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Owl Encounters--Game Show Showdown

from International Owl Center

Program image

Can you keep an owl as a pet? Can cats kill owls? Is it legal to keep a feather you find on the ground?

These are just a few of the questions you'll be challenged with during our exciting game show! Two teams will go head-to-head as they show how much they know. At the end of the game show, you'll get a visit from one of our real-life owl ambassadors!

Students can get involved with this interactive game show focusing on human-owl interactions and the basic questions everyone has about owls. This is our most popular program for children.

This lesson is best suited for 2nd grade and older, 4-H, scouts and families, and can take 30-60 minutes depending on student involvement.

Program Rating

This program has not yet been evaluated.


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About This Program

Cost

Point to Point: $125.00
Point to Point Premium: $125.00



Length

30-60 minutes depending on student involvement


Target Audience

Education: Grade(s) 3, 4, 5, 6Public Library: Library Patrons

Minimum participants:

There is no maximum, but we suggest no more than 50 students.

Maximum participants:

None


Primary Disciplines

Sciences


Program Delivery Mode

Zoom



Booking Information

The best days for this program are Tuesdays, Wednesdays, and Thursdays.

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

We will not charge for programs canceled due to school closings, weather emergencies, or unforeseen technical issues; or for programs canceled by the International Owl Center for any reason. Programs canceled less than 48 hours ahead of time, except under the circumstances above, will result in the full program fee being charged. Programs canceled more than 48 hours in advance (or canceled under the circumstances above) will be refunded the full cost of the program, or rescheduled at no additional charge.

About This Provider

Content Provider logo

 

International Owl Center

Houston, MN
United States

The International Owl Center is the only owl education center in the United States. It works to make the world a better place for owls by educating, inspiring, and empowering people.

Contact:
Karla Bloem
karla@internationalowlcenter.org
5078966957

Program Details

Format

1. This program begins with a short introduction of the International Owl Center.
2. We then go over the rules of the game show.
3. We play the game show by inviting one contestant from each team up at a time to answer questions.
4. Participants get a visit from one of our live ambassador owls.
5. Time is allowed for questions and answers.

Objectives

The participant will be able to:
-learn that owls and their parts are protected by law
-learn that owls don’t make good pets
-learn that owls live in all kinds of rural and urban habitats
-Know the answers to standard owl questions (diet, weight, age, how far their heads turn)
-Properly handle situations where grounded owls are found
-Identify owl calls in the wild
-Consider doing (or not doing) at least one thing to help owls
-Regard owls as very special creatures
-Regard owls (and other wild animals) as individual beings, not objects

