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Owl Pellets

Owl Pellets. GARFIELD ELEMENTARY Rogers, Arkansas Third Grade Teacher: Donna James Literacy Facilitator: Kristy Brown January 2012. GANAG is a lesson structure that allows teachers to plan for student use of research based instructional strategies. G = goal A = access prior knowledge

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Owl Pellets

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  1. Owl Pellets GARFIELD ELEMENTARY Rogers, Arkansas Third Grade Teacher: Donna James Literacy Facilitator: Kristy Brown January 2012

  2. GANAG is a lesson structure that allows teachers to plan for student use of research based instructional strategies. G= goal A= access prior knowledge N= new information A= application G= generalize the goal

  3. GoalThe student will investigate to determine the eating habits of owls. Setting the Goal LS 2.3.1 Classify animals as vertebrates and invertebrates

  4. Access Prior Knowledge The students were asked to rate themselves on how much they knew about owls and their eating habits.

  5. Access Prior Knowledge The students used note taking with interactive notebooks to record the goal and their prior knowledge.

  6. New InformationA book about owls was read to the students and information about owl eating habits was shared. Students learned that owls regurgitate “owl pellets”. The owl pellets hold some answers to our question: What are the eating habits of owls?

  7. Access Prior Knowledge Students were asked to use the scientific method to investigate owl pellets.

  8. New Information The students had to first hypothesize about what they thought they would discover. Then they were to record their findings. NS 1.3.9 Apply lab safety rules

  9. New Information The students worked in cooperative groups and recorded their findings.

  10. New Information The students compared their findings to the bones on a bone chart. NS 1.3.3 Conduct scientific investigation in teams

  11. New Information They were amazed at how quickly they were able to find matches to various animals. During this process, students were able to compare the differences and similarities of bone structure of many small mammals.

  12. Application The students disseminated the information they had gathered about the eating habits of owls and shared out with one another their findings. They were able to make connections on a large chart to point out the food chain and then verbalize what would happen if there was a shortage of specific animals.

  13. NS1.3.4 Communicate results of scientific investigation

  14. Embedded Writing “The goal was revisited and the students were asked to write a paragraph about what they had gleaned from this investigation.” -Mrs. James NS 1.3.1 Communicate observations orally and in writing

  15. Goal We revisited our goal. The students shared their paragraphs based on their findings from the investigation. On a scale of 1 to 4, they displayed what they now knew about the eating habits of owls.

  16. Incorporating the 9 high-yield strategies Identifying similarities and differences- Comparing bones on the bone sorting chart Summarizing and note taking- Students recorded information through out the investigation and then wrote paragraphs about their findings. Reinforcing Effort and Providing Recognition- Students were allowed to share with one another their findings and any new discoveries. Cooperative Learning- Students worked together during the investigation. Setting the Objectives- Students were asked to note how much they knew before the investigation and write out the problem as part of the scientific method.

  17. Incorporating the 9 high-yield strategies, cont. Generating and testing hypothesis- Students were asked to set up the investigation and hypothesize about the eating habits of owls based on information that they already knew. Cues, Questions and Advanced Organizers- Students were allowed to share out their findings with classmates and note any new discoveries. They were questioned by the teacher and allowed to use notes, bone sorting charts and the actual investigation materials to support their answers. Non linguistic Representations- Book “Owl Moon”; pictures; bone sorting charts; actual owl pellets Homework and Practice- Students were asked to complete a written paper and illustration as a representation of their learning.

  18. RESOURCES “Here are three websites that offer owl pellet kits for classrooms. I have used all three sites to order my pellets and they are all good.” –Mrs. James educational innovations: http://www.teachersource.com/BiologyLifeScience/OwlPellets/OwlPellets.aspx GenesisIncorporated: http://www.pellet.com/ Mountain Home Biologicals: http://www.pelletlab.com/barn_owl_pellet Owl Moon. Philomel Books, 1987. ISBN: 399214577. A little girl and her father take a walk on a late winter night and admire their surroundings.

  19. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervisionand Curriculum Development. Pollock, J. E. (2007). Improving student learning one teacher at a time. Alexandria, VA: Association for Supervision and Curriculum Development. Pollock, J. E., & Ford, Sharon M. (2009). Improving student learning one principal at a time. Alexandria, VA: Association for Supervision and Curriculum Development.

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