Western Port Shorebirds
Education Kit for Grades 5 & 6
Introduction
Section A – Western Port
Acknowledgements
The ‘Western Port Shorebird Education Kit’ was developed by a postgraduate Monash University research
team is association with the Bird Observer’s Club of Australia (BOCA).
Monash University Research Team
The four members of the research come from a variety of academic backgrounds (outlined below).
Overall, the team encompasses a strong foundation in biology, environmental science and environmental
engineering.
The members of the research team are currently enrolled in a postgraduate Masters Degree in either
‘Corporate Environmental and Sustainability Management’ (MCESM) or ‘Environment and Sustainability’
(MES). The production of this education kit forms an important component of these Masters Degrees.
Name
Qualification/s
Degree
Jane Colton
- Bachelor of Arts
MES
- Bachelor of
Science
Lena Deng
- Bachelor of
Environmental
Science
MCESM
Jun Li
- Bachelor of
Engineering
MES
Remy Qi Wu
- Bachelor of
Engineering
MES
More information about shorebirds and Birdlife Australia education
programs can be obtained at birdlife.org.au
Contents
About this kit
1
Introduction
2
Section A – Western Port
3
Section B – Shorebirds
10
Section C – Wetlands
19
Section D – Conservation
25
Section E – Activities
36
About this Kit
This kit is a revised version of a kit written by students from Monash University in 2005, as part of their
Masters of Environmental Science program. The kit was originally produced with Natural Heritage Trust
funding for the Bird Observers Club of Australia (BOCA), later known as Bird Observation & Conservation
Australia. The updates in this edition come as BOCA and Birds Australia merge to become BirdLife
Australia.
You will find new references and resources to help you and your students to learn more about Western
Port and the birds that make it their home.
Western Port is a beautiful bay, home to ecologically important wetlands. These wetlands form the
habitat of a variety of locally and internationally important shorebird species.
At present, many Western Port shorebird species are endangered as a result of land and water threats.
Therefore, conservation efforts are currently underway to protect the shorebirds and their wetland
habitat. BOCA was involved in the conservation of Western Port birds and adjacent wetlands for over
thirty years and comparable shorebird conservation efforts are underway throughout Australia. Birds
Australia managed an Australia wide shorebird education and monitoring program. BirdLife Australia will
continue to support these activities.
An important component of the Western Port shorebird conservation effort is to increase awareness of
the issue among the local residents. This can be facilitated through educational programs, such as the
one included in this handbook. Education is important because knowledge empowers action.
As primary school educators, you hold a very powerful position in that, through education, you can
inspire your students and their families to take action to help conserve the shorebirds in the Western
Port area.
We don’t need to be experts to make a difference. Every little bit helps and it
doesn’t take much to spread information to a lot of homes from one classroom.
BirdLife Australia hopes that this kit inspires you to experience the wonders of shorebirds not only in
Western Port but in other parts of Australia too. Studying shorebirds with your class can take you on a
journey of discovery to other parts of the world as you follow the travels of migratory shorebirds flying
from Alaska and Siberia to Australia and back every year.
Bar-tailed Godwits
Image © Ashley Herrod
1
Introduction
The purpose of this education kit is to guide teachers and their students through a fun and informative
journey into the world of Western Port shorebirds. This kit has been specifically designed for primary
schools located in the Western Port area. Please note that prior knowledge on the topics covered in this
kit is neither required nor expected of teachers or their students.
This education kit provides teachers with all the information and materials they need to undertake a
successful educational program on Western Port shorebirds. Additional references are supplied in the kit,
but it is not expected of teachers to undertake further research into the topics, unless desired.
This kit is innovative in that it not only focuses on the plight of the shorebird species but also includes
good news stories with regards to shorebird conservation. Provision of good news as well as bad news is
important because both concern and hope insight action.
The following section consists of a series of sub-headings. Each sub-heading explains a fundamental
facet of the education kit.
Curriculum links
The content and activities included in this education kit are suitable for primary school children at a
grade 5 and 6 level.
Teaching aims
To educate students on the shorebird species that live in the wetlands of Western Port, including their
current plight and need for protection. Education is important because it improves local-community
awareness of the issue which encourages action to protect the shorebirds and their habitat.
Importance of education program
By taking part in this education program, teachers and their students are making a valuable contribution
to the broader action plan to protect the Western Port wetlands and shorebirds species.
Topics covered
There are 4 interrelating topics covered in this kit. The topics are divided into 4 sections, section A, B, C
and D. Topic A provides an introduction into the Western Port area. Topic B focuses on shorebirds. Topic
C centers on the wetland habitat of shorebirds. Topic D focuses on the conservation of shorebirds and
wetlands. Throughout each section a number of words are underlined. Definitions of these underlined
words are provided in a glossary located at the end of each section.
Structure of kit
Sections A-D contain the teacher’s information on each of the topics. Section E contains the
recommended activities that students can undertake to enhance their understanding of the topics. The
appendix section lists the references utilised in the formation of this kit and outlines additional resources
that teachers can use if desired.
The activity section
This section contains recommended activities that can be undertaken by students to facilitate effective
learning on each of the topics. Activity sheets can be photocopied as required for handouts and there are
plenty of ideas for interesting ways to incorporate the content into various programs for students.
Included in this section is an ‘activity checklist table’ the purpose of this table is to keep track of the
activities that the class has completed.
2
Section A: Western Port
Note to Teachers
This section on Western Port is very important because it sets the scene for the remainder of this
education kit. The main teaching aim of this section is to help your students to familiarize themselves
with the Western Port area. The topics to be covered in this section extend beyond geographical location
and include information regarding Western Port’s environmental history and ecological significance. A
valuable feature of this section is the inclusion of other important shorebird sites around Australia.
Students may find it interesting to learn that Western Port is part of an assortment of shorebirds sites
around Australia. If the students are interested, they should be encouraged to undertake further
research themselves on these other sites. As a result of this section, students will have a greater
appreciation for the area in which they live and will be ready to continue their journey through this
education kit.
Location of Western Port
Western Port was named by George Bass in 1797. It was given this name because, at the time, it was
the most westerly port in Australia. Western Port is a large coastal bay in Victoria. It is located roughly
60 km south east of Melbourne (see map below). The bay is 68,000 hectares in area, with a coastline of
263km, and contains two large inhabited islands, French Island and Phillip Island, as well as small
islands. It is a good place for boating and fishing, and has a commercial shipping port.
Western Port and Port Phillip Bay
3
Description of Western Port
Natural environment
Western Port bay contains a great variety of marine habitats due to its large tidal range of up to 3
metres. The most common habitats are deep channels with strong currents, intertidal mudflats made up
of sand, silt and clay sediments with extensive seagrass beds and on the shores of the bay there are
long strips of mangroves. The mangroves are spread over a distance of 107 km and they are often
backed by saltmarsh. The mangrove and saltmarsh vegetation is generally 100-300 m wide, but in some
areas of the bay it can be as wide as 1 km. Western Port has a greater variety of marine biota than any
other Victorian inlet or bay due to its extensive and well developed seagrass, mangrove and saltmarsh
communities. Collectively, these seagrass, mangrove, mudflat and saltmarsh communities are termed
wetlands.
Phillip Island
Phillip Island covers an area of 10,000 hectares and is located on the southern edge of the bay. It is a
major tourist destination, well known for its penguin tours (see picture). Phillip Island can attract over
100,000 people during the summer time. The island has been largely cleared of native vegetation. Many
freshwater and brackish wetlands still remain, mostly conserved within public land in the Phillip Island
Nature Park.
French Island
French Island is almost twice the size of Phillip Island, being approximately 17,000 hectares in area and
is located in the middle of the bay. It has a small permanent population of only 100 people. Compared to
Phillip Island, French Island has received less human impacts and still remains relatively pristine, with
many uncleared areas and no road access from the mainland. French Island National Park covers
roughly two thirds of the island, including intertidal areas on the fringe and small islands, as well as the
bulk of the extensive freshwater and brackish wetlands scattered among its coastal scrub, heathlands
and woodlands.
Changes in the use of Western Port’s natural environment
Shipping and industry
Shipping began at Western Port as early as the 1880s. During the 1960s, port facilities were built near Hastings for
large tankers and ships. The construction of these facilities involved extensive dredging of shipping channels and the
infilling of wetlands. Currently, Western Port has many wharves and marinas. These port facilities provide services for
many of the major local industries, including an oil refinery, gas plant and steel factories (see picture below). Raw
materials are imported into Western Port and the products are exported via the Port of Hastings.
Population
Along with its industrial growth, the population around Western Port has also increased considerably in recent years
from roughly 45,000 in the 1970s to 150,000 in 1999. The bulk of the population is concentrated in 25 towns around the
coast, which has resulted in the increase of public and recreational activity on land along the more accessible shores
and in the bay by watercraft (see picture below). Western Port has attracted many tourists over the years due to its
coastal sceneries and proximity with Melbourne.
4
Negative human impacts at Western Port
There have been many human impacts in Western Port as a result of industrial development, residential
growth and recreational activities. The main negative impacts include:
Altered water regimes
Western Port bay now receives discharges from 17 waterways. These waterways were originally
ephemeral creeks; they had only become permanent watercourses when channels were excavated to
drain the Koo-Wee-Rup Swamp. The drainage of the Koo-Wee-Rup Swamp has led to increased amount
of sediments reaching the northern and eastern sections of Western Port.
Native vegetation clearing
The catchment of Western Port has been largely cleared of its native vegetation. Mangrove and
saltmarsh clearing began as early as the 1840s to provide access to boats and loading areas for cattle
and produce. The northern part of the bay and the north coast of French Island used to be fringed by
mangroves. Now only 40% of the bay’s coastline remains fringed. Small scale clearing has continued
ever since, which has exposed the mangroves and saltmarsh areas to increased tidal flows, erosion and
sedimentation. These three natural processes have caused further loss of mangrove and saltmarsh
vegetation.
Water pollution
Water pollution is a major concern at Western Port. The main impact of water pollution to Western Port
and its catchment is the deterioration of water quality: Pollution derives from a number of sources, they
are:

