Owls, diets and regurgitation

What happens to the bones when owls eat mice?

Created by E Banks, E Yeager, and H Burling; members of the University of Minnesota veterinary class of 2027

Learning question and unit goals

This activity is designed to help students explore species differences in anatomy, starting with birds.  It should spark interest in the world around them and help students realize that animals have different mechanisms of coping with the inedible parts of their food. Secondarily, this activity should help students develop computer manipulative skills.

Intended grade level

Grades 2-3, connected to life science units

Minnesota science state standard connections

1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena

0L.1.2.1.2 Make observations of plants and animals to compare the diversity of life in different habitats. (P: 3, CC: 1, CI: LS4)

4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counterarguments

3L.4.1.1.1 Construct an argument about strategies animals use to survive. (P: 7, CC: 2, CI: LS2)

4.2.1 Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats.

3L.4.2.1.1 Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.** (P: 8, CC: 4, CI: LS1)

Student learning objectives

Students  interpret the information seen in the video and complete the maze and coloring activity to connect their new knowledge to what they know of human anatomy.

Students complete the online activity, sorting out the bones into the parts of the skeleton.

Background material

Students should be familiar with basic human anatomy, particularly the esophagus and the stomach. The term digestion should be familiar.

Lesson format

This activity is expected to take 30-45 minutes.  It can be done in the classroom, with students working individually or in pairs.

Resources

Crayons or colored pencils

Print outs of these documents:

• OwlRegurgMaze
• Boy coloring page
• Girl coloring page

Access to the internet for part 2.

Optional- owl pellets for dissection, dissection supplies OR play doh dissection mockup.

Assessment

Students should color code the esophagus and stomach the same as the owl’s esophagus and proventriculus.

Outline

Part 1. Students will watch a 5 minute video on owl digestion, followed by a coloring activity that helps them compare owl and human digestive tracts.

Here is an example of a filled-out maze.

Part 2.  Students will watch the dissection of a play do owl pellet followed by an interactive online dissection.

Optional play doh dissection:  Wrap play doh around small objects that might or might not be eaten by an owl. Have students sort the items into piles of what might be realistic and what isn’t.  Older students could research owl diets as a supplementary activity.