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Iowa Association of
Naturalists
IAN Professional Standards
Professional Standards for the Use of Live
Animals in Environmental Educational
Developed by
the
Definition
The Iowa Association of Naturalists recommends the following standards be
implemented when using live animals in environmental education programs and
displays, for the following reasons:
·
Live
animals may be effective educational tools when properly incorporated into
programs;
·
Since
live animals make lasting, impressions on audiences, they may be used to
emphasize information and issues;
·
The
interpretation of live animals may help people make personal connections with
the natural environment and the topic being presented;
·
The
decision to use live animals for environmental education programs requires
careful consideration and planning;
·
Inappropriate
use and display of live animals may create a lasting negative impression on
audiences and may foster disrespect for wildlife.
Standards
These standards are not mandatory. However, they are recommended to give
direction to organizations and individuals developing live animal programs and
displays.
I.
Considerations
A.
Legalities
1.
All appropriate permits
MUST be obtained before acquiring an animal.
2.
Federal permits are
required for all migratory species. This includes all birds except House
Sparrows, European Starlings, feral pigeons, and upland game birds. Information
on federal permits can be obtained by writing:
(612)
725-3776
3.
State permits are required
for all species native to
Iowa Department of Natural Resources - Licenses
Bureau
(515) 281-5638
B.
Types of Animals
1.
A program or interpretive
plan should be written to justify the need for using specific species of live
animals for programs or displays.
2.
Sources of captive-bred
animals should be sought rather than removing animals from the wild.
3.
Captive-bred or
permanently crippled wild animals that are comfortable in front of audiences are
appropriate for use in educational programming.
4.
Animals must be determined
to be permanently crippled or not releasable by a licensed rehabilitator and a
veterinarian.
5.
Animals undergoing
rehabilitation should not be used for education. Federally protected species
undergoing rehabilitation can not legally be used for education.
6.
Healthy fish, amphibians,
and reptiles should be removed only temporarily from their natural environment.
Temporary is defined as releasing an animal so as not to interfere with a
significant life cycle event such as breeding or hibernation. Permits are
required for the temporary removal of these animals.
7.
Federally protected birds
can not legally be removed from their natural environment at any time.
8.
Quality care must be
provided in cases of temporary confinement. If this is not possible, the animals
should be released within 24 hours.
9.
Animals should be checked
thoroughly for disease before they are released. If there is a chance of disease
transmission to wild populations, the animal should not be released.
10.
Animals that could be
dangerous to audiences should not be used for education.
11.
Historic domestic breeds
of animals may be useful in cultural interpretation.
12.
Use of domestic animals in
public exhibits or programs is not considered environmental education and falls
under the regulations of the U.S. Department of Agriculture.
C.
Care
and Facilities
1.
Economic and time
limitations should be considered before acquiring animals.
a.
Start with a small number
of animals to ensure appropriate care and quality interpretation can be
provided.
b.
Before obtaining an
animal, research should be conducted to determine appropriate housing and diet.
c.
Smaller species tend to
require less space and food.
2.
The care and facilities of
captive animals should reflect the most current information available on the
species featured.
3.
The physical and
psychological well-being of each animal should be a primary concern.
4.
Animals on public display
for passive interpretation should be housed in facilities that resemble their
natural environment.
5.
Signing on live animal
displays should include at least the following information:
a.
the animal's common name
b.
the animal's scientific
name
c.
the animal's habitat and
food requirements
d.
the animal's distribution
and population status in the wild
6.
A qualified veterinarian
should be contacted whom will be able to care for each live animal as necessary.
7.
Secure and comfortable
transport methods, with the appropriate temperature and humidity conditions,
should be available to move live animals to program locations.
8.
Facilities should be
reevaluated and inspected for maintenance needs at least annually.
9.
A daily care sheet should
be kept for each live animal. Prompt attention should be given by the primary
caretaker when abnormalities are noticed. See attached “Daily Evaluation
Form”.
II.
Interpretation
A.
Programs
1.
