1. – Module 1 – Initial knowledge North of Africa - Palearctic Migrants
Identifying and Counting Waterbirds in Africa
– Training Course –
– Module 1 – Initial knowledge North of Africa - Palearctic Migrants
This version of Module 1 includes illustrations of Palearctic migratory species found in the North of Africa. A version with illustrations of Palearctic and Afrotropical species found in Sahel West Africa is also available.
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.

2. Authors Nathalie Hecker nat.hecker@yahoo.fr Photographs
Designed and written by
Nathalie Hecker
Photographs
Steve Garvie
Illustrations
Cyril Girard
Translation
Rachel Wakeham
This training course is one of the tools of : Hecker N., Identifying and Counting Waterbirds in Africa – A toolkit for trainers. ONCFS, Hirundo-FT2E. 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 licence.
These tools have been adapted from « La Mallette Pédagogique » by HECKER, N Formation pour le suivi des populations d’oiseaux d’eau en Afrique sub-saharienne. ONCFS - Tour du Valat, France.

3. 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 contents of the Module apply regardless of the region in which it is used. However, it is important that the photos show species known to the trainees. If necessary they can be replaced to adapt the Module to the region.
The English, French and Latin names of the species shown are given in the notes section of each slide.

4. What is this bird?
Photo: Little Egret - Aigrette garzette - Egretta garzetta
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.
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.

5. What is this bird?
Photo: White Stork - Cigogne blanche - Ciconia ciconia
Indoor exercise: What is this bird?
See notes for slide 4

6. What is this bird?
Photo: Greater Flamingo - Flamant rose - Phoenicopterus ruber
Indoor exercise: What is this bird?
See notes for slide 4

7. What is this bird?
Photo: Eurasian Spoonbill - Spatule blanche - Platalea leucorodia
Indoor exercise: What is this bird?
See notes for slide 4

8. What is this bird?
Photo : Sanderling - Bécasseau sanderling – Calidris alba
Indoor exercise: What is this bird?
See notes for slide 4

9. What is this bird?
Photo: Black-headed Gull - Mouette rieuse - Larus ridibundus
Indoor exercise: What is this bird?
See notes for slide 4

10. What is this bird? Photo: Garganey - Sarcelle d’été – Anas querquedula
Indoor exercise: What is this bird?
See notes for slide 4

11. 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.

12. 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.

13. How do we recognise them?
Photo: 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

14. How do we recognise them?
“It is black and white”
???
Photos (from left to right and top to bottom):
Pied Avocet - Avocette élégante - Recurvirostra avosetta, Tufted Duck - Fuligule morillon -Aythya fuligula, Black-winged Stilt - Échasse blanche - Himantopus himantopus, White Stork - Cigogne blanche - Ciconia ciconia , Eurasian Oystercatcher - Huitrier pie - Haematopus ostralegus
Trainer’s role:
To show that one criterion is not enough because several species can fit the same criterion.

15. How do we recognise them?
Photo : 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 the area? 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.

16. 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:
criterion of colour of different parts of the body
criterion of shape of different parts of the body
criterion of behaviour and habitat
Use the results from the previous exercise.

17. 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.

18. How do we recognise them ?
Photo : 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”

19. 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):
Marsh Sandpiper - Chevalier stagnatile - Tringa stagnatilis, Little Stint - Bécasseau minute - Calidris minuta, Kentish Plover - Gravelot à collier interrompu - Charadrius alexandrinus, 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.

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

21. Thank you for your attention!