DOCUMENT RESUME

ED 355 086 SE 052 377

TITLE Recovering Our Heritage: Peregrine Falcons.INSTITUTION Iowa State Dept. of Natural Resources, Des Moines.PUB DATE 90NOTE 6l0-PUB TYPE Guides Classroom Use Teaching Guides (For

Teacher) (052)

EDRS PRICE MF01/PC03 Plus 1 ,gage.DESCRIPTORS *Birds; Class Activities; *Educational Game;

Elementary Education; *Endangered Species;Environmental Education; *Learning Activities;Learning Modules; Lesson Plans; Teaching Methods

IDENTIFIERS Bird Migration; *Iowa; *Peregrine Falcons

ABSTRACT

This education kit was compiled by Iowa's NongameProgram to celebrate the successful reintroduction of the peregrinefalcon (Cedar Rapids, July 1989) after its near extinction in thestate in the 1960s. This resource unit was developed to enhance theeducation of students and teachers in Iowa about endangered speciesand specifically the peregrine falcon. An introduction provides ahistorical perspective of the human/falcon relationship as well asinformation on falconry, including falconry in Iowa. Nine lessonplans address the following topics: (1) survival characteristics ofperegrine falcons (grades 3-4); (2) characteristics of raptors--birdsof prey (grades 5-6); (3) special adaptations of birds--feet andbeaks (grades 3-8); (4) peregrine migration patterns (grades 7-8);(5) the human connection--the effects of pesticides (grades 3-6); (6)survival factors (grades 3-6); (7) the human connection--the effectof tropical forest destruction (grades 7-8); (8) efforts to recoverendangered species, especially the peregrine falcon in Iowa (grades5-6); and (9) a review (grades 3-8). Lesson plans includeobjective(s), method(s), background information, and, selectively:materials, vocabulary, procedures, extension activities, instructionsfor games, illustrations, and answers to questions. Additionalmaterials include a glossary, Iowa peregrine fact sheet andillustration comparing the peregrine falcon and American kestrel(sparrow hawk), newsletter articles about the peregrine recoveryprogram in Iowa including the reintroduction logo, and black andwhite illustrations to be used with the lesson material. Acertificate of achievement completes the kit. (AA)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Peregrine Falcons

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C:ohy Mckiln photo

The peregrine fa.con was reintroduced into Iowa by the Nongame Program

in 1989.

BEST COPY AVAILABLE 2

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it

o Minor changes have been made to improvereproduction quality

Points of view or opinions stated in this docu-ment do not necessarily represent officialOERI position or policy

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

Terry W. Little

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

RECOVERING OUR HERITAGE -- PEREGRINE FALCONS

LIST OF CONTENTS

Foreward

Acknowledgements

Falcon History

Falconry

Suited for Survival

Right on with Raptors

Footing the Bill

Pursuing th' Peregrine Paths

The Human Connection

The Peregrine's Deadly Link

Peregrine Mix -up

The Human Connection

Sizing up Reserves

Diving into the Future: Race to Recovery

Peregrine Wrap-up

Glossary

Iowa Peregrine Fact Sheet

Peregrine vs. Kestrel Illustration

Iowa Background

Falcon ForecastQuestions about PeregrinesPeregrine NewsPeregrine ThanksFalcon Fever--Catch itFalcon Wrap Up

Activity Illustrations

Rainforests of the World (Sizing Up Reserves)Peregrine Parts (Diked for Survival)Pursuing Peregrine PathsPeregrine SilhouetteBeak and Feet (Footing the Bill)Certificate of Achievement

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Printed onRecycled Paper

1

RECOVERING OUR HERITAGE - PEREGRINE FALCONS

The unprecedented rate of habitatloss and practices such as chemicalcontamination, unwise development,and deforestation has driveninnumerable wild animals and plantsto (or near) extinction. Theacceleration of species extinctionscould mean the loss of one millionspecies by the year 2000. Eventhough the process is natural, man-made situations have accelerated theprocess and made this loss an urgentenvironmental concern.

Congress enacted the EndangeredSpecies Act in 1973, that establishedthe legal foundation necessary tosave species in the United States.

The Peregrine Falcon, a bird of preywith a heavy black mustache, waseliminated as a nesting species bythe late 1960s. These beautifulpredators were unable to reproduce

because of widespread pesticide usein the 1950s and 1960s. Peregrinefalcons were reintroduced to CedarRapids, Iowa, In July, 1989, withfour birds placed in "hack boxes" onthe Telecam*USA building, a ten-storybuilding that resembles the cliffswhere falcons can perch, nest, andglide gracefully around on theupdrafts of air. Six more falconswere rPleased from the site.

This urban release, with more"plantings" planned creates a uniqueopporturay for children and adultsto learn more about endangeredspecies.

This Peregrine Teacher ResourcePacket will enhance the education ofteachers and students and help themto understand and appreciate thePeregrine Falcon on its road torecovery in Iowa.

ACKNOWLEDGEMENTS

The main idea for this education kit came from the Peregrine Teacher Resource

Packet. Peregrine Falcon: The Path to Recovery, which was published by the

Colorado Peregrine Partnership in 1988. Publishing a similar resource package

for Iowans, took the gracious cooperation of the original authors, artists,

designers arid.,. agencies, plus the creative inspiration of numerous people in

Iowa who worked so hard to pull together the package in a very short amount of

time. After releasing falcons into Iowa, the Iowa Department of Natural

Resources' Nongame Program was keenly interested in producing a peregrine

education kit to celebrate a successful release and Earth Day 1990. Outdoor

writer and photographer Cathy Meddin organized a team of top environmental

educators to adapt and create a peregrine package for the Nongame Program.

Rosalie Cochran chaired the co mittee and led them on their mission. The Iowa

Wildlife Federation joined forces with the committee and reprinted the Nongame

"Falcon Fever" poster for inclusion in thepackage which will originally be

distributed as an addendum to the National Wildlife Federation's Earth Day kit.

This package represents the cooperative spir;.t of a new era of natural resource

management--for ultimately the cooperation individuals, organizations,

states and countries will determine the fate of wildlife in the future.

2

CREDITS

Adapted by permission of the Colorado Division of Wildlife, Peregrine TeacherResource Packet, Peregrine Falcon: The Path To Recovery, published by theColorado Peregrine Partnership, 1988.

Design athpted by permission of the Denver Museum of Natural History.Original Art by: Marjorie C. Leggitt, Mark Ladyga, Keith Abernathy and JulieKoehler. Original design by Ann Dowden and prcduction by Keith Abernathy.Nature Scope activities were used with permission of the National WildlifeFederation.

Use of readapted Project Wild's Deadly Links activity approved by DuaneToomsen, State of Iowa Environmental Education Coordinator.

Distribution and reprinting: Iowa Wildlife Federation; Loren Forbes, President.Printing and coordination: Iowa Department of Natural Resources' NongameProgram; Laura Spess Jackson, Nongame Urban Biologist.

Iowa Peregrine Educa don Committee:Cathy L. Meddin, Organizer, Outdoor Writer and PhotographerRosalie Cochran, Chairman, Fairfield Middle SchoolTherese Cummiskey, Jefferson County Conservation BoardPatsy Booth, Curriculum specialist, Fairfield SchoolsKathi Heady, Curriculum specialist, Fairfield SchoolsBeverly Lamansky, Curriculum specialist, Fairfield SchoolsSally Neff, Curriculum specialist, Fairfield SchoolsKathy Rosenblum, Curriculum specialist, Fairfield SchoolsGay (Stever) Chapman, Curriculum specialist, Fairfield SchoolsCarol Harrington, Educator/proofreaderSusan Steinbeck, ProductionKathy Tollenaere, Educator/artistCharlotte Hewitt, Educator/typist

Nongame logo and art by Pat Schlarbaum.

Special thanks to:Larry Gilpin, Principal Fairfield Middle SchoolThe Fairfield Ledger: photo reproductionsFairfield Line Incorporated: laser equipment

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3

FascinatingFalcons

Elalcons, worshipped asthe "Lofty Ones," appeared

in the writings, paintings, andsculptures of the earlyEgyptians and Persianssome 3,000 years ago.References to the graceand power of falconsappear during the times ofAristotle and Marco Polo. During the MiddleAges, owning falcons, particularly PeregrineFalcons, became a symbol of power. Peregrineswere sought after by kings and other nobilityand were considered valuable gifts.

fastest birds in the world. Peregrines areconsidered the fastest falcons; they are able tocruise along in level flight at 50 to 60 miles anhour and have been clocked at more than 200miles an hour in their dives after prey.

The Peregrine Falcon's speed and gracemake it one of the most interesting falcons towatch or study. Its hunting style, for instance, isspectacular. When this regal-looking falcon spotsits prey (smaller birds such as swifts, flickers,robins, jays, crows, and pigeons), it seemingly

pauses in midair, turns down-ward with a few rapid wingbeats, and dyes almost tooquickly for the eye to follow.Moving at incredible speed,the Peregrine usually strikesits prey with clenched talon,knocking the other birdsenseless. The Peregrinefollows the falling preybird downward, pluckingsmaller birds out of the airand picking larger birds upfrom the ground. Peregrinesare successful in killing theirprey only 10 to 40 percent ofthe time. Consequently,they hunt over a wide areaup to 18 miles from their nest.

