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The biological basis of behaviour

Science teaching unit


Science teaching unit


First published in 2009

Ref: 00418-2009DWO-EN-02

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1The National Strategies | Secondary The biological basis of behaviour

© Crown copyright 2009 00418-2009DWO-EN-02

Contents

The biological basis of behaviour 3

Lesson 1: Behaviour – what is it? 6

Lesson 2: From visible to ‘internal’ 23

Lesson 3: Linking stimulus and behaviour 31

Lesson 4: Linking internal behaviours, feedback mechanisms and homeostasis 43

Lesson 5: Consolidation of the learning 51




BackgroundThis teaching sequence is designed to be taught during Key Stage 4. It links to the yearly learning objectives (YLOs) which can be found within the Framework for secondary science and provides coverage of part of the QCA programme of study for science. The overall aim of the sequence is for pupils to draw on their existing knowledge to develop a biological understanding of behaviour which can be used to explain biological concepts such as homeostasis, survival and natural selection. This aim is addressed through interactive teaching approaches where links between subject matter are explored and established through appropriate talk between teacher and pupils and amongst pupils.

Teaching design principlesThe design of this sequence is based upon a number of key principles. These are listed as follows:

Working on knowledge

The sequence involves:

probing, and explicitly addressing, pupils’ starting ideas about behaviour;•drawing on pupils’ existing knowledge to develop a biological understanding of behaviour;•introducing a biological model of behaviour which encourages biological reasoning;•making the links to other biological processes (nervous and endocrine systems) and concepts •(homeostasis, survival, natural selection) explicit;

using the model to explain specific examples of behaviour;•providing opportunities for pupils to assess their own learning.•

Teaching approach

The sequence involves:

probing and challenging pupils’ ideas about behaviour;•introducing behaviour as a reaction to a stimulus;•introducing the concept of ‘internal’ behaviours and environments;•making the link with nerves and hormones;•making the link with environmental change and survival;•developing, extending and using a model to explain behaviour;•prompting pupils to reflect on their overall progress in learning from start to finish of the •sequence.

4 The National Strategies | Secondary The biological basis of behaviour

00418-2009DWO-EN-02 © Crown copyright 2009

Mode of interaction

The sequence has been designed to maximise pupil learning by incorporating lots of interaction between the teacher and pupils. The sequence involves:

using different • modes of interaction between teacher and pupils according to different teaching purposes;

providing opportunities for pupil–pupil talk in pairs and small groups.•Although the first lesson begins by focusing on the pupils’ ideas, most of the subsequent activities involve pupils drawing on their existing knowledge of science to extend their understanding of behaviour.

How science works

This sequence involves:

developing the general idea of behaviour as a tool (or model) for describing and explaining a •range of phenomena;

evaluating evidence and interpreting data.•Pupil starting points

By the time pupils begin this sequence of lessons at Key Stage 4 they will have experienced some teaching about behaviour. Most pupils will:

distinguish between innate and learnt behaviour;1.

know that behaviour is a response to a stimulus;2.

understand that social behaviour can have benefits for survival.3.

What pupils are NOT likely to have is any real understanding of the biological explanation of behaviour, or the way in which a model of behaviour can be used to explain biological phenomena such as homeostasis. In developing this understanding they will need to draw on other teaching which they have experienced, relating to:

nerves and hormones;•adaptation and competition;•feeding relationships;•use and abuse of drugs and alcohol;•homeostasis.•



Behaviour: Overview

From visible to ‘internal’ Group and whole class discussion; ‘Finding the evidence’

Linking stimulus and behaviour ‘What happens if…? activity, card sort activity, behaviour scenarios

Behaviour and feedback Group work, whole class discussion, application of feedback model

Consolidation of the learning Individual re�ection, group discussion of examples of behaviour

Behaviour – what is it? Diagnostic questions to identify prior learning; whole class and group discussion of observed behaviours



Lesson 1: Behaviour – what is it?

Teaching ‘story’This lesson introduces the biology of behaviour (causes, consequences and definitions). It begins with a quick starter activity which makes explicit pupils’ ideas about what behaviour is and reminds them that humans are animals too.

Activity 1.1: What is behaviour?

Teaching objectives

To remind pupils that humans are animals too.•To make explicit the pupils’ initial ideas about what behaviour is.•

Learning outcomes

To remember that humans are also animals.•To become more aware of how ‘behaviour’ • might be defined.

What to prepare

One sheet of A4 coloured paper or card per pupil, pens or felt-tips.•Reusable sticky pads or drawing pins.•Flipchart or poster paper.•

Mode of interaction

The focus is on the pupils’ ideas. The teacher’s role is to coordinate their responses. The approach moves from NON-INTERACTIVE to INTERACTIVE but it remains DIALOGIC at all times.

What happens during this activity

This is a short, snappy starter activity.

Pupils work individually to produce a cartoon illustration of animal behaviour. The emphasis is on ideas not artwork so set a time limit (about 5 minutes) and let them know that stick animals are fine.

Working with the whole class the teacher selects some of the cartoons to stick up on a wall or display board (‘manage’ this so that a good variety of different behaviours are selected). Ask the question, ‘Has anyone got a human example?’. If not, ask why not – make the point that humans are animals too. Ask the question, ‘What is behaviour?’ – encourage the class to look at the examples and try to suggest a definition (‘behaviour is …’). Accept these uncritically and note them on flipchart or poster paper.



Encourage a selection of suggestions (‘Who agrees?’, ‘Any other suggestions?’) then put on one side; you will be referring back to them later in the lesson. If there are no suggestions acknowledge that it wasn’t an easy question to answer. In either case let them know there will be a chance to think again or reconsider later in the lesson. (You may want to collect in the remaining cartoons so that they can be added to the display later.)

Teaching ‘story’Activity 1.2 is intended to identify the pupils’ starting points. The teacher’s role is to make the purpose explicit: to assure pupils that this is not a test and that it will not be marked; to encourage pupils to say what they think; to reassure them that there will be an opportunity to change their responses (and so demonstrate their learning) at the end of the sequence.

Activity 1.2: Starting points

Teaching objectives

To make pupils’ starting points explicit and identify alternatives and misconceptions.•To collect baseline information for a review of learning in lesson 5. •

Learning outcomes

To articulate their initial ideas about behaviour and related concepts.•What to prepare

One set of questions per pupil (see worksheet 1.2).•Mode of interaction

This is NON-INTERACTIVE and DIALOGIC. The activity is designed to make pupils’ initial ideas and starting points explicit and to provide a base line for review of learning in Lesson 5.

Working individually pupils answer a short set of diagnostic questions. These questions are designed to:

get your pupils thinking about behaviour•give you some insight to their starting points and ideas•provide your pupils with a record of their starting points so that they can see how much they have •learnt by the end.

They should be aware that your interest is in their existing ideas, not the extent to which they get the questions right or wrong, so tell them that these answers will not be marked and that there will be an opportunity to revisit them at the end of the topic – so they need to put their name on the sheet.



No feedback is given at this point. Responses are collected in and kept until lesson 5, giving teachers an opportunity to review responses and identify any common misunderstandings or misconceptions. Do not attempt to mark these responses – pupils will revisit these questions in lesson 4 and mark their own responses in lesson 5.

