. 4. Brainstorm possible questions for your target audience, for example: • Have you ever seen a blue penguin in the wild? • Do you know where blue penguins live? • Show a picture of other penguins and seabirds found in New Zealand and ask respondent to identify the blue penguin • What is the biggest threat to blue penguins? a) dogs b) cars c) oil spills d) drowning • What do you think should be done to protect blue penguins? 5. Discuss and decide as a group what questions will be in the survey. 6. Let students decide if they want to conduct in person, over the phone or get people to fill in the form themselves. 7. Try out the draft survey with your group using the chosen method before taking it to your audience, and amend any questions that may need clarifying or tightening up. 8. Conduct the survey. Complete one form for each person interviewed. 9. Compile the results. The students can develop percentages and graphs for each response, or write statements that describe people’s feelings and opinions. Discuss the results. 10. Identify the key issues raised by your survey. Write down any gaps in public knowledge and brainstorm ways the class can fill in these gaps. (The ‘Waddle you do?’ activity pg( 38) develops ideas to protect blue penguins.

Links Unit on how to plan a statistical investigation http://www.nzmaths.co.nz/resource/planning-statistics-investigation

Adapted from WWF, “What does our community think?”

Blue Penguin Yearly Activities produced by THE WEST COAST BLUE PENGUIN TRUST 34 Kororā Survey Scope it Out! S

A burrowscope is a device that allows scientists to get up close and personal with blue penguins in their burrows. This activity gets tamariki thinking about the role of scientists and how they can assist conservation.

Suggested learning objective Explain how certain actions and equipment help to conserve penguins.

Preparation • Watch the LEARNZ video, ‘Checking Penguins with a Burrowscope’. Go to www.bluepenguin.org.nz/education/LEARNZvideos

Method 1. Discuss what conservation means, (protect, preserve, restore, prevent loss, careful use etc.). 2. Discuss with children what they know about conservation. Use prompting questions such as: What would scientists who study kororā want to find out? How would they gather this information/data? What would they do with the information? 3. Watch the video and discuss the questions below.

Discussion • Why is a burrowscope necessary? • How could this technology assist the conservation of kororā? • How often will Ranger Reuben check this burrow during nesting? • How do you know it is an adult penguin you can see? • Why does Reuben think that the eggs have probably hatched?

Extension Draw/sketch and label the burrowscope. You could add these to your map.

Adapted from LEARNZ Penguins and Seals field trip, Wednesday 7 November 2012

Conservation Volunteer Ignacio Rebled Lluch tries his hand at burrow scoping produced by THE WEST COAST BLUE PENGUIN TRUST Blue Penguin Yearly Activities 35 Scope it Out! Vision Statement E S

Purpose To sum up all your thought provoking inquiry and exploration, use this activity to form a vision of how you want to help kororā. A vision is a thought or concept of the future, created with imagination and wisdom. This reflection will help you to pinpoint the most important understandings gained, and summarise them for future action. This could also be an opportunity to assess what children have learnt.

Suggested learning objectives Demonstrate knowledge gained and depth of understanding about kororā. Form a class vision.

Preparation As part of a ‘bus-stop’ exercise, display all the work completed around the room at different stations. Be sure to include your map, your Penguin Storm, stories, photos and any artwork.

Method 1. At each station have a large sheet of paper with the questions: • What words and ideas have stuck with you since doing these activities? • What new ideas did you have that you’ve never had before? • What is this resource telling us about kororā? • What feelings do you get looking at this resource? • What did you learn from this activity? As children move to each station, ask them to record their ideas on a sticky note, scrap paper or straight onto the question sheet. 2. Come back together to discuss and record the ideas from each station and add more ideas using the questions below. • What vision do you have for helping kororā? • What ideas are important to include in our vision for kororā? • What will the situation be like for kororā in your vision? 3. Next compose a class vision by completing the following statements or developing your own: “The qualities we value about kororā are…” “We can create a better life for kororā by…” “Some guiding principles we would like to share for kororā are…” “Some issues that we want to tackle are…” 4. Display your map, vision statements and summary of important insights.

Adapted from the Enviroschools Kit

Blue Penguin Yearly Activities produced by THE WEST COAST BLUE PENGUIN TRUST 36 Vision Statement Explore Alternatives S

Before you plunge into taking action for blue penguins, allocate some time to research what the alternatives are. There are some exciting actions happening for kororā and other seabirds, some of which you can find on the WCPT website. Don’t feel pressure to reinvent the wheel but keep in mind the needs of your local kororā and community. Immerse yourself in what has happened or is happening for kororā, and begin to adapt, tweak, or create your own ideas for change.

Suggested learning objective Research and explore ideas to take action for blue penguins.

Method 1. To frame your inquiry, discuss these key questions with students: • How else could it be? • What have others done? 2. Explore the above key questions, recording ideas on additional scraps of paper as you go, and then add them to your map. Stuck for places to look? Here is a list to begin with: books, school journals, internet, local experts (e.g. DOC, WCPT), libraries, newspaper articles, school websites, museums, zoos and other institutions, e.g. Oamaru Blue Penguin Colony, Phillip Island Nature Park. We have listed lots more in ‘Recommended Resources’. 3. After immersing yourself in the possibilities, get children to brainstorm: • What are all the actions we could take? • What are our priorities for change? 4. You could rank the priorities for change and children could vote on them, and then agree which of the possible actions are the ones that will bring about your top priorities for change. You could use a tool that you are comfortable with e.g. De Bono’s 6 hats or a PMI (plus, minus, interesting) assessment, to help think more about your ideas and actions.

