Killarney Provincial Park Early Bird

Killarney Provincial Park
Early Bird Program
Interpretive Handbook

Interpretive Early Bird Program Handbook
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Table of Contents
Table of Contents...………………………………………………………………………………01
Introduction……………………………………………………………………………………...02
Overview A………………………………………………………………………………………03
Overview B………………………………………………………………………………………04
Overview C………………………………………………………………………………………05
Bird ID (Waterfowl)……………………………………………………………………………..06
Woodpeckers…………………………………………………………………………………….10
Songbirds………………………………………………………………………………………...13
Game-Birds………………………………………………………………………………………24
Perching Birds…………………………………………………………………………………...25
Question Period Protocol………………………………………………………………………..33
Bird ID in the field………………………………………………………………………………34
Importance of Birds……………………………………………………………………………..35
Appendix A……………………………………………………………………………………...36
Appendix B……………………………………………………………………………………...37
Appendix C……………………………………………………………………………………...38
References……………………………………………………………………………………….39

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Introduction
This handbook was made to aid in the delivery of a professional interpretive birding
program for children. The following pages contain not only information regarding birds of the
park, but an in-depth look into what makes these creatures unique to the animal kingdom. The
program can accommodate a variety of age ranges from young children to adults with minimal
alteration. The program will expose guests to a variety of factual information regarding the
species of birds that are found in Killarney Provincial Parks at particular times of the year.
The main objective in the delivery of this program is to inspire guests to appreciate bird
species and by extension all wildlife found within the park. Guests should feel connected to the
park not only by the landscape, but by the interactions with park staff, the participation in the
programs offered, and the natural beauty Killarney has to offer. Having connected guests allows
the park to better fuse the experience, natural heritage, and knowledge found within the park into
its interpretive programs.
The end result of this program and others like it within the park is to have guests feel
connected through the stories, experiences and time spent in the park. This in turn will allow for
returning guests and new ones to feel inspired about Killarney. The following quote should be
absorbed into how this program should be delivered.
“In the end we conserve only what we love. We will love only what we understand. We
will understand only what we are taught.” ~ Baba Dioum

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Program Overview Part A
How this handbook works:
This handbook has been developed and written to assist a staff member in running an
interpretive program on raptors of Killarney Provincial Park. It contains information, bird facts,
skills needed, concepts, course structure, as well as strategies to help in delivering the program to
guests. It is important to remember that this program is by no means set in stone and should be
added, to enhanced, or things removed if they do not work. Consider this handbook and the
program as a jumping point to further develop the birding program as a whole within the park.
Interpreter/Park Staff Background:
Potential individuals considered to run this program will require some set knowledge
before they begin as the interpreter. Some of the set knowledge can be found within the pages of
this handbook, but most should be researched by the interpreter to ensure they have a strong
grasp on the program material if need be. Keep in mind this particular program is aimed towards
educating young children.
Topic: Birds of Killarney Provincial Park
Theme: There are several different families of birds (i.e. waterfowl, raptors, songbirds etc.) each
with an important role to play in their ecosystems.
Interpretive Objectives
Learning Objective: At the end of this program, participants should be able to identify 3-4 new
families of bird and 3-4 new species within each family found within Killarney and are able to
give one reason of each
Emotional Objective: At the end of this program participants should have a greater eagerness to
identify species or see new birds and feel that birds are important to the integrity of the world’s
eco-systems.
Behavioral Objective: At the end of the program participants should understand that birds are
like us, that they have families. And like families we look out for all members (and members
home) within that family. This will inspire kids to begin thinking about how to take care of birds’
homes.

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Program Overview Part B (Adult Program)
ProgramSections:
Birds Of The Park – This first part of the program introduces guests to the various families of
birds that exist. Then the campers are exposed to common species of birds within those families
that live in the Killarney region.
Habitats/Behaviour – The second part goes more into depth about which family of birds prefers
a peculiar kind of habitat and why they do. Also how those bird families impact the habitat they
prefer to live in. Then the interpreter can go into detail about behaviour, how some birds like to
have more than one home to live in (i.e. migratory birds, parasitic nesters).
Summative Activity: Identification In the Field – The final part to this program has
participants going out with the interpreter to try and observe some species of each family of birds
out in the field. During the walk guests will have opportunity to put some of their new
knowledge to the test and spot species using binoculars or spotting scopes. Questions are
encouraged.
Evaluations: (A quick look at how evaluations will be done.)
Summative: This can be pre tested with visitors to see if they already know or can name 5-10
species of birds and then re-checking after the programs completion. If visitors already know a
few then they should know more by the end. This can be evaluated by speaking with the guests.
Goals-Based: There will also be a quick survey to determine if the objectives of the program
were met, as well as guests satisfaction with the program itself.

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Program Overview Part C (Child/Youth Program)
ProgramSections:In this section you will see that the adult and youth programs are very
much alike, and essentially they have to be. The key differences you will notice here are the
summative activities are not the same and the program delivery is altered. With the delivery of
the youth program, interpreters should use simple vocabulary; the interpreter gives more
guidance in their delivery to direct the kids to learning, emotional and behavioural objectives of
this program.
Birds Of The Park – This first part of the program introduces guests to the various families of
birds that exist. Then the campers are exposed to common species of birds within those families
that live in the Killarney region.
Habitats/Behaviour – The second part goes more into depth about which family of birds prefers
a peculiar kind of habitat and why they do. Also how those bird families impact the habitat they
prefer to live in. Then the interpreter can go into detail about behaviour, how some birds like to
have more than one home to live in (i.e. migratory birds, parasitic nesters). NOTE: For this
section of the program, interpreters should be using techniques in their delivery to keep the kids
engaged. There are several effective techniques at your disposal, and those can be found in
Appendix A of this handbook.
Summative Activity: Hide and Go Seek – The final part to this program is a game based on
‘hide-and-go-seek’. The interpreter does a final run through of the families of birds and which
habitats they like to live in. Then there is a question period, the interpreter will ask the youth
these questions: ‘Where do waterfowl (ducks) like to live?’ ‘Where do woodpeckers like to
live?’ Where do game-birds (turkeys) like to live?’ ‘Where do songbirds like to live?’ and
‘Where do perching birds like to live?’ Try to get the whole group answering these questions at
the same time. Depending on group size, divide the group into 5 equal teams and assign each
team a different bird family. The point of the game is for the participants to run and ‘hide’ in a
location where the bird they have assigned prefers to inhabit. In the bird identification it goes
over each specific habitat that all 5 different bird families choose as their homes. NOTE: Don’t
forget to set up boundaries or else you will be losing children in the park.
Evaluations: (A quick look at how evaluations will be done.)
Summative: This can be pre tested with visitors to see if they already know or can name 5-10
species of birds and then re-checking after the programs completion. If visitors already know a
few then they should know more by the end. This can be evaluated by speaking with the guests.

