engaging young people in conservation and educationan ant, a fly, a butterfly, a grasshopper? – is...

Engaging Young People in Conservation and Education:A Toolkit for Site Support Groups

© 2014 BirdLife International

Published by:

BirdLife Africa Partnership SecretariatP.O. Box 3502, 00100 Nairobi, Kenya

Phone: +254 (0)20 2473259 / (0)8068314Office Mobile: +254 (0)722 200538 / (0)734 600905

Fax: +254 (0)20 8068315E-mail: [email protected] Website: www.birdlife.org/africa

DisclaimerThe production of this toolkit was made possible through financial support

provided by the Conservation Leadership Programme (CLP) and AAGE JensenCharity Foundation which is supporting two regional initiatives being implemented

by the BirdLife Africa Secretariat, namely the WildLife Clubs of Africa Projectand the Lake Victoria Basin Project.

However, the views expressed herein are those of BirdLife International andshould therefore not be taken to reflect the official opinion of the donors.

AcknowledgementsMain Contributors: Fleur Ng’weno, Dino Martins, Caroline Njoki,

Thandiwe Chikomo, with contributions by Mary Mwendwa, Martha Nzisa,Moses Odhiambo, Isaac Ondigo and Obaka Torto

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Contents

SECTION 1. Getting Started 1.1.1 Identifyingprioritiesanddirection ......................................1 1.1.2 Workingwithyoungpeople .................................................2 1.1.3 Takingaction ........................................................................ 2 1.1.4 Results .................................................................................. 2 1.2 Firststeps ...................................................................................... 2 1.2.1 Settingobjectives .................................................................2 1.2.2 Selectingschoolsandtheyouthclubs ..................................2 1.2.3 Buildingrelationshipswithstakeholders .............................3

SECTION 2. Active Learning 2.1 Fieldvisits ...................................................................................... 5 2.2 Games ...... ...................................................................................... 6

SECTION 3. Learning Through Stories, Photos, Drama 3.1 Libraries .... ...................................................................................... 9 3.2 Storygatheringandwriting .............................................................9 3.3 Photography:Animageisworthtenthousandwords ..................10 3.4 Performingarts ............................................................................. 10 3.5 Visualarts .................................................................................... 11 3.6 Conservationfilms ......................................................................... 12

SECTION 4. Habitats and Activities 4.1 Wetlands ....................................................................................... 15 4.1.1 Whatarewetlands? ...........................................................15 4.2 Marinewetlands ........................................................................... 20 4.2.1 Thebeach ........................................................................... 20 4.2.2 Mangroves .......................................................................... 22 4.2.3 Coralreef ............................................................................ 23 4.2.4 Seagrassbeds ....................................................................23 4.2.5 ConservationIssues ...........................................................24 4.3 Forests ........................................................................................... 25 4.4 Grasslands ..................................................................................... 30

SECTION 5. Animal Groups and Activities 5.1 Birds ............................................................................................ 35 5.2 Pollinators ..................................................................................... 39 5.2.1 Thebeebuzz......................................................................41

ANNEx 1:Criticalquestionsthatshouldbeasked .....................................45ANNEx 2:Furtherreading .......................................................................... 45ANNEx 3:Majorinternationalenvironmentaldays ..................................46

SECTIONONE

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Thisbookletistohelpyoutogetyoungpeopleinvolvedinconservationactivities.Manyyoungpeopletodaydonotknowmuchaboutthenaturalworld.Theyhavenotevenlearnedthenamesofplantsandanimalsinlocallanguages.YOUcanhelptoconnectthemwithnature.

Theactivitiesandideasareforyoungpeople inupperprimary(10–14years)andjuniorsecondarylevel(15–16years).

Thepracticalactivitiesfocusonaddressingconservationissuesrelatedtothreekeyhabitats:wetlands,grasslandsandforests,allwhicharecriticalforresidentandmigratorybirds.Someofthesehabitatsmaynotbenearyourcommunity.Justusetheactivitiesthatworkbestforyourarea.

1.1.1 Identifying priorities and direction Beforeyoustart,therearecriticalquestionsthatneedtobeansweredinconsultationwiththeSiteSupportGroup,teachersandyouthleaders.Someofthequestionsare:

• Whatisthedominanthabitatinourarea?• Whataretheconservationproblemsandissuesinourarea?• Who or what might be contributing to the conservation

problems?• Whataresomesolutionstotheseproblems?• How canweworkwith young people to help solve or reduce

someoftheproblems?

1. Getting Started

Child planting a tree © Illustration – Nani Croze

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1.1.2 Working with young people:• How do we reach the young people? (For example, through

schools, church groups, youth groups, etc.)• Doweneedanyresources?(For example, notebooks and pencils;

DVD machine and screen; transport, etc.)• Areweabletogettheseresourceslocally?• Ifeducationmaterialsneedtobeproduced,isitpossibletoget

supportfromteachersororganisations?

1.1.3 Taking action: • What are the key messages that we want to communicate?

(The message could be, being aware of the importance of the environment. Or it could be changing behaviour or taking action.)

• Whatdowewanttheyoungpeopletodo?(For example, take part in exhibitions and festivals. Or become citizen scientists (nature detectives). Or take action advising farmers, planting trees, etc.)

1.1.4 Results:• Cantheworkwithyoungpeoplereachthelocalcommunityand

decision-makers?• HowcantheCountygovernmentcomein?• Howwillwemeasurethesuccessofourwork?

1.2 First steps

1.2.1. Setting objectivesChooseactivitiesbasedonavailableresourcesandtheresultsyouwanttoachieve.

1.2.2 Selecting schools and the youth clubsSomeschoolshaveenvironmentorwildlifeclubs.MostWildlifeClubsarepartoftheWildlifeClubsofKenya.SomeschoolsmayhaveBoyScoutsorGirlGuides.Otherclubsmaybescience,music,drama.

Wherethereisnoclub,talktotheschooladministrationandteachersaboutstartingone.Thisincludesagreeingon:

• Whocanbecomeamember,andwhetherthereisafee.• Mainobjectivesoftheclub.• Rolesoftheteachersandyourgroupinmanagingtheclub.• Activitiestobecarriedoutinandsometimesbeyondtheschool

compound.

Onceaclubisstarted,itisimportanttoremaininvolvedandkeepthechildrenandteachersinterested.

3BirdLife Education Toolkit for SSGs

1.2.3 Building relationships with stakeholders It ishelpful to involveotherswhoareactive in thecommunity.Thesestakeholdersincludethelocaladministration,teachers,otherCBOs,theprivatesector,universities,themediaandotherconservationagencies.Youcanreachtheminvariousways:

• Referralbyalocalleader,teacher,ororganisation.• Establishingcontactduringmeetings,eventsorprojects.• Conductingasurveyoforganisationsinyourareatofindoutwhat

theydoandpossibleareasofcollaboration.Thenwritingalettertointroduceyourgroupanditsactivities,expressinginterest inworkingtogether;ororganisingaformalmeetingwiththem.

Local leaders, groupsororganisationsmayprovideuseful informationabout trends in use of natural resources, what has been done, andlessonslearnt.

SomeStakeholdersandwhattheymightbeabletodo:

Stakeholder

Media(Printandaudio-visualmedia) – Publicityandcoverageofprojects,events,conservationissues,innovations.

LocalEducationOffice,teachers – Developmentofresourcematerials– Howtolinktheactivitieswiththe

curriculum.

CountyEnvironment,WaterandNaturalResourcesCommittee

– RaiseconservationissuesintheCounty.– Makedecisionsorregulationsregarding

useandaccesstonaturalresources.

Governmentagenciessuchas: NEMA (NationalEnvironment

ManagementAuthority) KWS (KenyaWildlifeService) KFS (KenyaForestService) WRMA (WaterResourcesManagement

Authority) NMK (NationalMuseumsofKenya)

– Enforcementofenvironmentregulations.

– Permissionforaccesstoaprotectedarea.

– Knowledgeofsitesforoutdoorlearning.– Provisionofsecurityifnecessary– Adviceontreenurseriesandtree

planting.– LinkswithotherGovernmentagencies.

Community-basedandnon-governmentalorganisations

– Additionalresources,publications,resourcepersons.

Businessesandprivatecompaniessuchasbanks,manufacturingfirms

– Participationinactivitiesandprovisionoffundsorloans.

– Promotingcleanerproductiontosafeguardtheenvironment.