An interpretive program
plan should be written to include all animals used in educational programs and
displays. The agency's mission statement and goals should be incorporated into
this program plan. See Creating a Long-term EE Plan published by Iowa
Association of Naturalists.
2.
Always consider
alternatives to using live animals. Some examples could include mounts, skins,
skulls, wings, feathers, feet, slides, videos, and pictures. Permits are
required for most salvaged animal parts.
3.
Anthropomorphism should be
avoided.
4.
The use of live animals
should be to reinforce or illustrate a program or an interpretive display.
5.
For those species held
temporarily, the program should emphasize that the animal will be returned to
its natural habitat. An explanation should be provided for species held
permanently (for example imprinted animals or amputees).
6.
Audiences should be made
aware of the legalities and permits necessary to keep a wild animal in
captivity.
7.
Audiences should be made
aware of the ecological niche filled by each animal.
8.
The animal should be
comfortable around groups of people before they are used in front of audiences.
If an animal shows signs of stress, it should be placed in a comfortable
environment immediately.
9.
Training of animals may be
useful to demonstrate an animal's natural ability, but an animal should not be
trained to perform unnatural acts or "tricks."
10.
Animals used for
environmental education should not be treated as pets. Careful consideration
should be given before a program or display animal is given a name. If an animal
is given a pet name, the interpreter should explain the reason this name was
chosen. A program should emphasize the species of animal and its unique
characteristics.
11.
Physical contact between
the audience and the program animal should be determined on a case by case
basis.
a.
Liability issues should be
explored before an animal is used in a hands-on interpretive program.
b.
It is illegal to allow an
audience to have contact with animals held on federal education permits.
c.
Contact should not be
allowed if there is the possibility of danger to the animal or the audience or
if there is danger of disease transmission.
d.
Members of the audience
should never be pressured into touching or holding a live animal.
e.
Policies on physical
contact for each animal should be included in the program plan.
12.
Program statistics and
handling records should be kept for each animal to ensure that an animal is not
handled excessively. See attached form.
13.
Programs and displays
should be evaluated at least annually to ensure current techniques are used and
accurate information is presented to audiences.
B.
Training
1.
Interpreters should be
aware of the physical abilities and emotional tolerances of each animal.
2.
Animals should not be
placed in situations that may cause the animal undue stress or threaten the
safety of the animal or audience.
3.
The primary caretaker
should work with zoos, naturalists, falconers, rehabilitators, veterinarians, or
other professionals to learn how to handle and care for each program or display
animal.
4.
Caretakers and
interpreters should review current literature and attend relevant workshops to
keep up-to-date for each program or display animal concerning natural history,
interpretive methods, handling techniques, and proper care.
5.
The primary caretaker
should be responsible for training temporary caregivers, interns or volunteers.
a.
Policies and procedures
should be established for each program animal. These policies should ensure that
each animal receives appropriate care.
b.
Program outlines should be
available to ensure audiences receive consistent information from each
interpreter. See example outline.
6.
Memberships should be kept
current in relevant organizations that focus on live animal care and
interpretation.
III.
References
A.
Organizations
1.
American Association of
Zoological Parks and Aquariums (AAZPA),
2.
American Livestock Breeds
Conservancy,
3.
Bat Conservation
International,
4.
International Wildlife
Rehabilitators Council,
5.
6.
7.
Iowa Department of Natural
Resources - Wildlife Diversity Program,
8.
9.
10.
11.
12.
13.
National Audubon Society,
14.
National Wildlife
Rehabilitators Association
15.
Raptor Research
Foundation, 12805 St. Croix Trail,
16.
The Wildlife Society,
17.
The Wildlife Society (
B.
Centers
1.
2.
Living History Farms
(historic Breeds),
3.
4.
Macbride Raptor Center
(Raptor Rehabilitation), Horticulture Department, Kirkwood Community College,
6301 Kirkwood Blvd. SW, Cedar Rapids, IA 52406 (319) 398-5441 or (319)644-2039
5.
The
6.
Wildlife Care Clinic,
C.
Amphibians and Reptiles
1.
