Who’s Hooting?

Who’s Hooting? lesson plan

Nocturnal animals are fascinating! Find out Who’s Hooting in a nearby field or forest. Creatures of the night call out from a torn-paper collage.

  • 1.

    Students research the nocturnal animals in their area. A common North American nocturnal animal is the owl. Each student chooses one kind of owl or other nocturnal animal that interests them and researches it. Adapt these owl directions to make an image of the nocturnal creature.

  • 2.

    Owls and other nocturnal animals have very large eyes to make use of the minimal light. They are natural predators. List an owl’s physical characteristics that help it to hunt (talons, strong wings, heavy beaks).

  • 3.

    Outline a large owl on construction paper with Crayola® Construction Paper Crayons.

  • 4.

    Create your owl’s feathers by tearing feather-shaped pieces of realistic colors of construction paper. With Crayola Glue Sticks, attach the feathers to your owl in layers.

  • 5.

    Tear paper, or use Crayola Scissors to cut, a beak and a branch for your owl to sit on. Glue these on your collage.

  • 6.

    Use crayons to add details to your nocturnal animal. Display it to show Who’s Hooting in your neighborhood.

Standards

  • LA: Read with sufficient accuracy and fluency to support comprehension.
  • LA: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • LA: Determine the meaning of words and phrases in a text relevant to a grade level topic or subject area.
  • LA: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate keynfacts or information in a text efficiently.
  • LA: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
  • LA: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
  • LA: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
  • SCI: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
  • VA: Use visual structures of art to communicate ideas.
  • VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

Adaptations

  • Possible classroom resources include: Moonlight Animals (Lightbeam Books) by Elizabeth Golding; Where Are the Night Animals? (Let's-Read-and-Find-Out Science 1) by Mary Ann Fraser; Hedgehogs (Pebble Plus: Nocturnal Animals) by Mary R. Dunn; Owls (Pebble Plus: Nocturnal Animals) by Mary Rose Dunn
  • Encourage individual students to investigate different species of owls and create artwork to illustrate how they look. Accompanying the artwork should be written facts pertaining to that specific species, such as the type of habitat needed for the species to thrive, the average length of the organism, the average weight, eating habits, and whatever significant information the student deems interesting. Post artwork and facts in the classroom for easy viewing.
  • Organize a field trip to a local museum or zoo in order for students to view live or preserved nocturnal animals. Prior to the trip, students brainstorm what they will be looking to learn while on the trip. Afterwards, students meet in small groups to discuss what they observed and learned.
  • Encourage students to investigate other nocturnal animals. Closely observe their fur and feathers, claws, beaks, teeth, and other features. Create torn-paper collages of each, simulating the textures and colors observed.
  • Organize an owl pellet dissection for students to observe or dissect in small groups.