WHWUSAOOOC Herman J
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“Whooo’s in the Food Chain”
n PROGRAM OVERVIEW
Do you want to make the food chain
come alive for your students? I did!
I wanted a hands-on method where
students could actually “see” the food
chain in a very real way. That’s what
led me to a thematic unit on owls lasting
two to three weeks, depending on
computer availability for the PowerPoint
presentation, which culminated with
students dissecting owl pellets.
Keeping the Science benchmarks
close at hand, I developed a thematic
unit in which students learned all about
different types of owls. They learned
about their habitats, their eating habits,
and how important they are to the
ecosystem. This included reading the
book, There’s an Owl in the Shower by
Jean Craighead, George and Christine
Herma Merrill, about the effects the
logging industry has on spotted owls,
and how one displaced owl changes the
views of a logging family.
After learning all about owls,
students were introduced to the owl
pellet by going online and performing a
“virtual owl pellet dissection”. With their
interest peaked, they were then given
their own real owl pellet to dissect. They
compared the contents of their owl pellet
to a bone sorting chart to see what kinds
of food their owl had eaten. They used
the information they had learned about
owls and the contents of their owl pellet
to make a hypothesis as to what kind of
owl their pellet came from and where it
might have lived. After completion of
the unit, students were given edible owl
pellets as a treat!
For further information contact…
Jane Herman
Gibbons Street Elementary
1860 E. Gibbons Street
Bartow, FL 33830 • Route B
863-534-7430
Jane.herman@polk-fl.net
2008 - 2009 IDEA CATALOG OF EXCELLENCE
n OVERALL VALUE
This unit was valuable because it
addressed Standards 1 and 2 of strand
G in the Sunshine State Standards for
Science. Students learned how animals
interact with their environment and they
learned what can happen when animals’
habitats are destroyed.
The best part of the unit was seeing
the students become excited about
learning. I always enjoy watching the
students when they first get the owl
pellet. The most common reaction at
first is “EWWW!” However, as soon as
they start the dissection their excitement
increases. They are so engaged in the
lesson and their interaction with other
students is unbelievable! They are truly
learning by doing. It is a lesson that they
do not forget for a very long time.
n LESSON PLAN TITLES
• KWL Chart
• Word Sort
• Power Point on Owls
• Virtual Owl Pellet Dissection
• Owl Pellet Dissection
n
ABOUT THE DEVELOPER
Jane Herman has a B.A. in Elemen-
tary Education from the University of
Illinois in Springfield. She is a National
Board Certified Teacher, and Teacher of
the Year 2007/2008 at Gibbons Street
Elementary, where she is currently a
fourth grade teacher.
n MATERIALS
This unit utilizes a VCR or DVD
player and the materials listed in each
lesson plan. The materials, vendors, and
pricing follows the lesson plans.
n
ADDL INFORMATION
The following websites have useful
information that can be used in this unit:
http://www.kidwings.com/index.htm -
This is where the virtual owl pellet
dissection is located. They also
have free charts to download
http://www.obdk.com/ - Here you can
print certificates and bone charts
http://www.pelletsinc.com/index.html
http://www.stemnet.nf.ca/CITE/owls_
pellets.htm
BOOKS
Barn Owl by Sally Tagholm & Bert
Kitchen
Owl Babies by Martin Waddell and
Patrick Benson
Hoot by Carl Hiaasen (Also a
video of this)
Owl Puke by Jane Hammerslough
UNITED STREAMING
Concepts in Nature: Why Do Animals
Look the Way They Do?
Animal Profiles: Owls
Creature Features: Special Features of
Creatures
H H H
“Whooo’s in the Food Chain” Jane Herman
Lesson Plan No 1: KWL Chart
n SUBJECTS COVERED
Science, Language Arts
n GRADES
Fourth
n OBJECTIVES
4 Students will discuss what they
know about owls, what they want
to know about owls, and at the end
of the unit what they learned about
owls.
4 The students will speak, read, listen,
and write as they discuss their ideas
about owls.
n SUNSHINE STATE
STANDARDS
LA.C.1.2.3
The student interacts with peers in a
variety of situations to develop and
present familiar ideas.
LA.C.1.2.5
The student responds to speakers
by asking questions, making
contributions, and paraphrasing
what is said.
n MATERIALS
• Individual KWL Chart
• Chart paper for large KWL chart
• Pencils
n DIRECTIONS
1. The teacher will tell the class they
are going to be learning about
owls.