Teaching ‘story’In the next activity pupils are presented with a selection of film clips demonstrating a range of behaviours. For each clip they identify the behaviour, the cause and the consequence and are asked to suggest possible advantages and disadvantages. In collating and reviewing their responses the teacher has an opportunity to address non-biological reasoning and to consider the importance of evidence in supporting claims or assumptions or hypotheses. The link between stimulus and reaction – that behaviour is a response to a stimulus – is then established. Lastly, a link between behaviour and the survival of an individual and/or group is established.

Activity 1.3: Recognising the biological basis of behaviour

Teaching objectives

To begin to make explicit the biological basis of behaviour:•demonstrate the link between a reaction and a stimulus and •to encourage pupils to recognise for themselves that behaviour is a reaction to a stimulus.•

To encourage pupils to identify the link between behaviour and survival.•To expose and address alternative (non-biological) reasoning.•To make explicit the element of uncertainty in our understanding of behaviour and the difficulties •of addressing this (issues of data collection and data interpretation).

Learning outcomes

By the end of this activity, most pupils will:

understand that observed behaviour is a reaction to a stimulus•understand that behaviour has an impact on survival (of the individual; of the social group)•distinguish between causal mechanism and outcome or consequence of behaviour.•

Some students will be able to:

understand the distinction between biological and other forms of reasoning•recognise an element of uncertainty in our understanding of behaviour•relate this to issues of data collection and interpretation. •



What to prepare

Optional, one copy of the open-ended table (Worksheet 1.3) for rough notes per small group.•A selection of video clips showing a range of behaviours (see Teacher’s notes 1.3 for sources and •suggestions).

Note: avoid selecting any clips relating to reproduction (courtship, mating, males fighting, etc.) or protection of offspring at this point as these will be considered in lesson 4, where the focus shifts from survival of the individual to continuity of genes and the implications for natural selection and survival of the species.

Mode of interaction

The main focus is on pupil–pupil discussion. The teacher’s role is to co-ordinate and summarise the pupils’ responses and encourage the pupils to identify the general principles. The approach moves from DIALOGIC to AUTHORITATIVE as it progresses but, except for one very brief explanation, remains INTERACTIVE throughout.


The class is organised into small groups (3–4 pupils) and the task is introduced. For each clip the pupils are asked to discuss and agree the following:

The types of behaviour they observe (what are the animals doing?)•What initiates or provokes this behaviour (why do the animals behave like this in the first place?)•What this behaviour achieves (what is the outcome or consequence?)•What are the advantages and/or disadvantages of this behaviour?•

Note: When talking about the clips that have been selected, avoid referring to the behaviour as a means of identifying each clip.

One clip, showing a simple example of behaviour, is used to illustrate what is expected. For example, using a clip of a robin:

the observed behaviour is an attack on another robin•this is provoked by (a reaction to) the arrival of the second robin•the outcome is that the second robin goes away or the first robin maintains his territory•in this particular case the advantage is not easily observed, but one hypothesis is that the first •robin maintains his food supply and so is more likely to survive.

The clips are then shown one at a time, and pupils have the option of making rough notes of their discussion after each clip. Since most clips provide several different examples of behaviour you may want to suggest that students focus on just one or two behaviours for each clip. In some cases several different behaviours seem to result from just one stimulus – for example, monkeys respond to a predator by shrieking, shaking branches and grouping together more closely. While the initial stimulus seems to be the same (spotting the predator) each reaction might have different outcomes and different advantages or disadvantages.



Once all the clips have been observed whole class feedback, working on one clip at a time, is coordinated by the teacher. The aim is to start making explicit the biological basis of behaviour and its implications:

to distinguish between scientific explanations and alternative ways of reasoning, specifically 1. teleological thinking (see Teacher’s notes 1.3)

to recognise the need for valid and reliable evidence2.

to make explicit the key ideas:3.

that behaviour is a reaction to a stimulus (see Teacher’s notes 1.3)•that behaviour influences survival of the individual and/or group.•

The difficulty of obtaining and/or interpreting evidence is likely to arise and should be acknowledged, but it should not detract from the main aims. Encourage pupils to move beyond ‘instinct’ to consider what has stimulated that ‘instinctive’ reaction in the particular example you are looking at.

As responses are summarised on the board some fundamentally different ways of thinking about behaviour are likely to become apparent. These might be recorded but ignored to begin with but as they build up they could be acknowledged (‘we seem to have some different ways of thinking about this…’). Once feedback is complete, or there is a sufficiently diverse selection of responses, they can be challenged. There are two particular issues which may need to be addressed:

alternative reasoning (see Teacher’s notes 1.3 for an explanation)•unsupported assumptions.•

Alternative reasoning

Pick out alternative ways of reasoning (teleological reasoning may be a particular problem) and explain why these are not scientifically correct (they may be a consequence of the behaviour but they are not the cause). This should be a brief and matter of fact authoritative intervention, with an emphasis on the difference between biological and other sorts of reasoning.

Unsupported assumptions (ideas and evidence)

For the remainder, go through each response in turn and ask, ‘Is this supported by evidence in the film clip?’. Most responses will include some unsupported assumptions and this provides an opportunity to:

remind pupils of the need for evidence to support a claim1.

consider the difficulty of collecting or interpreting evidence 2.

(ask ‘How could you prove this?’ then invite constructive criticism of the answers using questions such as ‘How easy would that be?; if there are different explanations for the same behaviour ask, ‘Which one is most likely to be right?, ‘Why do you think that?’, ‘How could you prove it?’, ‘Could you prove it?’)

emphasise (particularly in light of point 2) the need to question or critically evaluate claims about 3. cause and effect in relation to behaviour.



Defining behaviour

Identify some of the valid scientific responses (the ones we have visual evidence for) – do they help us to define what behaviour is? Look at the definition of behaviour from activity 1.1 – does it need to be modified? If pupils come to a workable definition for themselves this is excellent. Your task will then be to demonstrate that it can be applied to all the examples and show how it can be reduced it to the simplest form.

Otherwise: take one valid response; note that the behaviour (say what it was) seems to have been a reaction to a stimulus (say what this was); wonder if this gives us a general definition – behaviour is a reaction to a stimulus. Ask pupils to check – will this definition work for all the examples? You should be able to establish that yes, it does.

Implications for survival

Look at the advantages and disadvantages, pick one where the link to survival is very clear and note this. Ask, ‘Is there always a link between behaviour and survival?’ (check against the other examples). Confirm: behaviour has implications for survival of the individual and/or group.

Teacher’s notes 1.3: Defining behaviourIn this teaching sequence behaviour is defined as any reaction to a stimulus.

This statement will be refined and explained over the five lessons but will remain consistent throughout.

Important note: the word ‘reaction’ has been chosen quite deliberately and should be used consistently throughout the teaching. It is intended to make the distinction between the outcome (the actual behaviour, as a reaction to the stimulus) and the biological mechanism by which this is achieved (the response of nervous and endocrine systems to the stimulus) very clear to pupils.



