Ashley Obermeier

First Grade Teacher

Original Contribution: A Cross-Curricular Unit

Original Contribution Summary

This contribution is a compilation of lesson plans for a cross-curricular,
integrated unit on birds of prey in the area where my school is located. The purpose
of this contribution is to demonstrate to other teachers that it is possible to create a
unit integrating multiple content areas, while meeting the needs of all learners and
making sure the material is meaningful and authentic for them. The ACE courses
influenced this contribution because they taught me to pay close attention to goals
and objectives for lessons, how to unpack and truly understand the standards being
taught, how to engage all students in learning by using learner-centered techniques,
and to create quality assessments so students have the best chance of success.
This contribution is intended to be shared with teachers all over by way of internet
so that they can use these lessons or create their own based on the ideas presented
in my lesson plans. I want teachers to know how possible it is to create lessons that

integrate many content areas while using technology and research-based strategies
to promote student engagement and success.

Learner-Centered Lesson Plans

Birds of Prey of Northern Illinois Unit Plan
Subjects to be Integrated:
Grade: 1
Science and Social Studies
Science Standards:
Illinois State Goal 12.B.1a: Describe and compare characteristics of living
things in relationship to their environments.
Illinois State Goal 12.A.1a: Identify and describe the component parts of
living things and their major functions.
Illinois State Goal 12.B.1b: Describe how living things depend on one another
for survival.
Social Studies Standard:
Illinois State Goal 17.B.1b: Describe physical components of ecosystems.
Illinois State Goal 17.A.1a Identify physical characteristics of places, both
local and global (e.g., locations, roads, regions, bodies of water).
Social Emotional Learning Standards:
Illinois State Goal 2C.1a. Identify ways to work and play well with others.
Illinois State Goal 2D.1b. Identify approaches to resolving conflicts
constructively.
Objectives:
1. Students will be able to demonstrate all of the needs of birds of prey
found in their habitat (northern Illinois) by making a model including all
of those needs.
2. Students will be able to describe at least three ways that birds of prey
and non-birds of prey are alike and different by constructing a Venn
diagram, chart, or other graphic organizer using pictures and words.

3. Students will be able to identify three ways of protecting our natural

resources to help animals.
4. Students will be able to identify what an owl eats and put the remains
back together.
Integrating Centerpiece:
Big Idea: Birds of prey (and all animals) are a vital part of our ecosystem
and the town we live in. They rely on other animals and our environment for
their food and homes, so we need to take care of our environment in order to
protect birds of prey (and other animals) from becoming endangered.
Humans and animals need to work together and cohabitate to help keep the
ecosystem to run smoothly.
Connection to Students Lives:
Students will learn about the opportunities they have to contribute and be a
good citizen in their home, Island Lake, Illinois. They will recognize the
different landforms and bodies of water in our community develop the
knowledge to take care of the environment, and compare and contrast how
birds in our community are alike and different from one another. They will
also learn social skills by working in groups and learning that everyone needs
to put in effort to take care of our community and the earth.
Description of Curriculum-Integrated Unit:
Students will be learning both science and social studies standards
throughout the unit using various learning methods. The unit will be
comprised of four lessons, each with a different teaching method in place.
Students will create dioramas, use technology to create a venn diagram or
other graphic organizer, create a poster, and dissect owl pellets to contribute
to their deep understanding of the standards.
Assessment Methods/Tasks:
Students will be assessed throughout the unit based on their completion of
projects and assignments. There will be a rubric used to assess their diorama
to make sure all necessary parts are present. There will also be a rubric used
to assess their venn diagram to make sure all components are included. To
assess the poster, there will be a rubric to assess the final product, but there
will also be a rubric to assess the presentation of the poster and how well the

students worked in their group. To assess the activity of the owl pellets, there
will be an Owl Pellet Investigations booklet to be filled out throughout the
dissection process. The students will also be assessed on their ability to
determine what animal(s) were in the pellet after putting together the
remains (bones). At the end of the unit, an animal report on one of the birds
of prey we learned about would be a great, non-traditional assessment to
determine the level of knowledge gained. Their report could include several
pages, which would cover physical features, habitat/where they live, what
they eat, adaptations, life cycle/all about offspring, and dangers or threats to
the bird. To show their knowledge of distinctive physical features a student
could create or print a picture of their bird and label the parts on that picture.
To demonstrate where the bird lives a student could use a map and color and
mark where their bird lives, but also include the landforms and bodies of
water near their home necessary for them to survive.
Learning Environment:
Learning will mostly take place in the classroom. Our class will collaborate
with our neighboring bilingual class for each lesson. My general education
students will work together with the bilingual students to learn from and
teach one another. A fifth grade student with autism will also come into the
classroom to learn with and teach the first grade students. He is extremely
knowledgeable about birds of prey, so he has become our resident expert
and co-learner with the first grade students.
Materials:
Activity 1: Diorama