SECTIONTWO

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2. Active LearningWelearnbestbydoing.Fieldvisitsandgamesareagreatwaytostartenvironmentalawareness.

2.1 Field visits

Field visits give young people a chance to see nature first-hand. Youneedtoselecttheareatobevisited,howtogetthere,andwhatwillbelearnedthere.

Field visits usually start with the school compound. Then visit otherplacesthatcanbereachedonfoot,suchasafield,farm,forestorriver.Ifyouhavetimeandresources,organisevisitstootherhabitats,museums,forestreservesornationalparks.

Field trips open up the natural world to young people © Photo – Martha N. Mutiso


Duringanyfieldvisit,encouragethechildrento:

• Make observations: Record physical features such as hills orstreams.Lookforplants,touchthem,smellthemordrawthem.Watch animals and listen for them. Search for hidden signs ofanimallifesuchasnests,burrowsandtracks.

• Record observations:Sharewhatyoudiscover.Drawpicturesandmaps, or take notes, photographs, video, or audio recordings.Writedowndetailssuchasdate,season,location,habitat,sound,smell,texture,colour,sizeandshape.

• Ask questions:Thisleadstomorelearningandinteraction.

• Identify:Studyaplantoranimal.Doyouknowitsnameinthelocallanguage?Doyouhaveaguidebookforidentification?Ifyoudon’t,trytoidentifyitdowntoagrouporcategory.

– Isitaninsect?Howmanylegs?Doesithavewings?Whatkindofinsect?Anant,afly,abutterfly,agrasshopper?

– Isitabird?Acrow,adove,abirdofpreyorasmallbird?Canyoutellwhatiteatsbytheshapeofitsbeak?Doesitssongtellastory?

– Isitaplant?Atree,ashrub,aclimberorvine,agrassorsedge,or a flower? Is it used for food, for medicine, for shade, fordecoration?

2.2 Games

Gamesareafunwaytolearn,andcanpassonconservationmessages.Games may be used for indoor and outdoor learning. They canincorporatechallengestobesolvedandleadtodiscovery.

Pre-testanygamebeforeuse.The followingaretips forplanningandplayinggames:

• Instructionstobecleartoalltheparticipants.

• Participantstobeabletolearnideasfromplayingthegame.

• Afterthegame,asktheparticipantswhattheylearned.

• Discuss how the lessons learnt from the game apply toenvironmentalconservation.

Seeactivitiesfordifferenthabitatsandanimalgroupsonpages11–29.


Agricultural Land © Illustration – Nani Croze

Dragonfly© Illustration – Nani Croze

SECTIONTHREE

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3.1 Libraries

Booksarevaluableteachingtools.Theydonotneedspecialequipmentto view, and can be stored for a long time. Ask various conservationorganisationsforbooksandotherpublications.Keepthebooksinasafeplacesuchasametalboxthatcanbecarriedtoschoolsorinthefield.

3.2 Story gathering and writing

Young people can play a vital role in informing others about theenvironment.This involvesstorygathering,writingandphotography.Encourage young writers to present their work to the rest of theschool. The best stories can be sent for publication to conservationorganisations or newspapers. Five key things to keep inmindwhenwritingastoryare:

A is for Audience – Who are you writing for?Thinkofthepeopleyouarewritingfor.Whatdotheyknow?Whatdotheynotyetknow?Whatdotheywanttoknow?Whatdoyouneedtotellthem?

B is for Brief – Keep it short!A clear and simple language appeals more to readers. Stick to shortsentences. Presentone ideaor conceptper sentence. If possible, useheadingsandparagraphs.Re-readandreviseyourstorymanytimestoensurethestoryflowsfrombeginningtoend.

C is for Correct – Accuracy is criticalCheckthefactsbeforeyouwriteaboutthem.Askdifferentpeopletogettheirdifferentviewpoints.Checkthatnamesandplacesareidentifiedandspelledcorrectly.Oncesomethingispublished,youcannottakeitback.

D is for Development – how the story developsTherearethreecomponentsofanystory:

(a) The introduction or beginning: How the story starts reallymatters.Ourgreat-grandparentsknewthiswhentheysattheirgrandchildrenby thefireside inevenings forstorytelling.Theymight start in a creative way like “hadithi, hadithi,” then thekidswouldrespond“hadithinjoo”.Thiswasawaytocatchtheattentionoftheaudience.Anintroductionhastobecatchyandinteresting. Journalists usually try to answer What? Where?When?Why?inthefirstparagraphofastory.

3. Learning through Stories, Photos, Drama

BirdLife Education Toolkit for SSGs10

(b) Thebodyormainplot:Thiscarriestheweightofthestory. (c) Theendorconclusion:Howyouendyourstoryisimportanttoo.

Readersaretakenthroughajourneyandtheyneedtoknowtheendofthejourneyastheyreadastory.

E is for Electronic or PrintThisreferstowherethestorywillbepublished.Isitinprint,onlineoraudio-visual media? Stories may be pinned on school notice boards,readduringassemblies,postedonsocialmediaorablog,orsubmittedforpublicationinmagazines.(MagazinesincludeKomba,themagazineoftheWildlifeClubsofKenya,orNatureNet,theNatureKenyamonthlynewsletter).Explorewritinginlocallanguagestoo.

3.3 Photography: An image is worth ten thousand words

Nature photos are among the most interesting photos in the world.Theytellussomuchaboutcreaturesandplaces.Today,photoscanbetakenwithcellphones.However,ahavingagoodcameraaddsvaluetophotography.

Tips on how to take a good photo:• Understandhowyourcameraworks. If it’sanewonereadthe

manualcarefully.• Coverthe lenswhennot inuse.Thisprotects it fromscratches

andstrongsunlight.• Frame your subject. That is, make sure what you are

photographingfitsnicely in the frameof the lens.Remember,youreyeisthefirstcamera.

• Takeaphotothattellsastory.Donotjusttakeaphotoforthesakeofit.

• Takemanyphotos and changeangles.Different anglesmakeapictureinterestingtolookat.

3.4 Performing arts

PerformingArts includemusic,dance,drama,poetry,andstorytelling.Voicevariationandbodymovementareusedtohighlightissues,educateas well as entertain. Participation helps to develop creative thinking,teamwork,publicspeakingandwritingskills.

Tips for a good drama presentation: • Prepareearly.• Practice,practice,practice.• Makesurethatperformersspeakclearlyandslowlyenoughtobe

understood.

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BirdLife Education Toolkit for SSGs 11

Performancescanbepreparedformajorenvironmentalcelebrations,orforannualdramaormusicfestivals.

Poemsareapowerfulwayofwriting,usingjustafewwordstocreateimagesorexpressfeelings.

Tips on writing poems:• Youmightwanttodescribeaplace,aseason,aplantoranimal.Or

youmightwanttocryoutoverdestructionoftheenvironment,orpraiseahero.

• Carry a notebook, pen or pencil for writing down ideas andobservations.

• Youcanstartbywritinginfreestyle(noverses);asyouprogressyoushapethepoemintoverses

• Asthepoemtakesshape,reviseit.• Askyourfriendsandteacherstoreadandprovidecomments.• Putfeelingsintothepoem.

3.5 Visual arts

Theseincludepainting,drawing,sculpture,crafts,orphotography.Useavailable localmaterials, such as clay,woodor seeds, andmake yourownpaints.Theartworkcanbeusedforclassroomteaching,displayedduringexhibitions,andenteredincompetitions.

Bracelets made of various seeds © Photo – Caroline Njoki


Simple displays such as this found in Mida Creek is a great source of information about nature © Photo – Caroline Njoki

Importantpointstoconsiderwhileusingperformingorvisualare:• The target audience— is it aimed at resource users, decision

makers,otheryoungpeople?• Themessagebehindthestory, forexample,waterscarcityasa

resultofdestructionofcatchmentareas.• Theimpact—isittohighlightthebiodiversityfoundinaplace,to

outlinethreats,ortoencouragepeopletochangebehaviour?• Remember that the impactwill be greater if it appeals to the

emotionsofpeople.

3.6 Conservation films

Therearemanygoodnaturefilms available today. Films canbehiredorpurchasedfromlibraries,bookshopsandfilmproductioncompanies.Some films can be downloaded from the internet. Remember thatequipmentforshowingfilmsrequiresinvestmentforpurchase,hireandmaintenance.