Alternative patterns of reasoningIn addition or instead of biological reasoning pupils may use anthropomorphic, anthropocentric or teleological reasoning (these are defined below). Although these types of reasoning may initially seem to help pupils to think about what is going on, and why, they may end up as an obstacle to developing a biological understanding of behaviour. It is not necessary to use the actual terms ‘anthropocentric’, ‘anthropomorphic’ and ‘teleological’ when discussing these types of reasoning with pupils; the important thing is for pupils to recognise that these ways of reasoning are not appropriate when considering the biological basis of behaviour.

Anthropocentric reasoning: assuming that animals do things for the benefit of humans. For example, watching a bee collect pollen a pupil might suggest they do this to make honey for us to eat; plants produce oxygen for us to breathe.

This is relatively straightforward to identify and challenge – where is the evidence? (What sort of evidence could confirm this?)

Anthropomorphic reasoning: attributing human characteristics, emotions and motives to animals. For example, watching territorial behaviour a pupil might say that, ‘Robins don’t trust each other’.

This too is relatively straightforward to identify but it’s not always quite so easy to challenge. How do we know that other animals don’t have the same feelings as humans? Perhaps, in some cases, they do! Again, consider the evidence – do we have any evidence to support (or challenge) this view?

Teleological reasoning: assuming that there is an end purpose or goal that explains or justifies the action. Superficially, this type of reasoning may seem plausible or helpful but the way in which it attributes motives to animals will obstruct the development biological reasoning, so it needs to be explicitly challenged.

To identify it in the classroom, first think of the biological explanation for the behaviour you are discussing – what is the stimulus and what is the reaction? If pupils are giving you a motive rather than a stimulus, or a consequence rather than a cause then this is probably teleological reasoning. For example, observing woodlice moving into the shade:

Teleological reasoning: • woodlice go into the shade to get away from the sun (stimulus = dislike of sun; reaction = conscious decision to move into the shade)

Biological reasoning: • woodlice detect change in heat or light and react by moving away from the heat or light (stimulus = light; reaction (behaviour) = move away from light; consequence = end up in shady places)

Resources for activity 1.3: Suggested film clipsThe following clips are all taken from the ‘ARKive’ website (www.arkive.org/).

For the teacher-led example:

Robin (territorial behaviour): • www.arkive.org/robin/erithacus-rubecula/video-12.html

For the students:

Note: avoid selection any behaviours relating to reproduction (courtship, mating, males fighting, etc.) and protection of offspring at this point as these will be considered in lesson 4, where the focus shifts from survival of the individual to continuity of genes and the implications for natural selection and survival of the species.



Sparrow and chicks (reaction of chicks to arrival of parent or food; reaction of parent to •gape): www.arkive.org/house-sparrow/passer-domesticus/video-09e.html

Macaque monkeys (warning off predators: shouts, rattles leaves, group together, ‘hassle’) : •www.arkive.org/crested-black-macaque/macaca-nigra/video-11.html

Puma family (feeding: multiple behaviours including parent covering uneaten food and young •puma copying this behaviour): www.arkive.org/puma/puma-concolor/video-09f.html

For summing up:

If confirmation that behaviour has an impact on survival is needed see:

Iguana hiding from Caiman crocodile: •www.arkive.org/green-iguana/iguana-iguana/video-06.html

Other possibilities:

Gibbons calling: •www.arkive.org/hoolock-gibbons/hoolock-hoolock-and-hoolock-leuconedys/video-13.html

Chimpanzees learning to use tools: •www.arkive.org/chimpanzee/pan-troglodytes/video-ve012.html

Bittern feeding chicks (chicks’ reaction to sound; parents’ reaction to chicks): •www.arkive.org/bittern/botaurus-stellaris/video-09.html

Crested penguins (a range of behaviours): •www.arkive.org/erect-crested-penguin/eudyptes-sclateri/video-09.html

Teaching ‘story’To consolidate the main outcome from activity 1.3 – that behaviour is a reaction to a stimulus – and as a reminder that humans are also animals, pupils are asked to observe and record some human behaviours for homework.

Activity 1.4: People watching

Teaching objectives

To consolidate the definition of behaviour as a response to a stimulus.•To remind pupils that humans are animals too.•

Learning outcomes

To consolidate understanding of behaviour as a response to a stimulus.•To understand that this is a general rule which applies to all animals including humans.•

What to prepare

One copy of Homework sheet 1.4 per pupil.•



Mode of interaction

NON-INTERACTIVE and AUTHORITATIVE: pupils apply what they have learnt to a human context.


Pupils record their observations of human activity in terms of stimulus, reaction (behaviour) and consequence.



Worksheet 1.2These questions are designed to get you thinking!

By answering them as honestly as you can now, then answering them again at the end of the topic, you will be able to see how much you have learnt. Your teacher may look at them, to find out what you know, but the only person who is going to mark them is you.

Name:

Date:

Q1: Blood!

All people have blood in their bodies which is constantly circulating around it. Do you think that a. this blood:

Always stays the same1.

Is always changing2.

Don’t know 3.

(circle one of these statements).

Explain your answer as fully as you can.b.



Q2: Is it behaviour?

Six different situations are described below. For each one decide if it is an example of behaviour a. (tick one box).

Yes No Don’t know

A woman running away from a lion

A person shivering in the snow

Pulling your hand away from a hot dish

A meerkat giving an alarm call

A pupil (in the eye) getting smaller in bright light

A monkey using a stone to open a nut



Use these examples to explain what you mean by ‘behaviour’.b.

‘Behaviour’ is …

Q3: Animal magic

Meerkats work as a group and seem to take it in turns to be on guard. What are the advantages of a. doing this?



Robins usually work on their own and fiercely defend their own space. What are the advantages of b. doing this?

Q4: Finding woodlice!

Tom was in the garden and lifted up a rock. Underneath were lots of woodlice. Why were a. they there?



When Tom shook them off the rock onto the path they scuttled back under another rock. Why do b. you think they did this?

Q5: Taking the teacher’s blood!

Your teacher offers to take part in a medical experiment. The doctor takes a small amount of blood from several different parts of her body. The samples of blood are sent for analysis and the doctor wants to know if there are any differences between them.



What would you predict? (please circle one answer for each comparison and give your reasons)

Blood from the gut and blood from the lungs1.

same different don’t know

because

Blood from an artery and blood from a vein2.

same different don’t know

because



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Lesson 2: From visible to ‘internal’

Teaching ‘story’This lesson extends the idea of behaviour as something visible and physical to develop the idea that behaviour is any reaction to a stimulus and so may include internal reactions such as increased heart rate. The biological explanation of behaviour is extended to make the links between stimuli (changes in the environment), nervous and hormonal responses and reaction (the behaviour) explicit. It begins with a quick review of the ‘People watching’ homework, making the point that humans are animals too.

Activity 2.1: Review of ‘People watching’

Teaching objectives

To make the point that:•the biological definition of behaviour also applies to humans •humans are also animals. •

Learning outcomes

To appreciate that humans are animals too, and the same definitions apply.•To consolidate the basic biological definition of behaviour.•

What to prepare

No resources needed.•Mode of interaction

This is INTERACTIVE (pupils share their observations) but AUTHORITATIVE – feedback is focused on the biological definition of behaviour and the idea that humans are animals too.