Natural History
a.
Alderton, D. 1988. Turtles
and Tortoises of the World. Facts on File Publication.
b.
Behler, J. L. and F. W.
King. 1979. The Audubon Society Field Guide to North American Reptiles and
Amphibians.
c.
Breen, J. F. 1974.
Encyclopedia of Reptiles and Amphibians. T. F. H. Publications, Inc.
d.
Christiansen, Dr. J. L.
and Dr. R. M. Bailey. 1988. The Lizards and Turtles of
e.
Christiansen, Dr. J. L.
and Dr. R. M. Bailey. 1991. The Salamanders and Frogs of
f.
Christiansen, Dr. J. L.
and Dr. R-M. Bailey. 1988. The Snakes of
g.
Conant, R. 1991. Reptiles
and Amphibians (Eastern/Central Northern America Peterson Field Guide. Houghton
Mifflin, Co. (This book contains information about transporting herps.)
h.
Ernst, C. H. and R. W.
Barbour. 1972. Turtles of the
i.
Halliday, T. and K. Adler.
1986. The Encyclopedia of Reptiles and Amphibians. Equinox Ltd.
j.
Johnson, T. R. 1987. The
Amphibians and Reptiles of
k.
Kauffeld, C. 1969. Snakes:
The Keeper and the Kept. Doubleday Publishers.
l.
Obst, Fritz, and Jurgen.
1988. Turtles, Tortoises and Terrapins.
m.
Pritchard, Dr. P. C. H.
1979. Encyclopedia of Turtles. T. F. H. Publications, Inc.
n.
Smith, H. M. and E. D.
Brodie, Jr. 1982. A Guide to Field Identification of the Reptiles of
o.
Vogt, R. C. 1981. Natural
History of Amphibians and Reptiles.
2.
Medical Care and
Rehabilitation
a.
Anderson, A. Lizard
Husbandry .
b.
Anderson, A. Aquatic
Turtle Husbandry.
c.
Care in Captivity:
Husbandry Techniques for Amphibians and Reptiles. 1989.
d.
Demeter, B. 1989.
Herpetological Husbandry for the Naturalist. (508
e.
Frye, F. L. 198 1.
Biomedical and Surgical Aspects of Captive Reptile Husbandry. Edwardsville: VM
Publishing Co.
f.
Marcus, L. 1981.
Veterinary Biology and Medicine of Captive Amphibians and Reptiles.
g.
Mattison C. 1982. The Care
of Reptiles and Amphibians in Captivity.
h.
Murphy, J. B. and J. T.
Collins, Editors. Reproductive Biology and Diseases of Captive Reptiles. Society
for the Study of Amphibians and Reptiles.
i.
Recommendation for the
Care of Amphibians and Reptiles in an Academic Institution. 1991. Institution of
Animal Laboratory Research Newsletter, Volume 33, #4:s5-s2l.
j.
Smith, H. Snakes as Pets.
k.
Ulrick, K. Care and
Maintenance of Box Turtles in Captivity.
l.
Ulrick, K. Care and
Maintenance of Frogs. Toads, and Salamanders.
m.
Ulrick, K. Care and
Maintenance of Snakes in Captivity.
3.
Curriculum
a.
Nature Scope: Lets Hear it
for Herps!
D.
Birds
1.
Natural History
a.
Beebe, F.L. and H.M.
Wester. 1989. North American Falconry and Hunting Hawks.
b.
Bent, A.C. Life Histories
of North American Birds of Prey. Parts I and II.
c.
Birdwatching with Roger
Tory Peterson. 1973.
d.
Black, G. 1992.
e.
f.
Craighead, J.J. and F.C.,
Jr. 1969. Hawks, Owls and Wildlife.
g.
Dinsmore, J.J., et al.
1984.
h.
Dunne, P. 1989. Hawks in
Flight.
i.
Dunne, P., D Keller, and
R. Kochenberger. Hawk Watch: A Guide for Beginners.
j.