Choosetherightfilmtoexplainasubjectorintroducetheyouthtothewiderworldofwildlife. Ifpossible,watchthefilmbeforescreening it,andseewhetheritmeetstheneedoftheaudience.

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Beforeshowingafilm,introducethesubject.Askthechildrenwhattheyknowaboutthesubject.

Afterthefilm,askthechildrenwhattheysaw,heardorlearned.Explainnewconceptsinthefilm.Askthechildreniftherearelessonsfromthefilmthattheycanapplytosolveaproblemorchangeattitudes.

Ifyouhavetheresources,makeyourownfilmfeaturingthelocalnatureandculture.

Where to get films: AfricaEnvironmentalFilmFoundation(AEFF)produceseducationalfilmsonvariousenvironmental issues inAfrica.Uponrequest, thefilmsaredistributed free of charge to education institutions,wildlife clubs andconservationorganisationsinAfrica(www.aeffonline.org).

© Illustrations – Nani Croze

Termites Skink

Net-winged beetle

Moth

Butterfly

SECTIONFOUR

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4.1 Wetlands

4.1.1 What are wetlands?Wetlandsareareaswhere landmeetswater.Thewatermaybe fresh,salty or alkaline. Wetlands include swamps, dams, seasonal pools,riverbanks,lakeshoresandseashores.

Somefreshwaterwetlandsarepermanent—theyholdwaterallyearround.Otherwetlandsareseasonal,dryingupforpartoftheyear.Freshwateroralkalinewetlandscoverabout3%ofKenyainthedryseason,and6%inthewetseason.

A male Northern Shoveller – a migrant bird © Photo – Caroline Njoki

4. Habitats and Activities

Kassina Frog(Illustration: Nani Croze)


ACTIVITY 1: Bird migration race

Thisisakindofgameordramaforoutdooruse.Migratingwaterbirds—ducks,storks,flamingos,ploversandsandpipers—flyfromtheplaceswheretheynesttoplaceswheretheyfeedandrest.Forexample,LesserFlamingos breed, or nest, on LakeNatron. After breeding, they fly toalkalinelakesalloverEastAfricatofeed.WhiteStorksnestonchimneysin Europe. After the nesting season, it becomes cold in Europe. ThentheWhiteStorksflysouthtoAfrica,stoppingtofeed ingrasslandandwetlandsalongtheway.

MigratingwaterbirdsthereforeneedwetlandsintheirbreedinghabitatANDinnon-breedingsites.Sincethesetwositesmaybethousandsofkilometresapart,waterbirdsalsoneedwetlandsin-between.

The populations of some species ofwaterbirds are healthy; however,populationsofmanyare showingdownward trends. Examplesofbirdspecies that appear to be healthy in most areas in Kenya are CattleEgrets, Sacred Ibis andHadada Ibis.Onewell-known species that hasrecentlybecomeendangeredistheGreyCrownedCrane—nationalbirdofUganda.

The main threat to migratory waterbirds is the disappearance anddegradationofwetlands–sites tobreedand feed.Withoutwetlands,dozens of species of ducks, storks, pelicans, flamingos and otherwaterbirdslosethenecessaryhabitatforsurvival.

Materials Largeplayingfield, twomarkers (e.g. sticksor stones) forevery threestudents. Clearly mark the markers to differentiate the top from thebottom.

Procedure 1. Selectalargeplayingareaabout20metresinlength.Selecttwo

markersforeverythreestudents.Placehalfthehabitatmarkersatoneendoftheplayingfield,andhalfattheotherend.Scatterthemarkerssothereissomespacebetweenthem.

Designate one end of the field the “nesting habitat” and theotherthe“non-breedinghabitat.”Thismeansyouhavetwosetsofmarkers;onesetatthenestinghabitatandonesetatthenon-breedinghabitat.

2. Explaintothestudentsthattheyarewaterbirdsandwillmigratebetweenthesetwoareasatyoursignal.Tellthemthatthemarkersrepresent “wetlands.” These wetlands provide suitable habitatforwaterbirds. At the end of each journey, the studentsmusthaveone footonamarker inorder tobeallowedtocontinue.


Iftheycannotgettheirfootonamarker,thatmeanstheyhavenotfoundanysuitablehabitat.They“die”andhavetomove—atleasttemporarily—tothesidelinesandwatch.Duringmigration,thestudentsmaywantto“flaptheirwings”,movingtheirarmslikebirdsinflight.

3. Explaintothestudentsthatmanyfactorswilllimitthesurvivalofmigratingwaterbirds.Therewillbetimesofabundantfood,water,shelter and space. Therewill beothertimeswhen thehabitatisstressed,withmanyfactorsaffectingsurvival.Sometimestheareaofavailablehabitatisreduced.Tellthestudentsthatinthisgame,onlythreewaterbirdscanoccupyahabitatmarkeratanyonetime.

4. Start with all of the students at the non-breeding habitat.Announce the start of the firstmigration. Ask the students tomigrateinslowlyuntiltheybecomefamiliarwiththeprocess.Thentheycanspeedup.Onthefirsttry,allthebirdswillsuccessfullymigrate to thenestinghabitat. Explain that therehasbeennolossofavailablehabitat.Thus,asuccessfulnestingseason isathand.

5. Before the studentsmigrate toward the non-breeding habitat,turnoveronemarkerfromthenon-breedingregion.Explainthatalargewetlandareahasbeendrainedtobuildashoppingmall.Askthestudentstomigratetothenon-breedinghabitat.Whentheygetthere,threestudentswillnothaveamarker.Tellthemtostandonthesideline.Explainthatthesethreebirds“died”asaresultoflossofhabitat.(Remindany“deadbirds”thattheywillhaveachancetogetbackintothegame.Theycancomebackassurvivingyoungwhenfavourableconditionsprevailandthereishabitatavailableinthenestingground.)

6. Repeattheprocessforeightortenmigrationcyclestoillustratechangesinhabitatconditionswithresultingeffectsonthebirds.Giveexamplesofpositive(creatingnewwetlandsandrestoringdamagedones,orplantingshrubsandtrees,settingaside landforapark,removingwaterhyacinthandnegativefactors(floods,drought, disease, predation) that might influence the birds’survival.

7. Ask the students to summarisewhat they have learned aboutthe many factors that affect waterbird migration. List anddiscuss human-caused factors and environmental factors.Compare similarities and differences between these limitingfactors.Highlightthosethatthestudentsidentifyasposingthemost significant long-term threats to the survival of migratingwaterbirds.

Source: Modified from ProjECT WILD, Canadian Wildlife Federation


ACTIVITY 2: Field trip to a local wetland

Arrangeavisittoawetland:• Divide the group to observe different areas, such as upstream

andseveralpartsofthewetland.• Ask students towrite down or draw some of the animals and

plantstheyseeduringthevisit.TheymayseereedslikeTypha,Papyrus or other sedges; birds like a heron or a stork; watercreaturessuchasfish,snailsorcrayfish.Whenstudentsdonotknowthenameofaplantoranimal,theycandrawit.

• Askstudentstoobservehumanactivitiesatthewetland.

Afterthevisit,followupwithactivitiesanddiscussion:• Ask students to create three different wetland food chains by

pastingordrawingpicturesofwetlandplantsandanimalsinthecorrectspace.Starteachfoodchainatthebottomofthesheetwithaproducer(plant)andindicatewhatmayeatitonthelineabove. Continue until the food chain is complete. Encouragestudentstosharetheirresultswiththerestoftheclasstoshowthevarietyofpossibilities.

• Identifyanddiscusshumanactivitiesthathaveanimpactonthewetland

Wetland ConservationConservationmeansthewiseandsustainableuseofnaturalresources.Discussthisdefinitionwiththestudents.Howisitdifferentfromsimplysettingasideor“preserving”naturalresources?Askthemforreasonswhyconservationisimportant.Dothestudentsthinkwetlandconservationisimportant?

Listreasonswhywetlandsshouldbeconserved.Yourlistmightinclude:• Wetlands catch, store and release water. They help to control

floods,protecttheshore,andreducesoilerosion.• Wetlandsalsopurifywater.Wetlandplantssuchaspapyrustrap

soil,mineralsandwastebeforetheyreachthewater.• Wetlandsregulatethelocalclimate.Wetlandplantsstorecarbon,

helpingtoslowclimatechange.• Wetlandsarehometoarichdiversityofanimalsandplants.They

arethebreedinggroundsforfish,birdsandotheranimals.