Quick whole-class feedback in which a selection of the examples from the pupils’ homework are used by the teacher to confirm that the definition of behaviour developed in lesson 1 also holds true for humans and to remind pupils that this is not surprising – humans are animals too.



Teaching ‘story’Activity 2.2 is intended to provide a bridge from the commonly accepted idea of behaviour as a visible physical activity to the counter-intuitive idea that behaviour is any reaction to a stimulus and this includes reactions which are internal to an organism. The teacher challenges pupils to identify less visible reactions which might be taking place in fight or flight situations, drawing on their own experiences and other examples. Activities 2.2 and 2.3 could be combined.

Activity 2.2: Extending the concept of behaviour

Teaching objectives

To bridge between accepted views of behaviour and the potentially counter-intuitive notion of •behaviour as any reaction to a stimulus (internal as well as visible).

Learning outcomes

To recognise or acknowledge the• possibility of ‘internal’ behaviour.

What to prepare

A video clip showing flight or fight (optional: predator or prey interactions, e.g. penguins running •from killer whales: www.arkive.org/gentoo-penguin/pygoscelis-papua/video-11.html)

An inflated balloon and pin.•Mode of interaction

The approach moves from DIALOGIC to AUTHORITATIVE as the teacher develops the science view of behaviour, but remains INTERACTIVE with the emphasis on encouraging pupils to make a link from visible to internal behaviours for themselves.


This is a short and snappy whole class discussion.

The teacher notes that all the behaviours identified so far are visible then challenges the pupils – is there something more going on? Are there other reactions to a stimulus? Prompt pupil thinking* by unexpectedly bursting the balloon and encouraging them to consider their own reactions. The aim is to encourage pupils to identify for themselves the possibility of ‘internal’ reactions such as increased heart rate.

* Depending on the class you might want to use a video clip of flight or fight to start them thinking before bursting the balloon.

Can these internal reactions be called behaviours? Return to the biological definition of behaviour agreed through activity 1.3: behaviour is a reaction to a stimulus. If behaviour is any reaction to a stimulus then yes, internal reactions are behaviours. This is the science view.



Teaching ‘story’Activity 2.3 is designed to build on activity 2.2, consolidating the idea that behaviour is any reaction to a stimulus not just a visible reaction and has implications for survival. Pupils apply a number of stimuli to themselves and note the range of reactions, demonstrating that there is a spectrum of behaviours from visible or external to less visible or internal.

Activity 2.3: A spectrum of behaviours

Teaching objectives

To consolidate the idea that behaviour is • any reaction to a stimulus.

To demonstrate the spectrum of behaviours, from visible and external to internal and less visible. •Learning outcomes

To accept that behaviour is • any reaction to a stimulus.

To use this definition to identify a range of different types of behaviour.•to identify the ways in which these different types of behaviour can impact on survival.•

What to prepare

A selection of activities, as time and resources allow (see Teacher’s notes 2.3).•Worksheet 2.3, one per group. •

Mode of interaction

This is INTERACTIVE and AUTHORITATIVE throughout, consolidating the science view.


This activity can be set up as either a set of demonstrations or as a class practical.

Use a range of stimuli to generate reactions from the students (see Teacher’s Notes 2.3). For each stimulus pupils predict the reaction and consider how it might be identified or measured, note the actual reaction(s) and consider possible advantages and disadvantages for each. The stimulus of a loud bang from activity 2.2 can be used as an illustration. For example:



Stimulus Predicted behaviour

How to detect this

Actual behaviour

Advantages and disadvantages

Loud bang Jump1.

Increased 2. heart rate

Observation1.

Measure 2. pulse rate – before and after

Jumped1.

Pulse rate 2. increased so heart rate increased

Not sure – ready for 1. action?

Prepare for flight or 2. fight: faster circulation of blood (including glucose and oxygen within it)

Looking towards the light

Iris gets smaller

Observation Iris gets smaller

Less light enters eye; prevents over stimulation of receptors; results in better vision (could be crucial to survival – driver dazzled by headlights/sun may crash)

Feedback (whole class):

use the outcomes to demonstrate that there is a spectrum of behaviours from the visible and •external to the internal and less visible; you could ask your pupils to arrange the responses on a line from visible and external to internal and hard to detect, e.g. physical reactions like jumping or shouting → reaction of the iris to light → increased heart rate

confirm that the definition of behaviour as • any reaction to a stimulus holds true for all the examples, across this spectrum

drawing on advantages and disadvantages, consider the consequences of these behaviours – •how do they influence survival?

The aim is to consolidate the link between behaviour and survival developed in Activity 1.3.

Teacher’s notes for activity 2.3: possible practical activitiesThe following examples are just a selection of possibilities; exactly what you do, and how you choose to organise this, will depend on the class, the time, the resources available, etc. If you plan to organise this activity as a demonstration you might want to combine it with activity 2.2:

an unexpected or unusal noise •an unexpected cold sensation on the neck (ice cube or cold key) •the smell of melted chocolate •a light on the eyes •a caffeine drink •sitting near a heater. •



Teaching ‘story’Activity 2.4 uses information collected during the previous activity to consolidate thinking about the nature of evidence from activity 1.3. Pupils are encouraged to make their ideas, and the thinking behind them, explicit and to challenge thinking which is not scientific.

Activity 2.4: Finding the evidence

Teaching objectives

To reinforce the need for valid and reliable evidence to support a theory or hypothesis.•To strengthen awareness of the need to • interpret data.

Learning outcomes

To understand the need for valid and reliable evidence to support a theory or hypothesis.•To understand the need to • interpret data.

What to prepare

Nothing additional.•Mode of interaction

This activity is intended to help pupils change their perspective from DIALOGIC to AUTHORITATIVE and the approach is INTERACTIVE at all times.


Use an initial review of advantages and disadvantages to consolidate ideas about data and evidence addressed in activity 1.3 (issues of validity, reliability and interpretation). Take one or two examples from a completed worksheet 2.3 and ask pupils (in their groups) to consider the following questions:

Are the advantages and disadvantages facts or hypotheses?•If a fact, what is the evidence? •If a hypothesis:•

What data would you need to confirm this? •What could you do to collect this data? •Is your proposed method valid (will it give you the sort of data that • could confirm your hypothesis)?

Would the data be reliable (if you repeated the data collection would the outcome be similar)? •



Notes:

You might want to decide on the examples in advance so that you have the opportunity to think 1. through the answers.

You might want to illustrate the above activity through a look at opposing theories about meerkat 2. sentinels (see Teacher’s notes 2.4)

Whole-class feedback draws on the pupils responses, encouraging them to make their thinking explicit and to challenge ideas which are not scientific.

Teacher’s notes for activity 2.4: ideas and evidence – meerkat sentinelsIt has been widely assumed that meerkat sentinels are behaving altruistically when they stand on guard, looking out for predators, while the rest of the group go about their business.

In the late 1990s an alternative and more selfish theory was suggested – that meerkat sentinels are looking out for themselves. Far from being altruistic, this theory suggests that meerkats only take up sentry duty when they are well fed and that the main motive is survival – they will be first to spot the predator and first down their hole! In support of this theory is some evidence that when food is in short supply there are fewer sentinels.

