The Bald Eagle An Educational Activity Guide

The Bald Eagle

An Educational Activity Guide

Mississippi River Project

Dear Educator:

Attending Bald Eagle watching events with your

students is a great way of giving them a closer look at

this majestic bird. This guide is designed to

supplement the experience they have at the event and

help them continue to learn more when they return to the classroom. The

enclosed materials can be used as a guide to explore more in depth those

qualities that make our national symbol, the American Bald Eagle such an

amazing bird of prey.

Each year the U.S Army Corps of Engineers, Mississippi River Project

sponsors a number of Bald Eagle watching events along the Mississippi River.

You can find a current schedule of Bald Eagle events on our website at:

www.missriver.org.

We hope that you and your students find this guide helpful and informative.

Sincerely,

Mississippi River Project

Natural Resource Management Section

The Natural History of Bald Eagles

Bald Eagle Biology

Attributes

Activity Page

Eagles in Society

Native American View

Eagle Symbolism

Protecting Our National Symbol

Laws Protecting Eagles

Winter Eagle Watching

Eagle Rehabilitation

You Can Make A Difference

What You Can Do

Activities & Resources

Other Activities

Glossary

Bald Eagle Nests in IA & IL

Build an Eagle Wing

Word Search

Hazardous Links Activity

Resources

Table of Contents

Introduction

The American Bald Eagle is lucky to be our national symbol and to receive so much attention.

The Bald Eagle was once a species of great concern and we feared it would become extinct,

disappearing forever. Populations have since recovered and the species was removed from the

U.S. federal government's list of endangered species and transferred to the list of threatened

species on July 12, 1995. It was removed from this list completely on June 28, 2007 and is no

longer considered an endangered or threatened species in the lower 48 States.

Once common throughout the United States, bald eagle populations crashed in the 1960's due

to pesticide (DDT) use and habitat loss. Numerous rumors of eagles carrying away children

led to the senseless killing of eagles. Tall tales of eagles killing livestock also led to the

shooting and poisoning of our national symbol.

Attitudes have since changed. People are recognizing the need for protecting our national

symbol. Bald Eagle Days is an excellent time to learn some characteristics of eagles, explore

how this species made its comeback and investigate what problems may still exist.

Teachers: Use the materials in this activity guide in your classrooms or as take home projects.

Feel free to duplicate these materials.

This guide is not just for science teachers.

Environmental education can be used in many

subjects. Eagles can be the topic in English,

Art, History or Math. For example art teachers

can research the use of raptors in art history.

English teachers can research the use of eagles

in literature. The possibilities are endless.

Bald Eagle Days is perhaps one of the best

opportunities to educate people of all ages the

importance of our national symbol.

Objectives:

1) Be able to describe bald eagle physical characteristics (size,

color, weight, and age).

2) Be able to describe the life cycle and habitat requirements

of bald eagles.

3) Be able to describe bald eagle reproduction and nest

construction. Determine environmental factors necessary for

successful reproduction.

4) Be able to identify unique characteristics which help eagles

to survive (talons, wings, beak, and eyes).

5) Be able to describe the mechanisms of flight.

6) Be able to locate areas on a map where eagles go for the

winter and why.

7) Be able to tell the difference between adult and juvenile Bald

Eagles and a Golden Eagle.

The Natural History

of Bald Eagles

Length:

Males 30-35 inches

Females 34-43 inches

Weight:

Males 8-9 pounds

Females 10-14 pounds

Wingspan:

Males 6-7 1/2 feet

Females up to 8 feet

Flight Speed:

Up to 100 mph while diving

20-60 mph when in normal flight

Life Span:

20-30 years in the wild

Up to 50 in captivity

Eye Sight:

Sight so powerful they could read a newspaper 100

yards away and see up to 3 miles. Their eyes work

independently from each other. They can focus on a

fish and look for obstacles at the same time.

Habitat:

Eagles need an environment of quiet isolation with

clean water within 300 yards. They choose tall

mature trees between 50 and 150 feet for perching

and nesting.

Food:

Mainly fish. Bald Eagles will eat suckers, northern

pike, muskellunge, bullheads, and shad. In addition

to fish, hungry eagles will also eat seagulls,

waterfowl, carrion, small mammals, reptiles, and

amphibians. Indigestible feathers, fur, and bones are

regurgitated as pellets called casts. Eagles can store

about 2 pounds of food in their crop, allowing them to

go days without food.

Coloration:

Adults: Conspicuous white head and tail. Chocolate

brown body. Yellow beak, feet and eyes. Adult

plumage is seen after 4-6 years. Juvenile: Same rich

chocolate coloration with splotches of white on the

underside of body and wings. Yellow feet and brown

beak and eyes.

Eyrie:

Nests are built in the tree tops of old tall living white

or red pines and deciduous trees. Nests are built of

branches, moss, grass, and feathers. Parents use the

nest year after year, adding additional material each

year. One nest in Florida was 10 feet across, 25 feet

deep, and weighed 2 tons.

Reproduction:

Eagles mate for life. They lay one to three eggs

usually in March or April to avoid summer heat. The

oldest one usually survives. Eggs are 2 by 3 inches

and creamy yellow. Both parents incubate the eggs

for about 35 days. The fledglings are able to fly

approximately 75 days after hatching.

Bald Eagle (Haliaeetus leucocephalus)

means “White-headed sea Eagle”

Bald Eagle Biology

Females: A Bigger Bird

The female Bald Eagle is appreciably larger than the

male. Her wingspan may measure 7 and one half

feet to his 6, and she may stand more than 3 feet tall

to his 2 and one half. This reverse sexual

dimorphism is a characteristic common to many

birds of prey. Presumable, the size differential

enables the larger female to present a formidable

presence as guardian of the nest, eggs, and young and

allows the smaller male to take the role of defender

of the territory because he is able to maneuver more

quickly in aerial combats.

Baldie Is Not Alone

What about other Eagles in the United States?

There is only one other eagle in the U.S. The

Golden Eagle is found in remote mountains, tundra,

grasslands and deserts of western United States.

