Compare and Classify Innate and Learned Behaviors in Animals

1. Bellringer (part 1) - Students are to brainstorm about all the behaviors that they knew from birth without being taught. If the students have access to a digital device, they are to type all of their answers in the document entitled “Behavior Since Birth Brainstorming Activity” found in the resource tab (teachers need to share this with their students via LMS). If students do not have digital devices, they can complete this in their science journal. Students will share their responses with the class or a partner, either digitally or orally. As students share, the teacher should ask, “How do you know to do that behavior?” The teacher can write correct behaviors on a large chart paper or on a shared document with the class. 
2. Bellringer (part 2) - Students are to brainstorm about all the behaviors that they were taught or learned from others and/or their environment. If students have access to a digital device, they are to type all their answers in the document entitled “Learned Behavior Brainstorming Activity” found in the resource tab (teachers need to share this with their students via LMS). Students will share their responses with the class or a partner, either digitally or orally. As students share, the teacher should ask, “How did you learn that behavior?” The teacher can write correct answers on a large chart paper.
3. The teacher will introduce the lesson by discussing the performance indicator and the essential question.  
4. The teacher will introduce the vocabulary (see the list in resources) to the class by using the Marzano method of teaching vocabulary words (Teaching Basic and Advanced Vocabulary: A Framework for Direct Instruction). The teacher introduces the word by using the student's background knowledge, students write the vocabulary words and definitions in their journal or digital device using their own definitions, students draw a picture of each word in their journal (the teacher might want to skip the vocabulary terms dealing with reproduction for this part), and students pair-share the vocabulary words with a partner.
5. The teacher will review the definition of learned behavior, and explain that they will be learning about two types of learned behavior: imprinting and conditioning. 
6. Before watching the upcoming video, the teacher will ask the following discussion questions (this can be done orally or digitally. There is a document located in the resources tab if you want students to answer on their own entitled “An Imprinting Experiment Video Prior to Viewing Discussion Questions”): (1) How do you think a human could get wild turkeys to think he/she was their parent? (2) Why do you think a person might be interested in becoming a parent to wild turkeys? Students can work together on this, but they do need to share prior to watching the video. The teacher will facilitate the discussion.
7. The teacher will share the document “An Imprinting Experiment Video Discussion Questions” (see in resource tab) prior to watching the video so the students will know where to focus during the video. The teacher will go over the questions with the students.  Students will watch the video “An Imprinting Experiment” - https://www.pbslearningmedia.org/resource/nat12.sci.living.reg.impexp/an-imprinting-experiment/. Students will answer the discussion questions either in their journal or digital devices (this can be done individually or in groups). The teacher will provide feedback to the answers.
8. The teacher will provide and discuss the document “Learned Behavior in Capuchin Monkeys Discussion Questions” (See in resources tab) to the students prior to watching the video “Learned Behavior in Capuchin Monkeys” - https://www.pbslearningmedia.org/resource/nat17-sci-capmonkeys/learned-behavior-in-capuchin-monkeys/. Students will answer the questions after the video either on their digital device or journals (this can be done individually or in groups). The teacher will provide feedback to the student’s responses. (For more support, see the support materials tab located on the webpage beneath the video.)
9. The teacher will now inform the students that the next part of the lesson is dealing with innate behaviors.
10.  The teacher will provide and discuss the document, “Turkeys’ Basic Instincts Discussion Questions,” prior to watching the video so the students can know where to focus during the video.  Students watch the video, “Turkeys’ Basic Instincts” - https://www.pbslearningmedia.org/resource/nat12.sci.living.reg.basins/basic-instincts/. The students will answer the discussion questions either in their journal or digital device (this can be done individually or in groups). The teacher will provide feedback to the students’ responses. 
11. Culminating Activity - Students are to write a persuasive essay or create a presentation that contains at least 3 examples of learned and innate behaviors each. The student must indicate if the behavior is learned or innate and justify their response. Also, if the behavior is learned, how did the animal learn the behavior. 
12. The teacher will review the performance indicator and the essential question to check for mastery. Students can answer orally, in their journal, or digital device.

If you are using a cloud file storage system (Google Drive, Microsoft OneDrive, or iCloud), I would recommend having the students create a digital folder for this lesson to save their notes and student work. It will help with organization.

Innate and Learned Behavior Final Project Rubric - https://docs.google.com/document/d/1NA1GVa9j_CB3Yts7Bs-aivQhY1FJAEXKnQ-oWU4h3OE/edit?usp=sharing