For more information see:

Carol Kaesuk Yoon ‘Study Exposes Craven Motive of the Brave Meerkat Sentry’ New York Times June 8 1999 (http://query.nytimes.com/gst/fullpage.html?res=9803EEDA1339F93BA35755C0A96F958260)

Mico Tatalovic ‘Sentinels: meerkat superheroes’ Science in Schools, Issue 10, Winter 2008 www.scienceinschool.org/2008/issue10/meerkats

www.wildinafrica.com/endless/downloads/sentinel.pdf

http://ib.berkeley.edu/labs/slatkin/eriq/classes/biol472/lectnotes/lect7_12AlarmCalls.pdf

Teaching ‘story’This homework activity gives unexpected results and is intended to stimulate pupils’ thinking in advance of lesson 3.

Activity 2.5: Homework – a simple practical activity

Teaching objectivesTo stimulate pupil thinking in advance of lesson 3.•To motivate and interest pupils.•

What to prepareWorksheet 2.5; one per group. •



Worksheet 2.3: Human behaviours

Stimulus Predicted behaviour

How to detect this behaviour

Actual behaviour observed

Advantages and disadvantages of this behaviour



Worksheet 2.5: Homework practical

Method

Take three bowls:

fill one with hot water (bath temperature)•fill one with cold water (add an ice cube or six)•fill one with warm water (half and half of the other two).•

Make a prediction:

If you put one hand in the hot water and the other in the cold water and leave them for one •minute, then put both hands in the warm water at the same time, how do you think your hands will feel?

Record this below.•Do the experiment:

Put one hand in the hot water and one hand in the cold at the same time.•Leave them in the water for 1 minute.•Put them both in the warm water at the same time.•How do your hands feel? Record this in the table below and answer the questions.•

Results and conclusions

Your prediction I think that...

Your results The hand from the hot water feels...

The hand from the cold water feels...

Your conclusions Is it what you predicted?

How do you explain it?



Lesson 3: Linking stimulus and behaviour

Teaching ‘story’In this lesson the nervous and endocrine systems are reviewed and the biological mechanisms by which a stimulus results in a reaction (behaviour) are established through the development of a simple model. Activity 3.1 considers the nature of a stimulus in a little more depth, making explicit the role of the senses in detecting changes in the environment and the importance of this for survival.

Activity 3.1: What is a stimulus?

Teaching objectives

To develop the idea that the senses are stimulated by • changes in the environment.

To make explicit the importance of this for survival.•Learning outcomes

To understand that a stimulus is a change in the environment which is detected by the senses.•To understand that animals are constantly monitoring their environment through their senses and •that stimulation of the senses is essential for survival.

What to prepare

‘What happens if …?’ cards (activity Sheet 3.1); one per small group.•Mode of interaction

The approach taken is INTERACTIVE throughout but moves between DIALOGIC and AUTHORITATIVE.




This begins as a short starter activity. In small groups pupils answer the ‘What happens if…?’ cards. Use quick whole class feedback to establish that:

your senses give you feedback about your environment1.

you react to 2. changes in that information (when there are no changes you don’t react to anything and your journey home is uneventful) so

a stimulus is a change in the environment which is detected by your senses.3.

Also note how the ability to detect changes in the environment can influence survival (even in humans).

Consolidate using:

Everyday examples – e.g. what happens when a noise starts up, stops, continues at the same pitch or volume, changes pitch or volume?

The homework example – two minutes in their groups to agree and explain what happened (both hands are in the same bowl of warm water but the hand going from hot to warm feels cold while the hand going from cold to warm feels hot; temperature sensors are registering the change in temperature).

Teaching ‘story’In activity 3.2 pupils identify the role of nerves and hormones in bringing about behaviour in response to a stimulus and review their existing knowledge of nervous and endocrine systems.

Activity 3.2: Nervous and endocrine systems – the link between stimulus and reaction

Teaching objectives

To establish the idea that nerves and hormones are the biological link between stimulus •and behaviour.

To revise nervous and endocrine systems in preparation for subsequent activities.•Learning outcomes

To know that nerves and hormones are the biological link between stimulus and behaviour.•To establish a secure • basic knowledge of nervous and endocrine systems, including the links between the two.

What to prepare

The card sort activity (activity 3.2); one set of cards per group.•Reusable sticky pads.•A3 or poster paper; one sheet per group.•



Mode of interaction

This is INTERACTIVE (between pupils and between teacher and pupils) but AUTHORITATIVE (the focus is on consolidating the pupils’ knowledge of nerves and hormones).


Using examples from actvity 3.1 (for example, running away from the sound of footsteps) the teacher asks whole class, ‘How does a stimulus, identified by the senses, result in behaviour? What is happening in between?’ The aim is simply to demonstrate that both nerves (acting on leg muscles, running away) and hormones (adrenaline; increasing heart rate) are involved – no need for details of the processes at this point.

In preparation for more detailed work pupils now consolidate their prior knowledge of the nervous and endocrine system using the card sort activity. Working in small groups they arrange the cards (stuck with reusable sticky pads) to show the relationship between the different components of the nervous and endocrine system. The aim is to consolidate their basic knowledge and understanding rather than test their knowledge or explore their ideas but the expectation is that they should work on this for themselves – let pupils refer to text books if they need help.

During whole class feedback the teacher builds up a model answer (see Teacher’s notes 3.2), drawing on pupils’ ideas, while pupils check and correct their own answer.

Teaching ‘story’In activity 3.3 the teacher uses knowledge of the nervous and endocrine systems consolidated during activity 3.2 to develop a simple linear model representing the biological basis of behaviour; pupils test this using a selection of familiar examples.

Activity 3.3: Modelling the biological basis of behaviour

Teaching objectives

To develop a simple model which can be used to describe the causal mechanism for specific •examples of behaviour.

Learning outcomes

To understand that the biological basis of behaviour can be explained using a simple model.•To understand how to use this model to explain a range of behaviours.•

What to prepare

Worksheet 3.3; one per pupil.•



Mode of interaction

This begins with an AUTHORITATIVE and mainly NON-INTERACTIVE presentation from the teacher during which the simple model is developed; it then becomes INTERACTIVE as pupils use the model to explain some particular examples of behaviour.


Working from the model answer (activity 3.2) the teacher shows that the process by which a stimulus results in a behaviour can be summarised in a simple linear model (see Teacher’s notes 3.3) and demonstrates, using familiar examples of behaviour, how to use this model to explain the biological (causal) mechanism.

Pupils (working in groups but writing up the responses individually) select three examples of behaviour from lessons 1–3 and analyse the causal mechanism for each using the linear model (alternatively, pupils are given the examples; these should include a mix of nerves and hormones). Responses are collected in, allowing the teacher to check the pupils’ understanding and use of this simple model before lesson 4, when the model will be adapted for use with feedback mechanisms.

Teaching ‘story’The next activity is intended to bridge between the ideas developed so far (which have concentrated on simple examples of behaviour) and lesson 4 (which looks at complexity and control of internal behaviours, including feedback mechanisms). The teacher reviews the key ideas that have been developed over the three lessons, in the context of simple examples of behaviour, and notes the complexity of real life situations. This is confirmed through observations of the film clip, which encourages pupils to extend their thinking about behaviour from single actions to sequential changes in response to a changing environment. Through analysis of a short scenario pupils are then encouraged to extend their thinking about the environment to include the internal environment.

