Project Osprey Curriculum
The Return of
the Fish Hawk
Project Osprey Curriculum
A Cooperative Project of
Public Service of
New Hampshire,
Audubon Society of
New Hampshire and
O
New Hampshire Fish and
T
Game Department
USS MARDIN PHO
R
Project Osprey: A Partnership for Recovery
As a five-year project, the Public Service Company of New Hampshire (PSNH), Audubon Society of
New Hampshire (ASNH) and the New Hampshire Fish and Game Department have joined forces to
concentrate efforts on removing ospreys from the state’s threatened species list. Project Osprey
expands ongoing recovery efforts with the added benefit of a corporate partner, PSNH. It represents a
major investment from a corporation and will result in the first recovery plan for a state-listed species.
Project Osprey has three goals: to foster a self-sustaining osprey population; develop a compre-
hensive educational program; and promote the partnership as a model for more collaboration among
the business community, government agencies and environmental organizations.
The project began during the spring of 2000, with biologists developing a recovery plan and
determining how strong the osprey population should be before it can be considered recovered. PSNH
has long been a partner in osprey recovery by providing crews and equipment to erect artificial nest-
ing platforms for ospreys. Project plans include the erection of fifteen more platforms. Nesting plat-
forms are critical for attracting ospreys into new areas to spread out the distribution so they are not
all concentrated in one part of the state. Once ospreys start using new breeding areas, others will
follow.
The educational component of Project Osprey includes developing a teachers curriculum on
ecological concepts, establishing a web site for students to keep tabs on the project, training volun-
teers to help monitor ospreys and even providing live video images of ospreys. Project coordinators
are hoping to have cameras at a nest site that schools will be able to use to access real-time video of
what’s happening on the nest.
© NHF&G, 2002. NGM00004.P65
Printed on Recycled Paper
Contents
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A Teachers’ Note............................................................... 2
Welcome Back! ................................................................. 3
Osprey’s the Name, Fishing’s the Game ............................ 4
Raptors: Check Them Out! ................................................ 5
Raptor Adaptations........................................................................... 7
Osprey Adaptations .......................................................................... 7
Poisoned! .......................................................................... 8
Ospreys and the Deadly Link ............................................ 9
Is There Something in the Water? ................................... 12
Pollutant Information Sheet ........................................................... 15
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How Many Ospreys Can Live Here? ................................ 16
Wanted: Prime Habitat .................................................... 17
Fast Frozen Flounders .................................................... 21
All Aboard for Points South ............................................ 24
Migration Headache ........................................................ 25
Habitat Scenarios ........................................................................... 28
Which Way is Home? ...................................................... 29
Migration Route Map ...................................................................... 31
References ...................................................................... 32
Project Osprey Curriculum
1
A Teachers’ Note
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The Project Osprey teacher resource
ties to a class, teachers should read the four
booklet contains a two-week, multi-disciplin-
theme introductions and the background
ary curriculum that focuses on ospreys. It can
sections for each activity. They will help foster
be used in its entirety or broken into parts that
an adequate understanding of the four themes
can be used individually as supplemental
and the facts and concepts needed to lead the
educational materials and activities. The
activities. You are encouraged to extend the
informational materials and activities are
activities with further discussions, additional
designed for middle school students, but can
research and by using some of the activities
be modified to reach both younger and older
listed in the extension section at the end of
students.
most of the activities. You are welcome to copy
The osprey resource booklet can be
any of the activity sections to use as handouts.
divided into four sections, each based on a
By far the most exciting and memorable
specific theme. The first section “Osprey’s the
activity for teachers and students would be a
Name, Fishing’s the Game,” provides an
visit to one of the active nest sites located in
introduction to ospreys and the physical and
different areas of New Hampshire. To arrange
behavioral adaptations that make them unique
for a site visit with a trained docent in the
among raptors; the second, “Poisoned!”
Great Bay area contact staff at the Sandy
focuses on food chain contamination; the third
Point Discovery Center in Stratham at (603)
778-0015. For information about other active
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“How Many Ospreys Can Live Here?” provides
an insight into habitat needs, limiting factors
and accessible nest sites in the state, contact
and carrying capacities; and the fourth, “Mi-
staff at the Audubon Society of New Hamp-
gration Gyrations,” delves into migration
shire at (603) 224-9909 or check its website
issues. Each section contains background
at: www.nhaudubon.org. Teachers in the north
information and activities to provide interac-
country may want to contact U.S. Fish and
tive learning opportunities.
Wildlife Service staff in Errol at (603) 482-
When preparing to introduce the activi-
3415 for information about osprey viewing
opportunities in the Lake Umbagog area.
2
Project Osprey Curriculum
Welcome Back!
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How exciting it is to once again catch the
sight of an osprey flying and hovering
above, scanning a wetland or river for its next
Atlantic seaboard (extending around the coast
meal of fish. Once it spots its prey, it folds its
of Florida to the Gulf coasts of Mississippi and
wings close to its body, plummets down, then
Alabama). Fifty percent of the United States’
plunges in feet first with a great splash. It
ospreys are found on the Atlantic seaboard. It
comes up moments later to fly off with a
was that population, and to a lesser degree,
wriggling fish in its talons to take to its
the Midwest ospreys that were most seriously
hungry young, waiting impatiently nearby in a
decimated by DDT use.
huge nest of sticks.
Now, more than thirty years since the
Ospreys (Pandion haliaetus), large, fish-
1972 ban of the use of DDT in the United
eating raptors, sometimes referred to as fish
States, ospreys are back and expanding their
hawks, are considered a threatened species in
range in New Hampshire. It has only recently
New Hampshire. Once relatively common
become an increasingly common sight to see
breeders in the state, and all along the Atlantic
ospreys hunting the shallows of Great Bay, an
seaboard, osprey populations plummeted to
expansive coastal estuary in the southeast
seriously low levels in the 1950s, 1960s and
corner of the state, and along the Androscog-
1970s due to the widespread use of the chemi-
gin River in more northern New Hampshire. In
cal DDT as a pesticide on agricultural and
addition, breeding pairs can now be found at a
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forest crops. As with many North American
number of sites in the Lakes Region and in the
raptors at the top of their food chains, high
lower Merrimack River basin.
concentrations of DDT accumulated in the
Human intervention in New England and
fatty tissues of ospreys causing them to lay
some other areas is now helping, rather than
eggs with shells so thin they broke during
hurting ospreys. It has been found that artifi-
incubation. The New Hampshire population
cial structures, such as radio and light towers,
was decimated to a mere handful of pairs left
power poles, buoys and special platforms are
in the remote, northern area of Lake Umbagog.
fast replacing trees as preferred nest sites in
Ospreys are found throughout the world.
many areas. The artificial structures provide
The four subspecies are divided primarily by
wide, sturdy bases on which to build nests and
geographic location. One subspecies is found
they are usually more difficult for predators to
in Europe, and includes those ospreys inhabit-
climb. Biologists feel that the osprey popula-
ing the northwest coast of Africa, and parts of
tion in some portions of New Hampshire is
Asia. A second subspecies is found in the
limited by the lack of well-located, available
Caribbean, a third in Australia and the fourth
nest sites. To address that need many folks in
in North America. The North American subspe-
the state are working together to provide more
cies can be divided, again geographically, into
artificial nest sites. In addition, they are
four populations, which are in the northwest,
working to educate the public about ospreys
Mexico’s Baja Peninsula, the northern Mid-
and ways they can help the state’s small, but
west (primarily Canada, but extending into
growing population.
Minnesota, Wisconsin and Michigan) and the
Project Osprey Curriculum
3
Osprey’s the Name, Fishing’s the Game
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Imagine trying to live and feed your family
preen gland that produces oil which they work
only on the fish you could catch with your
into their feathers to waterproof them. As with
“bare” hands, without the benefit of a hook,
humans in most “waterproof” rain gear,
line, spear or net. Well, ospreys do just that.
though, ospreys will eventually get soaked in a
Both their similarity to hawks and the fact that
heavy rain, or when repeatedly plunging into
they feed almost exclusively on fish have
the water, which is often what happens when
resulted in their being dubbed “fish hawks.”
their fishing attempts are unsuccessful.
Ospreys are generally found in shallow
Ospreys may die from the cold and wet,
fresh and saltwater areas, where schools of
especially young birds that are not as adept at
fish swim near the surface of the water.
fishing.
Ospreys spot and dive for fish from sometimes
Like most hawks, but unlike many other
more than a hundred feet above the surface of
birds, ospreys molt their feathers in such a
the water. Plunging in feet-first, they catch
way that efficient flight is maintained at all
fish in their talons, and emerge to fly with the
times. They do not lose their flight feathers at
fish to a nearby tree or nest site.
the same time, but rather molt their primaries
What makes ospreys so adept at hunting
gradually, and in successive waves, starting
and catching fish, when other hawks are not?
near the body on each wing and working out
They have several adaptations, or specific
toward the tip. Adjacent flight feathers are
never molted at the same time.
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evolved physical characteristics, that enable
them to fill a niche that excludes other hawks.