Waste and litter from shipping and boating activities

Run-off from urban areas

Problems with sewage treatment plants

Land management practices that can lead to erosion

Horticultural areas with high usage of fertilizer

Logging in forested parts of the catchment

Effluent problems from animal industries

Impacts of diary farming on water quality
Increased levels of sediment and nutrients in the water
Increased nutrients such as nitrogen and phosphorus can present a risk to the marine ecosystems of
Western Port. Sediment pollution of Western Port has a range of consequences, for example, increased
sediment levels can smother seagrass beds, leading to widespread loss of seagrass.
5
Ecological importance of Western Port
Ramsar Site
Western Port is listed as a Ramsar site, which means that it contains wetlands of international importance. Western Port
is an internationally significant wetland because it has an unusually wide variety of habitats. There are certain criteria
that needs to be met in order for a location to be listed as a Ramsar site, these include:

A particularly good representation of natural or near-natural wetland

Representative of a wetland which plays an important role in the natural functioning of a major river
basin or coastal system

Regularly supports greater than 20,000 waterfowl

Regularly supports substantial numbers of individuals from particular group of waterfowl

Regularly supports 1% of individuals in a population of a single species or subspecies of waterfowl
Plants
Western Port supports a wide range of terrestrial plant species. There are 6 distinct vegetation types that have been
identified in the terrestrial areas adjacent to Western Port. They are; coastal grassy woodland, coastal scrub and
grassland, grassland, heathy woodland, lowland forest, and swamp scrub. Western Port’s marine vegetation can be
divided into 3 types; saltmarshes, mangroves and seagrass. Together, these marine vegetation types are called
wetlands (see picture below).
Animals
In relation to terrestrial animals, Western Port supports 330 native species and 25 introduced species. Eighty-nine of
these species are currently threatened in some way. Western Port is part of the East Asian-Australian Shorebird
Reserve Network. The Bay hosts 29 species listed under the Japan-Australia Migratory Birds Agreement (JAMBA) and
31 species listed under the China-Australia Migratory Birds Agreement (CAMBA). The wetlands of Western Port support
a diverse range of over 630 animal species (including invertebrates, fish, birds and mammals). Furthermore, Western
Port is a visiting place for fur seals, dolphins and whales.
Stockyard Point
Image © Annette Cook
6
Other shorebird habitat sites in Australia
There are many other shorebird sites located around Australia. During 2003 WWF Australia worked in 5
shorebird sites across Australia:

Western Port (Victoria)

Roebuck Bay (Western Australia)

Gulf St Vincent (South Australia)

Boullanger Bay (Tasmania)

Robbins Passage (Tasmania)

Mackay area (Queensland)
These 5 sites were identified as nationally and internationally important for shorebirds. The shorebird
conservation work conducted by WWF Australia was funded by the Natural Heritage Trust and they
worked in partnership with government, non-government organisations and community groups. Their
aim is to protect shorebirds and their habitat. WWF Australia developed programs and training to raise
public awareness, building infrastructure such as fencing and shelters, and laying the foundation for a
solid management plan or strategy for the long-term health of shorebirds. In 2012 these activities
continue to be delivered by BirdLife Australia.
To find out more visit - birdlife.org.au
Summary

Western Port is a large coastal bay in Victoria. It is located roughly 60 km south east of Melbourne.
It contains two large islands Phillip Island and French Island and many other small islands.

Over the years there have been many industrial developments in Western Port, the local population
has also grown considerably along with recreational activities in the area. These developments have
induced many negative environmental changes including altered water regimes, pollution, and
increased levels of sediments and nutrients.

Western Port is a very important ecological area because it supports a wide range of terrestrial and
marine animal and plant species. Western Port is listed as a Ramsar site, which means that it
contains wetlands of international importance.

WWF Australia has been working in 5 shorebird sites across Australia (including Western Port).
These sites have been identified as nationally and internationally important for shorebirds.
7
Glossary
Biota: The combined flora and fauna of a region.
Brackish: Having a somewhat salty taste, especially from containing a mixture of seawater and fresh
water.
Catchment: Catching or collecting of water, especially rainwater.
Dredging: A method for deepening streams, lakes, or reservoirs by scraping and removing solids from
the bottom. This disturbs the ecosystem and causes silting that can kill aquatic life.
Ecological: The science of the relationships between organisms and their environments.
Ecosystem: An ecological community together with its environment, functioning as a unit.
Ephemeral: Lasting for a markedly brief time.
Erosion: The wearing away, washing away, or removal of soil by wind, water or man.
Heathland: Vegetation dominated by small shrubs with small hard leaves.
Horticulture: Of or relating to the cultivation of plants.
Hydrological: Hydrology is the study of the occurrence, distribution, and movement of water on, in,
and above the earth.
Intertidal: Of or being the region between the high tide mark and the low tide mark.
Invertebrates: Animals without backbones.
Mangrove: Forested wetland growing along tidal mudflats and along shallow water coastal areas
extending inland along rivers and streams. The water is generally brackish.
Mudflats: Mudflats are relatively flat, muddy regions found in intertidal areas. As the material that
forms the mudflats is deposited by the tides or rivers, they are found in sheltered areas such as bays
and estuaries.
Saltmarsh: Low coastal grassland frequently overflowed by the tide.
Seagrass: Grass that grows within the marine environment, usually on a muddy or sandy bottom.
Sediment: Soil, sand, and minerals washed from land into water, usually after rain. Sediment can
accumulate in reservoirs, rivers and harbors, destroying fish and wildlife habitat, and clouding the water
so that sunlight cannot reach aquatic plants. Careless farming, mining, and building activities will expose
sediment materials, allowing them to wash off the land after rainfall.
Shorebird: Birds that frequent the shores of coastal or inland waters.
Terrestrial: Lives on the land.
Waterfowl: A water bird, especially a swimming bird.
Wetland: Land areas that are wet due to a close relationship to a body of water or groundwater, or land
areas that are flooded regularly; they support vegetation adapted for life in saturated soil conditions.
8
Woodland: A vegetation community that includes widely spaced large trees. The trees are spread out
and do not form a closed canopy.
WWF Australia: Also known as ‘World Wildlife Fund’ & ‘World Wide Fund for Nature’. WWF is the
world’s largest independent conservation organization.
Recommended activities
Activity Number
Title
1
Western Port Quiz
Answers: (1)b, (2)c, (3) b, (4)c,
(5)a, (6)a, (7)c, (8)c, (9)b, (10)b, (11)a,
12(a)
2
Find-A-Word
3
Match Words to Meanings
9
Western Port Shorebirds
Section B - Shorebirds
Note to teachers
This section provides you and your students with the tools necessary to discover the amazing world of
shorebirds. There are a number of interesting topics covered in this section, including, the different
shorebirds types, migration patterns, what they eat and how to identify them. To find out more about
identifying shorebirds visit birdlife.org.au There are a lot of topics to be covered in this section, so it
may be useful finding out what your students already know about shorebirds before you embark on this
section. This will give you the opportunity to focus your class time on topics for which your students lack
knowledge. A good way of doing this is to ask your students to write down what they think a shorebird is
(“I think a shorebird is…).
Introduction to shorebirds
Shorebird definition
Shorebirds, sometimes called waders, are a group of birds that are found wading in shallow water
looking for food on coastal mudflats, estuaries and along the edges of inland wetlands. Shorebirds belong
to the order Charadriiformes. Shorebirds make up about 10% of Australia’s bird species.
Why are they called shorebirds?
They are called ‘shorebirds’ because they live on shores of water bodies, including oceans, rivers, lakes,
dams and ponds. The term ‘waders’ is generally used in Australia and the United Kingdom, although, the
American term ‘shorebirds’ is more internationally recognized and is becoming much more common in
its usage in Australia. The word shorebird and wader are interchangeable.
Water birds
Not all birds that wade and live on the shoreline are waders. Water birds share the habitat of shorebirds
but are not part of the wader family. They feed by diving for fish. Species of water bird known to most
people include ducks, swans, ibis and spoonbills.
Categories of shorebirds
There are 3 categories of Australian shorebirds:

Local shorebirds

Migratory shorebirds

Vagrant shorebirds
Local shorebirds
There are 15 species of local shorebirds in Australia. These local shorebirds (also called resident
shorebirds) live permanently in Australia. They do not migrate to other countries to breed, roost or feed.
Some local shorebirds make long journeys within Australia. They move around the country in response to
food availability and breeding habitat. Local Australian shorebird species include:

Pied and Sooty Oystercatchers

Black-winged Stilts

Red-necked Avocets

Hooded Plovers

Red-capped Plovers
Migratory shorebirds
There are 36 species of migratory shorebirds. Migratory shorebirds migrate from their breeding areas
(generally in North East Asia) to their feeding grounds in Australia and New Zealand. The shorebirds
migrate to the southern hemisphere in summer to escape the winter in the northern hemisphere.
Therefore, migratory shorebirds experience an endless summer by flying between the southern and
northern hemispheres. Each year, millions of migratory shorebirds travel great distances between their
breeding and non-breeding areas. For example, the Red-necked Stint, weighing as little as 30 grams,
travels 25,000 kilometers a year. Some shorebirds (such as the Western Curlew) fly more than 6,000
kilometers without stopping. These shorebirds lose up to 40% of their body weight in the process.
Migratory shorebirds that regularly visit Australia include:

Eastern Curlew

Bar-tailed Godwit

Great Knot

Ruddy Turnstone

Red-necked Stint

Greenshank

Sharp-tailed Sandpiper

Wandering Tattler

Wimbrel
Vagrant shorebirds
There are at least 16 species of
Sharp-tailed Sandpiper
vagrant shorebirds recorded in
Australia. Vagrant shorebirds
only very occasionally visit Australia.
Image © Andrew Silcocks
11
Western Port shorebirds
Western Port has 8 local shorebird species and 17 migratory shorebird species. The table below lists the
local and migratory shorebirds observed in Western Port. The pictures to the right of the table are of
some migratory Western Port shorebirds.
Migratory Shorebirds
Local Shorebirds
Bar-tailed Godwit
Pied Oystercatcher
Whimbrel
Sooty Oystercatcher
Eastern Curlew
Black-winged Stilt
Common Greenshank
Red-necked Avocet
Terek Sandpiper
Red-capped Plover
Common Sandpiper
Black-fronted Dotterel
Grey-tailed Tattler
Hooded Plover
Ruddy Turnstone
Masked Lapwing
Red Knot
Red-necked Stint
Sharp-tailed Sandpiper
Curlew Sandpiper
Pacific Golden Plover
Grey Plover
Lesser Sand Plover
Greater Sand Plover
Double-banded Plover
Habitat of shorebirds
The habitat of most migratory and local Australian shorebirds is a variety of wetlands. Wetlands provide
shorebirds with muddy or sandy regions with shallow water, which is what they prefer. A handful of
shorebird species do not rely on wetlands, but spend much of their time on grassy or arid plains. Types
of wetlands that shorebirds are found include:

Ephemeral salt lakes found in deserts

Intertidal mudflats located on the coast

Mangroves
12
Shorebird Feeding
Where do they feed?
Shorebirds like to feed in a variety of wetland areas (see picture below). Feeding areas include:

Intertidal mudflats

Seagrass beds

Sandy foreshores


Mangrove swamps
Inland water bodies (such as lakes and ponds)
Flat tidal shores, with extensive intertidal mudflats, rich in invertebrate prey, support the largest
numbers of shorebirds. Consequently, Western Port is one of the most significant shorebird habitats in
Victoria. At Western Port, shorebirds roost in flocks at high tide and move out to feed during low tide
when their feeding areas are exposed. Shorebirds feed during the day and night.
What do they feed on?
Shorebirds eat small worms, insects, fish and a variety of molluscs and crustaceans. Shorebirds use a lot
of energy and therefore need to eat a lot of food very frequently to refuel themselves. Shorebirds need
to eat even more food when they are moulting, preparing for migration, or when their eggs are
developing.
How do they feed?
Shorebirds usually swallow their food whole. Most shorebirds store and soften food in their expandable
oesophagus before it is passed into their stomach. The legs and bills of different types of shorebirds are
suited to the way in which they get their food (see picture below). There are two methods that
shorebirds use to feed. They are:

Surface feeding
Surface feeding involves shorebirds standing, searching, running and pecking at the surface of sand and mud in order to
catch their food. Shorebird surface feeders have large eyes and short bills which allow them to feed on the surface of
exposed shores. Lesser and Great Sand Plovers and the Pacific Golden Plover rely on their extra good eyesight to find
their prey.

Probe feeding
Probe feeding involves shorebirds locating their prey by probing in the sand and mud. Shorebird probe feeders have
smaller eyes and long bills with sensitive tips. The bills have nerve endings like in the tips of our fingers, so that they are
able to sense movement or feel prey in the mud. The Whimbrel, Bar-tailed Godwit and Eastern Curlew all have long,
sensitive bills that probe in the sand and mud for their food and use their bills to feel for prey.
13
Diagram by Peter Dann
Identifying shorebirds
There are 3 main ways to identify different species of shorebird. They are:

Size and feather colour
Size is a helpful indicator. After all, if you are looking at a small bird, you can discount the possibility of it being an
Eastern Curlew or one of the other large shorebirds. Small differences in feather colour can also be a good guide to
identify the species. However, most shorebirds are brown, so identifying them on the basis of colour can be difficult.

Bill length, colour and shape
Length, colour and shape of bills are quite different from one species to another. The long, down-curved bill of the
Eastern Curlew is quite different from the short stubby bill of the Sand Plovers and the heavy orange bill of the Pied
Oystercatcher.

Leg colour and length
The colour and length of a shorebird’s legs can help you to distinguish it from other shorebirds. The Black-winged Stilt
has lovely pinkish legs, while the Grey-tailed Tattler’s are yellow and not so long. The Greenshank is named after its
long olive green legs (see picture below).
14
Shorebird migration
Migration definition
Migration for shorebirds is travel to another place or country in search of warmer climates or better feeding areas.
Adaptations of migratory shorebirds to flight
Shorebirds have special adaptations to help make their migration possible. Like all birds, their skeletons are extremely
light and strong. They also have long, pointed wings for swift, long distance flight. Migratory shorebirds feed intensively
for about three weeks prior to departure in order to gain the fat reserves necessary to fuel their long flights. Their bodies
undergo amazing changes to maximize their capacity to reach the breeding grounds. These changes include:
Body mass increase

Migratory shorebirds increase their body mass by 70-80 % prior to migration. If a shorebird weighed
as much as a 40kg child, it would weigh 72kg before migration departure!

Shorebirds increase their weight by 2-5% per day. That is equivalent to a child putting on up to 2kg
a day!

Fat is deposited under the birds’ skin, so that it can be stored for use as fuel.

Muscles required for flight increase during migration, as do leg muscles to carry around the
shorebird’s fat little body. Lean muscle tissue in the legs is later converted during flight to glycogen
for brain function.

Digestive organs initially increase to handle the increased food intake. These organs and others not
required for flight decrease again immediately before migration, thus reducing unwanted baggage.
Navigation adaptations
It is not well understood how shorebirds navigate their way across and between countries. It is thought that the position
of the stars and sun help the birds to find their way. The earth’s magnetic field may also provide a cue for navigation,
with the magnetic crystals in the birds brain acting as receptors. Shorebirds may also use landmarks to guide their way.
None of these adaptations, however, explain how the young shorebirds make their first migration journey
unaccompanied by adults! It seems that there is something in their DNA that tells them to “Head south by south-east”.
Shorebirds
Image © Andrew Silcocks
15
Shorebird migration patterns
Breeding season
Most migratory shorebirds breed in northern China, Mongolia, Siberia and Alaska, during June and July,
Shorebirds breed in these areas, during these times, because there is an abundant food supply that is
only available for a brief period (about 8 weeks) after the snow melts.
Non-breeding season
Following the breeding season, migratory shorebirds fly southward to different parts of the world,
stopping along the way to rest and feed at particular sites. Most shorebirds use the East AsianAustralasian Flyway to come to Australia, where they stay from August to April. Some shorebirds migrate
the full length of the Flyway while others use just part of the flyway for their migration. For example the
Godwit migrates from Alaska in the far north to New Zealand in the south. Within each species there is
also a lot of variation. The Eastern Curlew starts its journey in breeding grounds in south eastern Siberia
and some will travel the full length of the Flyway all the way to New Zealand.
The East Asian-Australasian Flyway
The East Asian-Australasian Flyway stretches from the Breeding area of the Arctic Circle and southward
to Mongolia, China, North Korea, South Korea, Japan, the Philippines, Vietnam, Laos, Cambodia,
Thailand, Myanmar, Bangladesh, Malaysia, Singapore, Brunei, Indonesia, East Timor, Papua New Guinea,
Australia and New Zealand (see map below). The number of migratory shorebirds in this flyway has been
estimated to be over 8 million. See picture on next page for map of flyway.
Other migration patterns
Two migratory shorebird species differ from the above migration pattern. They are the Double-banded
Plover and the Australian Pratincole. The Double-banded Plover is the only shorebird species that
migrates east-west, between New Zealand and Australia. They breed in New Zealand and migrate to
Australia during the February to September period. The Australian Pratincole breeds across northwestern and eastern Australia and migrates to northern Australia, Indonesia and New Guinea during the
March to November period.
16
Summary

Shorebirds are a group of birds that are found wading in shallow water looking for food on coastal
mudflats, estuaries and along the edges of inland wetlands.

There are 3 categories of shorebirds; local, migratory and vagrant.

The habitat of most migratory and local Australian shorebirds is a variety of wetlands.

Shorebirds eat small worms, insects, fish and a variety of molluscs and crustaceans.

Shorebirds feed via probe or surface feeding methods.

The legs and bills of different types of shorebirds are suited to the way in which they get their food.

Shorebirds can be identified in 3 ways.

Migratory shorebirds are well adapted to flying long distances.

Most migratory shorebirds breed in northern China, Mongolia, Siberia and Alaska, during June and
July.