Activity 3.4: recognising the complexity

Teaching objectives

To extend pupils’ understanding of behaviour to include sequential changes and the notion of an •internal environment.

Learning outcomes

To understand that biological behaviour changes sequentially in response to changes in the •environment.

To recognise that ‘environment’ can be internal (within the animal) as well as external.•



What to prepare

Predator or prey film clip (optional): •www.arkive.org/short-beaked-echidna/tachyglossus-aculeatus/video-10.html.

Scenario cards (activity Sheet 3.4); one set per group. •Mode of interaction

This approach is initially NON-INTERACTIVE as the teacher reviews the key ideas but mainly INTERACTIVE as pupils are challenged to extend their developing understanding of behaviour; the focus remains AUTHORITATIVE.

The teacher reviews the key ideas that have been developed across the three lessons:

behaviour is a reaction to a stimulus•behaviour can occur across a spectrum from the visible to the internal•a stimulus is a change in the environment which is detected by the senses•the nervous and endocrine systems form the link between stimulus and behaviour•the role of the nervous and endocrine systems (the biological basis of behaviour) can be •explained using a model.

They go on to note that work so far has focused on simple examples of a single behaviour but real life is more complex – will these ideas work in more complex situations?

Pupils watch the film clip and are challenged to identify as many different behaviours as they can, and the stimulus for each. Through rapid (whole-class) feedback the teacher establishes that behaviour can change frequently and rapidly in response to changes in the environment. They then raise two questions:

Are all behaviours continually changing in response to changes in the environment – even those 1. behaviours which take place inside the body?

Is the stimulus for a change in behaviour always external – can changes occurring inside the body 2. (the internal environment) act as a stimulus?

The scenario cards are then used to help pupils to think about these questions. Working in groups, they are asked to analyse the sequence of events – to identify the sequence of behaviours (from visible to internal) which would be occurring in this situation and the stimuli for each (remembering that one stimulus may result in more than one behaviour). Whole-class feedback should be used to establish that there is an internal sensor which responds to changes in the temperature of the blood and conclude that the answer to Q1 is ‘Yes’ and the answer to Q2 is ‘No’. The teacher raises one last question:

‘Do any of the key ideas need to be revised to take account of this?’

Pupils might like to think about this for homework. It will be considered next lesson.



Activity sheet 3.1: ‘What happens if….’ cards

1) When I walked home alone last night …

I could smell fish and chips and I…

2) When I walked home alone last night…

I could hear someone walking softly up behind me and I…


I could see someone hovering in the dark alleyway ahead and I…


I didn’t smell or hear or see anything and I…



Activity sheet 3.2: Cards for nervous and endocrine systems

The nervous system The endocrine system

central nervous system (CNS)

peripheral nervous system (PNS)

act on:

target cells/organs

act on:

muscles;

glands

blood stream hormones brain

spinal cord sensory neurones motor neurons

sense organs sense receptors

Teacher’s note: The aim of this activity is not intended to be a complete revision of the nervous and endocrine systems, it is intended to ensure that pupils have sufficient understanding of the nervous and endocrine systems to understand and use the simple model which explains the biological basis of behaviour. For this reason it doesn’t include direct reference to the reflex arc (although this does have some implications for behaviour) or a comparison of the endocrine and nervous systems.



Teacher’s Notes 3.2: Nervous and endocrine systems: Model answer

brain

spinal cord

sensory neurones

sense receptors

sense organs

act on:

muscles;

glands

hormones

blood stream

motor neurones

act on:

target cells / organs

central nervous system

(CNS)

The Nervous System

peripheral nervous system

(PNS)

The Endocrine System



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Teacher’s notes 3.3: Simple model for the biological basis of behaviour



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Worksheet 3.3



Activity sheet 3.4: Cards for the behaviour scenario

Scene 1A young boy is sitting in a warm kitchen in his pyjamas. He spots the open kitchen door and runs out to play in the snow without stopping to put a coat or gloves or hat on.

Scene 2The young boy has stopped running around and has started to turn blue and to shiver. He’s covered in goose bumps.

Scene 3The young boy sits on a chair by the fire, wrapped in a blanket, sipping a hot drink. He is beginning to sweat and his cheeks are very pink.



Activity sheet 3.4: Behaviour scenario – guidance for teachers

Scene 1A young boy is sitting in a warm kitchen in his pyjamas. He spots the open kitchen door and runs out to play in the snow without stopping to put a coat or gloves or hat on.

Stimulus : external: appearance of snow/open door

Behaviour : runs outside

Scene 2The young boy has stopped running around and has started to turn blue and to shiver. He’s covered in goose bumps.

Stimulus 1: external: drop in temperature

Stimulus 2: internal: drop in blood temperature

Behaviours: vaso-constriction; shivering, hairs on skin stand on end. (also reduced metabolic rate, but this can’t be seen)

Note: both stimuli are detected by the same receptors in the hypothalamus; the important point to note here is that the stimulus is not just external – there can be an internal stimulus

Scene 3The young boy sits on a chair by the fire, wrapped in a blanket, sipping a hot drink. He is beginning to sweat and his cheeks are very pink.

Stimulus 1: increase in external temperature

Stimulus 2: increase in blood temperature

Behaviour: sweating; hairs lie flat, vaso-dilation. (also increased metabolic rate, but this can’t be seen)

.



Lesson 4: Linking internal behaviours, feedback mechanisms and homeostasis

Teaching ‘story’This lesson completes the transfer of ideas about behaviour from external to internal situations by exploring the role of behaviour in controlling the internal environment through feedback mechanisms. It ends with a return to the questions from lesson 1, and it is important to allow enough time for these to be completed within the lesson. It begins (activity 4.1) by using familiar examples to demonstrate that the internal environment is changing continuously.

Activity 4.1: A fluctuating internal environment

Teaching objectives

To make the idea of a continuously changing internal environment plausible. •Learning outcomes

To understand that the internal environment is constantly fluctuating. •What to prepare

Standard diagram of the human body, including organs; one per group. •Mode of interaction

This is INTERACTIVE and AUTHORITATIVE as pupils work in small groups and draw on their existing knowledge of biology to illustrate the point.


Begin by recapping the end of the last lesson, reminding pupils that:

behaviour across the spectrum (from visible to internal) can change frequently in response to 1. changes in the environment

this includes changes to the 2. internal environment (for example, a drop in the temperature of the blood may stimulate the hypothalamus and result in behaviours which are likely to conserve or produce heat – shivering, vaso-constriction etc.).



Note that it may be surprising to think of the internal environment (the inside of the body) changing – that we usually think of it as being in a stable or steady state – and suggest the need to look at this steady state a bit more closely. Challenge students to identify other aspects of the internal environment that can change (a quick whole-class thought shower). If necessary, prompt them to think about changes across time (e.g. levels of hormones in the menstrual cycle) and across different organs and tissues (e.g. amounts of oxygen or carbon dioxide in the blood).

