Lesson Plan : Owl in the Family

Teacher Name:
 Mrs. Riker
Grade:
 Grade 4
Subject:
 Interdisciplinary

Topic:
 A WebQuest based on the novel, Owls in the Family, by Farley Mowat. Language Arts, Science, and Technology (EDITED) (12)
Content:
 Students will explore the world of owls by reading the novel Owls in the Family, and research web sites devoted to owls. Students will be asked to identify different types of owl species, as well as, describe their unique features. Through research and discovery, students will be able to make distinctions between facts and myths about owls. Key Vocabulary: endangered, predator, habitat, locomotion, nocturnal, species, Raptors Talon.
Goals:
 Students will be able to identify different types of owl species. Students will be able to research and compile information using the Internet. Students will be able to make distinctions between truth and myths about owls. Students will be able to compare and contrast different environments. Students will be able to organize information using a graphic organizer and put it in proper essay/short story format. Students will be able to describe unique features of an owl. State and National Standards for ELA: Standard: ELA 1 Key Idea: Reading Performance Indicators: * Gather and interpret information from children’s reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps and diagrams. * Select and use strategies they have been taught for note taking, organizing, and categorizing information. Standard: ELA 2 Key Idea: Reading Performance Indicator: * Read a variety of literature of different genres, picture books, poems, articles, and stories from children’s magazines; fables, myths and legends, songs, plays, and media productions, and works of fiction and nonfiction intended for young readers. Standard: ELA 2 Key Idea: Writing Performance Indicator: * Express opinions in such forms as oral and written reviews, letters to the editor, essays, or persuasive speeches about events, books, issues, and experiences supporting their opinion with some evidence. State and National Standards for Science: Standard: MST 4 Key Idea: 5 Performance Indicator: * Describe basic life functions of common living specimens. Standard: MST 5 Key Idea: 2 Performance Indicator: * Use appropriate graphic and electronic tools and techniques to process information. Standard: MST 5 Key Idea: 6 Performance Indicator: * Describe how plants and animals, including humans, depend upon each other and the nonliving environment. NETS Standards: Standard: 1 Performance Indicator: * Students demonstrate a sound understanding of nature and operation of technology systems. * Students are proficient in the use of technology. Standard: 2 Performance Indicators: * Students practice responsible use of technology systems, information, and software. * Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. Standard: 5 Performance Indicators: * Students use technology to locate, evaluate, and collect information from a variety of sources. * Students use technology tools to process data and report results.
Objectives:
 * Given the novel Owls In The Family, students will use a graphic organizer to demonstrate comprehension and understanding with 90% accuracy. * Given a computer with Internet capabilities, students will develop research skills and be able to search websites to find four important facts about owls. Given a computer with a word processing program students will write a short story about an owl of their choice with no more than two grammatical errors. Given a Venn diagram, students will compare and contrast information about owls, stating at least four facts. Given a computer with word processing program, students will use a graphic organizer to compile, organize and outline at least five facts about owls with 90% accuracy. Given websites devoted to owls, students will be able to distinguish and list five facts and myths about owls. Given websites on Saskatoon, Saskatchewan, students will be able to compare three weather conditions from Saskatchewan to their hometown.
Materials:
 The novel, Owls In The Family by Farley Mowat Access to computers with Internet capabilities Access to computer with capabilities to use a word processing program, The use of the following websites: http://www.kids-learn.org/owlprowl4, http://www.stemnet.nf.ca/CITE/owls_support.htm5, http://www.usask.ca/maps/canada.html6, http://www.geocities.com/RainForest/Vines/20167, http://www.tpwd.state.tx.us/kidspage/kidquiz/wbirds/hornowl.htm, http://oz.uc.edu/~verriljr/10, http://www.owlpages.com, http://sd67.bc.ca/schools/carmi/students/div7/Owls%20in% 20Family/Owls%20in, Graphic Organizer pattern13. Research Notes worksheets for Snowy Owl, Great Horned Owl, and Boreal Owl, Venn Diagram for Owl research, Owls: A wildlife Handbook by Kim Long, Dictionary – CD Rom, Pencil/Pen, Notepaper, Owl Photos
Introduction:
 The teacher will have pictures of owls posted on the bulletinboard. The teacher will read the book Owl Moon, by Jane Yolen and tell the students that there are many other books that discuss owls. The teacher will introduce the novel Owls in the Family, and ask the students if they think that young owls can actually be taken into a family and survive? Then ask them “What would you do if you found an injured owl?” “Is there anything that we can do to help these beautiful birds survive and thrive?” Students will then brainstorm, using a KWL chart to see what knowledge they already have about owls. Then ask them “what would you like to learn about owls?” The teacher will tell the students that they can either work with a partner or by themselves which ever they prefer, but each student must turn in a finished product.
Development:
 After the students have read the novel Owls in the Family, I will use the computer that is attached to a TV screen so that we can review the basic steps to accessing the Web Quest. The teacher will tell the students to log on to their computer and connect to the Internet. Students will type in http://www.owlfacts.com and hit the enter key. They will look at the vast amount of information that is available to them regarding owls on this website and navigate the site. Guide questions will be given to the students for easier navigation. o What does an owl look like? o What is an owl’s habitat like? o What kind of diet does an owl have? o What are some characteristics of owls? o Are there different types of owls? o Can you find the facts and myths about owls? Once the students have had sufficient time to navigate this website, they will go to our class homepage where there are links for the Web Quest. The links give to them will be their guidelines for the assignments they will complete. The links will be listed as Assignment one through Assignment five. The students will link on the computer with TV screen. Assignment One: Develop your research skills. Using your research worksheets, search the websites provided and find out as much information about owls as you can. List the information on the worksheet. Make note of the owl that you think is one you would like to know more about. Assignment Two: Now that you have read Owls in the Family, and researched information on owls, use the word processing program on your computer and create a graphic organizer to compile, organize, and outline information about owls. Assignment Three: Take the information you entered on your graphic organizer and write a short story about your favorite owl. Be as creative as possible. Use the word processing program so that you can evaluate, edit, and revise your text. Assignment Four: Make a list of the knowledge you now have on the facts and myths of owls. Assignment Five: Given the weather website, investigate Saskatoon, Saskatchewan and compare their weather to the weather in your hometown. The teacher will tell the students to submit their work on the same link at the completion of each assignment. Students will receive immediate and daily feedback in order to help them with the completion of their assignments.
Practice:
 Students will be given ample time to practice researching using the Internet. I will have the following questions listed on the board? * What makes the owl part of the bird species? * What is a Raptor? * Is an owl active during the day or at night? * Can the owl hear sounds? * What is a talon?
Accommodations:
  For the child with visual or reading difficulty, the novel will be recorded on a cassette tape. A screen that has touch capabilities will be available for the student who has difficulty with mobility and use of keyboard. Students that are easily distracted can use the computers that have the divided workstations.
Checking For Understanding:
 The students will be evaluated on each of the assignments. At the end of the unit they will turn in their portfolio with completed work in it.
Closure:
 The teacher will read the students the book, Owl Moon, by Jane Yolen. The students will be asked if their understanding of owls has made this book seem more real than when it was first read to them prior to our lesson. Focus the students’ attention back to the KWL chart that we created at the beginning of the lesson. Ask them, “can you tell me what you have learned about owls?” Then we will look at their original brainstorming activity and evaluate how much more knowledge they now have about owls.
Evaluation:
 Evaluation will be the students final products. Each of the assignments will have a rubric and students will receive points according to rubric specifications.
Teacher Reflections:
 Would I use this website again? Was it effective? Was it on their level and could they relate to it? Did the students understand that there are various ways to research, other than the use of reference books, etc.? Did they enjoy this lesson?

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