UNDERSTANDING BY DESIGN
Inherited Traits Versus Learned Behaviors Life Science Time Frame:
Great Oaks Elementary School 16455 Great Oaks Drive Round Rock, 112.6 Science, Grade 4 9) The student knows that many likenesses between offspring and parents are inherited or A) distinguish between inherited traB) identify and provide examples of inherited traits and learning characteristics
In this unit, students will learn the about innate and learned characteristics in animals and humans through a series reflections, learning activities, and demonstrations.
They will learn that most animal
survival needs, and that the environment influences what an animal learns.Students will consider how and why behaviors are learned and determine what kinds of animals are capable of learning.They will debate how we know whether a trait is inherited or learned, and they will learn that the fields of genetics and behavioral science still hold many mysteries for scientists today.
Students will case studies involving chimpanzees and the
The unit will conclude with the Survival Guide Project inherited traits and learned behaviors that will help them survive in a natural environment of their choice.ndicate how they acquired these survival traits and skills and choose additional inherited traits or learned characteristics that would increase their chances of survival.
The final product will 2 Unit: Inherited Traits Versus Learned Behaviors Grade: 4th Grade Science Stage 1: Desired Results Understandings Students will understand that Many likenesses between offspring and parents are inherited or learned.Mammals have a combination of inherited traits and learned behavior.
A mammals behaviors are influenced by environmental factors.Animals vary in their genetic predispositions and capacity to learn behaviors.
Essential Questions Knowledge & Skill (Highlighted in yellow in Stage 3) How do we know if a trait is inherited or learned? What factors influence what mammals can learn to do?This unit addresses the following TEKS: 4.9 The student knows that many likenesses between offspring and parents are inherited or learned.
The student is expected to: A) distinguish between inherited traits and learned characteristics; and B) identify and provide examples of inherited traits and learning characteristics 4.3 E) connect Grade 4 science concepts with the history of science and contributions of scientists This unit will be preceded by the teaching of the following TEKS and assumes that students have the implied background knowledge and skills:
4.8 The student knows that adaptations may increase the survival of members of a species
.A) identify characteristics that allow members within a species to survive and reproduce B) compare adaptive characteristics of various C) identify the kinds of species that lived in the past and compare them to existing species Stage 2: Assessment Evidence Survival Guide Description, Checklist,
Survival Guide RubricSurvival Guide Project Students will imagine that they are stranded somewhere in nature.
They are completely alone and have no tools or supplies with them.
They must choose an environment in which to be stranded.
Students will: describe what inherited traits they have that will help them survive and demonstrate
these traits will help them survive in the environment.indicate where these traits came from (are they common to all human mammals or do they have them because they were passed on by a specific set of parents?).describe what learned behaviors they have that will help them survive and demonstrate how these behaviors will help them survive in the environment.describe characteristics they wish they had in order to survive and demonstrate how these characteristics would help them survive.
explain whether these are inherited traits or learned characteristics.Students will choose from several methods to communicate this information.
More detail can be found on the Survival Guide Project Description (on page 9 of this document).
Students will be provided with a
using the Survival Guide Rubric.Other evidence
(indicated by purple text in Stage3, except for informal teacher observation assessments) Teacher observation during class discussions and partExit tickets (Day 1, Day 5) Lesson Concept Review/Assessment WB27 from Harcourt Science book
How Do Animals Behaviors Help Them Meet Their Needs?Pet Behaviors Thinking Questions Animal Survival Scenario ActivityStage 3: Learning Activities (Steps taken to get students to answer Stage 1 questions and complete performance task) Hook Activity: Milling to Music Purpose: Activate students schemas, facilitate movement and inclusion Time: Five minutes Students will walk (mill) around the classroom as music plays.
When the music stops, they will quickly find a discussion partner.
Each partner will be given about one minute to share.
The teacher will pose the question and act as time-keeper, indicating when it is time for the partners to switch roles.
The teacher will pose the following question: Have you ever been to SeaWorld or another place where animals performed for entertainment?
Tell your partner what you remember about the experience.After both students have had the opportunity to share, the teacher will begin playing the music again and students will return to their milling.
When the music stops again, students will find a new discussion partner and the teacher will pose the following question: Do you have any pets?
Tell your partner about your pets and whether they can do any tricks or have any unusual behaviors.Ask students to return to their seats after each partner has had one minute to share.
Invite several class members to share something interesting that they heard from a discussion partner.
(Students will shar