Ospreys are strong fliers due to powerful
Perhaps most distinctive, are an osprey’s feet
musculature, a nearly five-foot wing span and
and legs, which can be considered its hunting
a slightly bent wing shape. Imagine the
weapons. The talons are very long and sharp
strength an osprey must have to take off wet
and can snap shut in 2/100 of a second. The
from the water carrying a wriggling fish in its
base of the footpad and toes are covered with
talons that weighs up to thirty percent of its
short, sharp spines that enable ospreys to grip
body weight. In addition, unlike most other
slippery fish. In addition, they have a flexible
birds of prey, ospreys do not rely on wind
outer toe that can reverse position, so there
currents and thermals to help them during
are two toes forward and two back for better
migrations. In fact, they are able to minimize
gripping. Long legs, with few feathers, enable
the distances they travel during migrations by
an osprey to reach well down into the water to
flying directly over large bodies of water,
catch fish. Once caught, the fish are turned so
rather than around them as most raptors do.
they are facing forward and can be carried
torpedo fashion to minimize wind resistance.
Osprey beaks are strong and hooked,
with a cutting edge for pulling and tearing
loose bites of fish, which are tough-skinned
and often bony. Plumage is dense and oily,
which helps keep the birds dry, even when
submerged. As with most birds, ospreys have a
4
Project Osprey Curriculum
Raptors: Check Them Out!
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(adapted from Adaptation Artistry: Project WILD
©Council for Environmental Education 2000 and
Peregrine Falcons - the Flight to Recovery: Right on
pivoting outer toe and sharp scales, which
With Raptors; Colorado Division of Wildlife)
enable them to catch and grasp slippery fish.
Owls are silent, mostly nocturnal (night-
Duration: 2 - 45 minute classes
time) hunters. They have large eyes that
Materials: art supplies; field guides that
gather large amounts of light, enabling them to
include raptors
hunt in darkness. They also have cup-like
facial disks around their eyes, which help
New Hampshire curriculum frameworks
focus sound and improve hearing.
supported: science: 3b, 3c; language arts:
3, 6
Falcons have narrow, pointed wings that
help them to fly fast and maneuver skillfully.
They have black eyes, hooked talons and
Objectives
conspicuously notched bills (tomial teeth).
Vultures are scavengers (carrion eaters).
Students will be able to: 1) define the
They have unfeathered heads, which is an
term adaptation as it applies to plants and
important adaptation for carrion-eating birds
animals; 2) identify and describe three raptor
that poke their heads into carcasses to feed.
adaptations; and 3) describe five adaptations
Strong feet and sharp talons are not as impor-
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specific to ospreys and the advantages they
tant to carrion eaters because they don’t catch
provide.
and transport live prey.
Method
Accipiters are woodland-dwelling hawks.
They have long, squarish tails and short,
Through research and discussion, stu-
rounded wings that enable them to maneuver
dents identify raptor and osprey characteris-
through trees as they hunt for small birds.
tics and create their own ospreys.
These characteristics are adaptations
Background
that enable raptors to survive in their unique
environments.
Raptors, also called birds of prey, have
several similar behavioral and physical charac-
Procedure
teristics. They are carnivorous; have strong,
1. Discuss the term adaptation as it applies to
hooked bills for tearing flesh; have powerful
animals and plants.
feet with long talons (claws) for grasping prey;
and forward-facing eyes for acute long-dis-
2. Define “raptors,” including mention of the
tance vision. There are many kinds of raptors,
species identified in the background infor-
including ospreys, owls, hawks, eagles, falcons
mation and general characteristics that
and vultures. Each has characteristics that
separate them from other types of birds.
distinguish it from other raptors.
3. Provide the “Raptor Adaptations” list
Ospreys are large, fish-eating hawks that
(included) on the board or provide the list as
plunge into the water from high above to catch
a handout. Working in small groups using
fish with their talons. Osprey feet have a
the adaptations list and field guides have
Project Osprey Curriculum
5
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students list two adaptations specific for
7. Have groups share their creations with the
each of the raptor species identified in the
class, describing the specific adaptations
background section; and briefly describe
and their advantages.
advantages of those adaptations.
8. Provide as a handout or on the board a list
4. Create a chart on the board based on each
of osprey adaptations and share photo-
groups’ findings.
graphs or illustrations that show the adap-
5. Discuss ospreys in further detail, including
tations that have evolved and how they
their habitat, fishing habits and techniques,
make ospreys uniquely suited to their niche
and the fact that they migrate long dis-
as “fish hawks.” Students can compare their
tances each year. Have students work
creations with what has evolved naturally.
individually or in small groups to design and
Extensions
create an osprey based on what they know
about its lifestyle, by drawing or sculpting it
1. Write a story from the perspective of an
(or by another artistic technique), with at
osprey. Students can describe what they see
least five specific adaptations that would
and feel as an osprey perched in a large tree
enable it to function well in the niche it
or hovering above the water in search of
occupies.
fish.
6. In addition to each artistic creation have
2. Collect pictures of raptors, including
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each group write a list of the adaptations it
ospreys, to develop a bulletin board showing
has selected, the reasons for the adapta-
some of the adaptations discussed.
tions and the advantages they provide.
Turkey vultures have long, narrow
Falcons have long, pointed wings
Ospreys have long, slightly bent,
and slightly rounded wings and
and long tails.
pointed wings and medium-
long tails.
length, rounded tails.
Eagles are a kind of large buteo-like hawk with
wingspans of 1.8 - 2.5 meters (6 to 8’).
Buteos are high-soaring hawks
Accipiters have short, rounded
with long, broad wings that hunt
wings and long tails.
during the daytime.
6
Project Osprey Curriculum
Raptor Adaptations
Raptor Characteristic
Survival Advantage
• strong, hooked bill
tearing flesh
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• powerful talons
grasping prey
• small, unfeathered head
keeping clean while eating carrion
• broad, long wings
soaring, searching for food
• long, narrow, pointed wings
skillful maneuvering and speed
• short, rounded wings
maneuvering through trees
• short flight muscles
long distance flying
• notched bill (tomial tooth)
shearing neck of vertebrate prey
• soft fluffy feathers
muffling sound
• large eyes
good vision at night
• facial disks
keen hearing
Osprey Adaptations
Talons designed for catching and grasping slippery, wiggling fish
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• very long and sharp
• can snap shut in 2/100 second
• base of footpads and toes covered with short, sharp spines
• flexible outer toe that can reverse
position, so there are two toes forward and two back
Legs for reaching well-down into the water
• long
• few feathers
Beaks adapted for pulling and tearing loose bites of fish
• strong and hooked
• cutting edge
Plumage needs to be waterproof and arranged to enable flight at all times
• dense and oily
• preen gland
• molt flight feathers gradually and in successive waves
Wings for strong flight for carrying fish out of the water and long migrations
• powerful muscles
• slightly bent shape
• long
Project Osprey Curriculum
7
Poisoned!
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Humans and wildlife are intricately con-
nected to each other and to the earth,
which we all share. Our ability to manipulate
the environment to seemingly better suit our
needs, and the close connection human actions
have with wildlife populations, presents us
contaminated with DDT. Each fish had eaten
with a great responsibility and unique chal-
many contaminated insects, thereby accumu-
lenge. The earth’s ecosystems are so intri-
lating the DDT from each of those insects.
cately woven and delicately balanced that even
Then, although each fish may not have had a
seemingly small changes or disruptions can
high level of the chemical in its body, ospreys
have long-reaching, devastating effects.
ate many of them. The amount of DDT each
The effect of human actions on wildlife
osprey accumulated was the result of it being
became clearly evident in the 1950s and 1960s
magnified by the number of fish it ate.
when populations of ospreys and other raptors,
Researchers discovered that high concen-
including eagles, brown pelicans and peregrine
trations of DDT caused liver changes in the
falcons, in the United States dramatically
birds, which led to a decline in certain hor-
plummeted to nearly unrecoverable low levels.
monal levels in females. Although the birds did
Scientists linked the population declines to the
not usually appear affected, the amount of
widespread use of DDT (dichlorodiphenyltri-
calcium the females could use to produce eggs
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chloroethane) as a pesticide. To reduce insect
was reduced, resulting in thin eggshells. When
damage and enhance productivity, agricultural
the adults tried to incubate the eggs, they
crops across the country were sprayed with
broke. It was also found in some cases, that
DDT. Water runoff from snowmelt, rain and
DDT seemed to change the behavior of the
irrigation carried the deadly chemical into
parents, causing them to abandon their young.
water systems where fish and other aquatic
Considering the role DDT played on the
organisms were poisoned. Also, contaminated
demise of raptor populations and the potential
insects and plants were eaten by fish and
threat it posed to the health of humans, its use
small birds, thus passing the poison directly to
was banned in the United States in 1972. It
them. Those fish and birds were then eaten by
does, however, continue to be manufactured in
raptors, which accumulated the chemical in
this country to be sold and used in other
their bodies.