Ehrlich, P.F., D.S. Dobkin,
and D. Wheye. 1988. The Birder's Handbook: A Field Guide to the Natural History
of North American Birds. Simon and Schuster, Inc.
k.
Farrand, J. Jr., Editor.
1988. The Audubon Society Master Guide to Birding.
l.
Harrison, H.H. 1975.
Peterson Field Guides: Birds' Nests.
m.
Jackson, L.S. The Bald
Eagle: Sea Bird of the
n.
Newhouse, D.A., and B.L.
Ehresman. 1984. The (not-so) Common Barn Owl.
o.
Robbins, C.S., B. Bruun,
and H.S. Zim. 1983. A Guide to the Field ID: Birds of
p.
Welty, J.C. 1982. The Life
of Birds.
2.
Medical Care and
Rehabilitation
a.
Birds of Prey at the
Vermont Raptor Center,-Display Environments for Permanently Damaged Birds.
b.
Cooper, J.E. 1978.
Veterinary Aspects of Captive Birds of Prey. Saul,
Gloucestershire: The Standfast Press.
c.
Cooper, J.E. and A.G.
Greenwood, Editors. 1981. Recent Advances in the Study of Raptor Diseases. W.
Yorkshire: Chiron Publications.
d.
Davis, J.W. et al,
Editors. 1971. Infectious and Parasitic Diseases of Wild Birds.
e.
Fowler, M., DVM. Feeding
& Nutrition of Animals in Rehabilitation Centers. IWRC Skills Seminar
Packet, Session V.
f.
Fowler, M.E. 1978.,
Restraint & Handling of Wild & Domestic Animals.
g.
Fowler, M.E. 1978. Zoo
& Wild Animal Medicine. W.B. Saunders Co. (This is a very expensive book.
Chapter 14 deals specifically with raptors.)
h.
Garcelon, D. and G. Bogue.
1977. Raptor Care and Rehabilitation.
Creek
i.
Hayes, M.B. Rehabilitation
Guidebook for Birds and Mammals.
j.
Hoff, G.L. and J.W. Davis.
1982. Noninfectious Diseases of Wildlife.
k.
LeFranc, M.N., B.A.G.
Pendleton, K.W. Kline, and DM. Bird. 1987. Raptor Management Techniques Manual.
l.
McKeever, K. 1987. Care
and Rehabilitation of Injured Owls. Beamsville: W.F. Rannie. (W.R. Rannie,
Publisher, P.O. Box 700, Beamsville Ontario LOR 1BO cost $25)
m.
Quinn, P. and G. Bogue.
198 1. Initial Care of Injured or Sick Wild Birds. New Methods, pp. 17-22.
n.
Pedig, P.T. Medical
Management of Birds of PM. St. Paul:
o.
Redig, P., J.E. Cooper,
J.D. Remple and B. Hunter, Editors. 1993. Raptor Biomedicine.
p.
Wild Animal Care and
Rehabilitation Manual. 1991.
q.
National Wildlife
Rehabilitators Association and International Wildlife Rehabilitation Council.
Wildlife Rehabilitation Minimum Standards and Accreditation Program. National
Wildlife Rehabilitators Association (NWRA),
3.
Curriculum Resources
a.
Langefier, L. 1992. Wise
As An Owl: A Resource and Teacher's Guide to Birds of PML A Peregrine Fund
Publication.
b.
NatureScope: Birds! Birds!
Birds! 1985. Washington, D. C: National Wildlife Federation. (
c.
Nebbe, L. Nature as a
Guide: Nature in Counseling, Therapy and Education. Brighton:
d.
Zaletel, L., R- Hollis and
B. Brown. 1. 992. A Teacher's Activity Booklet About
E.
Fish
1.
Natural History
a.
Harlan, JR., E.B. Speaker,
and J. M4yhew. 1987. Iowa Fish and Fishing.
b.
Pflieger, W.L. 1975. The
Fishes of
c.
Fish
2.
Medical Care
a.
Carrington N. 1986. A Fish
Keeper's Guide to Maintaining a Healthy Aquarium: Essential Advice on All
Aspects of Aquarium Care.
b.
