– Module 1 – Initial knowledge Sub-Saharan Africa Identifying and Counting Waterbirds in Africa – Training Course – – Module 1 – Initial knowledge Sub-Saharan Africa This version of Module 1 includes illustrations of Palearctic and Afro-tropical species found in the different sub-Saharan regions. A version with Palearctic migratory species found in the North of Africa is also available. Recommendation FOR THE EXERCISES : The photos must show species which the trainees are likely to see. The trainer will therefore select relevant slides before starting the session. All trainees already know a certain number of species of birds, even without any previous ornithological training. They use criteria to identify them but this is not a conscious act, as everyone believes that they’ve always been able to recognise the Cattle Egret for example. It is important for the trainer to assess the initial knowledge of each trainee and show that recognising any species is the result of logical analysis based on various criteria. The trainer can use this initial knowledge to develop the training that will follow. New facts, and learning new methods, will be integrated logically into the trainees’ existing knowledge. Objectives of the Module At the end of this Module the trainees will be aware of the extent of their knowledge and also their limits the trainer should have discovered what each trainee already knows and introduced the aspects that will be dealt with in detail later, such as criteria, description and identification. Running the Module The Module should begin in the field, to make a better connection between real life, each person’s experience and the training that will follow. If this is not possible, it can also be carried out indoors with a selection of slides showing known species. 2015

Designed and written by Nathalie Hecker nat.hecker@yahoo.fr This training course is one of the tools of : Hecker N., 2015. Identifying and Counting Waterbirds in Africa: A toolkit for trainers - Sub-Saharan Africa. ONCFS, Hirundo-FT2E. France Designed and written by Nathalie Hecker nat.hecker@yahoo.fr Photographs Steve Garvie www.pbase.com/rainbirder Ian N. White www.flickr.com/photos/ian_white Derek Keats www.flickr.com/photos/dkeats Illustrations Cyril Girard girardcyril3335@neuf.fr, www.cyrilgirard.fr Translation Rachel Wakeham moosekeeper77@hotmail.com Richard Lansdown rlansdown@ardeola.demon.co.uk Module 1 is part of Hecker N., 2015. Identifying and Counting Waterbirds in Africa: A toolkit for trainers - Sub-Saharan Africa. ONCFS, Hirundo-FT2E. France. These tools have been adapted from Hecker N., 2012. Identifying and Counting Waterbirds in Africa – A toolkit for trainers -Sub-Saharan Africa. ONCFS, Hirundo-FT2E. France, and « La Mallette Pédagogique » by HECKER, N. 2000. Formation pour le suivi des populations d’oiseaux d’eau en Afrique sub-saharienne. ONCFS - Tour du Valat, France. This entire publication (text, photos and illustrations) is licensed by Creative Commons CC BY-NC-SA. Any part of this publication may be copied, used, adapted and distributed for non-commercial purposes, citing the authors’ names and distributing any material produced from this publication under identical or similar license

Technical explanations Presenting the Module Technical explanations Indoor exercises Module 1 is a series of different slides: White background: technical explanations; Shaded blue / yellow background: indoor exercises, some of which can also be carried out in the field. The photographs The exercises included in the modules should use species which the trainees are likely to encounter both during training and following completion of the course in the areas where they will be counting waterbirds, so that the species identification course is effective and responds realistically to the needs of the trainees. For this, the trainer will modify the training to suit different situations. For the exercises, the trainer will select slides representing relevant species and will hide or delete others. If the trainer considers that the course should cover wider species diversity or that it would be appropriate to develop a particular theme, supplementary slides can be created, to be illustrated using photographs of characteristic species (see for example https://www.flickr.com/groups/africanbirds/pool/, making sure to only use copyright free images). Species names The English, French and Latin names of the species shown are given in the notes section of each slide.