countries, such as those in Central and South
The accumulation of chemicals in organ-
America, where many ospreys and other
isms in increasingly higher concentrations at
raptors migrate and spend the first two or
successive trophic levels, or higher steps in a
three years of their lives. In addition, even
food chain, is called biomagnification. Scien-
after the application of DDT is stopped, it can
tists found that DDT accumulates in the fatty
continue to be present in the environment for
tissues of birds, mammals and fish and that it
decades. Just because DDT is no longer used
passes through food chains. In other words, in
here, does not mean ospreys and other raptors
the case of ospreys, the birds fed on large
are free of its effects.
quantities of fish, which had eaten insects
8
Project Osprey Curriculum
Ospreys and the Deadly Link
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(adapted from Hazardous Links, Possible Solutions:
environment long after their application has
Project WILD: © Council for Environmental Education
ended, continuing to affect the food and water
2000)
supplies of humans and wildlife for many
years. In addition, biomagnification, which is
Duration: 2 - 30-45 minute classes, with
the accumulation of chemicals in organisms in
research time between
increasingly higher concentrations at succes-
Materials: White and colored drinking straws;
sively higher trophic levels, can play a serious,
pipe cleaners; poker chips; approximately
unanticipated role. It results in the storage of
one-inch squares of construction paper; or
the chemicals in the fatty tissue of organisms
multi-colored, dry dog food - about thirty
high in the food chain at much higher concen-
pieces per student, two-thirds white or plain
trations than would normally be found.
and one-third colored; one bag per mayfly
Public pressure is forcing changes in the
(approximately 18 - 20)
application and availability of pesticides. For
New Hampshire curriculum frameworks
example, there is growing interest in inte-
supported: science: 2a, 2b, 3a, 3b; social
grated pest management. This agricultural
studies: 2, 4, 14; language arts: 5, 6
approach considers the entire farm and garden
ecosystem. Integrated pest management can
include using a pest’s predator as well as other
Objectives
biological controls to reduce crop damage.
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Integrated pest management also can include
Students will be able to: 1) give examples
the selective use of naturally occurring and
of ways in which pesticides enter food chains;
synthetic pesticides, as well as habitat ma-
2) describe possible consequences of pesti-
nipulation. One concern with this approach is
cides entering food chains; and 3) explain the
the possible introduction of non-native species.
process of biomagnification in a food chain
Procedure
Method
1. Discuss the term “food chain” with students.
Students become ospreys, trout and
(Food chain is a sequence or “chain” of
mayflies in a physical activity.
living things in a community, based on one
Background
member of the community eating another
and so forth. An example is mayflies eat
Pesticides are chemicals, often synthetic,
microscopic plants and animals that live in
inorganic compounds, developed to control
the water, trout eat mayflies, and ospreys
organisms that have been identified as pests
eat trout.)
under some conditions. Herbicides are pesti-
2. Divide the group into three teams. In a class
cides that control unwanted plants; and
of 26 students, there would be two
insecticides are pesticides that control un-
“ospreys,” six “trout” and 18 “mayflies.” The
wanted insects. Pesticides frequently have
activity works best with approximately
unintended affects that extend well-beyond the
three times as many trout as ospreys and
target area. Not only can they poison non-
three times as many mayflies as trout.
target organisms, they can persist in the
Project Osprey Curriculum
9
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Optional: Have mayflies, trout and ospreys
of food to the trout and then sit on the
labeled so they can be identified easily. For
sidelines.
example, a green cloth flag tied around an arm
7. Next, allow from 15 to 60 seconds or
for mayflies, red bandanas for trout and brown
whatever set time, for the ospreys to hunt
cloth flags for ospreys.
the trout. The same rules follow. Any trout
3. Distribute a small paper bag or other small
still alive may hunt for mayflies. If an
container to each “mayfly.” The container is
osprey catches a trout, the osprey gets the
to represent the “stomach” of the animal.
food bag and the trout goes to the sidelines.
4. With the students’ eyes closed, or otherwise
At the end of the designated time period,
not watching where the food is placed,
ask all the students to come together in a
distribute the white and colored straws, or
circle, bringing whatever food bags they
whatever material is used, around in a large
have with them.
open space. Outside on a playing field if it is
8. Ask students who have been consumed to
not windy or on a gymnasium floor will
identify what animal they are and what
work; a classroom also will work if chairs
animal ate them. If they are wearing labels
and tables or desks can be moved.
this will be obvious. Next, ask any animals
5. Give students the following instructions: the
still alive to empty their food bags out onto
mayflies are the first to go looking for food.
the floor or on a piece of paper where they
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The trout and ospreys are to sit quietly on
can count the number of food pieces they
the sidelines watching the mayflies; after
have. They would count the total number of
all, the trout and ospreys are predators and
white food pieces and total number of multi-
are watching their prey. At a given signal,
colored food pieces they have in their food
the mayflies are allowed to enter the area to
sacks. List any mayflies and the total
collect as many food tokens as they can,
number of white and multi-colored food
placing the food tokens in their stomachs
pieces each has; list the number of trout left
(the bags or other containers). The mayflies
and the number of white and multi-colored
have to move quickly to gather food. At the
pieces each has; and finally list the ospreys
end of 30 seconds, the mayflies are to stop
and the number of white and multi-colored
collecting food tokens.
food pieces each has.
6. Next, allow the trout to hunt the mayflies.
9. Inform students that there is something
The ospreys are still on the sidelines quietly
called a “pesticide” in the environment. This
watching the activity. The amount of time
pesticide was sprayed onto sluggish water
available to the trout to hunt mayflies
areas to reduce the population of mosqui-
should take into account the size area in
toes that annually plagued visitors in a
which you are working. In a classroom, 15
nearby vacation resort. If the mosquitoes
seconds may be enough time; on a large
are really abundant then visitors can’t enjoy
playing field, 60 seconds may be better.
the beach and would cut their vacations
Each trout should have time to catch one or
short, thereby reducing the income made by
more mayflies. Any mayfly tagged or caught
the resort owners and others whose work is
by the trout must give its bag or container
associated with the local tourist industry.
10
Project Osprey Curriculum
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The pesticide used accumulates in
food chains and can stay in the
environment a long time. As mayflies
frequent the same areas as mosquitoes they
come in contact with the pesticide. In this
activity, all of the multi-colored food pieces
groups. Ask one or two groups of students
represent the pesticide. All of the mayflies
to research other chemicals, such as
that were not eaten by trout may now be
tributyltin (TBT), polychlorinated biphenyls
considered dead, if they have any
(PCBs), or dieldrin, that have
multi-colored pieces in their food
demonstrated the ability to persist
supply. Any trout for which half or
and accumulate through food
more of their food supply was multi-
chains. What are the effects of
colored pieces also would be considered
these chemicals on organisms? Have other
dead from chemical side effects. The one
groups research ospreys and other raptors,
osprey with the highest number of multi-
such as peregrine falcons, brown pelicans
colored food pieces will not die; however, it
and bald eagles, that experienced dramatic
has accumulated so much of the pesticide in
population declines due to the widespread
its body that the egg shells produced by it
use of DDT as a pesticide in the United
and its mate during the next nesting season
States. Have other groups research alterna-
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will be so thin that the eggs will not hatch
tive forms of pest control, such as inte-
successfully. The other ospreys are not
grated pest management, habitat manipula-
visibly affected at this time.
tion, sprays of non-toxic sub-
10. Talk with students about what they just
stances, and the release of
1 Osprey eats... 10 fish eat... 100 insects (some spra
experienced in the activity. Ask them for
sterile male insects of the
their observations about how the food chain
“pest” species. Encourage
seems to work and how toxic substances
all groups to present their
can enter the food chain with a variety of
findings in class.
results. Introduce the term
biomagnification and discuss how it
can result in the accumulation of
chemicals in species higher in the
food chain. Students may be
able to give examples beyond
yramid––––––––––––––––––––––––––
yed) eat...1000 DDT contaminated plants
those of the mayfly-trout-
osprey food chain
affected by the
pesticide in this
activity.
11. Divide the
class into two,
DDT accumulates as it moves up the p
four or more
Project Osprey Curriculum
11
Is There Something in the Water?
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(adapted from: What’s is the Water?: Project WILD
sources are clearly defined, localized inputs
Aquatic ©Council for Environmental Education 2000)
such as industrial pipes and plants, sewer
systems and oil spills. Federal and state
Duration: 30 - 45 minutes
governments monitor and regulate pollution
Materials: Nine different colors of construc-
from point sources. Unfortunately, non-point
tion paper (two sheets each); writing or
sources are harder to detect and control, so
graph paper; scotch tape or glue; paper
they are therefore the major source of water
punch; Pollutant Information Sheets (one
quality problems. Non-point sources are
for each student); ¼ teaspoon measure
indistinct inputs that do not have a clearly
New Hampshire curriculum frameworks
defined source, such as runoff of petroleum
supported: science: 2a, 3b, 4c; math: 5a;
products from roadways or pesticides from
social studies: 12, 14
farmlands.
