Hooded Plover Curriculum Resource for Years 3-5

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Contents

Contents ...... 2 Activity Summary ...... 3 1. View and Review an Animation...... 4 Teachers’ Notes ...... 4 Student Activity One: View an Animation ...... 4 Student Activity Two: Review the Animation ...... 5 Student Activity Three: Create your own storyboard ...... 7 2. Finding Out More...... 8 Teachers’ Notes ...... 8 Student Activity One: Doing your Research ...... 10 Student Activity Two: Create a Presentation ...... 12 3. Changing Times ...... 13 Teachers’ Notes ...... 13 Student Activity One: Creating an Artistic Timeline of the Landscape...... 13 Student Activity Two: Creating a Presentation ...... 15 Part Three: Analysing your Timeline ...... 15 4. Why laws? By-laws. A Balancing Act...... 16 Teachers’ Notes ...... 16 Student Activities Introduction ...... 16 Case Study: Evenington Council By-Laws ...... 16 Student Activity One: Analysing the News Article...... 17 Student Activity Two: Extending the Argument...... 18 5. Spreading the Word...... 19 Teachers’ Notes ...... 19 Student Activity One: A Picture Tells a Thousand Words...... 19 Student Activity Two: Conducting a Survey...... 22 Student Activity Three: Create Your Own Communication Product...... 22

Activity Summary

Activities Year Levels Supporting Materials and Resources

1. View and Review an 3-5 The Wing Thing website Animation • Hooded Plover Animation

• Animation tips • Stop Animation Video • Comic Strip Challenge • ‘The Hoodies’ Review Grid • Storyboard template ACMI Storyboard Generator 2. Finding Out More 3-5 The Wing Thing website • Image, video, interactive and text links • Finding Out More Research Grid Birds Australia website Birds in Backyards website BIRD (Biodiversity Information, Research and Data) website Bird Wikipedia Museum Victoria Ornithology Collection 3. Changing Times 3-5 The Wing Thing website • Artistic Timeline Template • Changing Times Sample Presentation 4. Why laws? By-laws. 4-5 The Wing Thing website A Balancing Act. Adaptable for • Information about the issues of Level 3 dogs and cars on beaches • Argument Analysis Template Birds Australia website 5. Spreading the Word 3-5 The Wing Thing website • Issues requiring human behaviour changes • Sample signs handout

1. View and Review an Animation

Teachers’ Notes Levels: 3-5 The Wing Thing website provides animations representing the plight of the Hooded Plover. Students are likely to need to view the animations several times to fully appreciate the behaviours being shown by the birds in response to the various threats, and to appreciate the animations for their artistic interpretations. You may wish to complete the Finding Out More activity before undertaking Student Activity Three: Create your own storyboard.

Student Activity One: View an Animation Having just viewed the animation, summarise what you learnt and what you want to know more about.

What did you learn?

“I learnt that …

What do you want to know more about?

“I have questions about …

Share what you learnt and your questions with your group or class.

Student Activity Two: Review the Animation Using the following headings as a guide: • In one colour, summarise the plots of the stories told in the animations • In a different colour, write about your feelings while watching the animations

Review Grid for The Hoodies Animation

Setting the scene Avoiding a raptor Distracting the dogs

Cars on beach Children playing Cooling off

How did the animation work?

How did the animator show drama and movement?

How did the animator represent the birds and other characters?

How would you have represented the birds or other characters? What would you do differently?

Student Activity Three: Create your own storyboard Storyboarding is an important part of making an animation or even a documentary. Draw a storyboard for your own animation depicting a behaviour that is important for the survival of the Hooded Plover or another local iconic bird of your choice. Can you turn your storyboard into an animation? If not, you can colour in your storyboard to turn it into a comic strip. Make changes if you need to so the story is clear and easy to understand. You might like to look at some of the Useful Links on the Wing Thing website.

Useful Links

There are some helpful animation and comic strip tips on the Wing Thing website as well as a storyboard template for you to use. The Wing Thing website http://www.cv.vic.gov.au/stories/the-wing-thing-beach-birds/

Animation tips Comic Strip Challenge Includes storyboard template Includes basic comic strip template.

