Is the current management plan for the Double-Crested Cormorant sufficient? Should the cormorant remain a protected species or should its population be controlled?
Source:
http://www.mbr-pwrc.usgs.gov/id/framlst/i1200id.html
For decades, humans have impacted ecosystems and caused populations of all types of plants and animals to decrease. However, wildlife management plans are often successful at restoring populations to a sustainable level. But what happens if a plan is “too good?” What if it results in so many individuals that the species begins to affect others in the ecosystem? What if the species has a negative impact on humans?
This is what is happening in the Great Lakes with the Double-Crested Cormorant. The protected populations have grown so much, fishermen think they are eating too many fish and affecting their industry as well as the survival of other aquatic species in the community. They want to limit the cormorant population size by hunting the birds and preventing them from nesting. Is it right for humans to interfere again? The cormorant recovered once, so should we be allowed to limit its population size now? Is the argument by the fishermen legit or are they just looking for an excuse for their low catches? Is there a way to come to a compromise between the cormorant and the fishermen?
Source:
http://web.tiscali.it/sv2001/
You are part of an activist group along the Great Lakes. It is your choice whether you support the fishery operations or the protection of the Double-Crested Cormorant. It is up to you to analyze the scientific data and information provided and to create an effective, persuasive brochure stating your group’s opinion, which will then be distributed to residents along the Great Lakes. Not only do you have to have the facts, but you have to get them across to your audience and persuade them to support you!
Step One: Complete the
Cormorant Inquiry
Before writing a persuasive brochure on the Double-Crested Cormorant, you need to learn about the life history of the bird and the background information on the issue currently at hand. Complete Cormorant Inquiry using the websites listed.
CORMORANT INQUIRY
To learn more about the Double-Crested Cormorant, answer each of the following questions. All of the answers can be found within these websites or you may come across others that will help you.
http://migratorybirds.fws.gov/issues/cormorant/cormorant.html
http://www.science.mcmaster.ca/Biology/Harbour/SPECIES/CORMRNT/CORMRNT.HTM
http://www.aphis.usda.gov/ws/nwrc/is/cormorants/with_pics.html
http://migratorybirds.fws.gov/issues/cormorant/strategies.html
http://northeast.fws.gov/cormoran/intro02.htm
http://www.on.ec.gc.ca/wildlife/factsheets/fs_cormorants-e.html
http://members.aol.com/LeBlancT/DCCO.html
http://eastnorthumberland.com/news/newsJuly1999/CormCount072199.html
(record other websites for future reference)
1. Describe the physical features of a Double-Crested Cormorant (color, size, shape, etc.)
2. When did cormorants first arrive in the Great Lakes region?
3. On what lake is there the largest number of cormorant colonies?
4. To where do they migrate in winter and when do they return to breed?
5. Describe the various foraging adaptations (physical and behavioral) of the cormorant.
6. What caused the initial decrease in the cormorant population in the Great Lakes?
7. When did cormorant populations start to recover?
8. Why are the cormorant populations doing well now?
9. What are the main food sources for the cormorant?
10. What are the characteristics of the fish cormorants prefer to eat?
11. Why are recreational and commercial anglers upset with the high numbers of cormorants?
12. What are other impacts the cormorant has on its biological community?
13. Who are the potential stakeholders in this issue? In other words, who are the groups that are very interested in the outcome of this controversy?
14. What does each stakeholder you listed in question 10 value?
15. Explain the roles of each agency concerning the Double-Crested Cormorant:
a. U.S. Fish and Wildlife Service –
b. U.S. Department of Agriculture/Wildlife Services –
Step Two: Complete the
Cormorant Controversy
For your culminating project, you will produce a persuasive brochure based on the following scenario:
You are part of an activist group along the Great Lakes. It is your choice whether you support the fishery operations or the protection of the Double-Crested Cormorant. It is up to you to analyze the scientific data and information provided and to create an effective, persuasive brochure stating your group’s opinion, which will then be distributed to residents along the Great Lakes. Not only do you have to have the facts, but you have to get them across to your audience and persuade them to support you!
Here is the issue you are to address:
Is the current management plan for the Double-Crested Cormorant sufficient? Should the cormorant remain a protected species or should its population be controlled?
Basic Procedure:
1. You have already participated in a class discussion and researched basic data and information pertaining to the cormorant.
2. Analyze your findings, think about the comments made during the discussion and review the websites to determine your position on the issue.
3. Spend some time OFF of the computer determining how to set up your brochure.
4. Create your brochure.
5. Create ONE color copy to give to your teacher to be graded.
6. Create a final copy (B&W) that will be Xeroxed to distribute to the “Great Lakes residents” during your presentation.
7. Present your position (5-7 minutes). Keep in mind that you are an activist group and want to CONVINCE us to support your position. Your presentation, as well as your brochure, should be persuasive.
Ø Keep these three things in mind:
o Learn about the cormorant management plan controversy
o Show the teacher I know how to create a persuasive brochure
o Convince the others to support my position
Step Three: Conclusion
You may be asked to present your position (5-7 minutes) as if you were trying to persuade Great Lakes residents to support you. A few copies of each brochure should be circulated amongst your audience. It is expected that you and your classmates may have opposing opinions on the issues, as well as many different solutions or suggestions concerning cormorant management. It is at the teacher’s discretion whether the presentations lead into a debate/discussion or if they serve as a conclusion to the activity.
You are to hand in your brochure (preferably printed in color) to be graded.
Extension (to be answered in an essay format)
What kind of organizations or issues do you support or see yourself supporting in the future? How will you choose which to support and which to ignore? What characteristics do you look for in an organization you would support? What are some issues you are currently passionate about (environment, right to life, ending world hunger, education for all, reducing poverty, medical research, etc.) and why? Think about how you found out about the organization, as well as the brochures you have seen today. What features make some brochures more persuasive than others?
From
Decision Making Activities
for the Great Lakes,
Is the current management plan for the
Double-Crested Cormorant sufficient?
Should the cormorant remain a
protected species or should its population be controlled?
Developed by the Ohio Sea Grant Education Program,
The Ohio State University. © 2003