Non-point source pollution occurs when
Objectives
rainfall, snowmelt or irrigation runs over land
or through the ground, picks up pollutants and
Students will be able to: 1) identify major
deposits them into surface water or introduces
sources of aquatic pollution; 2) make infer-
them into ground water. Agriculture, forestry,
ences about the potential effects of a variety of
grazing, septic systems, recreational boating,
aquatic pollutants on wildlife and wildlife
urban runoff, construction, physical change to
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habitats and 3) describe how contamination
stream channels and habitat degradation are
enters an aquatic food chain
all potential sources of non-point source
pollution. Agriculture is the leading contribu-
Methods
tor to water quality impairments, degrading 60
percent of the nation’s rivers and lakes. Runoff
Students analyze the pollution found in a
from urban areas is the largest source of water
hypothetical river; then graph the quantities of
quality impairments to the nation’s estuaries
pollutants and make recommendations about
(source: U.S. Environmental Protection Agency
actions that could be taken to improve the
(EPA)).
habitat.
The most common non-point source
Background
pollutants are sediments and nutrients. These
pollutants enter waterways from agricultural
Waterways such as rivers, lakes and
land, animal-feeding operations, construction
estuaries are important to humans and wildlife
sites and other areas of disturbance. Other
alike. Waterways are used for drinking water,
common pollutants are pesticides, herbicides,
transportation, recreation and as habitat for
pathogens, oil, toxic chemicals and heavy
many wildlife species. Approximately 40
metals. Unsafe drinking water, fish kills,
percent of our nation’s rivers, lakes and
destroyed habitat, beach closures and many
estuaries are not fishable, swimmable or
other severe environmental and human health
potable because of pollution (Source: American
problems result from these water pollutants.
Rivers). Pollutants enter waterways from
(source: EPA: Office of Water).
either point or non-point sources. Point
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Project Osprey Curriculum
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Pollution can be categorized into the
water with bottom discharge of water.
following types.
Surprisingly, these three forms of pollu-
• Chemical Pollution: The introduction of
tion – chemical, thermal and organic - can take
toxic substances into an ecosystem (e.g.,
place without human intervention. Pollution,
acidic precipitation, contamination of water
which is not a result of human activity is most
supplies by pesticides).
often ecological pollution. Natural ecological
pollution may be beneficial, harmful or have no
• Thermal Pollution: Varying temperatures
effect on wildlife and wildlife habitat. Ex-
above or below the normal condition (e.g.,
amples include acidic precipitation resulting
power plant turbine heated water).
from volcanic eruptions, runoff from landslides
• Organic Pollution: Oversupplying an
and avalanches, hot springs and geysers
ecosystem with nutrients (i.e., fertilizer
causing heated water to flow into lakes and
inflow).
streams, and shifts in oceanic currents affect-
• Ecological Pollution: Stresses ordinarily
ing water temperature and weather patterns.
created by natural processes, such as:
Procedure
1.Adding a substance that is not a naturally
occurring substance in the ecosystem
Before the Activity
(e.g., extreme tides pour saltwater into
habitats ordinarily protected from salt
Make 100 tokens of each of the nine
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water);
colors of construction paper. The construction
paper may be folded in quarters to speed up
2.Increasing the amount or intensity of a
the process of cutting or punching. Punch out
naturally occurring substance (e.g.,
construction paper tokens with a paper punch.
abnormal increase in sediments in runoff
Put all the tokens together in a container and
water to produce silt);
stir them so the colors are thoroughly mixed.
3.Altering the level or concentration of
Make one copy of the included Pollutant
biological or physical components of an
Information Sheet for each student.
ecosystem (changing the amount of
1. List the four major categories of pollution
something that is already there) (e.g.,
(chemical, thermal, organic and ecological)
introduction of aquatic plants via bird
on the board and discuss each.
droppings, etc.).
Note: Humans primarily cause the first three
In the definition above, chemical pollu-
types of pollution, although there are cases in
tion, through the introduction of toxic sub-
which natural processes can cause them.
stances, is clearly caused by humans. Organic
Ecological pollution is typically natural,
pollution in lakes and rivers typically results
although there are cases in which humans
when chemical fertilizers used in agriculture
cause it.
enhance living organisms. Thermal pollution is
predominately human caused through nuclear
2. Pass out the Pollutant Information Sheets.
power plants, fuel-based electrical power
Review each kind of pollution with the
production and many industries. Some hydro-
students. Discuss how some of the pollut-
electric dams also produce unnaturally cooled
ants can fit into more than one pollution
Project Osprey Curriculum
13
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type. Color-code each with a different color
kind of pollutant is considered damaging to
of construction paper. Write a short descrip-
wildlife habitat. In their hypothetical rivers,
tion of the pollution on a piece of paper of
what pollutants would be likely to cause the
the color to which it is coded. You may cut
most damage to wildlife and wildlife habi-
the descriptions on the Pollutant Informa-
tat? Give examples and discuss the kinds of
tion Sheets apart and paste the appropriate
damage that could be caused; include the
paragraphs on each of the colored sheets of
example of how osprey populations were
paper. Post each sheet of colored paper with
affected by DDT contamination.
its corresponding description of the kind of
Optional: Invite students to match the
pollution it represents in a row in a conve-
pollutants with the four categories of
nient place.
pollution listed at the beginning of the
3. Once all the kinds of pollution have been
activity. Some seem to fit rather easily;
discussed and students understand that
others fit in more than one category, de-
each kind of pollution will be represented in
pending on the source of the pollution. For
this activity by one color of paper, tell
example, is the thermal pollution human or
students that they are to divide into teams
naturally caused (power plant water effluent
of three. These will be research teams; each
or thermal hot springs)?
team will analyze the pollution content of a
6. What could be potential affects of the
hypothetical river. Distribute the colored
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pollution found in each of the hypothetical
paper tokens. Pass the container with the
rivers to ospreys that might frequent those
colored paper tokens for each research team
areas?
to measure out for themselves a heaping ¼
teaspoon of the tokens. Provide each team
Extensions
with a piece of graph paper.
1. Is DDT still being used, and where? Find
4. The teams must separate the colored tokens
out the current status of its use in the
into piles; using the color key, they should
United States and other parts of the world.
identify each type of pollutant. Next, have
If used in other parts of the world, are U.S.
them count the number of each kind of
populations of wildlife safe from its effects?
pollutant they have identified and then use
Why? (migration)
graph paper to construct a simple bar graph
2. List five things you can do to reduce the
showing the whole array of pollutants.
number of pollutants you add to the environ-
Arrange the pollutants in the same order as
ment.
they are displayed in the color key that is
posted in the classroom. This makes it easy
3. Conduct a field trip to a local waterway and
to compare each team’s findings. Remind
attempt to identify what, if any, kinds of
them that each has a different river, so their
pollution are affecting it.
results are not likely to be the same.
4. Get information about current national and
5. When the bar graphs are completed have
state laws protecting water quality in the
them compare the teams’ results. Tell them
United States. Write a short history of the
that any quantity above two units of each
U.S. Clean Water Act.
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Project Osprey Curriculum
Pollutant Information Sheet
Sediments
Particles of soils, sand, silt, clay and minerals wash from land and paved areas into creeks and tributaries. In
large, unnatural quantities, these natural materials can be considered pollutants. Construction projects often
contribute large amounts of sediment. Certain logging practices affect sediments in runoff. Sediments may fill
stream channels and harbors that later require dredging. Sediments suffocate fish and shellfish populations by
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covering fish nests and clogging the gills of bottom fish and shellfish.
Petroleum Products
Oil and other petroleum products such as gasoline and kerosene can find their way into water from ships, oil-
drilling rigs, oil refineries, automobile service stations and streets. Oil spills kill aquatic life, including fish, birds,
shellfish and vegetation. Birds are unable to fly when oil loads their feathers; and shellfish and small fish are
poisoned. If oil washed on the beach, it requires much labor to clean up. Fuel oil, gasoline and kerosene may leak
into ground water through damaged underground storage tanks.
Human and Animal Waste
Human wastes that are released to natural water bodies without being treated at a waste treatment plant may
contain harmful bacteria and viruses. Typhoid fever, polio, cholera, dysentery, hepatitis, flu and common cold germs
are examples of diseases caused by bacteria and viruses in contaminated water. The main source of this problem is
sewage getting into the water. People can come into contact with these microorganisms by drinking the polluted
water or through swimming, fishing or eating shellfish living in polluted waters. Often unexpected flooding of
barnyards or stock pens can suddenly increase the toxic effects of a fertilizer and create damage by increasing
nutrients.
Organic Waste
Domestic sewage treatment plants, food-processing plants, paper mills and leather tanneries release organic
wastes that bacteria consume. If too much waste is released, bacterial populations increase and use up oxygen in
the water. Fish die if too much oxygen is consumed by decomposing organic matter.
Inorganic Chemicals
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Inorganic chemicals and mineral substances, solid matter and metal salts commonly dissolve in water. They
often come from mining and manufacturing industries, oil field operations, agriculture and natural sources. These
chemicals interfere with natural stream purification and destroy fish and other aquatic life. They also corrode
expensive water treatment equipment and increase the cost of boat maintenance.
