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Owl Encounters--Game Show Showdown

from International Owl Center

Program image

Can you have a pet owl? 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!

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

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 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.