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DOCUMENT RESUME SE 063 484 ED 439 961 Red-Cockaded Woodpecker Classroom Activities. TITLE Texas State Dept. of Parks and Wildlife, Austin. INSTITUTION 1999-00-00 PUB DATE 49p.; Booklet written by Cliff Shackelford and Jeff Reid. NOTE TPWD, 3000 IH35 South, Suite 100, Austin, TX 78704. AVAILABLE FROM Guides - Classroom - Teacher (052) PUB TYPE MF01/PCO2 Plus Postage. EDRS PRICE Animals; *Birds; Educational Games; Elementary Secondary DESCRIPTORS Education; *Endangered Species; *Forestry; *Habitats; *Science Activities; Wildlife Texas IDENTIFIERS ABSTRACT This packet provides information on the balance between the of endangered red-cockaded woodpecker and modern forestry in Texas. A set its habitat for classroom activities about the Red-cockaded Woodpecker and Sections of grades 3-6, and a booklet, a pamphlet, and a poster are featured. "Historic Range "The Red-cockaded Woodpecker"; (2) the booklet include: (1) "Present Range of the of the Red-cockaded Woodpecker in Texas"; (3) (4) "Why is It Vulnerable and Why Red-cockaded Woodpecker in Texas (1998)"; "What is The "How Can We Bring Them Back?"; (6) is It Endangered?"; (5) "Partners in Flight." Activity Landowner Incentive Program?"; and (7) (1) "Prescribed Burning for the Red-cockaded Woodpecker"; sections include: "What Would You Do?"; "Red-Cockaded Woodpecker Habitat Lap Sit"; (4) (3) (2) "Red-Cockaded Woodpecker Math Activity." (CCM) "Wordfind"; and (5) Reproductions supplied by EDRS are the best that can be made from the original document. Red-cockaded Woodpecker Classroom Activities U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY ocument has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent official OERI position or policy. 1 BEST COPY AVAILABLE 2 "A HOME IN THE PINES" Classroom Activity About The HABITAT RED-COCKADED WOODEPECKER AND ITS students have already become familiar This classroom activity for grades three to six is best used after (see other activities). with the Red-cockaded Woodpecker's natural history In other words, it is the HABITAT is defined as the locality in which a plant or animal lives. and space suitable to a species needs. Examples of arrangement of food, water, shelter or cover, places to rest and hide from what's included are places to find food throughout the year, predators and places to find a mate and raise a family. their own personal WHAT IS YOUR PERSONAL HABITAT? Ask students to define day. This includes a home, clean habitat by identifying what they need to live from day to for entertainment, and medical and dental water to drink, place to buy food, school, places boundaries of a few habitats on a city or offices. (The teacher may want to help students draw county map). members of a DISTRIBUTION RANGE is defined as the geographic area in which all highly variable from a few inches species and their habitat are found. The amount of space is (the human being). (in the case of a bacterium) to most of the land of the planet SPECIES? All people belong WHAT IS THE DISTRIBUTION RANGE FOR YOUR How many individuals of your species are to the species Homo sapiens (our scientific name). population). Even though people are there in the world? (5.5 billion is the estimated world species. What is the distribution often of different sizes and colors, we all belong to the same world map and identify where the human species lives. In range of your species? Look at a what areas don't humans live? that is in danger of becoming extinct. An ENDANGERED SPECIES, is an animal or plant there aren't many individuals left. The loss of its habitat (living space) is often the reason why Picoides borealis. There are probably less The Red-cockaded Woodpecker has the scientific name and compare the numbers of than 5,000 members of this species in the entire world. (Write The Red-cockaded humans and Red-cockaded Woodpeckers on the chalk board.) WOODLAND. The Red-cockaded Woodpecker's habitat (where it lives) is PINE States, including all of the Woodpecker was once found throughout the southeastern United DISTRIBUTION RANGE or where it East Texas Pineywoods. This was its HISTORIC found in only about half of the area used to be found. Today, Red-cockaded Woodpeckers are Woodpeckers in Texas are found in Texas where they once occurred. Most of the Red-cockaded these private timberlands also have good populations of on the National Forests, although some diagram, have a student woodpeckers. (See diagram of historic and present ranges). Using the and outline to the class the Red-cockaded go to the large classroom world and state maps to Woodpecker's historic and present ranges. How does its present distribution range compare that of the human species? 5 HABITAT Within the Pineywoods region, what are the Red-cockaded Woodpecker's NEEDS? Based on what you already know about the life history of the woodpecker, what The list specifically does this endangered species need to survive? Ask students to make a list. where should include: open pine forests with widely-spaced pine trees; large, old pine trees (food is insects). they can excavate their cavity holes; and pine forests where they can find food LOSS OF HABITAT is the most severe threat to the survival of the Red-cockaded think about what Woodpecker. What are some of the reasons habitat is gone? Ask students to important threats for kinds of human activities alter natural areas. The following are the most forestry practices which this species. LOSS OF OLD, MATURE PINES due to modern FIRES, which controlled the favor smaller, faster-growing pines. LACK OF PERIODIC woodpeckers. Some midstory hardwoods and kept the pinewoods open and suitable for the cleared to plant LOSS OF NATIVE PINEWOODS has occurred because the land has been finally, URBANIZATION, or the growth of towns crops or grasses for grazing cattle. And important problem for and cities, has