Dawes, J.A. 1987. A
Practical Guide to Keeping Freshwater Aquarium Fishes.
c.
Dutta, R. 1971. Fell’s
Beginner's Guide to Tropical Fish: Fish Tanks, Cold Water Aquarium Fish, Pond
Fish, Ponds, and Marines New York: F. Fell Publishers.
d.
Scheurmann,
3.
Curriculum
a.
Aquatic Project Wild.
1987.
b.
Fish
c.
Moines
F.
Mammals
1.
Natural History
a.
Schwartz, C.W. and ER.
Schwartz. The Wild Mammals of
b.
Stokes, D. and L. Stokes.
1986. Animal Tracking and Behavior.
2.
Medical Care and
Rehabilitation
a.
Crandell; L.S. 1964. The
Management of Wild Mammals in Captivity.
b.
Fowler, M.E. 1978.
Restraint & Handling of Wild & Domestic Animals.
c.
Fowler, M.E. 1978. Zoo
& Wild Animal Medicine. W.B. Saunders Company. (This is a very expensive
book.)
d.
Giles, R.H., Editor. 1969.
Wildlife Management Techniques.
e.
Hayes, M.B. Rehabilitation
Guidebook for Birds and Mammals.
f.
Hoff, G.L. and J.W. Davis.
1982. Noninfectious Diseases of Wildlife.
g.
Mammal Miscellany - A
Collection of Rehabilitation Tools. Products, Catalogues, Book Sources. General
and Species Specific Books, Technical Periodicals, Professional Societies,
Organizations, and Publications. 1992. (Mrs. Roger W. Marcum, Wildwood Farm
14206 FM 2769,
3.
Curriculum
a.
Nature
Scope: Amazing Mammals. 1988. National Wildlife Federation. (
Daily Evaluation Form Animal Handling Record
Sample Program
Outline
This program outline will need to be modified to match the specific audience.
A.
Definitions
1.
Raptor - Latin, meaning to
seize
2.
Bird of prey is another
name, means raptor is a predator
3.
Adaptations common to all
raptors
a.
Hooked beak
b.
Sharp talons
c.
Strong feet
d.
Excellent eyesight
e.
Females larger than males
B.
Raptor numbers
1.
413 species worldwide
2.
49 species found in
3.
24 species can be seen in
a.
8 of these endangered in
state
1.
red-shouldered hawk
2.
northern harrier
3.
peregrine falcon
4.
common barn owl
5.
burrowing owl
6.
Cooper's hawk
7.
bald eagle
8.
short-eared owl
9.
long-eared owl is
threatened
C.
Raptor myths; symbols of
old
1.
Greek Goddess Athena –
owl
2.
Native Americans - eagle
messenger to the spirit world
3.
Ancient Egyptians wore
vulture chamis for protection not
a word
4.
Falconry - certain classes
of citizens could own certain birds for falconry
D.
Tions Adaptations?
1.
Diurnal – daytime
2.
Nocturnal - nighttime
animal
E.
Groups of
(each group has distinct wing and tail shape and hunting strategy)
This section can be modified to match specific program objectives
by highlighting certain sections.
1.
Vulture - broad wings,
built for soaring, wings held in slight V or dihedral
a.
Turkey Vultures -
"TV look alive!"
b.
eats carrion, only raptor
with a sense of smell
c.
cavity nester using large
hollow trees in river bottoms, also crevices in limestone bluffs
2.
Osprey - long, bent or
"crooked" wings built for long flights and diving into water
a.
Specialized fish eater,
extra rough bottoms to feet, opposable third toe
b.
Spring and fall migrant
seen along river corridors
3.
Accipiters - short
rounded wing shape, long tail built for speed and maneuverability through
woodland habitats
a.
Eat mostly other birds
b.
Have low tolerance to
human disturbance - need large area of undisturbed woodland habitat
1.
Sharp-shinned hawk
a.
considered extirpated as
a nester in
b.
seen as fall migrant
2.