Golden Eagles have a dark brown color and the tail

is barred or spotted. Immature Golden Eagles have

white wing patches at the base of the tail. Its legs

are feathered to the toes and it feeds mostly on

rodents. They feed mainly on ground squirels,

hares, and birds such as cranes, owls and

ptarmigans. The juvenile Bald Eagle can be easily

confused with the Golden Eagle. They differ in

that Bald eagles live near water in Canada and

throughout much of the United States, eat mainly

fish, and do not have feathers down to their feet.

Bald Eagle Diversity

In the U.S. there are two races of the Bald Eagle. The

northern and the southern race. The southern race

nests primarily in the estuarine areas of the Atlantic,

Gulf coasts, and the lower Mississippi Valley. This

race is slightly smaller but is still the same species.

More Eagle Biology

What Makes an Eagle Unique?

 Eagles have keen vision

 Eagles have sharp talons

 Eagles have curved beaks

 Eagles have feathers

What is a attribute?

All creatures have special physical features or behaviors called attributes which help them survive in

their habitat or ecological niche. Eagles are no exception. Birds of prey are also predators of the

sky. They have special characteristic eyes, feet, beak, feathers and wings to help them hunt for prey

in their specific habitat. Eagles have very powerful wings and talons to carry off their meal. Their

sharp powerful beak is designed to tear fish and flesh into edible pieces. These characteristics are

explained in more detail in the following pages. Prey species on the other hand, are camouflaged to

avoid being seen by predators like the eagle. The fur, scales and feathers of prey species are designed

to blend in with their surrounding habitat. That is why most species are darkly colored on the top or as

seen from above. Only when a prey species moves does it become visible to a predator. Have you

ever seen a rabbit freeze in its tracks if you walk too close? This is a behavior that helps them to avoid

detection by predators.

Attributes

Predator of the sky

Raptor in Latin means to seize and carry. All Eagles, along with vultures, hawks, falcons, and owls are

considered raptors or birds of prey. Raptors have the ability to kill live prey, and as predators are

situated at the top of the food chain. The word raptor also reflects how the birds hunt for prey. A hunting

eagle will search for food by focusing on the movement of its prey. Once an eagle notices the movement of

its prey, it will swoop down and try to grab the prey with its talons. When an eagle does catch a fish, small

mammal, or a small bird, the prey is killed quickly by the impact of the strike and strength of the sharp

piercing talons. Once the prey has been caught, it is carried away to be eaten. Raptors play a special role

in nature. They prey on weak, sick, or old animals removing them from the community. This allows

healthy strong individuals to use limited resources such as nesting sites, food, and wintering habitat to

survive and raise young. Without predators the earth would be over run with pests such as rodents and

insects. Predators are vital components to healthy ecosystems.

Talons

Talons are a special characteristic of the feet of eagles.

Talons are the sharp claws used to grab and help kill the

prey. The bottom of a bald eagle’s rough toes are covered

with small bump like projections called spicuales that also

help to hold on to slippery fish.

Eagle Eyes

Did You Know?

Bald eagles have vision 6-8 times better than humans. If an eagle

was sitting on one goal post of a football field, it could read a newspaper

on the other goal post.

Eagles have binocular vision. They are able to use both eyes simultaneously to

view an object.

Eagles have two eyelids. All raptors have a second eyelid called the nictitating

membrane. The nictitating membrane protects the eye from damage when an

eagle catches its prey or feeds its eaglets. It also moistens and cleans debris from

the eye.

Eagles close their eyes by moving the lower lid up. Look in the mirror. How do

humans close their eyes?

A bald eagle can see a fish underwater from over 1.5 miles away.

Beaks

 The bald eagle’s powerful curved beak is designed to tear and rip the

flesh of fish prior to its consumption.

 Eagles do not catch their prey with their beaks.

 The beaks of raptors reflect the size and type of prey hunted.

 Look at a kestrel’s beak or another bird of prey. Can you guess what

they eat?

Feathers

Feathers are unique to birds. No other group of animals have feathers. Birds have several types of feathers:

down, contour, and flight. The soft down type feathers are located close to the body under the contour

feathers. They function to keep the bird warm and help regulate body temperature by providing excellent

insulation. Down traps air in tiny spaces, thus avoiding loss of heat. Contour feathers are located on the

birds body, wings, and tail. These overlapping feathers contain more structure making the bird streamlined

and aerodynamic for flight. Flight feathers are specialized contour feathers which are

attached to the wing. The overlapping of these feathers produce a large broad flat surface

necessary for flight.

Fun Facts About Feathers

 It is against the law to possess even one eagle feather without a permit from

the U.S. Fish and Wildlife Service.

 Birds preen to clean their feathers and rehook any barbs and barbules which

may have become detached from its neighbors.

 Birds have special oil glands at the base of their tail which is used to waterproof

the feathers.

 The word bald comes from the Old English word "balde" which means "white" and

refers to the white feathers covering the head of mature bald eagles.

 A bald eagle has roughly 7,000 feathers which weigh almost two pounds. A bald eagle

weighs 8-14 pounds. That's a lot of feathers!

What is a feather?

The central part of the feather is called the shaft or quill and this supports

two opposite rows of barbs that, when linked together form the vane of the

feather. Two sets of barbules branch off from each barb and interlock by

means of even smaller barbicels to give the feather great strength and

smoothness.

Close up of a feather

Flight

Birds fly when air flows over the top of the

wing. The front of the wing is thick and

narrowed at the back allowing the wings to cut

through the air. This forces air over the top of

the wing which lifts the body of the bird. Only

when the air pressure under the wing is greater

than the mass or weight of the bird will the bird

fly. The faster the air moves over the top to the

wing, the greater the lift of the wing.

Fun Facts About Flight

 Birds have hollow bones which make them very light.

 The bald eagle needs broad wings to lift its heavy prey into

the air. An eagle cannot lift more than its body weight.

 Migrating bald eagles have been tracked flying at more

than 60 miles per hour.

 Tail feathers act as a rudder, allowing the bird to steer

during flight.

 Bald eagles spend the majority of their flight time soaring

rather than flapping thier wings.

Thermals

Warm air is lighter than cold air. Cold air surrounding the

thermal is sucked in as the heated air rises. The pocket of

warm air rises like a balloon, floating on the cool air below.

