|
Owl
Pellets
Designed
by: Margaret Knight School: Gibbes
Middle School
Grade
Level: 6 Subject(s):
Science
Core
Curriculum Objective(s): Interactions/
Describe relationships among organisms through the use
of food chains and food webs/ The student will analyze
the dynamics of predator-prey interactions as part of
food webs. (6LV-6)
Overview:
Students will describe what role owls play in their
ecosystem by dissecting an owl pellet and recording
information gathered from the investigation.
Focus/Essential
Question(s): What role do owls play in their
ecosystem?
Time
Frame: (1) 50 minute class period
Bibliography:
Science Interactions Glencoe/McGraw-Hill:
Copyright 1995 Project Wild . Copyright 1992, 1985,
1983 by the Western Regional Environmental Education
Council, Inc. Patricia Stegura . Science Teacher,
Gibbes Middle School
Materials:
owl pellets, dissecting tools, posterboard, glue,
small animal skeleton diagrams and skull guide, hand
lenses, rubber gloves, white paper
Culminating
Assessment: Students will draw a picture of a
simple food chain that represents the eating habits of
an owl and its food sources. The students will analyze
data gathered from the lab sheet used in the
investigation to explain what role the owl plays in
its ecosystem.
Extension:
Students will design an experiment to figure out what
might happen to the population of owls if there were a
sudden population explosion in mice.
Instructional
Activities: The teacher should divide the students
into groups of four. The teacher may want to approach
this as a discovery lesson where students are provided
with very little information. The teacher may want to
place a pellet on a sheet of white paper in front of
each group of students. The teacher will direct
students to describe and record the characteristics of
the pellet as they observe the pellet. Invite the
students to infer as much as they are able from the
pool of their observations. The student will then use
the lab sheet as a guide to complete the experiment.
The teacher will monitor the progress of students as
they complete the experiment. The teacher can also use
the directed approach that would provide background
information. The directions that follow are for that
approach.
1)
The teacher will tell students to place a pellet on a
sheet of white paper.
2)
The teacher will demonstrate how to use a toothpick to
separate the bones of the animals from the fur and/or
feathers in the pellet.
3)
The teacher will demonstrate how to clean the bones of
debris and sort them according to the type (e.g.,
skulls, vertebrae, etc.)
4)
The teacher will use the bone chart to identify bones.
Students will also use the bone chart to identify the
bones in their pellets.
5)
Students will lay out bones to form as many complete
skeletons as possible.. *Skeletons may be glued to
poster board for display and labeling.
6)
Students will draw and label a food chain that
includes the owl, its prey and what the prey eats.
Students will explain what role the owl plays in its
ecosystem.
7)
Students will complete a lab sheet.
8)
Early finishers can access information about food
chains using South Carolina Forests Forever CD-Rom.
1998 Florida Department of Agriculture and Consumer
Services, Florida Forestry Association, and
Interactive Training Media, Inc. This CD has
information on food chains and food webs.
Rubric
for food chain and explanation:
|
Food
Chain & Explanation Rubric |
| Descriptor |
Met
Requirement |
Partially
Met the Requirement |
Did
Not Meet Requirement |
| Appropriate
and accurate details of structure are shown. |
10 |
5 |
0 |
| Appropriate
relationships of the organisms to their
surroundings are shown and are accurate. |
10 |
5 |
0 |
| Labels
are used accurately. |
10 |
5 |
0 |
| Drawings
are neat and presentable. |
10 |
5 |
0 |
| The
explanations include all data. |
10 |
5 |
0 |
| The
explanation is accurate and thoughtful |
10 |
5 |
0 |
| The
explanation is clear and concise. |
10 |
5 |
0 |
| Writing
is of high quality. |
10 |
5 |
0 |
| Appropriate
vocabulary, grammar, and complete sentences
are used. |
10 |
5 |
0 |
| Writing
is neat and presentable. |
10 |
5 |
0 |
| Total
Points Earned |
The
student will receive 10 pts. for accurate completion
of the lab sheet. If the lab sheet is incomplete, the
student will receive 0 points until it has been
completed.
OWL
PELLETS
Name__________________________________________________
Lab:
Owl Pellets
Date:__________________________________
1.
Predict how many total bones in your
pellet._______________
2.
Make 3 qualitative observations about your pellet.
A.
B.
C.
3.
Actual Data
A.
# of total bones in pellet_________
B.
# of jawbones found____________
C.
# of leg bones found____________
D.
# of vertebra found____________
4.
What can we learn from owl pellets?
5.
Why are owls an important part of the food web?
6.
What structural adaptations enable owls to catch their
prey?
|