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Goals-Based: There will also be a quick survey to determine if the objectives of the program
were met, as well as guests satisfaction with the program itself.
Bird Identification (ID)
Here you’ll find the necessary information about common bird species found in Killarney
Provincial Park to deliver both programs successfully. If you are already familiar with many or
all of these species, we suggest looking into researching the less common birds of Killarney. The
more you know is always an advantage! NOTE: This handbook covers only a handful of bird
families, taking a broad perspective of each family. The idea was to use families of birds that
inhabit different ecosystems ex. Waterfowl inhabits shorelines & lakes, Woodpeckers create
their own habitats in woodlands etc. There are a plethora of bird families that each would use a
similar habitat and ecosystem. This program focuses on 5 different families that in turn use
diverse ecosystems that contrast from family to family.
Take into account your audience when you are doing this program, are there avid birders? Is
everybody a new birder? These questions are a good test and will help you with deciding the
species (common/uncommon/both) that you use as examples in presenting the program.
Waterfowl:Geese,Ducks,Swans
Mallard:
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 Size & Shape
Mallards are large ducks with hefty bodies, rounded heads, and wide, flat bills. Like many
“dabbling ducks” the body is long and the tail rides high out of the water, giving a blunt shape.
In flight their wings are broad and set back toward the rear.

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 Colour Pattern
Male Mallards have a dark, iridescent-green head and bright yellow bill. The gray body is
sandwiched between a brown breast and black rear. Females and juveniles are mottled brown
with orange-and-brown bills. Both sexes have a white-bordered, blue “speculum” patch in the
wing.
 Behaviour
Mallards are “dabbling ducks”—they feed in the water by tipping forward and grazing on
underwater plants. They almost never dive. They can be very tame ducks especially in city
ponds, and often group together with other Mallards and other species of dabbling ducks.
 Habitat
Mallards can live in almost any wetland habitat, natural or artificial. Look for them on lakes,
ponds, marshes, rivers, and coastal habitats, as well as city and suburban parks and residential
backyards.
Common Merganser:
 Size & Shape
These are large, long-bodied ducks with thin, pointed wings. Their bills are straight and narrow,
unlike the wide, flat bill of a “typical” duck. Females have shaggy crests on the backs of their
heads.
 Colour Pattern
Adult males are crisply patterned with gleaming white bodies and dark, iridescent-green heads.
The back is black and the bill red. Females and juveniles are gray-bodied with a white chest and

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rusty-cinnamon heads. In flight, both sexes show large white patches on the upper wings (larger
in adult males).
 Behaviour
Common Mergansers dive underwater to catch fish. After the chicks leave the nest in summer,
the female stays with them as they grow up while males gather in flocks. In winter, mergansers
form large flocks on inland reservoirs and rivers. They stay in these tight flocks to feed and court
during the cold months. In migration and winter, they mix with other fish-eating, diving ducks
such as Bufflehead, goldeneyes, and other species of mergansers.
 Habitat
These ducks live mainly on freshwater rivers and lakes. They are rare in the ocean, but they
sometimes use saltwater estuaries in winter. They nest in tree cavities in northern forests near
rivers and lakes.
Common Goldeneye:
The black-and-white Common Goldeneye is one of the last ducks to migrate south in fall. It
often will winter as far north as open water permits.
Adult Description
 Medium-sized diving duck.
 Chunky body.
 Large head.
 Male white with black back and head, and circular white spot on face.
Male Description
 Breeding (Alternate) Plumage: Head greenish-black. Bright oval white patch on side of
face at base of bill. The sides, breast, belly, and flanks are bright white. Back, wings, and
tail black. Short, triangular black bill. Eyes golden yellow.

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 Nonbreeding (Basic) Plumage: Like female, but with some black tinge at sides.
Female Description
 Head chocolate brown. Back, wings, and tail slate gray. Flanks, belly, and breast white.
Eyes pale yellow to white. Short, triangular bill black with yellow tip of variable length.
Immature Description
 Immature similar to female. First winter male similar to adult male, but has browner
head, gray sides and chest, and smaller and less distinct white oval on face.
Wood Duck:
 Size & Shape
Wood Ducks have a unique shape among ducks—a boxy, crested head, a thin neck, and a long,
broad tail. In flight, they hold their head up high, sometimes bobbing it. Overall, their silhouette
shows a skinny neck, long body, thick tail, and short wings.
 Colour Pattern
In good light, males have a glossy green head cut with white stripes, a chestnut breast and buffy
sides. In low or harsh light, they'll look dark overall with paler sides. Females are gray-brown
with white-speckled breast. In eclipse plumage (late summer), males lose their pale sides and
bold stripes, but retain their bright eye and bill. Juveniles are very similar to females
 Behaviour
Unlike most waterfowl, Wood Ducks perch and nest in trees and are comfortable flying through
woods. Their broad tail and short, broad wings help make them maneuverable. When swimming,
the head jerks back and forth much as a walking pigeon's does. You often see Wood Ducks in
small groups (fewer than 20), keeping apart from other waterfowl. Listen for the female’s call
when these wary birds flush.