What is this bird? Photo (Steve Garvie): Cattle Egret - Héron garde-bœuf - Bubulcus ibis Indoor exercise: What is this bird? Can also be carried out as fieldwork if common species can be seen. The photos must show easily seen common species found in the area used by the trainees. The photos must show species which the trainees are likely to see in the field. The trainer will therefore select relevant slides before starting the session. This exercise allows the trainees to see just how much they know. Procedure: The trainees should name all the species they recognise. Trainer’s role: To write down the identified species, preferably on a flip chart that everyone can see. To write down the different names for each species: local names if known to the trainees and names in the official languages. To write down, without telling the trainees, any mix-ups and grouping of species. For example small waders such as sandpipers often have the same generic name for all the species. To skip over any species that cannot be identified. The trainer can introduce: The concept of genus and species; The fact that there are different names; Latin name, name in the official languages, and local name.

What is this bird? Photo (Steve Garvie): African Darter - Anhinga d'Afrique - Anhinga rufa Indoor exercise: What is this bird? See on the first slide of the exercise for instructions.

What is this bird? Photo (Ian N. White): Northern Pintail - Canard pilet - Anas acuta Indoor exercise: What is this bird? See on the first slide of the exercise for instructions.

What is this bird? Photo (Ian N. White): White-faced Whistling-duck - Dendrocygne veuf - Dendrocygna viduata Indoor exercise: What is this bird? See on the first slide of the exercise for instructions.

What is this bird? Photo (Ian N. White): Black-crowned Night-heron - Bihoreau gris - Nycticorax nycticorax Indoor exercise: What is this bird? See on the first slide of the exercise for instructions.

What is this bird? Photo (Ian N. White): Pink-backed Pelican - Pélican gris - Pelecanus rufescens Indoor exercise: What is this bird? See on the first slide of the exercise for instructions.

What is this bird? Photo (Ian N. White): African Sacred Ibis - Ibis sacré - Threskiornis aethiopicus Indoor exercise: What is this bird? See on the first slide of the exercise for instructions.

What is this bird? Photo (Steve Garvie): Spur-winged Lapwing - Vanneau à éperons - Vanellus spinosus Indoor exercise: What is this bird? See on the first slide of the exercise for instructions.

What is this bird? Photo (Ian N. White): Ruff – Combattant varié - Calidris pugnax Indoor exercise: What is this bird? See on the first slide of the exercise for instructions.

What is this bird? Photo (Steve Garvie): Egyptian Goose - Ouette d’Égypte - Alopochen aegyptiaca Indoor exercise: What is this bird? See on the first slide of the exercise for instructions.

What is this bird? Photo (Ian N. White): Greater Flamingo - Flamant rose - Phoenicopterus roseus Indoor exercise: What is this bird? See on the first slide of the exercise for instructions.

What is this bird? Photo (Steve Garvie): Marabou - Marabout d'Afrique - Leptoptilos crumenifer Indoor exercise: What is this bird? See on the first slide of the exercise for instructions.

What is this bird? Photo (Steve Garvie): African Spoonbill - Spatule Spatule d’Afrique - Platalea alba Indoor exercise: What is this bird? See on the first slide of the exercise for instructions.

What is this bird? Photo (Ian N. White): Lesser Flamingo - Flamant nain - Phoeniconaias minor Indoor exercise: What is this bird? See on the first slide of the exercise for instructions.

What is this bird? Photo (Steve Garvie): Hamerkop - Ombrette africaine –Scopus umbretta Indoor exercise: What is this bird? See on the first slide of the exercise for instructions.

What is this bird? Photo (Steve Garvie): Egyptian Plover - Pluvian fluviatile - Pluvianus aegyptius Indoor exercise: What is this bird? See on the first slide of the exercise for instructions.

The previous exercise allowed a list of species to be made. This list shows that: The group knows many, varied and complementary facts One species = several names Several species = the same name ?... The previous exercise allowed a list of species to be made This list shows that: The group knows many varied facts Each person’s knowledge complements that of the others Different names can be given to the same species, i.e. Latin, English or local names Different species can be collectively given the same name in everyday language The trainer should give some examples.

