LESSON PLAN FORMAT

Name: Kyrie Purdy

Date: 2/3/15 & 2/5/15
I. LESSON FOUNDATION
Lesson Title: Owl Pellet Observation
Grade Level(s): 3

Time Allotted: 30 minutes (per day)

Subject Area(s)/Subject Content Explanation: Science

Standard(s)/Anchors: Identify structures and functions of the muscular and

skeletal systems of the human body [3.LS.6]

Essential Question(s): Why are bones important? How are bones of different
animals alike? How are bones of different animals different? How are
animals bones similar to human bones? How are animal bones different from
human bones? Can we tell the function of a bone by its structure?
Instructional Objective(s): When presented with animal bone structures, the
students will be able to describe the similarities and differences between
animal and human bone structures with 80% accuracy.
Formative Assessment: The students will describe the similarities and
differences between animal and human bone structures on their Owl-Pellet
Observation Sheet.
Summative Assessment: The students will be tested at the end of the human
body unit with a blank skeleton worksheet in which they will have to provide
the scientific names of the basic bones (skull, femur, flanges, humerus,
ribcage, etc.). Students will also have a short answer response on the back in
which they will need to provide two words to describe the purpose of bones
and explain their reasoning of why they chose those words.
II. LESSON BODY
INTRODUCTION: Read Barn Owls to the students and explain that today we
will be investing bones of a small animal found in an owl pellet. Explain that
owls eat small rodents but are not able to digest the fur and bones. The owl
then regurgitates or coughs up a pellet containing the bones.
TEACHING PROCEDURES:

Must include:
*Description of Method(s) Used to Present Subject Matter Break the class up into pairs. Hold up an owl pellet and describe the
procedure.
Unwrap the foil and remove the pellet.
Observe the whole pellet. Notice the shape, color, texture, and mass
(or weight) of the pellet. Write your observations on the Owl Pellet
Observation Sheet.
Gently separate the pellet into halves. Put each piece on a paper plate
so each student in the pair has one to work with.
Separate the bones from the fur and other material using your
toothpicks.
Distribute the materials to students. Have one student from each table group
get the materials from the materials station and bring back the owl pellets,
paper plates, toothpicks, and Owl Pellet Observation Sheets
Begin the pellet observation by allowing students to start recording the
observations in part 1 of the observation sheet. Monitor students as they
separate the bones from the fur.
Have students continue to write their observations in part 2 of the owl pellet
observation sheet. Discard fur and other materials after the bones have been
separated. Students should be noting the size, shape, and number of bones.
*Guided Practice Have students share the bones that they are able to
identify. Ask students how are these animal bones similar to human bones?
How are these animal bones different from human bones? Allow students to
share.
*Independent practice The students will record their final answers in part 3
of the owl pellet observation sheet. The students will draw a bone that is
similar (to human bones) and identify it by name, they will do the same thing
for a difference observed in bones (to human bones). They will also answer
the two other questions at the bottom on their own: What animal skeleton
did you find in your pellet? And What bones helped you decide it was that
animal?
CLOSURE: Create a T-chart to list the similarities and differences between
human bones and rodent bones. Give each pair of students two sticky notes.
One pater should write a similarity and one partner should write a difference.
(Students may say they are similar in number and shape but differ in size or
possible function).
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of
pictures of bones, and group discussions. ELL students will be grouped

together for language. Word bank will be provided for blank diagram of
skeleton on summative test at end of human body unit.
Additional individualized strategies as mandated by IEPs and 504 plans
include: One student with IEP/ELL student will work with other ELL students
in his group. During the test, he will be given the first letter of the bone
already written for him on his test and he will be provided with a word bank.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Owl pellet
observation sheet, chart paper, owl pellets, toothpicks, paper plates, sticky
notes and (at the end of the human body unit) human body skeleton and
purposes test.