Detergents and Fertilizers
Many of these substances are toxic to fish and harmful to humans. They cause taste and odor problems and
often cannot be treated effectively. Some are very poisonous in low concentrations. The major source of pollution
from agriculture comes from surplus fertilizers in the runoff. Fertilizers contain nitrogen and phosphorous that can
cause large amounts of algae to grow and cover the water’s surface. The algae die after they have used all the
nutrients and sink to the bottom where bacteria feed on them. Bacterial populations increase and use up most of
the oxygen in the water. Many aquatic animals die due to the loss of free oxygen. This process is called eutrophica-
tion.
Heated or Cooled Water
Heat reduces the ability of water to dissolve oxygen. Electric power plants use large quantities of water in their
steam turbines. The heated water is often returned to streams, lagoons or reservoirs. With less oxygen in the water,
fish and other aquatic life can be harmed. Water temperatures that are much lower than normal can also cause
habitat damage. Dams built across rivers and streams are often opened to release water downstream. When water
is released from the bottom of a deep dam, it is much colder than the water it flows into.
Acidic Precipitation
Aquatic animals and plants are adjusted to survive in a narrow range of pH levels. When water becomes too
acidic, due to inorganic chemical pollution or from acidic rain, fish and other organisms die.
PInsecticides, Herbicides and Fungicides
Chemicals that are designed to kill or limit the growth of life forms are a common form of pollution. This
pollution results from the attempts to limit negative effects of undesirable species on agricultural crop production.
Irrigation, groundwater flow and natural runoff bring these toxic substances to rivers, streams, lakes and oceans.
Project Osprey Curriculum
15
How Many Ospreys Can Live Here?
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An animal’s habitat is the area or neighbor
hood in which it lives that provides every-
thing that animal needs to survive. Just as we
need food, water, shelter and space in a
suitable arrangement to survive, so do all
animals. Habitat includes all the land an
animal needs to gather food, hunt, rest,
find a mate and raise a family. Habitat
needs may vary seasonally as survival
requirements for many species change.
For example, white-tailed deer in the
northeast require hardwood forests,
with mast (nut) producing trees to meet their
that limit the growth of a population and keep
nutritional needs; yet in winter, when food is
it from extending beyond a certain level.
limited or unavailable, they require dense
Limiting factors are related to the availability
stands of softwoods that protect them from
of the critical habitat components of food,
severe cold, wind and deep snow, enabling the
water, shelter and space.
conservation of stored energy.
What type of habitat is good for ospreys?
Each habitat can support or meet the
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As fish comprise virtually all an osprey’s
needs of only a specific number of individuals
diet, an area near clean, slow-moving water
of each species that lives within it. There may
with a healthy population of shallow-water fish
be only so much of a necessary food, a limited
is essential. Ospreys also need large-crowned
number of appropriate nest or den sites, or a
trees on which to build their nests that may be
limited amount of clean water that meets the
as wide as two meters. Dead trees in the water
needs of a certain number of individuals. When
or on small islands are especially desirable for
that number is reached the habitat is consid-
nests as predator access to eggs and young is
ered to be at its carrying capacity for that
limited. With steadily increasing development
species. If the population continues to grow
in New Hampshire and the desirability of
some members of the species will die or be
homes near lakes and rivers, many of the large
forced to leave the area to meet all their
trees and those standing dead trees on river
survival needs.
and lake shores have been cut to make way for
There are a variety of factors that impact
new homes and other development.
the carrying capacity for different species in
each habitat. They include disease, predator/
prey relationships, flooding, heavy snows,
early freezes and environmental pollution.
Wildlife populations normally rise and fall,
often in relatively predictable cycles based on
the variety of factors at play. The factors that
limit the growth of a population over time are
called limiting factors. It is the limiting factors
16
Project Osprey Curriculum
Wanted: Prime Habitat
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(adapted from Oh Deer!; Project WILD © Council for
ally-induced limiting factors serve to protect
Environmental Education 2000)
wildlife populations from reproducing in
numbers greater than their habitat can sup-
Duration: 30 - 45 minutes
port. An excess of such limiting factors,
Materials: An area either indoors or outdoors
however, leads to threatening, endangering
that is large enough for students to run,
and eliminating whole species of animals.
such as a playing field or gym; chalkboard
When an equilibrium is reached by the avail-
or flip chart; writing materials
ability of habitat components and the number
of animals in a given area, the habitat is said
New Hampshire curriculum frameworks
to be at its carrying capacity. It can be ex-
supported: science: 3a, 3b; math: 7a; social
pressed as a number indicating the population
studies: 14
of any given animal a given area can support.
Carrying capacity varies throughout the year.
Objectives
The population number varies from year to
year, depending on the limiting factors.
Students will be able to: 1) identify and
The most fundamental of life’s necessities
describe food, water and shelter as three
for any animal are food, water, shelter and
essential components of habitat; 2) define
space in a suitable arrangement. Without these
limiting factors and give an example; 3) define
essential components, animals cannot survive.
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carrying capacity in terms of wildlife popula-
This activity is designed for students to learn
tions; and 4) recognize that some fluctuations
in wildlife populations are natural as ecologi-
that:
cal systems undergo constant change.
• Good habitat is the key to wildlife survival;
Method
• A population will continue to increase in
size until some limiting factors are imposed;
Students become “ospreys” and compo-
• Limiting factors contribute to fluctuations in
nents of habitat in a highly involving physical
wildlife populations; and
activity.
• Nature is never in “balance,” but is con-
Background
stantly changing.
Wildlife populations are not static. They
A variety of factors affect the ability of
continuously fluctuate in response to a variety
wildlife to successfully reproduce and to
of stimulating and limiting factors. We tend to
maintain their populations over time. Disease,
speak of limiting factors as applying to a
predator/prey relationships, varying impacts of
single species, although one factor may affect
weather conditions from season to season
many species. Natural limiting factors, or
(e.g., early freezing, high winds, flooding,
those modeled after factors in natural systems,
drought), accidents, environmental pollution
tend to maintain populations of species at
and habitat destruction and degradation are
levels within predictable ranges. This kind of
among these factors.
“balance in nature” is not static, but is more
Some naturally-caused as well as cultur-
like a teeter-totter than a balance. Some
Project Osprey Curriculum
17
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species fluctuate or cycle annually. Quail, for
behind one line; the rest of the students line
example, may start with a population of 100
up behind the other line.
pairs in early spring; grow to a population of
3. The ones become “ospreys.” All ospreys
1200 birds by late spring; and decline slowly to
need good habitat in order to survive. Ask
a winter population of 100 pairs again. This
students what the essential components of
cycle appears to be almost totally controlled by
habitat are again: food, water, shelter and
the habitat components of food, water, shelter
space in a suitable arrangement. For the
and space, which are also limiting factors.
purposes of this activity, we will assume
Habitat components are the most fundamental
that the ospreys have enough space in
and thereby the most critical factors in most
which to live. We are emphasizing food,
natural settings.
water and shelter (specifically appropriate
The major purpose of this activity is for
nest sites). (Note: We will also assume that
students to understand the importance of
the habitat component of water must be free of
suitable habitat as well as factors that may
DDT, so it will not pass through the food chain
affect wildlife populations in constantly
and collect in the ospreys causing reproductive
changing ecosystems. In addition, it will serve
failure.) The ospreys (the ones) need to find
to introduce ospreys as a population that has
food, water and shelter in order to survive.
the same fundamental needs as all wildlife,
When an osprey is looking for food, it
and that their populations, like those of other
should clamp its hands over its stomach.
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wildlife, are in a constant state of flux.
When it is looking for water, it puts its
hands over its mouth. When it is looking for
Procedure
shelter, it holds its hands together over its
1. Begin by telling students that they are about
head. An osprey can choose to look for any
to participate in an activity that emphasizes
one of its needs during each round or
the most essential things that animals need
segment of the activity; an osprey cannot,
in order to survive. Review the essential
however, change what it is looking for; e.g.,
components of habitat with students: food,
when it sees what is available, during that
water, shelter and space in a suitable
round. It can change what it is looking for in
arrangement. This activity emphasizes three
the next round, if it survives.
of those habitat components – food, water
4. The twos, threes and fours are food, water
and shelter – but students should not forget
and shelter components of habitat. Each
the importance of the animals having
student gets to choose at the beginning of
sufficient space in which to live, and that all
each round which component he/she will be
the components have to be in a suitable
during that round. Students depict which
arrangement or the animals will die.
component they are in the same way the
2. Ask students to count off by fours. Have all
ospreys show what they are looking for;
the ones go to one area; all twos, threes and
that is, hands on stomach for food, etc.
fours go together to another area. Mark two
5. The activity starts with all players lined up
parallel lines on the ground or floor ten to
along their respective lines (ospreys on one
twenty yards apart. Have the ones line up
side; habitat components on the other side)
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Project Osprey Curriculum
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– and with their backs to the students at the
This is to represent the osprey’s meeting its
other line.
needs and successfully reproducing as a
6. The teacher begins the first round by asking
result. Any osprey that fails to find its food,
students to make their signs. Each osprey
water or shelter dies and becomes part of
decides what it is looking for, while each
the habitat. That is, in the next round, the
habitat component decides what it is. Give
ospreys that died become habitat compo-
students a few moments to get their hands
nents.
in place – over stomachs, mouths or over
Note: When more than one osprey reaches a
their heads. (As you look at the two lines of
habitat component, the student that gets there
students, you will normally see a lot of
first survives. Habitat components stay in place
variety – with some students as water, some
on their line until an osprey needs them. If no
food, some shelter. As the activity proceeds,
osprey needs a particular habitat component
students of the habitat may confer with each
during a round, the habitat component just
other and all make the same sign. That’s
stays where it is in the habitat. The habitat
okay, although don’t encourage it. For
person can, however, change which component
example, all the habitat students might
it is from round to round.
decide to be shelter during a round. That
9. The teacher keeps track of how many
could represent a drought year with no
ospreys there are at the beginning of the
available food or water.)
