Reflection: Modeling Whoo Wants Leftovers? - Section 1: Prior to Teaching

 

While most students are ready and willing to perform the lab, there are usually a few who are hesitant to handle owl pellets. In these cases, I like to do the lab first to prepare the students and to show them that it's not as disgusting as they anticipate it to be. I show interest and enthusiasm in the process, explaining that this is the type of work that many scientists do (especially those who are involved in working with nature or animals).

Once students see the dissection first-hand, they are usually more willing to participate themselves. However, I never force participation for those who are still not convinced.  Instead, I offer the opportunity to complete virtual dissection, which can be accessed here.

  How do I handle the kids who don't want to dissect?
  Modeling: How do I handle the kids who don't want to dissect?
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Whoo Wants Leftovers?

Unit 2: Zoology
Lesson 10 of 17

Objective: SWBAT describe what and how an owl pellet is formed. SWBAT dissect an owl pellet and identify its contents to hypothesize about the predator's habitat and food sources.

Big Idea: By examining owl pellets, we are able to map the whereabouts of certain species, identify predator-prey relationships, and learn about the ecosystems that are suitable for owls to live and thrive.

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7 teachers like this lesson
Subject(s):
Science, desert area, ecosystem, behavior (Biology), zoology, Owl Pellet, bird, Lab
  140 minutes
owl
 
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