Once in the thermals, the eagles soar, using little energy to

maintain flight.

Air Currents

Another way eagles conserve energy is by using

natural air currents formed in front of bluffs.

Air is forced upward as the wind hits the front

of the structure. Eagles ride the wind to gain

altitude.

Preening

Obtain some chicken feathers and place them on an overhead projector. Have participants identify contour

and down feathers and the parts of a feather (shaft, barbs, vane, and barbules.) Have participants rub the

feather the wrong way to separate barbs. Now have them pull the feather through their fingers to reconnect

the barbs to simulate a bird preening. Note: it is illegal to possess feathers from any migratory bird.

Wing Shape

At low speeds the bald eagle’s broad wings can hold the bird up in the air longer than the narrow wings of

the peregrine falcon. Investigate the mechanisms of flight, discovering how wide wings help eagles soar.

Take two pieces of paper of equal weight and fold one of them in half and then again. Drop the two pieces

from the same height at the same time. Discuss why the wider paper drops slower than the narrower

(folded) one. Compare the wide wings of the bald eagle with the narrow wings of the falcon. Pretend the

wide paper reflects the wings of a hawk and the narrow paper that of a falcon. Discuss why narrow wings

are an advantage for the falcon and why wide wings are more suitable for the type of prey eagles (compare

hunting methods, prey species, and their habitats).

The Speed of Flight

Eagles change position of their wings to increase or decrease their speed of flight. To show students how

an eagle can increase or decrease its flight speed have students take a piece of cardboard and mark it with

an ‘X.’

 Have the students hold the cardboard so the ‘X’ is toward the ceiling and move it back and forth. With

little air resistance, this action simulates an eagle flying fast. Eagles fly fast by turning the front edge of

the wing into the wind.

 Now take the cardboard and face the ‘X’ toward the wall. Fan it back and forth. Feel the air resistance.

This action simulates how an eagle slows down. When an eagle wants to land, it spreads its wings,

causing air resistance and blocking the wind.

Note: These exercises were adapted with permission from Zoobooks Eagles a publication available from

Wildlife Education, Ltd., 9820 Willow Creek Rd., Suite 300, San Diego, CA 92131-1112.

Activity Page

Eagles in Society

Objectives:

1) Describe how eagles are used as symbols in our society.

2) Learn how eagles are viewed and valued by Native

Americans.

3) Describe how eagles were used as symbols historically.

4) List which activities of humans have caused a decline in

eagle populations.

5) List activities of humans which help eagle populations.

6) Discuss what you can do to help eagles.

Graceful, majestic, and powerful; the bald eagle symbolizes nobility and spirituality for Native Americans.

The legend of the eagle, like all legends, is an integral part of tribal life. When elders tell a legend, they

pass on life wisdom and experience to the young, preserve tribal history, and entertain. To the Native

American, often the vivid stories tell of how things came to be and pay respect to the land,

water, air, and wildlife.

The eagle’s power is well established in the religious and social traditions of some North

American Indians. Rooted in ancestral stories, the Thunderbird was a huge bird of prey

believed not only to cause thunder and lightning, but also capable of carrying off a human

being. Often referred to as the Thunderbird, the eagle's image can be found in the designs of

ceremonial costumes, blankets, and jewelry. Only people who have done good deeds may

wear eagle feathers in their regalia. Feathers may be given as gifts during special

ceremonies.

Before the white man’s arrival in North America, the eagle was chosen as the family symbol or totemic

figure by groups of natives in southeast Alaska. Since eagles were important figures in the lives of

northwest coast Indians, there were many interesting stories depicting relationships between the birds and

the people. The eagle's image was used in carvings, dances, songs, facial and body painting, and tattooing.

Some tribes carved an eagle, their symbol of ancestral immortality, on their totem poles. An eagle dance

simulated the bird’s motions.

In Pueblo mythology the eagle is believed to have a close relationship with the

Sun because it often soars out of sight. The feathers of the eagle were believed

to carry prayers to the heavens. The Pueblo Indians of the southwest wore the

long feathers of the eagle's wing on their arms during their rain dances.

For the Iroquois tribes of the eastern woodlands, eagle feathers symbolized bravery in battle and the honor

that went with it, and eagle feathers and down decorated costumes, headdresses, prayer sticks, coup bravery

sticks, and pipes. The powerful talons were used as fishhooks.

Native Americans have joined in the fight to protect the bald eagle and no longer harvest eagle feathers.

Instead, a law entitles Indian religious leaders first right to feathers of eagles that have died from accidents

or natural causes.

Native American View

United States History

The eagle was selected for the Great Seal in 1782 to

symbolize Congress as the symbol of supreme power

and authority. Although the Great Seal is not the first

item to feature an eagle as a symbol, it was the first to

use the American bald eagle species.

Military units have used the bald eagle in many ways

to symbolize strength, courage and fierceness. During

the Civil War, a Wisconsin regiment had an eagle

called "Old Abe"--named after President Lincoln--as a

mascot. During World War II, a U.S. Air Force

squadron called "The Screaming Eagles" became well

kown for bravery against the enemy.

The bald eagle has also been used on U.S. money.

In 1932, the eagle was put on the back of the George

Washington quarter.

It is now common to see eagles representing

companies and businesses in their signs and logos.

World History

Eagles have been used as symbols throughout both the world and in history. An eagle emblazoned the

banner of the ancient Roman Empire from 27 B.C. to A.D. 1453 and that of the German countries of

Europe, collectively called the Holy Roman Empire, from A.D. 962 to 1806.

European military uniforms and insignia of the past two hundred years were adorned with eagles made of

white, bronze, and gold metals. Perhaps the best modern example of this ornamentation was the three-

demensional, gold-crowned, sculpted eagle that perched atop the helmet of Kaiser Wilhelm II. The eagle is

still the national symbol of many european countries.

Eagle Symbolism

Objectives:

1) List which activities of humans have caused a decline in

eagle populations.

2) List activities of humans which help eagle populations.

3) Discuss what you can do to help eagles.

4) Discuss how eagles are being protected.

