Lesson

Plan Template
First Name

Courtney

Last Name

Nakahara

UH Email

chn286@hawaii.edu

Date

02/05/2016

Semester

Spring

Year

2016

Lesson Duration

1 hour and 45 minutes

Grade
Level/Subject
Title

th

5 Grade/ Science

Food Chain: Owl Pellet Investigation

Central Focus (Enduring Understandings)
A description of the important understanding(s) and concept(s)
Scientists need to know the difference between producers, consumers, and decomposers. They also need
to know the difference between herbivores, carnivores and omnivores. As scientists, students need to be
able to determine the different roles that plants and animals play in food chains and food webs.
Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III)
that align with the central focus and address essential understandings, concepts, and skills
HCPS III
SC.5.3.1 Describe the cycle of energy among producers, consumers, and decomposers (e.g. food chains,
food webs)
Student Learning Objectives
Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson
learning segment
Overall objectives:
Students will be able to categorize different plants and animals in to the following categories: producer,
1st level consumer, 2nd level consumer, decomposer, herbivore, carnivore, omnivore.
Students will be able to define and create a food chain and food web.
Learning Target(s):
Students can use the bones of an owl pellet to find out what an owl eats.
Students can identify producers, consumers, decomposers, herbivores, and carnivores.
Students can use the eating habits of an owl and snake to create food chains and a food web.
Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative
(informal) assessments applied throughout the lesson and summative assessments (formal) of what
students learned by the end of the lesson (include any assessment tools)
Formative Assessment:
Structured Observation/monitoring
Class discussions
Producer/Consumer/Herbivore/Carnivore T-chart list
Journal Entries (Observations, predictions, food chain)
Food chain/web yarn activity
Food web drawing
Summative Assessments (end of unit) :
Multiple Choice and fill in the blank test
A drawn and labeled food web that contains at least 2 food chains (producer, consumer, and
decomposer)

Instructional Strategies and Learning Tasks

A description of clear steps that convey the use of multiple strategies, supports, and resources and 2)
offers opportunities offered for multiple modes of participation
Transition (1 min)
1. Have students put away their language arts supplies and get their science journals, pencils, and
rulers.
Observation Mini Lesson (4 min): Students will learn about the two types of observations.
2. Take out the observation anchor chart and briefly explain the purpose of observations.
3. Have two students read aloud the two types observations they will be making. Students will be
learning what quantitative and qualitative observations are.
4. Ask if there are any questions and clarify any misunderstandings.
Observing Pellets (5 min): Students will apply their knowledge of making observations by observing the
owl pellet that they will receive.
5. Give students their partner assignments and task. (elbow partners and task: observe the object that
will be given to you and write down at least 2 quantitative and qualitative observations in your
science journal under the vocabulary words.)
6. Tell students to follow directions, handle the pellet with care, do not crush or squeeze it, do not
open the bag.
7. Pass out pellets in Ziploc bags. Then instruct students work with their partner and begin
observing the pellet while the bag is closed.
Reading: White Owl, Barn Owl (10 min): Students will be applying their knowledge of producers,
consumers, herbivores, carnivores, and omnivores.
8. Have one student from each partner return the pellets to the back table.
9. Instruct students to get their science journal out and turn to the next clean page.
10. Have them create their producers and consumers t-chart.
11. Read the story to students and have them write down the animals they hear in the correct
categories.
12. Have students work together for a few minutes to identify the different carnivores, herbivores,
and omnivores of the animals they wrote down.
13. Have students guess what their pellet is based on what they learned in the story.
14. Discuss how the owls form the pellets and what the pellets contain.
Finding Bones in Owl Pellets (20 min): Students will work with a partner to pick out bones from their
pellet.
15. Tell students they are going to be ornithologists (scientists who study birds) (greek root: orintho)
16. Tell students their task: Work together as partners to carefully take out the bones from the pellet
and then use a bone chart to identify the animal bone from their pellet. Do not eat these pellets or
bones.
17. Model for students how to take out the bones without breaking too many of them.
18. Have one partner gather the materials.
19. Allow students to take apart the pellet and remove the bones.
20. Circulate the classroom to help students, answer questions, clear up misunderstandings, and give
tips on how to get the bones out.
21. If students finish early they can begin to sort their bones out.