Extension Get children to form a speech, debate, or presentation about what they have learnt, and what action they want to take for kororā. Have a guest ‘judge’ who can help you to decide what actions to pursue.

produced by THE WEST COAST BLUE PENGUIN TRUST Blue Penguin Yearly Activities 37 Explore Alternatives ‘Waddle’ You Do? S Taking Action for Kororā!

What ideas do you have to help protect kororā? Brainstorm as a class and select those that the class feels will be effective at protecting kororā. Add your project ideas to your map using a key and symbols.

Suggested learning objectives Brainstorm project ideas to help protect kororā. Some ideas to add to the brainstorming session could include:

Adopt your local beach Establish a long-term relationship with a local stretch of kororā habitat. Aim for zero waste with regular clean ups and campaigns. Other activities could include re-planting suitable coastal plants to create healthy habitat, taking part in the WCPT annual census by counting tracks (or start your own regular census), setting and monitoring traps, creating signage at access ways, and ‘spot’ rewards for responsible dog owners. (Check with your local DOC office, council or the West Coast Penguin Trust first.)

Write a care code Care codes are like guidelines or a pledge that explain how to care for an area, or in this case, kororā. They are short, snappy and eye catching. Your care code could be displayed at your school, sent home in a newsletter, or created into signs for your beach. Get creative! How would you like people to care for your beach and kororā?

Work with your local SPCA and dog owners How about holding a ‘dog’s breakfast’ morning and invite dog owners for morning tea and some information on how to ensure their beloved pooch isn’t a penguin killer. Don’t forget some kai for the doggies and show them that dogs and penguins can share the beach when dogs are under control. Dog owner attending a ‘Dog’s Breakfast’ at the Write to Council Hokitika SPCA Concerned about the speed at which vehicles travel close to kororā habitat? Write to your Council asking them to prevent kororā deaths throughout their region by putting up penguin road signs, a penguin proof fence to keep penguins off the road, or speed bumps to slow down the traffic. If you’re concerned about loose dogs, especially near the beach, you could ask your local council to put a note in their newsletter or the dog registration renewal notice asking dog owners to keep their dogs secure at home.

Raise awareness If people don’t know kororā live on their beaches, how can they be expected to help protect them? You could write and perform a waiata, include a feature in your newsletter or local newspaper, run a penguin themed assembly, hold a fun penguin burrow or house building competition at the beach and send photos to the local newspaper or a facebook page.

A fun penguin burrow at Driftwood & Sand Festival

Blue Penguin Yearly Activities produced by THE WEST COAST BLUE PENGUIN TRUST 38 ‘Waddle’ You Do? Taking Action for Kororā! Planting Get your hands grubby and organise a planting day. Plants are important for the habitat of coastal creatures. They provide protection from predators, increase plant diversity, and help prevent erosion. For a long-term project, students can grow their own plants for future planting. Contact DOC if you are keen to undertake a planting event.

Fundraising You could raise money to donate to West Coast Penguin Trust projects such as sponsoring nest boxes, penguin protection fencing or foraging studies to find out where penguins go to eat and what dangers they may face. Challenge friends, family and other schools in your area to fundraise too! A simple and robustly entertaining way of doing this is to hold a penguin themed mufti day, perhaps wearing blue for blue penguins and wearing hats or feathers in your hair for Fiordland crested penguins! Send us some pics!

Art and design

Get your creative juices flowing and design brochures, pamphlets, posters or beach Scouts at Hokitika beach restoration site access signs to raise awareness of kororā. Paint a mural at school or make edible penguins (photo). Contact your local council, library or museum and see if you can display the information the class has gathered about kororā for the community to see.

Penguins on drains If you are interested in the effects of stormwater on kororā and other coastal birds (not to mention freshwater and marine life), consider painting reminder pictures of fish or penguins on drains in your area. Consider a public education campaign focusing on preventing stormwater contamination. This can help raise awareness of the impact of activities such as washing cars on roads and pouring paints or other waste down the drain. Contact your local council for permission and remember “only rain down the drain”!

Volunteer Check out the West Coast Penguin Trust’s website or Facebook page or contact your local Khaya Wigley with edible penguin made from grapes, marshmallows, radish and a DOC office for volunteer days. toothpick!

Make a nest box Building nest boxes provides a safe home where nest sites are not available or, in some cases, to re-locate birds. There are many things to consider to ensure nest boxes are both healthy for kororā and their habitat so contact the Trust or your local DOC office for more information.

Trapping for predators Although rats and stoats are not a major problem for penguins on the West Coast, they could take an egg or kill a chick and they will certainly take eggs and kill the chicks of other native birds. Contact your local DOC office for more information; there may be traps out there already that need looking after. These traps can be dangerous so adult assistance is mandatory. Monitor your results and share with others!

produced by THE WEST COAST BLUE PENGUIN TRUST Blue Penguin Yearly Activities 39 ‘Waddle’ You Do? Taking Action for Kororā! Develop an Action Plan E S T

Purpose An Action Plan helps you organise ideas for your project and foresee any future issues that may arise as you work towards your vision.

Suggested learning objectives Develop a plan for action to help kororā and other seabirds. Work collaboratively to carry out an action.

Develop one or more goals • What goals or targets would you like to work on to move towards your vision? • Think about the purpose of each goal and the benefits for kororā. You might think about goals that will keep kororā safe from various threats. • Try to keep your goal SMART! (Specific, Measurable, Achievable, Realistic, Time-bound.) For example, where and when will this take place - at school, at the beach or the surrounding streets? Remember it doesn’t have to be outside school to be taking action and different goals might have different locations. There are some more prompts below that will help you to add detail.