Protecting Our

National Symbol

Endangered Species Act

At one time the Bald Eagle was endangered in all but 5 of the lower 48 states including Illinois and Iowa. In

the other 5 states (Wisconsin, Minnesota, Michigan, Oregon, and Washington) it was listed as threatened.

Penalties: up to $20,000 and/or 1 year in prison if found with any part of an endangered species.

Endangered Species Act also authorizes habitat protection and funding. Populations have since recovered

and stabilized, so the species was removed from the U.S. federal government's list of endangered species and

transferred to the list of threatened species on July 12, 1995, and was removed from the list completely in the

lower 48 States on June 28, 2007. It is still protected under several other US regulations.

Bald and Golden Eagle Protection Act

The bald eagle will continue to be protected by the Bald and Golden Eagle Protection Act even though it has

been delisted under the Endangered Species Act. This law, originally passed in 1940, provides for the

protection of the bald eagle and the golden eagle by prohibiting the take, possession, sale, purchase, barter,

offer to sell, transport, export or import, of any bald or golden eagle, alive or dead, including any part, nest, or

egg, unless allowed by permit. The 1972 amendments increased civil penalties for violating provisions of the

Act to a maximum fine of $5,000 or one year imprisonment with $10,000 or not more than two years in prison

for a second conviction.

Migratory Bird Treaty Act

The Migratory Bird Treaty Act (MBTA) prohibits the taking, killing, possession, transportation, and

importation of migratory birds, their eggs, parts, and nests except as authorized under a valid permit.

Additionally, the MBTA authorizes and directs the Secretary of the Interior to determine if, and by what

means, the take of migratory birds should be allowed and to adopt suitable regulations permitting and

governing take (for example, hunting seasons for ducks and geese). Penalties under the MBTA include a

maximum of two years imprisonment and $250,000 fine for a felony conviction and six months imprisonment

or $5,000 fine for a misdemeanor conviction.

Lacey Act

The Lacy Act was passed in 1900, and protects bald eagles by

making it a Federal offense to take, possess, transport, sell,

import, or export their nests, eggs and parts that are taken in

violation of any state, tribal or U.S. law. It also prohibits false

records, labels, or identification of wildlife shipped, prohibits

importation of injurious species and prohibits shipment of fish

or wildlife in an inhumane manner. Penalties include a

maximum of five years and $250,000 fine for felony

convictions and a maximum $10,000 fine for civil violations.

Laws Protecting

Eagles

Bald eagles are sensitive to human disturbance. When viewing eagles take care not to

disturb them. Disturbance could mean a missed meal which might mean not enough

energy to maintain body temperature through a cold night.

Winter Eagle

Watching

Eagle watching in the winter is a great way to

observe our national symbol in action.

Following some simple guidelines will allow

you to view them with minimal impact.

 Stay in your car!

 In your car keep a distance of 100 yards.

 On foot keep a distance of 300 yards.

 Viewing with spotting scopes or

binoculars works great!

Eagle Etiquette

As temperatures fall in the north, many eagles find themselves flying south in search of open

water. Open water can be found on the Mississippi River in various places such as dams, power

plants and where rivers converge. The turbulent water at all three locations prevents water from

freezing and almost assures a meal for the birds.

December through February are the best months to spot an eagle near open water. Mornings are

usually more productive when viewing around the dams, but eagles can be found during the day in

the surrounding countryside where they search for carrion. Later in the afternoon, eagles begin

returning to their favorite roosting area, usually in a valley or ravine which shelters them from the

bitter winter winds. Never enter a roost at night!

As soon as the northern lakes thaw most eagles return north to begin nesting.

Eagle

Rehabilitation

There is help for injured eagles.

Every year, hundreds of raptors suffer from injuries and illnesses that make it impossible for them to survive

in the wild. Without medical attention, many of these birds would perish.

Established in 1974, The Raptor Center at the University of Minnesota College of Veterinary Medicine

specializes in the medical care, rehabilitation, conservation, and study of eagles, hawks, owls, and falcons. In

addition to treating more than 800 birds a year, the Raptor Center provides veterinarians from around the

world training in raptor medicine and surgery. The Raptor Center reaches more than 250,000 people each

year through public education programs and events that identify emerging issues related to raptor health and

populations.

Another location where raptors and other birds are treated is the World Bird Sanctuary (WBS). The World

Bird Sanctuary is both a unique St. Louis attraction and entertaining environmental education opportunity.

With over 305 acres and over 200 animals in their care, they offer a one-of-a-kind wildlife experience. The

World Bird Sanctuary’s mission is to preserve the earth’s biological diversity and to secure the future of

threatened bird species in their natural environments. They work to fulfill that mission through education,

captive breeding, field studies and rehabilitation. The World Bird Sanctuary is one of North America’s largest

facilities for the conservation of birds. WBS is on the leading edge of public awareness regarding the plight of

bird species worldwide.

Most "patients" arrive at these facilities in the fall and winter during annual

migrations season. They are collected by concerned citizens and

wildlife managers. Causes of injury include shooting, being hit by

cars, trap injuries, collisions with power lines,and ingestion of

poisonous chemicals in the environment.

The birds are checked each day to determine changes in their

condition and to re-bandagewounds if needed.

After treatment and before release, each raptor goes

through a conditioning program. Daily flights help strengthen

the wing muscles. Staff monitor their progress. Full

recovery averages 8-10 weeks and then the birds can be

released into the wild. Some birds never reach full

recovery and cannot be returned to the wild, but instead

help raptor centers and zoos educate people about the

importance of the species.

Check out these websites for more information on raptor rehabilitation.

www.raptor.cvm.umn.edu

and www.worldbirdsanctuary.org

The habitat for many plants and

animals may be protected in

several ways. If the land is

owned by federal, state or local

governments restrictions may be

placed on its use.

Bald eagle nests on state owned

lands and in National Forests are

protected by buffer zones and

rules which restrict human use of

the areas during nesting season.

Private land owners are also

encouraged to manage their land

for the benefit of the wild

species which live there.

When a plant or animal’s

habitat is not properly protected

and cared for it directly affects

the species that live there. Plants

and animals can both be placed

on the endangered species list.

If a species becomes extinct, it

is will never return and the

diversity of the earth is

diminished.