Swift birds of prey, falcons are foundthroughout the world, except for a few oceanicislands and Antarctica. The 58 species in theFalcon Family range in height from the 61/2-inchPygmy Falcon of South America to the 24 to 25-inch Gyrfalcon of the Arctic tundra. The smallestNorth American falcon is the 9 to 12-inchAmerican Kestrel, and the rarest North Americanfalcon is the crow-sized Peregrine Falco:1.Members of this family have a conspicuousnotched bill which is used to break the vertebraeof their prey. Falcons have excellent eyesight.Experiments in Germany confirmed thatPeregrine Falcons can recognize sitting dovesfrom a distance of 3,000 feet.

With high-speed adaptations such as bullet-like heads, short necks, broad shoulders, andlong, pointed wings, falcons are among the

Partly because they are so fascinating,Peregrine Falcons have become one the bestknown symbols in humankind's efforts to saveendangered species. Since the passage of theEndangered Species Act in 1973, Peregrines havebeen the subject of intense activity to keep themfrom sliding over the brink of extinction. Animportant step in recovery efforts was successfulpropagation of falcons in captivity andreintroduction back to the wild. These effortshave been somewhat successful, but thePeregrine still faces serious threats to its survival.These threats include the continued use ofdangerous pesticides such as DDT and the lossof wintering bird habitat through the destructionof huge tracts of tropical rain forests in CentralAmerica.

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FalconryFalconry is the art of hunting wild game with nature's proven predators -

the raptors or birds of prey.

The sport has changed little since the days of the ancientEgyptians. Falconry was often mentioned in the

writings of Shakespeare and gained much popularity inEngland where it was strictly governed as a sport for

the nobility. In the United States, falconry has gained popularity within thepast 25 years.

Hunting with falcons or hawks is a way to return to basics, develop association with a natural predator

and, after much dedication, possibly bag game.

Falconer's Training

In the mid-1970s a set of federal guidelines for falconry was developed.These have since been adopted

with slight modifications by those states where falconry is permitted, including Iowa.

A would-be falconer must first find a willing sponsor. A sponsoris a licensed falconer of general or

master class, willing to serve as a tutor to the applicant during a two-year apprenticeship. A writtentest

on raptors must "!so be taken before a permit if.', granted. Additionally, the equipmentand facilities of the

aspiring falconer must be inspected and approved.Once a sponsor is found, the test is passed, and facilities are approved, the apprentice is permitted

to pos-

sess one raptor. In Iowa, apprentice-class falconers may fly only a red-tailed hawk, oneof the more com-

mon and easily cared-for raptors.Further falconry privileges are obtained by additional years of experience in the sport.

After two years

of apprenticeship, including filing records and reports of fieldtraining prepared by the apprentice and

sponsor, a person may apply for a general permit. Thegeneral falconer can possess up to two raptors of any

species not listed as threatened or endangered by the U.S. Fish andWildlife Service (USFWS). After five

years as a genera: falconer, a master permit may be obtained, allowing up to threebirds, including one

threatened species (with USFWS approval).

The Job of a FalconerThe practice of training a bird is based on the theory of repetition and response

to food. Raptors cannot 1.: a

trained to respond well to many verbal commands, and do not develop as strong a friendship orpsychological

bonding to their master as a hunting dog would. So, how does afalconer ensure the return of his bird once

released to hunt? The primary key is knowing the bird's proper"flying weight." With experience, a fal-

coner is able to predict a bird's behavior at different weights.Generally, he or-she tries to keep the bird low enough in weight, and thus hungry enough, to respond

to

food when presented from the trainer's fist or a leather lure. Thebird at flying weight has little excess fat,

is more agile and more apt to pursue wild prey. This does not mean one canneglect feeding a raptor. In-

stead, the bird is weighed each day and fed only the amount of food needed to maintain properweight. The

maintenance of cppropriate weight coupled with familiarizing the bird tothe falconer and extensive field

training are necessary for successful falconry.The primary job of the falconer in the field is to create a favorable

hunting situation for the bird, first

by selecting a site where game is plentiful and second by helping tolocate and flush prey. In cases where it

is allowed, using planted game birds to train and reinforce training in often helpful.

Raptors Used in Falconry

Species of raptors are adapted for different hunting styles and quarry.Three types flown in the U.S. are

buteos, accipiters and falcons.Falcons have long pointed wings and pursue prey in flight. They are

trained to circle abc ,e a falconer

waiting for game to flush and attack in a high-speed dive. The falcons mostoften used in hunting include

gyrfalcons, prairie falcons, peregrine falcons and American kestrels. Onlythe kestrel is common in Iowa.

Primary prey includes waterfowl, pheasants, quail, and small mammals.

Accipiters have short wings and long tails adapted for hunting in woodlands. They are extremely quiet:q

6

flying from the falconer's fist, can be hunted in open cover as well as timbered, and pursue a broad preybase. The accipiters include the goshawk, sharp-shinned hawk and Copper's hawk, which is an endangeredspecies in Iowa.Many falconers prefer to use buteos for hun.ing. They are more easily trained and do not require aslarge an area for hunting and pursuing prey. Buteos have short, broad wings and are adapted to hunt inmixed brushy and open field situations. The specie; most commonly used for falconry are the red-tailedhawk and the Harris Hawk, the red-tailed being most prevalent in Iowa. These raptors are most common-ly hunted from perches (tree limbs) above the falconer, and the most common quarry are small rodents,although rabbits, squirrels and upland birds are taken.

Falconry in Iowa

Currently, there are 27 licensed falconers in Iowa ranging from apprentice to master level. Applica-tions and permits are handled through the law enforcement bureau of the Department of Natural Resources(DNR) in cooperation with the USFWS. A falconry license costs $10 and is valid for two years. In addi-tion, it must be accompanied by a current state hunting license and habitat stamp.Plentiful game is required for successful game hawking. Likewise, much dedication to training andcare of the bird is essential. Hawks and falcons are much more difficult to care for than a hunting dcg,because they require a special diet, outside weathering and flight facilities, and specialized equipment thathas to be made by the falconer. Although the time requirements, equipment expense and necessary com-mitment to the sport are substantial, the rewards are great. Few accomplishments bring such satisfactionas seeing a trained raptor swoop or dive successfully after wild game.

Our thanks to the Department of Natural Res for permission to use exerpts froman article entitled "Falconry" by Karen Peters.,. Craft which appeared in the November,1988 issue of jowa Conservationist,

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7

Olil i:(..71vES

Students will be able to: 1) describe severalcharacteristics of a Peregrine Falcon; and 2)describe how each characteristic helps thePeregrine survive.

11'.-11101)

Students make a paper Peregrine Falcon bycutting and pasting body parts together.

C.KGROL-ND

All birds share certain general characteristics. Forexample, they all have wings, beaks, andfeathers; they are warm blooded (able toregulate their own body temperature) and layeggs. They also have specific characteristics thathelp them survive in their environment. Thesespecific characteristicssuch as narrow, pointedwings or strong clawsare called adaptations.

Like all birds of prey (raptors), Peregrineshave adaptations that make them efficienthunters of other animals. The followingadaptations help the Peregrine survive:

The combination of sleek, streamlinedbodies and long, pointed wings allowsthem to fly fast and maneuver quickly.

Forward-facing eyes and keen eyesight (up toeight times more powerful than a human's) helpthe Peregrine spot prey from far away.

Long, sharp talons and a sharp, hookedbeak allow them to grasp and tear meat.

Strong flight muscles help the Peregrine flygreat distances to search for food and to migrate.

Strong leg muscles help the Peregrinetransport food over long distances.

The black feathers oti the crown of aPeregrine's head dip down below the eyes andcover the cheeks to form a dark helmet. Thisfeature helps reduce glare from the sun.

The Peregrine's long, narrow tail helps thebird maneuver quickly at high speeds.

PROCF.1)l !RE

1. Tell the students that by assembling aPeregrine Falcon they are going to learn aboutthe physical characteristics and adaptations thathelp Peregrine Falcons survive. Present anddiscuss physical adaptations, defining the termand giving examples.2. Have the students cut out all the "PeregrineParts." Have them glue the body and tail parts toa piece of construction paper. Ask them why asleek, streamlined body and tail would beimportant adaptations.3. Have the students glue on the wings and askwhy long, pointed wings would be an importantadaptation. Continue with the head, emphasizing

the shape of thebeak, askingwhy this wouldbe an importantadaptation.Discuss thetalons.4. Once thePeregrine isassembled,discuss otherfeatures thatmake Peregrinesgood hunterssuch as eyesight,flight and legmuscles, andcoloration.

5. Have students color their paper Peregrines bylooking at the pictures of Peregrines they havecollected or by using bird identification keysfound in the school library.6. When the students have completed theirPeregrines, ask them to show their Peregrines tothe rest of the class, describing at least oneadaptation.

These adaptations help Peregrine Falcons fly fastand maneuver quickly in the air when they huntfor food. Peregrines prey almost exclusively onsmaller birds such as shore birds, pigeons,doves, robins, jays, swifts, and swallows.

EXTENSION

1. Make a papier mache or cut and torn papermask of a Peregrine Falcon's head ing theblack feathers of the Peregrine's helmet.2. List and compare the characteristics andadaptations of a Peregrine Falcon to thecharacteristics and adaptations of a commonsongbird such as a robin.

IFascinatingFalcons:SUITEDFORSURVIVAL

GRADE I.EvEl.

3 and 4

Copies of "Peregrine Pans"

handout

scissors

glue

cra)ons

construction paper

pictures of Peregrine

Falcons.