Now the action plan • Using your goals, class map and the students’ vision statements written earlier, ask students to create an action plan that will bring about the changes they want for kororā. • What actions and tasks are you going to take to achieve your goals and work towards your vision? • Give your action plan a name – something catchy that people will remember. • Keep brainstorming to come up with ideas and solve problems.

Prioritise • What is the most important action from your brainstorm? Make sure you include it first in the ‘Action’ box.

Tips for planning • KISS – Keep it Simple and Succinct or Keep it Simple Stupid! • Start small. You can always do more once you have achieved your plan. • Keep it as a working document; you don’t need a perfect plan. It will be more effective if you can change it and add ideas as you go along. • Do what works for your group. • Once you have completed your plan, keep track of all the actions you do, so you’ll know that you’re making progress.

Budget • Brainstorm the resources (tools, information, people) that you will need to get each task done. Write them down. Are there other experts or organisations that can help? • Projects don’t have to cost the earth, or even cost anything! Remember actions can take place in your school grounds or the classroom. • Funding options are also available – check out ‘FundView’ online (your local library and council should have access).

Timeframe • Projects almost always take longer than originally expected. Schedule enough time for students to thoroughly investigate, plan and implement projects. Unrealistic timelines usually lead to the action phase being dropped. • Think about school terms and holidays. Is this going to be one-off or a long-term project? You should have a date that each action is to be completed, or if long-term, when parts of the action are to be completed.

Blue Penguin Yearly Activities produced by THE WEST COAST BLUE PENGUIN TRUST 40 Develop an Action Plan People involved • Roles need to be clearly defined. Who will be doing what? Each person must make sure their job gets done. He or she can ask for help. • Now you need to get support for your ideas from the community. You need to make sure that what you want to change is also what other people want to change. If you haven’t already invited people to talk to your class then now is the time to do this. Think about inviting: • Rūnanga / iwi representatives • District / regional council • West Coast Penguin Trust • Recreational groups (e.g. fishing or boating) who use the area • Department of Conservation (DOC) • The SPCA or dog obedience leaders • Residents’ associations • Other classes in your school who are learning about your beach • Other schools in your area that are also learning about your beach • Businesses • Family, friends, and whānau

Resources The West Coast Penguin Trust website includes stories from schools and community groups taking action for kororā. Tell us what you are doing so we can share it on the website and you can inspire others!

Kaniere School pamphlet designed and distributed by Year 2 students Check it out at: http://www.bluepenguin.org.nz/news/kaniere-school-raises-awareness/

produced by THE WEST COAST BLUE PENGUIN TRUST Blue Penguin Yearly Activities 41 Develop an Action Plan Sample Blue Penguin Action Plan

Note: This is a suggested vision and action plan. Let students come up with their own ideas, and then together you can decide on an action plan for your class. You might end up with more than one goal and/or more than one action for each goal and you could prepare an action plan for each one.

What is our Vision? To provide a healthy and safe environment for blue penguins.

What is our Goal? We want our community to understand that dogs are a threat to blue penguins and to take more responsibility for their pets.

What skills will we need? Who could influence the decision? • Research – to investigate our questions • Users of our beach • Literacy – to create our flyer and persuade our audience • Local council • Problem solving – to work towards our vision • Local SPCA & dog owners • Co-operation – working together to come up with new • Parents approaches, ideas, and ways of thinking • School Principal and Board of Trustees • Numeracy – to quantify our survey results

Evaluation of action Action Evaluation of plan Did our actions lead to our • Create a flyer to be given to dog owners when Did our actions move us registering their dogs informing them of the issue and goal being met? how they can help. Also to be distributed through the towards our vision? SPCA, vet clinics, and pet shops. • Hold a ‘Pooch, Parents and Picnic’ day at school or the beach to educate our whānau and celebrate our progress. • Invite our local newspaper to take photos of us in action.

How will we find out how people think and feel about the How can we make people more aware of the issue? issue? • Put copies of our flyer on display around town • Talk to them and ask • Publish a story on our school website and newsletter, send • Design a questionnaire and survey our school community one to our local newspaper, and to the WCPT for publication before and after our actions on their website • Talk with experts at DOC, the SPCA and dog control officers who deal with this issue

What information do we need and where will we find it? • How do dogs threaten penguins? – Local experts, books, internet • How can you be a responsible dog owner? – SPCA, dog control officer, WCPT, DOC, coastal bird care societies

What is out timeframe? • Flyer to be completed and ready to send to Council at the end of Week 6, Term 2 • Picnic scheduled for Friday Week 8, Term 2 (postponement date Friday Week 10, Term 2) • Reflection Week 11, Term 2

What resources do we need? • Paper for distribution (Council to provide) • We have $50 from our class fundraiser • Morning tea kai and beverages • Games: eggs, spoons, sacks • Penguin stencil and face paint

Blue Penguin Yearly Activities produced by THE WEST COAST BLUE PENGUIN TRUST 42 Sample Blue Penguin Action Plan Penguin Action Plan

What is our Vision?

What is our Goal?

What skills will we need? Who could influence the decision?

Evaluation of action Action Evaluation of plan

How will we find out how people think and feel about How can we make people more aware of the issue? the issue?

What information do we need and where will we find it?

What is out timeframe?

What resources do we need?

43 Penguin Action Plan Reflect on Change: T Measure, Document, Share and Celebrate

After all that hard work, ensure that you allow time to record what you have done. This helps you and others to see how much you have achieved and helps your project continue to receive support. Plus it is a legendary way to inspire others!

Suggested learning objective Measure and evaluate the outcome of your project.