Economically,wetlandsprovidemanygoodsandservices,including:• Waterforpeople,livestockandwildlife.• Fishandotherfoods.• Plantsproductsforthatching,baskets,canoes,matsandcrafts.• Dryseasongrazinggrounds.


Wetland to dryland © Illustration – Nani Croze

• Clayandotherminerals.• Transport.

Wetlandsarealso:• Religiousandculturalsites.• Placesfortourismandrecreation.• Theyprovideanareaforoutdooreducation.• Theyareareasofscientificinterest.• Theyarebeautiful!

Now ask the students what may happen if people did not conservewetlands.What can communities do?Askthestudentsforsuggestions or recommendations.Thesemayinclude:

(a) Takeactiontoreduceorpreventpollution.– For example, plant shrubs and reeds along riverbanks and

aroundwetlands.– Ormeettheownersofafactoryandencouragethemtotreat

thefactory’swastewater.

Waste water passes through a series of ponds © Photo – Caroline Njoki


(b) Raiseawarenesstothecommunitybypresentingtheresultsfromyourwetland visit. .Explain how humanactions affect water quality andwhattheycandotopreventthis.

(c) Findouthowyoucanassistrelevantagenciestoensurethatpeopleandbusinessescomplywithregulations.Forinstance,promotewastewatertreatment.

(d) Help local communities to buildwatertroughsforlivestocktoavoidtramplingandbankerosion.

(e) Regulate the harvesting of plantsandanimalsinawetland.Emphasisewise use and sustainability forfuturegenerations.

(f) Learn more about wetlands andshare what you learn with otherswho still think wetlands arewastelands.

(g) Get involved with the KenyaWetlandsForumorNatureKenya.

(h) Ifyouareobservingplantsandwildlifeortemporarilybringingthem home, remember to replace them, unharmed, in theiroriginalhabitat.

4.2 Marine wetlands

IntroductionTwoworldsmeetattheseashore—thelandandthesea.Themeetingplacemaybeasandybeach,arockycliff,amuddyestuary,awidedeltaoramangroveforest.

4.2.1 The beachHerethe landslopestowardsthesea.Thebeach iscovered inbillionsof grains of sand, mixed with tiny pieces of shells. Many fishermenkeeptheirboatsatthebeach.Peoplecomefromcitiesandfromothercountriestoenjoythesun,seaandsand.

The place where land meets sea changes every hour of the day.Sometimestheseacoversthebeachentirely.Atothertimesthewaterislow,exposingrocksandseaweedbelowthesandybeach.Thischangeinsealeveliscalledthetides.Thereisahightideandalowtideeveryday

Sedges, common in wetlands© Illustration – Nani Croze)


andeverynight.Highandlowtideshappenatdifferenttimeseachday,becausetidesfollowthemovementofthemoon.

Thewavesandtidesbring foodanddissolvedoxygen.Thissupportsagreatvarietyoflife.Microscopicanimalsandplantsliveamongthesandgrains.Thewavesalsobringbitsofseaweed,seagrass,shellsandtinylivingthings.Sometimesthebrowndeadleavesofseagrasscoverpartofthebeach.Thewavesalsobringbackrubbishthatpeoplehavethrownintothesea.

ACTIVITY 1: Visit to a beach

(a) Atthebeach,divideintogroups.Askeachgrouptofindtheseobjectsin10minutes:• Seaweed• Shell• Pieceofoldcoral• Livinganimal(suchashermitcraborsandflea)• Seedorflowerfromtheland• Driftwood• Flipfloporotherplasticwaste.

Discusshoweachitemendeduponthebeach.

(b) Find the linewhere the tide deposited objects from the sea.Measureasquare2mby2m(oranysuitablesize).Sorttheitemsdepositedbytheseainthefollowinggroups:

© Illustrations – Nani Croze

Sea grass Seaweed

Nerita shells Cockle shells

Cone shell


Mangroves © Illustration – Nani Croze

• Seaweedandseagrass• Shellsandotheranimals• Stones,seeds,piecesofwood• Objectsmadebyhumans.

Whatimpactdoyouthinktheman-madeobjectshaveonmarinelife?

Whatcanwedotoreducetheamountofrubbishinthesea?

ACTIVITY 2: Rubbish trace

LookatamapofKenya.Noticewheretheriversentertheocean.Soilfromthehighlandsandrubbishfromthetownsreachtheseaandaffectmarinelife.TracethepathofrubbishfromNairobitothesea.Classifythewaste intovariouscategories suchasplastic,glass,metal.Discusswhatwecandotoreducethis.

4.2.2 MangrovesMangrovesaretreesthatsurviveinsoilcoveredbysaltwaterathightide.Thereareninedifferentspecies(kinds)ofmangrovesinKenya.Mangrovetreesgrowonmuddyshores,notonsandybeachesorrockycliffs.Theygrowwellwherestreamsbringsoilandfreshwater.Mangrovesformanimportant, shelteredhabitat for youngfish,prawnsandothermarinelife.Mangrovewood is valuable, as it is strong and resistant tomanyinsects.


ACTIVITY 3: Exploring a mangrove forest

• Doyounoticeanythingunusualaboutthewaymangrovetreesgrow?• Whatanimallifecanyouseebelowthemangrovetrees?• Drawapictureofamangrovetreeandacrab.• Discusshowmangroveforestsprotecttheshorefromhighstormwaves.• Ifpossible,joinamangrove-plantingactivity.

Undertheseabutneartheshore,thereareotherhabitats:coralreefs,seagrassbeds,sandyareasandopenwater.

4.2.3 Coral reefTinyanimalscalledcoralpolypsbuildthecoralreef.Eachpolypisasimpleanimal,atubewithtentacles.Apolyptakes minerals from seawater andbuildsawallaround itself.Differentspeciesofcoralsbuilddifferentkindsof walls. Millions and billions ofcoralstogetherbuildthecoralreef.

Livingthingscalledalgaelivetogetherwith the coral animals. Algae arelike plants, they can make food insunlight.Tinyalgaehelpcoralstoliveandtobuild.

Acoralreefislikeamassofrockswithdifferentshapes.Someareold,deadcorals,andothersaregrowing,livingcorals.Therearetunnelsandoverhangsandotherhidingplaces.Manyother living thingsfind foodandshelteronthecoralreef.

4.2.4 Sea grass bedsSeagrassesformgrasslandsundertheseaclosetotheshore.Theyareimportant food for large animals such as Green Turtles and the rareDugong(amarinemammal).Seagrassesarerelatedtotheplantsthatliveonland.

ACTIVITY 4: Exploring a coral reef

Discusswhat animals live in coral reefs, sea grass beds and theopensea.

Largeanimalsincludefishofmanykinds,sharks,seaturtles,andmarinemammalssuchasdugongs,dolphinsandwhales.

Young coral © Illustration – Nani Croze


Doyoueatfish?Doyoueatprawns?

Doyouknowthelocalnamesofanyfish?

Smallanimalsinclude:• Coralsandjellyfish• Crabs,prawns,lobsters• Seastars(starfish),seaurchins(withroundshellsfullofspines)

andseacucumbers(looklikesausages)• Molluscs (snail-like animalswith a shell) andmolluscswithout

shellssuchasoctopusandseaslug• Tubeworms,bristlewormsandotherinvertebrates• Andmicroscopicanimalsandplantscalledplankton

Thisextraordinary,richanddiversemarinelifeisthreatenedbyoilspills,siltfromerosion,andplasticwaste.It’salsothreatenedbychangesinthechemistryofseawaterbecauseofburningfossilfuels.Whatcanwedotoreducethesethreats?

4.2.5 Conservation Issues Waste from homes, farms and factories ends up in the ocean. Thispollutionisverydangeroustomarinelife.Turtlesmayeatplasticbags,mistakingthemforjellyfish,anddie.Whenmangrovetreesarecutdown,theynolongerprotectfishnurseries–shelteredsiteswhereyoungfishandshellfishgrowup.Whenmangrovesaregone, there isnothing tostopseverestorms.Whenpeoplecollecttheeggsofbirdsorturtlestoeat,notenoughyoungbirdsareborntokeepahealthypopulationoftheseanimals.

RememberReduce,Re-useandRe-cycletohelpmarinelife.