KFY ()CAVIAR)

adaptation

prey

bird of prey

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FascinatingFalcons:RIGHT ON

RAPTORS

Gamy

5 and 6

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papier mache

construction paper

pipe cleaners

tissue paper

scissors

glue

other art materials

KI:1 V( >(:NN

nocturnal

diurnal

raptor

carrion

predator

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0131ECIIVEs

Students will be able to: 1) identify severalphysical characteristics of a raptor; 2) identifyseveral species of raptors; and 3) describeseveral ways raptors are physically adapted totheir environment.

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Through research and discussion studentsidentify raptor characteristics and create theirown raptors.

BACKGROt 'NI

A raptor, also called a bird of prey, usually hasthe following characteristics: 1) eats meat; 2) hasa strong, hooked bill for tearing flesh; 3) haspowerful feet with long talons (claws) that graspprey; and 4) has forward-facing eyes.

There are many kinds of raptorsowls, hawks,eagles, falcons, and vultures. Each hascharacteristics that distinguish it from otherraptors.

Owls are silent, mostly nocturnal (nighttime)hunters. They have large eyes that gather lightand help them hunt in darkness. They also havecup-like facial disks around their eyes whichhelp focus sound and improve hearing.

Hawks are high-soaring birds withbroad, roundedwings. They arediurnal (daytime)hunters of livepiey.

Eagles are a kind oflarge hawk withwingspans of up to5 to 8 feet.

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BEST COPY AVAILABLE

Vultures are scavengers (carrion eat-ers) that have small, un-featheredheads. Since they feed only on carrion,their feet are weak and their claws arenot as sharp as the claws of eagles, ha-wks, and falcons.

These characteristics are adaptationsthat help raptors survive in their envi-ronment.

PROCEDURE

1. Discuss the characteristics of thevarious raptors in the backgroundinformation. Be sure to point out thedifferences between species of rap-tors.

2. Copy the list, "Raptor Adaptations,"on the blackboard or duplicate thelist as a handout.

Falcons have narrow, pointed wings thathelp them fly fast and maneuver skill-fully. They have black eyes, hooked tal-ons, and conspicuously notched bills.

3. Have the students design and create animaginary raptor, individually or insmall groups. Then have each personor group name their bird and de-scribe: a) what their bird eats andhow it catches its prey; b)wheretheir bird lives; c) how their bird isadapted to its environment.

EXTENSION

1. Using "Raptor Adaptations" create amatching activity for the students.

2. Make a chart comparing the charac-teristics of raptors to other commonbird species.

3. Write a story from the perspective ofa raptor. The students can describewhat they see and feel as a raptorperched in a large tree, on top of atall building, or soaring.

RaptorAdaptation

5urvirwlAdvantaxRapier Cliarxteristics

strong, hooked bill tearingpowerful talons grasping preysmall, unfeathered heed keeping clean while eatingbroad, rounded wings soaring searching for foodlong, narrow, pointed wings skillful maneuvering and speedstrong flight muscles long distance flyingtoothed notched bill breaking vertebrae of preysoft, fluffy feathers muffling of soundforward facing large eyes good vision at nightfacial disk keen hearing

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FOOTINGTHE BILL(adapted from Nature-Scope: Birds, Birds,Birds: Fill the Bill andFeet are Neat)

GRADE LEVEL: 3 - 8

MATERIALS:For the Beak and Feetgame: copies of the beakand feet cards

For the Beak and Toolgame: copies of thebeaks and householditems that closely matchthe beak's purpose.

Examples:eyedropper or straw(for a hummingbird'sbeak)chopsticks (to repre-sent snipes, kiwis, andgodwits)nutcracker or pliers(cardinals, sparrows,grosbeaks)

large scoop or slottedspoon (pelicans andspoonbills)colander or otherstrainer (flamingosand some ducks); tongs(toucans)

chisel and hammer(woodpeckers)

pop bottle /can opener;the type with a hook(falcons, hawks, owls,etc.)

OBJECTIVE:To learn more about the specializedbeak and feet adaptations that birdshave developed.

METHOD:Students play an active run and matchgame that encourages them to learnmore about beaks and feet.

BACKGROUND:The beaks and feet of birds vary ac-cording to what they eat and where theylive. It would be impossible for a greatblue heron to use his spear like beak tosuck nectar from a flower like a hum-mingbird. And the talons of a hawkwould be ineffectual replacing thewebbed feet of a duck. Different beakadaptations are useful for gatheringdifferent types of food and differentfoot adaptations help birds to maneuverin their habitats.

PROCEDURE:1. Before beginning, decide which of

the matching games you are going toplay. The first, "Beaks & Feet",involves the children matching abeak with its appropriate foot (i.e.the children will try to match afalcon's talons with its hookedbeak). For this game you will needto make copies of the cards, enoughfor two or three teams of 8 10members each. The second game,"Beaks and Tools", involves match-ing a picture of a bird and its beakwith the household item that issimilar in structure and function(i.e. a picture of a cardinal, whichuses its beak to crack seeds withhard outer coverings, would bematched with a nutcracker or pli-ers). For this second game you willneed to make copies of the cards andgather the matching tools, enoughfor two or three teams of 8 mem-bers each.

2. Talk to the students about the dif-ferent bird feet and/or beak adap-tations. The following are someexamples:

BEAK ADAPTATIONS

WOODPECKER's sharp and sturdybeak helps this bird to chisel intowood. The beak is accompanied by apointed, barbed-t;pped tongue that al-lows the woodpecker to feel into holes,then impale and withdraw insect larvaeand eggs.

FLAMINGOS and some ducks havecomb-like strainers on the edges of thebeak to filter out bits of food in thewater.

The beaks of CARDINALS, grosbeaks,sparrows and other finch-like birdsare arched into the shape of a cone.Stout and sharp, they are used to crackseeds.

SNIPES, godwits, curlews, and kiwishave long, thin beaks that they use toprobe for and reach worms, insects,and other small animals buried in mud

or sand.

FALCONS, owls, hawks, eagles, andvultures have strong and sharplyhooked beaks that they use to rip theflesh of their prey.

HUMMINGBIRDS have long, hollow,beaks that they use to probe flowersfor nectar. The beak protects thetongue which slurps up the nectar.

TOUCANS have long, thick beakswhich they use for reaching out andplucking fruit from trees.

PELICANS and spoonbills have long,flattened or pouchlike beaks that theyuse to scoop up fish and other aquatic

animals.

FEET ADAPTATIONS

CLIMBERS - Woodpeckers have two toes in front andtwo toes in back for climbing up and down tree trunks.

GRASPERS -Hawks, owls, and other birds of preyhave large curved claws, called talons, that dig intotheir prey and help them hold onto it in flight.

PERCHERS - Robins, mourning doves, and manyother birds have three toes that face forward and onelong hind toe that helps them grip their perches tight-ly.

RUNNERS - Ostriches and killdeer have two andthree toes, respectively (instead of four), and alltheir toes point forward for fast running.

SCRATCHERS - Pheasants, chickens, and otherchickenlike birds have rakelike toes for scratching inthe soil.

SWIMMERS - Ducks, coots, and other swimmers usetheir feet as paddles.

Once you've discussed the adaptations, divide thestudents into two or three even numbered teams.Establish boundary lines. Put half of each team onone line and half of each on the other. Each teamshould be spaced far enough from an opposing teamso as not to mix during the game.

4. One half of a team will get beak picture cards andthe other half will get feet picture cards or a tool(depending on the game you chose to play).

5. On a signal, they run to the middle of the playingfield and try to find the team member whose cardor tool best matches theirs. If playing the "Beakand Feet" game, the students will want to match thefoot with the head to which it belongs. If playingthe "Beak and Tool" the students must match thebeak with the 'similar' household tool.

. Once students have found their match, they mustget it confirmed by a leader or designated student.If the match is not approved, students return to theplaying field and continue. If the match is con-firmed, players sit in an assigned area until joinedby remainder of team. The team that finishes firstis the winner.

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FascinatingFalcons:PURSUINGTHEPEREGRINEPATHS

GRADE LEVEL7 AND 8

MATERIALScopies of "PeregrinePaths" (in pocket!inside back cover)research materialshandout of activityquestionsruler

paperpencii

detailed map ofWestern Hemisphere

KEY VOCABULARY

flyway

migration

home range

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OBJECTIVESStudents will be able to: 1) describethe generalized migration patterns ofsever.'l Peregrine Falcons and explainwhy Peregrines migrate; 2) describewhat dangers Peregrines might en-counter during migration; and 3)mathematically manipulate the data offour hypothetical Peregrine migrationpaths.

METHODStudents research various aspects ofmigration and generalize migrationpaths of Peregrine Falcons. (Two 45-minute periods are recommended forthis activity.)

BACKGROUNDBird migration-the seasonal movementof birds from one place to another-hasalways fascinated humankind. Scienti-sts are just beginning to unravel someof the myste ies as to how and whybirds migrate. Various ideas have beenproposed, including speculation thatbirds use the stars, the sun, the moon,and landmarks to navigate. Some birdsmight even use the Earth's magneticfield to help them find their way.

In an effort to track the general pathsof migrating birds, scientists relyprimarily on bird banding. Whenbanded birds are found, scientistslearn important information abrJut.where birds spend their winters aidthe paths (flyways) they use to reachtheir destinations.

Peregrine Falcons migrate in the au-tumn. Scientists speculate that they gosouth in order to find food- other birdsthat migrate. It's possible that theshorter days in the fall also stimulatethe birds to migrate.

