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RaptorsBy Allison Hoseth and Jennifer Dehlinger |
Rationale
It is important for students to learn about raptors because of their significance in the circle of life.
Pre-activity: Teachers on the wing
Objectives
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Students will be able to identify three characteristics of raptors. |
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Students will be able to describe the habitat and diet of the raptors brought in by Cindy Solinsky of Teachers on the Wing. |
Materials
Pencil, paper, and good listening ears.
Procedure
Anticipatory set
While Cindy is preparing the teacher will ask the students what they think a raptor is. Answers will be written on the board. (10 minutes)
Cindy will present three birds of prey to the class. The raptor presentation consists of a hawk, falcon, owl, or possibly a golden eagle. (45 minutes) Students will take notes throughout presentation on the birds that are presented to them.
Closure
Students will have the opportunity to ask Cindy questions regarding the birds brought in. After Cindy leaves the class will discuss what they have learned. Specifically the students will recall characteristics of raptors, their habitat, and their diet. (10-15 minutes)
Considerations
Students who are afraid of the birds may have the option to sit in the back of the room.
Assessment/evaluation
The teacher will observe that the students are behaving appropriately and asking relevant questions. The notes will be collected from each student to be reviewed by the teacher.
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Students will be able to identify all raptors located throughout the museum based on characteristics they learned from the Teachers on the Wing presentation. |
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After the student has chosen their favorite raptor they will draw a picture and create a short story about the bird. |
Materials
Paper, pencil, and observant eyes.
Procedure
Anticipatory set
While assembled outside the museum entrance students will be reminded of the rules and responsibilities that they are to follow. Students will be divided into five groups of five students each and one chaperone. While in these groups students will give their group a name based on the raptors they’ve learned about. (5 minutes)
Students will gather in the auditorium to hear a short presentation on the museum and all it has to offer. (15 minutes)
In designated groups students will walk through the museum writing down the name and habitat of all the raptors they find. They will also choose their favorite raptor and draw its picture. Once the drawing is complete they can begin to write a short, creative story about the raptor they chose. Some possible suggestions for the students creative story might include: How it got to the museum; How and where it got its name; Where it has traveled; or other ideas students might have. (60 minutes)
Closure
While assembled outside the museum students will discuss what they saw, ask any questions they may have, and have each student state their favorite animal or exhibit from themuseum. (15 minutes)
Considerations
Students who may be uncomfortable or frightened by the animals in the museum can stay near their assigned chaperone. Adaptations and modifications of the assignment will be made, if necessary, for students with special needs.
Assessment
The teacher and chaperones will observe the students for appropriate behavior while on the field trip. The lists of raptors and habitats will be collected by the teacher for use in the post activity. The drawings and short stories will be collected for assessment.
Extension
For students who finish assigned tasks, a scavenger hunt will be available through museum staff.
Objectives
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Students will develop a class list of all the Raptors they found in the museum. (This will be compared to notes taken by teacher) |
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Students will research a Raptor of choice for class bulletin board. |
Materials
Student’s individual lists of raptors found at museum, construction paper, markers, paper (8 � x 11 for biographies), pencil, library resources, National Geographic video on raptors.
Procedure
Anticipatory set
When students return from recess a video on raptors made by National Geographic will be playing. At this time students will use construction paper and markers to make thank you cards for the museum staff and chaperones. (10 minutes)
Students will be given back their list of Raptors from the museum. From those lists the students will compile a master list to be written on the board by the teacher of Raptors sighted at the museum. (10 minutes)
From this list each student will choose one raptor in which to do further research. (5 minutes)
Students will have the opportunity to use the resources available in the library to research their bird of prey. The students will put together a short biography of their bird on paper provided.*Required components: Picture (drawn or photocopied, habitat, characteristics, and name of raptor. *Optional components: Scientific name, whether or not its endangered, or other neat fact. (25 minutes)
Closure
Biographies will be assembled on a bulletin board labeled raptors. As each student puts their biography on the bulletin board they will tell the class which raptor theyresearched. (5 minutes)
Considerations
Adaptations and modifications will be made, if necessary, for students with special needs.
Assessment
Thank You notes will be collected and sent to museum staff and chaperones. The master list of the raptors will be compared to teachers to see if all raptors were found. Biographies will be displayed and reviewed for required components.
Extension
Students who finish early can form discussion groups to talk about raptors.