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Build an Owl with our Magic Owl Box

from International Owl Center

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Owls are amazing! With their keen senses of sight and hearing, quiet flight and powerful talons, they blow all other birds out of the water. But what exactly makes an owl an owl?

In this lesson, students will learn first-hand about owl adaptations by deciding which of a series of items belong to an owl and which don't. The owl pieces are then put into a magic box and if they guess correctly, one of our live owls will appear!

Program Rating

   based on 2 evaluation(s).


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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) Pre-K Students, Kindergarten, 1, 2, 3

Minimum participants:

No minimum

Maximum participants:

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


Primary Disciplines

Sciences


Program Delivery Mode

Zoom



Booking Information

Programs are available Tuesdays, Wednesdays, and Thursdays.

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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

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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 review how the program will work.
3. One child at a time will get to choose which of two items is like an owl
4. A live owl comes out to highlight what students have learned.
5. Time is allowed for questions and answers.

Objectives

The participant will:
-Identify several owl adaptations
-Identify what is NOT like an owl
-Develop an appreciation for owls
-Be able to do at least one thing to help owls

Standards Alignment

National Standards

ELA-LITERACY -- CCSS.ELA-LITERACY.1.SL.1 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.1.SL.1a -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.1.SL.1b -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.1.SL.1c -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.1.SL.3 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.2.SL.1a -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.2.SL.1b -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.2.SL.1c -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.2.SL.2 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.K.SL.1a -- 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
MATH -- CCSS.MATH.K.MD.2 -- Measurement and DataK-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water air and/or other living things.

State Standards

Minnesota
Science
0.4.1.1.2
Identify the external parts of a variety of plants and animals including humans. For example: Heads, legs, eyes and ears on humans and animals, flowers, stems and roots on many plants.
1.4.1.1.1 Describe and sort animals into groups in many ways, according to their physical characteristics and behaviors.
. 1.4.2.1.1 Recognize that animals need space, water, food, shelter and air.

Wisconsin
Science
SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.
EE.SL.K.1 Participate in conversations with others. a. Communicate directly with supportive adults or peers. b. Participate in multiple-turn communication exchanges with support from adults.
SL.K.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.
EE.SL.K.2 Demonstrate an emerging understanding of a familiar text read aloud or information presented orally or through other media by answering questions.
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
EE.SL.K.3 Ask for help when needed.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.
EE.SL.1.1 Participate in conversations with adults. a. Engage in multiple-turn exchanges with supportive adults. b. Build on comments or topics initiated by an adult. c. Uses one or two words to ask questions related to personally relevant topics.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
EE.SL.1.3 Communicate confusion or lack of understanding ("I don't know.").