Examples of things you could measure • How many penguins you painted on drains • How many people came to your meeting • How many people saw your map or your display • How many people you surveyed

Ideas for recording what you did • Making a scrapbook • Record your action on film and upload it to your school’s website or YouTube • Painting an annotated mural on something moveable (e.g. sheet) that can be presented to other classes, your Board of Trustees or local councils • Send photos and/or videos to the West Coast Penguin Trust for their website

Celebrate and share your project with others What better way to polish off a project than a celebration? Projects can finish with a fizzle but make sure yours finishes with a bang by having some fun. It is also a thoughtful way to say thank you to people who helped out. You could invite the newspaper, TV or radio station reporters to your celebration. If they run a story on your success, lots of people will hear about the importance of protecting kororā. Perhaps plan to celebrate on special environment days such as: • World Environment Day • Seaweek • Conservation Week • Keep New Zealand Beautiful Week You can find these dates on the Enviroschools webpage, under the “For Schools” section. Ask the children what they want to do to celebrate.

Ideas may include • Hold a picnic at the beach, or a penguin tea party at school • Write a story for the community newspaper or your school newsletter • Make penguin cookies or cupcakes • Play penguin related games e.g. Rob the Nest, waddling race with an egg and spoon • Hold a community day in the field, perhaps planting native plants and a barbecue (The West Coast Penguin Trust or DOC may be able to lend you a hand) • Make a show or skit about kororā or your experiences • Take members of your families, friends and other community members around your school or special site to see the projects you have been working on and those you would like some help with • Have a penguin-themed school gala day or mufti day • Get creative and have a jolly good time!

Blue Penguin Yearly Activities produced by THE WEST COAST BLUE PENGUIN TRUST 44 Reflect on Change: Measure, Document, Share and Celebrate FACT SHEET Blue Penguin Eudyptula minor

(Eudyptula = good little diver, minor = smallest)

Other Common Names: Fairy penguin, little penguin, little blue penguin or kororā

Description The blue penguin is the world’s smallest penguin at just 35-43cm tall, and weighing a little over 1 kg. It is found in many places around New Zealand and Australia and is a protected native species. The average lifespan for a blue penguin is seven years but they have been recorded living to 26 years of age.

Adults Adult blue penguins have slate blue plumage on the back, with a white chin, throat and shirt front. They have greyish- black beaks, and pale pink feet with black soles. They blush with their feet when excited or disturbed. Their eyes are a silver-grey colour.

Nests Nests are situated close to the sea in burrows excavated by the birds or by other species, or in caves, rock crevices, under logs or tree roots, or in or under a variety of man-made structures including nest boxes, stacks of wood or timber, and buildings in coastal dunes, forest or farmland. Once they have found a safe place to nest, penguins will pick up small sticks and twigs to line the nest. Colonies can be found up to 500m upstream from river mouths, where they may share the area with whitebaiters. On the West Coast, blue penguin colonies can be found anywhere from towns to our most remote beaches. Colonies are small; many have less than five pairs, and the largest have 20-40 pairs. Penguins are very faithful to their home site with chicks often returning to breed within a few metres of where they were raised.

Eggs Blue penguins normally lay two eggs in one group (termed a clutch), one to four days apart. The freshly laid eggs are white but soon become stained with excreta and mud. The incubation time is 36 days. Both parents take turns incubating the eggs. Hatching of the chick from its egg can take up to three days.

Juveniles The adults continue to take turns to either stay on the nest or feed so that the chicks are guarded for their first 2-3 weeks. After that, both adults will be going to sea to bring home enough food for the chicks. Adults feed their chicks by regurgitating their catch into their chick’s mouth. Hatchlings are little fluff balls, covered in black down. They are able to fully open their eyes at seven days old. The black down is replaced by a brown down at two weeks of age. Chicks moult their brown down which is replaced by proper water proof feathers and they leave the safety of their parents and their colony at about two months of age.

Distribution Blue penguins are found only in New Zealand and southern Australia. Major breeding areas in New Zealand include Hauraki Gulf islands, Wellington Harbour, Cook Strait islands and Marlborough Sounds, West Coast, Fiordland, Motunau Island, Banks Peninsula, Oamaru, Otago Peninsula, islands in Foveaux Strait and around Stewart Island, and the Chatham Islands.

45 FACT SHEET Blue Penguin Eudyptula minor Daily activity During the day, blue penguins feed out in the ocean and then return to the colony after dusk and under the cover of darkness to rest or to feed chicks. They may be heard calling from out in the water and usually come ashore in small groups and linger on the shore before splitting up to go to their burrows. It is often thought they are nocturnal because they are active at night on beaches and at their nests, but they feed at sea during both day and night.

Yearly cycle Variations occur depending on the location of a colony. The chart below is for the West Coast of the South Island, New Zealand. Blue penguins can be found on West Coast beaches for much of the year, whether they are breeding or moulting. From June to November penguins come ashore to lay eggs (generally two) and raise young in burrows. By March they have moulted and returned to the sea. A few penguins will stay close to home all year, but most will disappear for a while between moulting and then breeding. It is not known where they go during this ‘holiday’.

Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Burrow Occupation Egg Laying Chick Raising Moulting

Adaptations Diet Blue penguins are hungry wee fellows, consuming up to approximately their body weight on those days they feed. Their diet consists of small fish, squid and krill. While breeding, they cannot feed on those days they are incubating their eggs (on those days it’s their partner’s turn to feed), and for up to three weeks during the moult they do not feed at all. Feeding Blue penguins tend to feed in relatively shallow waters and are opportunists! They have a powerful beak and a rough Velcro-like tongue that helps them to hold and swallow their slippery food. Adults feed their chicks by regurgitating their catch into their chick’s mouth. Fish milkshake, yummy! Sight Penguins are visual ocean hunters so they need to be able to see well underwater in order to catch fish and avoid predators. They also need to see well on land so that they can find proper breeding sites and protect and care for their eggs and young. If a penguins’ eyes could focus only in air then they would be at a disadvantage when in the water, and vice versa. Penguins have evolved a flattened cornea, which refracts light less strongly than ours, and strong eye muscles that can change the shape of the lens allowing for sharper vision underwater. These adaptations allow focus in air and in water! In addition, penguins have a clear eyelid called a nictitating membrane that protects their eyes when underwater. These adaptations eliminate the need for penguins to pack goggles whenever they go to the beach for a swim! Hearing Blue penguins have good hearing. It is better in the water than on land as water transmits sound better than air. Voice Blue penguins have quite a repertoire of noises to communicate with each other. The Māori name kororā is probably a rendition of one of its calls. Barks: to keep in contact at sea Brays: to protect territory and attract mates Croons: to let their neighbours know they are home Peeping: chicks make a high-pitched peeping as they beg for food

46 FACT SHEET Blue Penguin Eudyptula minor Feathers Penguins take the top prize for number of feathers; they have about 10,000, which is three to four times the number of a flying bird! The base of their feathers are downy and serve to trap air, providing excellent insulation when out at sea. The feathers are stiff, oily and overlapping (a bit like fish scales). This provides a waterproof coat which stops water getting in and replacing the insulating layer of air. Camouflage Blue penguins have countershading. This is a type of camouflage where the top half of the penguin is dark, so that when it is seen from above, it blends in with the dark waters below, and the bottom half is light, so that when seen from below, it blends in with the sunlit waters above. Clever!

Movement In water Blue penguins were made to swim and literally fly through the water! They have a streamlined body shape (a bit like a torpedo) and are propelled by their flippers, reaching speeds of up to 6km an hour. They use the tail and feet to steer. They easily float on the sea surface. Penguins can travel 15-75km at sea each day. Propulsion comes from the flippers which are highly modified wings. As water is so much denser than air, penguins need a much smaller ‘wing’ than flying birds. The flipper has a similar cross-section to an airplane wing (or the wing of a flying bird) convex on top, concave beneath. They ‘fly’ through the water by creating high pressure behind and low water pressure in front. (Aeroplanes stay in the air by high pressure below and low pressure above the wings). On land Penguins are not known for their graceful gait on land, and blue penguins are no exception. They have short legs at the rear of their body resulting in short steps and waddling. These little steps also use large amounts of energy. This doesn’t stop some blue penguins from nesting up to 1.6km inland! Diving Most of the small prey of blue penguins hang out in the shallow water so they generally dive to depths of between 5 and 20 metres. The maximum dive depth is approximately 60 metres. The length of a dive lasts for around 24 seconds. Try holding your breath for that long!

Behaviour Sleeping Blue penguins sleep either standing up or lying down. They only sleep for about four minutes at a time! Moulting All adult penguins moult at the end of the breeding season; (on the West Coast this is December-March). Penguins shed all their feathers and these are replaced over a period of two to three weeks. While moulting, the feathers are not waterproof and the penguins cannot survive at sea. They have to stay on the land so it is also a period of starvation and the penguins live off stored fat while new feathers grow. At these times, the birds are particularly vulnerable to predators and interference, as they can’t escape into the ocean. The moult is the most stressful time of a penguin’s year. Feathers take lots of energy to grow and it is really important that they are not disturbed by people or dogs while moulting. When they come ashore to start their moult, they are very fat and may weigh one and a half to two times their normal body weight. After moulting they may weight only two thirds their normal weight. As soon as the moult is complete and they are waterproof again, the very hungry and skinny penguins return to sea to feed and regain some weight. Territories During breeding season, males defend their patch around their burrow by growling and making a ‘kak-kak-kak’ warning call. If the intruder continues, the penguin will lock beaks with the intruder and beat it with its flippers! Breeding Males are in charge of burrow construction and they build to impress the females. She chooses the burrow she likes the best and that male will be her mate for the year. Long-term partnerships are the norm but ‘divorce’ is not uncommon.

47 FACT SHEET Blue Penguin Eudyptula minor Droppings Penguins squirt their droppings with some pressure, often creating a long, narrow, triangular dropping up to around 20cm long, which is usually bright white, but may be cream and parts may be dark green.

Threats Blue penguins face natural threats from weka and seals for example, against which they are adapted; however human caused threats present a big problem and blue penguins are at risk, and declining throughout New Zealand as a result. On land, penguins are threatened by coastal development such as roads and buildings, by cars and other vehicles, and by predators such as dogs, rats, cats, stoats, ferrets and weasels. The main killers on the West Coast are vehicles and dogs. In addition, it is not known how many penguins have been killed when their habitat has been destroyed by development, such as buildings, roads or coastal protection. At sea, penguins are at risk of being caught in fishing nets, tangled in other debris, killed by oil spills or of losing some of their food to commercial fishing.

Conservation In some areas of New Zealand, the Department of Conservation and various community groups, including the West Coast Penguin Trust, monitor blue penguins. Birds, nests, eggs and chicks are counted. Birds are sometimes banded to try and assess behavioural patterns within breeding seasons, and to monitor the health of the populations. Information gathered is used to assess survival rates; longer-term statistics will help signal if the species is under threat.

How can I help protect penguins? • Observe the birds quietly and patiently from a distance. • Do not disturb birds or nests at any time especially while they are moulting. • Allow birds a clear passage to and from the sea. • Keep dogs out of breeding areas at all times. • Drive carefully along coastal roads from August to February. • Take care of the coastline by removing rubbish. • Report any dead penguins on the coast to the West Coast Penguin Trust (you can do this easily online at: http://www.bluepenguin.org.nz/report-a-penguin/ ) or elsewhere to the local DOC office so that threats to penguins can be better understood and managed.

