Kayla Scholl
Science Fair Lesson Plan: “Predator and Prey: Owl Pellets”
Intended Grade: Fourth Grade
1. Objectives
Knowledge Outcomes: Extend students’ understanding of the vocabulary words
“predator” and “prey.” Students will also learn about owl pellets and some unique
characteristics about an owl’s digestive system.
Skills Outcomes: Students will think critically about food chains and resources. They
will also learn to ask and answer questions based on observation of the owl pellet.
2. Assessment:
Formative: Teacher will monitor student progress throughout the predator and
prey game and also observe students as they dissect the owl pellet.
Summative: At the end of the lesson, the teacher will discuss with the students what
they discovered from the owl pellet and ask them some questions about the
dissection process.
3. Materials










Mice and Owl Pictures
Whiteboard and expo markers
Colored plastic chips
Owl Pellets
Trays
Magnifying glasses
Tweezers
Rulers
Science Notebooks
Bone Chart
4. Sequence of Activities
A. Hook: Predator and Prey Game: As a larger group, the class will discuss predator
and prey. The teacher will ask the questions: What is a predator and what is prey?
What are some examples of a predator or prey? As a group, they will make a Venn
diagram of predators, prey, and which animals can be considered both. They will
then move into a game. Some students will be mice and others will be owls. The
teacher will spread food (colored plastic chips) around the room. The mice are
trying to avoid the owls, but also collect food. The owls are trying to catch the mice.
The teacher will manipulate different variables, such as the amount of food for the
mice, the amount of mice, the amount of owls, etc. After the activity is over, the class
will have a discussion. The teacher might ask: What different things affected
survival of the mice? Of the owls? What resources were important to the animals in
this game? What are some examples of resources we need in our environment?
B. Activity: Owl Pellet Dissection



After the hook activity is over, the class will come together as a large group
again. The teacher will discuss what an owl pellet is. She might say: Owls, like
many other birds, eat their food whole. An owl slowly digests it’s meal by
separating the soften materials (such as the meat) from the harder materials
(such as the bones, feathers, fur, etc.). It then regurgitates these harder
materials in an owl pellet. We have some owl pellets here today to dissect.
You don’t have to worry because these owl pellets were treated in a special
lab and are now okay to touch with our hands.
Before the students separate into groups, the teacher will have a discussion
with the students about things that an owl might eat and what they think
they might find in the owl pellet. Then students will separate into groups of 3
or 4.
The teacher will pass out the trays, owl pellets, and tweezers to the groups of
students. Students will also receive rulers to measure the size of their owl
pellet. Students will be asked to identify at least 3 different characteristics of
their owl pellet (size, color, smell, texture, etc.). Students will record these in
their science notebooks. They can also reference the bone chart to see what
kinds of animals or bones they are finding in their pellet. They can use this
chart to create their own chart of the bones that they found in their pellet.
The teacher will also ask them questions like: What do you think is inside of
the pellet? After you opened the pellet, what kind of information did you
learn? What else can we use besides owl pellets to learn more about animals
or people?
C. Differentiation


ELL and IEP students can work with native-English speaking students or
students who have a good understanding of how to conduct hands-on science
experiments.
Invite ELL students to draw pictures of what they observe in relation to their
owl pellets. They can draw pictures of the bones and label them with simple
words.
D. Wrap-Up


Teacher will assign homework for students to learn more about their favorite
animal.
Homework Prompt: “For homework, conduct some of your own research on
your favorite animal or animals. Answer the following questions about
it/them: Is this animal a predator or a prey? What does it eat and what preys
on it? Where does this animal typically live (what kind of
environment/ecosystem)? Is there anything particularly special about this
animal, for example, does it have a special digestive system, can it camouflage
into its environment, etc.?
5E Model Plan:





Engage: The teacher will pre-asses the students’ knowledge about predators
and prey during the initial discussion. She will ask questions like: What is a
predator? What is prey? What are some examples of each? The teacher will
use the predator and prey game to engage students into the idea of
environmental resources, survival, ecosystems, and animal relationships. The
hands-on dissection of the owl pellet will also require “engagement” from the
students.
Explore: Students will explore the owl pellet through their dissection,
observing all its different characteristics. Students will record these findings
in their science notebooks. They will be able to build their own
understanding of what an owl pellet is, what an owl’s digestive system does,
what you would find in an owl pellet, and what an owl typically eats.
Explain: Students will measure the owl pellet and describe some of the
characteristics of the owl pellet. These will be direct observations the
students make about the owl pellet during the dissection.
Elaborate: The teacher will ask students like: What do you think is inside of
the pellet? After you opened the pellet, what kind of information did you
learn? What else could we use, besides owl pellets, to learn more about
animals or people? These questions will help students build on the
knowledge they’ve gained through their exploration and explanation.
Evaluate: The teacher will monitor students’ progress throughout the game
and owl pellet dissection activities. She will take note of students’ answers to
her questions. The homework prompt asks students to find out more about
their favorite animal. Is it a predator? Is it a prey? What does it prey on?
What preys on it? Where does this animal typically live (what kind of
environment/ecosystem)? Is there anything particularly special about this
animal, for example, does it have a special digestive system, can it camouflage
into its environment, etc.? This will help students make connections and
further their understandings of these concepts.
Formative Assessment Tools:



Students will use a Venn Diagram to categorize animals into categories of
predator, prey, or both.
Students will record observations about their owl pellets in their science
notebooks.
Students will use the bone chart to create their own chart that shows what
kinds of bones they found (what part of the body are they from, what kind of
animal are they from, etc.).
Data Collection


Teacher, with the help of students, will create the Venn Diagram to record
data about predator and prey.
Students will use their science notebooks to record data on their owl pellets
and create their own bone charts.
Strategies to Include ELL Students


ELL students can be grouped with native English speakers, so they can
scaffold their language.
Invite ELL students to draw pictures of what they observe in relation to their
owl pellets. They can draw pictures of the bones and label them with simple
words.
Questions to Facilitate Discussion with Students



Opening Activity: What is a predator. What is a prey? What are some
examples of each?
Owl Pellet Dissection Activity: What are some characteristics of the owl
pellet? (Size, shape, color, smell, texture, etc.). What do you think is inside of
the pellet? After you opened the pellet, what kind of information did you
learn? What else could we use, besides owl pellets, to learn more about
animals or people?
Homework Prompts: Is it a predator? Is it a prey? What does it prey on?
What preys on it? Where does this animal typically live (what kind of
environment/ecosystem)? Is there anything particularly special about this
animal, for example, does it have a special digestive system, can it camouflage
into its environment, etc.?
Incorporating Mathematical Concepts


Measurement concepts can be incorporated into the investigation of the owl
pellet during dissection. Students can use their rulers to measure their owl
pellets in centimeters. They can convert these centimeters into different
forms of measurement.
Students can also look at population numbers in different environments.
Students can use these numbers to look at the different concepts discussed
during the prey and predator activity, such as overpopulation, under
population, a lack in resources (food, and other resources), etc.