Non-fiction books about the chosen bird of prey

Internet to look for pictures of the birds of prey and their

habitats to replicate in the diorama

PebbleGo to learn more about the bird of prey chosen

Various art supplies

Activity 2: Venn Diagram/Graphic Organizer

Non-fiction books about birds of prey and other types of birds

Paper/Pencil to construct a list of characteristics for each

group of birds

Kidspiration to create the graphic organizer

Activity 3: Persuasion Poster

Non-fiction books about natural resources and different birds

of prey

Internet to gather pictures and information to include on their

poster

Various art supplies

Activity 4: Owl Pellet Dissection

Owl pellets
Gloves
Goggles
Dissection tools
Magnifying glasses
Owl Pellet Investigations booklet
Trays to reconstruct the animal remains from the pellet
Pictures of animal skeletons to help the students put the
bones back together
Ruler

Step-By-Step Procedure:
Activity #1: Students will create a diorama for their choice of bird of
prey including their needs necessary for survival found in the
habitat.
1. Choose a bird of prey (owl, falcon, hawk, etc)
2. Create their habitat (include landforms, bodies of water, other physical
features such as trees)
3. Include their needs (food, water, shelter)
4. Create and correctly place labels in the diorama to show the needs in the
habitat.
Activity #2: Students will use Kidspiration on the computers to
create a graphic organizer to compare and contrast characteristics
of birds of prey vs. non-birds of prey including physical
characteristics, habits/adaptations, homes, life cycle, and what they
eat.

1. Complete a list of characteristics of birds of prey and non-birds of prey.

2. Use Kidspiration to organize the information into a graphic organizer to
compare and contrast the two groups of birds. Students can use words,
pictures, or both to demonstrate the characteristics of the groups of birds.
3. Display the graphic organizers in the classroom for students to use as
resources.
Activity #3: Students will make a poster to persuade people to take
care of our environment and natural resources to help keep animals
from becoming endangered or extinct.
1. Students will learn about what natural resources are and how to preserve
them.
2. Students will learn the impact the loss of natural resources can have on
the wildlife, specifically birds of prey.
3. In a small group, students will use the knowledge they have to inform
people about how deteriorating natural resources can impact birds of prey in
our area. Students will include words, phrases, and pictures to demonstrate
their knowledge.
4. Each small group will present their poster to other groups of students in
the class to verbalize their understanding of the material.
5. Students will then hang their posters around the school for the student
body to learn about our project.
Activity #4: Owl Pellet Dissection: Students will dissect an owl
pellet, identify what an owl eats, and put the remains back together.
1. Students will begin the Owl Pellet Investigations booklet before beginning
dissection. They will do an observational drawing of what the pellet looks like
and measure it with a ruler.
2. Students will carefully dissect their pellet with a popsicle stick or other tool
on a paper towel or plate and separate the fur/hair from the bones.
3. Students will complete an observational drawing of three bones they
discovered.
4. Students will get rid of the hair and fur. They will use resources of animal
skeletons to begin putting the animal remains back together.
5. Students will glue the bones on a tray once back together to show what
animal they found in their owl pellet.

Collaborative Group Work Lesson Plans

Birds of Prey of Northern Illinois
Grade Level
Discipline/Subje
cts to be
Integrated (at
least two)
Standards

First Grade

Science and Social Studies

Illinois State Goal 12.B.1a: Describe and compare

characteristics of living things in relationship to their
environments.
Illinois State Goal 12.A.1a: Identify and describe the
component parts of living things and their major
functions.
Illinois State Goal 12.B.1b: Describe how living things
depend on one another for survival.
Illinois State Goal 17.B.1b: Describe physical
components of ecosystems.
Illinois State Goal 17.A.1a Identify physical
characteristics of places, both local and global (e.g.,
locations, roads, regions, bodies of water).