You Can Make a

Difference

Ultimately, the protection of a species relies on the

preservation of its habitat.

Actions speak louder than words.

 Don’t pollute. Keep the environment clean.

 Educate yourself and others about bald eagles.

 Become involved. Let your voice be heard.

 Write letters to elected officials.

 Report nest locations to local Department of Natural

Resources or Fish and Wildlife officials.

 Report people who are harming or disturbing eagles.

 Avoid disturbing nests between February 15 and

August 1.

What You Can Do

The National Wildlife Federation says, "To learn the facts and make your

views known in every forum available."

“Do's and Don'ts” to saving bald eagles

Never attempt to rehabilitate a raptor on your own.

2) Do not feed an injured eagle. The dietary needs of

raptors are more delicately balanced than many people

realize. The best steak will not provide an eagle with

what it needs to survive.

3) Raptors perceive people as threats. An injured

raptor is potentially dangerous. If you discover an

injured eagle, handle it only if absolutely necessary.

4) Notify the U.S. Fish and Wildlife Service (USFWS)

or your state’s Department of Natural Resources if

you find a dead or wounded eagle. Agents from the

USFWS will take injured raptors to rehabilitation

centers where the birds can be treated and released.

5) If you witness or acquire evidence concerning the shooting of an eagle, notify the U.S. Fish

and Wildlife Service or state conservation officer so the individual can be apprehended and

prosecuted.

6) Remember it is a violation of federal law to kill eagles, hawks, falcons, and other birds of

prey. It is a federal offense to disturb an eagle nest.

7) Join a group that actively promotes and protects eagles.

Other Activities

1. Develop a bulletin board of current events relating to bald eagles. Have students clip

newspaper and magazine articles which feature eagles and their habitat.

2. Show videos or have a local agency present a program to your class featuring bald eagles . The Corps

of Engineers also offers free educational programs about the Bald Eagle, contact a ranger office near

you. In the Quad Cities area you can contact the Mississippi River Visitor Center at 309-794-5338.

3. Have students define the following words: rehabilitation, extinct, endangered, threatened and

DDT.

4. Ask students what is the greatest threat to the bald eagle. Have students look into a hand mirror.

5. Have students research methods used to increase bald eagle populations in Illinois, Iowa or

Missouri and in other states (captive breeding, habitat protection, laws and law

enforcement, and education programs). Discuss the feasibility of each technique comparing

cost effectiveness, public acceptance, biological success and long term versus short term results.

6. Discuss why DDT is banned in the United States yet is still produced and sold to other

countries such as Africa and Mexico. Also discuss what effect could chemical usage in these

countries have on the wildlife and environment of North America.

7. Illustrate the concept of chemical buildup. Take a glass jar and fill it with water. Have

participants drop marbles or rocks, which represent sedimentation, one by one into the

water. Then put oil in to represent an oil spill to represent chemical pollution. Soon the

water will be displaced representing sedimentation and contamination.

8. Investigate the Illinois, Iowa or Missouri state symbols or national symbols (state seal, flag,

bird, fish, flower, tree, mammal, fossil, song, motto etc.). Have students define the word

symbol, explain what a symbol represents, and how it affects society? Finally, list things

which are symbolized by eagles (sports teams, towns).

9. Debate: Ben Franklin felt the wild turkey rather than the bald eagle should have been our national

symbol. He felt the eagle "did not get its living honestly." However, primarily due to John Adams and

Thomas Jefferson, the bald eagle was chosen--a "free spirit, high soaring and courageous symbol."

Examine the natural history of both the wild turkey and bald eagle and decide whether Ben Franklin

was correct in his opinion. Discuss what characteristics wild turkeys have that would make them a

good national symbol. (Alaska State Museum Teachers Manual.)

Other Activities

10. Research the following laws; The Endangered Species Act 1973, The Bald Eagle Protection Act

1940, The Migratory Bird Act 1918, and The Lacey Act 1900. Discuss what events and factors

led to this legislation and how it was produced, whether the laws are fulfilling their intent, and if

additional laws are needed or existing laws need strengthening.

11. Take a field trip to a local or regional raptor rehabilitation clinic.

12. Discuss habitat requirements of the bald eagle and compare them to your home or school.

13. Using drawings in a field guide as models, trace silhouettes of various birds of prey - eagles,

hawks, owls, vultures - on paper and cut them out. Display them on windows, ceiling, or class

room walls. See how many raptors you can learn to identify by their silhouettes.

14. Cover a classroom wall with paper and give everyone in your group a chance to contribute to a

mural depicting the life of an eagle, the history of our national symbol, or eagles of the world.

15. Have students research native legends and read a selection in class. Discuss how modern

society views eagles compared to the Native American view point.

16. Learn about the ways that Native Americans honored eagles. Then build and paint miniature

totem poles - made of clay, soap or paper mache - featuring eagles.

17. Create cartoon posters portraying important eagle facts or problems in humorous words and

pictures. Display the posters and let the class judge the best.

18. Conduct a one day field trip to a nearby lock and dam, to see how many eagles are perched and

looking for food.

Glossary

Attribute a quality or characteristic inherent in or ascribed to someone or something.

Carrion: dead and decaying animal flesh.

Characteristic a distinguishing quality.

DDT: a chlorinated hydrocarbon insecticide. The sale of DDT in the U.S. was banned in

1972 due to its persistence in the environment and potential harm to wildlife and

humans.

Department of a state agency in charge of enforcing certain fish and game laws.

Natural Resources:

Ecological niche: the physical space (habitat) a plant or animal occupies and the role that organism

plays in a natural community.

Endangered species: an animal or plant species that is in danger of extinction throughout all or a significant

portion of its range.

Extinct species: an animal or plant species that has died out forever and will never reproduce again.

Fledgling: a young bird that has the feathers needed to fly from its nest.

Food chain: the transfer of food energy from one organism to another in a series of plants and

animals that feed upon one another.

Habitat: the specific natural environment (home) of an organism or group of organisms;

provides water, food and shelter.

Migration: a seasonal movement from one region to another.

Predator an animal that lives by killing and eating other animals (prey).

Raptor a predatory bird with talons adapted for seizing prey.

