Differences in organisms' behaviour enable them to survive within their environment.
What you intend the students to learn about this idea?
Through various activities students should be able to identify key individual and group behaviors of animals. The different migration & rhythmic activities that occur within animals should be able to be explained. The different territorial ranges, and how animals maintain these boundaries. The various social aspects which are found in animal groups. Particular feeding behaviors for an animal, relating to hunting and gathering. Also the various communication techniques that are used.
Within the animal domain, there are a great variety of behaviours that can be observed. Through studying these behaviours we are able to understand the group dynamics and gain an insight into how the animas think. So that they can understand the purpose of various behaviours of animals. Adaptive behaviour can also linked to an increased understanding about homeostatus.
What else you know about this idea (that you do not intend students to know yet)?
Linking to group behaviour seen in humans.
Specific reproductive behaviour (to be covered later in the Unit)
Difficulties/Limitations connected with teaching this idea.
Religious beliefs.
Students’ knowledge of different animals and their habitat and diet.
Other factors that influence your teaching of this idea.
Specific interest/knowledge in this area of Biology.
Students’ ability to connect the theories to observations.
Teaching procedures (and particular reasons for using these to engage with this idea).
Activity 1 Excursion to the Melbourne Zoo . Examining the group behaviour of Meerkats, different roles within that group (eg. scavenging, sentry, basking). Potential questions that may be considered by students are; - Are there any activities that were done constantly by the group?
- Did any of the Meerkat’s have specific roles?
- Any particular place were a behaviour occurred? This activity would allow the students to observe adaptive animal behaviours for themselves. The Melbourne Zoo website also has many resources that the teacher is able to print off and give to the students before the excursion. Activity 2 Students are to watch the video, Bower Bird Behaviour, in response to the video students are then to complete questions about the purpose of Bower Bird behaviour. - What type of communication are the Bower Birds using?
- What are the benefits of this type of communication?
- What are some disadvantages?
- How do other birds communicate a similar message?
- What are some key structural requirements that the Bower Bird needs? Questions used in teaching this unit can be connected to previously learned material. This would investigate the deeperActivity 3
Have the class working in pairs to pass on a message without using words. An example of messages that could be used would be;
- A flying predator is near by.
- A large food source was found in the gully.
- The belly that you are about to eat will make you feel sick.
This would cause the class to think about the types of behaviour they may notice in the animal world, and the potential reasons for it.
Specific ways of ascertaining students' understanding or confusion around this idea (include likely range of responses).
The key way to determine learning has occurred within students, is by asking open ended questions. Those that require the students to apply learning. //* What are the behavioural adaptations that make homeostatic responses possible?
Do organisms that live in different environments have different behaviours that enhance their chances of survival in changing conditions?
// By causing students to need to respond with a deeper level of understanding, it is possible to understand the limits of their knowledge. Connections can also be made to the other Areas of Study.
Through various activities students should be able to identify key individual and group behaviors of animals. The different migration & rhythmic activities that occur within animals should be able to be explained. The different territorial ranges, and how animals maintain these boundaries. The various social aspects which are found in animal groups. Particular feeding behaviors for an animal, relating to hunting and gathering. Also the various communication techniques that are used.
As stated in the VCAA Biology Study Design .
Within the animal domain, there are a great variety of behaviours that can be observed. Through studying these behaviours we are able to understand the group dynamics and gain an insight into how the animas think. So that they can understand the purpose of various behaviours of animals. Adaptive behaviour can also linked to an increased understanding about homeostatus.
Excursion to the Melbourne Zoo . Examining the group behaviour of Meerkats, different roles within that group (eg. scavenging, sentry, basking). Potential questions that may be considered by students are;
- Are there any activities that were done constantly by the group?
- Did any of the Meerkat’s have specific roles?
- Any particular place were a behaviour occurred? This activity would allow the students to observe adaptive animal behaviours for themselves. The Melbourne Zoo website also has many resources that the teacher is able to print off and give to the students before the excursion.
Activity 2
Students are to watch the video, Bower Bird Behaviour, in response to the video students are then to complete questions about the purpose of Bower Bird behaviour.
- What type of communication are the Bower Birds using?
- What are the benefits of this type of communication?
- What are some disadvantages?
- How do other birds communicate a similar message?
- What are some key structural requirements that the Bower Bird needs?
Questions used in teaching this unit can be connected to previously learned material. This would investigate the deeper Activity 3
Have the class working in pairs to pass on a message without using words. An example of messages that could be used would be;
- A flying predator is near by.
- A large food source was found in the gully.
- The belly that you are about to eat will make you feel sick.
This would cause the class to think about the types of behaviour they may notice in the animal world, and the potential reasons for it.
- Do organisms that live in different environments have different behaviours that enhance their chances of survival in changing conditions?
// By causing students to need to respond with a deeper level of understanding, it is possible to understand the limits of their knowledge. Connections can also be made to the other Areas of Study.