Most shorebirds use the East Asian-Australasian Flyway to come to Australia during the non-breeding
season, where they stay from August to April.
Glossary
Adaptations: Features of plants and animals that help them survive in their environment.
Arid: An arid area is dry and hot, with little rainfall and few plants.
Bill: The projecting jaws of a bird.
Body mass: The quantity of matter in the body.
Crustaceans: An invertebrate animal with a hard shell and many jointed legs. Prawns, crabs, lobsters
and crayfish are crustaceans.
Ephemeral: Lasting for a markedly brief time.
Estuaries: Bodies of water which are located at the lower end of a river and are subject to tidal
fluctuations.
Glycogen: Form in which foods are stored in the body as energy.
Habitat: The natural environment of an animal or plant.
Intertidal: Of or being the region between the high tide mark and the low tide mark.
Invertebrates: Animals without backbones.
Oesophagus: A long hollow muscular tube that connects the pharynx to the stomach.
Order: Biological classification used to categorize extinct and living species of organisms.
Magnetic field: A field of force around the Sun and the planets, generated by electrical currents.
Mangrove: Forested wetland growing along tidal mudflats and along shallow water coastal areas
extending inland along rivers and streams. The water is generally brackish.
17
Molluscs: A marine invertebrate that creates and lives in a shell. Clams, snails, oysters and whelks are
all molluscs.
Moulting: In birds, moulting is the routine shedding of old feathers.
Mudflats: Mudflats are relatively flat, muddy regions found in intertidal areas. As the material that forms
the mudflats is deposited by the tides or rivers, they are found in sheltered areas such as bays and
estuaries.
Roost: A place where a bird or a group of birds settle down to rest.
Seagrass: Grass that grows within the marine environment, usually on a muddy or sandy bottom.
Vagrant: These are uncommon bird visitors, arriving only when blown off course or disorientated.
Wetland: Land areas that are wet due to a close relationship to a body of water or groundwater, or land
areas that are flooded regularly; they support vegetation adapted for life in saturated soil conditions.
Recommended activities
Activity Number
Title
4
Shorebird Quiz
Answers: (1)b, (2)a, (3) b,
(4)c,
(5)b, (6)a, (7)c, (8)b,
(9)a, (10)a,
5
Shorebird field trip
6
“I am a …”
18
Western Port Shorebirds
Part C Western Port Wetlands
Note to teachers
By now, your students have learnt all about shorebirds and it is time for them to learn more about the
wetland habitat of shorebirds. The most important message in this section is that wetlands are extremely
important to shorebirds. In essence, wetlands provide shorebirds with an area to breed, nest, feed, drink
and shelter. Therefore, they play a very important role in the bird’s’ lives. It is important to note that
wetlands are not just important from an environmental point of view but also from a social and economic
perspective. The environmental status of wetlands is covered briefly in this section but section D covers
this in more detail.
Introduction to wetlands
Wetland definition
Wetlands are areas that are covered with water on a temporary or permanent basis. The water is usually
slow moving or stationary, shallow, fresh, brackish or salty. There are many different types of wetlands
and they can be large or small, inland or by the sea. The plants and animals living in or near wetlands
are adapted to, and often dependent on, wet conditions for at least part of their life cycle.
Different types of wetlands
Swamps
Fens
Marshes
Bogs
Billabongs
Coral reefs
Lagoons
Ponds
Saltmarshes
Mudflats
Mangroves
Lakes
Estuaries
Shallow rivers
Foreshores
Seagrass beds
Streams
Ramsar Site
Western Port in listed as a Ramsar site which means that it contains wetlands of international
importance. Therefore, Western Port is a very important area because it contains a great variety of
wetlands that are considered to be of great value and importance.
Importance of wetlands in Australia
In the past, wetlands were thought of as wasteland. Over time, however, people have come to learn that
wetlands are environmentally, socially and economically important, and therefore, must be protected.
The following subheadings outline the main reasons why wetlands are important:
Habitat
Wetlands are the most fertile and diverse ecosystems in the world. They are important because they provide a habitat
for many animals and plants. Many different species use wetlands to feed, breed and shelter.
Source of water
Australia is the second most arid continent in the world and water is becoming more and more scarce. Wetlands are
important because they provide plants and animals with water in an otherwise very dry landscape.
Protect shores
Wetlands which are located on the coast help to minimise coastal land erosion. This is because they act as a barrier
between the ocean and the coast. Therefore wetlands provide excellent protection to shorelines.
Reduce floods
Wetlands work like sponges, absorbing large quantities of water (e.g. snowmelt and rainfall) and releasing it gradually.
Therefore, wetlands help to reduce flood damage to the human and natural environment.
Absorb pollutants in water
Wetlands help to improve water quality by filtering out wastes, heavy metals, sediments and other pollutants. For
example, when water flows through a wetland area, up to 90% of sediment is removed. Therefore, water that flows
through wetlands is cleaner and healthier to drink.
Fish nurseries
Wetlands are nurseries for fish and other freshwater and marine life. For example, many fish species use wetlands to
spawn and to look after their young fish before they are ready to move into larger water bodies, such as, oceans.
Fishing industry
Wetlands are economically important to the fishing industry. This is because wetlands house large numbers of fish,
many of which are commercially important species.
Recreational activities
A number of recreational activities are undertaken at wetlands. For example, fishing, canoeing, bird observing, bush
walking, hunting and wildlife photography.
Cultural value
Many wetlands are culturally valuable. For example, many wetland areas throughout Australia are important to
Aboriginal people
20
Importance of wetlands to shorebirds
Shorebird habitat
The habitat of shorebirds encompasses many types of wetlands, including, mudflats, lakes, mangroves, seagrass beds,
ponds and sandy foreshores.
Wetlands provide food
Wetlands provide foods for shorebirds, including, small worms, insects, fish and a variety of molluscs and crustaceans.
Wetlands offer shelter
Wetlands offer shelter to protect shorebirds from weather and predators. Wetlands also provide shorebirds with valuable
roosting habitat. If wetlands are damaged, the possibility of survival for shorebirds greatly declines.
Wetlands are useful during migration
Migrating shorebirds rely on wetlands right across their flyway. For example, many shorebirds feed and roost at a variety
of wetlands during their migration.
Environmental status of Western Port wetlands
Bad news

By 1980, 70% of seagrass beds at Western Port were lost as a result of human activities.
Consequently, the animals/plants that rely on seagrass have declined.

Currently, the remaining seagrass beds at Western Port are being damaged as a result of land
clearing, stock grazing, dumping of waste, industry, drainage, dredging, recreational activities and
invasion by exotic plants and animals.

Wetlands all over the world are being damaged as a result of human activities, to the extent that
wetlands are now considered one of the most threatened natural ecosystems in the world today.

When wetlands are damaged all the animals and plants that rely on the wetland become threatened.
What can be done to protect wetlands?

People need to stop degrading wetlands and instead help protect them and keep them healthy.

Wetlands are worth protecting because they are valuable in so many ways.
Protecting wetlands in Australia
Good news
The Australian Government and various conservation groups are taking action to conserve and protect
Australia’s wetlands. An international example is the ‘Ramsar Convention’ and in Australia there is the
‘National Wetlands Program’. Both of these programs are helping to fix damaged wetlands and protect
intact wetlands in Australia and around the world.
21
Summary

Wetlands are areas that are covered with water on a temporary or permanent basis. The water is
usually slow moving or stationary, shallow, fresh, brackish or saline.

There are many different types of wetland.

Western Port in listed as a Ramsar site which means that it contains wetlands of international
importance.

In the past, wetlands were thought of as wasteland.

Now, it is understood that wetlands are environmentally, socially and economically important, and
therefore, must be protected.

Wetlands are an important shorebird habitat. They provide food and shelter and are useful during
migration.

The bad news is that wetlands at Western Port and around the world are being damaged as a result
of human activities.