Reduce:usefewerpolythenebags

Re-use:useplasticcontainersandpolythenebagstostoreitems

Re-cycle:Collecttheemptyplasticbottlesinyourcommunity.Therearefactoriesthatre-cyclethem.Iftherearenosuchfactoriesnearyou,thinkofhowyoucanusethebottles.Somepeoplestringthemonfencesorusethemtomakewalls.

Plasticwastethatisreallydirtyandcan’tbere-cycledshouldbeburiedintheground.


4.3 Forests

Aforestisanareacoveredwithtreesandotherplants.Manytreesmakeupaforest.Kenyahasawiderangeofforests,fromcoastalforestthroughcentralhighmountainforeststothethickwetforestsoftheWest.Largeforests include: Kakamega, South Nandi, Mau Escarpment, AberdareMountains,MountKenyaandArabuko-Sokokeforests.Therearemanyother,smallerforests,managedbyKenyaForestService,KenyaWildlifeService,localcommunitiesorprivatecompanies.

Tree with roots © Illustration – Nani Croze


ACTIVITY 1: Make a plant scrap book

Collectplants intheschoolcompoundor ina forest.Forsmallplants,collectthewholeplant.Fortreesandshrubs,collecttheleaves,andifpossibleflowersorfruits.Thencarefullyspreadeachoneoutonapieceofpaperorcardboard.

To dry the plants, place them between newspapers and put a heavyweightontop.Theweightcanbearock,adictionary,etc. Ifpossible,identifytheplantwiththelocalnameorthecommonEnglishorScientificname.Forinstance,Lusiolatree,Mangotree,Bougainvilleabush,etc.

Writedowntheusesoftheplantinthecommunity.Forexample,mangoesarefoodandthetreesalsoprovideshadeandwoodforcarving.Addingaphotoordrawingoftheplantortreewilladdvalue.Attheend,thekidswillhavemadetheirownschoolplantguide.

ACTIVITY 2: Growing a seed

– Firstfindtreeseeds.Ifpossible,visitaforestorwoodlandtolookforseeds.

– Mostseedsareinsideseedpods,fruitsorothercoverings.Makesureseedpodshaveseedsinside.

– Writedownthenameofthetreewhereyoucollecttheseeds.ItcanbethelocalnameorcommonEnglishname.Ifyoudon’tknowthename,takeaphoto.

– Planttheseedssoonaftercollectingthem.Ifyoustorethem,storeinadryplace,notinapolythenebag.

– Someseedssprouteasily.Butseedswithhardseedcoats(includingacacias) need treatment before sowing. Treatment methodsinclude:

• Placeseedsinveryhotwater.Soaksomefortenminutes,leaveothersforaday

• Soakseedsincoldwaterovernight.

• Cutoffatinybitoftheseedcoatwithasharpknifeornailclipper.Or scratch the seedcoatwithanail. These“nicked” seeds canthenbesoakedforafewhours.

– Experimentwithdifferentmethods.YoucanalsoaskforadvicefromaForestStation.

– Next,findaplaceforthetreenursery. Itshouldgetbothsunandshade.

– Getsomesoil,compost,manureordung,andsandorsmallstones.


– Collectcontainerssuchascookingfattins,milkpackets,brokenclaypotsorthickplasticbags.

– Makesomesmallholesinthebottomofthecontainerstoletwaterdrain.

– Mixsoilasfollows:

• Twopartssoil

• Twopartscompostorrichtopsoil

• Onepartsandorsmallstones

• One part dry manure or dung (or just use more compost ortopsoil).

– Fillcontainerswiththesoilmixture,andwaterthem.

– Plant3or4seedsineachcontainer.

– Plantlargeseedsdeeperthansmallseeds.

– Placethecontainersinthenursery,waterthemwhenthesoilgetsdry,andwait. (Some seeds take a long time to germinate. Not all the seeds will sprout; some seeds will be too old, or eaten by insects, etc.).

– Makealightshadeforthenursery.Forexample,fourpolessupportingasheetofwirenetting,coveredwithsomedrygrass.

– Make“rain”bypunching smallholes in thebottomofatin.Pourwaterintothetinwithholes.

– Whentheseedlingsgerminate,theyneedtenderlovingcare:

• Waterthemmorningand/orevening

• Protectthemfromrunningchildrenorhungrygoats

• Pulloutweeds

• Cutoffrootsthatgrowthroughthebottomholes;theseedlingwilldevelopmoreroots.

– In the next rainy season, plant out your seedlings at home orschool.

– Oncetheseedlingisplanted,wateritearlyinthemorningandlateevening.

– Continuetowatertheplantedtreeduringthedryseasonforatleastoneyear.

– Build a fence or use thorny bushes to protect the tree fromanimals.

ADAPTED FroM LEArNING For SUSTAINABLE LIVING IN KENYA, Nature Kenya, 2006


Restoring East African Greenheart in Central KenyaEast African Greenheart or ‘Muthiga/Muthaiga’ (Warburgia ugandensis) was once common in Central Kenya. But due to over-harvesting for timber and traditional medicine, it has disappeared in most parts of the landscape. Various parts of this tree are used as treatment of toothache, muscular pains, stomach and chest problems. The Muthiga Restoration Project was started in 2011 through efforts of Mrs. Loise Itotia and like-minded stakeholders. Mrs. Itotia had previously adopted an old Muthiga tree during the centennial celebrations for the Nairobi Arboretum in 2008. A tree nursery was established in Muthiga Primary School, Gatundu. The school and the area derive the name ‘Muthiga’ after the tree. Seedlings are later planted within the school compound and it’s the student’s duty to look after them. Seedlings are also distributed to parents to grow in their farms.

Muthiaga seedlings and pupils of Muthiaga Primary Schoool © Photo – FoNA

ACTIVITY 3: Exploring a log

– Arrangeavisittoaforestorwoodland.– Findafallentree–alog.– Lookcarefullyatthelog.Arethereanyplantsandanimalsonit,in

itorunderit?Ifyoucan’tidentifysomething,makeasketchofit.– Ask the studentswhy forests aren’tpiledwithhighwith fallen

trees, branches, and leaves.What happens to trees after theydie?[inKenya,theyarecollectedforfirewood!]

– Examinethedeadlogtofindanswerstothosequestions.Assiststudentstodevelopotherquestions,suchas:• Howmightthetreehavedied?• Hasthetreebeendeadalongtimeorafairlyshorttime?


• Whatkindsofanimalsliveonthebark?Underthebark?Insidethelog?Underthelog?

• Wheredotheseanimalsgetthefoodtheyneed?• Doanyplantsliveonthelog?Howcantheylivewithoutsoil?

Studentswilllookforevidencetohelpanswerthesequestions.– Insectholes– Spiderwebs– Nestholes– Animaltracks– Pilesofsawdust– Patternsinthewoodunderthebark

Ifthere’sacameraorcellphone,guidethestudentstotakephotosofthelogandthelifearoundit.

ACTIVITY 4: Make bookmarks and greeting cards

Youngpeoplecandrawpictures,orgluenaturalmaterialsoncardboardtomakeacollage.Theymayincludeconservationmessages.

Materials required: i. Paperorcardboard ii. Pencils iii. Glueorstickysap iv. Colours(makeyourownfromplantsorsoils) v. Paintbrushes(makeyourownbycrushingtheendofagreentwig) vi. Locallyavailablematerialslikedryleaves,seedpods,grass,etc.

Forest ConservationThebenefitsfromforestsvaryfromcommunitytocommunityastheyidentify their unique values and priorities. The numerous benefits offorestsinclude:

• Treescatch,filterandslowlyreleaserainwater.Forestsareourmainwatercatchments.

• Treesproduceoxygenduringphotosynthesis.Peopleandanimalstakeinoxygenwhentheybreathe.

• Forests provide uswith energy, aswood fuel and aswater forhydro-electricity.

• Treesenrichthesoilandprotectitfromerosion.• Treesprovidetimber,poles,fibresandotherwoodproducts• Forests also provide non-wood products such as medicines,

honey,mushrooms,grazingsites• Treesshadeusfromthesun• Forestsprovidefoodandshelterforbirdsandotheranimals• Treesstorecarbondioxide,helpingtoregulatethegases inthe

atmospherearoundtheearth.• Forestsprovideemploymentinruralcommunities.