Cooper's hawk
a.
endangered in
3.
Goshawk
a.
winter visitor, Northern
nester (MN, WI,
4.
Harrier
a.
long wings, long tail
b.
built for low-level, @ing
flights over open grassland or marsh
area, often fly with the contour of the land
c.
Prey mostly small birds
and small rodents, some carrion
1.
Northern Harrier
a.
endangered in
b.
ground nesting;
susceptible to predation without large areas of habitat
5.
Buteos or Hawks
a.
broad wing and tail
shape, with "fingertips" on wings;
b.
built for soaring flight
and "sit and wait" hunting style
c.
Prey mostly mammals - but
diet is highly varied
1.
Red-tailed hawk
a.
most common buteo in
b.
depend on edge habitat;
including both woodland and grassland
2.
Red-shouldered hawk
a.
endangered species in
3.
Broad-winged hawk
a.
nests in Eastern and
b.
famous for forming large
kettles (flock of hawks) during fall migration
4.
Rough legged hawk
a.
winter visitor; nest in
Canadian tundra
5.
Swainson's hawk
a.
nests in
6.
Eagles
a.
a much larger buteo shape
b.
larger, longer wing span
c.
built for soaring flights
1.
Bald eagle
a.
eat fish, waterfowl, and
carrion
b.
federally endangered due
to pesticides, lead poisoning, and human persecution
c.
slow maturing - 5 years
to adult plumage of white head and tail
d.
successful nesting is on
the rise in
2.
Golden eagle
a.
prey mostly –
jackrabbits
b.
Western nester; winter
visitor, seen often in
7.
Falcons
a.
long swept-back, pointed
wing jet plane wings,
b.
squared-off tail
c.
built for speed
d.
Larger falcons eat mostly
other birds; kestrel will also eat mice and insects
1.
American kestrel - once
called sparrow hawk
a.
North American falcon
b.
common cavity nester in
c.
interstate nest boxes
d.
2.
Merlin - once called
pigeon hawk
a.
medium sized falcon
b.
extirpated as nester in
c.
Northern and Western
nester; winter visitor
3.
Peregrine - once called
duck hawk
a.
large falcon
b.
federally endangered due
to pesticides, mainly DDT
c.
last nest (eyrie = cliff
nest) in
8.
Owls - unique, nocturnal
hunters with special adaptations (large eyes, facial disc, fringed feathers,
asymmetrical ears) separate owls from other raptor groups
a.
Prey mostly mammals
although diet varies
1.
Short-eared owl
a.
endangered species in
b.
ground nester
2.
Screech owl
a.
common cavity nester;
b.
3.
Long-eared owl
a.
threatened species in
4.
Great-horned owl
a.
large owl
b.
generalist predator; eats
almost anything
c.
nests in cavities and
abandoned red-tailed hawk nests
5.
Barred owl
a.
medium to large owl
b.
cavity nesters in
riparian habitats - called "hoot owl" or "rain owl"
6.
Barn owl
a.
endangered species in
b.
cavity nester;
7.
Snowy owl-
a.
arctic nesters
b.
winter visitors
8.
Saw-whet owl
a.
seen on migration and
during winter
9.
Burrowing owl
a.
endangered species in
F.
Protection and Management
1.
Problems and solutions
a.
Pesticides
1.
restricted use
2.
DDT banned in US in 1972
- not yet banned worldwide
3.
alternatives to
pesticides - Integrated
b.
Lead poisoning
1.
accumulates in the water
environment
2.
hunting require the use
of steel shot when hunting waterfowl
3.
Human persecution and
disturbance
a.
nest disturbance,
poaching
b.
It is illegal to harass,
shoot, trap, take from the nest, or otherwise inconvenience a raptor.
c.
All species of raptors
are protected by both federal and state laws. The maximum penalties for killing
a raptor can involve fines ($10,000 for non-endangered species, $300,000 for
endangered species), revocation of hunting licenses, jail sentences, and
confiscation of vehicles and firearms. T.I.P. l-800-532-2020 to anonymously
report an incident of someone shooting or intending to harm a raptor.
d.