The good news is that there are many conservation projects currently underway to help protect
wetlands.
Black Swans rely on wetlands
Image Annette Cook
22
Glossary
Arid: An arid area is dry and hot, with little rainfall and few plants.
Billabongs: Waterholes in old river channels which fill during floods or the rainy season.
Bogs: Organic soils that are dominated by sphagnum moss. They are usually found in alpine areas.
Brackish: Having a somewhat salty taste, especially from containing a mixture of seawater and fresh
water.
Crustaceans: An invertebrate animal with a hard shell and many jointed legs. Prawns, crabs, lobsters
and crayfish are crustaceans.
Ecosystem: An ecological community together with its environment, functioning as a unit.
Exotic: Introduced, non-native species.
Habitat: The natural environment of an animal or plant.
Fens: Wetlands that form when groundwater seeps to the surface.
Coral reefs: Accumulation of rocklike deposits that are the skeletons of living creatures that occur in
warm seas.
Dredging: A method for deepening streams, lakes, or reservoirs by scraping and removing solids from
the bottom. This disturbs the ecosystem and causes silting that can kill aquatic life.
Estuaries: Bodies of water which are located at the lower end of a river and are subject to tidal
fluctuations.
Lagoons: Shallow bodies of water that are separated by sandbars or coral reefs.
Lakes: Large bodies of water, usually fresh water, surrounded by land.
Mangrove: Forested wetland growing along tidal mudflats and along shallow water coastal areas
extending inland along rivers and streams. The water is generally brackish.
Marshes: Wetlands where the dominant vegetation is non-woody plants (such as grasses) and the water
is filled with mud and is thick to walk in.
Molluscs: A marine invertebrate that creates and lives in a shell. Clams, snails, oysters and whelks are
all molluscs.
Mudflats: Mudflats are relatively flat, muddy regions found in intertidal areas. As the material that forms
the mudflats is deposited by the tides or rivers, they are found in sheltered areas such as bays and
estuaries.
Nurseries: The parts of a fish’s or animal’s habitat where the young grow up.
Ponds: Bodies of water smaller than lakes that can be naturally or artificially formed.
Predators: An animal that feeds or preys upon the animal in question.
Rivers: Large natural waterways.
Roost: A place where a bird or a group of birds settle down to rest.
Saltmarshes: Marshes that have salt water.
23
Seagrass: Grass that grows within the marine environment, usually on a muddy or sandy bottom.
Sediment: Soil, sand, and minerals washed from land into water, usually after rain. Sediment can
accumulate in reservoirs, rivers and harbors, destroying fish and wildlife habitat, and clouding the water
so that sunlight cannot reach aquatic plants. Careless farming, mining, and building activities will expose
sediment materials, allowing them to wash off the land after rainfall.
Streams: Bodies of running water moving under gravity flowing through clearly defined natural channels
to progressively lower levels.
Spawn: The act of reproduction of fishes. The mixing of the sperm of a male fish and the eggs of a
female fish.
Swamps: A wetland where the dominant vegetation is woody plants and the water is filled with mud and
is thick to walk in.
Recommended activities
Activity Number
Title
7
Wetland Poems
8
Wetlands Word Search
9
Wetland Crossword
24
Western Port Shorebirds
Part D Conservation Status of Western Port Shorebirds
Note to teachers
By now, your students have a greater appreciation of the area in which they live, including the resident
shorebirds and their wetland habitat. Now it is time to let your students know exactly how the shorebirds
are doing in terms of their conservation status. The bad news is that many shorebird species are
currently threatened, mainly as a result of human activities. However, this section also provides good
news with regards to shorebird conservation. For example, it outlines international, national and local
conservation efforts currently underway to protect shorebirds and their habitat. Furthermore, this section
provides case studies of two successful shorebird conservation projects that have recently been
undertaken at Western Port. Focusing on the good news as well as the bad is important because it
provides children with hope as well as concern. Finally, this section outlines some ways in which your
students and their families and friends can help to protect shorebirds and their habitat.
Conservation status of Western Port shorebirds
Threatened shorebirds
A number of migratory and local Western Port shorebirds are currently listed as threatened at some
level. The following table lists the species that are threatened.
Species
Status
Migratory shorebirds
Whimbrel
Vulnerable
Eastern Curlew
Lower Risk
Terek Sandpiper
Endangered
Common Sandpiper
Vulnerable
Grey-tailed Tattler
Critically Endangered
Red Knot
Lower Risk
Pacific Golden Plover
Lower Risk
Grey Plover
Lower Risk
Lesser Sand Plover
Vulnerable
Greater Sand Plover
Vulnerable
Local shorebirds
Sooty Oystercatcher
Lower Risk
Hooded Plover
Vulnerable
Key
Lower Risk: A species that is close to qualifying for a
vulnerable status (near threatened).
Vulnerable: A species that is facing a high risk of
extinction in the wild in the medium-term future
Endangered: A species that is facing a very high risk of
extinction in the wild in the immediate future
Critically Endangered: A species facing an extremely
high risk of extinction in the wild in the immediate future
Good news
However, it is not all bad news regarding the status of Western Port shorebirds. The following table
outlines the Western Port shorebird species that seem to be doing well in terms of their conservation
status.
Species
Status
Migratory shorebirds
Bar-tailed Godwit
Increased in number over the past 30 years
Whimbrel
Increased in number over past 30 years
Local shorebirds
Eastern Curlew
Now recovering from previous decline
Red-necked Avocet
Increased in number over past 30 years
Threats to Western Port shorebirds
Disturbance from human activities
Disturbance from human activities is damaging to shorebirds because they lose valuable feeding and roosting time and
therefore valuable energy. As a result of disturbance, shorebirds may be forced to leave their feeding and roosting sites
and move to other sites that are located far away. Human disturbance is of particular concern because the human
population at Western Port is growing, which will intensify the level of disturbance. There are many recreational activities
that humans undertake at Western Port that can disturb the shorebirds. Such activities include:

Motor boating

Yachting and Canoeing

Windsurfing

Jet skiing

Water skiing

Parasailing

Beach Walking

Horse riding on the beach

Off road cycling

Off road car-driving

Low flying planes

Fishing from boats

Fishing from land
26
Water pollution
Water pollution represents a significant risk to Western Port shorebirds because it makes their wetland
habitats unhealthy. The main forms of pollution are:

Marine oil spills
Oil spills can occur when there are marine shipping accidents. Oil would damage shorebirds, their habitat and their food
sources. Thankfully, a Western Port Shoreline Oil Spill Response Handbook has been developed to best deal with this
problem if it occurs.

Litter
Shorebirds can die from entanglement in fishing line and plastic bags.

Nutrients
Nutrients (nitrogen and phosphorous) enter the waterways of Western Port via urban streams, especially from
horticultural and dairy farming areas. Increased level of nutrients in the water results in seagrass loss. As a result, the
animals and fish that live in the seagrass decline in number. This is a major problem for shorebirds because shorebirds
feed directly on seagrass and the animals that live in the seagrass. A major decline in seagrass was recorded during the
late 1970s and 1980s, when about 70% of seagrass was lost. But good news, seagrass has been recovering since the
1990s.

Sediments
Sediments in the water cause seagrass loss. Subsequently, the shorebirds suffer because seagrass provides them with
an important food source. Sediment enters Western Port waterways from a range of sources, including, sewer overflows,
urban stormwater runoff and erosion. Dredging for Western Port’s shipping purposes also causes increased
sedimentation and loss of mudflats. Mudflat loss is problematic for shorebirds because it is one of their important
habitats.
Introduced predators
Introduced predators, such as, cats, dogs and foxes, pose a significant threat to shorebirds. The greatest threat to adult
birds and nestlings are foxes and feral cats. Introduced predators prey on young shorebirds and on shorebird eggs.
Disturbance of birds by dogs is also widespread especially near the more urbanized areas (see picture below). Good
news, French Island is fox-free, which is thought to be the reason for the high number of breeding Pied Oystercatchers
there.
Introduced Plant Species
A number of exotic plant species have been introduced into Western Port bay. These exotic species come from ballast
water from shipping and recreational boating. An introduced exotic plant species that is of particular concern for Western
Port shorebirds is Spartina. Spartina is a species of grass which has become established along and around the estuary
of Bass River and near Tooradin. Spartina threatens Shorebirds because its presence reduces available feeding areas
(see pictures below).
27
Threats to Western Port Shorebirds
During northward migration
The most important region for shorebirds on the northward migration from Western Port is the Yellow
Sea (located between the Korea Peninsula in the east and China to the west). The following subheadings
outline the threats facing shorebirds at the Yellow Sea.

Loss of habitat
Loss of habitat, through changes in land use, is the most severe threat to the conservation of shorebirds. For example,
draining and reclamation of wetlands for farming and fishing continues in most countries along the flyway.

Degradation of habitat
Degradation of shorebird wetland habitat occurs because of too much fishing, forestry, farming, mining, and building for
houses and industry. Too much sediment in the water can make wetlands unhealthy. Pollution from industry, farming
and towns are also creating big problems for inland and coastal wetlands which affects shorebird areas.

Pest plants and animals
Wetlands throughout the flyway have been badly affected by weeds, for example, Water Hyacinth,
willows and Mimosa species (see picture below). The introduction of weeds into wetlands can change the
wetland for a long time and it can be very difficult, and expensive, to get rid of them again. Dogs, cats,
and other animals in the wrong place can cause many problems to shorebirds resting or feeding.

Hunting
Shorebirds, their eggs and chicks are traditionally harvested or collected in several countries because
they can be good for food, or to sell or for sport. In some countries hunting can only happen under strict
rules but in other countries shorebirds are caught without any rules. Shorebirds often rest or feed
altogether in large numbers which makes them vulnerable. Harvesting of birds, combined with decreased
habitat can make some species decline quickly towards extinction.

Climate change
One of the main predicted impacts of climate change is a rise in global sea levels. Increasing sea levels will negatively
affect the coastal wetland habitat of shorebirds. Therefore sea-level rise will have serious implications for the long-term
conservation prospects of shorebirds.
28
Efforts to protect Western Port shorebirds
There are a variety of efforts currently underway to minimize the threats facing Western Port shorebirds.
This section provides a summary of the conservation efforts being undertaken at an international,
national and local level.
International level
The survival of Western Port migratory shorebirds depends on the maintenance of healthy wetland sites
along the flyway.

Formal international conventions
These are formal conventions that attempt to protect migratory shorebirds and their habitat along the flyway:
Japan-Australia Migratory Bird Agreement (JAMBA)
An agreement between the Government of Australia and the Government of Japan for the protection of migratory birds
in danger of extinction.
China-Australia Migratory Bird Agreement (CAMBA)
An agreement between the Government of Australia and the Government of the People's Republic of China for the
protection of migratory birds.
Ramsar Convention on Conservation of Wetlands of International Importance
A treaty which provides the framework for national action and international cooperation for the conservation and wise
use of wetlands and their resources.
Convention on Migratory Species
This Convention aims to conserve migratory bird species and their habitat.

Informal international agreements
These are cooperative agreements that have formed between countries along the flyway in an attempt to improve
shorebird conservation.
Asia-Pacific Migratory Waterbird Conservation Strategy & the Shorebird Action Plan (19962000)
An action plan developed to promote conservation of migratory shorebirds and their wetland habitat along the entire
length of the East-Asian-Australasian flyway. The strategy has support from the governments of Australia and Japan.
From 1996 to 2001, the strategy was successful in promoting international cooperation and an awareness of the need to
work together to promote shorebird conservation. Based on the success of this strategy, a second strategy was
implemented for the period 2001-2005. Currently, the Strategy is under review and will most likely be extended into the
future.
The East Asian-Australasian Shorebird Site Network (1996-present)
This is an initiative of the Asia-Pacific Migratory Waterbird Conservation Strategy. The Network comprises of wetlands
that are very important sites for migratory shorebirds in the flyway. The main aim of the Network is to promote the
conservation of these important wetland sites.
29
State and Commonwealth level (Australia)

The Environmental Protection & Biodiversity Conservation Act 1999
This Act ensures that anyone taking an action likely to have a significant impact on a listed migratory species must first
obtain approval from the Commonwealth Environment Minister. This helps to prevent actions that threaten Western Port
migratory shorebirds or their habitat.

