5E Inquiry Lesson Plan Title: Barn Owl Pellet Lab Grade level: 7th National Standards: Interdependence of Life The student will understand that within ecosystems, complex interactions exist between organisms and the physical environment. Animals eat plants or other animals for food and may also use plants (or even other animals) for shelter and nesting. Some source of energy is needed for all organisms to stay alive and grow. Alabama Course of Study: Standards 1, 3, 7 Objectives: The student will be able to dissect an owl pellet. The student will be able to identify the animal skulls and other bones found in the pellet. The student will view a Power Point Presentation and participate in an interactive class discussion to learn basic facts about the barn owl, food chains and food webs.

Procedures Materials: Owl pellets; metric ruler; forceps; wooden probes; hand lens; glue stick; 8 cards labeled with the following bone groups: skull, jaw, scapula, fore limb, hind limb, pelvic, rib, vertebrae; balance scales; paper plates; zip lock bags; 4 bone charts and 6 hand-outs.

ENGAGE: 1st Day: Pre-Test; 3-D Presentation Time: 15 minutes EXPLORE: 1st Day: Complete Handout #1. Weigh and measure both owl pellets. Record your findings on weight/measurement on Handout #2. Answer questions 1 and 2 on Handout #2. Time: 30 minutes 2nd Day: Record on Handout #2 the predicted number of skulls for each pellet you weighed and measured on Day 1. Answer question 3 on Handout #2. Dissect the owl pellets and record the observed number of skulls on Handout #2 for your individual pellets. Does your prediction correlate with your observation after dissection? Save and store bones in zip lock bags for the next day’s activity. Time: 45 minutes 3rd Day: EXPLAIN: After all groups have completed their dissections, exchange results with the other groups and record findings on Handout #3 and answer questions 1, 2, 3. Use the data from your combined class data (Handout #3) to complete Handout #4. Using the data from Handout #4 construct a graph (Handout #5) showing the frequency distribution. Time: 30 minutes

3rd Day con’t.: ELABORATE: Show Power Point Presentation along with interactive class discussion. Time: 15 minutes 4th Day: ELABORATE con’t.: Each group will arrange all the bones from both pellets on the 8 bone cards. Each group will construct a Food Chain with a one producer and at least 4 consumers based on your dissection (use the back of Handout #5 for your Food Chain). Time: 35 minutes EVALUATE: Post Test Time: 10 minutes Safety: N/A Prepared by: Dr. Debbie Payne, Ruth Liddell, Shirley Scarbrough Alabama State University, Math and Science Partnership (MSP) 2012

FEMUR, TIBIA/FIBULA

Upper – Lower Hind Leg Bones

FEMUR, TIBIA/FIBULA

Upper – Lower Hind Leg Bones

HUMERUS, RADIUS

Upper – Lower Front Leg Bones

HUMERUS, RADIUS

Upper – Lower Front Leg Bones

JAWS (mandibles)

JAWS (mandibles)

PELVIC BONES

PELVIC BONES

RIBS

RIBS

SCAPULA

(Front Leg Shoulder Blade)

SCAPULA

(Front Leg Shoulder Blade)

SKULLS

SKULLS

VERTEBRAE

VERTEBRAE