Peregrines -and other migratory birds- face a variety of dangers. Deforesta-tion of tropical rain forests destroyshabitat for many of the birds Pere-grine Falcons eat. In addition, the pes-ticide DDT is still being used heavily,consequently entering the food chain,in many of the areas where Peregrinesand their prey migrate. Migrating

Peregrines face other hazards suchas stormy weather, collisions withpower lines and windows, and illegalhunting.

PROCEDURE1. Have students work individually or

in small groups to rosearch the fol-lowing topics: 1) why birds mi-grate; 2) why some Peregrine Fal-cons migrate while others don't; 3)home ranges of the three PeregrineFalcon subspecies. Discuss with thestudents the dangers migrating Per-egrine Falcons might face, asking thestudents to suggest steps that couldbe taken to minimize these dangers.

2. When the students have completedtheir research, either lead a classdiscussion centered around the re-search topics, or have the studentspresent their topics in a writtenformat or an oral report, summar-izing their research for the rest ofthe class.

3. Create a handout for each student orgroup of students to be distributedwith the copied map of "PeregrinePaths." Note: The map depicts hypo-thetical migration paths of certainPeregrines.

4. The handout, to be used in conjunc-tion with "Peregrine Paths," mightinclude the following questions:

A. Calculate the distance traveled byPeregrine A,B,C, and D. Make sure

that your answer is given in bothkilometers and miles.

B. Which countries did Peregrines Aand B migrate from and to?

C. Name the large body cf water Pere-grine A crossed over during its mi-gration.

D. Over which states did Peregrine Bfly?

E. Assuming that Peregrines A, B, andC all took ten days to migrate, whatwas the average number of milestraveled per day by each Peregrine?

F. Peregrine A flew what percentage oftotal miles that Peregrine D flew?

G. What hazards might Peregrines Aand D encounter while migrating thatPeregrine B would not encounter?

H. Name the countries that Peregrine D

encountered.

cross over during migration.I. If Peregrine C flew at an average speedof 45 kilometers per hour, how long did ittake to complete its migration, assumingPeregrine C made no stops along the way?5. Have the students answer the questionsindividually or in small groups. Compareand discuss the answers with the rest ofthe class, including a discussion of themethods used to arrive at the answers.

EXTENSION1. What is the approximate longitude andlatitude where the flyways of PeregrinesA, B, and C intersect?2. From the perspective of a PeregrineFalcon, have the students describe inwriting their migration from Iowa toPanama. Highlighting the major events oftheir migration, landscapes crossed over,and the dangers encountered while flyingover the Gulf of Mexico are just a few ofthe topics they could include in their sto-ry. As a part of their creative writingstory, have the students detail their ex-periences while flying over Belize, Hon-duras, Nicaragua, and Costa Rica.

Sketch view of lushtropical rain forest.

Three subspecies of Peregrine Falcons inhabit North America. These Peregrines differsiiphtly in appearance, breed in different areas, and migrate different distances.

The Peale's Falcon (Falco peregrinus pealei) has a limited home range, nesting andwintering along the coasts of Alaska and British Columbia.

MigratingPeregrines

The Arctic Peregrine (Falco peregrinus tundrius) is a threatened species that is foundprimarily in the Arctic and migrates as far south as Argentina.

The endangered American Peregrine (Falco peregrinus anatum) has the largest homerange of the Peregrine subspecies. Most American Peregrines found in the Iowa areaand the central Rocky Mountains appear to winter at least as far away as central Mexicoand Central America. Peregrines in the Southwest and southern California do not alwaysmigrate.

Usually flying during the day and resting at night, Peregrines can travel long distancesin a remarkably short period of time. In the days of King Henry IV one Peregrine Falconleft France and was said to have been spotted 24 hours later in Malta, 2,160 kilometers(1,350 miles) away. To travel that distance in 24 hours, the bird averaged 144 ki-lometers (90 miles) per hour. The long distance record for Peregrine migration oc-curred when a Peregrine banded as a nestling in northern Canada in the summer of1965 was found early the next year in Chaco, Argentina, 14,400 kilometers (9,000miles ) away.

TheHumanConnection

16

lahe connection between Peregrine Falconsand humans goes back a long time. In the

Middle Ages, for instance, Peregrine Falconswere prized by nobility and sometimes nested

on castles and other man-made structures.However, in recent history, the connection has

not always worked to the Peregrine's advantage,particulars' in North America.

An estimated 1,500 to 2,000 pairs ofPeregrine Falcons once nested in North America.However, in the early 1950s the Peregrinepopulation plummeted throughout NorthAmerica. In 1973, Peregrines were put on theEndangered Species List, and recovery effortsbegan in the United States.

Researchers discovered that high concentra-tions of DDT caused liver changes in Peregrines

which led to a decline in certain hormone levels

in the females. This, in turn, reducLd the amount

of calcium that the female could use to lay her

eggs. This resulted in thin egg shells. When theadults tried to incubate the eggs, the eggs broke.

Scientists also found that DDT changed the

behavior of the parents, sometimes causing them

to abandon their young.

Partly because of the negative effects ofDDT on Peregrine Falcons, the use of DDT wasbanned in the United States in 1972. However,DDT, as well as many other pesticides, is still

manufactured in the United States and sold toother countries (according to the NationalAudubon Society, one-third of all the pesticidesexported from the United States are banned for

use in the United States.)

The Peregrine's rapid decline was dueprimarily to the use of pesticides such as DDT,which was first r!xtensively used in the UnitedStates in 1947. Shortly thereafter, scientists began

to suspect a link between the Peregrine'spopulation plunge and DDT use.

Scientists found that DDT accumulates inthe fatty tissue of birds and mammals and ispassed upward through the food chains. Forinstance, birds feed on llrge quantities of insectswhich have eaten plan's laden with DDT. APeregrine Falcon that eats several of thesecontaminated birds would accumulate highlevels of DDT.

Consequently.many developingcountries inCentral Americaand South Americastill use DDT.Peregrines andtheir prey migrateto these countriesand, therefore, arestill exposed tothe effects of thepesticides.

In addition to the dangerous effects fromDDT, Peregrines face a potentially moredevastating threatthe destruction of tropicalrain forests in Mexico, Central and SouthAmerica. During winter, the forests in Central

America are home to many North Americanbirds. The massive clearing of these forestsreduces the habitat available to the birdsPeregrines eat. Scientists have alreadydocumented a decline in North Americansongbird populations because of tropical rainforest habitat destruction. Scientists are iustbeginning to study and document the effects of

deforestation on not only Peregrines but millionsof other animal and plant species as well.

)13IECTiVES

Students will be able to: 1) give examples ofhow pesticides enter food chains; and 2)describe possible consequences of pesticidesentering food chains.

iii: "il It >1)

Students become "Peregrines," "robins," and"grasshoppers" in a highly motivating physicalactivity.

'ACKGI:01 NI)

tic entists have developed pesticides to killunwanted organisms. Two common types ofpesticides are herbicides, used to killunwanted plants, and insecticides.used to kill unwanted insects.These pesticidesor poisonsfrequently accumulate inspecies at the top of thefood chain. Many toxicchemicals persist inthe environment andconcentrate infood andwatersupplies.

Pitt )(1E1)11F

1. Tell the students that this is an activity aboutfood chains. If they are not familiar with theterm, spend time establishing a definition. (Foodchain: a sequence or chain of living things in acommunity, based on one member of thecommunity eating the member below it, and soforth; e.g., grasshoppers eat plants like corn;robins eat grasshoppers; Peregrines eat robins.)2. Divide the students into three groupsgrasshoppers, robins, and Peregrines. \X'ork withapproximately three times as many grasshoppersas robins, and three times as many robins asPeregrines. (For example, in a class of 26 there

would be 18 grasshoppers, six robins,and two Peregrines.)

3. Give each grasshopper a smallpaper hag to represent its stomach.

4. Randomly distribute the whiteand colored p: ':es in a large

open space.5. Explain to the

students that eachgroup will get a

chance to gatherAro* ;IR ,

:-`P;evt4-L*

ittla Jo,The once widely used pesticide called DDTentered the food chain with damaging results toPeregrine Falcons and many other species. Birdsate insects contaminated with DDT. PeregrineFalcons then ate these birds and the poisonbecame concentrated in their systems.Eventually, the build-up of this poison causedthe shells of the eggs laid by Peregrines to bethinner than normal. Sometimes these eggswould not hatch, or they would be crushed bythe adult bird during incubation.

Many pesticides are now prohibited in the 11.S.,but DDT, for example, is still used in othercountries, remaining in the global food chain.

foul, starting with the grasshoppers. After youdelineate the boundaries, tell the Peregrines androbins to wait on the sidelines while thegrasshoppers gather food. Give the grasshoppers30 seconds to collect their food pieces, puttingthem in their paper hag stomach.6. Tell the students that the robins will now huntthe grasshoppers while the Peregrines remain onthe sidelines. The robins eat the grasshoppers bytagging them and taking their "stomachs."Grasshoppers which are "eaten" should go tothe sidelines. let the robins hunt for 45seconds--or at least long enough for each robinto catch one or nu we grasshoppers. Somegrasshoppers will be eaten and some will live.

TheHumanConnection:THEPEREGRENE'SDEADLYLINK

\ I iI I IN I ;

3, 4, 5, and 6

MATERIAL',

large open space

white pipe cleaners and

colored pipe cleaners (two.

thirds white. one third colored)

or any other materials (two .

thirds white, one third colored)

that can be picked up 1)y the

students easily (30 of these

items per student is

rccommended)

one paper hag per

grasshopper

chalkboard or easel paper

KIN V( )(Alit !ARV

pesticide

herbicide

insecticide

food chain

17

IirMINNimmwm.