Other useful information How do we know which species are threatened? New Zealand has its own classification system for identifying threatened species. The risk of extinction is confirmed based on several benchmarks, including the population size, the rate of growth or decline, and how long it has been in New Zealand. Over a period of time the numbers are reviewed to see whether anything has changed. There are seven categories, ordered below by the most down to the least threatened: • Threatened - Nationally critical • Threatened - Nationally endangered • Threatened - Nationally vulnerable • At Risk - Declining • At Risk - Recovering • At Risk - Relict • At Risk - Naturally uncommon Several species have been classified as either nationally critical, nationally endangered or nationally vulnerable in New Zealand, including reptiles, frogs, bats and birds. Birds are considered ‘nationally critical’ when fewer than 250 mature birds are left or their population has dropped more than 70% over 10 years (or three generations, depending on which is longer). Some examples of threatened or at risk penguins and seabirds are noted below and further explanation and details can be found on the Department of Conservation website www.doc.govt.nz.

48 FACT SHEET Blue Penguin Eudyptula minor Fiordland crested penguin/tawaki Fiordland crested penguins are endemic to New Zealand, breeding in small colonies on inaccessible headlands and islets along the shores of south-western South Island and Stewart Island. They can be seen and heard on landing beaches during July – December. Populations have declined considerably in range and numbers since human arrival. Immediate threats include fisheries by-catch, introduced predators, and human disturbance. They are listed as Nationally Endangered. Yellow-eyed penguin/hoiho The yellow-eyed penguin lives on the coast of Stewart Island and bottom of the South Island, as well as the sub Antarctic islands. It is considered to be the world’s rarest penguin. Predator threats such as dogs, cats, rats and stoats cause the species to be Nationally Vulnerable. Westland petrel/taiko The Westland petrel is the largest burrowing petrel still breeding on the New Zealand mainland, where its large size and aggressive temperament afford some protection from the introduced predators that have destroyed other mainland petrel colonies. It is only found in one area in New Zealand, within the coastal broadleaf forest of coastal ranges near Punakaiki, on the West Coast of the South Island. Its threat status is Naturally Uncommon. Blue penguins/kororā These are the most common penguin found around all coasts of New Zealand’s mainland and many of the surrounding islands. They are listed as Declining.

49 FACT SHEET Blue Penguin Eudyptula minor MĀORI PERSPECTIVES OF KORORĀ

The Penguins of Hinewaihua The 10th century Polynesian explorer Kūpe and companion Kāhue travelled to the undiscovered island of Aotearoa hot on the heels of a giant octopus. The chase ended in Raukawa (Cook Strait) where the octopus was killed. Ngake and his wife, Hinewaihua, were also explorers and they helped Kūpe kill the monstrous octopus. Afterwards, they were so intrigued by the strange new land that they decided to explore the rest of Te Waipounamu (the South Island). They travelled down the West Coast searching the rugged bays and coves until they reached Bluff. On the way, Hinewaihua collected the strange creatures she met including seals (kekeno), dolphins (aihe) and penguins (kororā). Because it was so isolated and there was little sign of man in the lower end of the South Island, Hinewaihua decided that it would be the perfect place to leave her pets. She and Ngake returned to Hawaiiki to tell the people there of these strange new creatures and the beautiful country they lived in.

Traditional uses To Ngāi Tahu, the iwi who hold manawhenua/manamoana (control of lands and seas) of Te Waipounamu, all forms of life including plants and animals are Taonga (treasures) of the ancestors, and they are respected as such. Birds are an important resource to Māori. Before harvesting, rituals and the lifting of tapu is carried out by the tohunga (spiritual leader). Rāhui (bans on harvesting) are applied to ensure continuing supplies. Feathers are used for decoration; ones with a bluish tinge are good for adding to lures used when fishing for kahawai. Bone is used for carved fish hooks and ornaments. In older times, kororā were once roasted on the fire, steamed in the umu (earth oven) or preserved in a pōhā (kelp bag).

Today’s use of resources Ngāi Tahu tohunga (skilled craftspeople) use natural resources in their work. Where possible, birds that have been killed accidentally are collected for skins, feathers and bones to provide the materials used by their ancestors. Ancient rituals and karakia (chants) form a part of this process, which acknowledges the integrity of the bird, maintains its mana (respect) and sustains a vital spiritual link with the ancestors.

Blue Penguin Yearly Activities produced by THE WEST COAST BLUE PENGUIN TRUST 50 MĀori Perspectives of Kororā Penguin Vocabulary – Glossary

an adjustment to environmental conditions; any modification of a plant or animal that helps it adaptation: survive

burrow: a hole dug in the soil as a nesting site or shelter

camouflage: features such as coloration that help an animal hide in its natural surroundings

chick: a baby penguin or other baby bird

clutch: the total number of eggs laid and then incubated at one time

colonies: groups of nesting seabirds

the dark back and light belly coloration of some marine animals (sharks, rays, penguins) that countershading: helps camouflage them in the open ocean

courtship: displays and other behaviours used to attract another bird as a mate

diurnal: animals that are active during the day rather than at night

ecology: the study of living things in relation to their environment

a community of living things plus the physical and chemical environment with which they ecosystem: interact

endangered: faces a very high risk of extinction in the near future

plants and animals that live only in one country; e.g. Fiordland crested penguins are endemic to endemic: New Zealand, they are not found naturally in any other country

plants and animals change slowly over time as their genetic makeup changes to increase evolve: survival and breeding success

extinct: having died out or ceased to exist

habitat: where a plant or animal lives and the natural environment it needs to survive

