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Intro to Education Lesson Plan: OWLS

Summary
This lesson will teach students about owls. They will view several pictures of different parts of owls to
"guess" what their reading is about. They will then read a book in pairs about owls. As a class, they
will be asked reading comprehension questions about what they read and about owls. They will
discuss the different characteristics of owls and their unique purposes and ask/answer any other
questions about owls. They will color a picture of an owl using a color by numbers to tie in math to
lead into their next subject of study.

Main Core Tie


English Language Arts Grade 1
Reading: Literature Standard 1

Additional Core Ties


English Language Arts Grade 1
Reading: Literature Standard 2
English Language Arts Grade 1
Reading: Informational Text Standard 1
English Language Arts Grade 1
Reading: Informational Text Standard 2
English Language Arts Grade 1
Reading: Foundational Skills Standard 1
English Language Arts Grade 1
Reading: Foundational Skills Standard 2
English Language Arts Grade 1
Speaking and Listening Standard 1
English Language Arts Grade 1
Speaking and Listening Standard 2
Mathematics Grade 1
Strand: OPERATIONS AND ALGEBRAIC THINKING (1.OA)
Science - 1st Grade
Standard 4

Time Frame
1 class periods of 45 minutes each

Group Size
Small Groups

Life Skills
Thinking & Reasoning, Communication, Systems Thinking

Materials
Book: Owls by Gail Gibbons
Coloring by numbers page
Pictures of owls eyes, face/neck, body, wings, and feet
Background for Teachers
Teachers need to have a basic understanding of owls. They need to know their basic habitat, different
types of the species, and unique physical characteristics about them. They need to understand and
be able to explain why certain characteristics are useful for owls.

Student Prior Knowledge


Students should have basic reading skills, appropriate for first and second grade. They should be
able to read the text and ask and answer questions about what they just read. They should also be
able to do basic addition for the tie-in activity at the end (coloring by numbers page that helps
students tie in their learning about owls with their math skills).

Intended Learning Outcomes


Students should be able to describe several unique characteristics about owls and their importance.
They should be able to describe their habitat and food. They should be able to read the book and
answer questions about owls from the reading. They should be able to tell other students their
favorite type of owls from the reading.

Instructional Procedures
1. Have the class look at the various pictures of features of owls. At the end have them guess which
animal they are going to be learning about.
2. Have students get into peanut butter jelly pairs and take turns reading.
3. After students have finished reading, ask them questions about what they learned about. Such as:
Why is so special about the neck of an owl? (It can turn almost all the way around). Why is this an
important characteristic of owls? (Because their eyes can't rotate in their sockets they need to be able
to turn their head far to see all around them). What is special about the way their feathers lay? (They
lay different than other birds which is what allows them to fly silently). Why are owls faces heart
shaped? (It helps funnel the sound into their ears and it helps them have better peripheral vision).
4. After discussing the things they learned from the book, ask the students to turn to their partners
again and tell them 3 things they learned from the book and the discussion. This is important because
it helps the students recall what they read and it helps them to remember it by going over it multiple
times and talking it out loud.
5. Ask a few of the students to share their favorite thing they learned about owls.
6. Pass out the coloring by numbers picture. Explain that they are supposed to color the owl based on
the arithmetic problem answers by coloring the same answers the same color. This will help them
practice their math while also using the creative side of their brain and drawing in what they learned
about the owls.
7. After they are done coloring the picture, ask them to circle 2 or 3 parts of the owl they just colored
that they talked about or read about.

Strategies for Diverse Learners


Pairing students who are struggling with their reading and comprehension with a student that is
excelling in that category can help both students. It helps the slower student because they are able to
practice with a peer who can help them when they are struggling and it can help the other student
with their confidence and their patience when they have to go slower on something they already
know. Going over the book and reviewing what students learned is another way to help the students
that have a harder time with reading comprehension. For students who still struggle with this, you
might pull them into a group of 3 or 4 and help them read together. You can help them by reading the
story with them and having them read all the words they know and helping them read words they
don't and defining them as they read. You can also stop and ask them questions as they are reading
to help them understand while they are reading rather than just trying to go back at the end when they
haven't fully understood it all the way through.

Extensions
For different homework options you can send the students home with a flyer that tells the parents
what the students have learned about owls. Ask students to go outside and look for different kinds of
birds. They should try and identify different things that the other bird and owls both have in common
and are different in. You can also send the students home with an easy to read story about owls and
ask them to circle different characteristics about owls that they notice in the story.

Assessment Plan
This lesson would be a part of a several different lessons about owls. Though these lessons are
centered around owls, they will be focusing on the language arts and English aspects of their studies.
By the end of all the lessons they should be able to read a book about different animals and
understand from the readings the different characteristic of that animal. To assess, have the students
read a short story about an animal. Ask them simple questions at the end of the story about that
animal and have them write down or circle their answers. This will help you know how well your
students have been understanding their readings and can help you identify which areas of the
readings they are struggling with.

Bibliography
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Authors
Kirsten Buttars

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