Total Duration: |
Greater than 120 Minutes |
Materials and Resources: |
Student Materials (per student) Pencil or pen Pre-/Post-Test (see attached document) Owl Pellet Introduction and Instructions (see attached document) Owl Pellet Handout 1 (see attached document) Owl Pellet Handout 2 (see attached document) Owl Pellet Handout 3 (see attached spreadsheet) Owl Pellet Handout 4 (see attached document) Owl Pellet Handout 5 (see attached document) Student Materials (per group) 2 wooden probes 4 laminated bone charts showing types of bones commonly found in owl pellets (found on page 4 of the Teacher Lab Package-see attached PDF file) 1 hand lens 1 pair of forceps 2 small Ziploc bags, labeled Pellet 1 and Pellet 2 1 metric ruler 1 scale Paper plates Glue stick 2 owl pellets (per group) 8 Bone Group Cards (found on pages 6-13 of the Teacher Lab Package-see attached PDF file) Rat Skeleton Chart (found on page 14 of the Teacher Lab Package-see attached PDF file)
For Acceleration Activity: “Virtual Owl Pellet Dissection” from Kid Wings. For Intervention Activity: “What is a Barn Owl Pellet?” video clip from YouTube.com-3:55 minutes Teacher Materials Owl Pellet Presentation (see attached PDF file) Pre-/Post-Test with Answers (see attached document) |
Technology Resources Needed: |
Teacher Technology Resources Teacher computer Projector or interactive whiteboard Student Technolgy Resources For Acceleration Activity: Internet-capable device |
Background/Preparation: |
Student Background: As this lesson will serve as an introduction to barn owls and their interactions with the biotic and abiotic factors of their environment, students do not need to possess background knowledge about these concepts prior to participating in the lesson’s activities. This lesson will require students to participate in hands-on, inquiry-based lab activities. The students will need to be able to follow multi-step procedural instructions in order to complete the activities. Students will be participating in lab activities in which owl pellets and dissection equipment will be handled. Students should follow all appropriate safety precautions including wearing safety goggles. Teacher Background: The teacher should preview the lab procedures and materials prior to teaching the lesson to ensure that the student lab activities are prepared for students before beginning the lesson’s activities. As written, the activities included in this lesson will require at least five class days to complete. The teacher can view the Owl Pellet Presentation for additional background information about the concepts taught in this lesson. The teacher should review lab safety precautions with students and ensure students follow these procedures for the duration of the lesson. |
Before Strategy/Engage: 100 minutes (Days 1 and 2) Day 1 1. The teacher should give each student a copy of the Pre-/Post-Test. The teacher should give students approximately twenty minutes to complete the pre-test. The teacher should stress to students that the purpose of the pre-test is to demonstrate the student’s background knowledge about barn owls and their habitat. 2. After students complete the pretest, the teacher should check students’ answers to determine their current knowledge base of the concepts using the Pre-/Post-Test with Answers (see attached document). Alternatively, the teacher could allow students to check their own paper or check a partner’s paper. 3. Next, the teacher should divide students into groups of approximately four students each. Each student in the group will need a copy of Owl Pellet Introduction and Instructions (see attached document). 4. After the teacher discusses the lab activity procedures with students, the teacher should give each student a copy of Owl Pellet Handout 1 and allow students to make predictions with their group members. 5. Next, the teacher should give each group the required materials for the “Owl Pellet Study Kit”. Each student will also need a copy of Owl Pellet Handout 2 (see attached document). 6. Students should weigh and measure the owl pellets and record the data on Owl Pellet Handout 2. Students should work with their group members to answer questions #1 and #2 on this handout. Day 2 7. Students should record the predicted number of skulls for each pellet they weighed and measured on Day 1 on Owl Pellet Handout 2. Students will work with their group members to answer question #3 on this handout. 8. Students will begin to dissect the owl pellets and record the observed number of skulls on Owl Pellet Handout 2 for each individual pellet. Detailed dissection instructions are found in the Owl Pellet Introduction and Instructions handout (see attached documents). Note: Students should save and store bones in Ziploc bags for the next day’s activity. During Strategy/Explore & Explain: 50 minutes (Day 3) 1. Each student will need a copy of Owl Pellet Handout 3 (see attached spreadsheet). 2. Each group of students will need to exchange their data with the other groups and record the data on Owl Pellet Handout 3. 3. Students should work with their group members to answer questions 1-3 on this handout. 4. Each student will need a copy of Owl Pellet Handout 4. Students will use their combined class data from Handout 3 to answer the questions on Handout 4. 5. Each student will need a copy of Owl Pellet Handout 5. Students will use the data from Handout 4 to create a graph showing the frequency distribution of animal skulls in the pellets. Note: Students should save and store bones in Ziploc bags for the next day’s activity. After Strategy/Explain & Elaborate: 100 minutes (Days 4 and 5) Day 4 1. Each group will need 4 laminated bone charts showing types of bones commonly found in owl pellets (found on page 4 of the Teacher Lab Package-see attached PDF file), a set of the eight Bone Group Cards (found on pages 6-13 of the Teacher Lab Package-see attached PDF file), and a copy of Rat Skeleton Chart (found on page 14 of the Teacher Lab Package-see attached PDF file). 2. Using the bone charts, students should begin sorting the bones by type on the eight Bone Group Cards. After students have sorted all bones, they should arrange the bones in the shape of the Rat Skeleton Chart. Note: Not every group will be able to construct a complete rat skeleton. Day 5 3. The teacher should allow students to view the Owl Pellet Presentation (see attached PDF file). 4. After students view the presentation, they should work with their group members to construct a food chain with one producer and at least four consumers, using evidence from their dissection to construct an accurate food chain. Students may use the back of Handout 5 to sketch their food chain. 5. The teacher should give the students the Pre-/Post-Test, that students completed as a pre-test at the beginning of the lesson. The teacher should explain to students that this post-test will allow students to demonstrate the knowledge they acquired during the lab activities. |
Assessment Strategies |
Formative Assessment: The teacher will informally assess student’s background knowledge by administering the Pre-/Post-Test prior to teaching the lesson. The teacher should carefully monitor students as they complete the lab activities with their groups to certify that students are correctly following the lab procedures. The teacher should review each student’s answers on the lab handouts to ensure that students are collecting accurate data during the lab investigations. Summative Assessment: The teacher should review the food chain created by each student at the conclusion of the lesson to assess student’s understanding of the interaction between organisms in an ecosystem. The teacher will administer the Pre-/Post-Test as a summative assessment at the end of the lesson. |
Acceleration: |
Students can further explore the concepts taught in this lesson by completing a virtual owl pellet dissection on “Virtual Owl Pellet Dissection” from Kid Wings. After performing the virtual dissection, students can challenge their classmates to assemble the virtual rat skeleton the quickest. |
Intervention: |
Students who require additional preparation prior to the lesson or review after the lesson can view “What is a Barn Owl Pellet?” video clip. This will provide more information about how barn owl pellets are formed and tips for pellet dissection. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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