Reverse Sexual condition in many bird species where the female is larger than the male.

Dimorphism:

Talons: the sharp claws of a bird of prey.

Territory: area defended by an animal against others of its kind.

U.S. Fish and a federal agency in charge of federal fish and game laws.

Wildlife Service:

Wingspan: the length of a bird's wings measured between the outermost tips.

Bald Eagle Nests in

Iowa & Illinois

100

120

140

160

180

200

NestingBaldEaglePairs inIowaandIllinos

Iowa Illinois

No Data Recorded

You will notice that between the years of 2001 and 2005 no data was recorded.

The population of the Bald Eagle was doing so well

after the year 2000 that most states did not find it

necessary to conduct an annual count of the birds.

In 2006 a count was made and populations were found

to be so strong that it resulted in the species being

removed from the federal threatened species list in 2007.

A Bald Eagle has a wing span, tip to tip,

of up to 7 feet (2.2 meters). Yet an average

male Bald Eagle weighs about 9 pounds and an

average female weighs about 12 pounds. (Try

lifting a 10-pound sack of flour or sugar for

comparison.) It is the combination of large

wings and fight weight that makes the eagles

masters of the air.

You Need:

 Pattern on page 29/30

 Crayons, color pencils, or fine tip

markers

 Scissors

 Paste or glue

 Two 3/4" brads, also called paper

fasteners

Before Assembling:

Cut page 29 out of this guide. Color all the

pieces. With the eagle wing pattern in

front of you, read the following information

about eagle flight anatomy. You will be told

when to cut out the different pieces and how

to assemble the wing step-by-step.

The Bones

The eagle's body, like that of most birds, is

designed to be light.

 The whole skeleton weighs less than the

feathers!

 Many bones are hollow and porous. They

may have struts inside for strength.

 Shoulder, rib, and wing bones are

slender.The skull is thin, and there are no

heavy teeth to weigh them down.



Birds breathe oxygen from the air. In addition

to lungs, birds have extra air sacs that extend

into their hollow bones. Air sacs help with

breathing. They keep the body light. Air sacs

also serve as a cooling system. Flying can be

hot work!

1. Cut out the bones from your eagle wing pattern

along the dashed lines. Place area A of the

humerus bone over area A of the radius and ulna

bones and poke through the Xs with a brad. Place

area B of the radius and ulna bones over area B of

the carometacarpus and poke through the Xs with

a brad.

The brads allow movement like the joints of a real

wing. Compare the wing skeleton with the

diagram of the human arm below.

Build an Eagle Wing

Classroom Activity

The Muscles

Breast muscles power the wings. If you could

look at them, they would be dark in color. That

shows they have a good blood supply, pumped by

a strong heart, to bring oxygen to working

muscles. Chicken breast (white meat) has poor

blood supply. That's why chickens do not set long

distance flying records!

2. Cut out the muscles along the dashed lines.

Place the muscles over the bones and fold the tabs

to the back, matching the symbols. Paste the tabs

so that you can lift the muscles up and still see the

bones. Part of the humerus bone will still show.

The Feathers

Feathers are made of keratin like your finger nails.

They do not grow evenly all over a bird's body, but

grow from special cells in feather tracts. (Look at a

plucked chicken. Can you see rows of bumps?

These mark the feather tracts.) Each cell grows the

right kind of feather for that part of the body.

3. Cut out the feathers. Place the wing tip

feathers called the primaries over the bones and

muscles first. Note how the feathers fit around the

brad. Fold the tabs behind and paste.

4. Next, place the secondary wing feathers over

the lower arm muscles and bones. The right side

will fit around the brad, and the left side should be

allowed to overlap the primary feathers and hide

the brad. Fold the tabs behind and paste.

5. The last group of feathers closest to-the

body are called the tertials. Place them over the

humerus bone and muscles. Allow the feathers to

the left to cover the brad. The breast muscles and

humerus bone will still show on the left side. Fold

the tab over to the back and paste.

Now the eagle wing is complete. You can lift up

the feathers to view the muscles and bones, and the

brads allow you to observe how the wing is

jointed.

Reproduced from EAGLES: Hunters of the SKY,

by Ann C. Cooper, with permission of Roberts

Reinhart Publishers.

Classroom Activity

Eagle Wing Pattern

Cut out this page, then follow the

assembly directions on pages 27 and

28 to build an eagle wing

Reproduced from EAGLES: Hunters of the SKY,

by Ann C. Cooper, with permission of Roberts

Reinhart Publishers.

* Match symbols and letters to like symbols and letters

Word Search

Objectives

Students will (1) give examples of ways in

which pesticides enter food chains, (2) describe

possible consequences of pesticides entering

food chains, and (3) describe how regulations

attempt to control pesticide use.

Method

Students become hawks, shrews, and

grasshoppers in a physical activity.

Materials

White and colored drinking straws; pipe

cleaners; poker chips or multicolored dry dog

food—30 pieces per student, two-thirds white

or plain and one-third colored; one bag per

grasshopper (approximately 18–20)

Background

Pesticides are chemicals often synthetic, inorganic compounds developed to control organisms that have been identified

as “pests” under some conditions. Herbicides are pesticides that control unwanted plants; insecticides are pesticides that

control nuisance insects and so on. Although pesticides are useful to humans when used properly, they frequently end up

going where they are not wanted. Many toxic chemicals have a way of persisting in the environment and often become

concentrated in unexpected and undesirable places from food and water supplies to wildlife and sometimes people, too.

The process where chemicals accumulate in organisms in increasingly higher concentrations at successive trophic levels

is called biomagnification.” Biomagnification results in the storage of such chemicals in organisms in higher

concentrations than are normally found in the environment. The results can be far-reaching. For example, the insecticide

dichlorodiphenyltrichloroethane (DDT) was applied to control insects that were damaging crops. In the early 1970s, it

was discovered that DDT entered the food chain with damaging results. Fish ate insects that were sprayed by the

chemical; hawks, eagles, and pelicans then ate the fish. The poison became concentrated in the birds systems, resulting

in side effects such as thin egg shells. The weight of the adult bird would crush the egg in the nesting process. The

impact on species, including the bald eagle and the brown pelican, has been well documented. Laws in the United States

have now prohibited the use of DDT. However, DDT use is not prohibited worldwide. Resident and migrating animal

populations in the countries that still allow the use of DDT are at particular risk. Even after the application of DDT is

stopped, DDT and its by-products can affect the environment for decades.