Social
Illinois State Goal 2C.1a. Identify ways to work and play
Skills/Character well with others.
Asset Standards
Illinois State Goal 2D.1b. Identify approaches to
resolving conflicts constructively.
Objectives

1. Students will be able to explain how to help keep

birds of prey safe/keep them from becoming
endangered.
2. Students will be able to design a model of an owl
house so it can be used to construct a real-life owl

house.
3. Students will be able to read a map of our
community and analyze where an ideal place
would be to hang our owl house.
Summary of
Collaborative
Group Unit

This collaborative lesson is a piece of an extended

project approach study about birds of prey in northern
Illinois which is being conducted with my first grade
general education class and our neighboring first and
second grade combined bilingual class. There is myself,
one other teacher, and an aide who facilitate
throughout the project.
The goal of this collaborative unit is to not only involve
the teachers and students, but community members
and parents as well. In the first lesson, we will bring in a
community expert from Barnswallow, a bird
rehabilitation center. The students will see a variety of
birds of prey and ask the expert questions. In the
second lesson, the students will construct a model of an
owl house. Then in the third lesson, the students will
use a map of the area around our school (we back up to
conservation land) and analyze where a good spot to
hang a real owl house might be. Then in the fourth
lesson we will construct a real owl house with the
assistance of a parent or parents from our classes who
know about building/construction and have them help
us hang it as well. In the fifth lesson, the students will
persuade our student body to take care of the
environment by informing them that birds of prey (and
other animals) are losing their homes or are being
harmed.
Throughout the lessons students will have control over
the questions they ask to our Barnswallow expert,
getting answers to any inquiries they might have. They
will also get to explore and decide which materials are
best to use to make the owl house. Students will get
experience using tools while helping to construct the
real owl house. They will also have control over

determining where to hang the owl house outside. At

the end of the unit, students will decide how they will
convince our school to be more conscious about taking
care of the environment.
Assessment

Students will be assessed informally throughout the unit

by observations and conversations. The teachers and I
will record students discussions and comments to
determine growth of knowledge. A big part of the
assessment will also be in the fifth lesson when the
students have to inform and persuade our student body
about what is happening to the birds of prey around us
and what they can do to help. There will be a set of
guidelines or rubric about what needs to be included in
the lesson 5 final product. Students will need to include
facts about how many of a specific species is left in our
area, why they become endangered, why they are
unprotected, and also include several ways that people
can help save them and their homes. There will also be
ratings for group members to fill out to get information
about how the group worked together and make sure all
students were participating and sharing the workload.

Learning
Environment

Most of the learning will take place in our classroom, but

we will also go outside on our schools property to
explore the land to determine where to put our owl
house. Students will interact with each other, teachers,
parents, and other community members to complete
the unit. Students will have to ask questions to
community members to gather information and
collaborate with each other to complete their tasks.

Student
Materials

Lesson 1:
List of prepared questions for Barnswallow expert
Recording sheet for answers
Clipboards
Lesson 2:
Paper/pencil to sketch out model owl house
Various art/craft materials (popsicle sticks, pipe

cleaners, glue, scissors, markers/crayons)

Lesson 3:
Pre-printed map of land around our school
Clipboards
Lesson 4:
Wood
Saw
Nails
Hammer
Glue
Hooks
Goggles
Glasses
Lesson 5: (Depends how the students decide to
persuade. Could write a letter, prepare a skit, make a
poster, poem, song, etc)
Paper/Pencil
Poster board
Markers/Crayons
Time Frame
Step-by-Step
Procedure

1-2 weeks
Lesson 1:
1. Prepare some questions about birds of prey for
our expert (focus on how we can help them
survive, where they live, and what their needs
are).
2. Sit and listen to Barnswallow presentation. Ask
questions, look at and observe the birds of prey
brought in to the classroom.
3. Reflect on the presentation and discuss
interesting facts, how we can help birds of prey,
and anything else we learned.
Lesson 2: (Done in small groups of 4-5 students)
1. Look back on what we learned about where owls
live from our Barnswallow expert.
2. Make a list of things to keep in mind when
designing a model owl house. (Size, protection,
stability, weathering from outdoors, sturdiness)
3. Draw a model of what the owl house will look like.

Include labels to show the parts and materials of

the house.
4. Use various art materials provided to make a
model owl house.
5. Present the owl house to the rest of the students
and explain why it was constructed the way it
was.
6. Have a whole group discussion to determine what
parts of the owl houses will work in real-life and
what parts might need improvement.
Lesson 3:
1. Whole group will walk around outside of the
school to find an appropriate place to hang an owl
house.
2. Students will bring a clipboard and a map of the
area to locate all of the owls needs (water,
shelter, food) and mark an appropriate location to
hang the house on the map.
3. Students will reconvene in the classroom and
discuss where they would hang the house and
why.
4. Determine as a class where the owl house will be
hung.
Lesson 4:
1. Parents that have experience building or in
construction will assist in making the owl house.
2. Students will show the parents their models and
plans for the owl house; what materials will be
used, the size of the house, the size of the hole
for the door, and where the hook should go.
3. Students will assist the parents in the actual
construction of the owl house by gluing,
hammering, measuring, and so on to get real-life
experience using tools and creating a home.
4. When the house is complete, students will go
outside to hang the owl house in the location they
determined to be most appropriate. (An adult will
hang it).
Lesson 5: (Done in small groups of 4-5 students)
1. Each small group will decide how they will
persuade others (skit, poster, letter, song, poem
or another idea they come up with) to help keep
birds of prey safe and protected.