Wildlife Conservation Plan for Migratory Shorebirds 2006
This Plan outlines national activities to support flyway shorebird conservation initiatives and provides a
strategic framework to ensure these activities plus future research and management actions are
integrated and remain focused on the long-term survival of migratory shorebird populations and their
habitats. The Plan contains the statutory elements as legislated by the EPBC Act and must be reviewed
every 5 years.

Western Port Ramsar Site Strategic Management Plan (Parks Victoria).
Western Port is listed under the Ramsar Convention on Wetlands. The purpose of this Management Plan is to provide a
framework for managing Western Port wetlands is a sustainable way.

BirdLife Australia’s National Shorebird Conservation Project.
Aims to increase awareness, understanding and involvement by communities in conservation of shorebird habitat, and
where possible, engage communities to conserve and wisely manage important shorebird sites. Western Port is
included in this project.
Local level (Western Port)
There have been a variety of shorebird conservation efforts undertaken at Western Port. They include:
Research projects (to improve the information base on shorebirds)

Anderson Inlet Survey (1979)

Victorian State Survey (1979)

The BOCA Western Port Survey
The BOCA Western Port Survey has operated for over 30 years. The survey monitors the conservation status of
shorebirds and the quality, productivity and biological health of their habitat. The survey is undertaken by dedicated
volunteer bird watchers who have traced the birds, their patterns of movement and the areas they use. The information
from this ongoing survey has been widely utilized to help achieve better environmental outcomes for Western Port.

Wader Study Group (1981- present)

The Wader Study Group has coordinated a national program of twice-yearly shorebird counts at important sites.

Stockyard point shorebird conservation project (2004)

Phillip Island Hooded Plover Watch (1998)

Western Port Welcomes Waterbirds (2011)
The Western Port Welcomes Waterbirds project was funded by the Australian Government’s Caring for
our Country program. The project has consolidated our understanding of waterbird population dynamics
and habitat use in Western Port.
30
Management plans

Western Port Catchment Management Authority Projects (2004-2005)
The Western Port Catchment Management Authority have undertaken a variety of projects, many of which aim to protect
shorebirds. For example, there is a project that is looking at ways to protect seagrass habitat.

French Island National Park Management Plan (1998) (Parks Vic.)
This Management Plan aims to protect and enhance French Island’s natural environment. Shorebirds and their wetland
habitat are protected under this Plan.

Phillip Island Nature Park Management Plan (2000-2005) (Parks Vic.)
This Plan describes 255 actions for management across all aspects of the Park. Many of these actions help to protect
shorebirds. For example, controlling pest plants and animals and controlling human activities to minimise habitat
degradation and disturbance.

Parks Victoria Management Plans for Marine National Parks
There are various plans that provide protection though zoning and control of recreational and business
activities in Western Port.
Good news stories
The following 2 case studies are examples of successful Western Port shorebird conservation efforts.
1. Stockyard Point shorebird conservation project
Location: Stockyard Point, a sandy spit at the end of Jam Jerrup beach on the eastern shores of Western Port.
Stockyard Point is an important high-tide roost site for Western Port shorebirds.
Situation: Stockyard Point has become a very popular shore-based fishing and walking spot. Fishing is popular
because of low-tide access to a deep channel that is a great for catching elephant fish. Consequently, Stockyard Point
has a clash of uses; shorebird roosting and human fishing/walking activities. Parks Victoria, BOCA and local government
have been concerned with the impacts that these human activities are having on shorebirds.
Research: A study was undertaken by BOCA to determine the extent of the disturbance to shorebird roosting as a
result of fishing and walking activities.
Findings: The study found that shorebird roosting was being disturbed as a result of human activities. Dogs were also
found to be scareing the shorebirds. The shorebied species being disturbed were the Eastern Curlew, Red-necked Stint,
Curlew Sandpiper, Red Knot and Double-banded Plover. The study found that the impacts were occuring when people
and their dogs used the area during high-tide. This is because shorebirds roost during high-tide.
Response: Stockyard Point was declared a ‘shorebird conservation zone’. During high tide (when the shorebirds
roost) people are not allowed to fish/walk in the area, except for a designated beach-fishing zone. During low-tide,
fishing and walking is permitted. Dogs must now be kept on a leash at all times and can only be walked in a dog-walking
zone. Signage has been installed at Jam Jerrup car park and along the beach, explaining the restrictions and their
importance. Other methods of communicating the important message of protecting shared access to the site include;
postcards given to visitors through fishing and tackle shops and in person on the beach, press releases to radio shows
and websites that encourage fishing at Stockyard Point, guided walks as part of the Coastcare holiday program and
talking directly with visitors as they arrive at the beach or the Point.
Success: The local people’s reaction to sharing Stockyard Point with the shorebirds has been positive. Fisherman and
beach-walkers are happy to use the area during low-tide because this provides the best access to deep channel fishing
31
and walking. Furthermore, the roosting shorebirds are being protected because they are no longer disturbed during high
tide. Overall, this is an example of a successful and workable shorebird conservation effort. Hopefully, efforts such as
this can be utilised in other locations and assist with protecting the habitat that Western Port provides.
2. Phillip Island Hooded Plover Watch
Location: Phillip Island, located at the entrance to Westernport.
Situation: In 1998, research was undertaken (by the Hooded Plover Study Group) on the Hooded Plover
in Phillip Island. This research found that the numbers of Hooded Plover’s had dramatically declined. This
decline in population was due to threats from human disturbance, including, uncontrolled beach access
by dogs.
Response: The Phillip Island community became concerned for the Hooded Plover as a result of the
research. Locals were keen to take action to protect the species because they understood that the
threats of human disturbance were preventable. As a result, the ‘Hooded Plover Watch’ formed in 1998.
The Hooded Plover watch consisted of a group of local volunteers dedicated to protecting the species.
Action: From 1998 to 1999 the Hooded Plover Watch took action to protect the species. The volunteer
group protected nests and chicks. This involved regularly check beaches for nests, colour branding birds
and removing hazardous rubbish such as fishing lines. The group also worked hard to raise public
awareness on the plight of the Hooded Plover. For example, a leaflet titled ‘Hooded Plover need our help’
was given out to the public.
Success: The action undertaken by the volunteers resulted in instant success. The year of 1999 was the
best Hooded Plover breeding season on record. This success has continued and today the Hooded Plover
still breed on Phillip Island. This case study is an excellent example of a dedicated volunteer local
community working together to successfully protect an important shorebird species.
3. Western Port Welcomes Water Birds
Western Port Welcomes Waterbirds was a Caring for our Country funded project. It involved a
partnership between the Central Coastal Board, the Arthur Rylah Institute for Environmental Research
(Department of Sustainability and Environment) and Bird Observation and Conservation Australia
(BOCA). The project aimed to provide evidence-based information on waterbird key high tide roosts and
feeding areas in Western Port, the threats operating at those sites and recommendations for improved
management of habitats.
As part of this project, interpretative signs have been placed at five of the most important sites for
shorebirds and 11 boat ramps around the bay to target recreation use that may cause disturbance to
feeding and resting waterbirds. A number of information materials have also been developed (see
below).
In addition to the information from this project, Melbourne Water has recently conducted a Scientific
Review of Western Port that provides a valuable resource for our understanding of the Western Port
environment and a way forward for strategic and coordinated environmental research.
32
What can your students do to help protect the shorebirds?
There are a number of practical ways in which you and your students can help protect shorebirds and
their habitat at Western Port. They are listed in the section below. Remember, every little bit makes a
difference. It is important to let your students know that they have already made a valuable contribution
to the conservation of Western Port shorebirds through their involvement in this education program.
Abide by the signs!
You can help to protect Western Port shorebirds by following advice on shorebird regulatory and advisory signage. For
example, keep your dogs on a leash and don’t litter.
Become involved in local conservation programs!
You can help by joining conservation programs and becoming involved in their activities. Your school could join up with
the local environment or bird watching group and keep up to date with what is happening in your area.
Help to raise awareness!
You can make a valuable contribution to shorebird conservation efforts by discussing what you have learned with your
families and friends. By doing so, you are helping to raise awareness about the important shorebirds that live in Western
Port and the need to protect them.
Write a letter!
You can write a letter to your local newspaper or even to the Prime Minister! Include in your letter why shorebirds are
important and why they need to be protected. Writing a letter can make a difference because you are helping to raise
awareness!
Organise an information evening!
You and your school could organise an information evening for other students or people in the community. Invite two or
more speakers who represent environmental groups protecting birds or their habitats. Display material that you and your
class have put together in the foyer and ask other environmental groups if they would like to set up a stall.
Clean up and help a wetland
Instigate a clean-up project on a nearby wetland. This might involve removing litter left by others, designing signs to alert
people to the importance of the area or talking with a nearby industry to discuss their waste output.
33
Summary

A number of migratory and local Western Port shorebirds are currently listed as threatened at some
level. However, some species have increased in number, so it is not all bad news.

Threats to shorebirds at Western Port include; human disturbance, water pollution and introduced
plants and animals.