7. Now let the Peregrines hunt robins for 45 to60 seconds (or whatever time works best.)Peregrines eat robins by tagging them and takingtheir "stomachs." Eaten robins should join theeaten grasshoppers on the sidelines. During thistime period, robins which are not eaten byPeregrines may continue to hunt for remaininggrasshoppers.

Anmin) WIT 1 PERMISSIONFROM PROJECT 'WILD. WESTERN

REGIONAL ENVIRONMENTAL

EDUCATION COUNCIL. *1986.

18

8. Reassemble the student:, into one group. Askthe students who were eaten to identify whattype of animal they were and what ate them. Askthe Peregrines (and the grasshoppers and robinsthat were not eaten) to count the number ofwhite and colored food pieces each has. List thisinformation on easel paper or on the chalkboard.9. Briefly discuss what pesticides are and whythey are used. Tell the students that the pesticideDDT was sprayed on the crops eaten by thegrasshoppers. In this activity the colored foodpieces represent food contaminated with DDT.The grasshoppers that were not eaten by robinsare dead if they have any colored food pieces intheir stomachs. Any robin with more than one-half colored food pieces in its stomach is alsodead. The Peregrine with the greatest number ofcolored food pieces is not dead, but hasaccumulated so much of the pesticide in itsbody that the eggs it produces during thefollowing nesting season will be so thin that theywill not hatch successfully.10. Discuss the activity with the students. Havethe students make observations about how afood chain works and how toxic substances canenter the food chain with varying results.

F.XTENSION

1. Have students explore the important issue of

pesticide use, human health, and extinction of

wildlife. What are the trade-offs? Are the trade-offs worth it? What pesticides are banned in theUnited States but are being sold to othercountries? What alternatives do developingcountries have to using pesticides?2. Offer and discuss possible alternatives to usingpesticides. For example, some farmers aresuccessfully using organic techniques (e.g.,sprays of organic, non-toxic substances; croprotation; companion planting); biologicalcontrols (e.g., predatory insects); and geneticapproaches (e.g., releasing sterile male insects of

the "pest species") in efforts to minimizedamages to their crops and to the ecosystem.3. Research other species that have been affectedby DDT and other pesticides, such as the Brown

Pelican and Bald Eagle.

P

100 PEREGRINE FALCONS. RAISED 1N

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BEST COPY AVAILABLE 19

PEREGRINEMIX-UP(Adapted from: MapleSeed Mix-Up fromNature Scope's Treesare Terrific!)

GRADE LEVEL:

3 6

MATERIALS:

pencil/penslips of paperhat or other containerbases

REQUIREMENTS:

food (4)water (4)shelter (4)space (4)

HAZARDS:

pesticides (1)deforestation (1)illegal hunting (1)collisions with power-lines and windows (1)

20

OBJECTIVES

Students will be able to: 1) identify thefactors that a peregrine needs to sur-vive; and 2) identify factors that hin-der the survival of a peregrine.

METHOD

Play a running game to show that theperegrine's survival is unpredictable.

[BACKGROUND

Peregrine Falcons are adapted in manyways that increase their chances ofsurvival (see list of adaptations inSuited for Survival) Yet whether aperegrine reaches adulthood and re-produces is really a matter of chance.

PROCEDURE:

1 Before beginning, write the'requirements' and 'hazards' listedin the margin on small slips of pa-per. Also write the words pere-grine falcon on at least two slips.Then put all of the slips into a hat.(Note: the numbers in parenthesesafter each word are examples of thenumber of slips you can make foreach hazard or requirement. Youmay need to adjust these numbers,depending on the size of your group.But don't add a lot of hazards - toomany of them will make the gametoo hard to win.)

Next lead a discussion about thethings peregrines need in order tothrive and survive: Food-theirprey consists almost exclusively ofsmaller birds such as robins, jays,crows and pigeons; Water-theyusually nest near water; Shelter-nests are typically located on theledges of high cliffs usually inrugged mountain canyons but theyalso nest on ledges of tall buildingswhich form city canyons; Space-they hunt over a wide area, up to18 miles from the nest.

Explain that although peregrineshave many adaptations to help themmeet the challenges of being a birdof prey, many never reach adult-hood because of a number of haz-ards. These hazards include the useof dangerous pesticides and the lossof wintering bird habitat throughdestruction of huge tracts of tropi-cal rain forests in Central America.Also migrating peregrines have to

contend with stormy weather, col-lisions with powerlines and win-dows, and illegal hunting.

4. Then tell the students that they willbe playing a running game. In thegame two or more students willplay a peregrine falcon. Everyoneelse will play the part of either a'requirement' or a 'hazard'. (Readthe list of requirements and haz-ards to the group.) Explain thatthe object of the game is for the"peregrine falcons" to survive bygetting the requirements they need,while avoiding any hazards. But,just as with real falcons in nature,their survival will be a matter ofchance.

When you are ready to play, takethe kids to a large open area(either a big room or an area out-side). Designate four bases thatare located equal distances apart.(If you're playing inside, the cor-ners of a room will work well.)Then have each child draw a slip ofpaper from a hat to find out whatrole he or she will be playing inthe game. Tell the students to keeptheir roles a secret, and have themhang onto the slips so you can usethem again later.

6. Count slowly to ten, and as you do,have the children run around thebases (in either direction). Whenyou get to ten, each child shouldstop, then quickly go and stand nearthe base to which he or she is clos-est.(Make sure they don't all bunchup around one or two of the bases.)

7. Once the kids have settled into place, ask the oneplaying the roles of the peregrines to raise theirhands. The group or groups without falcons can'twin--they represent areas in which the pere-grine does not live. Next have the others ingroups containing the falcons reveal what partsthey're playing. (It's OK if both the falcons endup in the same group.) If a group includes one ormore hazards, the group does not win. But if agroup has no hazards and includes one of each ofthe requirements, then the group is a winner.When a group wins, point out the fact that theperson playing the part of the peregrine survivedpurely by chance. The same thing happens tothese birds of prey in nature.

8. You may have to play the game several times be-fore a peregrine survives. Before you play a newgame, have the kids put their slips back into thehat and redraw. (To make it easier for a group towin, delete one or two of the hazards and add a fewmore favorable conditions.)

21

22

)410.A.

4

A lone peregrine peersbetween the bars ofhis hack box. Newworlds await his flight!

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INDIANOCEAN

AULIHAIIA

RAINFORESTS OF THE WORLD

ANIAIW1 IC A

Tropical Rainforests of the World Central &South America

Africa &Madagascar

South &Southeast Asia

Current area tropical rain forest (sq. mi.)Projected area tropical rain forestyear 2000

2.1 million13 million

0.7 million0.5 million

0.8 million0.3 million

Leading causes of

deforestationCattle raising;forest farming;

fuelwood

Forest farming;

logging;fuelwood

Logging;

forest farming;

fuelwood

Students will be able to: 1) analyze some of theways tropical rain forest destruction affects theplants and animals that live there or migratethere for part of the year; and 2) appreciatesome of the wars species in a tropical forestcommunity interact.

N1171101)

Students interpret graphs and charts that showwhat happens when development fragmentstropical forest. (Two 45-minute periods arerecommended for this activity.)

liACKGROI 'NI)

Peregrine Falcons, some of which migrate toCentral and South American rain forests, andmillions of other species directly or indirectlydepend on tropical rain forests to provide basicsurvival needs. Thus, what happens to theseforests has a significant effect on what happensto Peregrine Falcons and the bird species theyeat.

Tropical rain forests, located in a band aroundthe equator extending roughly ten degrees northand south, make up about seven percent of theearth's land mass. This unique ecosystem ishome to over one half of all species on earth.

Scientgis estimate that the area now covered bytropical rain forests is barely one-half of what itonce was. Around 3.5 million square milesremain; that's about the size of the continentalUnited States. Annually 40,000 square miles aredestroyed (about the size of the state of NewYork) because of expanding urbanization,fuelwood needs, logging, expanding agriculturalland, and unwise development practices. Habitatloss is the major reason plant and animal speciesare becoming threatened, endangered andextinct. And habitat destruction is considered thesingle greatest obstacle to helping manyendangered species recover.