Exposed bait must be at
least 20 feet from a trap
e.
Raptors can not be kept
in captivity without special state and federal permits.
c.
Education
1.
When humans know and
understand how important raptors are in our food web and their use as indicators
of environmental quality, respect and protection will result. Raptors have
larger home ranges than other birds; they require larger tracts of habitat for
hunting and protection from predation and disturbance. With 75% of the
woodlands, 95% of the wetlands, and 99.98% of the prairie gone within the state,
is it any wonder that of the 12 birds listed as endangered by the Iowa DNR - 8
are raptors?
G.
Bring out live bird
1.
Reinforce adaptations,
natural history, identification
2.
Equipment
3.
Questions about bird
H.
Other questions
Daily Evaluation Form Animal Handling Record
Sample Program Outline
This program outline will need to be modified to match the specific audience.
Program outline:
A. Definitions
1. Raptor - Latin, meaning to seize
2. Bird of prey is another name, means raptor is a predator
3. Adaptations common to all raptors
a. Hooked beak
b. Sharp talons
C. Strong feet
d. Excellent eyesight
e. Females larger than males
B. Raptor numbers
1. 413 species worldwide
2. 49 species found in North America
3. 24 species can be seen in Iowa
a. 8 of these endangered in state
- red-shouldered hawk, Northern harrier, peregrine falcon, corr=on bam owl,
burrowing owl, Cooper's hawk, bald eagle, short-eared owl Gong-eared owl is threatened)
C. Raptor myths; symbols of old
1. Greek Goddess Athene - owl
2. Native Americans - eagle messenger to the spirit world
3. Ancient Egyptians wore vulture chamis for protection
4. Falconry - certain classes of citizens could own certain birds for falconry
D. tions
1. Diurnal - daytime
2. N - nighttime animal
E. Groups of Iowa raptors, emphasize diurnal and nocturnal adaptations, use pictures & silhouettes
(each group has distinct wing and tail shape and hunting strategy)
*ni5 section can be modified to ?mtch specific program objectives by highlighting certain sections.
1. Vulture - broad wings, built for soaring, wings held in slight V or dihedral
a. Turkey Vultures - "TV look alive!"
- eats carrion, only raptor with a sense of smell
- cavity nester using large hollow trees in river bottoms, also crevices in limestone bluffs
2. Osprey - long, bent or "crooked" wings built for long flightsand diving into water
a. Specialized fish eater, extra rough bottoms to feet, opposable third toe
b. Spring and fall migrant seen along river corridors
3. Accipiters - short rounded wing shape, long tail built for speed and maneuverability through
woodland habitats
a. Eat mostly other birds
b. Have low tolerance to human disturbance - need large area of undisturbed woodland habitat
c. Sharp-shinned hawk
- considered extirpated as a nester in Iowa - possibly due to lack of delectability in raptor studies
- seen as fall migrant
d. Cooper's hawk
- endangered in Iowa due to habitat loss and possibly lack of delectability in raptor studies
e. Goshawk
- winter visitor, Northern nester (MN, WI, Canada)
4. Harrier - long wings, long tail - built for low-level, @ing flights over open grassland or marsh
area, often fly with the contour of the land
a. Prey mostly small birds and small rodents, some carrion
b. Northern Harrier
- endangered in Iowa due to loss of prairie and marsh habitat
- ground nesting; susceptible to predation without large areas of habitat
S. Buteos or Hawks - broad wing and tail shape, with "fingertips" on wings; built for soaring flight
and "sit and wait" hunting style
a. Prey mostly mammals - but diet is highly varied
b. Red-tailed hawk
- most common buteo in Iowa -'TR7'
- depend. on edge habitat; including both woodland and grassland
c. Red-shouldered hawk.