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activity; and at the end of each round
Note: If students switching symbols in the
records the number of osprey. Continue the
middle of a round is a problem, you can avoid
activity for approximately fifteen rounds.
that by having stacks of three different tokens,
Keep the pace brisk.
or pieces of colored paper, to represent food,
10. At the end of fifteen rounds, gather the
water and shelter at both the habitat and
students together to discuss the activity.
osprey ends of the field. At the start of each
Encourage them to talk about what they
round, players choose one of the symbols before
experienced and saw. For example, they saw
turning around to face the other group.
a small population of ospreys (seven stu-
7. When students are ready, count: “One . . .
dents in a class size of 28) begin by finding
two . . . three.” At the count of three, each
more than enough of its habitat needs. The
osprey and each habitat component turn to
population expanded over two or three
face the opposite group, continuing to hold
rounds of the activity until the habitat was
their signs clearly.
depleted and there was not enough food,
8. When ospreys see the habitat component
clean water or nest sites/shelter for all the
they need, they are to run or “fly” to it. Each
members of the population. At that point,
osprey must hold the sign of what it is
ospreys starved, became contaminated with
looking for until getting to the habitat
pesticides in the food chain due to water
component person with the same sign. Each
pollution, or they couldn’t find nest sites
osprey that reaches its necessary habitat
they needed to reproduce.
component takes the “food,” “water” or
11. Using a flip chart pad or available chalk-
“shelter” back to the osprey side of the field.
board, post the data recorded during the
Project Osprey Curriculum
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activity. The
decline and rebuild –
number of ospreys
as long as there is
at the beginning of
good habitat and
the activity and at
sufficient numbers of
the end of each
animals to success-
round represents
fully reproduce.
the number of
12.
In discussion,
ospreys in a series
ask students to
of years. That is,
summarize some of
the beginning of the activity is year one
the things they learned from the activity.
and each round is an additional year. The
What do animals need to survive? What are
students will see this visual reminder of
some of the “limiting factors” that affect
what they experienced during the activ-
their survival? How do the limiting factors
ity: the osprey population fluctuated over
affect the carrying capacity of the habitat?
a period of years. This is a natural
Are wildlife populations static, or do they
process as long as the factors that limit
tend to fluctuate, as part of an overall
the population do not become excessive,
“balance of nature?” Is nature ever really in
to the point where the birds cannot
“balance” or are ecological systems in-
successfully reproduce. Wildlife populations
volved in a process of constant change?
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will tend to peak, decline and rebuild, peak,
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Project Osprey Curriculum
Fast Frozen Flounders
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(adapted from Quick Frozen Critters, Project WILD ©
Council for Environmental Education 2000)
Duration: 20 - 40 minutes
Materials: Food tokens (pieces of cardboard),
enough for three per student; gym vests or
other labeling devices to mark predators;
four or five hula hoops to serve as “cover,”
markers; pencil and paper to record number
of captures, if desired
prey. Prey, those animals that are killed for
New Hampshire curriculum frameworks
food by other animals, are limiting factors for
supported: science: 3a, 3b
predators. Animals display a variety of behav-
iors in predator/prey relationships that are
referred to as survival adaptations.
Objectives
Some prey behaviors are signaling to
others, flight, posturing a fighting position,
Students will be able to: 1) discuss
scrambling for cover and even “freezing” on
predator/prey relationships, including adapta-
the spot to escape detection or capture by
tions; 2) describe the importance of adapta-
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predators. The kind of behavior exhibited
tions in predator/prey relationships; and 3)
partly depends on how close the predator is
recognize that limiting factors – including
when detected by the prey. Each animal has a
predator/prey relationships – affect wildlife
threshold for threat levels. If a predator is far
populations.
enough away for the prey to feel some safety,
Method
the prey may signal to others that a predator is
near. If the predator comes closer the prey may
Students play an active version of
try to swim or run away. If the predator is too
“freeze tag.”
close to make fleeing feasible, the prey may
attempt to scurry or swim to a hiding place. If
Background
the predator is so close that none of these
Note: this activity is best done after one or
alternatives is available, the prey may freeze in
more that introduces the concepts of adaptations
place. The closer the predator comes to the
and limiting factors.
prey animal, the more likely it is that the prey
will “freeze” in place. This “freezing” occurs as
There are many influences in the life
a kind of psychological shock. Shelter or
history of any animal. When disease, climate,
camouflage may also make them invisible to
pollution, accidents or shortages of food, for
the predator when they freeze. Flounder, for
example, exceeds the limits of tolerance of
example, are flat fish that dwell on the bottom
that animal, it becomes a limiting factor. It
substrate. Their coloration, which is very
then drastically affects the well-being of that
similar to that of the substrate, enables them
animal. Predators, animals that kill and eat
to be virtually invisible when staying motion-
other animals for food, are limiting factors for
less on the bottom. Too often people that come
Project Osprey Curriculum
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upon animals quickly and see them immobile
Their travel is hazardous, however. They
infer that the animals are unafraid when, in
need to be alert to possible predators. If
reality, the animals are “frozen”, or, as the
they spot an osprey, they can use various
adage goes, “frozen stiff.”
appropriate prey behaviors, including
The major purpose of this activity is for
warning other prey that a predator is near.
students to recognize the importance of
Flounders have two ways to prevent them-
adaptations to both predators and prey and to
selves from being caught by ospreys: they
gain insight into limiting factors affecting
may “freeze” anytime an osprey is within
wildlife populations.
five feet of them; or they may “swim” to
cover, with at least one foot within one of
Procedure
the hula hoops. Frozen flounders may blink,
but otherwise should be basically still
1. Identify students as being either ospreys as
without talking.
predators, or flounder as prey, for a version
of “freeze tag” – with approximately one
7. Predators (ospreys) start the activity
predator per every four to six prey.
anywhere in the open area between ends of
the field and thus, are randomly distributed
2. Using a gymnasium or playing field, identify
between the prey’s food and primary shelter.
one end of the field as the “food source” and
Predators attempt to capture prey (flounder)
the other end as the “shelter.”
to survive, tagging only moving, not frozen,
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3. Four to five hula hoops are placed on the
prey.
open area between the “shelter” and the
Optional: Flounders can have bandanas in
“food.” These represent additional shelter or
their pockets that ospreys have to capture
“cover” for the prey and can be randomly
to represent the successful predation.
distributed on the field. If hula hoops are
Ospreys must capture two flounders each in
not available, string might be used, or chalk
order to survive. Captured flounders are
on asphalt.
taken to the sidelines by the ospreys who
4. Food tokens are placed in the “food source”
captured them.
zone on the ground. Allow three food tokens
Note: Establish a ground rule for student
for each prey animal.
behavior: Behave in ways that are not harmful
5. Predators (ospreys) should be clearly
to other students, even when simulating
identified. Gym vests or safety patrol vests
predator behavior; e.g., no full tackles.
may be available.
8. A time limit of five to seven minutes is
6. Use a whistle or some other prearranged
suggested for each round of the game.
signal to start each round. When a round
Captured flounders on the sidelines will get
begins, flounders start from their “shelter.”
restless if rounds are much longer. Remind
The task of the flounders is to move from
flounders they can remain frozen for as long
the primary shelter to the food source,
as they like, but if they do not have enough
collecting one food token each trip and
food at the end of the activity they will
returning to the primary shelter. To survive,
starve to death. In nature an animal must
flounders have to obtain three food tokens.
balance the need to find food with the
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Project Osprey Curriculum
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sometimes, conflicting need for safety.
tured become ospreys, and each osprey not
9. Play four rounds, allowing each student to
getting enough food become a flounder in the
be both prey (flounder) and predator
succeeding round. This quickly leads to the
(osprey).
concept of dynamic balance as prey and
predator populations fluctuate in response to
10. Discuss with students the ways they
each other.
escaped capture when they were flounders.
Which ways were easiest? Which were most
Extension
effective? What means did they use as
ospreys to capture prey? Which ways were
Divide students into small groups and
best? What did the predators do in response
have each group select either ospreys, or one
to a flounder that “froze?” In what ways are
of five common prey species of ospreys,
adaptations important to both predator and
including flounder, yellow perch, herring,
prey? Ask students to summarize what they
sunfish and menhaden. Have each group
learned about predator/prey relationships.
research their selected species and prepare a
How do predator/prey relationships serve as
written report, poster, skit, or puppet show to
natural limiting factors affecting wildlife?
share their findings with the rest of the class.