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 Habitat
Look for Wood Ducks in wooded swamps, marshes, streams, beaver ponds, and small lakes.
They stick to wet areas with trees or extensive cattails. As a cavity nester, Wood Ducks take
readily to nest boxes.
Woodpeckers:
Pileated Woodpecker:
 Size & Shape
The Pileated Woodpecker is a very large woodpecker with a long neck and a triangular crest that
sweeps off the back of the head. The bill is long and chisel-like, about the length of the head. In
flight, the wings are broad and the bird can seem crow like.
 Colour Pattern
Pileated Woodpeckers are mostly black with white stripes on the face and neck and a flaming-
red crest. Males have a red stripe on the cheek. In flight, the bird reveals extensive white
underwings and small white crescents on the upper side, at the bases of the primaries.
 Behaviour
Pileated Woodpeckers drill distinctive rectangular-shaped holes in rotten wood to get at
carpenter ants and other insects. They are loud birds with whinnying calls. They also drum on
dead trees in a deep, slow, rolling pattern, and even the heavy chopping sound of foraging carries
well. Their flight undulates like other woodpeckers, which helps separate them from a crow’s
straight flight path.

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 Habitat
Pileated Woodpeckers are forest birds that require large, standing dead trees and downed wood.
Forests can be evergreen, deciduous, or mixed and are often old, particularly in the West. In the
East they live in young forests as well and may even be seen in partially wooded suburbs and
backyards.
Hairy Woodpecker:
 Size & Shape
A medium-sized woodpecker with a fairly square head, a long, straight, chisel-like bill, and stiff,
long tail feathers to lean against on tree trunks. The bill is nearly the same length as the head.
 Colour Pattern
Hairy Woodpeckers are contrastingly black and white. The black wings are checkered with
white; the head has two white stripes (and, in males, a flash of red toward the back of the head).
A large white patch runs down the center of the black back.
 Behaviour
Hairy Woodpeckers hitch up tree trunks and along main branches. They sometimes feed at the
bases of trees, along fallen logs, and even on the ground at times. They have the slowly
undulating flight pattern of most woodpeckers.
 Habitat
Hairy Woodpeckers are birds of mature forests across the continent. They’re also found in
woodlots, suburbs, parks, and cemeteries, as well as forest edges, open woodlands of oak and
pine, recently burned forests, and stands infested by bark beetles.

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Downy Woodpecker:
 Size & Shape
Downy Woodpeckers are small versions of the classic woodpecker body plan. They have a
straight, chisel-like bill, blocky head, wide shoulders, and straight-backed posture as they lean
away from tree limbs and onto their tail feathers. The bill tends to look smaller for the bird’s size
than in other woodpeckers.
 Colour Pattern
Downy Woodpeckers give a checkered black-and-white impression. The black upperparts are
checked with white on the wings, the head is boldly striped, and the back has a broad white stripe
down the center. Males have a small red patch on the back of the head. The outer tail feathers are
typically white with a few black spots.
 Behaviour
Downy Woodpeckers hitch around tree limbs and trunks or drop into tall weeds to feed on galls,
moving more acrobatically than larger woodpeckers. Their rising-and-falling flight style is
distinctive of many woodpeckers. In spring and summer, Downy Woodpeckers make lots of
noise, both with their shrill whinnying call and by drumming on trees.
 Habitat
You’ll find Downy Woodpeckers in open woodlands, particularly among deciduous trees, and
brushy or weedy edges. They’re also at home in orchards, city parks, backyards and vacant lots.

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Northern Flicker:
 Size & Shape
Flickers are fairly large woodpeckers with a slim, rounded head, slightly down-curved bill, and
long, flared tail that tapers to a point.
 Colour Pattern
Flickers appear brownish overall with a white rump patch that’s conspicuous in flight and often
visible when perched. The undersides of the wing and tail feathers are bright yellow, for eastern
birds, or red, in western birds. With a closer look you’ll see the brown plumage is richly
patterned with black spots, bars, and crescents.
 Behaviour
Northern Flickers spend lots of time on the ground, and when in trees they’re often perched
upright on horizontal branches instead of leaning against their tails on a trunk. They fly in an up-
and-down path using heavy flaps interspersed with glides, like many woodpeckers.
 Habitat
Look for flickers in open habitats near trees, including woodlands, edges, yards, and parks. In the
West you can find them in mountain forests all the way up to treeline.
Songbirds: Sparrows, Finches, Warblers, Vireos

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Song Sparrow:
 Size & Shape
Song Sparrows are medium-sized and fairly bulky sparrows. For a sparrow, the bill is short and
stout and the head fairly rounded. The tail is long and rounded, and the wings are broad.
 Colour Pattern
Song Sparrows are streaky and brown with thick streaks on a white chest and flanks. On a closer
look, the head is an attractive mix of warm red-brown and slate gray, though these shades, as
well as the amount of streaking, vary extensively across North America.
 Behaviour
Song Sparrows flit through dense, low vegetation or low branches, occasionally moving onto
open ground after food. Flights are short and fluttering, with a characteristic downward pumping
of the tail. Male Song Sparrows sing from exposed perches such as small trees.
 Habitat
Look for Song Sparrows in nearly any open habitat, including marsh edges, overgrown fields,
backyards, desert washes, and forest edges. Song Sparrows commonly visit bird feeders and
build nests in residential areas.

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White-Throated Sparrow:
 Size & Shape
The White-throated Sparrow is a large, full-bodied sparrow with a fairly prominent bill, rounded
head, long legs, and long, narrow tail.
 Colour Pattern
White-throated Sparrows are brown above and gray below with a striking head pattern. The
black-and-white-striped head is augmented by a bright white throat and yellow between the eye
and the BILL, which is gray. You’ll also see a less boldly marked form, known as “tan-striped,”
with a buff-on-brown face pattern instead of white-on-black.
 Behaviour
White-throated Sparrows stay near the ground, scratching through leaves in search of food, often
in flocks. You may see them low in bushes as well, particularly in spring when they eat fresh
buds. White-throated Sparrows sing their distinctive songs frequently, even in winter.
 Habitat
Look for White-throated Sparrows in woods, at forest edges, in the regrowth that follows logging
or forest fires, at pond and bog edges, and in copses near treeline. In winter you can find these
birds in thickets, overgrown fields, parks, and woodsy suburbs. They readily come to backyards
for birdseed.