Standards Alignment

National Standards

CCSS.ELA-LITERACY.1.L.1 -- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.1.L.4 -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
CCSS.ELA-LITERACY.1.L.5 -- With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
CCSS.ELA-LITERACY.1.L.6 -- Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
CCSS.ELA-LITERACY.1.SL.1 -- Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.1.SL.2 -- Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
CCSS.ELA-LITERACY.1.SL.3 -- Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
CCSS.ELA-LITERACY.11-12.L.1 -- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.11-12.L.3 -- Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.11-12.L.4 -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.11-12.L.5 -- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.11-12.L.6 -- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.11-12.SL.3 -- Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
CCSS.ELA-LITERACY.11-12.SL.4 -- Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-LITERACY.2.L.1 -- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.2.L.4 -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
CCSS.ELA-LITERACY.2.L.5 -- Demonstrate understanding of word relationships and nuances in word meanings.
CCSS.ELA-LITERACY.2.L.6 -- Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
CCSS.ELA-LITERACY.2.SL.2 -- Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
CCSS.ELA-LITERACY.2.SL.3 -- Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
CCSS.ELA-LITERACY.2.SL.4 -- Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
CCSS.ELA-LITERACY.3.L.1 -- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.3.L.3 -- Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.3.L.4 -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.3.L.5 -- Demonstrate understanding of word relationships and nuances in word meanings.
CCSS.ELA-LITERACY.3.L.6 -- Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
CCSS.ELA-LITERACY.3.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.3.SL.2 -- Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.3.SL.3 -- Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
CCSS.ELA-LITERACY.3.SL.4 -- Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
CCSS.ELA-LITERACY.4.L.1 -- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.4.L.3 -- Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.4.L.4 -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.4.L.5 -- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.4.L.6 -- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g
CCSS.ELA-LITERACY.4.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.4.SL.3 -- Identify the reasons and evidence a speaker provides to support particular points.
CCSS.ELA-LITERACY.4.SL.4 -- Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-LITERACY.5.L.1 -- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.5.L.3 -- Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.5.L.4 -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.5.L.5 -- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.5.L.6 -- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
CCSS.ELA-LITERACY.5.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.5.SL.2 -- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.5.SL.3 -- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
CCSS.ELA-LITERACY.5.SL.4 -- Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-LITERACY.6.L.1 -- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.6.L.3 -- Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.6.L.4 -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.6.L.5 -- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.6.L.6 -- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.6.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.6.SL.2 -- Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-LITERACY.6.SL.3 -- Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
CCSS.ELA-LITERACY.6.SL.4 -- Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.7.L.1 -- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.7.L.3 -- Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.7.L.4 -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.7.L.5 -- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.7.L.6 -- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.7.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.7.SL.2 -- Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-LITERACY.7.SL.3 -- Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
CCSS.ELA-LITERACY.7.SL.4 -- Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.8.L.1 -- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.8.L.3 -- Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.8.L.4 -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.8.L.5 -- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.8.L.6 -- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.8.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.8.SL.2 -- Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
CCSS.ELA-LITERACY.8.SL.3 -- Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
CCSS.ELA-LITERACY.8.SL.4 -- Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.9-10.L.1 -- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.9-10.L.4 -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.9-10.L.5 -- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.9-10.L.6 -- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.9-10.SL.3 -- Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
CCSS.ELA-LITERACY.9-10.SL.4 -- Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.K.L.1 -- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.K.L.4 -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
CCSS.ELA-LITERACY.K.L.5 -- With guidance and support from adults, explore word relationships and nuances in word meanings.
CCSS.ELA-LITERACY.K.L.6 -- Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
CCSS.ELA-LITERACY.K.SL.1 -- Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.K.SL.2 -- Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
CCSS.ELA-LITERACY.K.SL.3 -- Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCSS.ELA-LITERACY.K.SL.6 -- Apply audibly and express thoughts, feelings, and ideas clearly.
CCSS.MATH.1.OA.1 -- Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for
CCSS.MATH.2.OA.2 -- Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list of mental strategies.) By end of Grade 2, know from memory all sums of two one-digit numbers.
CCSS.MATH.K.OA.1 -- Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem.(This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acti
Next Generation Science Standards.
Kindergarten
K-LS1-1
Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
First Grade
1-LS1-1
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
Second Grade
2-LS4-1
Make observations of plants and animals to compare the diversity of life in different habitats.
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
Third Grade
3-LS4-3
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
Fourth Grade
4-LS1-1
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Fifth Grade
5-LS2-1
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Middle School
MS-LS1-4
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
High School
HS-LS2-6
Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

State Standards

Minnesota
Science
First Grade
1.1.1.1.1
When asked “How do you know?,” students support their answer with observations.
1.4.3.1.1 Demonstrate an understanding that animals pass through life cycles that include a beginning, development into adults, reproduction and eventually death.

Third Grade
3.1.1.1.1
Provide evidence to support claims other than saying “Everyone knows that,” or “I just know,” and question such reasons when given by others.
3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.

Fourth Grade
4.1.2.1.1
Describe the positive and negative impacts that the designed world has on the natural world as more and more engineered products and services are created and used.

Fifth Grade
5.3.4.1.3
Compare the impact of individual decisions on natural systems.
5.4.1.1.1 Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system.
5.4.4.1.1 Give examples of beneficial and harmful human interaction with natural systems.

Seventh Grade
7.4.2.1.1
Identify a variety of populations and communities in an ecosystem and describe the relationships among the populations and communities in a stable ecosystem.
7.4.2.1.3 Explain how the number of populations in an ecosystem can support depends on the biotic resources available as well as abiotic factors such as amount of light and water, temperature range and soil composition.
7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.