Threats to migratory shorebirds during their northward migration include; habitat and degradation
loss, pest animals and plants, hunting and climate change.

There are a number of international, national and local conservation efforts currently underway to
protect Western Port shorebirds and their wetland habitat.

Examples of successful conservation efforts undertaken at Western Port are the ‘Phillip Island
Hooded Plover Watch’ and ‘Stockyard Point shorebird conservation project’.

There are a number of practical ways that your students can help conserve Western Port shorebirds.
Shorebird Information
Image Annette Cook
34
Glossary
Ballast water: Water carried in ships to make them heavier and so less likely to roll. Upon entering a
port the water is discharged from the ship.
Climate change: Refers to the build up of man-made gases in the atmosphere that trap the suns heat,
causing changes in weather patterns on a global scale. The effects include changes in rainfall patterns,
sea level rise, potential droughts, habitat loss, and heat stress.
Conservation: The management of a natural resource for the protection, maintenance, rehabilitation,
restoration, and/or enhancement of populations and ecosystems.
Conservation status: The conservation status of a species is a measure of how rare the species is and
the likelihood of that species continuing to survive into the future. Many factors are taken into account
when assessing the conservation status of a species: not simply the number remaining, but the overall
increase or decrease in the population over time, breeding success rates and known threats.
Dredging: A method for deepening streams, lakes, or reservoirs by scraping and removing solids from
the bottom. This disturbs the ecosystem and causes silting that can kill aquatic life.
Erosion: The wearing away, washing away, or removal of soil by wind, water or man.
Exotic: Introduced, non-native species.
Horticultural: Of or relating to the cultivation of plants.
Treaty: A formal written agreement between two or more nations.
Predators: An animal that feeds or preys upon the animal in question.
Roost: A place where a bird or a group of birds settle down to rest.
Seagrass: Grass that grows within the marine environment, usually on a muddy or sandy bottom.
Sediment: Soil, sand, and minerals washed from land into water, usually after rain. Sediment can
accumulate in reservoirs, rivers and harbours, destroying fish and wildlife habitat, and clouding the water
so that sunlight cannot reach aquatic plants. Careless farming, mining, and building activities will expose
sediment materials, allowing them to wash off the land after rainfall.
Stormwater: Rainfall which runs off roofs and roads and other surfaces and flows into gutters, streams
and waterways where it eventually flows into the bays. This water can carry with it all sorts of
contaminants. Some are obvious such as plastic bags or detergents from people washing their cars,
others are not so obvious such as nutrients and heavy metals.
Urban: Related to a city or densely populated area.
Recommended activities
Activity Number
Title
10
Short answer task
11
Design a sign
12
Write a letter
35
Western Port Shorebird Education
Part E Activities
Outline of Activities
Activity no.
Activity title
Instructions
Student Learning
objectives
Section
1
Western Port Quiz
Students work individually
to complete the multiple
choice questions. A class
discussion regarding the
answers to the questions
should follow. Answers are
provided in the
‘recommended activities
table’ in section a.
To help students to
master the main concepts
covered in the Western
Port section.
A
2
Find-A-Word
Students work individually
or in pairs to find the
words listed in the table.
Not all the words listed are
covered in section A so this
activity may be best
utlilised following
completion of the entire
program.
To have fun and become
familiar with some key
words relating to Western
Port. This activity will
assist in student’s
recognition of these
words and help with their
spelling.
A
3
Match Words to
Meanings
Students work individually
to do this task. There are 2
lists in this exercise. The
first list contains words,
the second contains
definitions. The definitions
and words are jumbled up.
The students have to
match up the words to the
correct definitions.
To increase the students
vocabulary and spelling
of words related to the
Western Port topic.
A
4
Shorebird Quiz
Students work individually
to complete the multiple
choice questions. A class
discussion regarding the
answers to the questions
should follow. Answers are
provided in the
‘recommended activities
table’ in section B.
To increase students
knowledge about
identifying shorebirds.
B
5
Shorebird field
trip
Students are taken on a
field trip in Western Port to
experience the wonder of
shorebirds. Places to visit
are nearby wetlands (e.g.
lake, mangrove or
mudflat).
A practical exercise to get
students out of the
classroom and into their
local environment. Will
help students bring to life
all the information about
shorebirds they have
learnt.
B
6
“I am a …”
Students choose a species
of migratory shorebird.
Students are then required
to pretend they are that
bird and write a story
about their migration
journey. There is a list of
questions that should be
answered within the story.
To enhance students
understanding of
shorebird migration.
B
7
Wetland Poems
Students read the poems
together as a class. Each
poem focuses on a topic
covered in the wetlands
section. There should then
be a class discussion about
the poems to discuss the
student’s responses to
them.
A fun and creative
activity aimed at
facilitating understanding
about wetlands. This
section will help to
improve the student’s
literacy.
C
8
Wetlands Word
Search
Students work individually
or in pairs to find the
words listed in the table.
The words listed are types
of wetlands.
To help students to
become familiar with the
different types of
wetlands.
C
birdlife.org.au
9
Wetland
Crossword
Students work individually
or in pairs to complete the
cross word. The answers
are in the wetlands section.
To help students to recap
the knowledge covered in
the wetlands section.
C
10
Short answer task
Students work individually
to answer the questions. A
class discussion on the
answers to the questions
should follow. Answers to
the questions are covered
in the context of section a.
To gain a clear
understanding of the
threats facing Western
Port shorebirds and how
these threats can be
minimized through local
community actions.
D
11
Design a Sign
Students work in small
groups to design a
‘Western Port Shorebird
Protection Sign’ (in the
form of a poster) to be
(hypothetically) erected at
an important shorebird
wetland site. Once
completed, these signs
could be displayed in the
classroom
To come up with ideas as
to how the local Western
Port community can help
protect shorebirds and
their wetland habitat.
D
12
Write a letter
Students write a letter to
their local newspaper, to
help raise awareness about
the important shorebirds
that live in Western Port
and the need to protect
them. Students may or
may not wish to actually
send these letters.
To utilise their knowledge
on Western Port
shorebirds to raise
awareness of the issue
among their local
community. To empower
the kids to take action to
protect the shorebirds
D
birdlife.org.au
Activity 1: Western Port Quiz
Based on what you have just learnt about Western Port, choose the correct answer for the following multiple
choice questions. Each question can only have one correct answer.
1. Who named Western Port?
(A) Michael Bass
(B) George Bass
(C) George Michael
2. In which year was Western Port named?
(A) 1983
(B) 1979
(C) 1797
3. What is the size of Western Port bay?
(A) 18, 970 hectares
(B) 68, 000 hectares
(C) 45, 000 hectares
4. What are the names of the two biggest islands in Western Port?
(A) Italy Island and Phillip Island
(B) Peter Island and French Island
(C) French Island and Phillip Island
5. The port facilities of Western Port provide for which major local industries?
(A) An oil refinery, gas plant and steel factories.
(B) An oil refinery, gas plant and clothing factories.
(C) A power station, gas plant and clothing factories.
6. Which of the following sentences are true?
(A) There has been an increase in population and recreational activities over the years at Western Port.
(B) There has been an increase in population but a decline in recreational activities over the years at
Western Port.
(C) There has been an increase in industrial activity but a decline in population over the years at
Western Port.
birdlife.org.au
7. Which of the following sentences are false?
(A) One of the major issues of concern in Western Port and its catchment is waste and littering from
boating activities.
(B) One of the major issues of concern in Western Port and its catchment is logging in forested parts of
the catchment.
(C) One of the major issues of concern in Western Port and its catchment is fishing in the catchment.
8. What makes Western Port an ecologically important area?
(A) Because Western Port has beautiful scenery.
(B) Because Western Port has a big shopping centre.
(C) Because Western Port supports a wide range of terrestrial and marine plant and animal species.
9..Western Port is listed as a ‘Ramsar Site’. What does this mean?
(A) Western Port is great for fishing, sailing and swimming
(B) Western Port contains wetlands of international importance
(C) Western Port is a great tourist destination
10. How many migratory bird species are listed under the China-Australia Migratory Birds
Agreement?
(A) 29
(B) 31
(C) 27
11. WWF Australia has been working in five shorebird sites across Australia. Which of the
following states is not included in the five shorebird sites?
(A) Northern Territory
(B) South Australia
(C) Victoria
12. Which of the following is the correct definition for the word “ecosystem”?
(A) An ecological community together with its environment, functioning as a unit.
(B) An action performed by animals when they are giving birth.
(C) The name of a tourist resort in Western Port.
birdlife.org.au
Activity 2: Find-A-Word
Find the words listed below. The words may appear horizontally, vertically, diagonally or back to front.
Once you have found all of these words, see if you know what they mean.
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A
M
F
Bays
Penguins
Coasts
Phillip Island
Conservation
Plovers
Corals
Pollution
Degradation
Ramsar Sites
French Island
Sandpipers
Habitats
Seagrass
Inlets
Seagulls
Mangroves
Shorebirds
Migration
Sponges
Mudflats
Western Port
Pelicans
Wetlands
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birdlife.org.au
Activity 3: Match Words to Meanings
There are two lists below, one containing words that we were used in the Western Port section, and the
other containing the meanings to these words. The definitions to these words are jumbled up. Your task
is to matching each word to its correct meaning.
1. Dredging
A. The combined flora and fauna of a region.
2. Ecological
B. Catching or collecting water, especially
rainwater.
3. Biota
C. Machines equipped with scooping or suction
