Chapter 13 Introduction and Lesson 1 (Two days)

Materials:

• nature magazines or a source of animal behavior photos that can be cut out.
• Each student will need one or two pieces of notebook paper.
• Worksheet, "Innate Behavior"

Objective:

• Students will be introduced to the Behavior of Organisms, Chapter 13.
• Students will define innate behavior and give twp examples.
• Students will list examples of courtship behavior, nest-building behavior, and territorial behavior.
• Students will describe plant responses to light, gravity, and touch.

Anticipatory Set:* NEED TEACHERS HELP. I am going to discuss the schedule for the rest of the year. I want the teachers to move behind the students and when I say "AND THAT SHOULD DO IT FOR THE YEAR" Slam a book down on the table with a good bang. We will then discuss the two terms in lesson one on page 328 (stimulus and response).

Show the students the picture of the bears on Page 326. Have the students brainstorm what the cubs are learning from their mother. Do the cubs look interested? Each site has to develop a question that the cubs would ask their mother if they could talk. List these questions in front of the students. Discuss possible answers. The cubs are obviously learning how to fish in the picture. This is a learned behavior. Is there anything the cubs are doing that might come natural to them.

Show the Organize Your Thoughts Diagram. Point out how the chapter is divided into three parts. Innate behavior, Learned behavior, and Communication as behavior.

Go through the goals for learning in Chapter 13.

Teacher Input:* Students will write down on a notebook paper each of the headings for the section. "Nest-Building Behavior", Flying Behavior, Courtship Behavior, territorial behavior, spider and bee behavior, Phototropism, gravitropism, plant response to light. Under each heading students will write down two things that they learn about that section as we cover it.

Discuss the terms behavior, stimulus, Innate behavior, reflex, and instinct. (click on each word to get a picture that may help with the definition)

Discuss instinct further while talking about different bird nest building behavior. (show several real nests and then Use these nests) eagle, heroin, oriole, oriol2, ostrich, penguin, robin, stork, swallow, swallow2, swan, weaverbird, and penguin, albatross, shags rookery.

One very interesting bird is the cowbird. See the margin on P329 and show the pictures of the bird, eggs, and young. Here is a picture showing how the cowbird young outcompetes the other fledglings for food.

Independent Practice:* Students will look through old nature magazines and cut out pictures that show some unique animal behavior. (If you have no magazines then have the students find the pictures on the Internet, print them if possible). They will work as a group to develop one very large collage poster. Students will identify the stimulus and the response in each picture. The poster will be displayed through Chapter 13.

If time permits students can work on worksheets.

Day 2,

Guided Practice:* Does a bird learn to fly or is it innate behavior? Show this picture of a fledgling and explain that this bird can not fly because it is not developed enough to do so. Once a bird is developed enough to fly it can fly on the first try. It is an innate behavior.

The most bizzare and interesting behavior among animals is cortship behavior. Show this cartoon and say, "wouldn't you agree" Animals do lots of strange things to attract the opposite sex. Show this picture of a bouncing monkey. Birds will often preen each others feathers and rub each others necks like these condors. Here is an example of one of the more odd examples of a fish that is found in the Yukon River and many other parts of Alaska. stickleback.

Many animals exhibit territorial behavior but the most common ones you have seen are the dog and deer family. Dogs constantly mark their territory. marking 1, 2, The deer family also marks and deffends territory, 1, 2, And many birds also deffend territory 3.

Spiderweb, what would happen to most spiders if they did not know how to build a web? Is this an innate or a learned behavior? What other animal innate behaviors do you know of that we haven't talked about yet? (beehives, 1, 2, 3, 4)

Students will then discuss plants and whether they have any responses to stimulii. Do plants respond to stimulii?

Discuss phototropism 1, 2, and gravitropism. Do they respond to anything else?

Discuss a plant's response to touch. Venus Flytrap 1,2,3.

Can you think of any other ways plants respond to stimulii? (loosing leaves in the fall, flowers blooming at certain times, grass growing back after eaten)

Independent Practice:*

Check for Understanding:*

Duration:

30 minutes + 10-15 for Independent Practice (Could be longer if taken for homework).

Alaska Content Standards Addressed in this lesson:

• SCI A-9 Students will understand the transfers and transformations of matter and energy that link living things and their physical environment, fro molecules to ecosystems. (Flow of Matter and Energy)
• SCI A-10 Students will understand that living things are made up mostly of cells and that all life processes occur in Cells (Cells)
• SCI A-11 Students will understand that similar features are passed on by genes through reproduction (Heredity).
• SCI A-12 Students will distinguish the patterns of similarity and differences in the living world in order to understand the diversity of life and understand the theories that describe the importance of diversity for species and ecosystems.
• SCI A-13 Students will understand the theory of natural selection as an explanation for evidence of changes in life forms over time (Evolution and Natural Selection).
• SCI A-14 Students will understand
  • the interdependence between living things and their environments:,
  • that the living environments consists of individuals, populations, and communities: and
  • that a small change in a portion of an environment may affect the entire environment (Interdependence);

• SCI A-15 Students will use science to understand and describe the local environment (Local Knowledge); and:
• SCI B- 1 Students will use the processes of science; these processes include observing, classifying, measuring, interpreting data, inferring, communicating, controlling variables, developing models and theories, hypothesizing, predicting, and experimenting;
• SCI B- 2. Students will design and conduct scientific investigations using appropriate instruments
• SCI B- 3. Students will understand that scientific inquiry often involves different ways of thinking, curiosity, and the exploration of multiple paths.
• SCI B - 4. understand that personal integrity, skepticism, openness to new ideas, creativity, collaborative effort, and logical reasoning are all aspects of scientific inquiry.
• SCI B - 5. employ ethical standards, including unbiased data collection and factual reporting of results; and
• SCI B - 6. employ strict adherence to safety procedures in conducting scientific investigations.
• SCI C - 1. know how the words "fact," "observation," "concept," "principle," "law," and "theory" are generally used in the scientific community;
• SCI C -2. understand that scientific knowledge is validated by repeated specific experiments that conclude in similar results;
• SCI C- 3. understand that society, culture, history, and environment affect the development of scientific knowledge;
• SCI C- 6. understand that scientific discovery is often a combination of an accidental happening and observation by a knowledgeable person with an open mind;
• SCI C- 7. understand that major scientific breakthroughs may link large amounts of knowledge, build upon the contributions of many scientists, and cross different lines of study; and
• SCI C- 8. understand that acceptance of a new idea depends upon sup- porting evidence and that new ideas that conflict with beliefs or common sense are often resisted.
• SCI D- 1. apply scientific knowledge and skills to understand issues and everyday events;
• SCI D-2. understand that scientific innovations may affect our economy, safety, environment, health, and society and that these effects may be long or short term, positive or negative, and expected or unexpected;
• SCI D- 4. evaluate the scientific and social merits of solutions to everyday problems;
• SCI D- 5. participate in reasoned discussions of public policy related to scientific innovations and proposed technological solutions to problems; and
• SCI D- 6. act upon reasoned decisions and evaluate the effectiveness of the action.