Age: Grades 7–8

Subject Areas: Science, Expressive Arts,

Environmental Education

Duration: two 30- to 45-minute sessions,

with research time in between the two

Group Size: minimum of 10 students

Setting: a large playing area

Conceptual Framework Topic Reference:

HIIIB4

Key Terms: pesticide, insecticide,

herbicide, food chain, accumulate, toxic,

chemicals, trade-offs, organic, inorganic,

biomagnification

Appendices: Using Local Resources, Agencies

and Organizations, Outdoors, Simulations

Classroom Activity

Hazardous Links,

Possible Solutions

Background continued

Concerns over the growing use of pesticides led to the establishment of the Federal Insecticide, Fungicide, and

Rodenticide Act (FIFRA) in 1972. FIFRA gives federal government control over pesticide sale, use, and distribution.

Under FIFRA, the U.S. Environmental Protection Agency (EPA) gained authority to study pesticide use consequences

and also to require pesticide registration by farmers, businesses, and soon. FIFRA later was amended to require pesticide

users to take certification exams. EPA must register pesticides used in the United States. Congress also enacted the Toxic

Substances Control Act (TSCA) in 1976 to regulate, test, and screen all chemicals imported or produced in the United

States. TSCA requires that any chemical in the market place must be tested for toxic effects before commercial

manufacture. TSCA also tracks and reports chemicals that pose health and environmental hazards. Authorization for

toxic material cleanup has been placed under TSCA. TSCA supplements the Clean Air Act and the Toxic Release

Inventory. Like FIFRA, TSCA is a balancing law, which says that the EPA is to make decisions on any chemical by

comparing the risks it poses against the benefits it produces for firms and consumers. Public pressure continues to force

changes in the application and availability of pesticides. For example, there now is growing interest in integrated pest

management. This agricultural approach considers the entire farm and garden ecosystem. Integrated pest management

can include using a pest’s predator as well as other biological controls to reduce crop damage. Integrated pest

management can include the selective use of naturally occurring and synthetic pesticides, as well as habitat

manipulations. One concern with this approach is the possible introduction of non-native species. The major purpose of

this activity is for students to recognize the possible consequences of accumulation of some pesticides in the

environment and to evaluate measures to control pesticide use.

Procedure

1. Discuss the term “food chain” with the students. (Food chain: a sequence or

“chain” of living things in a community, that is based on one member of the

community eating another, and so forth [e.g., grasshopper eats plants like

corn, shrews eat grasshoppers, hawks eat shrews])

2. Divide the group into three teams. In a class of 26 students, there would be 2

“hawks,” 6 “shrews”, and 18 “grasshoppers.” (This activity works best with

approximately three times as many shrews as hawks and three times as many grasshoppers as shrews.) OPTIONAL:

Have grasshoppers, hawks, and shrews labeled so they can be identified easily. For example, a green cloth flag (tied

around the arm) for grasshoppers, red bandannas for “red-tail hawks”, and a brown cloth flag (tied around the arm)

or hats for shrews.

3. Distribute a small paper bag or other small container to each “grasshopper.” The container is to represent the

“stomach” of the animal.

4. With the students’ eyes closed, or otherwise not watching where the food is placed, spread the white and colored

straws (or whatever material used) around in a large open space. Outside on a playing field (if it is not windy) or on a

gymnasium floor will work; a classroom will also work if chairs and tables or desks can be moved.

5. Give the students the following instructions: the grasshoppers are the first to go looking for food; the hawks and

shrews are to sit quietly on the sidelines watching the grasshoppers. After all, the hawks and shrews are predators

and are watching their prey. At a given signal, the grasshoppers are allowed to enter the area to collect as many food

tokens as they can, placing the food tokens in their stomachs (the bags or other container). The grasshoppers have to

move quickly to gather food. At the end of 30 seconds, the grasshoppers are to stop collecting food tokens.

6. Next, allow the shrews to hunt the grasshoppers. The hawks are still on the sidelines quietly watching the activity.

The amount of time available to the shrews to hunt grasshoppers should take into account the size area in which you

are working. In a classroom, 15 seconds may be enough time; on a large playing field, 60 seconds may be better.

Each shrew should have time to catch one or more grasshoppers. Any grasshopper tagged or caught by the shrew

must give its bag or container of food to the shrew and then sit on the sidelines.

7. Next, allow from 15 to 60 seconds (or whatever set time) for the hawks to hunt the shrews. The same rules follow.

Any shrews still alive may hunt for grasshoppers. If a hawk catches a shrew, the hawk gets the food bag and the

shrew goes to the sidelines. At the end of the designated time period, ask all students to come together in a circle,

bringing whatever food bags they have with them.

Procedure continued

8. Ask students who have been “consumed” to identify what animal they are and what animal ate them. If they are

wearing labels, this will be obvious. Next, ask any animals still alive to empty their food bags out onto the floor or

on a piece of paper where they can count the number of food pieces they have. They should count the total number

of white food pieces and total number of multicolored food pieces they have in their food sacks. List any

grasshoppers and the total number of white and multicolored food pieces each has. List the number of shrews left

and the number of white and multicolored pieces each has. Finally list the hawks and the number of white and

multicolored food pieces each has.

9. Inform the students that there is something called a “pesticide” in the environment. This pesticide was sprayed onto

the crop the grasshoppers were eating in order to prevent a lot of damage by the grasshoppers. If there were

substantial crop damage by the grasshoppers, the farmers would have less of their crop to sell, and some people and

domestic livestock might have less of that kind of food to eat—or it might cost more to buy the food because a

smaller quantity was available. This pesticide accumulates in food chains and can stay in the environment a long

time. In this activity, all multicolored food pieces represent the pesticide. All grasshoppers that were not eaten by

shrews may now be considered dead if they have any multicolored food pieces in their food supply. Any shrews for

which half or more of their food supply was multicolored pieces would also be considered dead from chemical side

effects. The one hawk with the highest number of multicolored food pieces will not die. However, it has

accumulated so much of the pesticide in its body that the egg shells produced by it and its mate during the next

nesting season will be so thin that the eggs will not hatch successfully. The other hawks are not visibly affected at

this time.