Hooded Plover Stop Animation video ACMI Storyboard Generator http://generator.acmi.net.au/storyboard ACMI: Filmmaking Across the Curriculum A Beginner’s Guide http://www.acmi.net.au/learn_production_resources.htm

2. Finding Out More

Teachers’ Notes Levels 3-5 Any use of the internet for research throws up a range of problems for young and old. The temptation to copy and paste without interpreting the information is a major issue. This information literacy template, while simple in design, is a powerful tool for focusing on interpretation rather than identifying relevant information i.e. just searching. It also allows you to value explicitly the importance of multiple sources and good citing practice. It is flexible enough to use in a number of different ways. The exemplar in this resource gives a sample of each of these ways: • a fully or partially completed template so students focus solely on interpretation • focus question with relevant website addresses to narrow the searching process • focus question without provided website addresses • an opportunity for students to pose and research their own question. The completed template can be submitted in its own right or as supporting material for the process of creating a presentation. It is likely that if it is not valued by the teacher, i.e. graded or commented upon, then the students will not value it and will resort to copying and pasting. If your students are new to this type of tool, they may need some time and examples to get the hang of using it effectively. A separate Microsoft Word file has been provided providing both a blank grid for students to work on directly and an example grid, like the one following, to provide guidance of how they should complete their research grid.

Example: Finding Out More Template

This partially completed template will help to demonstrate to students what they are being asked to do. Question The information you found and where you Summary found it (rewrite the information you (include information from at least two different places) found in your own words) What group of Scientific name: Thinornis rubricollis birds does the Family: Charadriidae The Hooded Plover is a Hooded Plover Order: Charadriiformes Wading Bird belong to? Featured Bird Groups

Shore birds and waders Pasted from The Hooded Plover's scientific name is Thinornis rubricollis belonging to the Family

Question The information you found and where you Summary found it (rewrite the information you (include information from at least two different places) found in your own words) Scientific classification Charadriidae which are small to medium birds Kingdom: Animalia including plovers, Phylum: Chordata dotterels and lapwings Class: Aves Order: Charadriiformes Family: Charadriidae Genus: Thinornis Species:T. rubricollis Pasted from What does it (Picture)

Pasted from Where does it live?

What does it eat? How does it breed? How do humans affect it? Your question…

Other resources

For Information Literacy Links from SLAV, see http://www.slav.schools.net.au/links/infolit.htm For other examples of Research Organisers, see http://www.upweyhs.vic.edu.au/library/IL_Assignments.htm

Student Activity One: Doing your Research After viewing the animations you will have learnt some new information about the birds but you probably have lots of questions too. In this activity, you will use a research grid to guide your own research. There are some questions in the template already but you can also add your own questions. You may wish to research the questions you wanted to find out more about in View and Review when you viewed the animation. Nowadays you can usually find lots of information quite easily but making sense of it can be a challenge. In this activity you will make sense of your research by looking for information in more than one place and rewriting it in your own words. There are lots of places you can go to find out more about the bird you are investigating. To help you get started, visit the Useful Links. Use the Finding Out More Research Grid to document and summarise your research.

Useful Links

Explore all the Wing Thing links to find lots of information in the images, videos, animations and bird facts. Birds Australia

http://birdsinbackyards.net Look for the Bird Finder. Hooded Plover - http://www.birdsaustralia.com.au/our-projects/hooded-plover.html

and http://www.birdsaustralia.com.au/beach BIRD (Biodiversity Information, Resources and Data) Hooded Plover – http://bird.net.au/bird/index.php?title=Hooded_Plover Bird Wikipedia http://en.wikipedia.org/wiki/Bird Museum Victoria Ornithology Collection http://museumvictoria.com.au/collections-research/our-collections/science-collections/ornithology/ The Gould League – http://www.gould.org.au/shop Offers a range of resources that can support The Wing Thing activities including: Australian Guide to Birds, Bargain Bird Book Bag, Australian Threatened and Endangered Species, and more.

Finding Out More Research Grid

Question The information you found and where Summary you found it (rewrite the information you found in (include information from at least two different your own words) places) What group of birds does this bird belong to?

What does it look like? (Picture)

Where does it live?

What does it eat?

How does it breed?

How do humans affect it?

Your question …

Student Activity Two: Create a Presentation Use your summary and the pictures you have found to create a slide presentation teaching others about the bird you have investigated. After completing the summary (in your own words), set up your presentation. Copy your text to each slide in your presentation so that each slide answers a different question. Choose pictures to go with each slide of text and your presentation is ready to go. Give your presentation to your class.

3. Changing Times

Teachers’ Notes Levels 3-5 Finding suitable historic landscape images for this activity does involve a bit of searching. You could combine this activity with a visit to a gallery in your capital city, e.g. the NGV Ian Potter Gallery in Melbourne, or your local gallery. Your local library is likely to either have information from, or be able to put you in touch with, any local photography or historical society who may be able to provide valuable visual resources for this activity. Finding contemporary images is significantly easier using such websites as Flickr (http://www.flickr.com) -look for ‘Creative commons’ tagged images - or by creating your own. If the bird’s environment is local then this could be a homework or holiday activity, or a chance to explore your local area with a different perspective. A simple example of how the student presentation might work is provided in The Wing Thing website. See the Changing Times Sample Presentation.