2. The teacher will ask students to
think about what they know about
owls. As students discuss their
ideas, teacher will record them
on the chart paper KWL chart.
Students will record them on their
individual charts.
3. Students will then give ideas about
what they want to learn about owls.
Teacher will record the ideas on her
KWL chart and students will record
them on their individual charts.
4. When the unit is finished, the class
will come together again to finish the
chart by recording what they have
learned.
n EVALUATION/
ASSESSMENT
There will be no formal assessment,
but the teacher will collect the charts and
give participation points.
H H H
2008 - 2009 IDEA CATALOG OF EXCELLENCE
n SUBJECTS COVERED
Science, Language Arts/Classifying
n GRADES
Fourth and Fifth Grade
n OBJECTIVE
4 Students will sort words into correct
categories after listening to the
book, Butternut Hollow Pond.
n SUNSHINE STATE
STANDARDS
SC.F.1.2.2
Knows how all animals depend on
plants.
SC.G.1.2.1
The student knows ways that plants,
animals and protests interact.
n MATERIALS
Word Sort Cards
One set per student
n DIRECTIONS
1. Each student will be given two
sheets of word sort cards.
2. They will cut the cards apart.
3. The words that are the main
categories are noted on the card..
These are placed across the top of
the student’s desk.
4. Students place the remaining cards
under the correct category.
“Whooo’s in the Food Chain” Jane Herman
Lesson Plan No 2: Word Sort
n EVALUATION/
ASSESSMENT
Teacher can check off that students
completed the activity, or take a grade
based on the number correct.
n ADDL INFORMATION
This activity goes along with the book
Butternut Hollow Pond by Brian J.
Heinz
H H H
2008 - 2009 IDEA CATALOG OF EXCELLENCE
Word Sort Cards– Butternut Hollow Pond
2008 - 2009 IDEA CATALOG OF EXCELLENCE
“Whooo’s in the Food Chain” Jane Herman
Lesson Plan No 2: Word Sort – Additional Information
2008 - 2009 IDEA CATALOG OF EXCELLENCE
“Whooo’s in the Food Chain” Jane Herman
Lesson Plan No 2: Word Sort – Additional Information
Word Sort Cards– Butternut Hollow Pond
2008 - 2009 IDEA CATALOG OF EXCELLENCE
“Whooo’s in the Food Chain” Jane Herman
Lesson Plan No 2: Word Sort – Additional Information
ANSWERS FORWORD SORT ACTIVITY
CONSUMER
PRODUCER HERBIVORE CARNIVORE
Green algae woodchuck dragony
Wildower mallard duck largemouth bass
Water shamrock deer pickerel frog
Snapping turtle
Heron
Brown bat
Marsh hawk
OMNIVORE
Fisherman
Raccoon
oppossum
“Whooo’s in the Food Chain” Jane Herman
Lesson Plan No 3: Power Point Presentation
n MATERIALS
• Computers with internet access and
reference books.
• Worksheet with guidelines for
presentation.
• Paper and pencil.
n DIRECTIONS
1. Students will use three to five 45
minute time periods to research the
type of owl they will present.
2. Students will use three to five 45
minute time periods to create a
Power Point Presentation based on
the requirements attached.
3. Students will present their completed
project to the class.
n EVALUATION/
ASSESSMENT
Students and teacher will grade all
of the presentations on a rubric which
was made together as a class. Example
attached.
H H H
n SUBJECTS COVERED
Science Technology
n GRADES
Fourth
n OBJECTIVES
4 Students will research a specific
type of owl using books and the
internet.
4 Students will create a Power Point
presentation following specific
guidelines.
n SUNSHINE STATE
STANDARDS
SC.H.1.2.1 Uses scientific processes and
habits of mind to solve processes.
SC.H.1.2.2 Knows that a successful
method to explore the natural world
is to observe and record, and then
analyze and communicate the
results.
SC.H.1. 2 .3 Knows that to wor k
collaboratively, all team members
should be free to reach, explain,
and justify their own individual
conclusions.
SC.H.3.2.1 Understands that science,
tec hno logy, a nd s oc iet y are
interwoven and interdependent.
LA.A.2.2.5 The student reads and
organizes information for a variety of
purposes, including making a report,
conducting interviews, taking a test,
and performing an authentic task.