Forestsarealso:• Religiousandculturalsites• Refugesforlivestockandwildlifeintimesofdrought• Placesfortourismandrecreation• Goodsitesforeducationandresearch.Communityforestscanbe

laboratoriesfortestinginnovativeforestpractices.• Beautiful!

Ask the young people what activities they can do to conserve trees.Thesemayinclude:

• Useenergy-saving jikos(stoves)toreducedemandforcharcoalandfirewood.

• Encourageschoolsandhotelstousebiogasorliquidpetroleumgasforcooking

• Plantfast-growingtreesinfarms(SeeActivity#2)• Identify trees in the area that are threatened due to over-

exploitation,andplantmore.• Don’tbuymeatfromwildanimals.Itisnothealthy,anddestroys

thediversityfoundinnature.• Don’tbuyfurnitureorcraftsmadeofindigenoushardwoodtrees.• Growmedicinalplantsasanewtypeofcrop• Visit a Forest Station,Arboretum,KEFRI office,NEMAofficeor

NatureKenyaofficetolearnmore.

Beafriendtoyourcommunityforest!!

4.4 Grasslands

GrasslandsinEastAfricasupportthegreatestnumbersoflargemammalsonEarth.Grasslandsarealsoimportantareasforlivestockgrazingandagriculture.

Grasslands are composed of grasses and other non-woody plants.Wheretherearescatteredtreesandbushesingrasslands,wecallthemsavannas.Grasses,likeotherplants,takeincarbondioxideintheprocessof photosynthesis. They release oxygen that we and other animalsbreathe.

Conservation issuesPeople plough up grasslands to grow crops for food and for sale.Peoplechangenaturalgrasslandsintosettlements,treeplantationsandfarms.Thisdestroys thehabitat formammals,birds,plantsandotherbiodiversitythatdependsongrasslands.


ACTIVITY 1: Who am I?

This game is about biodiversity in the grasslands. Grasslands shelterdifferentspeciesofplants,birds,mammals,reptiles, insectsandotherinvertebrates.Theyutilisegrasslandstofindfood,buildtheirhome,hidefrompredatorsandraisefamilies.

Materialsneeded:• Picturesofdifferentanimalsandplantsfoundingrassland.These

canbedrawnbythestudentsorcollectedfrommagazinesandnewspapers

• Paper(canberecycledmagazines,etc.)• Glue,pinsandstring.

Gameversion1:• Glueeachpictureontoapaper• Each student chooses a picture and attaches it to his or her

forehead• Thestudentsaskeachotherquestionsabouttheanimalorplant

ontheirforeheadtolearnitsnameanditsroleinnature.• Youcansetadditionalrules,suchas:

– limitquestionsto20questionseach,or– allowanswerstobeonly‘Yes’or‘No’.

Gameversion2:• Pinapicturetothestudent’sback,butDONOTtellthestudent

thenameoftheanimalorplant.• Thestudentasksquestionstofindoutwhichpictureisonhis/her

back.

ACTIVITY 2: Understand a food chain and food web

Afoodchainisasimplewayofshowingenergyrelationshipsbetweenplantsandanimalsinanecosystem.Exampleofafoodchain:

Sun > Seed > Mouse > Owl

Thesun’senergyisusedbyaplanttomakeaseed.Theseediseatenbyamouse,whichinturniseatenbyanowl.

In reality, an animal might eat many different foods. A food webrepresentstheinteractionofmanyfoodchainsinanecosystem.

• Askstudentstoconsideranearbygrasslandhabitat.• Askthemwhatplantsandanimalsmightbefoundinthisgrassland.

Trytoincludemammals,insects,reptiles,birdsandplants.


rock outcrop © Illustration – Nani Croze

• Chooseoneplantoranimal.Askthechildrenhowtherestofthewebwouldbeaffectedifitwasremoved.

• Addhumanstotheecosystem.Askthestudentstoconsidertheimpactofpeople.– Whatnewpressureswouldtheycreate?– Whichplantsoranimalswouldbemostaffected?

Make a poster of a grassland food web• Youwillneedcardboardorposterpaper,paper,string,pencilsor

pensandpinsorglue.Oruseachalkboardandchalk.• Thestudentsdrawthehabitat(hills,streams,etc.).• Addpicturesofplantsandanimals(SeeACTIVITY 1).Pinorglue

themtothegrasslandhabitatpicture• Connectthelivingthingswithotherstheyinteractwith,usinga

string.• Example:Termitesmixthesoil;theyeatdrygrass;theyalsoeat

animaldung.Antseattermites.Birdsalsoeattermites.Mammalseattermitestoo!

ACTIVITY 3: Monitoring grasslands

• If there isagrasslandnearyou,plan togo there severaltimeseachyearwiththeyoungpeople.

• Youwillneedpaper tomakerecordingsheets,pencilsorpens,andclipboardifpossible.

• Selectanareaofgrasslandformonitoring.Measureandmarktheareawithsticksorpoles.Severalplotscanbemarked.

• Selectcertainspeciesformonitoring.• Ask the students to fill out a recording sheet on each visit (a

sample recording sheet is given below.)• Afterwards,discusstheresults:

– Arethegrasslandshealthy?– Whatthreatsdidyoufind?– Whatcanbedonetoreducedamage?


Recording Sheet

Site or plot: Date:Name of recorder:Weather conditions:Season (dry, wet, in between):Time:Species Number It is used? For what? Plants (Use local, English or scientific name)Grass # 1 Grass # 2 Grass # 3 Grass # 4 TreesBushes MammalsRodents such as mice, rats or mole-ratsHares (in rabbit family)Antelopes BirdsSeed-eating birds with thick, short beaksInsect-eating birds with thin, sharp beaksBirds of prey such as hawks, eagles or owls InsectsHoneybee ButterflyLady bird beetleGrasshopperPraying mantis ReptilesSkink (a small fat lizard) Human activities Grazing livestockCutting grass for thatch, baskets, etcBurningClearing for farmingOther

– Afterseveralvisits,comparetherecordingsheets.– Whatchangeshavetakenplace?– Whatimpactdothehumanactivitieshaveonthegrasslands?– What can be done so that grasslands continue to serve us for

grazing,forourhouseholds,forwildlife,forecologicalbalance?

SECTIONFIVE

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5.1 Birds

Birds are all around us, in all kinds of environments. They sing likewedo, andmost are activebyday, asweare. Somebirdshavebeendomesticated,providinguswithmeat andeggs. Birds arepart of ourdailylives,ourart,dancesandsongsandourmythsandlegends.

What makes a bird a bird?(a) Feathers:Allbirdshavefeathers,andonlybirdshavefeathers.

Feathersprotectbirdsfromwind,waterandweather.Featherscan trap air around the bird’s body, keeping it warm in coldweather.Birdsoiltheirfeatherswithgreasefromaglandneartheirtail.Rainrollsrightoffabird’sfeathers.Long,strongwingfeathersandpowerfulmusclesontheirbreastboneenablebirdstofly.Eachwingfeathertipcanalsobendortwist,slowingtheflightorchangingitscourse.

(b) Beaks:Beaksareusedforeating,butbirdsalsousetheirbeaksaswedoourhands.Withtheirbeaks,birdspickupobjects,weavenests,cleantheirfeathersandfeedtheiryoung.Birds’beaksareofmanydifferent shapes,which tell us something abouthowthebirdlives.Theeagle’sstronghookedbeakiswellsuitedfortearingmeat.Thesunbird’slongthincurvedbeakhelpsittosucknectarfromflowers.

5. Animal Groups and Activities

African Fish Eagle © Photo – Kelvin Mungai


(c) Eggs:Birdsmateandthefemalelayseggs.Mostbirdssitontheireggstoprotectthemaschicksdevelopinside.Whenthechickhatches,theparentbirdsfeeditandcareforituntilitisabletolookafteritself.Astheyoungbirdfliesoffintotheworld,manyofitsactionsareguidedbyinstinct.Instinctisaknowledgethatitisbornwith.Mostbirdshaveaninbornknowledgeofhowtosing,feed,andbuildanest.Birdsalsohavetheabilitytolearn;some,likecrows,learnbetterthanothers.

Where do birds live?Birdsliveindifferenthabitats,orsurroundings.Flamingosliveonalkalinelakes.Ostrichesliveingrasslandanddryareas.CrownedEaglesliveonlyinforests.HouseSparrowsarecomfortablelivingintowns.Somebirdsareparticularlywellsuitedtolivingincertainhabitats,orsurroundings.Whentheirsurroundingschange,theymaynotbeabletochangeandliveanywhereelse.Thekindsofbirdswholearnnewthingsmaybeabletochangetheirhabitswhenconditionschange.