Student Activity One: Creating an Artistic Timeline of the Landscape In this activity we will ask: • How has the landscape changed over time, particularly since European settlement? • How might these landscape changes have affected the bird you are investigating? There are some landscape images on the Culture of Victoria website but you will have to do some detective work. Try the sites listed in Useful Links to get you started. Explore your local gallery or local history society’s archives; many have produced wonderful photographic histories of the local area. Art books and the internet are also likely to have images of landscapes over time. Collate them into the template provided. • Can you recognise any landmarks in the pictures or paintings you have found? • Can you take or find a current photograph of this location to complete your timeline?

Useful Links

For some starter images of Australian impressionist landscapes see • http://www.ngv.vic.gov.au/ausimpress/education/insights_ssites.html • http://www.ngv.vic.gov.au/__data/assets/pdf_file/0003/11874/ngv_kids_trail_firstimpressions.pdf

Example: Artistic timeline template Date 1896 represented Image

Where I found http://www.cv.vic.gov.au/stories/the-elliott-collection/7873/brighton-beach/ it About this Brighton Beach by Fredrick McCubbin image

Artistic Timeline Template Date represented

Image

Where I found it

About this image

Student Activity Two: Creating a Presentation Collate your pictures into a presentation showing the change over time. You can use a software program or try an online timeline creator such as http://www.xtimeline.com/index.aspx.

Part Three: Analysing your Timeline Having created your artistic timeline, answer these questions: • What changes can you see? • What evidence is there in the pictures of changing human activity and impact? • How do you think these changes have affected the bird’s ability to breed, feed, move and avoid predators?

4. Why laws? By-laws. A Balancing Act.

Teachers’ Notes Levels 4-5 This activity has several entry points and has been designed to be adapted with local and contemporary content. There are a wide range of teaching strategies that you could use to examine the arguments around an issue. The use of DeBono's thinking hats would be one For guidance on role plays and some excellent examples see: http://www.sycd.co.uk/can_we_should_we/everywhere/citizenship.htm

Student Activities Introduction People use our beaches and forests in many different ways. People share these places with the animals and plants that live there, including the Hooded Plover on our beaches. The following fictional case study will give you some ways to think about the importance of considering the environment as well as other factors and viewing the issues from all sides before making a decision.

Case Study: Evenington Council By-Laws Residents of Evenington were meeting in the Town Hall to discuss new council by-laws for their local beach. Article in the Evenington News Residents of Evenington are today up in arms about proposed new council by-laws. The by-laws include restrictions on dog access to the beach and hefty fines for driving on sand dunes in any kind of vehicle. At a heated town hall meeting, local resident Donna T expressed her outrage at the dog walking restrictions. “These are absurd. I have lived here all my life and walked my dogs every day down at the beach. This is bureaucratic nonsense,” said Ms T. The Evenington 4WD club is also not happy about the proposal. “We have a strong education program. It’s not like you just pay your fees and become a member. You must go through a program which looks at safety for the driver and care for the environment. This proposal is just a money grab,” said James F, club president. By contrast local resident and keen bird watcher David W was all for the changes saying that while education was part of the solution, by-laws are important in reinforcing the message that we must co-exist with our environment or risk losing it. Birds Australia’s Georgie B. has worked with our local community members for a number of years. “These birds are iconic and, because of their behaviour when approached by humans, they need to be left undisturbed during breeding season. We have signs in place and a great understanding in this community of the importance of avoiding the area and

particularly keeping dogs away. But unfortunately many people chose to disregard these signs so the proposed by-laws seem like a logical step to ensure these threatened birds have a much deserved chance for survival,” said Ms B. There was no clear resolution at the meeting and the by-laws are on the council’s agenda for next month. Being an election year for the councillors, it will be interesting to see what the council decision is and who supports or does not support the proposed changes. Reporter Morgan P.

Student Activity One: Analysing the News Article In this activity, you will use the table provided to pull apart the arguments presented in this article and make your own judgements about them.

Analysing the Arguments

From what each person said in the article, or what you think they might have said at the meeting, write each person’s perspective on the proposed laws about dog and car access to the beach in your own words. Person / Group What they said / are What do you think Value judgement likely to say their perspective (5 is most important, is? 1 is least important) Members of the 4WD club Residents

Birds Australia / Environmental Groups Others …

Role Play Using the different perspectives you have identified, conduct a class role play. It could take the form of a town hall meeting. Each person states their case. The audience then asks questions which the person must answer while staying in their role. Students should represent each of the following roles: • 4WD club members (at least 2) • Local residents (at least 2) • Environmentalists (at least 2) • Chairperson (1) • Timekeeper (1) • Audience members

Weighing Up the Arguments

In this activity, you will make value judgments about the different arguments. For each of the arguments, using the Analysing the Arguments table provided, give a score between 1 and 5 with 5 being the most important argument and 1 being the least important argument. Total up the arguments from each side. Who won? Compare your summing up with others in the class. Who won?

