WEEK 6 CLASSIFY INNATE & LEARNED BEHAVIORS
It is essential for students to know that a behavior is an activity or action, in response to changes in the environment, which helps an organism survive. Learned behaviors result from direct observations or experiences.
● Imprinting is a behavior in which newborn animals recognize and follow the first moving object they see. Usually, this moving object is the mother. Conditioning (which includes trial-and-error learning) is a behavior in which an animal learns that a particular stimulus and its response to that stimulus will lead to a good or bad result. For example, chimpanzees learn to use small sticks to dig in the soil for insects, or a child learns that touching a hot object will cause pain.
Inherited behaviors are passed from the parent to offspring and are with the animal from birth. These are also called instincts.
● The ability to swim is an inherited behavior for whales and fish.
● Crying in human babies is an inherited behavior that is often a response to hunger, thirst, or sleepiness.
● When a snail digs a hole to lay its eggs, a bird builds a special kind of nest, or when a fiddler crab waves its claw to attract a female, the animals are acting on instinct.
• The students can obtain information about animal behaviors and engage in scientific argumentation from evidence about whether the behavior is inherited or learned and, if it is learned, by what means the animals learns the behavior.
• Students should be able to construct explanations as to why some animals have many inherited behaviors while others have many learned behaviors.
The objective of this indicator is to obtain and communicate information to compare and classify innate and learned behaviors in animals. Therefore, the primary focus of assessment should be for students to obtain and communicate (from investigations and primary and secondary sources) information that supports the claim that animal behaviors can be learned or inherited. This could include but is not limited to students observing an animal’s behavior and arguing from evidence whether the behavior is innate or learned. Students can also use primary and secondary resources to construct explanations to explain why behaviors that are innate in some animals are learned in others (for example, the ability to swim is an innate behavior for animals that are born in water but it is a learned behavior in land animals).
In addition to obtain information, students should ask questions; plan and carry out investigations; analyze and interpret data; use mathematics and computational thinking; engage in argument from evidence; construct explanations; develop and use models; and construct devices or define solutions.
Thank you so much Ms. Kerri Quick of NMBM for the Nearpod activity below! YOU ROCK!
Students, you will be asked to give your name/nickname (only give your first/last real name) and then put your teacher's last name in the "other (optional)" space. Use the Nearpod Activity Notes pages to be actively engaged in your blended learning group and to receive full credit.
6.L.4B.4 Obtain and communicate information to compare and classify innate and learned behaviors in animals.
Animal Observation Charts One and Two
*If your class had crickets or worms that died, use these videos to fill out the form.
Inherited vs. Learned Behavior?
6.L.4B.2/6-3.2 Structures for Defense, Movement, Obtaining Resources
6.L.4B.3/6-3.5 Behavioral Resources: Hibernation, Migration, Defense, Courtship
CHART ACTIVITY VIDEOS
6.L.4B.2/6-3.4 Environmental Stimuli: Shedding, Blinking, Shivering, Sweating, Panting, Food Gathering
Animal Responses (Behavior): Shout out to Danielle Watson and W.P.M.S.
6-3.6 Internal Stimuli: Hunger, Thirst, Sleep Ensures Survival
6-3.7 Learned vs. Inherited Behavior