Science Experiment: Predator and Prey- Owl Pellets

1. Fourth Grade Science Experiment: Predator and Prey- Owl Pellets By: Kayla Scholl

2. Knowledge and Skill Outcomes Knowledge Outcomes: Extend students’ understanding of the vocabulary words “predator” and “prey.” Students will also learn about owl pellets and some unique characteristics about an owl’s digestive system. Skills Outcomes: Students will think critically about food chains and resources. They will also learn to ask and answer questions based on observation of the owl pellet.

3. Assessment Formative: Teacher will monitor student progress throughout the predator and prey game and also observe students as they dissect the owl pellet. Teachers will also use Venn diagram, science notebooks Summative: At the end of the lesson, the teacher will discuss with the students what they discovered from the owl pellet and ask them some questions about the dissection process.

4. Materials • Mice and Owl Pictures • Whiteboard and expo markers • Colored plastic chips • Owl Pellets • Trays • Magnifying glasses • Tweezers • Rulers • Science Notebooks • Bone Chart

5. Hook: Predator and Prey Pre-assessment questions: What is a predator and what is prey? What are some examples of a predator or prey? Venn diagram of predators, prey, and which animals can be considered both. Game: Some students will be mice and others will be owls. The teacher will spread food (colored plastic chips) around the room. The mice are trying to avoid the owls, but also collect food. The owls are trying to catch the mice. The teacher will manipulate different variables, such as the amount of food for the mice, the amount of mice, the amount of owls, etc. Post-Game Questions: What different things affected survival of the mice? Of the owls? What resources were important to the animals in this game? What are some examples of resources we need in our environment?

6. Owl Pellet Dissection • Owls, like many other birds, eat their food whole. An owl slowly digests it’s meal by separating the soften materials (such as the meat) from the harder materials (such as the bones, feathers, fur, etc.). It then regurgitates these harder materials in an owl pellet. We have some owl pellets here today to dissect. You don’t have to worry because these owl pellets were treated in a special lab and are now okay to touch with our hands. What do you think are some things an owl might eat? • The teacher will pass out the trays, owl pellets, and tweezers to the groups of students. Students will also receive rulers to measure the size of their owl pellet. Students will be asked to identify at least 3 different characteristics of their owl pellet (size, color, smell, texture, etc.). Students will record these in their science notebooks. They can also reference the bone chart to see what kinds of animals or bones they are finding in their pellet. They can use this chart to create their own chart of the bones that they found in their pellet. The teacher will also ask them questions like: What do you think is inside of the pellet? After you opened the pellet, what kind of information did you learn? What else can we use besides owl pellets to learn more about animals or people?

7. Differentiation • ELL and IEP students can work with native-English speaking students or students who have a good understanding of how to conduct hands-on science experiments. • Invite ELL students to draw pictures of what they observe in relation to their owl pellets. They can draw pictures of the bones and label them with simple words.

8. 5E Model Plan • Engage: The teacher will pre-asses the students’ knowledge about predators and prey during the initial discussion. She will ask questions like: What is a predator? What is prey? What are some examples of each? The teacher will use the predator and prey game to engage students into the idea of environmental resources, survival, ecosystems, and animal relationships. The hands-on dissection of the owl pellet will also require “engagement” from the students. • Explore: Students will explore the owl pellet through their dissection, observing all its different characteristics. Students will record these findings in their science notebooks. They will be able to build their own understanding of what an owl pellet is, what an owl’s digestive system does, what you would find in an owl pellet, and what an owl typically eats. • Explain: Students will measure the owl pellet and describe some of the characteristics of the owl pellet. These will be direct observations the students make about the owl pellet during the dissection. • Elaborate: The teacher will ask students like: What do you think is inside of the pellet? After you opened the pellet, what kind of information did you learn? What else could we use, besides owl pellets, to learn more about animals or people? These questions will help students build on the knowledge they’ve gained through their exploration and explanation. • Evaluate: The teacher will monitor students’ progress throughout the game and owl pellet dissection activities. She will take note of students’ answers to her questions. The homework prompt asks students to find out more about their favorite animal. Is it a predator? Is it a prey? What does it prey on? What preys on it? Where does this animal typically live (what kind of environment/ecosystem)? Is there anything particularly special about this animal, for example, does it have a special digestive system, can it camouflage into its environment, etc.? This will help students make connections and further their understandings of these concepts.

9. Formative Assessment Tools • Students will use a Venn Diagram to categorize animals into categories of predator, prey, or both. • Students will record observations about their owl pellets in their science notebooks. • Students will use the bone chart to create their own chart that shows what kinds of bones they found (what part of the body are they from, what kind of animal are they from, etc.).

10. Data Collection • Teacher, with the help of students, will create the Venn Diagram to record data about predator and prey. • Students will use their science notebooks to record data on their owl pellets and create their own bone charts.

11. Strategies to Include ELL Students • ELL students can be grouped with native English speakers, so they can scaffold their language. • Invite ELL students to draw pictures of what they observe in relation to their owl pellets. They can draw pictures of the bones and label them with simple words.

12. Questions to Facilitate Discussion • Opening Activity: What is a predator. What is a prey? What are some examples of each? • Owl Pellet Dissection Activity: What are some characteristics of the owl pellet? (Size, shape, color, smell, texture, etc.). What do you think is inside of the pellet? After you opened the pellet, what kind of information did you learn? What else could we use, besides owl pellets, to learn more about animals or people? • Homework Prompts: Is it a predator? Is it a prey? What does it prey on? What preys on it? Where does this animal typically live (what kind of environment/ecosystem)? Is there anything particularly special about this animal, for example, does it have a special digestive system, can it camouflage into its environment, etc.?

13. Incorporating Mathematical Concepts • Measurement concepts can be incorporated into the investigation of the owl pellet during dissection. Students can use their rulers to measure their owl pellets in centimeters. They can convert these centimeters into different forms of measurement. • Students can also look at population numbers in different environments. Students can use these numbers to look at the different concepts discussed during the prey and predator activity, such as overpopulation, under population, a lack in resources (food, and other resources), etc.