devices and used to deepen harbours and
waterways and in underwater mining.
4. Catchment
D. The science of the relationship between
organisms and their environments.
5. Intertidal
E. Lasting for a markedly brief time.
6. Waterfowl
F. Flow or flowing.
7. Flux
G. The science or art of cultivating fruits,
vegetables, flowers, or ornamental plants.
8. Mangrove
H. A region between the high tide mark and
the low tide mark.
9. Ephemeral
I. An evergreen tree or shrub of the genus
Rhizophora, growing in dense thickets along
tidal shores.
10. Horticulture
11. Silt
12. Saltmarsh
J. Low coastal grassland frequently overflowed
by the tide.
K. A sedimentary material consisting of very
fine particles intermediate in size between
sand and clay.
L. A water bird, especially a swimming bird
birdlife.org.au
Activity 4: Shorebird Quiz
Based on what you have just learnt about Shorebirds, choose the correct answer for the following
multiple choice questions. Each question can only have one correct answer.
1. What is another name for shorebirds?
(A) Waterbirds
(B) Waders
(C) Seagulls
2. What percentage of Australian birds are shorebirds?
(A) 10%
(B) 1%
(C) 100%
3. What are vagrant shorebirds?
(A) Shorebirds that are sick or injured
(B) Shorebirds that only very occasionally visit Australia
(C) Shorebirds that live permanently in Australia
4. What is the habitat of shorebirds?
(A) Desert
(B) Forests
(C) Wetlands
5. Which of the following sentences in false
(A) Shorebirds eat small worms, insects, carrots and a variety of molluscs and crustaceans.
(B) Shorebirds eat small worms, insects, fish and a variety of molluscs and crustaceans
(C) Shorebirds eat small worms, lollies, fish and variety of molluscs and crustaceans.
6. Which of the following sentences are true?
(A) Probe feeding involves shorebirds locating their prey by probing in the sand and mud.
(B) Probe feeding involves shorebirds locating their prey by trapping them in nets.
(C) Probe feeding involves shorebirds locating their prey by running after them.
7. Which does shorebird migration mean?
(A) Eating lots of food
(B) Walking small distances every day
(C) Travel to another place or country in search of warmer climates or better feeding areas
8. Which of the following sentences are true?
(A) Most migratory shorebirds breed in northern China, Mongolia Siberia and Alaska, during
January and February.
(B) Most migratory shorebirds breed in northern China, Mongolia, Siberia and Alaska, during
June and July.
(C) Most migratory shorebirds breed in northern China, Mongolia, Siberia and Alaska, during
December.
9. When do shorebirds come to Australia?
(A) During the breeding season
(B) During the non breeding season
(C) On their birthday
10. Approximately How many shorebirds use the East Asian-Australasian Flyway?
(A) 8 billion
(B) 8 million
(C) 800 billion
birdlife.org.au
Activity 5: Shorebird Field Trip
The aim of this task is to observe a variety of shorebirds living at a wetland in your local area. The
following questions should be answered during this field trip.
Where are you?
What type of wetland is here?
What condition is the wetland in? Can you see any rubbish near by?
What species can you see? You may like to draw some of the types of shorebirds that you see to help
you identify them later.
Are the shorebirds that you see local or migratory?
What are the shorebirds are doing?
If they are eating, what they are eating?
Can you identify any threats to these shorebirds? For example pets, pollution etc…
How can I help the shorebirds to be safe?
birdlife.org.au
Activity 6: I am a…?
Select a species of migratory shorebird. Imagine that you are this bird and write a story about your
migration journey across the world.
What you should include in your story?
What species of migratory shorebird you are?
What do you do to prepare for your long migration?
Where do you live during the breeding season?
Where do you live during the non-breeding season?
What helps you to fly such long distances?
What do you do when you are tired or hungry during your flight?
What places have you visited along the East Asian-Australasian Flyway?
Remember to be creative! Think of interesting things that could happen to you as
a shorebird during your long migration journey!
HAVE FUN!
birdlife.org.au
Activity 7: Wetland Poems
Each of the following poems focuses on a topic covered in the wetlands section. Students are to read
these poems as a class and form a discussion based on these topics.
If I Were an Elegant Egret...
by Blake
Hunted what a Shame
by Greta Akili (ET's Administrative Assistant)
If I were an elegant egret,
I would soar through the sky,
then land on the ground
and watch the people driving by.
Wounded, hurt, with pain alone,
Senses reeling, seeing hearing and smelling,
A sound ears so keen. Stop! Listen, eyes peeringYet focused, it shines with a reflection of the moon,
The spirit as one natural with the surrounding
Weary, cautiously then with lightening speed to hide,
Not to be found-Dogs- the incessant howling,
Barking, smelling, tracking-
If I were an elegant egret,
I'd be as elegant as can be
wading through the wetlands
and watching people watching me.
If I were an elegant egret,
I would fly with really big herds,
then come down for a landing
and play with other neat birds.
Escape-not in the pot or ice cold frost tonight
Spared for tomorrow
What is a Wetland?
by Rachel
What is a wetland, oh what is a wetland?
I know they have water,
any one would know that, but
what is a wetland
Ah, I know what a wetland is,
oh what was I thinking!!
A wetland is a place for animals
like egrets perhaps, or animals like frogs.
But that's not all,
there are many other animals both big and small,
and there are plants and lakes too...
small ones of course,
but most of all it's wildlife.
And you know how special that is,
don't you!!
birdlife.org.au
Activity 8: Wetlands Word Search
In general, there are many different types of wetlands and they can be large or small. The plants and
animals are depending on this area in their whole life. Swamp, fen, marsh, bog, billabong, coral, lagoon,
pond, lake, mangrove, estuary, river, stream, are the main types of wetlands in our world. In the
following table, you can find the underlined words, which are written in a straight line in ANY direction.
Some letters will be used more than one time. That is a challenge for you to find enough words. You can
find them as quickly as you can. After that, you can see how many words you found.
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birdlife.org.au
. Activity 9: Wetland Crossword
In this activity students are to fill the missing words of this crossword based on the clues provided below.
1.
3.
2.
4.
5.
6.
7.
9.
8.
10.
11.
12.
1.
Waterholes in old river channels which fill during floods or the rainy season.
2.
The wearing away, washing away, or removal of soil by wind, water or man.
3.
Bodies of running water moving under gravity flowing through clearly defined natural channels
to progressively lower levels.
4.
Form in which foods are stored in the body as energy.
5.
Grass that grows within the marine environment, usually on a muddy or sandy bottom.
6.
A wetland where the dominant vegetation is woody plants and the water is filled with mud and is
thick to walk in.
7.
An arid area is dry and hot, with little rainfall and few plants.
8.
Wetlands where the dominant vegetation is non-woody plants (such as grasses) and the water is
filled with mud and is thick to walk in.
9.
A common type of wetland.
10. A place where a bird or a group of birds settle down to rest.
11. The projecting jaws of a bird.
12. The natural environment of an animal or plant.
birdlife.org.au
Activity 10: Short Answer Task
Q1. What are some of the threats to shorebirds living at Western Port?
Q2. What is wrong with fishing, walking, driving and cycling on the beach during high-tide?
Q3. What can people living in Western Port do to reduce some of these threats to shorebirds?
Q4. What are some examples of efforts underway at Western Port to help protect the shorebirds?
birdlife.org.au
Activity 11: Design a Sign!
Your group is in charge of designing a ‘Shorebird Protection Sign’ that will be put up at an important
wetland site in Western Port.
What is the purpose of the sign?
To make visitors aware that shorebirds live at the site and that the birds need to be protected
What should you include on your sign?
Why the area is important for shorebirds
Why protecting shorebirds is important
The human activities that threaten shorebirds
Simple rules people can follow to reduce the threats to shorebirds
Some suggestions
Your sign should be designed to grab the attention of visitors. Bright colours, large text and pictures
might help make the sign stand out.
Have Fun!
birdlife.org.au
Activity 12: Write a Letter!
Write a letter to your local newspaper to raise awareness about the important shorebirds that live in
Western Port and the need to protect them.
What should you include in the letter?
What you have learnt about shorebirds at school?
Why you think shorebirds need to be protected?
What the local community can do to help?
Example:
To my local newspaper,
Hello my name is Mary. I am in grade 6 at Western Port Primary School. At school we have been
learning all about Western Port shorebirds. Our class has learnt that shorebirds are very
important and must be protected. This is because the shorebirds are being threatened by people
living at Western Port. There are lots of ways that the local people can help to protect them. For
example, people can stop littering, walk their dogs on a leash and not disturb the birds and their
wetland habitat.
Thank you,
Mary
birdlife.org.au
Further Information about shorebirds
www.birdlife.org.au - downloadable information about identifying shorebirds and about the threats
they face. You will also find information about how to be involved with shorebird conservation and
learning more about all Australian birds.
www.birdsinbackyards.net – provide lots of information about birds and habitat with factsheets on
many Australian birds
www.wetlandcare.com.au
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information and activities about wetlands and birds
http://www.parkweb.vic.gov.au/ - useful resources for educators about marine parks and
conducting excursions
http://shorebirds.wetlands.org.au/page4582/HOME.aspx - Feathers, Flyways and Friends –
information aimed at children
www.ramsar.org
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provide information about the Ramsar Convention with some useful downloads
www.environment.gov.au
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free posters of Australasian-East Asian Flyway and World Wetlands Day.
Primary Wetlands Education Kit can be downloaded (link below) or ask for hard copy to be sent.
Discovering wetlands in Australia — a Primary classroom resource (PDF - 1 739 KB)
Google “Victorian Wetlands: Resources for teachers and students” and you will get to the
Victorian government’s Department of Sustainability and Environment wetland education resources.
These are aimed at upper primary and secondary students.
birdlife.org.au