1. Identifying features (field markings) of red tailed hawks at various ages (Science),
2. The relationship between wing size/shape and prey base (Math, Science), and
3. The manner in which hawks have been portrayed in mythology and in human conflict (Social Studies, Reading, Language arts).

• Peterson's Field Guide to Hawks, Clark & Wheeler, 1979
• Photographic Guide to North American Raptors, Clark & Wheeler, 1996
• How to Spot Eagles and Hawks, Sutton & Sutton, 1996
• North American Indian Stories: Earthmaker's Tales, Mayo, 1990
• American Indian Myths and Legends, Erdos & Ortiz, 1984
• The Paper Airplane Book, Simon, 1971
• Easy-to-Make Spaceships that Really Fly, Blocksma & Blocksma, 1983
• Materials for paper airplanes/spaceships
• Videotape of sports events
• Videotape of war movies and/or military training films (contact local VA)
• Posters
• Markers
• Book-binding materials

• KWL strategy
• graphing
• computing percentages, fractions, decimals
• metaphor, simile

Display photos of a red tailed hawk. Through discussion, list physical features observed (field markings), differentiating between sex and age. Complete the initial steps of the K-W-L strategy: Have groups of students divide a poster into thirds, then indicate what is known about the bird (K), form questions about what needs to be learned (W), and provide an empty space to add what was learned at the end of the lesson (L). Display posters in the room.

Combine and restate groups' questions, creating a master list of questions (encourage topics listed in Day 3), duplicate, and distribute. Students are to work with a peer to rank the questions in order of importance. Tabulate and graph results on graph paper. Convert to percentages, decimals, and fractions. Post in room

Provide time for free reading of texts on raptors, emphasizing the red tailed hawk and american kestrel. Conduct a follow up discussion of differences in the following:

1. Wing shape,
2. Prey base,
3. Foot structure,
4. Beak/sere, and
5. Habitat.

Review flight related hypotheses from Day 3. Fold/construct paper airplanes and/or spaceships, throw, observe, and compare/contrast features of the planes' performance to features of the red tailed hawk's and american kestrel's flight. Write objective statements confirming, denying, or revising hypotheses. Continue independent reading and discussion about remaining hypotheses. Record conclusions.

View and discuss brief excerpts of:

• Sports events involving "raptor" teams (Atlanta Falcons, Seattle Seahawks, Philadelphia Eagles),
• Military films or war movies including "raptor" squadron/division nicknames (example: "The Fighting Falcons" Air Force Reserve, Fort Wayne, IN), and
• Native American folktales citing the role of raptors in spiritual matters.

Review discussion/films viewed on Day 5. Brainstorm a list of adjectives describing the "raptor persona" as portrayed in movie and sports excerpts (Day 5). Using adjectives, restate hypotheses (Day 3) in metaphor or simile. Example:

Hypothesis: The long, narrow, pointed wings of the falcon allow it to fly with greater speed than the short, wide, rounded wings of the hawk.

Metaphor: Like shimmering carving knives slicing the air, the falcon's wings outdistance the hawk's lumbering cargo plane embrace of the cloudless azure sky.

As a class, draft an introduction to the project, write descriptive summaries of the red tailed hawk and the american kestrel. Illustrate hypotheses, select a title, bind, and place in a local VA hospital. Review the K-W-L poster from day 1, complete the last section.

Knowledge of field markings may be assessed by observation during discussion and examining the list of observable characteristics (Day 1); by examining the illustrations (Day 6); by noting the degree to which questions were answered on the K-W-L poster (Days 1 & 6)

Knowledge of the physical differences may be assessed during discussion of free reading and formulation of hypotheses (Day 3); performance and discussion during airplane experiment and conclusions drawn in discussion of hypotheses not focusing on flight (Day 4); noting the degree to which questions were answered on the K-W-L poster (Days 1 & 6).

Awareness of historical portrayal of raptors in the military and sports arena may be assessed by discussion of films (Day 5); reviewing the list of terms describing raptor persona and creativity demonstrated in the metaphor/simile statements, and correctness of text in the classroom book (Day 6).