Piping+Plover+Conservation+Activities

=__Activity #1 – A Day in the Life…of a Piping Plover __= = =  Summary: This game takes the students through a day in the life of a Piping Plover. Most days are spent nesting on eggs or foraging for food on the beach or within the wrack line. Each group will receive one die and for each role will send them to various stations around the room and nearby hallway. There will be a total of ten stations and each group will begin at a different station to break them up initially. The students have only two lives and if they use them up, the game is over

Learning Goal: To teach students the possible effects of human impact on their environment. Upon completing the game, the students will be instructed to return to their table to answer questions based on their game.

Question 1: What are some specific ways you can protect the Piping Plover?

Question 2: Why do you think it is necessary for Park Rangers and Conservationists to create artificial habitats for these birds to live?

Question 3: What has this game taught you that you can teach your family?

Materials: A Day in the Life worksheet, pen/pencil, and one die

|| Game Total Points rolled || || 1 or 2 go to #8; 3 or 4 go to #3; 5 or 6 go to #10 || || 1 or 2 go to #4; 3-6 go to #1 || 
 * Location #’s
 * 1. Wrack line || Roll a 1,2,3 and stay there; Roll 4 go to #2; Roll 5 go to #7; Roll 6 go to #8 ||
 * 2/ Beach || Roll a 1 or 2 go to #3; Roll a 3 or 4 go to #5; Roll a 5 go to #10; Roll a 6 go to #1 ||
 * 3. Muddy salt marsh || 1 or 2 go to #4; 3 or 4 go to #6; 5 go to #7; 6 go to #10 ||
 * 4. A naturally protected habitat || 1 or 2 go to #1; 3 go to #10; 4 go to #8; 5 go to #9; 6 go to #3 ||
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 150%;">5. An artificial protected habitat || <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 150%;">1 or 2 go to #2; 3 or 4 go to #4; 5 or 6 go to # 7 ||
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 150%;">6. In a pile of garbage and gets sick
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 150%;">7. Eaten by a stray cat
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 150%;">8. Plover chick got away from a fox || <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 150%;">1-3 go to #5; 4 or 5 go to #2; 6 go to #6 ||
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 150%;">9. Your babies and you were eaten by a Gull || <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 150%;">1 or 2 go to #7; 3 or 4 go to #3; 5 or 6 go to #1 ||
 * <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 150%;">10. You got caught in a plastic bag and died || =<span style="font-family: 'Arial Black',Gadget,sans-serif;"><span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 150%;"> 1 or 2 go to #6; 3-6 go to #1 = ||

Activity #2 – Conserving water at home helps the beach and ocean habitat

Summary: This activity takes place at home with the student’s entire family. Lessons are taught in school talking about the tragedy that occurs all too often in the New York City wastewater system. Our system cannot handle much rain runoff and as such, if it rains more than ¼ of one inch, the water runs off goes directly into our rivers and bays around the five boroughs. The students will be taught the results when garbage flows into our water ways and how it effects the Piping Plover. Data Collection Sheets will be given out and students will be asked to post them above each of the three items: The kitchen sink, the bathroom sink, and the toilet.

Learning Goal: The students will learn to conserve water by scientific data collection. They will also learn the negative results of exploiting this vital resource in terms of conserving local wildlife.



= = ==**<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 150%;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> In your opinion, what do you think will happen to the Plover population if the beaches remain undisturbed? **== ==**<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 150%;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Plover nests are often lined with small pebbles or shells, what do you think this  nest border is used for? **== ==**<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 150%;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Looking at slide #9, what can you tell about the Plover’s diet by looking at the shape of their beak? **== ==**<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 150%;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;">-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Looking at slide #14, what could you learn about the vulnerability of the Plovers nests? **== ==**<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 150%;">-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 18pt;">In slide #23, what do you notice about the artificial enclosures the Park Rangers are erecting? **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> ==
 * <span style="display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 18pt; text-align: left;">Activity #3: Piping Plover Information Web Quest **
 * <span style="display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 18pt; text-align: left;">Summary: Using the Plover slide show on [] the students will learn about the behaviors, predators, and other information about the Plover. They will compare the information learned from the other two activities with the slide show. The students will answer the following questions: **


 * <span style="display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 18pt; text-align: left;">Learning Goal: The students will learn additional information about the Piping Plover and it’s survival. **


 * <span style="display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 18pt; text-align: left;">Materials: Piping Plover worksheet, notebook pen/pencil, and computer with internet access **
 * <span style="display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 18pt; text-align: left;">More information about the Endangers Species Act (ESA) - [] **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">