ACTIVITY 1: Bird “Bath”

– Toobservebirdsatcloserange,providewatertodrinkorbathe.– Useaplateordishmadeofclay, ceramicorplastic.Fill itwith

cleanwatereachday.– Putthe“birdbath”onawoodenboardoraflatrock,orontop

ofalargetin.Placeitwherecatscannotreachit.Youcanbuildaplatformonapole,orhangatrayfromatree.

Bird bath on stones © Illustration – Nani Croze


– Youmay also feed the birds. Use natural foods such asmilletseedsor leftoverpiecesof fruit. Be aware, however, that foodmayattractrats,monkeysorants.

– Observethebirdsthatcometodrinkorbathe.Drawpicturesofthebirds.Askpeopleiftheyknowthenamesofthebirds.

ACTIVITY 2: Bird names

– Findoutthenamesofthebirdsnearyouindifferentlanguages.– Askpeoplewhoworkoutside–herders, farmers,hunters,tour

guides–forthelocalnamesofbirds.– Look inmuseums, in books, or on the internet for the English

namesofbirds.– Howmanykindsofbirdscanyourecogniseandname?

ACTIVITY 3: Bird study

Observethebirdsaroundyou.Useanotebookandpenciltowritedownyourobservationsanddrawpicturesofthebirdsyousee.

(a)Whatdobirdseat?• Many birds in farmland eat insects, and help to control insect

pests.Somebirdsliketoeatseeds,andmaydamagecropssuchasriceormillet.

• Weareafraidofowls.However,owlshelpfarmersandeveryonebycatchinglargenumbersofrats,miceandotherrodents.Manyhawksandeaglesalsocatchrodents.

Bird table on a pole© Illustration – Nani Croze

Bird feeder hanging on a branch© Illustration – Nani Croze


• Isthereadumpsiteorrubbishheapnearyou?Dobirdsgothere?Whatdotheyeat?Dotheyeattherubbish?Ordotheyeattheinsectsandrodentsthatareeatingtherubbish?

• Somebirdssucknectarfromflowers.Astheydothis,theymaypollinatetheplant.

(b)Wheredobirdslive?• Takeawalkindifferenthabitats,suchasatown,afarmoraforest.

Noticethebirdsineachhabitat.• Crows,BlackKites(“hawks”),pigeons,swiftsandHouseSparrows

mayliveintowns.• Yellow and black weaverbirds, colourful sunbirds and starlings

andsmallredfirefinchesmayliveinfarmland.• Birdsinforestsareshybutverybeautiful.Differentbirdslivein

differentforests.Whatwillhappeniftheforestiscutdown?

ACTIVITY 4: Bird watching groups

– FormaWildlifeCluboraBird-watchingteamatyourschool– Putabirdbathintheschoolgrounds– Plantbusheswithflowerstoattractsunbirds.– Asklocaltourguidesorenvironmentgroupstotakeyouonafield

triptoawetlandorforestoramuseum– JoinanationalconservationorganisationsuchasNatureKenyaor

theWildlifeClubsofKenya.

Carol Academy reciting a poem during World Migratory Bird Day © Photo – Carol Njoki

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5.2 Pollinators

Pollinationisthewaymostplantsreproduce.Pollenfromaflowermeetsthestigmaofanotherflower.Theflowerisfertilised,seedsareformed,andthegenerationscontinue.

Sometimesaflowercanpollinateitself.Inmostcases,however,pollenfromoneflowerhastoreachthestigmaofanotherflower.

Plants need help to transfer pollen from one flower to another. Thewindcarriesthepollenofgrassesandsometrees.Mostwildplantsandcropsrelyoncreaturessuchasbees,hawkmoths,sunbirdsandbatsforpollination.

Afterpollination,seedsandfruitsareformed.InEastAfrica,wildinsectspollinatecropslikecowpeas,pigeonpeas,passionfruit,mango,coffee,papaya,eggplant,okra,watermelons,pumpkinsandmanyothers.

No Pollinators = No Food

Therelationshipsbetweeninsectsandflowersareancient,intricateandfragile.Theserelationshipshaveevolvedtogetherovermillionsofyears.Theyareimportantforthecontinuedsurvivalofabouttwo-thirdsofallfloweringplantspecies.

ACTIVITY 1: A closer look at a flower

– Pickaflower– Draw and label the various parts. For example, petals, sepals,

stamens,stigma,etc.– Notedownthecolourofeachflowerstudied.– Dissecttheflowertolocatewherenectarisstored.

ACTIVITY 2: Studying pollinators

– Gotoanopenareawheretherearesomeflowers.Flowersincludetreessuchasacacias,cropssuchaspumpkins,etc.

– Sitquietlyandwatchwithoutmovingtoomuch.Thebesttimeformostinsectpollinators(especiallybees)isduringwarmsunnyweatherwhenitisnottoowindy.• Notethetimeandnumberofflowersvisitedbyapollinator.• Identifyeachplantvisitedbyapollinator. (Ask for the local

name,oruseaguidebooksuchas“WaysideFlowers”.)• Watch flowers at different times of day – some pollinators

onlyvisitflowersatspecifictimes.


• If you observe carefully you will note different behavioursbydifferentinsectsvisitingflowers.Someofthemmightnotbepollinatorsbutnectar-robbers that just take theflowers’rewards.

Tipsforconservingpollinators:1. Usechemicalpesticidesverycarefully.Manypesticidesaretoxic

tohoneybeesandotherusefulinsects.Ifyoumustspray,dosowhenbeesarenotflyingaround.

2. Leavesomenaturalareasanduncultivatedlandforpollinatorstonestin.

3. Plantindigenoustreesandwildflowersaroundtheshambaandschoolgardens.

4. Leave areas of dry bush so that those species nesting in oldbranchesandtwigscanusethem.

5. Plantbordersofflowersor leaveareas forwildflowerswherepollinatorscanfeedsafely.Justlikeyouneedfooddaily,pollinatorsalsoneedtofeedfrommanydifferentkindsofflowers.

Honey bee © Photo – Dino j. Martins

41


ACTIVITY 3: Pollinators matter

(a)Visitafarmer:• Identifycropsinthefarmthatrelyonpollinators.• Noteanyinsectsvisitingflowersandwritethenameofthecrops

orplantsvisited.• Identifypracticeswithinthefarmthatarepollinatorfriendlyand

pollinatorunfriendly.

Thendiscuss:• Why is it important to conservenatural areas suchasnational

parksandforestreservesforpollinators?• Howdo pollinators contribute to natural health ecosystems in

Kenya?

Amazingfacts:• Pollination is a vital service provided by nature for free that

supportshumanbeings.• Oneineverythreebitesoffoodcomesfromfoodpollinatedby

insects.• Preservingevensmallpatchesofnaturalhabitathelpspollinators.

Itprovidesareasforwildpollinatorstoliveinandthentravelintocultivatedareastopollinatecrops.

• We still don’t knowwho are the pollinators ofmost commonwildflowers and even crops in East Africa! Perhaps YOU willdiscoverapollinator.

5.2.1 The Bee Buzz ThescientistAlbertEinsteinsaid:“Ifthebeedisappearedoffthesurfaceoftheglobe,thenmanwouldhaveonlyfouryearsoflifeleft.Nomorebees,nomorepollination,nomoreplants,nomoreanimals,nomoreman.”

Beesare insects.Therearemanydifferenttypesofbees.Over20,000differentkindsofbeeshavebeenfoundandnamedbyscientistssofar.Thehoneybeeis justoneofthesekindsofbeesandthereareseveraldifferentspeciesofhoneybee.

Honeybeesandhumanshavealonghistorytogether.ThereareancientrockartsitesinAfricathatshowpeopleharvestingwildhoneythousandsofyearsago.TherearemorewildvarietiesofhoneybeesinAfricathananywhereelseintheworld.Honeybeesaresocialbeesthatliveingroupscalledcolonies.

TherearetwodifferentkindsofhoneybeesfoundinKenya.TheCommonHoneybee is the onewe usually see. It is golden-and-black in colourandisusuallyseeningrassland,bush,coastalandforestareas.Onhigh


mountains,suchasaroundMt.Kenya,theAberdaresandMt.Elgon,theMountain Honeybee can be found. This is a dark, chocolate-colouredhoneybeethatisadaptedtohighaltitudeareas.