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American Goldfinch:
 Size & Shape
A small finch with a short conical bill, and a small head, long wings and short, notched tail.
 Colour Pattern
Adult males in spring and early summer are bright yellow with black forehead, black wings with
white markings, and white patches both above and beneath the tail. Adult females are duller
yellow beneath, olive above. Winter birds are drab, un-streaked brown, with blackish wings and
two pale wing bars.
 Behaviour
These are active and acrobatic little finches that cling to weeds and seed socks, and sometimes
mill about in large numbers at feeders or on the ground beneath them. Goldfinches fly with a
bouncy, undulating pattern and often call in flight, drawing attention to themselves.
 Habitat
The goldfinch’s main natural habitats are weedy fields and floodplains, where plants such as
thistles and asters are common. They’re also found in cultivated areas, roadsides, orchards, and
backyards. American Goldfinches can be found at feeders any time of year, but most abundantly
during winter.

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Purple Finch:
 Size & Shape
Among the small forest birds like chickadees, kinglets, and nuthatches, Purple Finches are large
and chunky. Their powerful, conical beaks are larger than any sparrow’s. The tail seems short
and is clearly notched at the tip.
 Colour Pattern
Male Purple Finches are delicate pink-red on the head and breast, mixing with brown on the back
and cloudy white on the belly. Female Purple Finches have no red. They are coarsely streaked
below, with strong facial markings including a whitish eye stripe and a dark line down the side of
the throat.
 Behaviour
Purple Finches readily come to feeders for black oil sunflower seeds. You’ll also see them in
forests, where they can be noisy but hard to see as they forage high in trees. In winter they may
descend to eat seeds from plants and stalks in weedy fields. Their flight is undulating.
 Habitat
Purple Finches breed mainly in coniferous forests or mixed deciduous and coniferous woods.
During winter you can find them in a wider variety of habitats, including shrub lands, old fields,
forest edges, and backyards.

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Yellow Warbler:
 Size & Shape
Yellow Warblers are small, evenly proportioned songbirds with medium-length tails and rounded
heads. For a warbler, the straight, thin bill is relatively large.
 Colour Pattern
Yellow Warblers are uniformly yellow birds. Males are a bright, egg-yolk yellow with reddish
streaks on the underparts. Both sexes flash yellow patches in the tail. The face is unmarked,
accentuating the large black eye.
 Behaviour
Look for Yellow Warblers near the tops of tall shrubs and small trees. They forage restlessly,
with quick hops along small branches and twigs to glean caterpillars and other insects. Males
sing their sweet, whistled songs from high perches.
 Habitat
Yellow Warblers breed in shrubby thickets and woods, particularly along watercourses and in
wetlands. Common trees include willows, alders, and cottonwoods across North America and up
to about 9,000 feet in the West. In winter they mainly occur in mangrove forests of Central and
South America.

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Black-Throated Green Warbler:
An abundant breeder of the northeastern coniferous forests, the Black-throated Green Warbler is
easy to recognize by sight and sound. Its dark black bib and bright yellow face are unique
amongst Eastern birds, and its persistent song of "zoo-zee, zoo-zoo-zee" is easy to remember.
Adult Description
 Small songbird.
 Black in throat, extending as stripes down sides of chest.
 Yellow face.
 Crown and back olive green.
 Two white wing bars.
 Belly white.
Male Description
 Yellow face, with olive-green crown and ear patches. Green mantle. Two white bars on
each wing. Black chin, throat, and breast, with bold streaks on the flanks.
Female Description
 Similar to male, but chin and upper throat are white or pale yellow; black may be broken
across middle of breast.
 In first fall and winter, very similar to adult female, but with brighter yellow face and
yellow-tinged underparts.

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Black-And-White Warbler:
 Size & Shape
Black-and-white Warblers are medium-sized warblers (small songbirds). They have a fairly long,
slightly down curved bill. The head often appears somewhat flat and streamlined, with a short
neck. The wings are long and the tail is short.
 Colour Pattern
These birds are boldly striped in black and white. Their black wings are highlighted by two wide,
white wing bars. Adult males have more obvious black streaking, particularly on the underparts
and the cheek. Females (especially juveniles) are paler, with less streaking and usually a wash of
buff on the flanks. The under tail coverts have distinctive large black spots.
 Behaviour
Black-and-white Warblers act more like nuthatches than warblers, foraging for hidden insects in
the bark of trees by creeping up, down, and around branches and trunks. Despite their arboreal
foraging habits, they nest on the ground at the bases of trees.
 Habitat
Deciduous forest and mixed forest are the preferred summer habitats of Black-and-white
Warblers, usually with trees of mixed ages that provide a variety of foraging substrates. During
migration, look for them in any forest or woodlot. They winter in forests and forest edges from
Florida to Colombia.

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Chestnut-Sided Warbler:
A common bird of second growth and scrubby forests, the Chestnut-sided Warbler is distinctive
in appearance. No other warbler combines a greenish-yellow cap, a white breast, and reddish
streaks down the sides.
Adult Description
 Small songbird.
 Forehead yellow.
 Black mustache stripes on face.
 Underparts white.
 Chestnut streak along sides.
Male Description
 Breeding (Alternate) plumage: Crown bright yellow, with white edge at front. Nape pale
gray streaked with black. Back striped yellow and black. Tail blackish. Black stripe from
bill to behind eye. Black mustache stripe. Cheek white. Throat, chest, belly, and under
tail white. Sides with long narrow chestnut streak. Two broad yellowish wing bars. Flight
feathers outlined in pale yellow or white.
 Nonbreeding (Basic) plumage: Back, nape, and crown yellowish green. Some dark
streaking on rump. Sides of head and neck pale gray. White eye ring. Underparts dull
white. Long thin streak of chestnut along sides. Two broad yellowish wing bars. Flight
feathers outlined in pale yellow or white. Eyes dark. Legs dark.
Female Description
 Breeding (Alternate) plumage: Chestnut streak on sides less extensive than on male.
Wings with two broad yellowish wing bars. Crown greenish yellow. Dull black or slate
line through eye. Dull black or slate mustache stripe. Cheek whitish. Back green with
black streaks.