Information about habitat needs, physical and
Variation
behavioral adaptations that enhance survival
as prey or predator, and identification of at
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Conduct the activity for three or four
least three limiting factors that could affect
rounds, recording the number of captures each
that species population.
playing period. Have students who are cap-
Project Osprey Curriculum
23
All Aboard for Points South
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Ospreys, like most other hawks and falcons
wintering grounds, although there is some
of the north temperate latitudes, migrate
overlap. Most of the ospreys that nest along
south for the winter. Although there are many
the Atlantic seaboard tend to winter in eastern
unanswered questions about osprey migration,
Brazil, while those from the west coast tend to
the reason they head south is not one of them.
winter on the west coast of Central America.
One need only to think about what they eat
Ospreys tend to follow mountain ranges or the
and what happens to most water bodies in the
Atlantic seaboard south, but then fly directly
winter to figure it out. Not all water bodies
across large bodies of water, without flying
freeze, though. Many rivers and coastal waters
around them or sticking to island chains as
stay relatively free of ice. Why, instead of
most other diurnal bird of prey do. Most ospreys
migrating thousands of miles each year don’t
arrive at their wintering grounds by late
ospreys congregate in those open water areas?
November. Winter habitat includes lush
As fall temperatures drop, cold-blooded fish
rainforest ecosystems, coastal mangrove forests,
move from the surface waters and shallows to
estuaries and shallow river mouths. The spring
greater depths where the temperatures remain
migration usually begins in late February,
above freezing and are more constant. The move
follows the same route north that was followed
makes them inaccessible to ospreys. Even if
south, and is much speedier than the fall
fish were accessible, frequent fall and winter
migration. There is an urgency to arrive early,
storms and fewer hours of light each day would
as early nesters have greater success. Mi-
seriously limit the amount of time ospreys
grants return to the same nesting territories
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could fish at a time of year when more food is
and nest sites they occupied the year before.
required, just to maintain their body temperature.
Migration is not the quick and easy
For ospreys in north temperate regions,
alternative to wintering in the north as it
which include most of the ospreys breeding in
might seem. There are many hazards associ-
Canada and the northern United States,
ated with flying thousands of miles, over
migration begins in late summer. Adults
unfamiliar territory, through many different
generally leave first, while the newly fledged
countries, and finally arriving in a new terri-
young may linger a few weeks longer on the
tory as the new guy on the block. Migrants
breeding grounds, a strategy which buys them
face the perils of flying in bad weather, into
additional time in which to strengthen and
power lines, and near busy metropolitan
improve flying and foraging techniques. As
airports. They must fish in unfamiliar waters
fish are still abundant when ospreys start to
during their journeys and may encounter a
head south, it is believed that the decreasing
variety of pollutants along the way. Although
length of day stimulates hormonal changes
DDT has not been used as a pesticide in this
that trigger migration.
country since 1972, it is still used in Central
Most of the information about where
and South America. In many of the countries
ospreys winter and the routes they take to get
ospreys migrate through and where they
there comes from recovered banded ospreys.
winter, hunting birds of prey is legal. Habitat
North American ospreys generally winter in
destruction is occurring rapidly in the
the tropics of southern Central America and
rainforests of Central and South America
northern South America. The breeding popula-
where ospreys winter, and in the United States
tions of ospreys found at different latitudes in
and other countries in areas used for resting
North America tend to stay separated on the
and feeding during migration.
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Project Osprey Curriculum
Migration Headache
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(adapted from: Project WILD Aquatic © Council for
A variety of remarkable migrating shore-
Environmental Education 2000)
birds, waterfowl and ospreys inhabit the skies
and waters of the United States. Many migrat-
Duration: 1 - 45 minute class
ing birds - ducks, cranes, herons, rails, terns,
Materials: Large playing field or gymnasium;
plovers and ospreys, for example – require
two bases (paper plates or carpet squares,
wetlands in their breeding, stopover and
for example) for every two or three students
wintering grounds. Without wetlands, dozens
of species of water birds face loss of necessary
New Hampshire Curriculum Frameworks
habitat.
supported: science: 3a, 3b; social studies:
4, 14
During the last 150 years water bird
populations have been threatened by the
alteration of habitats and direct mortality of
Objectives
birds. Numerous populations of water birds
have declined, some significantly. The disap-
Students will be able to: 1) list limiting
pearance and degradation of wetlands are
factors affecting habitats and populations of
major threats to the survival of migratory
migrating ospreys; 2) predict the effects of
water birds. Destruction of wetland habitats
such limiting factors; 3) describe the effects of
reduces the quantity of suitable nesting,
habitat loss and degradation on populations of
feeding and resting areas. Alteration of habi-
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migrating ospreys; and 4) make inferences
tats often reduces the quality of habitats,
about the importance of suitable habitat for
making them unsuitable for water birds.
migrating ospreys.
Wetland habitats, usually found in low, fertile
Method
plains along watercourses, were historically
prized for conversion to farmland and settle-
Students portray migrating ospreys
ments. Agriculture and development, both
traveling between nesting habitats and winter-
residential and industrial, have reduced the
ing grounds.
number and quality of natural wetlands.
Direct mortality of water birds occurs in
Background
various ways. The migration routes of North
Birds that migrate depend not just on
American water birds are well known. Before
having one suitable habitat, but two and often
the passage of regulations regarding the
three habitats. For example, some birds nest
hunting of water birds, market hunters of the
and raise their young in the northern limits of
nineteenth and very early twentieth centuries
their ranges. The same birds may also require
decimated the flocks by taking advantage of
suitable habitats in the southern limits of their
the vast numbers of water birds that concen-
range to live during winter. Because migrating
trated at strategic points along these routes.
birds, including ospreys, travel hundreds or
Pollution, through pesticide use for example,
thousands of miles between nesting and
has also taken a toll. The birds ingest the poisons
wintering grounds, resting and feeding sites
through the food chain, sometimes with lethal
(known as stopovers) are crucial.
effects. In some cases, pesticides also kill the
birds’ food, reducing their food supply.
Project Osprey Curriculum
25
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Most international, federal, state and
the simulation. The major purpose of this
private groups recognize the importance of
activity is for students to dynamically experi-
wetland habitats to wildlife preservation. In
ence some of the important factors that affect
the early 1900s several laws and treaties were
habitat quality and the associated survival of
enacted and signed that regulated the hunting
migratory osprey populations.
of water birds, as well as protecting the
habitat on which they depended. Laws that
Procedure
conserve and enhance wetland habitats have
1. Select a large playing area about 70 feet in
slowed the alteration of these habitats. The
length. Place an equal number of bases in
Clean Water Act of 1977 and the Farm Bill of
three areas on the playing field as shown
1985 are two major pieces of such legislation.
below:
In addition, techniques have been developed to
Choose the number of bases so there is one
build new wetlands as well as enhance the
base for each two or three students at each
quality of existing wetlands. The U.S. Fish and
of the three areas of the field. Designate one
Wildlife Service (USFWS) has principal legal
of the end areas the “wintering habitat,” the
responsibility in the United States for manag-
other end, the “nesting habitat” and the area
ing migratory wildlife at the federal level.
in the middle as “stopover habitat.”
State wildlife agencies share some responsi-
bilities with the USFWS in conserving migra-
2. Explain to students that they are ospreys
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tory water birds.
and will migrate between these three areas
at your signal. Tell students the bases
Natural occurrences and human manage-
represent wetlands. These wetlands provide
ment efforts during the 1990s have produced
suitable habitat for ospreys. At the end of
mixed results. The North American Waterfowl
each migration, the students will have to
Management Plan, coordinated by the USFWS,
have one foot on a base in order to be
has worked through private/public partner-
allowed to continue (survive). Tell students
ships to conserve and enhance waterfowl
that only two (or three as decided in Step 1)
habitat in Canada and the United States. This
ospreys can occupy a habitat (base) at one
effort, aided by several years of plentiful rain
time. If they can’t find a habitat that isn’t
and snow, has enabled populations of many
“filled,” then they have not found any
species of waterfowl (ducks, geese and swans)
suitable habitat. They “pass away,” and have
to rebound from near record lows in the 1980s
to move, at least temporarily, to the side-
and early 1990s to near historic high numbers.
lines. During the migration, the students
On the other hand, shore birds like plovers,
may want to flap their “wings,” moving like
terns and the red knot continue to suffer
birds in flight.
losses because of habitat loss and alteration
along coastal regions.