replaced some habitat with buildings and roads. A very LACK OF the Red-cockaded Woodpecker and for most Texas endangered species is heard AWARENESS about their natural history and habitat needs. Many people have never of the Red-cockaded Woodpecker. PROBLEM SOLVING ACTIVITY Red-cockaded Woodpecker by (This exercise should be done after students have become familiar with the completing other activities). this unit you Instructions to the Students: Now that you have completed several activities in WOODPECKER BIOLOGIST. You understand are now ready to be a RED-COCKADED of these woodpeckers and what they need to survive. As a great deal about the natural history RECOMMENDATIONS to city, county, state, and a biologist, you must now MAKE federal officials about how to save this endangered species. Let's do an exercise to come up with some ideas. spend fifteen Instructions to the Teacher. Break the class into groups and instruct them to Woodpecker. minutes BRAINSTORMING ideas about how to help the Red-cockaded When time is up, Appoint a recorder for each group to list the five best ideas the group has. lead the student's reassemble the class and share ideas. As the teacher you may want to used today to help save suggestions toward the following management practices that are being the Red-cockaded Woodpecker. PROTECT EXISTING HABITAT the National Forests Red-cockaded Woodpecker habitat is being protected and managed within and of east Texas. State and federal resource managers are seeking new ways to protect improve habitat for the woodpeckers. WITH FEDERAL, HABITAT MANAGEMENT AND RESTORATION--WORKING STATE, AND PRIVATE LANDOWNERS Red-cockaded Woodpecker Some east Texas landowners are doing a good job of protecting 6 working with landowners to restore habitat. State and federal conservation managers are how to manage their timber habitat, as well as offering landowners a variety of options on Woodpeckers. while also providing habitat for Red-cockaded RESEARCH PROGRAMS biologists are studying populations of Red- Texas Parks and Wildlife and U.S. Forest Service the woodpeckers and try to find new cockaded Woodpeckers in east Texas. Biologists count for nesting, biologists insert artificial cavity cavity trees. In an effort to provide more cavities few moments, the woodpeckers have boxes into pines located in suitable habitat. In just a them a year or more to excavate. In a available to them a cavity that would have taken moved from areas of poor or declining habitat technique called augmentation, woodpeckers are effort to start new family groups. to more suitable habitat in an ENVIRONMENTAL EDUCATION by learning about their natural history and Everyone can help Red-cockaded Woodpeckers with others. Well informed students can teach conservation needs and sharing this information all about this fascinating bird. Understanding their parents, brothers and sisters, and friends will help build support for efforts to help this the life history of the Red-cockaded Woodpecker endangered species survive. discussion, you may want to have the Following the presentation of ideas and subsequent officials or write a letter to the editor of students TAKE ACTION and write to government Red-cockaded Woodpecker, along with the the newspaper expressing their concerns for the species. recommendations they have for saving this endangered Prepared by Texas Parks and Wildlife Wildlife Diversity Program 7 PWD LFW7000-027 (5/99) RED-COCKADED WOODPECKER DISTRIBUTION IN TEXAS Present Range Historic Range Map only shows Texas range Suggested for grades 7-12 Prescribed Burning for the Red-cockaded Woodpecker Objective: possible positive and Students will be able to identify, describe and evaluate some Woodpecker) that result from negative effects on wildlife (specifically the Red-cockaded forest fires. Method: forest fires; conduct research; and Students brainstorm positive and negative effects of fire in forest ecosystems, focusing on the effect of create murals showing changes from Woodpecker. Students may fires on the habitat of the Pineywood's Red-cockaded continue the activity by conducting a field investigation. Background: have been making a In managing public lands, government agencies for many years and grassland fires. Whereas slow movement to change their attitudes toward forest vigorously fought, today many fires are allowed to once all fires were suppressed or grassland ecosystems. In remote areas, burn as part of a natural cycle within forest and lightning-ignited wildfires and allow them to burn as long as some agencies monitor location. However, wildfires they stay within "prescribed" limits of fire behavior and populated areas. In fact, there has been a movement are still aggressively fought near and in some places in an effort to replicate to "prescribe" fires under some conditions natural cycles that contribute to maintaining healthy ecosystems. dense hardwood midstory can When naturally occurring wildfires are suppressed, a interrupts the Red- develop in forests. A midstory of oaks and other hardwoods much brushy growth changes cockaded Woodpecker's line of flight into its nest. Too becomes too dense, the the open habitat conditions favored by the bird. If an area 5 years mimics the woodpecker will abandon its nest. Prescribed burning every 3 - by removing midstory natural fire regime and improves habitat for the woodpecker vegetation. qualified resource managers. Such "prescribed burns" are planned and tended by fuel load in a given area. Prescribed burns are frequently designed to reduce the fires from getting so Reducing the fuel load in a forested area, for example, can prevent scorch the soil. That is, fires hot that they eliminate virtually all life forms and even clear the heavy underbrush without every five to ten years in some forest types can accumulation of brush harming the larger trees in the forest. A major fire after a 50 year