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 Nonbreeding (Basic) plumage: Back, nape, and crown yellowish green. Some dark
streaking on rump. Sides of head and neck pale gray. White eye ring. Underparts dull
white. Thin streak of chestnut along sides; may be absent. Two broad yellowish wing
bars. Flight feathers outlined in pale yellow or white. Eyes dark. Legs dark.
 Immature resembles fall adult, but streaks on back finer. Immature female without
chestnut on sides.
Red-Eyed Vireo:
 Size & Shape
Red-eyed Vireos are large, chunky vireos with a long, angular head, thick neck, and a strong,
long bill with a small but noticeable hook at the tip. The body is stocky and the tail fairly short.
 Colour Pattern
Red-eyed Vireos are olive-green above and clean white below with a strong head pattern: a gray
crown and white eyebrow stripe bordered above and below by blackish lines. The flanks and
under the tail have a green-yellow wash. Adults have red eyes that appear dark from a distance;
juveniles have dark eyes.
 Behaviour
They forage in deciduous canopies where they can be difficult to find among the green leaves.
They move slowly and methodically, carefully scanning leaves above and below for their
favored caterpillar prey. However, their habit of near-incessant singing in summer, even in the
heat of midafternoon, helps draw attention to them.

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 Habitat
Large expanses of deciduous forests, particularly deciduous trees with large leaves (such as
maples), typify Red-eyed Vireo habitat during the breeding season. On migration, look for them
in nearly any type of forest, woodland, or woodlot (particularly in deciduous stands). It is often
the commonest of vireo migrants.
Warbling Vireo:
 Size & Shape
Warbling Vireos are small, chunky songbirds with thick, straight, slightly hooked bills. They are
medium-sized for vireos, with a fairly round head and medium-length bill and tail.
 Colour Pattern
Warbling Vireos are gray-olive above and whitish below, washed on the sides and vent with
yellow. They have a dark line through the eye and a white line over the eye. The lores (the area
between the eye and bill) are white in most individuals. Typically, the brightest plumage on
Warbling Vireos is on vent or flanks. Worn midsummer birds can be nearly entirely gray above
and whitish below.
 Behaviour
Warbling Vireos forage sluggishly, intently peering at leaf surfaces from a single perch before
pouncing or moving on. They eat mostly caterpillars. They give their loud, rollicking, finch-like
song frequently on summer territories.

24
 Habitat
Deciduous forest is the favored habitat of Warbling Vireos throughout the year, though they also
use some mixed coniferous and deciduous habitats. Even on migration they typically occur in
areas with taller trees.
Game-birds: Turkey, Grouse, Partridge
Wild Turkey:
 Size & Shape
Wild Turkeys are very large, plump birds with long legs, wide, rounded tails, and a small head
on a long, slim neck.
 Colour Pattern
Turkeys are dark overall with a bronze-green iridescence to most of their plumage. Their wings
are dark, boldly barred with white. Their rump and tail feathers are broadly tipped with rusty or
white. The bare skin of the head and neck varies from red to blue to gray.
 Behaviour
Turkeys travel in flocks and search on the ground for nuts, berries, insects, and snails. They use
their strong feet to scratch leaf litter out of the way. In early spring, males gather in clearings to
perform courtship displays. They puff up their body feathers, flare their tails into a vertical fan,
and strut slowly while giving a characteristic gobbling call. At night, turkeys fly up into trees to
roost in groups.
 Habitat
Wild Turkeys live in mature forests, particularly nut trees such as oak, hickory, or beech,
interspersed with edges and fields. You may also see them along roads and in woodsy backyards.

25
After being hunted out of large parts of their range, turkeys were reintroduced and are numerous
once again.
Ruffed Grouse:
 Size & Shape
Ruffed Grouse are fairly small grouse with a short, triangular crest and a long, fan-shaped tail.
They have short legs and often look slimmer than other grouse species.
 Colour Pattern
Ruffed Grouse are intricately patterned with dark bars and spots on either a reddish-brown or
grayish background. Dark bars down the side of the neck continue and widen on the belly. The
tail is finely barred, with one wide, black band near the tip.
 Behaviour
Look for Ruffed Grouse foraging on the forest-interior floor for seeds and insects. Displaying
males make a deep, airy drumming sound by beating their wings while standing on a log. In
spring you’ll likely see lone birds; in summer look for females with broods of chicks. Winter
birds form flocks and often eat buds of deciduous trees.
 Habitat
Ruffed Grouse usually occupy mixed deciduous and coniferous forest interiors with scattered
clearings. They also live along forested streams and in areas growing back from burning or
logging.
Perching Birds: Flycatchers, Mimids, Nuthatches, Creepers, Wrens, Kinglets,
Chickadees, titmice

26
Eastern Phoebe:
 Size & Shape
The Eastern Phoebe is a plump songbird with a medium-length tail. It appears large-headed for a
bird of its size. The head often appears flat on top, but phoebes sometimes raise the feathers up
into a peak. Like most small flycatchers, they have short, thin bills used for catching insects.
 Colour Pattern
The Eastern Phoebe is brownish-gray above and off-white below, with a dusky wash to the sides
of the breast. The head is typically the darkest part of the upperparts. Birds in fresh fall plumage
show faint yellow on the belly and whitish edging on the folded wing feathers.
 Behaviour
The Eastern Phoebe generally perches low in trees or on fence lines. Phoebes are very active,
making short flights to capture insects and very often returning to the same perch. They make
sharp “peep” calls in addition to their familiar “phoebe” vocalizations. When perched, Eastern
Phoebes wag their tails down and up frequently.
 Habitat
These birds favor open woods such as yards, parks, woodlands, and woodland edges. Phoebes
usually breed around buildings or bridges on which they construct their nests under the
protection of an eave or ledge.