2. Group will be required to brainstorm what facts

and information they will include in their
presentation. (Why is the number of birds of prey
decreasing? Why are they endangered? How
many are left? How can we help?)
3. The groups will create their presentation or other
form of persuasion, assigning each student a job
so they are accountable for the work.
4. When the project is complete, the group will
present the final product to the rest of the
students. If its a letter or poster, the final product
will also be hung in the hallway to inform the rest
of the school.
Presentation
Method

Lesson 1: Whole group demonstration

Lesson 2: Small group project
Lesson 3: Whole group guided exploration outdoors
Lesson 4: Whole group project based/construction
Lesson 5: Small group project based learning

Problem-Based Learning Lesson Plans

Birds of Prey of Northern Illinois
Grade Level
Discipline/Subje
cts to be
Integrated
Standards

First Grade

Science and Social Studies

Illinois State Goal 12.B.1a: Describe and compare
characteristics of living things in relationship to their
environments.
Illinois State Goal 12.B.1b: Describe how living things
depend on one another for survival.

Illinois State Goal 17.B.1b: Describe physical

components of ecosystems.
Social
Illinois State Goal 2C.1a. Identify ways to work and play
Skills/Character well with others.
Asset Standards
Illinois State Goal 2D.1b. Identify approaches to
resolving conflicts constructively.
Objectives

Summary of
Problem-Based
Learning
Experience

4. Students will be able to interpret and explain why

birds of prey often become endangered.
5. Students will be able to explain how to help keep
birds of prey safe/keep them from becoming
endangered.
This problem-based lesson is a portion of an extended
project approach study about birds of prey in northern
Illinois which is being conducted with my first grade
general education class and a first/second grade
combined bilingual class. The teachers that are a part of
this project are me, the bilingual teacher, and her aide.
The problem being presented to the students is Why
are birds of prey diminishing or becoming endangered,
and what can we do to help? This problem ties in well
with the big idea of our birds of prey study and with the
standards incorporated in our science and social studies
curriculum.
This particular problem is suitable for this group of
students because it applies to their present lives, and
all of the research and learning they will complete to
solve this problem can be used in their everyday lives.
The students will be learning how to be good citizens by
making sure to take care of the environment and also
how their actions have an effect on the animals around
them.

Assessment
Learning

See rubrics below.

A great deal of the learning will take place in our

Environment

Student
Materials

classroom, however we will also go outside on our

schools property and surrounding areas to investigate
the land and look for things among the environment
that might effect a birds life and home (such as trash
laying around, dirty water, fertilized land, etc.).
While completing this problem-based learning
experience students will interact with each other,
specifically their small group members. Additionally,
students will get assistance from teachers, if/when
needed. As the students explore the community, they
will also interact with community members to further
their investigations.
Lesson 1:
Computer/Internet
Paper/pencil
Lesson 2:
Clipboards
Cameras
Paper/pencil
Lesson 3:
Paper/pencil
Crayons/markers/colored pencils
Gathered research/findings
Pictures from Lesson 2

Time Frame
Background
Step-by-Step
Procedure

1-2 weeks
http://www.soar-inc.org/
Lesson 1:
4. Teacher will split the students into small groups of
4 students.
5. Students will get together in their groups.
6. Teacher will present the website listed above
(http://www.soar-inc.org/) and go over the
essential information for presenting the problem
to the students.
7. Teacher will present the problem: Why are birds
of prey diminishing or becoming endangered, and

what can we do to help?

8. In their small groups, students will discuss what
they already know about the topic and write down
what they come up with, with one person
specified as the writer or recorder of the prior
knowledge discussed.
9. Now the group will discuss what information they
need to collect to solve the problem. Another
group member will be responsible for writing
down what they need to gather.
10.
Next the group will discuss and record how
they will gather the necessary information. Again,
a new group member will write down their
thoughts.
Lesson 2:
1. Students will work in assigned small groups. Three
students will have clipboards with paper/pencil
while one group member has a camera.
2. Students will explore the schools property and
surrounding neighborhood for any effects on birds
of prey. Students will write down anything they
see and the photographer will take pictures of the
evidence. If people are out in their yards or
community members are seen, students can ask
them questions about their investigation. If
possible, all group members should get a chance
to take pictures and record information. (All
activities will be supervised closely by teachers
and aide with possible parent chaperones, just
like a field trip).
3. Students can do additional research using the
internet to explore areas around us that cannot be
walked to such as landfills, parks, lakes/ponds
with motorized vehicles, factories, and other
facilities or factors that may affect the
environment.
4. This lesson can be repeated until teacher feels
that all groups have sufficient information for the
final lesson.
Lesson 3:
5. Small groups will work together to create an
informational pamphlet about their research.
6. Students will use the information/research they