and destructive fires. and maturing timber, however, can cause intensely hot Objectives may include Objectives for use of fire as a management tool are variable. eradicating some restoring fire's role in the natural cycle within a particular ecosystem; that are preferred food by plant species; and promoting the stimulation of plant species fire is the most cost-effective tool to manage habitats. some wildlife. In some area, 9 Prescribed burns" are planned and initiated by qualified professionals who are trained in after using fire for resource management objectives. Prescribed fires are only employed size, burn plans are approved. Those plans must specify objectives for the fire, location, smoke from the fire will be type, how the fire will be started and controlled and how the fire burns managed. Fire plans set limits for weather parameters which control how hot a started. If and in which direction smoke dissipates. Fires outside of those limits will not be call for the fire is started and the weather conditions change to go beyond these limits, plans putting out the fire. agencies, Students may ask why- if some fires are helpful- the national symbol of firefighting Smokey Bear says, "Only you can prevent forest fires." carelessness in This message is aimed at humans causing fires by error and accidents, such as destructiveness of arson- camping situations. The message also warns us about the terrible and intentional fires set by people for malicious and mischievous purposes. Accidental They often occur during times of severe arson fires are often started near developed areas. hand, drought or high winds. This kind of wildfire can be terribly destructive. On the other cooler prescribed fires are lit under ideal weather conditions. They generally burn much Again, the only than wildfires that most often occur during extremely hot and dry times. who are people who may be authorized to set prescribed forest and grassland fires are those fire as a fully qualified professionals, trained in the study of ecological systems to reinstate well as natural management tool. It is still correct, of course, that fires can have negative as rather harvest positive effects. Forest products companies, for example, in most cases would trees than see them burn. Individual If a fire is too large, too fast and too hot, wildlife can't easily move to safety. of animals may die or be displaced from their habitat. Short-term and long term loss wildlife, and vegetation can have a variety of effects including loss of food and shelter for increase in silting and sedimentation in the waters. burns There are, however, possible benefits as well-particularly in the case of those smaller that do not get exceedingly hot. For example, fires can: chaparral, maintain and enhance fire-dependent habitats such as prairies, savannas, jackpine forests, southern pine forests, boreal forests; provide habitats fore species primarily dependent on fire driven ecosystems such as jackpine warbler; increase soil productivity by releasing and recycling nutrients in litter and undergrowth; prepare soil for germination of some seeds; activate heat-dependent seed varieties, such as lodgepole pines, jackpine, black spruce; shelter sources contribute to an "edge effect," providing a greater variety of food and for some species of wildlife; and diversity and abundance of food plants, open up habitat, generating new growth, such as for large herbivores. I0 Materials: mural display. For the murals: art supplies, butcher paper for (e.g., pH testing paper), containers For the field investigation: soil analysis equipment guides for fieldwork; OR classroom for soil samples, plant and animal identification materials. speaker; OR access to library and other reference Procedure: Forest Fire Mural: forest fires. Students' reactions may be 1. Begin the activity with a discussion of effects of fire may be detrimental to some negative at first. Point out that while the wildlife. wildlife species, fire may benefit other species of effects of forest fires. Keep the list of 2. Brainstorm possible positive and negative brainstorm ideas posted for the students' reference. have the students find out more about 3. Using the brainstorm list as a beginning point, include: forest fires. Possible topics for further investigation trees) how fires affect plants (both understory plants and later) how do fires affect animals (both initially and how do weather conditions affect fire behavior have the students make a mural. The 4. Once any necessary research has been done, and after a fire. Analyze and mural should portray changes from before to during forest fires. Discuss what forest fires do discuss positive and negative consequences of Woodpecker. for the habitat of the endangered Red-cockaded with this suggested field investigation: The forest fire mural activity may be followed possible to see areas that have 1.) Take a field trip to a forest or grassland where it is and areas not burned in recently been burned, areas burned ten or more years ago, wildlife biologist who can recorded history. Try to arrange to go with an ecologist or and differences among the various areas. point out and explain some of the similarities regional forester, state wildlife agency, (NOTE: If such a trip is not possible, contact a other resource person for information on the soil conservation district representative, or of the agency to come to the classroom subject. It may be possible for a representative under which fire can be and talk with the students about different circumstances film on the subject. If helpful, and harmful, to wildlife-possibly bringing slides or a possible, the students will neither the field trip nor the visit from a resource person is their own, or agencies may need to work from library and other reference materials on of such sites.) be able to provide you with before and after photographs 11