Lesson Plan : Owl Literacy & Technology Plan
Teacher Name: | Mrs. Riker |
Grade: | Grade 4 |
Subject: | Literature Activities |
Topic: | A literacy activity that incorporates a WebQuest based on the novel "Owls in the Family" by Farley Mowat. Language Arts, Science, and Technology |
Content: | Students will be encouraged to explore the world of owls by reading the novel "Owls in the Family". Students will explore the web for information on owls. Students will be able to identify different types of owls as well as their habitats. Students will be able to explain the contributions owls give to our environment. Lastly, Students will be able to put their knowledge about owls into the form of a newsletter using a word processing program. Key Vocabulary: predator, habitat, raptors, endangered, investigate, and locomotion. |
Goals: | *To identify unique characteristics of owls and their habitats. *To identify the difference between the environment of the Saskatchewan praire compared to ours. *To be able to research information using the internet on owls. *To create a newletter about owls using a word processing program. *To use technology to locate, evaluate and collect information about owls. 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 bullentin 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: observe the conventions of grammar, and usuage, spelling and puctuation. Standard: ELA 3 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 opinions with some evidence. Standard: MST 4 Key Idea: 3 Performance Indicator: describe how the structures of plants and animals compliment the environment. Standard: MST 4 Key Idea: 5 Performance Indicator: describe basic life functions of comon living specimens. Standard: MST 4 Key Idea: 6 Performance Indicator: describe how plants and animals, including humans, depend upon each other and the nonliving environment. Standard: MST 5 Key Idea: 2 Performance Indicators: Use appropriate graphic and electronic tools and techniques to process information. NCTE/IRA Standards Standard 8: Students use a variety of technological and information resources such s libraries, databases, computer networks, or videos to gather and synthesize information and to create and communicate knowledge. Standard 12: Students use spoken, written, and visual langauge to accomplish their own purposes (eg., for learning, enjoyment, persuasion, and the exchange of information). NETS Standards Standard #1: Performance Indicator: Students demonstrate a sound understanding of the nature and operation of technology systems. Students are proficient in the use of technology. Standard #2: Performance Indicator: Students practice responsible use of technology systems, information and software. Students develope positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. Standard #5: Performance Indicator: Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to proces data and report results. |
Objectives: | Given the book "Owls in the Family" students will be able to describe the Saskatchewan praire with 90% accuracy. Given a computer with internet capabilities, a list of websites devoted to owls, a graphic organizer, paper and pencil, students will compare the differences between owls, and complete the graphic organizer with 95% accuracy. Given a computer with internet capabilities, students will be able to research, organize, and compile information in order to have a better understanding of owls with little or no assistance. Given a computer with word processing capabilities, students will create a newsletter that describes the important and unique characteristics of an owl with no more than one grammatical error. |
Materials: | 1. The book "Owls in the Family" by Farley Mowat (1981). 2. Access to computers with internet capabilities. 3. Access to computers with word processing program. 4. Owls: A wildlife Handbook by Kim Long 5. http://www.geocities.com/RainForest/Vines/2016.7 6. http://www.kids-learn.org/owlprowl4. 7. http://oz.uc.edu/~verriljr/10 8. http://www.raptor.cvm.umn.edu/newwebdev/raptor/rfacts/html 9. http://www.owlpages.com 10. http://www.stemnet.nf.ca/CITE/owls_support.htm5. 11. http://www.usask.ca/maps/canada.html6. 12. http://www.kidplant.org/factsheets/owl.html |
Introduction: | The teacher will post several pictures of different variety of owls on the board. The teacher will ask the class "Can anyone identify what kind of bird this is?" The teacher will place the students into small groups of four and ask them to brainstorm, and come up with at least ten characteristics of owls. Once every group has finished with their list, the teacher will put a KWL chart on the board and every student will be given the opportunity to list an owl characteristic on the chart. |
Development: | As a class we will read the novel "Owls in the Family". Once we have finished the book, students will find a partner to work with. The teacher will review the WebQuest process with the students to make sure everyone knows what they are supposed to do by using an overhead projector that is attached to a laptop. The teacher will type in one of the websites from the list such as http://www.kidplant.org/factsheets/owl.html and access the website. The teacher will tell the students that they will tell the students that they will now have an opportunity to discover the wonderful world of owls just like in the book "Owls in the Family". The teacher will tell the students to locate, evaluate, and collect information that: Identifies unique characteristics about owls. Talks about the different types of habitats owls live in. Describes the weather and environment of Saskatchewan Praire. The teacher will go to several of the websites to show the students what she expects from them. |
Practice: | The students will work with their partner and research the web following the graphic organizer. A. students will find out the weather conditions and environment of Saskatchewan Praire. They will compare and contrast this environment with the one they live in. B. Students will research several of the websites to find out important characteristics of owls. What do they look like? Do they really turn their heads all the way around? What enemies do they have? Are they considered an endangered spieces? C. Students will discover an owls natural habitat. What do owls eat? Where do they sleep? Where do they live? D. Students will research with help from the teacher the contributions owls give to our environment. E. Students with the help of the teacher will organize the material they have found so that they can begin working on their newsletter. The teacher will remind the students about the importance of using proper grammer, spelling, and punctuation. The teacher will encourage the student to be as creative as possible and to expand on this project as much as they feel fit. |
Accommodations: | For the student that has difficulty with reading, I will provide a peer tutor or a classmate that can help and encourage this student. For the student who has coordination ability and difficulty using a keyboard, I will provide a touch screen program where they can create their typewritten words by touching the letter on the computer screen. For the student who has difficulty hearing, I will record instructions on a cassette recorder. |
Checking For Understanding: | The teacher will review each groups graphic organizer prior to their starting of the newsletter to see if they have an understanding of owls and owl facts. As the students are creating their newsletter, the teacher will walk around the classroom stopping by each group of students to see if they have a clear understanding of their assignment. The teacher will provide immediate feedback of encouragement or praise as needed. |
Closure: | To wrap up this literacy unit on owls, I will have the students exchange their newsletters with another group for peer editing. I will provide each group with an outline that lists the titles Ideas for Revision and Great Find on it. This will give the peer editor a simple and effective means to comment and provide feedback to the groups newletter they are editing. |
Evaluation: | Students will be evaluated on their graphic organizer and on their final newsletter. Since this is a performance based task and assessment and important aspect of the grading will entail how well the student has applied what he or she learned to real life issues. |
Teacher Reflections: | This was an excellent way to allow students the opportunity to practice a WebQuest. By using technology, a whole new world up to the students. They are no longer just using research books, pen and paper type products but a tool that creates a vast amount of authentic documents. The websites I provided gave the students more than enough information to complete their project. I like the use of WebQuests and will definitely use them in my classroom. I did realize by doing this lesson plan, that time is going to be an important issue to incorporate in the planning process. |
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