LA.C. The student speaks for specific
occasions, audiences, and purposes,
including conversations, discussions,
projects, and informational or
imaginative presentations.
2008 - 2009 IDEA CATALOG OF EXCELLENCE
“Whooo’s in the Food Chain” Jane Herman
Lesson Plan No 3: Power Point Presentation – Add’l Information
2008 - 2009 IDEA CATALOG OF EXCELLENCE
Power Point Presentation Requirements
1. Choose one of the owls below to research and present a create a Powerpoint
Presentation:
Barn Owl
Snow Owl
Elf Owl
Barred Owl
Pygmy Owl
Screech Owl
2. You will need the following for your presentation:
a. The name of the owl you are researching.
b. Where it is found.
c. What it eats.
d. How big it is.
e. What it looks like.
f. One slide must have a sound file of your owl.
g. At least two more interesting facts that you found.
Each slide will need a picture which matches what you have written on the slide. You will
need to have a total of ten slides. This includes your Title slide.
3. We will be going to the computer lab to do research. You will have three 45
minute periods to research. You may use books, encyclopedias or any other type of
reliable resource.
4. You will make a written representation of your slide show before actually creating
your Powerpoint.
5. You will have an additional three computer lab periods to make your slide show.
6. You will be presenting your slide show to the whole class.
This project will be worth 100 points.
2008 - 2009 IDEA CATALOG OF EXCELLENCE
“Whooo’s in the Food Chain” Jane Herman
Lesson Plan No 3: Power Point Rubric
Power Point Presentation on Owls
Beginning 1 Developing 2 Accomplished 3 Exemplary 4 SCORE
VISUAL
APPEAL
Slides hard to read.
Graphics confusing
and unrelated to words.
Too much movement in
slides.
There are too few
graphic elements.
Appropriate
background. Some
slides hard to read.
Good graphic
elements .
Slides are easy
to read and
movement and
sounds are
sufficient.
Appealing
graphic
elements .
Slides are easy
to read and
movement and
sounds are
used effectively
REQUIRED
INFORMATION
Little or none of the
required information is
included.
Some of
the required
information is
included.
Most of the
required
information is
included.
Student went
beyond required
information
and added
additional
information.
READABILITY
OF SLIDES
Many errors in
spelling, grammar
and punctuation.
Inconsistent, unclear
bullet format. Too much
information.
Some spelling,
grammar, and
punctuation errors.
Inconsistency on
a few slides. Too
much information
on two or more
slides
Little or no
grammatical
errors. Most
bullets are
consistent and
clear. Most
information
is clear and
concise on
each slide.
No grammatical
errors. Bullets
are consistent
and clear.
Information
is clear and
concise on
each slide.
PRESENTATION
SKILLS
Presenter didn’t know
the material. Hard to
hear and understand.
Did not use expression.
Presenter knew
some of the
material. Could
be heard but little
expression.
Presenter knew
most of the
material. Spoke
loud enough
with some
expression.
Presenter
knew material
well. Spoke
in a way that
engaged the
audience. Used
appropriate
gestures.
2008 - 2009 IDEA CATALOG OF EXCELLENCE
“Whooo’s in the Food Chain” Jane Herman
Lesson Plan No 4: Virtual Owl Pellet Dissection
n MATERIALS
Computers with internet access.
n DIRECTIONS
Students will go to the website:
http://www.kidwings.com/index.htm
and dissect a virtual owl pellet.
n EVALUATION/
ASSESSMENT
Teacher will check students as they work.
n EXTENSION
When students have finished
they can explore the kidwings site for
information about owls. They also have
a link for teachers which has activities
to go along with this unit.
H H H
n SUBJECTS COVERED
Science
n GRADES
Fourth
n OBJECTIVE
4 Students will go online to perform a
virtual owl pellet dissection.
n SUNSHINE STATE
STANDARDS
SC.H.1.2.2
Knows that a successful method
to explore the natural world is to
obser ve and record, and then
analyze and communicate the
results.
SC.G.1.2.1
Understands the relationship among
organisms in aquatic and terrestrial
food chains.