10. Talk with the students about what they just experienced in the activity. Ask for their observations about how the food

chain seems to work and how toxic substances can enter the food chain with a variety of results. Introduce the term

“biomagnification,” and discuss how it can result in the accumulation of chemicals in species higher in the food

chain. The students may be able to give examples beyond those of the grasshopper—shrew—hawk food chain

affected by the pesticide in this activity.

11. Divide the class into two, four, or more groups. Ask one or two groups of students to research other chemicals—such

as tributyltin (TBT), polychlorinated biphenyls (PCBs), or dieldrin—that have demonstrated the ability to persist and

accumulate through food chains. What are the effects of such chemicals on organisms? What limitations have been

set on the use of such substances? Have the other groups research legislation such as FIFRA and TSCA to determine

how these laws work to control toxic chemicals. Allow all groups to present their findings in class, and then have the

students hypothesize the effectiveness of the laws in controlling the various chemicals that were researched.

Extensions

1. Consider and discuss possible reasons for use of such chemicals. What are some of the benefits? What are some of

the consequences?

2. Offer and discuss possible alternatives to uses of such chemicals in instances where it seems the negative

consequences outweigh the benefits. For example, some farmers are successfully using organic techniques (e.g.,

sprays of organic, nontoxic substances; crop rotation; companion planting); biological controls (e.g., predatory

insects); and genetic approaches (e.g., releasing sterile male insects of the pest species) in efforts to minimize

damages to their crops.

3. What research is being developed and tested on the effects of pest control efforts— from effects of possibly toxic

chemicals to nontoxic alternatives? What are the benefits? Consequences? Potential?

4. Review news media for relevant local, national, or international examples of such issues.

Evaluation

1. Identify examples of how pesticides could enter a food chain.

2. Discuss two possible consequences of pesticides entering the food chain for each of the examples given above.

3. Evaluate the effectiveness of at least one law that regulates hazardous chemical usage.

Activity adapted from Project Wild and the Council for Environmental Education 2006

Books and Websites about Eagles

Mississippi River Project’s Webpage: www.missriver.org

US Fish and Wildlife Service Rock Island Field Office. www.fws.gov/midwest/rockisland/

Beans, Bruce E. (1996) Eagle’s Plume: The Struggle to Preserve the Life and Haunts of America’s Bald Eagle.

Scribner.

Bird, D.M. (ed.). (1983) Biology and Management of Bald Eagle and Osprey. Harpell Preess, Ste. Anne de

Belevue, Que.

Brown, L. and D. Amadon. (1968) Eagles, Hawks and Falcons of the World. 2 vols. McGraw-Hill, New York.

Brown, Leslie. (1976) Eagles of the World. Universe Books, New York.

Dudley, Karen. (1998) Bald Eagles. Raintree/Streck Vaughn.

Furtman, M, Leeson, Tom and Leeson Pat. (1994) Sky Spirit: The American Bald Eagle. Northword Press.

Gerrard, J.M. and G.R. Bortolotti. (1988) The Bald Eagle. Smithsonian Institute, Washington, DC.

Gieck, Charlene. (1991) Eagles for Kids. Northword Press, Inc. Minocqua, WI.

Grossman, Mary Louise and John Hamlet. (1964) Birds of Prey of the World. Clarkson N. Potter, Inc., New York.

Lincer, J., W. Clark and M. LeFranc. (1970) Working Bibliography of the Bald Eagle. NWF Scientific & Technical

Series 2. National Wildlife Federation: Washington.

Lloyd, G. and D. Lloyd. (1970) Birds of Prey. Grosset and Dunlap, New York.

McConoughey, Jana. (1983) The Bald Eagle. Crestwood House, Mankato, MN.

Parry, G. and R. Putnam. (1979) Birds of Prey. Simon and Schuster, New York.

Patent, Dorothy Hinshaw. (1984) Where the Bald Eagles Gather. Clarion Books, New York.

Roever, J.M. and Wilftied Roever. (1973) The North American Eagles. Steck-Vaughn Company, Austin, Texas.

Ryden, Hope. (1985) America's Bald Eagle. G.P. Putnam's Sons, New York.

Sattler, Helen Roney. (1989) The Book of Eagles. Lothrop, Lee and Shepherd Books, New York.

Turner, J.F. (1971) The Magnificent Bald Eagle. Random House, New York.

Wexo, John Bennett. (1985) Eagles/Zoobooks. Wildlife Education, Ltd. San Diego, CA.

Resources

Books for young readers:

Adrian, Mary. (1963) The American Eagle. Hastings House Publishers, New York.

Amato, Carol A. (1996) The Bald Eagle: Free Again! Barrons Juviniles.

Aubrey, Lang. (1990) Eagles. Little Brown, Boston.

Cooper, Ann C. (1992) Eagles -- Hunters of the Sky. Denver Museum of Natural History and Roberts Rinehart

Publishers, Niwot, Colorado.

Cowden, J. (1973) For the Love of an Eagle. David McKay, New York.

Durden, K. (1972) Gifts of an Eagle. Simon and Schuster, New York.

East, B. (1974) The Last Eagle. Crown, New York.

Gibbons, Gail. (1998) Soaring with the Wind: The Bald Eagle. William Morrow and Co.

Lavine, Sigmund A. (1974) Wonders of the Eagle World. Dodd, New York.

Leptien, Emilie. (1989) Bald Eagles. Children Press, Chicago, IL.

Selsam, Millicent E. and Joyce Hunt. (1986) A First Look at Owls, Eagles and Other Hunters of the Sky. Walker and

Company, New York.

True, D.A. (1980) Family of Eagles. Everest House, NewYork.

Nature Scope is an environmental education activity series produced by the National Wildlife Federation,

Washington, DC.

Zoobooks by various authors is a series of publications including Birds of prey and

Eagles. Available from Wildlife Education, Ltd., 9820 Willow Creek Rd. Suite 300, San Diego, CA 92131.