TheHumanConnection:SIZING UPRESERVES

1< \;,1 ; rvi

7 and 8

\1111 0 \I:,

copies of "Sizing Up

Reserves I and II-

Because of the alarming rate of habitatdestruction people around the world arebeginning to search for questions and answers toslow the destruction of the tropical forests. Forexample, scientists currently do not know howbig a tropical rain forest reserve should be toprotect most of the species that live there.However, scientists working in Brazil are in themidst of a 20-year study to find out whathappens when parts of a tropical forest are cutdown and how the size of the remaining forestsaffect the plants and animals that live there.

lc co

chalkboard or easel paper

small electric fan

\ (KAU 1.110

tropical rain forest

deforestation

*See activity page 11, sheet 3 for student map. 23

continuous forest

Before

250-acre reserve

2.5-acre reserve

After

25-acre reserve

Part1. Copy the diagram above onto a chalkboard orsheet of easel paper. Have the students imaginethat a road is going to be built right through themiddle of a huge, continuous section of tropicalrain forest. Also, some of the forested land isgoing to be converted into pastures for cattleand farmland for crops.2. Ask the students how life in the forest nightbe affected by these changes. (Some animalsmight be killed on the road; others might moveinto less developed areas; more developmentmight come into the area because of the accessthe road provides, causing further destruction ofthe tropical forest; entire species could becomeextinct.) List their predictions on a chalkboard orsheet of easel paper.3. Have the students (activity works best with atleast 20 students) stand close together with theirarms in the air, forming a big group in an openarea of the room. Tell them that each one ofthem is a tree, and together they represent ahuge tract of undisturbed tropical rain forest.4. Have one student in the center of the forestdescribe what he or she sees when looking"through the trees." Can he or she see the forestedge? you? the rest of the room? Is there muchlight down near the floor? (Point out that, inmany tropical rain forests, the canopy is so thickthat little sunlight reaches the forest floor.) Thenturn a small electric fan on low at the edge ofthe forest and ask the center child if he or shecan feel a breeze.5. "Chop down" part of the forest by havingsome of the students near the edge move aside.Ask the center child to report any changes inwhat he or she can see.6. Turn the fan on low again, and ask if thecenter child can feel a breeze. Once part of theforest has been cut down, the center childshould notice more light near the floor, should

find it easier to see through the trees to the edgeof the forest, and should be able to feel a muchstronger breeze. If none of these changes occur,chop down some more of the trees at the edge.7. After the demonstration, ask the students whathas happened to the area that used to he themiddle of the forest. (It's now at or near theforest's edge.) Then ask them how this shift fromforest middle to forest edge might affect the lifewithin the forest.8. Point out that many of the plants and animalsthat were adapted to living in the middle of theforest might not be able to survive at the forestedge. Ask the students to generate a list ofreasons for this. (Changes in temperature,moisture level, air circulation, light intensity andso on would occur at the forest's new edge. Forexample, the former "middle of the forest"would now receive much more sunlight thanbefore, raising the overall temperature of thearea. The area would also receive more wind,which could make the new edge drier thanwhen it was part of the forest's middle.) Again.list the students' answers on the chalkboard or apiece of easel paper.

Part 11

1. Using the information in "What's Happeningin Brazil?" explain the Minimum Critical Size ofEcosystems project (MCS). Make sure thestudents understand that the forest in the areawhere the scientists are working was going to becut down anyway. By directing where the loggerscut, the scientists have been able to createreserves, or forest "islands," of specific sizes.2. Explain that the scientists are trying todetermine how big a reserve might have to be inorder to protect as many of the species that livein a tropical forest as possible. For example,could most of the plants and most of the birds.mammals, amphibians, and other animals found

24

in the Brazilian rain forest survive in a 2500-acre(1000-ha) reserve or would it cake a 2-.5,000-acre(10,000-ha) reserve? Or one that's even larger?(Note: Explain that new research shows thatsome species are so specialized that they maybecome extinct if even a small area in certainparts of a rain forest is destroyed.)3. Pass out copies of "Sizing Up Reserves I" sothe students can see some of the things thathave happened in the isolated reserves studiedin the MCS project. E::p lain that the charts andgraphs show real data the scientists havecollected from 2.5-acre (1-ha) and 25-acre (10-ha) reserves during the reserves' first two yearsof isolation.4. Pass out copies of "Sizing Up Reserves H" andhave the students answer the questions using thechats and graphs. When the kids are finished,ask them if any of the changes they predictedoccurred in the reserves the scientists studied.Talk about the changes, then go over the

answers tt, the aucsLions (see the end of thisactivity). As yi7,1u v.) over the answers, discuss thefact 7l,at al! animals and plants depend onspecie,.- physica: conditions in their habitats inorder to survive. For example, when :ightconditions change in the forest areas thescientists were studying, many of the butterflyspecies that had lived in the forest's interiordisappeared. And trees that were once in theinterior were damaged and even knocked overby increased wind.5. Finally, ask the students if they think either a2.5- or 25-acre ( 10-ha) reserve would belarge enough to preserve the variety of life foundin the Brazilian rain forest the scientists arestudying. Tell them that even though the MCSproject is far from over, scientists are predictingthat a Brazilian rain forest reserve wouldprobably have to cover million of acres in orderto protect most of the species that live there.

In 1977, Dr. Thomas Lovejoy of World Wildlife Fund (WWF) was looking for aplace to try an experiment. He wanted to find out what happens when parts of atropical rain forest are fragmented by roads, pastures, and other human develop-ments. He also wanted to find out how much forest it might take to make a reservelarge enough to support the plants and animals that normally live in a rain forest.

Lovejoy knew that, under Brazilian law, any land development project in theAmazon region of Brazil must leave half of the area forested. He discovered someland that was going to be converted to pasture and asked if he could direct whichparts of the the total areas would be left undisturbed. The local government, Bra-zilian scientists, and the ranchers agreed to cooperate.

In 1979, scientist from WWF and Brazil's National Institute for Amazon Re-search began mapping out more than 20 areas within the virgin rain forest. Theseareas would eventually become reserves of varying sizes: 2.5, 25, 250, and 2500acres (1, 10, 100, 1000 ha). There was also one 25,000 acre (10,000 ha)reserve. Then, with help from more scientists and some of the ranchers, theyobtained a "before" picture of each future reserve by taking an inventory of theplants and animals in each one.

Finally, in 1980, the ranchers started cutting down the forest. The reserves,once part of a continuous forest, became isolated "islands" of trees. And the scien-tists immediately started monitoring the changes that occurred in each "island."So far only nine of the reserves have been isolated, or separated from the continu-ous forest.

The goal of the experiment: to watch the island degrade in order to observewhich animals and plants leave or die out, and in what order. Scientists hope todiscover the minimum critical sizes reserves must be for given species to sur-vive. The experiment will continue until at least 1999.

What'sHappeningInBrazil?

25

1. Which of the following statements bestdescribes what happened to the number of birdscaught per net per hour in the reserves?

a. The number nearly doubled just after thereserves were isolated and then droppeddramatically. After 96 weeks the numberwas lower than before the reserves were

isolated.b. The number slowly increased in thereserves after the reserves were isolatedand kept increasing for 96 weeks.c. The number remained unchanged.

2. Which of the following statements best

describes the second graph?a. The number of butterflyspecies decreasedsteadily for two years after the reserves were

isolated.b. Immediately after the reserves wereisolated, the number of butterfly speciesdropped. But after two years the numberwas the same as before isolation.

c. Immec.ately after the reserves wereisolated, the number of butterfly speciesdropped. But after two years there weremore kinds of butterflies than before

isolation.

...V.Nt V....N. %IN...4w \,44i

3. Which of the following statements best describes

the information in Table 1?a. Most of the mammals present in thecontinuous forest were just as common in

the reserves.h. Most of the mammals present in thecontinuous forest were absent from the

reserves.c. Most of the mammals were rare in both

the reserves a Id the continuous forest.

4. Look at the information in Table 2. Did a

greater percentage of trees die in the reserves or

in the continuous forest?

ACTIVITY PAGE I 1

SHEET 2

TheHumanConnection:SIZING UPRESERNrES

5. After three years, no barred leaf frogs werefound within the 25- or 2.S -acre reserves. Several

other kinds of leaf frogs had di wpeared as well,

even though other kinds of frogs were still found

in the reserves. Given the following information,why do you think the barred leaf frogsdisappeared?

Barred leaf frogs lay their eggs in

puddles.Whitelipped peccaries are piglike

mammals that live in herds. These herdsneed thousands of acres of undisturbedforest in order to find all the food thneed to survive.

When white-lipped peccaries wallow inthe mud they create small puddles.

26

:)kirITI) lilt PFRMISSIONIRMS R.k.SC,I.R RICKS

NATURFSCOPE. EST)ANC,FRFI)

.11( Its \\11l) 'Ni) KAKI-I I li1.1s1 If I) in Ti NATIC)NAI.Aid I El- ET DERX110S:. C198-

NTF.WoN1. Have the students gather more informationabout tropical rain forest deforestation tobecome more aware of the global effects ofdeforestation. For information contact:

a. Rainforest Action Network300 Broadway, Suite 28San Francisco, CA 94133(415) 398-4404

b. World Wildlife Fund-U.S.1250 24th Street, N.W.Washington, D.C. 20037(202) 293.4800

c. World Resources Institute1735 New York Avenue, N.W.Washington, D.C. 20006(202 )638- 6300

d. International Union for Conservationof Nature and Natural ResourcesPublications DivisionWorld Conservation CentreAvenue du Mont-Blanc1196 Gland, Switzerland

2. Have the students research one of thefollowing topics, then conduct a class debatestressing the major points of these complexissues: A) Causes of tropical rain forestdeforestation; B) The roles that the United Statesand other developed countries play in tropicalrain forest deforestation.

Answers:"SIZINGUpRESERVES"

1. a. When part of the forest was cut down, thebirds that lived there crowded into the reserves,and at first more birds were caught per net perhour. However, because the reserves didn't haveenough space and food for all the birds, many ofthem died or left and the number ofbirdscaught per net per hour soon dropped. Incomparison, the number of birds caught per netper hoi.: in the continuous forest stayed aboutthe same before and after the reserves wereisolated.

2. c. Many of the original butterfly speciesdisappeared from the reserves after the reserveswere isolated, and others survived only in thecenters of the larger reserves. The increase in thetotal number of butterfly species present in thereserves was the result of light I, ). ing butterflyspecies moving into the light-filled edges of thereserves.

