Observe, Wonder, Link to Observe, Wonder, Link to LifeLife

(An Owl Pellet Experiment)(An Owl Pellet Experiment)By: Misty Corum, Cayce Wood, By: Misty Corum, Cayce Wood, Sharon Frith, Deborah Leake, Sharon Frith, Deborah Leake,

Laurie EricksonLaurie Erickson

Unit SummaryUnit Summary

Students will learn about owls, owl pellets, where Students will learn about owls, owl pellets, where pellets originate and the impact that owls have on the pellets originate and the impact that owls have on the food chain. They will also investigate the food chain. They will also investigate the relationships between owls and other animals in a relationships between owls and other animals in a food web. Students should be able to explain how food web. Students should be able to explain how materials are recycled in nature and how scientists materials are recycled in nature and how scientists know what an owl actually eats. Students will then know what an owl actually eats. Students will then synthesize owl pellet information with what they synthesize owl pellet information with what they have learned about the environmental impact on have learned about the environmental impact on ecosystems.ecosystems.

Curriculum-Framing QuestionsCurriculum-Framing Questions

Essential QuestionEssential QuestionWhat role do owls and owl pellets play in the interaction of ecosystems, What role do owls and owl pellets play in the interaction of ecosystems,

food chains and food webs?food chains and food webs?

Unit QuestionsUnit QuestionsHow does a scientist know what an animal eats?How does a scientist know what an animal eats?

How do we compare ecosystems and how animals interact with their How do we compare ecosystems and how animals interact with their environment?environment?

How do we identify and analyze the functions of organisms within an How do we identify and analyze the functions of organisms within an ecosystem? (producers, consumers, decomposers)ecosystem? (producers, consumers, decomposers)

What is a predator/prey relationshipWhat is a predator/prey relationship??

Content QuestionsContent Questions-What do you know about owls and their eating habits? What do you wonder -What do you know about owls and their eating habits? What do you wonder

about owls. (KWL Chart)about owls. (KWL Chart)-What are the characteristics of owls? (habitat, diet, life cycle, behavioral -What are the characteristics of owls? (habitat, diet, life cycle, behavioral

traits)traits)-What is an owl’s niche? (habitat, niche, biome, ecosystems, food chain, food -What is an owl’s niche? (habitat, niche, biome, ecosystems, food chain, food

web, communities, populations, species )web, communities, populations, species )-What is the relationship between predator and prey? (What is an owl’s role? -What is the relationship between predator and prey? (What is an owl’s role?

What are herbivores, carnivores and omnivores?)What are herbivores, carnivores and omnivores?)-What role do producers, consumers, and decomposers play in food chains? -What role do producers, consumers, and decomposers play in food chains?

(Where are owls?)(Where are owls?)-What is a food web? (Where would an owl be?)-What is a food web? (Where would an owl be?)-What would happen to food chains and food webs if an owls population -What would happen to food chains and food webs if an owls population

increased/decreased? (limiting factors in ecosystems)increased/decreased? (limiting factors in ecosystems)-How do owls produce owl pellets?-How do owls produce owl pellets?-What is inside an owl pellet?-What is inside an owl pellet?

Picking Apart PelletsPicking Apart Pellets

This project will help my students develop This project will help my students develop 2121stst century skills by: century skills by:

Collaborating with peers. Analyzing data about owls and owl pellets. Solving problems and making decisions about

their experiment. Communicating with others via KidBlog.

Gauging Student Needs AssessmentGauging Student Needs Assessment

Purpose of the Assessment To gather information about what students already know and what they

wonder about owls. What I want to learn from my students? I want to find out what they already know about the Unit Questions

and what they know about conducting research.How I have tried to promote higher-order thinking? I ask students to find relationships and draw conclusions about the

interconnectedness of ecosystems and owls.How the assessment information helps me and my students plan for

upcoming activities in the unit? If students have misconceptions about how to conduct research, I can

provide scaffolds. If students have different levels of understanding about the importance of an owls role in ecosystems, I can provide various resources. We will revisit this assessment throughout the unit for students to add their knowledge.

Our Goals for the CourseOur Goals for the Course

Find ways for students to become more Find ways for students to become more engaged in the science curriculum.engaged in the science curriculum.

Promote community learning.Promote community learning. Encourage active participation and Encourage active participation and

constructive dialogue.constructive dialogue. Integrate technology in effective ways.Integrate technology in effective ways.

Goals for StudentsGoals for Students

To work in successful collaborative groups.To work in successful collaborative groups. To become more engaged in the Science To become more engaged in the Science

curriculum. curriculum. To become active learners.To become active learners. Learn about different kinds of technology to Learn about different kinds of technology to

aid in their learning and show what they’ve aid in their learning and show what they’ve learned.learned.