incubate: keeping eggs warm by sitting on them until they are ready to hatch

introduced: means brought here by humans; e.g. stoats and dogs were introduced to New Zealand

juvenile: a plant or animal that has not yet reached maturity

krill: a small shrimp-like animal living in the ocean

51 Penguin Vocabulary – Glossary mammal: a group of animals that breathe air, produce live young, have hair and suckle their young

mate: to breed or reproduce

moult: annual process by which penguins shed their old feathers and replace them with new ones

a group of mammals that belong to the weasel family; stoats, ferrets and weasels are the only mustelids: mustelids introduced to New Zealand

a species which is found naturally in a place and was not introduced to that place by people; can native: be found in a number of countries e.g. pukeko

the ecological niche involves both the place where an organism lives and the roles that an niche: organism has in its habitat

nocturnal: animals that are active at night rather than during the day

orphaned: a young animal whose parents are dead or have abandoned it

perch: place for a bird to sit or rest

plumage: a bird’s feathers

predator: an animal that hunts and kills other animals for food

preening: in birds, the use of the beak to clean, arrange and condition the feathers

prey: animal hunted by other animals

regurgitate: to vomit partially digested food; penguin parents regurgitate fish to feed their chicks

a population of organisms that naturally occur in a restricted area, but whose original range was relict: far wider during a previous era

to help somebody/something return to good health or a normal life by giving training, medical rehabilitation: care or therapy. For habitat, it means restoring it to how it would have been before it was damaged

roost: place where a bird rests or sleeps/to rest or sleep in a roost

Southern Hemisphere the portion of the earth located south of the equator

territory: the area an animal defends as its own

threatened: threatened species is an umbrella term used to describe a range of risk categories for NZ species

• Optional Activity: Photocopy these pages, cut the words and definitions out, and play a matching game.

52 Penguin Vocabulary – Glossary RECOMMENDED RESOURCES

The West Coast Penguin Trust website, www.bluepenguin.org.nz, includes information about what we do and projects we are involved in as well as facts about blue penguins and seabirds, videos, educational material, research and census information, and downloads of posters, to name a few. In addition, we have also collated this list of resources that we have found useful.

Sound Recordings / Bird Calls Radio New Zealand. (2014). The Birds. Retrieved from http://www.radionz.co.nz/collections/birds

Online Videos Penguin Island Australia. (2014). Meet the Penguins. Retrieved from http://www.abc.net.au/tv/penguinisland/video/default.htm • An entrancing collection of episodes. Most can be viewed in New Zealand. Meet the Locals. (2011). Little Blue Penguins. Retrieved from http://tvnz.co.nz/meet-the-locals/s2011-e3-video-4043451 • Visit the Oamaru Penguin colony with a marine biologist in this Meet the Locals video. She talks about monitoring and studying foraging behaviour. You can see a nest box and chicks close up!

Websites Penguin Island Australia. (2014). http://www.abc.net.au/tv/penguinisland/default.htm • This site has an interactive calendar, interesting facts, a penguin game and great video snippets! LEARNZ NZ. (2014). http://www.learnz.org.nz • Sign up to browse past ‘Penguins and Seals’ fieldtrips. Find activities and videos. The videos are also available on the WCPT website. Blue Penguin Colony, Oamaru, New Zealand. (2014). http://www.penguins.co.nz • Information about blue penguins. Marshall, Janet. (2014). Kids for Birds. http://www.janetemarshall.co.nz/kids • This site has some outstanding drawings of kororā and other sea & coastal birds. Be sure to check out the ‘All about Birds’ section, which includes posters of birds’ beaks, feet, and wings. You can also submit your own penguin art! Southern Seabird Solutions Trust. (2014). Sea and Shore birds. http://southernseabirds.org/fileadmin/documents/Other/SSS_FACTSHEETS_2.pdf • Factsheets that offer students an opportunity to explore the lives of seabirds. Kiwi Conservation Club. (2014). http://www.kcc.org.nz/little-blue-penguins New Zealand Birds Online. (2014). A Digital Encyclopaedia of New Zealand birds. http://nzbirdsonline.org.nz Department of Conservation. (2014). http://www.doc.govt.nz/conservation/native-animals/birds/birds-a-z/penguins/little-penguin-korora/ • Includes a factsheet with a design for a nest box*. BirdLife International. (2014). http://www.birdlife.org/datazone/species • An informative site with a ‘Species’ search linking to fact sheets on New Zealand Seabirds. Te Ara - the Encyclopedia of New Zealand. (2012). Penguins - New Zealand’s Penguins. http://www.TeAra.govt.nz/en/penguins/page-1 Houston, Dave. (2007). New Zealand Penguins. http://penguin.net.nz IUCN Redlist of Threatened Species. (2014). http://www.iucnredlist.org

* If you are thinking of making nest boxes on the West Coast, please contact WCPT for advice, as the design needs adapting to protect penguin chicks from wekas.

produced by THE WEST COAST BLUE PENGUIN TRUST Blue Penguin Yearly Activities 53 Recommended Resources Examples of Taking Action! Pirinoa School, Wellington. An article about how Pirinoa School students are helping Blue Penguins. http://www.enviroschools.org.nz/in_your_region/wellington/featured-projects/pirinoa-school-helps-penguins St Joseph’s School, Oamaru. St Josephs School in Oamaru has created a website about the blue penguin colony in Oamaru as part of the Living Heritage initiative. Visitors to the site can find out about blue penguins, their diet, nesting, life at sea, and the penguin hospital. http://www.livingheritage.org.nz/schools/intermediate/st-josephs/penquin/index.html Oakura School, Oakura. This school snapshot shows how DOC and Oakura School partnered up to focus on science and create a safe nesting box for penguins. http://nzcurriculum.tki.org.nz/Curriculum-stories/School-snapshots/Oakura-School . * Places for Penguins. This community based programme focuses on restoring vegetation and controlling predators. Find information and ideas on nest boxes*, pest control, public awareness, research projects, traffic control and planting programmes here. http://www.forestandbird.org.nz/branches/wellington/places-for-penquins Granite Island. Find an outline of their penguin protection management strategy including: education and tours, penguin security guards, habitat and homesite construction. http://www.graniteisland.com.au/html/penguin_breeding.html