2

3. b. The reserves were too small for most of themammals shown in Table 1. In fact, of all theprimates, only red howler monkeys were able tosurvive in large numbers in the larger reserves.(Unlike most of these other primates, which eatmainly fruit, red howler monkeys eat leaves.When the reserves were isolated many of thefruit trees were chopped down. But the redhowler monkeys could still find plenty of leavesto eat.)4. In the reserves. The number of standing deadtrees and the number of trees uprooted orbroken by wind or the fall of another tree wereall higher in the reserves than in the continuousforest. And the numbers jumped within twoyears. For example, the number of standing deadtrees in one 25-acre reserve was 9 the first yearand 65 the second year.5. The reserves were too small for the white-lipped peccaries so they disappeared. When thepeccaries disappeared from the reserves theirwallows slowly dried up. And once the wallowswere gone the frogs had fewer puddles to laytheir eggs in and so they disappeared too.

27

GRAPH 1

-

z

Before

isolation

se.

25-acre reserve-2.5-acre reserve

f I I 11111 I I6 weeks 36 weeks

after isolation after isolation

66 weeks

after isolation

96 weeks

after isolation

TABLE 1

MammalContinuous

Forest25-AcreReserve

2.5-AcreReserve

Red howlermonkey

veryabundant

veryabundant

absent

White-facedsaki (monkey)

rare alx,cnt absent

Golden-handedtamarin (monkey)

abundant absent absent

Collared peccary(pig-like 7N

mammal) )'4

abundant absent absent

Acouchi(largerodent)

verYabundant

rare absent

Paca(large ,.' '.....--4rodent)

abundant absent absent

Rice rat 4/_.-----)

rare rare rare

Nine-bandedarmadillo

veryabundant

rare absent

Note: There were atotal of 16 nets. Thegraph shows theaverage number ofbirds caught per netper hour.

GRAPH 2

ACTIVITY PAGE 11

SHEET 1

TheHumanConnection:SIZING UPRESERVES

60 ""'

-10

20

25-acre reserve-2.5-acre reserve

Before 2 weeks after I year after 2 years after

ts( dation isolation isolation isolation

TABLE 2

Death Rates of Trees2 Years After Isolation

2.5-acrereserve

2.6%

25-acrereserve

2.6%

continuousforest

1.5%

The 2.5- and 25-acrereserves were hotterand drier than thecontinuous forest. Andtemperatures betweenthe edges and 300 feetwithin one 250-acrereserve varied by asmuch as 8° F.

28

1/4.j("Th

OBJECTIVES

Students will be able to: 1) interpret theclassifications of threatened, endangered, andextinct; 2) infer some of the causes as to whywildlife species might be classified as threatened,endangered, or extinct; and 3) describe how theclassification of the Peregrine Falcon as anendangered species has helped recovery efforts.

NIETHOD

Students run a race to illustrate human impacton wildlife.

BACKGROl*ND

Since life began, species of animals and plantshave come and gone. Extinction, as a naturalprocess, has always been a way of life, butcurrently the extinction rate is hundreds of timesfaster than when the dinosaurs roamed some 60million years ago. Sabre-tooth tigers, mastodons,and the great auk once flourished, but forreasons not fully understood they have vanished.Although the general rule of thumb is thatbetween 20 and 40 animal species depend on aplant species for its survival, no one really knowswhy some animals remain abundant for millionsof years while others only survive for a relativelyshort period of time. However, today scientistsare beginning. to grasp that the main reasons forthe extinction of certain animals and plants areexploitation and habitat loss.

Because of the dramatic acceleration of speciesloss, Congress enacted the Endangered SpeciesAct in 1973. The purpose of the law was toprovide a means of assuring the preservation ofplant and animal species that are currently indanger of becoming extinct (endangered) or thatmay become so in the foreseeable future(threatened).

Although it appears to be death, extinction isactually the end to birth. In simple terms thepopulation of a species has died out either fromnatural causes or because of human interference.Animals are more prone to extinction if they: 1)negatively affect people's activities; 2) dependon several different habitats (i.e., migratinganimals); 3) have very specialized food ornesting requirements; 4) have difficulty adapting

to changes in the environment; 5) have smallbroods, long gestation periods, and reach sexualmaturity long after birth; 6) are naturally rare; 7)are over exploited.

Since the Peregrine Falcon was placed on theEndangered Species List in 1973, recovery effortshave been remarkable. Today Peregrines may notbe legally killed, hunted, collected, sold,harassed, harmed, pursued, shot, trapped,wounded or captured. These restrictions havenurtured the recovery of the Peregrine Falcon.

PROCEDE '12E

1. This race symbolizes the varying degrees ofimpact humans have on wildlife. Divide thespace available into four equal rectangles.Delineate the space with traffic cones. Startingline A represents the global human populationand space B represents highly impacted wildlifedue to its proximity to human activity. Whereas,space D represents less wildlife impact due to itsgreater distance from human activity.

DivingInto TheFuture:RACE TORECOVERY

5 and 6

B C I)

I

2. In space B put all the black tokens (enoughfor two tokens for each student). In space Cplace all the yellow tokens and in space D placeall the green tokens. Be sure that each space hastwo tokens for each student and that the tokensare randomly spread throughout the space.3.Tell the students that they are going to run arace, trying to gather as many tokens (oranimals) as they can. Be sure to point out thatthey can only pick up one token per run. At thistime, designate one student as a recorder andtwo students as counters. The rest of thestudents, starting behind line A, must run andpick up a token, returning to behind line A

M"11TIAI

gym or large open area

tokens or various colored

pieces of construction paper

(13 black, 1/3 yellow, 13

green, `allow two pieces of

each color per student)

one envelope per student

easel paper

KIN VOCABI 'IARY

threatened

endangered

extinct

29

before running to pick up another token. Havethe students store their tokens behind line A in

the envelope provided.4. Students may get any color token they would

like, but most will no doubt choose the tokens

closest to them (the black tokens).5. Have the students freeze in position every 60

seconds (60 seconds=one year). Have thestudents practice "freezing" before you begin. At

each 60 second interval have the designatedstudent record the number of species remaining(black species, yellow species, green species) in

graph form on the easel paper. You may want to

vary the interval based on the speed of your

students.

30

6. Record the number of each species remaining

on three separate graphs or use separate colors

on the same graph. Note that the accompanyinggraph is for 15 students.7. When most of the tokens are collected stop

the race, recording the final data of each species.

Try to plot at least four intervals of each species.

8. Introduce the concepts of extinct, endangered,and threatened, explaining that each color of

tokens represents a certain species. Have the

students interpret the completed graph(s) todetermine if and when a certain species became

extinct, endangered, or threatened. Most likely

the black species will become extinct, the yellow

species endangered, and the green species

threatened.9. You may want to use actual species toillustrate the point, for example:

"`\

Ir.n.

ThreatenedArctic Peregrine Falconne.wri tortoi,q,Utah prairie dog

EndangeredAmerican Peregrine Falconll'hooping CraneLeast Tern

ExtinctPas.,seiNer /'f1. In

Carolina ParakeetDodo

10. Explain to the students that in this activity

they represented human impact on the species.Generate a list of human impacts or activities

such as: overpopulation, introduction of exotic

species, unwise development, habitat

destruction, use of pesticides, exploitation likeoverhunting and illegal trade of wildlife, etc.

11. Through the use of the graph illustrate thathuman activity, and particularly close activity, can

detrimentally affect wildlife populations.Recognizing this, humans classify wildlife as

threatened or endangered, encourage thedevelopment of recovery plans, and try to

prevent extinction.12. Discuss how the classification of the

Peregrine Falcon as an endangered species has

helped the Peregrine recovery efforts.

NTENsiON1. Do the activity with half as many students, in

the same amount of time, using the same

number of species. What influence does hi- Tan

population pressure have on the use of natbral

resources?2. Have the students research the listed species

to determine how and when each speciesbecame threatened, endangered or extinct.

3. Ask the students to create a narrative paper or

poem describing what the earth would be likewithout mammals, birds, insects, reptiles,

amphibians or fish.

1)

The Iowa peregrine reintroduction logo is designed to aid in theidentification of the peregrine falcon and to illustrate some of thebiology of the bird.

1. The thick dark moustache is quite recognizableon this crow-sized bird.

2. The wings are long.and pointed in a swept-backfashion.

The buildings of Cedar Rapids are represented with the multiplelevels of building tops. These levels increase the perchingopportunities of the young falcons. Also, the buildings' "concretecanyons" effect provide the updrafts necessary for successful flight.The traditional nesting sites (eyries) of the peregrine are representedby the cliff face in northeastern Iowa. Hopefully, through the effortsof the Peregrine Falcon Reintroduction Programs in the Midwest andGreat Lakes regions and the Iowa Department of Natural Resources' NongameProgram, these areas will once again contain peregrine falcons.

31

PEREGRINEWRAP-UPGRADE:

3 8

MATERIALS:

3 x 5 cards

boundary markers

VOCABULARY:

adaptationfood chain

talonsraptors

truestreamlined bodycarrion

falselong pointed wings

deforestation

hacking

owlsrain forest

pesticideshawks

diurnalDDTeagles

nocturnalmigration

falconsendangered

predatorvulturesthreatened

preyfledgling

habitatfostering

notched beak

32

OBJECTIVES:

Students will review what they havelearned about peregrine falconsthrough an active question and answergame.

PROCEDURE:1. Before starting, write the words

listed in the margin on 3 x 5 cards(one per card). (Helpful hint:laminate the cards for longerwear.)

