Out of the mouths of owls Howard kellogg

1. Out of the mouths of owls Howard kellogg

2. OUT OF THE MOUTHS OF OWLS Using Computer Image Analysis to Determine Variation in Rodent Jaw Length: AN EXTENSION OF OWL PELLET DISSECTIONS

3. OUT OF THE MOUTHS OF OWLS The primary activity is the use of computers and image analysis software to measure the length of rodent jaw bones in digital images, and accumulate the data for statistical analysis. Optional activities include: • Dissecting owl pellets • Taking digital images of the pellet contents • Use of computer spreadsheets (excel) for the statistical analysis Howard Kellogg Brawley Union High school hkellogg@brawleyhigh.org

4. expectations I wanted to increase my computer skills to provide my students with worthwhile technology based learning activities. I expected to gain skills in providing content to my students using and authoring learning software, presentations, activities, and web based activities.

5. What I learned I make greater use of the internet for student learning with on-line data, webquests, and html problem based learning. I was most pleased to increase my web authoring knowledge . I continue to be interested in the virtual worlds.

6. Lesson successes • A successful lesson takes into account what students know or have experienced and extends the students’ understanding. • A successful lesson often generates unique “teachable moments” to enrich the completion of the activity.

7. Lesson successes • Though dissecting owl pellets may be a “repeat” experience for students, this activity likely extends their past experience . Conducting the dissection places all students in the classroom on an even footing if some students have never done the dissection . There is the option of a web based dissection . The lesson materials also provide the opportunity to not do the dissection .

8. Lesson successes • Using digital cameras, students have the opportunity to learn how to operate the classroom camera and produce images to obtain useful data . An advantage of digital cameras is the immediate result which can be corrected if there are errors in focus, exposure, field of view or lack of scale .

9. Lesson successes • The conversion of digital images instructs students about image format types. Students must also use sophisticated computer file management skills to open the source files and save the converted files.

10. Lesson successes • digital analysis software is an authentic scientific tool used to derive useful data . Students learn what functions of the computer make digital image analysis possible . Students extend their use of computer technology for investigation and problem solving.

11. Lesson successes • Even with the use of image analysis software, students practice correct use of units and unit conversion . Students must remain attentive and critical of the collection, recording and analysis of the data .

12. Lesson successes • The data analysis can be conducted by hand with calculators or by the use of computer spreadsheets. Careful accumulation of data in the image analysis software permits the direct import of data to a computer spread-sheet. This part of the activity is particularly accomodating to a variety of student abilities.

13. Lesson successes • It is worthwhile to “debrief” a skills laden activity. sharing student work with the class helps to illustrate areas of growth and areas for improvement. In this activity, sharing broadens students’ awareness of advantages of the technology, extends their critical analysis, and illustrates the function of the scientific process.

14. Room for growth • The statistical analysis of the populations and directed selection is contrived due to the limited number of samples and unknown variables regarding the collection of the owl pellets. Though there is a lack of “legitimacy,” the discussion of such issues contribute to the critical analysis of the scientific process.

15. What are some of the advantages of the use of digital images in the study of the contents of owl pellets? We are able to observe more carefully. We can see more clearly and much larger. I can use the computer to make more careful measurements or make the image better. The digital images are easier to store and share . Student data

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17. Student Data Is it possible to identify the different species by the lengths of the jaws? Explain. • Yes, because there are many different sizes and different shapes. • Yes, because some rats (rodents) are different from the others. • No, because it depends on the age, and some different rats have some of the same lengths.

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19. Student Data Do you think the jaw length varies much within the same species? Explain. • Yes, they are all sizes. • Yes, because the chart shows different lengths. • The lengths vary but there are more of certain lengths.

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24. Lesson Revisions When taking the digital images, it would be better that I conduct a critique of images so that those with errors can be redone before going on to the image analysis. The quality of student answers may be improved by addressing the several advantages of technology with relevant “what if” scenarios.

25. Lesson revisions I need to conduct more discussion and present more examples illustrating the nature of standard deviation and groupings of the measured characteristics.

26. summary this project has been part of the recent mix of curriculum reform, focus on teaching standards, curriculum mapping, pre- and post- testing, the use of authentic materials in project based learning and the inclusion of technology in the classroom, all of which have been impacting my classroom practices.

27. Conclusion borderlink reiterated recent reform issues highlighting lesson design and assessment according to standards through the use of primarily computer based technology. With borderlink’s support I have been able to use more computer based technology with my students, and increase my abilities to deliver standards based curriculum using technology.

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