Even without any prior ornithological training, we all know a certain number of birds. For example we feel as if we’ve always known how to recognise the Cattle Egret! We use criteria to identify them, but this isn’t a conscious thing

How do we recognise them? Photo (Steve Garvie): Pied Avocet - Avocette élégante - Recurvirostra avosetta Trainer’s role: Illustrate the meaning of “criterion” by using the criterion of plumage colour as an example Show that this criterion is not enough by itself Criterion of plumage colour: This bird is black and white

How do we recognise them? “It is black and white” ??? Photos (from left to right and top to bottom): (Steve Garvie) Pied Avocet - Avocette élégante - Recurvirostra avosetta (Ian N. White) Great Cormorant - Grand Cormoran - Phalacrocorax carbo (Steve Garvie) White Stork - Cigogne blanche - Ciconia ciconia (Steve Garvie) Black-winged Stilt - Échasse blanche - Himantopus himantopus (Steve Garvie) African Sacred Ibis - Ibis sacré - Threskiornis aethiopicus Trainer’s role: To show that one criterion is not enough because several species can fit the same criterion.

How do we recognise them? Photo (Steve Garvie): Cattle Egret - Héron garde-bœuf - Bubulcus ibis Trainer’s role: Starting with the simple example of the Cattle Egret, help the trainees to explain what enables them to identify a species. Ask them why they said this bird is a Cattle Egret; Help them to give a detailed description; Encourage them to talk about everything they know about these birds beyond just a simple description. When can they be seen? Are they solitary or in a group? Are they always present in this habitat type? Etc. Write all the trainees’ comments in three groups on a board or flipchart (but without explaining why): criteria of the colour of parts of the body, criterion of shape, criteria of behaviour and distribution.

How do we recognise them? Three groups of criteria “because it’s white and has a yellow bill” ➞ criteria of colour of parts of the body “because it has a long neck and long legs ” ➞ criterion of shape “ because it follows livestock” ➞ criteria of behaviour, habitat Trainer’s role: To show how the facts from the descriptions have been put into three groups: criteria of colour of different parts of the body criterion of shape of different parts of the body criteria of behaviour and habitat Use the results from the previous exercise.

How do we recognise them? Three groups of criteria to use for every description Criteria Examples Criteria of colour It is white and has a yellow bill Criterion of shape It has a long neck and long legs Criteria of behaviour (including calls and song) and habitat It follows livestock Using these three groups of criteria, it is possible to rigorously assemble facts needed to describe a bird and thus to identify it.

How do we recognise them? Photo (Steve Garvie): Marsh Sandpiper - Chevalier stagnatile - Tringa stagnatilis Trainer’s role: To ask the trainees : “is it enough to use a few criteria?” For example: Plumage colour; Length of the legs; Habitat. Criteria of plumage colour, shape and habitat: “It has grey-brown upper parts, a white belly, long legs and lives by the water”

How do we recognise them? “It has grey-brown upper parts, a white belly, long legs and lives by the water” ??? Photos (from left to right and top to bottom): (Steve Garvie) Marsh Sandpiper - Tringa Chevalier stagnatile - stagnatilis (Steve Garvie) Little Stint - Bécasseau minute - Calidris minuta (Derek Keats) Common Sandpiper - Chevalier Guignette - Actitis hypoleucos (Steve Garvie) Whimbrel - Courlis corlieu - Numenius phaeopus Trainer’s role: To show how awkward species such as waders can be confused when they’re described. These four waders fit all three criteria but are very different species! It is therefore necessary to describe birds accurately and use all criteria possible, like shape and length of the bill, colour of the legs, and size of the bird.

How do we recognise them? One criterion is not enough Criteria are complementary A brief description is not enough A full and accurate description is essential Module 2 : “How to describe a bird accurately” One criterion is not enough, all criteria are complementary and must all be used. A brief description is not enough, an accurate description is essential. This will be dealt with in Module 2 : “How to describe a bird accurately”

Thank you for your attention! Photo (Steve Garvie)