2. Divide students into two teams withan even number of students on each.Mark off two parallel lines on theground or floor approximately 16feet apart. Have Team A line upbehind one line and Team B behindthe other. They should face eachother. Once on line have the stu-dents on each team count off (one,two, three, four, five, etc.). Thesame numbers should be found oneach team. i.e. each team has anumber "one", a number "two", andso on.

3. Then tell the students that you havethe "answers" to questions aboutthe peregrine falcon written on 3 x5 cards. Scatter the cards in themiddle between the two teams (itdoesn't matter if the answers areshowing or not). Tell the studentsthat you wal ask a question andthen call a number. The two stu-dents with that number will run tothe middle and search through thecards until they find the right an-swer, at which time they will holdit up. The team to find the answer,gets a point. Once the answer hasbeen found, the card is returned tothe pile, the students return totheir lines and the next question isasked. if the answer cannot befound a new number is called. If noone knows the answer, it is re-vealed and then asked again later.

4. The following are some additionalrules:1) Each card is worth a point so if aquestion calls for more than oneanswer, points are awarded ac-cordingly. On multi-answer ques-tions it is possible that both teamscould score.2) Students are not allowed to pointor shout out an answer to theirteammate.3) If a student's number has notbeen called he or she must stay be-hind the line.4) Opposing players, while search-ing for an answer, cannot in anyway hinder their opponent, i.e.they cannot body block them(!),steal a card from their hands, cov-er cards with their body so theiropponent cannot get at them, etc.

5. The following are possible questionsto ask. You may want to add yourown "answers" and "questions" tothose provided.

1 . Name two serious threats to theperegrine's survivaland PESTICIDES &DEFORESTATION

2. What special adaptation do falconsuse to break the vertebrae of theirprey?NOTCHED BEAK

3. True or False. Peregrines preyalmost exclusively on small mam-mals such as mice and rabbits.FALSE (They feed almost exclu-sively on smaller birds.)

4. Find five different birds of prey.

OWLS, HAWKS,EAGLES, FALCONS & VULTURES

5. True or False. Peregrines usuallystrike their prey with clenchedtalons, knocking the bird senseless.TRUE

6. What dangerous pesticide is known to cause theshells of the eggs laid by peregrines to be thinnerthan normal? DDT

7. What habitat, important to the peregrine, is beingdestroyed in Mexico, Central and South America?

RAIN FOREST

8. True or False. Peregrines "dive bomb" at speedsof 50-60 miles per hour. FALSE (Peregrineshave been clocked at more than 200 miles an hourin their dives after prey.)

9. Find two adaptations that help falcons fly quickly.

STREAMLINED BODY & LONG POINTED WINGS

10. When a plant or animal is close to being extinctwhat word do we use?ENDANenERED

11. A baby peregrine falcon, just learning to fly iscalled a . FLEDGLING

12. Putting a peregrine falcon into a nest to be raisedby adult birds until it can survive on its own iscalled . FOSTERING

13. When peregrine falcons move from one region toanother, on a seasonal basis - we call it

. MIGRATION

14. The arrangement of food, water, shelter and spacenecessary for an animal to survive is called

. HABITAT

15. Chemicals used to control populations of undesir-able plants and animals is calledPESTICIDES

16. What do you call an animal that hunts down andeats another animal? The peregrineis an example of one. PREDATOR

17. What do you call it when plants are eaten bygrasshoppers, grasshoppers are eaten by robinsand robins are eaten by peregrines?

FOOD CHAIN

18. Vultures, which are a kind of raptor, eat deadmeat. What is another name for dead meat?

CARRION

19. Birds that prey on other animals are called. RAPTORS

20. A physical characteristic or behavior that helps aperegrine survive is called

. ADAPTATION

21. The cutting of trees in the rain forest of Mexico,Central and South America is called

DEFORESTATION

22. Peregrine falcons are active by daylight. Ani-mals active during the day are called

. DIURNAL

23. Owls are active by night. What do you callanimals active at night?NOCTURNAL

24. What do you call animals that are hunted downand eaten by other animals?PREY

25. Putting peregrine falcons in a controlledenvironment, without adults, until they cansurvive on their own is calledHACKING

tti 33

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adaptation: a physical characteristic or behaviorthat helps a plant or an animal survive in itshabitat. For example, the Great Horned Owl,which hunts at night, has large eyes. Thisadaptation helps it have good night vision tohunt in low light.bird of prey: raptor.carrion: dead flesh.chlorinated hydrocarbons: organic chemicalcompounds used to kill unwanted plants andanimals. DDT and other pesticides arechlorinated hydrocarbons that are easily spreadthroughout the earth by wind and byaccumulating in plants and animals. BecauseDDT has an approximate half-life of 20 years, itcan have damaging effects on ecosystems andnontarget species.deforestation: the process of clearing of forests.diurnal: 'active by daylight; the opposite ofnocturnal.endangered: a species in danger of becomingextinct throughout all or a significant portion ofits range.

fledgling: young bird ready for flight.flyway: fly routes established by migrating birds.food chain: a sequence or chain of livingthings in a community, based on one member ofthe community eating the member below it andso forth. For example, grasshoppers eat plantssuch as corn; robins eat grasshoppers; andPeregrine Falcons cat robins.fostering: putting chicks into nests to be raisedby adult birds until they can survive on theirown.

habitat: the arrangement of food, water, shelteror cover, and space necessary for an animal tosurvive.

hacking: putting chicks in a controlledenvironment without adults until they cansurvive on their own.herbicide: a pesticide used to kill plants.home range: the area in which an animaltravels during its normal activities; not to beconfused with territorythe area defended by ananimal against others of the same species.insecticide: a pesticide used to kill insects.migration: seasonal movement from one regionto another.nocturnal: :KIM: by night; the opposite Ofdiurnal.pesticide: any chemical used to controlpopulations of undesirable plants and animals.predator: an animal that lives by killing andeating other animals.prey: animals that arc killed and eaten by otheranimals.raptor: a bird that is predatory. Eagles, hawksand owls are raptors,scrape: a depression in soil, sand or gravelmade by Peregrine Falcons to lay their eggs.threatened: a species in danger because ofdecline in numbers A threatened species is notin immediate danger of extinction, but is likelyto become endangered if it isn't protected.tropical rain forest: a type of forest locatedapproximately ten degrees north and ten degreessouth of the equator characterized by year-roundwarmth and moisture. 35

PEREGRINE FALCON FACT SHEET

SPECIES INFORMATION

*The scientific name for peregrine falcon is Falco peregrinus which means

wandering falcon. During migration, peregrines may travel great distances.Peregrines nesting in the Arctic are known to migrate to Central and South

America during the winter.*Peregrines are a bird,of prey (raptor) and part of the Falconidae (falcon)

family. There are 5 falcon species in the United States: Peregrine, Gyrfalcon,

Prairie falcon, Merlin and American Kestrel. The peregrine and merlin formerly

nested in Iowa, now only the kestrel (sparrow hawk) currently nests here.

*Peregrines are a crow-sized bird. Females are larger and weigh 32-34 ounces

while males weigh 18-20 ounces. Frau beak to tail peregrines are 13 to 16

inches long. During their first year, the young falcons will have a chocolate

brown plumage with streaks on the belly. After one year of age, they will

obtain the adult coloration which is slate blue on the back, white under the

chin with black speckling and salmon on the breast. All peregrines have the

dark moustache stripe under each eye.

GROWTH AND DEVELOPMENT

*Female peregrines lay a clutch of 3 to 5 eggs. Both the male and female

incubate the eggs and tend the young after hatching. Incubation is 31 days.

*Nests are simply a scrape in the dirt or gravel of a cliff ledge or building.

*When hatched, the young peregrines are about the size of chicken chicks (2

ounces) and have a light coat of white down. Unlike chickens, peregrines are

helpless for the first couple weeks.*Young peregrines (eyases) can walk when 2 to 3 weeks old and start tearing

their own food that the adult brings when about a month old. When they are 6

weeks old they begin to fly but still cannot capture their own food. After

they have been flying for about a month they start catching prey. When they

are 9 to 12 weeks old, they hunt and care for themselves.

*Males develop faster than females.*Young peregrine migrate out of northern climates to the southern U.S. or

further.*Sixty percent of the young falcons die during their first year. After their

first year, they stand an 80 percent chance of survival in subsequent years and

may live to be 12 to 15 years old.*A peregrine is usually sexually mature at 3 years of age, however younger

birds have been known to nest.

NOTABLE FEATURES

*Peregrines tend to be monogamous and mate for life. Courtship includes aerial

dives and the male presenting food to the female. Mating occurs in spring,

normally April.*Peregrines can fly straight-away at 60 mph. When they fold their wings and go

into a dive (stoop) they can reach speeds over 200 mph.*Peregrines feed primarily on other birds such as pigeons, starlings,

blackbirds, ducks, jays, doves, and sparrows. An adult bird eats one to two

blackbird sized birds per day.*The peregrine population has never threatened populations of other birds. As

a predator, the number of peregrines is much less than the populations of the

36

birds they feed on. They are also very territorial so within suitable habitat,the birds are exclusively spaced. Some territories and nests in Europe havebeen documented for hundreds of years.

IOWA'S PEREGRINE PLAN

*Peregrine falcons are a state and federal endangered species. Prior to 1960,there were over 350 nests in the Pastern U.S. By 1964 not a single peregrinecould be found in the Pastern U.S.*DDT pesticides were found to be the cause of the decline. The pesticides wereingested by birds who ate insects who in turn were eaten by peregrines. Witheach step up the food chain, the negative effects increased. The pesticidesinhibited the peregrines (and bald eagle's) ability to produce enough c