Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Owl pellets

Date

Sep28/15

Subject/Gra
de Level

Science- Grade 7

Time
Duratio
n

30 min

Unit

Unit A- Interactions and Ecosystems

Teacher

Julie Allred

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

1. Investigate and describe relationships between humans and their environment, and
identity related issues and scientific questions
2. describe examples of interactions and interdependency within an ecosystem.

LEARNING OBJECTIVES
Students will:
1. Look at evidence in order to determine the prey of an owl

ASSESSMENTS
Observations:

Student involvement
Are students able to participate?
Can students identify different parts in order to establish evidence of
interaction?

Key Questions:

What and how many prey animals are you able to identify in a
given owl pellet?

Products/Performan
ces:

Bone identification sheet

LEARNING RESOURCES CONSULTED

Alberta Program of Studies

MATERIALS AND EQUIPMENT

Owl Pellets
Gloves
Tweezers
Paper
Petri dishes
Tape

PROCEDURE
Prior to lesson

Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

-Create Necklaces
- Get String
-Print pyramid & Printable
-

Introduction
Secret Student

Time
3

Review discussion
-Students will contribute to both class and group discussion
-An environment of positive, respectful learning
1. Who am I?
2. Food Pyramids
3. Return Test

Adapted from a template created by Dr. K. Roscoe

Transition to Body

Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Lesson Plan Template ED 3501 (Version C)

Now that we have discussed the different roles of the animals in
a ecosystem, we will move onto a way of visually represent the
relationship between a variety of organisms within that
ecosystem.
Body
Who am I?
Students will each put on an organism necklace but with the
picture on their back so they cannot see what it is.
They will then ask their classmates questions until they can
figure out who they are
Encourage students to use questions that include the
vocabulary we have been learning in science
Example:
Am I a living thing?
A herbivore?
Food Pyramid
Make a food web with the students
- explain how to identify primary, secondary and tertiary
consumers?
- Draw an example pyramid and have them help
categorize the organisms from their food chain
- Hand out the example sheet

Time
10

25

Students desks will be in a pyramid shape

- explain how changes in the environment would effect
their pyramid.
- Introduce problems and change the pyramid
Teacher Notes:
Assessments/
Differentiation

ASSESSMENTWorksheet will be put in their binder

Learning Activity
#3

Hand back test

- Go over how they can take the test again
- Those that will be retaking the test will be coming for
intervention on Monday for a study session and Tuesday
to retake the test
ASSESSMENTWhich questions did students get wrong more often?
Come up with different ways to present these topics to reach
more students

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

Closure
Now we can see how complex ecosystems are and how each
organism is dependent on plants.

Feedback From
Students:

Hold up your hand and use your fingers to represent your level
of understanding (0- no clue .. 5- could teach someone
else)

Feedback To
Students

During the presentations, the Teacher will add or clarify any

information that causes questions

Transition To Next
Lesson

Next class we will be discussing how ecosystems also can be

described using food pyramids

Sponge
Activity/Activities

Time
2

1. Pyramid Foldable

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Reflections from the
lesson

Adapted from a template created by Dr. K. Roscoe