2008 - 2009 IDEA CATALOG OF EXCELLENCE
“Whooo’s in the Food Chain” Jane Herman
Lesson Plan No 5: Owl Pellet Dissection
n MATERIALS
• Owl pellet
• Dissecting forceps
• Wooden probes
• Plastic gloves
• Hand lens
• Bone Sorting Chart
• Inquiry Sheet
• Pencils
• Ruler
n DIRECTIONS
1. The teacher will review owl pellets
with the class.
2. Students will be handed their own
owl pellet, bone sorting chart,
dissecting tools, and inquiry sheet.
3. Students will take the pellet apart
and separate the bones.
4. Students will glue the bones from
their pellet onto the bone sorting
chart.
n EVALUATION/
ASSESSMENT
Teacher will check students as they
work. Bone sorting charts will be turned
in and checked. Inquiry sheets will be
graded.
n EXTENSION
After students have finished they will
turn everything in, wash their hands, and
be given an edible owl pellet. (Recipe
attached)
H H H
n SUBJECTS COVERED
Science
n GRADES
Fourth
n OBJECTIVE
4 Students will dissect and examine
an owl pellet.
4 Students will compare the contents
of their pellet to a bone sorting chart
and glue the bones on the chart.
4 Students will complete an inquiry
sheet on their findings.
n SUNSHINE STATE
STANDARDS
SC.H.1.2.2
Knows that a successful method
to explore the natural world is to
observe and record, and then
analyze and communicate the
results.
SC.H.1.2.3
Knows that to work collaboratively,
all team members should be free to
reach, explain, and justify their own
individual conclusions.
2008 - 2009 IDEA CATALOG OF EXCELLENCE
“Whooo’s in the Food Chain” Jane Herman
Lesson Plan No 5: Owl Pellet Dissection – Add’l Information
OWL PELLET DISSECTION DATA SHEET
1. What is the size of your pellet? Length __________ Width ___________
2. How many skulls were in your pellet? _____________________
3. Put a check by each animal whose bones you found in your pellet.
Rodent ____ Shrew ____ Mole _____ Bird ____ Other ______
4. Put a check by each kind of bone you found.
Ribs ____ Jaws ____ Pelvis ____ Scapula ____ Bird ____ Other ____
5. Did you nd a complete skeleton? What is one reason you may not nd a whole
skeleton? _________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
6. About how many animals did this owl eat? _____________________________
7. What do the contents in this pellet tell you about the owl’s diet?
__________________________________________________________________
__________________________________________________________________
8. What habitat do you think this owl would be hunting in? ___________________
__________________________________________________________________
2008 - 2009 IDEA CATALOG OF EXCELLENCE
“Whooo’s in the Food Chain” Jane Herman
Lesson Plan No 5: Owl Pellet Dissection – Add’l Information
Edible “Barn Owl Pellets”
Makes about 36 pellets.
(I cut this recipe in half and had plenty for my 18 students)
6 cups crispy rice cereal
2 cups (12 ounces) semisweet or milk chocolate chips.
1 cup sugar
1 cup corn syrup
1 cup peanut butter (smooth or crunchy)
1 white chocolate candy bar or white chocolate chips
chopped into pieces. These look like the “bones”
Foil for wrapping pellets
In a large bowl, mix cereal and chocolate chips. Set aside.
Mix sugar and corn syrup in a small pan, and heat until hot and
bubbling.
Remove sugar-syrup mixture from heat and stir in peanut butter.
Stir peanut butter mixture into cereal and chocolate chips and mix
together well. The chocolate chips will melt. When the cereal
is completely coated and is a brown color, allow mixture to
sit for ve minutes to cool.
Using washed hands, pick up 2-3 tablespoons of the mixture.
Sprinkle 4-5 white chocolate bones into the mixture with
your hand.
Squeeze mixture in your st until it looks just like an owl pellet.
Smooth edges if necessary and place chocolate pellet on a
plate or wax paper.
Wrap each pellet in foil and store in refrigerator until ready to eat.
These are VERY realistic and such fun! I usually tell the kids I’m
going to eat an owl pellet, and when I start eating one of these
it freaks them out!
Taken from “Owl Puke” by Jane Hammerslough
2008 - 2009 IDEA CATALOG OF EXCELLENCE
“Whooo’s in the Food Chain” Jane Herman
Lesson Plan No 5: Owl Pellet Dissection – Add’l Information
PRE and POST TEST OWLS
Name: _______________________
Fill in the blanks using these words. You will not use all of the words.