- endangered species in Iowa due to loss of lowland timber nesting habitat
d. Broad-winged hawk
- nests in Eastern and Southern Iowa woodlands
- famous for forming large kettles (flock of hawks) during fall migration
e. Rough legged hawk
- winter visitor; nest in Canadian tundra
f. Swainson's hawk
- nests in Iowa, often nests further west, winter visitor
6. Eagles - a much larger buteo shape - larger, longer wing span - built for soaring flights
a. Bald eagle
- eat fish, waterfowl, and carrion
- federally endangered due to pesticides, lead poisoning, and human persecution
- slow maturing - 5 years to adult plumage of white head and tail
- successful nestings on the rise in Iowa
b. Golden eagle
- prey mostly - jackrabbits
- Western nester; winter visitor, seen often in Allamakee ' County
7. Falcons - long swept-back, pointed wing jet plane wings), squared-off tail - built for speed
a. Larger falcons eat mostly other birds; kestrel will also eat mice and insects
b. American kestrel - once called sparrow hawk
t North American falcon
- common cavity nester in Iowa
- interstate nest boxes
- Iowa nest box study
c. Merlin - once called pigeon hawk
- medium sized falcon
- extirpated as nester in Iowa
- Northern and Western nester; winter visitor
d. Peregrine - once called duck hawk
- large falcon
- federally endangered due to pesticides, mainly DDT
- last nest (eyrie = cliff nest) in Iowa in 1965 near Waukon Junction in Allamakee County
8. Owls - unique, nocturnal hunters with special adaptations (large eyes, facial disc,
fringed feathers,
asymmetrical ears) separate owls from other raptor groups
a. Prey mostly mammals although diet varies
b. Short-eared owl
- endangered species in Iowa due to loss of prairie and marsh habitat
- ground nester
c. Screech owl
common cavity nester; Iowa nest box study two color phases - red and grey - appear to be about 50:50 in population and do not seem to be linked to habitat or sex
d. Long-eared owl
- threatened species in Iowa due to loss of conifer woodland habitat and nest disturbance
e. Great-homed owl
- large owl
- generalist predator; eats almost anything
- nests in cavities and abandoned red-tailed hawk nests
f. Barred owl
- medium to large owl
- cavity nesters in riparian habitats - called "hoot owl" or "rain owl"
g. Barn owl
-endangered species in Iowa due to Iowa being the northern edge of range and inability to compete with generalist species (GHO); also prey and habitat specific and need prairie
and voles
-cavity nester; Iowa release program
h. Snowy owl
- arctic nesters; winter visitors
i. Saw-whet owl
- seen on migration and during winter
j. Burrowing owl
- endangered species in Iowa due to habitat needs of prairie dog tunnels for nesting; only
appropriate habitat is in extreme NW corner of state
F. Protection and Management
1. Problems and solutions
a. Pesticides
- restricted use; DDT banned in US in 1972 - not yet banned worldwide
- alternatives to -pesticides - Integrated Pest Management one example
b. Lead poisoning - accumulates in the water environment
- hunting require the use of steel shot when hunting waterfowl
c. H=an persecution and disturbance
- nest disturbance, poaching
- It is illegal to harass, shoot, trap, take from the nest, or otherwise inconvenience a raptor.
All species of raptors are protected by both federal and state laws. The maximum penalties for killing a raptor can involve fines ($10,000 for non-endangered species, $300,000 for endangered species), revocation of hunting licenses, jail sentences, and confiscation of vehicles and firearms. T.I.P. l@532-2020 to anonymously report an incident of someone shooting or intending to harm a raptor.
- Exposed bait must be at least 20 feet from a trap
- Raptors can not be kept in captivity without special state and federal permits.
d. Education
-When humans know and understand how important raptors are in our food web and their use as indicators of environmental quality, respect and protection
will result. Raptors have larger home ranges than other birds, they require larger tracts of habitat for hunting and protection from predation and disturbance. With 75% of the woodlands, 95% of the wetlands, and 99.98% of the prairie gone within the state, is it any wonder that of the 12 birds listed as endangered by the Iowa DNR - 8 are raptors?
G. Bring out live bird
1. Reinforce adaptations, natural history, identification
2. Equipment
3. Questions about bird
H. Other questions
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