Student Activity Two: Extending the Argument Part One of this activity focused only on two management measures to help protect one particular iconic species. Think about what other regulations or by-laws local councils or government could also propose to protect the Hooded Plover or indeed any other bird; for example, an amendment to planning regulations. Identify who might object to or support the proposal. Put yourself in their shoes. What might they say at a Town Hall meeting or to a newspaper journalist? And finally, repeat the Weighing Up the Arguments activity. Person / Group What they said / are What do you think Value judgement likely to say their perspective (5 is most important, is? 1 is least important)

Writing your own news article

Using the summary you have created, write your own imaginary news article. Think of a catchy title that will hook in the reader.

5. Spreading the Word

Teachers’ Notes Levels 3-5 To share the images with the class and discuss the role of imagery in persuading people you could: • print out the handout or individual images • show digital images to the whole class • enlarge the images for display around the classroom. The class can discuss what makes a sign effective? There are many factors to consider. A sign needs to grab attention. It needs to convey enough information for the reader to be able to make a decision to act appropriately but not have too much information that could confuse the person or take too long to read. In some cases a sign doesn’t need an image to be effective (e.g. a speed limit sign) but in other cases a well-chosen image will speak volumes. In this instance, the purpose of the sign is to persuade people to act in a particular way. Students can be expected to disagree on what makes a sign effective but the discussion will be a fertile springboard to a range of other activities. Getting students to design their own sign can provide a tangible ‘we can make a difference’ message to students.

Student Activity One: A Picture Tells a Thousand Words In this activity you will: • Consider the impact of the visual arts on environmental issues. • Understand how imagery is used to persuade For some bird species like the Hooded Plover one simple way to help out is to avoid the area during breeding season. For others it is about educating the planners and the public so that these habitats are given a priority they may not have had before.

Which Sign is the Most Effective?

Can you leave 50 metres of sandy beach undisturbed for 63 days? That is how long Hooded Plovers take to nest and rear their chicks. It should be easy for us to leave them alone, but most people do not even notice the little birds running about on the sand, or trying to hide among washed-up patches of seaweed. That is why we need signs along our beaches to let people know about the Hooded Plovers and help them understand what the Hoodies need from us so they will not become extinct. These signs show some examples of ways to inform people about the Hoodie. What type of sign do you think would work best? Why? Sign 1: No images or formatting Sign 2: No images, minimal formatting Caution Chicks on the Beach Ahead There are chicks of a threatened species, the hooded plover, feeding on the beach ahead They can’t fly, are tiny and hard to see, and need undisturbed space on the beach to feed. Many get crushed or starve. From now until ______Observe the Dogs prohibited rule Walk past along the water's edge Do not remain in signed area

Parks Victoria Birds Australia

Sign 3: Formatted with image Sign 4: Formatted with multiple images

Sign 5: Fully formatted with image Sign 6: Full colour, formatting and image

Design your own sign Design a sign for the Hooded Plover or another bird whose habitat is under threat. You will need to decide the purpose of the sign. Is it to educate or persuade or both? You will need to decide whether to use an image or not and what kind of image. After designing your sign test it out on your classmates to see if it has the desired effect.

Student Activity Two: Conducting a Survey Conduct a survey of your class, grade, school or community to find out which type of sign would be most effective to help protect the Hooded Plover or another threatened bird in your area. We would love to see your results - let us know at [email protected]

Student Activity Three: Create Your Own Communication Product There a wide range of ways in which to engage with, make sense of and work towards solutions when considering our impact on the environment. Communicating the message is important and can be achieved in several different ways. Create your own communication product to engage, inspire or inform others about your bird, and why and how people should help it. Here’s a few we have thought of. What ideas do you have? • An artwork (sculpture, painting, drawing, collage, photo story) celebrating and/or representing the bird to inspire people about the bird. For inspiration, take an excursion to the beach. Draw and take photos of the area and note all the living things present in the area. Did you see your bird? How did that make you feel? Back at school make an artwork based on your documentation. Name the artwork based on your feeling at having seen or not seen the bird. • A story or poem exploring what is so great about this bird and why it is so important that it survives in the wild. • A letter to your local council, newspaper or radio station expressing your opinion on why and how to help this bird survive. • A poster describing what Birds Australia is doing to help this bird, encouraging people to get involved and showing them how. • A documentary or story about why trying to help slow climate change is important for the birds and also for us. Think about how best to share your communication product with your local community or even more widely. Maybe you could run your own art show, display your posters in a public place or actually post your letters.