Drawing on their existing knowledge pupils work in small groups to show where and how the internal environment changes in relation to i) temperature (e.g. the liver, the brain) ii) oxygen and carbon dioxide (e.g. the lungs, the tissues) and, if time iii) glucose (blood surrounding the gut, blood entering or leaving the liver) by annotating a diagram of the human body. The aim is for pupils to identify for themselves that changes in the internal environment occur routinely, not to identify every possible change that might occur. Feedback should be firmly based on the pupils’ responses but is focused on the correct science so their reasoning may need to be checked (‘Can you explain that?’; ‘Could you tell us why you think that?’) or challenged (‘What does the rest of the class think?’). Once sufficient examples have been identified note that there are several others but these are sufficient to make the point – that the internal environment is fluctuating rather than fixed.

Teaching ‘story’In activity 4.2 the teacher addresses the problem of how a constantly fluctuating internal environment can also be stable. Drawing on the pupils’ existing knowledge, but extending and correcting as appropriate, the basic principles of a feedback mechanism (including the role of internal sensors) are explained. The key ideas summarised in activity 3.3 are reconsidered and the model of behaviour is adapted for use with feedback mechanisms.

Activity 4.2: Feedback mechanisms – extending the biological concept of behaviour to explain homeostasis

Teaching objectives

To introduce the idea of feedback mechanisms as a series of behaviour.•To show that the simple model from lesson 3 can be adapted to explain this more •complex situation.

To make the link between feedback mechanisms (hence behaviour), homeostasis and survival.•Learning outcomes

To understand that the internal environment is maintained in a steady (but not fixed) state •through feedback mechanisms.

To understand that feedback mechanisms are a series of behaviours in response to changes in the •internal environment.

To understand that these feedback mechanisms are essential for survival through the •achievement of homeostasis (balance).

What to prepare

A presentation of the feedback model (see Template 4.2 and Temperature control example 4.2).•



Mode of interaction

This is INTERACTIVE, drawing on pupils’ existing knowledge, but is teacher-led and AUTHORITATIVE.


Note that we’ve only looked at one or two factors. If there are hundreds of factors, all changing in some ways, how does the body maintain a steady internal environment?

Using the concept of internal behaviours and temperature as the example, explain how a constant internal environment can be maintained within narrow limits through a feedback mechanism drawing on the pupils’ own knowledge developed through activity 3.4. Note that similar feedback mechanisms control all the factors which change the internal environment. In this way fluctuations are kept within a narrow range and a steady state is achieved – this is the basis of homeostasis. Make the link to survival explicit using diabetes as an example of what can happen when the normal behaviour (production of insulin) doesn’t occur.

Remind the class of the key ideas about behaviour summarised at the end of lesson 3 and go back to the final question:

‘Do any of the key ideas need to be revised to take account of this?’

Drawing on the pupils’ response, go through each idea and adjust as necessary (if they are listed on a PowerPoint™ slide this will be easy to do). Present an adapted version of the model and use it to explain temperature regulation (see the worked example), drawing the relevant information from the class (targeted questions).

Teaching ‘story’In activity 4.3 pupils use the adapted model presented in 4.2 to explain the feedback mechanisms which control the level of glucose in the blood.

Activity 4.3: Modelling feedback mechanisms

Teaching objectives

To consolidate the idea of feedback mechanisms as a sequence of behaviours.•Learning outcomes

To develop a confident understanding of the role of feedback mechanisms in maintaining a •constant internal environment.

What to prepare

One copy of template 4.2 per pupil.•One copy of glucose example 4.2 for teacher.•



Mode of interaction

This is INTERACTIVE and AUTHORITATIVE: pupils work together to apply the feedback model to a specific example.


Working in small groups, but writing up the answer individually on their worksheet, pupils use the extended model to explain regulation of glucose (some pupils may need support materials or key words to support this activity).

After whole-class feedback and self-correction of their explanation, pupils stick the worksheet in their books.

Teaching ‘story’At the end of this lesson pupils have another opportunity to answer the questions from activity 1.2. This gives the teacher an opportunity to identify and address any residual difficulties during the last lesson, when the pupils will also be able to assess their own learning. The questions need to be completed within the lesson so an extension task is needed for those who finish quickly.

Activity 4.4: Review of learning

Teaching objectives

To assess pupils’ learning so that difficulties can be addressed in the final lesson of the sequence.•To provide pupils with an opportunity for self-assessment.•

Learning outcomes

Self-assessment of their learning (on return of both sets of answers in lesson 5).•What to prepare

One blank set of questions (worksheet 1.2) per pupil.•Extension work for those who finish first.•



Mode of interaction

This activity is NON-INTERACTIVE and AUTHORITATIVE – working on their own, pupils revisit the questions from lesson 1.


Remind pupils of activity 1.2, in which they used their initial ideas about behaviour to answer a set of questions. Note that they are now going to answer those questions again so they have an opportunity to see how much they have learnt (next lesson both sets of answers will be returned). Since the focus is their own learning the questions need to be answered individually, without discussion with their partners or friends, and they need to be completed within the lesson.

Exchange completed answers for extension work (for example, reading about courtship and mating behaviour in preparation for next lesson). Read through their answers before the next lesson without commenting on or marking them – but make a note of any problems or misunderstandings that you identify. Think about where and how you might address these during lesson 5.



Template 4.2: Adapted model of behaviour for feedback mechanism

Behaviours Stimulus

Sensor

Links

Links

Sensor

Baseline level

Stimulus Behaviours

Links

Behaviours Stimulus

Sensor

Sensor

Stimulus

Behaviours

Links



Template 4.2: Adapted model of behaviour for temperature control

BehavioursSweatingVasodilation Skin hairs lie �atDecreased metabolic rate

StimulusTemperature of the blood drops

SensorThermoreceptor in the hypothalamus

Links Nerves and hormones stop acting

LinksNerves and hormones


Baseline levelTemperature in the blood

StimulusTemperature of the blood rises

BehavioursStops


BehavioursStops

StimulusTemperature of the blood drops



StimulusTemperature of the blood rises Behaviours

ShiveringVasoconstriction Skin hairs lie �atIncreased metabolic rate

Links Nerves and hormones



Template 4.2: Adapted model of behaviour for glucose levels

BehavioursLiver converts glucose to glycogen, which it stores

StimulusGlucose level in the blood drops

SensorChemoreceptors in the pancreas


LinksHormone (Insulin)


Baseline levelGlucose in the blood

StimulusGlucose level in the blood rises

BehavioursStops


BehavioursStops

StimulusGlucose level in the blood drops



StimulusGlucose level in the blood rises Behaviours

Liver converts glycogen to glucose and releases it into the blood stream

Links Hormone (glucagon)



Lesson 5: Consolidation of the learning

Teaching ‘story’This final lesson consolidates learning about behaviour through a consideration of two slightly different contexts: mating and drugs. It begins with the return of both sets of questions (from activities 1.2 and 4.4) and pupils are given the opportunity to assess their own learning by comparing their initial and final responses and to ask questions about anything they still don’t understand.

Activity 5.1: Self-assessment and reflection

Teaching objectives

To allow pupils to evaluate their own learning and identify any residual difficulties or •misunderstandings.