Plumage talons facial disk beak
Roost ear tufts owlet nocturnal
Barn owls eggs baby birds crow
Typical owls owl pellets Great Horned snow
Owl pellets
1. The sharp curved claws of an owl are called __________________________.
2. A clutch is a set of ___________________________.
3. A brood is a set of ___________________________.
4. There are two families of owls: _______________owls and ______________________ owls.
5. Owls regurgitate ________ ______________.
6. Owls are mostly active at night. They are ____________________ animals.
7. A baby owl is called an _________________________.
8. An example of an owl with ear tufts is the ______________ ________________ owl.
9. Owls like to _______________ in a tree during the day and _______________ at night.
10. A black colored bird called the _________________ does not like owls.
Materials Budget
SUPPLIER ITEM DESCRIPTION COST QUANTITY TOTAL COST
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Teacher’s Name __________________________________
School: _________________________________________
________________________________________________
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Subtotal
Tax if applicable
Shipping if applicable
TOTAL
BUDGET
AMOUNT
“Whooo’s in the Food Chain” Jane Herman
Lesson Plans Materials Budget
Genesis, Inc. Original Owl Pellet Pak with 15 pellets 34.95 1 34.95
http://www.pellet.com * Barn Owl Pellets 1.65 5 8.25
Ecology and the Barn Owl (DVD) 34.95 1 34.95
Bone Sorting Sheets (15 each) 3.95 2 7.90
Plastic Forceps .90 20 18.00
Wooden probes (15 count) 1.50 2 3.00
Medium poly gloves (1 each) .10 20 2.00
Food web poster 3.95 1 3.95
Amazon.com * Book: There’s an Owl in the Shower 5.99 1 5.99
Book: Butternut Hollow Pond 4.98 1 4.98
RainbowHorizons.com Owls downloadable unit 16.00 1 16.00
Acornnaturalists.com * Hand lens T-3180 .67 20 13.40
Publix Rice Krispy Cereal 2.29 1 2.29
16 oz. corn syrup 2.39 1 2.39
1 bag chocolate chips 1.69 1 1.69
2 lbs. sugar 1.29 1 1.29
18 oz. peanut butter 2.19 1 2.19
1 bag white chocolate chips 2.59 1 2.59
Jane Herman
Gibbons Street Elementary
$165.81
20.43
$186.24
2008 - 2009 IDEA CATALOG OF EXCELLENCE
* Shipping Charges:
Pellet.com ..................... 9.50
Acornnaturalists.com .... 5.95
Amazon.com ................ 4.98
“Whooo’s in the Food Chain” Jane Herman
Rubric
2008 - 2009 IDEA CATALOG OF EXCELLENCE
WHOOO’S IN THE FOOD CHAIN
Assessment for 1 2 3 4
KWL Chart
Information dis-
Organized. One
or more topics
not addressed.
Information has
little or nothing
to do with
topic. Does not
contribute to
discussion.
Information
not accurately
organized with
incomplete
sentences.
Information strays
from the topic.
Does not willingly
contribute to
discussion.
Information
organized with
most in complete
sentences. Most
information
relates to the
topic.
Contributes to the
discussion
Information well
organized
with complete
sentences.
Information
relates to the
topic.
Contributes to
discussion.
Word Sort
Does not listen to
story.
Has less than 8 of
the cards correctly
categorized.
Listens to part of
the story.
Has 8-10
cards correctly
categorized.
Listens to the
story. Has
more than 10
cards correctly
categorized.
Listens attentively
to the story.
Has all of the
cards correctly
categorized.
Virtual Dissection
Does not stay
on task. Does
not complete
dissection. Most
bones placed
incorrectly on the
chart.
Is off task some
of the time.
Completes part of
the task and places
a few of the bones
correctly on the
chart.
Stays on task
most of the time.
Completes most
of the dissection.
Places most bones
correctly on the
chart.
Stays on task,
completes the
dissection and
places all the
bones correctly on
the chart.
Owl Pellet
Dissection
Off task.
Separates only a
few of the bones.
Does not attempt
to glue the bones
on the bone
sorting sheet.
On task some of
the time. Separates
some of the bones
and glues them on
the bone sorting
sheet.
On task most
of the time.
Separates most
of the bones and
glues them on
the bone sorting
sheet.
On task all of the
time. Separates
all of the bones
and glues them on
the bone sorting
sheet.
TOTAL
