Program Flyer: Owl Encounters--Game Show Showdown


Request this Program Now

*Membership required
Click here for a free membership
Content Provider
Contact Information
Karla Bloem
karla@internationalowlcenter.org
126 E Cedar St
Houston, MN  55943
Phone: (507) 896-6957
Program Title
Owl Encounters--Game Show Showdown
Program Type
Individual Program
Program Rating
This program has not yet been evaluated.
Target Audience
Education: Grade(s) 3, 4, 5, 6Public Library: Library Patrons
Maximum Number of Participants
None
Minimum Number of Participants
There is no maximum, but we suggest no more than 50 students.
Primary Disciplines
Sciences
Program Description
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 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
National/Common Core Standards to which this program aligns
ELA-LITERACY -- CCSS.ELA-LITERACY.1.L.1 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.1.L.4 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.1.L.5 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.1.L.6 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.1.SL.1 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.1.SL.2 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.1.SL.3 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.11-12.L.1 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.11-12.L.3 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.11-12.L.4 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.11-12.L.5 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.11-12.L.6 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.11-12.SL.3 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.11-12.SL.4 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.2.L.1 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.2.L.4 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.2.L.5 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.2.L.6 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.2.SL.2 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.2.SL.3 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.2.SL.4 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.3.L.1 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.3.L.3 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.3.L.4 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.3.L.5 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.3.L.6 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.3.SL.1 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.3.SL.2 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.3.SL.3 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.3.SL.4 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.4.L.1 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.4.L.3 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.4.L.4 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.4.L.5 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.4.L.6 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.4.SL.1 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.4.SL.3 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.4.SL.4 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.5.L.1 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.5.L.3 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.5.L.4 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.5.L.5 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.5.L.6 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.5.SL.1 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.5.SL.2 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.5.SL.3 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.5.SL.4 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.6.L.1 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.6.L.3 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.6.L.4 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.6.L.5 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.6.L.6 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.6.SL.1 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.6.SL.2 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.6.SL.3 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.6.SL.4 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.7.L.1 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.7.L.3 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.7.L.4 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.7.L.5 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.7.L.6 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.7.SL.1 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.7.SL.2 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.7.SL.3 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.7.SL.4 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.8.L.1 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.8.L.3 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.8.L.4 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.8.L.5 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.8.L.6 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.8.SL.1 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.8.SL.2 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.8.SL.3 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.8.SL.4 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.L.1 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.L.4 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.L.5 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.L.6 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.SL.3 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.SL.4 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.K.L.1 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.K.L.4 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.K.L.5 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.K.L.6 -- Language
ELA-LITERACY -- CCSS.ELA-LITERACY.K.SL.1 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.K.SL.2 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.K.SL.3 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.K.SL.6 -- Speaking and Listening
MATH -- CCSS.MATH.1.OA.1 -- Operations and Algebraic Thinking
MATH -- CCSS.MATH.2.OA.2 -- Operations and Algebraic Thinking
MATH -- CCSS.MATH.K.OA.1 -- Operations and Algebraic Thinking
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/Regional Standards to which this program aligns
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.
Program Length
30-60 minutes depending on student involvement
Date/Time Notes
The best days for this program are Tuesdays, Wednesdays, and Thursdays.
Program Cost
Point to Point: $125.00
Point to Point Premium: $125.00
Program Fee Notes
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.
Is recording allowed?
No

Program Delivery Mode(s)
Zoom

Request this Program Now
For additional assistance, phone 507-388-3672.






FOLLOW US
ADDRESS
Center for Interactive Learning and Collaboration
2075 Lookout Drive
North Mankato, MN 56003
SUPPORT MENU
© 2016 Center for Interactive Learning and Collaboration Privacy Policy