To address any residual misunderstandings that can’t be dealt with elsewhere in the lesson.•Learning outcomes

Self-evaluation of their learning, including recognition of any residual misunderstandings.•What to prepare

Pupils’ responses from activities 1.2 and 4.4, unmarked.•Mode of interaction

The approach moves between NON-INTERACTIVE and INTERACTIVE as pupils review their own learning and then ask about those things they don’t understand, but remains AUTHORITATIVE at all times.


The questions from lesson 4 (activity 4.4) are returned to pupils. Pupils mark these for themselves as fast-paced questioning of the whole class is used to establish the correct answers. Responses from lesson 1 (activity 1.2) are then returned and pupils are given time to compare their two sets of responses and to identify learning gains and residual difficulties – let them know that there will be an opportunity to ask about these.



Begin the feedback by asking pupils for their comments – have they learnt much?! Encourage them to ask about anything which they still don’t understand and either address the problem immediately or indicate where, within this lesson, it will be addressed. If there are residual difficulties that you want to address at this point note that, ‘a few of you seemed to have a bit of difficulty with or misunderstood the meaning of …x’ and go on to explain this.

Teaching ‘story’Activity 5.2 extends pupils’ understanding of the link between behaviour and survival through a look at courtship and mating. They also consolidate their learning about behaviour by using it to explain what is going on in each video clip.

Activity 5.2: Why survive?

Teaching objectives

To extend ideas about survival to include biological rather than individual benefits. •To consolidate learning about behaviour.•

Learning outcomes

To understand the biological benefits of survival.•What to prepare

A series of film clips (see Teacher’s notes on activity 5.2)•Mode of interaction

This moves between DIALOGIC and AUTHORITATIVE as pupils develop their thinking but remains INTERACTIVE throughout


Begin by noting some of the ways in which the link between behaviour and survival have been established so far (all relating to individual survival) and ask, ‘Why does it matter if an individual survives?’ Encourage pupil responses without trying to lead them to the science view – the purpose is to get them thinking. Introduce the series of film clips by noting that the focus is courtship and mating, an area of behaviour that they haven’t looked at yet. As pupils watch each clip they draw on their knowledge of biology in general and behaviour in particular to analyse the behaviour they are observing (the behaviour, the stimulus, the likely or actual consequences) – use quick whole-class feedback after each clip to summarise this. At the end, ask, ‘What are the implications for survival?’ and ‘How is it different from previous examples?’ The aim is to encourage pupils to recognise for themselves that behaviour which increases the chance of successful reproduction increases the chance of an individual’s germ line (their genes) surviving in the next generation. Make the point that, biologically, survival is important for the individual because it increases their reproductive potential. Note that this



is the basis of evolution by natural selection – any genetic characteristics which make an individual more likely to survive and reproduce will inevitably increase in frequency over successive generations.

Note that for many larger animals these characteristics extend to behaviours which protect their young (so ensuring their offspring survive long enough to reproduce). Consolidate these ideas by showing the clip of gazelles protecting their young from cheetahs. Ask pupils to identify the gazelles’ behaviours in response to the threat and the particular characteristics which are most likely to make these successful – for example: speed when running; agility when turning; coordination when working as a group, etc. Note that the quickest and most agile gazelles are most likely to succeed in protecting their young, that these young will have inherited some of their parents’ capacity for speed and agility and the quickest and most agile of these offspring will be most likely to succeed in protecting their own offspring – in this way the agility and speed of all the gazelles increases over many generations (of course, agility and speed of the cheetahs will also increase over many generations since only the quickest and most agile will succeed in getting any food and so survive long enough to reproduce or successfully feed their young).

Teacher’s notes on activity 5.2Possible video clips to demonstrate some animal behaviours can be found at the following websites:

Courtship and mating:

Iguanas displaying and mating •www.arkive.org/green-iguana/iguana-iguana/video-09b.html

Male giraffe tasting female’s urine (and licking his lips!) •www.arkive.org/giraffe/giraffa-camelopardalis/video-09e.html

Capercaillie display •www.arkive.org/capercaillie/tetrao-urogallus/video-09a.html

Defending young

Oryx gazelles defending their young from cheetahs •www.arkive.org/gemsbok/oryx-gazella/video-12.html

Other possibilities:

Iguanas arguing over nest site •www.arkive.org/green-iguana/iguana-iguana/video-12.html

Stone curlew scaring off stoat •www.arkive.org/stone-curlew/burhinus-oedicnemus/video-11.html

Black neck crane defending its nest •www.arkive.org/black-necked-crane/grus-nigricollis/video-09.html

Marsh harrier courtship behaviour •www.arkive.org/marsh-harrier/circus-aeruginosus/video-09a.html

Rhino display •www.arkive.org/white-rhinoceros/ceratotherium-simum/video-12a.html



Teaching ‘story’This sequence finishes with a look at things which change ‘normal’ behaviour. It begins with a thought shower on drugs. Pupils then go on to use their developing knowledge of behaviour to consider the impact of drugs on behaviour and the implications for survival.

Activity 5.3: The impact of drugs and alcohol

Teaching objectives

To make the point that drugs and alcohol change normal behaviour and have an impact •on survival.

Learning outcomes

To recognise that the effects of drugs and alcohol are all behaviours.•To understand all of these behaviours have implications for survival.•

What to prepare

One copy of worksheet 5.3 per group.•Mode of interaction

This is INTERACTIVE and although it draws on pupils’ own knowledge the focus is AUTHORITATIVE.


A whole-class thought shower identifies the range of drugs familiar to the class. Pupils, working in small groups, add these to alcohol on the worksheet to list these drugs, and identify their common effects (the ways in which each one can change normal behaviour) and the potential consequences. Use whole-class feedback to check the accuracy of their responses (and if necessary correct or add to these). Finish by noting that all the effects relate to changes in behaviour and all the consequences have implications for survival. Ask pupils to identify the implications for survival.



Worksheet 5.3: Drugs and alcohol

Substance Effect Consequence

Alcohol



Acknowledgements Page 16: Photo of jogger © Joseph C. Dorala/age fotostock/Imagestate Photo of military arctic survival training © Louise Murray/Science Photo Library Photo of pizza being removed from oven © Foodfolio/Imagestate Photo of two meerkats © Morales/age fotostock/Imagestate Photo of a woman’s eye © Helen Mcardle/Science Photo Library Photo of Bonobo apes © Tony Camacho/Science Photo Library

Page 17: Photo of a meerkat family © Nigel Dennis / age fotostock /Imagestate Photo of three meerkats © Nigel Dennis/age fotostock/Imagestate

Page 18: Photo of robin singing © Mark Hamblin/age fotostock/Imagestate Photo of robin © Hugo Alonso/age fotostock/Imagestate Photo of woodlouse © José Antonio Jiménez/age fotostock/Imagestate

Page 19: Photo of woodlice © Dr Jeremy Burgess/Science Photo Library Photo of doctor taking blood sample © AJ Photo/HOP Americain/Science Photo Library

Audience: Science subject leaders, teachers of science and higher level teaching assistants Date of issue: 03-2009 Ref: 00418-2009DWO-EN-02

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