WHAT YOU MIGHT FIND KICKING AROUND IN THE RESOURCE ROOM

Figure It Out. Penguin Properties. This Level 4 Geometry and Measurement activity involves students drawing the front, plan, and side views of a penguin nest box*. They also use co-ordinates to describe the location of nest boxes positioned on a map. You can find it here, http://www.nzmaths.co.nz/resource/penguin-properties

School Journals

TITLE YEAR PART TYPE Blue Penguins The Blue Penguin 1980 2.2 Story The Plight of the Penguins 2005 3.3 Article Other Seabirds River Shag and Sea Shag 1987 1.3 Article Battle of the Birds Myth

Picture Books / Stories Fischbach, John Paul. (2006). Phillip the Penguin. Australia: Serendipity Press. Palmer, Rebekah. (2008). Little Blue Penguins. Auckland, New Zealand: Scholastic. Petersen, Diana. (1976). Pippa The Fairy Penguin. Auckland, New Zealand: Golden Press. Davis, Lloyd Spencer. (2013). The Plight of the Penguin. Adelie Productions. • Winner of the New Zealand Children’s Book of the Year Award. Can be purchased on the Apple iBookstore.

The Battle of the Birds Maori Religion and Mythology Part 2 – Fables and Miscellaneous Folk Tales http://nzetc.victoria.ac.nz/tm/scholarly/tei-Bes02Reli-t1-body-d4-d6-d4.html Graham, Pita. (1995). Maori Nature Traditions: Children of Earth and Sky. Hong Kong: Bush Press. Bishop, Gavin. (2009). Counting the Stars: Four Maori Myths. Auckland, New Zealand: Random House. Insley, Marie. (1987). River Shag and Sea Shag. School Journal, Part 1 Number 3, 1987 .

* If you are thinking of making nest boxes on the West Coast, please contact WCPT for advice, as the design needs adapting to protect penguin chicks from wekas.

Blue Penguin Yearly Activities produced by THE WEST COAST BLUE PENGUIN TRUST 54 Recommended Resources The Legend of Ngake and Hinewaihua Pohatu, Warren. (2000). Traditional Maori Legends: Nga Tai Korero. Auckland, New Zealand: Reed. Sullivan, Robert. (2002). Weaving Earth and Sky: Myths and Legends of Aotearoa. Auckland, New Zealand: Random House.

Background Reading for Adults Stahel, Colin & Gales, Rosemary. (1987). Little Penguin: Fairy Penguins in Australia. Kensington, Australia: New South Wales University Press. De Roy, Tui; Jones, Mark & Cornthwaite, Julie. (2013). Penguins; Their World, Their Ways. Victoria, Australia: CSIRO Publishing. • Stunning photos and scientifically accurate yet very readable text. It is written for adults but kids will love the pictures. Davis, Lloyd Spencer. (2009). Penguins of New Zealand. Auckland, New Zealand: New Holland. • Photographs by Rod Morris Davis, Lloyd Spencer. (2007). Smithsonian Q&A Penguins. USA: HarperCollins.

Songs The Penguin Song. Although it is cheesy, it comes with actions and kids love it! Try adapting it for blue penguins. https://www.youtube.com/watch?v=aEQVWivU8Dg

produced by THE WEST COAST BLUE PENGUIN TRUST Blue Penguin Yearly Activities 55 Recommended Resources LEARNZ VIDEOS & RELEVANT ACTIVITIES

LEARNZ Virtual Field Trip LEARNZ Video WCPT Education Resource Activity links Penguins and Seals 2012 Don’t Let Your Dog Go Wild Help Kororā! ‘Waddle’ You Do? Explore Alternatives Checking Penguins With a Burrowscope Scope it Out Explore Alternatives Nesting Boxes Blue Penguins’ Yearly Activities Explore Alternatives Observing Penguins Drawing Blue Penguins Blue Penguins’ Yearly Activities Explore Alternatives Threats to Penguins Mapping Your Beach Help Kororā! Web of Life Explore Alternatives ‘Waddle’ You Do? Penguins and Seals 2011 A Special Little Penguin Drawing Blue Penguins Nest Boxes Blue Penguins’ Yearly Activities Explore Alternatives See a Blue Penguin Nesting Blue Penguins’ Yearly Activities Explore Alternatives Monitoring Little Blue Penguins Scope it Out Explore Alternatives A Slice of Blue Penguin Life Drawing Blue Penguins Blue Penguins’ Yearly Activities Human Impacts Mapping Your Beach Help Kororā! Who Can You See? ‘Waddle’ You Do? Food Webs Web of Life Climate Change Help Kororā! Web of Life Explore Alternatives ‘Waddle’ You Do? Why Conserve Penguins and Seals Web of Life Explore Alternatives ‘Waddle’ You Do? Helping Penguins and Seals Explore Alternatives ‘Waddle’ You Do?

Blue Penguin Yearly Activities produced by THE WEST COAST BLUE PENGUIN TRUST 56 LEARNZ Videos & Relevant Activities www.bluepenguin.org.nz