27
Gray Catbird:
 Size & Shape
A medium-sized, slender songbird with a long rounded, black tail and a narrow, straight bill.
Catbirds are fairly long legged and have broad, rounded wings.
 Colour Pattern
Catbirds give the impression of being entirely slate gray. With a closer look you’ll see a small
black cap, blackish tail, and a rich rufous-brown patch under the tail.
 Behaviour
Catbirds are secretive but energetic, hopping and fluttering from branch to branch through
tangles of vegetation. Singing males sit atop shrubs and small trees. Catbirds are reluctant to fly
across open areas, preferring quick, low flights over vegetation.
 Habitat
Look for Gray Catbirds in dense tangles of shrubs, small trees, and vines, along forest edges,
streamside thickets, old fields, and fencerows.

28
Red-BreastedNuthatch:
 Size & Shape
A small, compact bird with a sharp expression accentuated by its long, pointed bill. Red-breasted
Nuthatches have very short tails and almost no neck; the body is plump or barrel-chested, and the
short wings are very broad.
 Colour Pattern
Red-breasted Nuthatches are blue-gray birds with strongly patterned heads: a black cap and
stripe through the eye broken up by a white stripe over the eye. The underparts are rich rusty-
cinnamon, paler in females.
 Behaviour
Red-breasted Nuthatches move quickly over trunks and branches probing for food in crevices
and under flakes of bark. They creep up, down, and sideways without regard for which way is
up, and they don’t lean against their tail the way woodpeckers do. Flight is short and bouncy.
 Habitat
Red-breasted Nuthatches are mainly birds of coniferous woods and mountains. Look for them
among spruce, fir, pine, hemlock, larch, and western red cedar as well as around aspens and
poplars. In northeastern North America you can also find them in forests of oak, hickory, maple,
birch, and other deciduous trees.

29
Brown Creeper:
 Size & Shape
Brown Creepers are tiny yet lanky songbirds. They have long, spine-tipped tails, slim bodies, and
slender, de-curved bills.
 Colour Pattern
Streaked brown and buff above, with their white underparts usually hidden against a tree trunk,
Brown Creepers blend easily into bark. Their brownish heads show a broad, buffy stripe over the
eye (super cilium).
 Behaviour
Brown Creepers search for small insects and spiders by hitching upward in a spiral around tree
trunks and limbs. They move with short, jerky motions using their stiff tails for support. To
move to a new tree, they fly weakly to its base and resume climbing up. Brown Creepers sing a
high, warbling song; they also give a high, wavering call note that sounds similar to that of a
Golden-crowned Kinglet.
 Habitat
Brown Creepers breed primarily in mature evergreen or mixed evergreen-deciduous forests. You
can find them at many elevations, even as high as 11,000 feet at treeline in the West. In the
winter season, the species moves into a broader variety of forests and becomes much easier to
find in deciduous woodlands.

30
Winter Wren:
Small in stature and incomparably energetic in voice, the Winter Wren inhabits moist forests and
other habitats across much of eastern North America. They were formerly considered one species
that occupied northern forests across the globe. But in 2010, on the basis of vocalizations and
genetics, they were split into three species, including the Pacific Wren of western North America
and the Eurasian Wren in the Old World.
Adult Description
 Very small, dark bird.
 Short tail, usually cocked upward.
 Uniform dark brown plumage overall.
 Thin, pointed bill.
 Similar to adult, but darker.

31
Ruby-Crowned Kinglet:
 Size & Shape
Kinglets are tiny songbirds with relatively large heads, almost no neck, and thin tails. They have
very small, thin, straight bills.
 Colour Pattern
Ruby-crowned Kinglets are olive-green birds with a prominent white eye ring and white wing
bar. This wing bar contrasts with an adjacent blackish bar in the wing. The “ruby crown” of the
male is only occasionally visible.
 Behaviour
These are restless, acrobatic birds that move quickly through foliage, typically at lower and
middle levels. They flick their wings almost constantly as they go.
 Habitat
Ruby-crowned Kinglets breed in tall, dense conifer forests such as spruce, fir, and tamarack. In
winter and during migration, also look for them in shrubby habitats, deciduous forests, parks, and
suburbs.

32
Black-Capped Chickadee:
 Size & Shape
This tiny bird has a short neck and large head, giving it a distinctive, rather spherical body shape.
It also has a long, narrow tail and a short bill a bit thicker than a warbler’s but thinner than a
finch’s.
 Colour Pattern
The cap and bib are black, the cheeks white, the back soft gray, the wing feathers gray edged
with white, and the underparts soft buffy on the sides grading to white beneath. The cap extends
down just beyond the black eyes, making the small eyes tricky to see.
 Behaviour
Black-capped Chickadees seldom remain at feeders except to grab a seed to eat elsewhere. They
are acrobatic and associate in flocks—the sudden activity when a flock arrives is distinctive.
They often fly across roads and open areas one at a time with a bouncy flight.
 Habitat
Chickadees may be found in any habitat that has trees or woody shrubs, from forests and
woodlots to residential neighborhoods and parks, and sometimes weedy fields and cattail
marshes. They frequently nest in birch or alder trees.

