I. Objectives: At the end of the lesson, students will be able to

1. Identify the range of the american kestrel and describe its natural habitat (science).
2. Discuss the relationship that exists between current environmental issues and the survival of the american kestrel (social studies).
3. Write an editorial about conservation (language arts).

• National Audubon Society. (1992). Hawks up Close. Carrboro, NC: National Science Network.
• Henderson, C. (1992). Woodworking for Wildlife. St. Paul, MN: Minnesota Department of Natural Resources.
• Sutton, C., & Sutton, P. (1996). How to Spot Eagles and Hawks. Shelburne, VT: Chapters Publishing, Ltd.
• Chubb, K. (1995). The avian ark. Minneapolis, MN: Hungry Mind Press.
• Holroyd, G., Shukster, I., Keith, D., & Hunt, L. (1995). Prairie raptors. Alberta, Canada: Minister of Environment, Canadian Wildlife Service.
• Clark, W., & Wheeler, B. (1987). Peterson's Field Guide to Hawks. Boston, MA: Houghton Mifflin.
• Wheeler, B., & Clark, W. (1995). A photographic guide to North American raptors. San Diego, CA: Academic Press/Harcourt Brace & Company.
• Newspapers and/or popular magazines (editorial pages)
• Writing supplies
• Word processing software
• World map and/or globe

Fact versus opinion, use of reference texts, process writing, word processing software, cooperative learning roles

1. Begin the lesson by displaying photographs of different raptors, focusing on the american kestrel.
2. Create a discussion web focusing on what students know about the american kestrel from prior experiences or from the photos.
3. Ask students to work in small groups to brainstorm questions they have about the bird and its importance to a healthy environment.
4. As a whole class, compile a list of approximately ten of the most important questions to be answered (range, identification, habitat, prey base, behavior, and environmental impact should be addressed in the list of questions). Provide each student with a copy of the discussion web and the list of questions.

1. Review the discussion web and list of questions from Day 1.
2. Introduce and watch the video about raptors
3. Model the process of answering one of the questions and completing the form (see figure 1).
4. Students are then to choose another question for which they will assist in locating the answer and completing the form. Assign or let students choose partners (four in each group) and distribute the remainder of the questions evenly among groups. Review the roles that different members assume in cooperative learning: leader, note-taker, time-keeper, runner, materials manager, or other roles appropriate for the students' abilities. Call attention to the location of reference books, map/globes, and other materials that might be used to find answers to questions.

As implied in the form, students are to first predict what the answers might be, collect information from available resources, then draw conclusions about the collected facts.

1. Continue answering questions, checking to see that all members are contributing and that reference materials are being used properly.
2. As a class, listen to each group present answers to their chosen questions. As they are presented, write answers on the master list created on Day 2 and then display the information in the classroom.
3. Through discussion, use environmental editorials from the local newspaper or popular magazines to identify persuasive techniques. Begin by reading an editorial to the students, verbally responding as the author intended. Distinguish facts from opinions presented by the author, recording each, then discuss the strength of the argument in light of known facts.
4. Together, read three additional editorials and create a discussion web of concerns raised in previous reading, discussion, and viewing. Topics might include encroachment, habitat destruction, use of pesticides/herbicides, fluctuations in prey base, automobile strikes, shootings, trappings, ingestion of lead shot, electrocution, building strikes, theft or sale of skin/feathers, and limited support for the Department of Natural Resources (DNR).

1. Through discussion, review the web created on Day 3.
2. Working in pairs, small groups, or alone, students are to draft an editorial focusing on an area of conservation. Encourage continued use of reference materials and of published editorials during the drafting phase.

1. Continue the editorial writing, following the steps of process writing: prewriting (completed on Day 3), drafting (started on Day 4), revising/editing, and publishing or sharing. During the revising/editing stage, students are to exchange papers with others in order to gain and offer peer feedback.
2. Print two final copies of each editorial and assemble two identical class books, one to be placed in the class and the other in the school library.

The cooperative learning forms and list of questions and answers should reflect that this information was collected from reference materials. Participation in discussions will also provide evidence of this knowledge

The discussion web will reveal how well students were able to identify issues, and their cooperative learning forms will provide evidence that students understand the basic needs of the american kestrel. The editorials students write will demonstrate how well they were able to link environmental concerns with the bird's needs.

The editorial is to be evaluated on the validity and quality of arguments presented; organization, grammar, spelling, punctuation, and appropriate use of software may also be evaluated.

• Mail editorials to local newspapers and/or popular magazines for publication consideration.
• Invite a DNR representative to visit the class for a debate or discussion regarding conservation.
• Create a collage about raptors, habitats, prey, and threats to their survival; display in the school library or entrance.
• Write a class newspaper designed to educate a chosen group about the role of raptors and issues that concern their welfare.
• Write or call local and state politicians and request a statement on their views and actions regarding conservation.
• Read The Egyptian Cinderella, Climo, 1989
• Visit web sites on the internet to learn more. There are many links on this site to sources for additional information.