Honeybeesareimportantpollinatorsofmanycropsandwildplants.Apartfrommaking honey, they also produce propolis, wax and bee pollen.Theseareusedinindustriesandformedicineandbeautyproducts.

Other kinds of bees in Kenya include Carpenter Bees, Amegilla Bees,StinglessBeesandLonghornBees.Mostbeesaresolitary.Somebees,likehoneybeesandStinglessBees,aresocial.

Beesmakegoodpollinatorsforseveralreasons:• Theyremaininoneareaandworkhard.• Honeybeesvisitthesametypesofflowersoverandoveragain.

Thismakesthemefficientpollinators.

Honey bees on top of honeycomb © Illustration – Nani Croze


• Beesaregoodattransportingpollen;theyhavehairybodiesthatpollenstickstoeasily.

• Honeybeesandmostwildbeesrelyentirelyonpollenandnectarforfood;sotheyvisitflowersthroughouttheseasons.

Without bees therewould be far less food andwild fruits and seedsavailable.

ACTIVITY 4: All about bee keeping

– Visitabeekeeperandfindout:– Typesofbeehives.– Whattoconsiderwhenchoosingtheplacetoputabeehive.– Otherhiveproductsapartfromhoney.– Equipmentusedduringhoneyharvesting.– Benefitsofbeekeeping.– Plantsinthenearbyareautilisedbybees.– Challengesinbeekeeping.

Askthestudentstowriteareportaboutwhattheylearntfromthevisittothebeekeeper.

ACTIVITY 5: How to construct a bee hotel

Withlessnaturalhabitatsavailableforbeesitisbecomingimportanttofindalternativehomesforthem.

Beesareimportantpollinatorsofcropsandwildflowersinourfarmsandgardens.Youcanhelpwildsolitarybeesbyprovidingasafenestingsiteforthem:

• Thisisadeluxe‘BeeHotel’.Adjustthesizetoyourlocalmaterials.Thedifferentlayersprovidenestingsitesfordifferentspeciesofbees.Placeinashelteredareawhereitwillnotbedisturbed.Thiswillprovideanestingsiteformanyyears.

• AsimpleplasticPVCpipepackedwithhollowreedsorbambooassortedsizes.Hangortietotree/fence.

• Woodenblockorpostoldstem/trunkwithholesofdifferentsizesdrilledinit.Hangorlieinashelteredarea.

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ANNEx 1: Critical questions that should be asked

Type of habitat

What are the conservation problems and issues in our area?

Who or what might be contributing to the conservation problems?

What are some solutions to these problems?

How can we work with young people to help solve or reduce some of the problems?

Wetlands Reduction in the size of the wetlandReduction in the quality of water and Pollution of wetlandsConversion of wetlands to agriculture

Siltation from soil erosionDrainage for irrigationDisposal of industrial, agricultural and domestic waste Agriculture and industrial developmentPoor farming methodsLack of information on value of wetlands

Protecting wetlands as a community resourceAwareness raising on the value of wetlandsPracticing sustainable farmingLeaving natural vegetation along the shores of the wetlandOrganising better waste disposal

Listening to the young people and discussing with them: • the causes of the

problem • the challenges

they face in managing or preventing the problem

• their ideas for solving the problem

Forests Reduction in the size of forestsConversion of forests to other land uses Changes in the type of trees and the kinds of birds they shelter

Climate change Charcoal burningCutting of tall trees for timber and cutting of young trees for poles Deliberately-set and accidental fires Human population growthUse of herbicides and introduction of exotic species into areas surrounding forest fragments

Increased awareness on climate change and its consequencesTree plantingUsing alternative energy such as improved jikos or cooking gasSetting aside areas of forest as Community Conserved Forests

Encouragethe young people to participate in conservation initiatives. Facilitate young people’s attendance at public events like rallies, community hearings, or fundraising events

Grasslands Reduced quality and quantity of grazing Conversion to agriculture

overgrazingoveruse of fire to maintain grassHuman population growth

Demarcating grazing areasConserving some areas of natural grasslands

Encouragethe young people to take leadership roles in the community

ANNEx 2: Further reading

• Being a Bird,byHarrietMatsaertandothers,NatureKenya,2011• Learning for Sustainable Living in Kenya,byF.Ng’weno,P.MatikuandE.Deche,NatureKenya,

2006• Marine Manual for Coastal Schools,byM.FungomeliandF.Ng’weno,NatureKenya,2011• Wayside Flowers of East Africa,byTheresaSapieha,2008

Online Resources:• Pollinators:www.discoverpollinators.org• KBAmapsandpictures:http://www.protectedplanet.net/

ANNExES

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• GlobalForestChange:http://earthenginepartners.appspot.com/science-2013-global-forest• MigratorySoaringBirds–sensitivitymappingtool:http://migratorysoaringbirds.undp.birdlife.org/en/

sensitivity-map• Birdcalls/soundsrecordings:http://www.xeno-canto.org/• Online testimonials on the problems and promises of naturalresources(EastAfrica):https://enanga.org/• Howtobuildabirdbath:http://www.wikihow.com/Build-a-Bird-Bath• WetlandsInternational:http://www.wetlands.org/• Howtogrowseeds:http://www.wikihow.com/Germinate-Tree-Seeds / http://www.wikihow.com/

Grow-Plants-from-Seed• Howtomakebookmarksandgreetingcards:http://www.wikihow.com/Make-a-Greeting-Card /

http://www.auntannie.com/GreetingCards/BookmarkCards/• WildlifeConservationFilmFestival:http://wcff.org/• Filmmakersforconservation:http://www.filmmakersforconservation.org/ • Africanconservationfund:http://www.africanconservationfund.org/• Engagingyouthinconservationfilms:http://www.blueventures.org/investing-in-people/engaging-

youth-in-conservation-films.html• BirdLifeInternational:www.birdlife.org• ConservationInternational:www.conservation.org• Fauna&FloraInternational:http://www.fauna-flora.org/• NatureKenya:http://www.naturekenya.org/ • InternationalUnionforConservationofNature(IUCN):http://www.iucn.org/• IUCNRedListofThreatenedSpecies:http://www.iucnredlist.org/

Other Sources:• Teacher’sguidetoWetlandactivities:http://www.epa.gov/gmpo/education/pdfs/DUTeachers4-6.pdf• WetlandEcosystems:http://www.ducks.ca/assets/2012/06/Grade4-6teacher.pdf

ANNEx 3: Major International Environmental Days

Occasion Date Website linkWorld Wetlands Day 2nd February http://www.ramsar.org/cda/en/ramsar-activities-wwds/

main/ramsar/1-63-78_4000_0__

World Water Day 22nd March http://www.unwater.org/worldwaterday/home/en/

Earth Day 22nd April http://www.earthday.org/

World Migratory Bird Day 2nd weekend in May http://www.worldmigratorybirdday.org/

International Day for Biological Diversity 22nd May http://www.cbd.int/idb/

World Environment Day 5th June http://www.unep.org/wed/

World Oceans Day 8th June http://worldoceansday.org/

World Day to Combat Desertification 17th June http://www.unccd.int/en/Pages/default.aspx

Vulture Awareness Day 1st Saturday in September http://www.vultureday.org/2014/index.php

Clean up the World 3rd weekend in September http://www.cleanuptheworld.org/en/

World Responsible Tourism Day 6th November http://www.wtmresponsibletourism.com/

World Fisheries Day 21st November http://www.gdrc.org/doyourbit/21_11-fisheries-day.html

About SSGsSite Support Groups (SSGs) are community-

based organisations (CBOs) recognised by the community and the local government in a particular

geographical area, working together to actively promote the conservation of globally significant biodiversity sites.

SSGs differ from CBOs because they have a higher spirit of volunteerism and are not motivated with the aim of benefiting or

acquiring funds. SSGs promote community involvement in natural resource management at key biodiversity areas in a manner that suits the cultural, social, historic and economic circumstances prevailing. Often, SSGs are also known as Local Caretaker Networks and Local community Groups.

The BirdLife Africa Partnership helped establish the first SSGs in 1999 and today there are more than 145 SSGs in 19 countries across the continent of Africa.

engaging young people in conservation and educationan ant, a fly, a butterfly, a grasshopper? – is...

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