3. Explain that many factors will limit the
survival of populations of ospreys. Some
In this activity each student (assuming a
involve change in the wintering, stopover
class of 30) represents hundreds of ospreys.
and nesting habitats. There will be periods
Thus, occasional losses to predation and other
of time when food, water, shelter and space
events of relatively minor magnitude during
are suitably arranged to meet the habitat
the course of migration are not emphasized in
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Project Osprey Curriculum
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requirements of the birds. There will be
long-term effects of the decline or increase?
other times when the habitat is stressed,
Which factors are human-caused? Which are
with many factors limiting the potential for
natural? Which factors reduced or enhanced
the birds’ survival
the quality of the habitat? What are the
4. Begin the activity with all ospreys at the
benefits and liabilities related to these
wintering habitat. Announce the start of the
factors for the community?
first migration. Have students migrate
Extensions
slowly until they become familiar with the
process. Then they can speed up. On the
1. Research a species of water bird. Conduct
first try, all the ospreys will successfully
this activity again with each student repre-
migrate to the stopover habitat.
senting a specific kind of water bird.
5. Explain that ospreys need these areas to
2. Explore the major factors affecting habitat
rest and eat before continuing the migratory
loss and alteration, or gain and restoration,
journey. Then have them migrate from the
in your area. Research the causes for long-
stopover habitat to the nesting habitat.
term habitat loss, as well as any major
Explain that there has been no loss in the
efforts underway to prevent these increas-
area of available high-quality habitat. Thus,
ing losses. How would these habitat losses
a successful nesting season is at hand.
and restoration efforts affect ospreys in
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6. Before students migrate back “south,”
your area?
remove one base from the stopover habitat.
3. Using a map, plot the major migratory
Explain that a developer has received a
routes of North American birds.
permit to drain a wetland to build a mall.
4. Visit a national wildlife refuge, state wildlife
Repeat the instruction to migrate and send
area, bird observatory, private sanctuary,
the birds to the stopover habitat. Have
seashore or other habitat for migratory
students who could not find available
water birds.
habitat stand on the sidelines. Tell students
5. What other animals migrate? Are the
these birds died as a result of habitat loss.
problems they face similar to those of
Remind any “deceased” ospreys that they
migratory birds?
will have a chance to get back into the
activity. They can come back as surviving
6. There are national laws and international
hatchlings when favorable conditions prevail
treaties protecting migratory species. Find
and habitat is available on the nesting ground.
out about some of these. What is their
history? Are they effective? Are there
7. Continue the migrations by reading the
problems enforcing them? What migrating
habitat scenarios included. Teachers may
species, if any, are unprotected by such laws?
want to appoint two students as monitors to
remove and add bases (habitats) as required
7. Find out how wetlands have changed or
on the cards.
remained the same in your community
throughout the last 100 years. Are there
8. After the activity, ask students to identify
wetland regulations or zoning laws in your
factors that caused osprey populations to
community?
decline or increase. What are the short- and
Project Osprey Curriculum
27
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Habitat Scenarios
These scenarios can be used during the activity to assist teachers with the factors
that may reduce or enhance a wetland habitat. (Teachers may want to photocopy this page
prior to beginning the activity.)
s A marsh has been dredged to allow a marina to be built. Remove one habitat from
the stopover habitat.
s A landowner has agreed to re-flood fields after harvesting, increasing acreage for
wintering birds. Add one habitat to the wintering habitat.
s A joint federal/state wetland restoration project involved removing drain tiles
allowing a former wetland to flood and return to its natural state. Add one habitat
to the stopover habitat.
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s A large increase in the number of mink and raccoons has reduced the value of a
marsh nesting area. Remove one habitat from the nesting habitat.
s Wintering habitat is reduced by the conversion of bottomland hardwood forests to
cropland. Remove one habitat from the wintering habitat.
s New legislation restricts motorboat traffic on a number of lakes and large
marshes, reducing the human disturbance to wildlife. Add one habitat to stopover
habitat.
s Several years of sufficient rain and snow have replenished the water supply, thus
increasing the food supply. Add one habitat to the nesting habitat.
s A timber company has agreed to preserve a forested wetland in exchange for tax
credits. Add one habitat to the stopover habitat.
s Filling and diking reduces the amount of tidal wetlands available to waterfowl.
Remove one habitat from the wintering habitat.
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Project Osprey Curriculum
Which Way is Home?
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(Adapted from: Peregrine Falcons - The Flight to
Procedure
Recovery: Following Peregrine Migrations; Colorado
Division of Wildlife)
1. Have students work individually or in small
groups to research the following topics:
Duration: 2 - 45 minute classes
a.) why do birds migrate? b.) why some
Materials: copies of North American osprey
ospreys migrate and some don’t; c.) home
migration routes handout (included), re-
ranges of the four osprey populations of the
search materials, handout of activity ques-
world; d.) home ranges of the four osprey
tions, ruler, paper, pencil, detailed map of
populations in North America. Discuss the
the Western Hemisphere
hazards that migrating ospreys might face
and ask students to suggest steps that could
New Hampshire curriculum frameworks
be taken to minimize these dangers.
supported: science: 3a, 3b; math: 4c, 7a;
social studies: 4, 10, 14, 15
2. When students have completed their re-
search, either lead a class discussion about
the topics or have students report on their
Objectives
topics in writing or orally, summarizing
their research for the rest of the class.
Students will be able to: 1) describe the
3. Create a handout for each student or group
general migration pattern of two North Ameri-
of students and distribute it with a copy of
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can osprey populations, including the Atlantic
the included map. (Note: The map depicts
seaboard population; 2) explain why ospreys
hypothetical migration paths of different North
migrate; and 3) describe three hazards ospreys
American populations of ospreys.) The hand-
might encounter during migration.
out might include the following questions:
Methods
A. Calculate the distances traveled by
ospreys 1, 2, 3 and 4. Give answers in
Students become familiar with various
both miles and kilometers.
aspects of osprey migration through research
B. From and to which countries did ospreys
and mathematical manipulation of hypothetical
1 and 2 migrate (include state and
data.
provinces of the U.S. and Canada)?
Background
C. Name the large bodies of water osprey 4
flies over during its migration.
Bird migration, the seasonal movement of
birds from one place to another, has always
D. Over which states did ospreys 2 and 3 fly?
fascinated humans. Scientists are just begin-
E. Assuming that ospreys 2, 3 and 4 all took
ning to understand how birds navigate during
three weeks to migrate north, what was
migration and suggest that birds use the stars,
the average number of kilometers or
sun, moon, wind currents, landmarks and even
miles traveled per day by each osprey?
the earth’s magnetic field to find their way.
F. Osprey 1 flew what percentage of the
total kilometers or miles that osprey 2
flew?
Project Osprey Curriculum
29
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G. What hazards might ospreys 2 and 4
Extension
encounter while migrating that osprey 1
would not encounter?
1. What is the approximate longitude and
latitude where the flyways of ospreys 1 and
H.Name the countries that ospreys 1 and 4
2 intersect? In which country is the inter-
would cross over during migration.
section located?
I. If osprey 3 flew at an average speed of 35
2. Have students write a story from the per-
kilometers per hour without stopping,
spective of an osprey about their migration
how long did it take to complete its
from New Hampshire to Brazil. They could
migration?
highlight the major events of their journey,
4. Have students answer the questions indi-
including landscapes crossed and hazards
vidually or in small groups. Compare and
encountered flying over the Caribbean. Have
discuss the answers with the rest of the
students detail their experiences while
class, including a discussion of the methods
flying over the Virgin Islands, Trinidad and
used to arrive at the answers.
Venezuela.
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Project Osprey Curriculum
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2
3
4
1
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Project Osprey Curriculum
31
References
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Brown, Phillip and Waterson, George. Return
Journey North, track the journeys of several
of the Osprey. London: Collins, 1962 (out
migratory species
of print).
www.learner.org/jnorth
Carpenteri, Stephen D. Osprey: The Fish Hawk.
The Raptor Center at the University of
Minnetonka: NorthWord Press, 1997.
Minnesota
www.raptor.cvm.umn.edu
Dennis, Roy H. Ospreys. Colin Baxter Photog-
raphy, 1991.
Osprey Project at Rutland Water, United
Kingdom
Gessner, David. Return of the Osprey, A Season
www.ospreys.org.uk
of Flight and Wonder. Chapel Hill:
Algonquin Books, 2001.
Osprey camera at Blackwater Reservoir,
Maryland
Henningsen, Nancy. Return of the Ospreys. New
www.friendsofblackwater.org/osprey.html
York: Peregrine Press, 1991.
Highland Foundation for Wildlife, osprey
Poole, Alan F. Ospreys: A Natural and Unnatu-
management in Scotland
ral History. New York: Cambridge
Univer-
www.roydennis.org
sity Press, 1989.
Osprey nest camera at Loch Garten, Scotland
Audubon Society of New Hampshire, includes
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www.rspb.org.uk/webcams/
webcam at Lake Massabesic
www.nhaudubon.org/research/nhosprey.htm
Osprey nest monitoring, northern England
www.lakesfd.co.uk/osprey.htm
32
Project Osprey Curriculum
Public Service of New Hampshire
PO Box 330
Manchester, NH 03105-0330
(603) 669-4000
www.psnh.com
Audubon Society of New Hampshire
5 Silk Farm Rd.
Concord, NH 03301
(603) 224-9909
www.nhaudubon.org
New Hampshire Fish and Game Department
2 Hazen Drive, Concord, NH 03301
(603) 271-3211
www.wildlife.state.nh.us
NGM00004.P65