33
Question Period
(Open up for questions regarding clarification on how to identify species. Use your resources to
your advantage, like the Cornell Bird App, field guides or even personal knowledge / research.)
At the end of the slideshow the presenter will most likely encounter some questions from
the participants. It is at this time that some difficult questions may arise. Be sure to have other
resources at hand, such as field guides or even the Cornell Merlin Bird app. These resources will
not only help you at providing the correct information, but may also spark an interest in the
participants to download the app for themselves.
What to do if you cannot answer a question?
*Don’t be afraid to say I don’t know.
There’s nothing worse than providing false information. Saying you not sure of something or
cannot answer a question is fine. Perhaps you could encourage the participant to actively seek
out the information on their own.
*Seek out the information.
If you encounter a question during the program you can’t answer there are a few things you
can do. You could start by researching the question for yourself. That way if the question ever
arises again you can provide the correct information. Don’t forget to ask co-workers or
managers. There may be somebody you work closely with that may have the answer.
*Further your knowledge.
Use libraries, scientific journals, and the internet to keep up to date on these species to ensure
that you are providing the most current up to date information possible. If you try to learn one
new thing per day regarding these raptors you will continue to grow as an interpreter, and will
find yourself in a position to better answer questions guests may have.

34
Bird Identification in the Field
The adult activity section in this program is to take the participants out in the field and
give them an opportunity to view the various families and species of birds within Killarney.
Using what they have learned from the previous presentation, participants should be able to
identify 2-3 different bird families and 2-3 species with those families.
Research
The interpreter should be in an area they have previously been to. This ensures their
familiarity of the area. During the initial walkthrough of the area the interpreter should be
looking for any areas of risk concern. This includes rocky edges where somebody could fall,
dangerously hanging tree branches, or any other hazard which could harm the participants (an
overall risk assessment).
Try to be in an area where there have been previous sightings of birds that will be of
interest to the group. This will allow potentially for a higher likelihood of a sighting. In nature
nothing can be guaranteed, and it will be important to inform the individuals that there is a
chance where they may not witness all the species you are going to look for.
Items Needed
*Spotting Scope with Tripod
*Binoculars
*Field Guide
*Cornell Merlin Bird App
Note – Participants should be encouraged to bring their own binoculars with them into the field.
In The Field
While in the field it is important to have at least one spotting scope for
individuals to look through. Typically spotting scopes with a tripod allow for a
greater range in sight as well as more stability. The rest is up to nature. During
the walk through the areas encourage participants with questions to ask them. If
there are not any sightings occurring in the field there are a few options the
interpreter can choose.
 When going through certain areas, point out the habitat the group is in and remind them
of which species can be found in that particular habitat.
 Quiz the group on which species could be found in a particular habitat.
 Point out and allow viewing time for other animals that are being seen in the area.

35
The importance of birds in an ecosystem
The success of the program comes from the foundations of the eco-system, and that is how the
program starts, with the eco-system. It is beneficial if you already have prior knowledge of what
an eco-system is and how it works. In this section here are some key facts to understanding eco-
systems. The basics to understanding an ecosystem, is to actually think of it as a machine. Like a
machine, in order to function properly it has to have all the parts, each part must work in
cooperation with the next part, and it has to be in perfect working order. If there is a part missing
or if something isn’t functioning properly then your machine breaks or falls apart. Same thing
with ecosystems, each organism has an important role to play that makes a healthy ecosystem. If
a species dies out then we are now missing a vital component of our ecosystem. This ends up
turning the ecosystem into a degenerative state or in the worst case a full out collapse of an entire
ecosystem. In the slideshow there are 3 questions where the interpreter is required to have an
answer and a good apprehension. A good way to deliver the first slide is to ask the audience
these questions first beforehand.
1) What is an eco-system?
For this answer you can use the comparison mentioned in the above paragraph (underlined). An
ecosystem includes all of the living things (plants, animals and organisms) in a given area,
interacting with each other, and also with their non-living environments (weather, earth, sun,
soil, climate, and atmosphere). In an ecosystem, each organism has its' own niche, or role to
play. This very complex, wonderful interaction of living things and their environment has been
the foundations of energy flow and recycle of carbon and nitrogen. Anytime a ‘factor’ (living
thing(s) or external factor such as rise in temperature) is introduced to an ecosystem, it can be
disastrous to that ecosystem. This is because the new organism (or factor) can distort the natural
balance of the interaction and potentially harm or destroy the ecosystem. Usually, biotic
members of an ecosystem, together with their abiotic factors depend on each other. This means
the absence of one member, or one abiotic factor can affect all parties of the ecosystem.

36
2) How big is an eco-system?
Ecosystems come in indefinite sizes. It can exist in a small area such as underneath a rock, a
decaying tree-trunk, or a pond in your village, or it can exist in large forms such as an entire rain
forest. Technically, the Earth can be called a huge ecosystem. To make things simple, let us
classify ecosystems into three main scales.
 Micro:
A small scale ecosystem
such as a pond, puddle, tree
trunk, under a rock etc.
 Messo:
A medium scale ecosystem
such as a forest or a large
lake.
 Biome:
A very large ecosystem or
collection of ecosystems
with similar biotic and
abiotic factors such as an
entire Rain forest with
millions of animals and
trees, with many different
water bodies running through them.
Ecosystem boundaries are not marked by rigid lines. They are often separated by geographical
barriers such as deserts, mountains, oceans, lakes and rivers. As these borders are never rigid,
ecosystems tend to blend into each other. This is why a lake can have many small ecosystems
with their own unique characteristics. Scientists call this blending “ecotone”. Ecosystems can be
put into 2 groups. If the ecosystem exists in a water body, like an ocean, freshwater or puddle, it
is called an aquatic ecosystem. Those that exist outside of water bodies are called terrestrial
ecosystems.
NOTE: For program purposes we focus of the Messo (medium scale) and micro scale eco-
systems. In the Early Bird slideshow it demonstrates the importance that birds have in an
ecosystem and further goes through the role each family of birds play in their diverse habitats.

