- Books about owls
- Articles about owls (gathered from books, magazines, or the Internet)
- Owl Graphic Organizer (PDF)
- Owl Template (PDF)
- Owl Theme Paper (PDF)
- Self-Assessment (PDF)
Set Up and Prepare
- Print out copies of graphic organizer and owl theme paper
- Copy various reading levels of articles and information about owls
- Divide students into groups of 2 or 3.
- Each group researches a different characteristic/trait of owls.
- Students share out information with the class.
- Students record the information in the appropriate section on the graphic organizer as students share out the information.
- Students write an information paper about owls.
Supporting All Learners
Working with partners helps build vocabulary for students not familiar with labels of animal body parts. Support all students by providing reading material for students with limited reading skills and students with advanced reading skills. Have students make vocabulary cards with a word on one side of the index card, and an illustration and definition on the other side.
- Students can create an owl themed poem: acrostic, diamante, haiku, etc.
- An art project related to owls can be completed. Students use yellow and orange tissue paper as a background. A piece of black construction paper is used for the Owl Template (PDF) and to create a branch.
- Lead a discussion of proverbs. Create a bulletin board of wise sayings. Have students interpret proverbs and write their meaning on the owl template.
- Integrate measurements of ingredients by making owl cookies. Have students combine ingredients of a sugar cookie recipe and decorate cookies. (Cookie cutters can be purchased online. I purchased mine at www.krittersinthemailbox.com.)
Students research an animal of their choice. They create a diorama of the animal and its environment. Students share the adaptations that allow the animal to survive in its environment.
- Students will complete their section of the research.
- Each student will be responsible for sharing information with the class.
- Were students on task during the research activity?
- Were the groups divided up appropriately?
- Were there enough resources provided for students to research owls?
- Was the material too difficult/easy for students to read?
- Did students present appropriate information related to their category?
- Students complete a Self-Assessment (PDF) or their role in collecting and presenting their research to the class.