gathered and pictures they took to create one

pamphlet as a group. A rubric will be used so they
know all of the components that are expected to
be included.
7. This may also take multiple classes, depending on
how quickly the groups put together their final
product.
8. After the pamphlets are complete, the groups will
present their final project to the rest of the groups
to demonstrate their findings and what they
determined we can do to help the birds.
Presentation
Method

Lesson 1: Whole group instruction followed by small

group work
Lesson 2: Small group investigation and exploration
Lesson 3: Small group project work and small group
presentations

Rubrics for Assessment of Problem-Based Learning Lesson Plans

Making A Brochure : Birds of Prey Pamphlet

Teacher Name: Mrs. Obermeier

Student Name:

CATEGORY

________________________________________

Accuracy

All facts in the

brochure are
accurate.

99-90% of the
facts in the
brochure are
accurate.

89-80% of the
facts in the
brochure are
accurate.

Fewer than
80% of the
facts in the
brochure are
accurate.

Knowledge
Gained

All students in
the group can
accurately
answer all
questions
related to facts
in the brochure
and to
technical
processes used
to create the
brochure.

All students in
the group can
accurately
answer most
questions
related to facts
in the brochure
and to
technical
processes used
to create the
brochure.

Most students
in the group
can accurately
answer most
questions
related to facts
in the brochure
and to
technical
processes used
to create the
brochure.

Several
students in the
group appear
to have little
knowledge
about the facts
or technical
processes used
in the
brochure.

Graphics/Pictur
es

Graphics go
well with the
text and there
is a good mix
of text and
graphics.

Graphics go
well with the
text, but there
are so many
that they
distract from
the text.

Graphics go
well with the
text, but there
are too few and
the brochure
seems \"textheavy\".

Graphics do
not go with the
accompanying
text or appear
to be randomly
chosen.

Writing Vocabulary

The authors
correctly use
several new
words and
define words
unfamiliar to
the reader.

The authors
correctly use a
few new words
and define
words
unfamiliar to
the reader.

The authors try

to use some
new
vocabulary, but
may use 1-2
words
incorrectly.

The authors do
not incorporate
new
vocabulary.

Content

Pamphlet
includes all
required
components:
what is
happening to
bird habitats,
why it is
happening, and
how we can

Pamphlet
includes most
of the required
components.

Pamphlet
includes some
of the required
components.

Pamphlet does
not include any
of the required
components.

help.

Collaborative Work Skills : Birds of Prey Pamphlet-Group Work

Teacher Name: Mrs.

Obermeier

Student Name:

CATEGORY

________________________________________

ProblemSolving Skills

Actively looks
for and
suggests
solutions to
problems.

Refines
solutions
suggested by
others.

Does not
suggest or
refine
solutions, but is
willing to try
out solutions
suggested by
others.

Does not try to

solve problems
or help others
solve problems.
Lets others do
the work.

Contributions

Routinely
provides useful
ideas when
participating in
the group and
in classroom
discussion. A
definite leader

Usually
provides useful
ideas when
participating in
the group and
in classroom
discussion. A
strong group

Sometimes
provides useful
ideas when
participating in
the group and
in classroom
discussion. A
satisfactory

Rarely provides
useful ideas
when
participating in
the group and
in classroom
discussion. May
refuse to

who
contributes a
lot of effort.

member who
tries hard!

group member
who does what
is required.

participate.

Quality of Work

Provides work
of the highest
quality.

Provides high
quality work.

Provides work
that
occasionally
needs to be
checked/redon
e by other
group
members to
ensure quality.

Provides work
that usually
needs to be
checked/redon
e by others to
ensure quality.

Working with
Others

Almost always
listens to,
shares with,
and supports
the efforts of
others. Tries to
keep people
working well
together.

Usually listens
to, shares,
with, and
supports the
efforts of
others. Does
not
cause \\\"waves
\\\" in the
group.

Often listens
to, shares with,
and supports
the efforts of
others, but
sometimes is
not a good
team member.

Rarely listens
to, shares with,
and supports
the efforts of
others. Often is
not a good
team player.