Sorting Bones (10 min): Students will work with their partners to categorize the bones using a reference
chart.
22. Stop students from removing bones.
23. Pass out a bones reference sheet to each set of partners.
24. Instruct them to carefully place each bone in the correct box on the bone chart.
25. Then tell them to put all the bones and pellet remains on the plate.
26. Collect the plates, while instructing students to take off their gloves, take their toothpicks, foil
and napkins and throw them away.
Discussion (5 min): Students will be discussing their results and the purpose of looking at the bones in
the pellets.
27. Have students share what types of animals and bones they found.
28. Have students guess why ornithologists would look at the bones in these pellets.
Transition (5 min):
29. Have students leave their science journal and pencils on their desk, and then get out a highlighter.
30. Have students write down their homework and put their planners away.
Recess
New Vocabulary (5 min): Students will be introduced to the new vocabulary needed in this lesson.
1. Have students copy down the following vocabulary words and definitions (1st level consumer, 2nd
level consumer, 3rd level consumer ).
2. Then instruct them to take their highlighter and highlight the new vocabulary words (1st level
consumer and 2nd level consumer).
Food Chain and Food Web Yarn Activity (20 min): Students will physically create a food web with 2
food chains. Then they will identify the different parts using academic vocabulary.
Explain the task: We will be creating a food chain and then a food web using yarn and cards.
Review what a food chain and food web are.
Gather 6-7 volunteers for the activity and assign them a part. (sun, sea weed, coral, fish, bigger fish,
shark, humans)
Verbally, using academic language and descriptions, walk through the creation each food chain to form a
food web around the classroom. Have students help determine what eats what.
Have students in their seats identify each plant/animal as a producer, 1st, 2nd, 3rd level consumer, and
herbivore/carnivore.
Modeling and Drawing Food Web (20 min)
Explain the task: Drawing and labeling their own food chains and web.
Show an exemplar and explain specifically what students need to have in their picture.
Give students time to draw, color, and label their food webs.

Differentiation
Instructional strategies and planned supports to meet the needs of individuals, and/or groups of students
who are in your class during the lesson and may require different strategies or support.
Struggling:
Provide visual aids (examples, anchor charts, pictures) and manipulatives (yarn, charts)
Have group discussions, group work, and individual questioning where misunderstandings can be
clarified.
Review and apply applicable vocabulary words through discussion and activities
Write the instructions on the board.
Accelerated:
Allow them to reconstruct the animals using the bones they found and the bones reference chart.
They can determine which animal the owl enjoyed best based on their findings.
Write a reflection on their experience and also research food chains and webs that are found
locally.
Allowed to go ahead and write down the vocabulary words for the next lesson.
504/IEP:
Make appropriate accommodations according to each students plan.
Monitor students according to their plan.
Consult with resource teacher/special education teacher for appropriate accommodations as
needed.
Provide visual aids (examples, anchor charts, pictures) and manipulatives (yarn, charts)
Have group discussions, group work, and individual questioning where misunderstandings can be
clarified.
Review and apply applicable vocabulary words through discussion and activities
Write the instructions on the board.
Instructional Resources and Materials
Books, texts, and other materials needed for the lesson
Lesson plan adapted from:
Pickett, Linda. (2012). Day 7B Owl Pellet Investigation. Retrieved from:
http://coe.winthrop.edu/pickettl/ELEM%20631/Day%207b%20Owl%20Pellets.pdf
White Owl, Barn Owl by: Nicola Davies
11 Owl Pellets (one per pair)
11 snack Ziploc bags
1 pellet to model
11 Paper plates
napkins/paper towels (optional)
11 centimeter rulers
23 toothpicks
6 magnifying glasses (optional)
1 box of latex gloves (1-2 pairs of gloves per person)
Animal bones reference chart
Producer, Consumer, Decomposer, Herbivore, Carnivore Graphic Organizer
Students Science Journals
Vocabulary Crossword Puzzle
2 yarn balls in different colors (e.g. red and blue)