Suzanne Earley ELED 3221---001 April 8, 2013 INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN FORMAT Animal Instincts

Elementary Science _____________________________________________________________________________ Big Idea: Animal instincts and learned behavior, also the connection between animals and the environment they live in to survive. Grade Level: 4th grade Rationale: Students will learn the difference between animal instincts and learned behavior. They will examine the way animals behave, compared to other animals (including humans) and the environment in which they live in. NC Essential Standard(s): 4.L.1 - Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats.

National Science Education Content Standards Reference: K-4Content Standard A: Science as inquiry (Abilities necessary to do inquiry and understandings about scientific K-4Life Science Standards: Characteristics of Organisms; Organisms and environment

Instructional Objective: Students will learn about animal instincts. Students will know the difference between learned behavior and instincts and how animals used their instincts and learned behavior to survive/live compared to other animals. Students will see how animals adapt to the environment around them. Students will be able to relate their human instincts and behaviors to animal instincts and behaviors by viewing the video from Discovery Education. After viewing the video, students will be able to break off into groups and pick an animal and tell about the animal and its behaviors. You know students have met the objective if student are active within their group projects. They created a clear image of their animal, identified the animals diet, habitat and behavior; then creating a story for their animal including detail about their animals behavior. Prerequisite knowledge and skills: Students should know that the four main types of animals are mammals, reptiles, amphibians, and birds.

Materials/Resources: Animal Instincts video on discoveryeducation.com Concepts in Nature: Instincts in Animals Paper for writing and drawing about animal Reference material for reasearching animals Source of your lesson: http://www.discoveryeducation.com/teachers/free-lesson-plans/animal-instincts.cfm Estimated Time: 45 minutes 1 hour Accommodation for Special Needs/different learning styles: ESL: Visuals for students, along with print to go with visuals, to ensure student understands what is being taught. The video could be used as one visual. When presenting lesson, use basic language by recycling words and not adding a lot of new material; less is more. Give direct instructions on how to accomplish tasks, step by step. ADHD: Shorten up the first part of the lesson for ADHD students. Give less information. These students can also be the students who get to go to the board and write characteristics of the animal types.

Safety considerations: Students should be safe during this lesson, make sure that each student has a partner and no one gets left out.

Suzanne Earley ELED 3226--001 April 8, 2013 ______________________________________________________________________________ Content and Strategies (Procedure)

Engage: Start the lesson by telling your students that you want them to relax and imagine with you for a minute. Have your students to close their eyes, tell them to pretending they are climbing up a mountain. Here you add detail to your imagination like start climbing with you left foot, stretch out your arms to reach for the rock on the right, youre halfway there, etc. You could even have students to move their limbs as if they really were climbing up a mountain. You finally reach the top the mountain, and then you start to celebrate and shout WE MADE IT, WE MADE IT! At that moment you turn around and see that you found a cave. RAAWRRR! Did you hear that? one says, you turn around to see a bear. Now ask the students to open their eyes. Ask them what their instincts would when they saw that bear? Some kids might say run, some might say stand still and not make a sound. Then tell them that that those are both an instinct when you see a bear- to run or to be still. Today we are going to learn a little about animal instincts and animal learned behavior. Explore: An instinct is a fixed pattern of behavior, its innate meaning youre born to behave that way, and it comes natural. A learned behavior is behavior you learn by observed. An example of an instinct would be when babies start crawling or walking. It is just something they do. A learned behavior would be tying a shoe; you are taught how to tie your shoes. Now, we are going to watch a video on animals instincts. Play video, Concepts in Nature: Instincts in Animals on discoveryeducation.com. Explanation: After showing the video, ask "What is an instinct?" and "What is a learned behavior?" Students should reiterate the answer you gave them before you started the video, or what they learned from the video. Now, "Lets think back to the video, what animals were shown and can you think of an instinct of that animal?" This question was asked to know if they were really paying attention throughout the video. Other questions to ask about the video would be, "what is the difference between involuntary and reflexive?", "what is an involuntary action?", "what is a reflex action?", and "what/who do animals learn from?"

Elaborate: After discussing the video explain to the students that certain behaviors contribute to animals behavior. For example, bears can adapt to harsh winters by hibernating, and humpback whales migrate from their nurseries off the coast of Hawaii to feed in the krill-rich waters off of Alaska. Explain that some of these behaviors are instincts that animals are born with, and some are learned behaviors that are taught to the animal, often by a parent. For example, proboscis monkeys have an instinct for swimming (they never learn how to do it), but they must learn ways to cross a crocodile-infested river safely. Humans instinctively use their voices to communicate (newborn babies cry when they want something), but in order to speak, they must learn their language. Ask students to raise their hand if they could tell the different types of animals.

Student should all raise their hands to tell me the four types of animals which are mammals, reptiles, amphibians, and birds. Ask students to tell the characteristics of the animal types. This was all pre-requisite knowledge that they students had learned before. Mammals are warmblooded and have a backbone, Reptiles produces eggs and are cold blooded, Amphibian can live on the land and in water, and birds are the four types of animals we are going to use today. Students will but put into cooperative groups of three or so. Explain that they are going to work on a mini-project. The teacher will break students up into groups, assigning each group a type of animal. An average class size is around 24 students, so that will give you around 8 groups. Tell students which animal type they will be assigned, Mammal, Reptile, Amphibian, or Bird. Each group will pick an animal within their animal type and write a brief description about their animal, titled Diet, Habitat and Behavior and draw their animal. Students will be using reference material to research and write their brief description. Have each group member initial his or her written contribution to the description of their animal. Students can pick an animal in their category, the sky is the limit. Diet: describe the animals diet. What kind of food does your animal eat? Is your animal a meat eater (carnivore), a plant eater (herbivore), or does it eat both plants and animals (omnivore). Habitat: describe the animals habitat. Where does it live? What other animals or plants live there? Behaviors: Create individual list of all the behaviors you can find for your animal. Using group research, have each student compose a creative short story about his or her animals life during one of the four seasons of the year. Stories should reflect their group research, describing the animals environment, climate, diet, food, and physical attributes, and how they all affect animal behavior. Once the group presents their animal to the class, these stories and the group image can be displayed for the entire class. Challenge students to try to identify the learned and instinctual behaviors of the animals in their classmates stories. Evaluate: Students will be assessed based on a rubric to evaluate when students are working on their project and when they present their project as a group. 3-point Rubric3 points: Students actively participated in project, each giving ideas and information about animal to contribute to project. Created a clear image, created thorough, complete descriptions of their animals habitat, diet and behaviors. Developed creative stories with detail about animals behavior. 2 points: Students participated in group project, created an adequate image with minor descriptions about their animals habitat, diet and behaviors. Developed a story with some detail about animals behavior. 1 point: Student was not engaged in group project, created an incomplete image with an incomplete description of their animals habitat, diet and behavior. Developed a story with little to no detail about the animals behaviors. The students will turn in their projects for the teacher to review and hang on the way as an artwork. This will be a summative assessment. Closure: To close the lesson, ask students to explain why they picked the mammal, reptile, amphibian, or bird they did and tell about their behavior. Once all groups have gone, ask students what they learned about animal instincts today? Responses you should look for should be,

instincts are things you are born with, learned behaviors you pick up by watching (usually learned from parents), instincts help animals to survive, involuntary or reflexive, human instincts could involve walking, talking, crawling, etc. Different animals have different instincts. Instincts are different depending on the environment you live in and your surroundings. Once discussion about what the students learned is over, have students turn in their drawings for you to hang on the wall as artwork!