37
Trophic Levels
The sun is the source of all the energy in food chains. Green plants, usually the first level of any
food chain, absorb some of the Sun’s light energy to make their own food by photosynthesis.
Green plants (autotrophs) are therefore known as ‘producers’ in a food chain.
The second level of the food chains is called the Primary Consumer. These consume the green
plants. Animals in this group are usually herbivores. Examples include insects, sheep, caterpillars
and even cows.
The third in the chain are Secondary Consumers. These usually eat up the primary consumers
and other animal matter. They are commonly called carnivores and examples include lions,
snakes and cats.
The fourth level is called Tertiary Consumers. These are animals that eat secondary consumers.
Quaternary consumers eat tertiary consumers.
At the top of the levels are Predators. They are animals that have little or no natural enemies.
They are the ‘bosses’ of their ecosystems. Predators feed on preys. A prey is an animal that
predators hunt to kill and feed on. Predators include owls, snakes, wild cats, crocodiles and
sharks. Humans can also be called predators.
When any organism dies, detrivores (like vultures, worms and crabs) eat them up. The rest are
broken down by decomposers (mostly bacteria and fungi), and the exchange of energy continues.
Decomposers start the cycle again.

38
Appendix A
Tips for a successful bird ID
To start a bird identification begins with your location in relation to what part of the
country/continent/globe you are, in this instance you are in Killarney. Determining your location
eliminates many species, and then it allows you to focus on the list of possibilities. In Killarney
you will be focusing on northern and eastern species that are permanent residents and summer
migratory species. For the purposes of this program you will be concentrating on permanent
residents. Next step is the date the bird was spotted; once again this is used to exclude further
species allowing you to narrow down this list of possibilities. The third step is the size. The size
of the bird can indicate which family the bird belongs to and helps narrow down the list further.
The fourth step is colour; noticing the colour and any distinguishing features i.e. wing bars, eye
lines, eye rings, and beak will lead you to correctly identify the exact species. And the fifth step
is noticing the habitat the bird is seen in. Are you in a swamp? Was the bird spotted in trees? Or
on a fence or wire? Using these 5 steps will direct you to successfully identifying the species of
bird to within 1-2 species. Don’t forget that many different species have look alike species! So
the 5 steps to identifying a bird are…
1) Location
2) Date
3) Size
4) Colour/Plumage
5) Habitat
NOTE: If you don’t have one already, buy or borrow a field guide for your own personal use
along with the delivery of this program!
Cornell Merlin Bird ID App - As listed in
the description when downloading the app: What’s
that bird? Merlin Bird ID helps you solve the
mystery. First, Merlin asks you a few simple
questions. Then, almost like magic, it reveals the
list of birds that best match your description. Pick
your bird, then delve into more photos, sounds, and
ID tips about your bird!
This app can be incredibly useful not only in the field but as a teaching tool. For use in this
program I have chosen to use the calls portion of the app. By simply typing in the name of the
bird you want you`ll be given a variety of different calls you can play to allow for the audience
to hear what each exact bird sounds like.

39
Appendix B
Successful techniques to deliver the program to children.
 Try to keep the groups small. Children in large groups can become easily distracted.
 Name tags, especially for younger children, are helpful. Make name tags in the shape of
eagles to potentially spark in interest.
 Try splitting up the sections of the program into portions that allow for rotation. This
allows for smaller groups and a more interactive experience. (requires more staff)
 Try using themes for each rotation. It is easy to do here for example one rotation is water
fowl, one is woodpeckers, and one is songbirds and so forth.
 You can begin rotations with statements like “Did you know…” to capture interest.
 Try limiting rotation times to 15-20 minutes. Excluding the final activity of hide-and-go-
seek.
 Potentially use more videos than slides.
 Use the hide-and-seek activity as a type of detective investigation, testing the detective
skills of all the children in the group.
 Ask open ended questions to children to help with discussion and involvement.
 Look for possible ways to include actual birds living in the park. This can be very simple
by just stumbling upon a grouse on a trail for example. Other ways can include ‘pshing’
for birds which works really well for perching and songbirds. In other words try to show
the kids the birds they are investigating!
There are many other methods to alter this program to allow for
children to become more connected to birds and ecosystems. These are the
most easily incorporated ways, but there are many more. As the program
continues to grow look for more inventive ways to help reach, and engage
children participating in the program.

40
Appendix C
(Survey for Assessing the Effectiveness of Face-to-Face Interpretive Programs)
Example Survey
Please circle YES or NO for each statement.
A.) The presentations and guided activities I attended today made me want to
attend/participate in another presentation or guided activity.
YES NO
B.) The presentations and guided activities I attended today made me want to stay longer.
YES NO
C.) The presentations and guided activities I attended today made me want to return for
another visit to Killarney Provincial Park in the future.
YES NO
D.) Would you be inclined to tell another person about the Raptor Interpretive Program?
YES NO
E.) The presentations and guided activity made me want to learn more about Raptors.
YES NO
F.) The presentations and guided activity made me want to protect habitats raptor species
call home.
YES NO
G.) The presentations impacted my appreciation of the roles raptors play in the ecosystem.
YES NO
Thanks for your time!
If you would like to tell us anything else about the interpretive program or have
suggestions, please write it in the space below.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

41
References
Information regarding interpretive program planning was aided by;
Ham, H.S, Weiler B. (2005). Interpretation evaluation tool kit: Methods and tools for assessing
the effectiveness of face to face interpretive programs. CRC for sustainable tourism PTY LTD.
Cape Girardeau Conservation Nature Center. (n.d). Interpretive programs guide for teachers and
youth leaders. Retrieved from: http://mdc.mo.gov/sites/default/files/resources/
Information regarding size & shape, colour, etc. of bird species was taken
directly from:
The Cornell Lab of Ornithology website. Found at www.allaboutbirds.org
All pictures of bird species andhabitat ranges are copyright of their
respective owners and were takendirectly from:
The Cornell Lab of Ornithology website. Found at www.allaboutbirds.org
Information and pictures regarding eco-systems was takendirectly from:
http://eschooltoday.com/ecosystems/what-is-an-ecosystem.html

Killarney Provincial Park Early Bird

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