Grade 5
Science
Unit: 11
Lesson: 02
Suggested Duration: 8 days
Science Grade 05 Unit 11 Exemplar Lesson 02: Learned Behavior
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
During this lesson, students will review learned behaviors. They will also review the differences between inherited behaviors (instincts) and learned
behaviors. This unit will allow students to start understanding why it is important for organisms to inherit traits and learn different behaviors in order to
survive in their environment.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas
law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The
TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
5.10
Organisms and environments. The student knows that organisms undergo similar life processes and have structures
that help them survive within their environments. The student is expected to:
5.10B Differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and
learned behaviors such as an animal learning tricks or a child riding a bicycle.
Readiness Standard
Scientific Process TEKS
5.2
Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor
investigations. The student is expected to:
5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect
(inferred) evidence.
5.3
Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make
informed decisions. The student is expected to:
5.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical
reasoning, and experimental and observational testing, including examining all sides of scientific evidence of
those scientific explanations, so as to encourage critical thinking by the student.
5.3D Connect grade-level appropriate science concepts with the history of science, science careers, and contributions
of scientists.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 05 Science Unit 11 PI 01
Design a brochure advertising two new exhibits at the zoo ­ an exotic plant and an animal. Identify the traits and behaviors for each that makes them the “must see” attraction.
Standard(s): 5.2D , 5.3A , 5.10A , 5.10B
ELPS ELPS.c.1E , ELPS.c.2E , ELPS.c.5B
Key Understandings
Survival of organisms depends on their inherited traits and learned behaviors.
— What is a learned behavior?
— What is the difference between an instinct and a learned behavior?
— Why are learned behaviors important?
— How does an organism’s environment affect its behavior?
Vocabulary of Instruction
traits
learned behaviors
inherited traits
instinctive behaviors
Materials
Last Updated 04/25/13
page 1 of 14 Grade 5
Science
Unit: 11
Lesson: 02
Suggested Duration: 8 days
CD or cassette player (per teacher)
chart paper
colored pencils (1 pack per group)
index cards
markers and/or colored pencils
materials for research (per teacher)
paper
scissors (1 per group)
soft relaxing music (per teacher)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the
public website.
Optional Teacher Resource: Learned or Instinctive
Handout: Behaviors (1 per group)
Handout: Behavior Picture Cards (1 per group)
Handout: Survivor! (1 for projection and 1 per group)
Handout: Inherited or Learned Assessment (1 per group)
Teacher Resource: Inherited or Learned Assessment KEY
Teacher Resource: Zoo Organisms
Resources
Suggested Websites
"Plants: Search Species. Welcome to the San Diego Zoo”: http://www.sandiegozoo.org/CF/plants/species_search.html
"About the Animals." Saint Louis Zoo: http://www.stlzoo.org/animals/abouttheanimals/
Information on Learned Behaviors:
http://www.seaworld.org/animal-info/info-books/training/animal-behavior-&-learning.htm
http://sciencenetlinks.com/esheets/what-are-innate-and-learned-behaviors/
Advance Preparation
1. Arrange for resources or access to computers for research.
2. Locate and preview a video on animal behavior, or alternatively preview the following: http://animals.howstuffworks.com/animal-facts/animalinfo6.htm
3. Prepare a T-chart for the ELABORATE – Differentiating Between Inherited Traits and Learned Behaviors. One side of the chart should
have the header “learned” and the other “instinctive”.
4. Prepare attachment(s) as necessary.
Background Information
Prior to this lesson in previous grades, students identified inherited traits and behaviors. This lesson expands that understanding to how these learned behaviors improve
survival. Furthermore, students should understand that learned behaviors are a result of the organism’s environment. The content standard in this lesson is a Readiness
Standard for Grade 5; therefore, the learning from this lesson will be critical to student success on STAAR. After this lesson, in Grade 7, students will identify some changes in
genetic traits that have occurred over several generations through natural selection and selective breeding.
For more information on learned behaviors, please consider the following websites:
http://www.seaworld.org/animal-info/info-books/training/animal-behavior-&-learning.htm
http://sciencenetlinks.com/esheets/what-are-innate-and-learned-behaviors/
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Startled!
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Instruct students to place their heads down on their desks and sit very quietly.
Materials:
2. Play the soft music, and instruct the students to think of a relaxing or calm scene for
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page 2 of 14 Grade 5
Science
Unit: 11
Lesson: 02
Suggested Duration: 8 days
2–3 minutes.
3. After everyone seems calm with their heads down, create a loud, non-threatening
noise that may startle students. Please consider any student who may be sensitive to
noise.
CD or cassette player (per teacher)
soft relaxing music (per teacher)
4. The students will instinctively startle.
5. Allow students to explain and discuss why they were startled by the unexpected noise.
This is an instinctive behavior. It is an inherited trait.
6. Once again, instruct students to place their heads down on their desks and sit very
quietly.
7. Play the soft music, and instruct the students to think of a relaxing or calm scene for
about 1–2 minutes.
8. After the time limit, create the same loud, non-threatening noise.
9. Some students may instinctively startle, but most should expect this loud noise and
may not react.
10. Ask students why they didn’t get scared or startled as much as the first time. Allow
them to write their responses in their science notebooks.
11. Instruct students to write their names in their science notebooks.
12. Instruct students to sing the alphabet song or say the planets in order (Any song or
saying that all the students have memorized will work.).
13. Ask:
How did you know how to sing the alphabet song or write your name?
Students should respond that they learned the song.
Were you born knowing how to write your name or sing songs, or did you
learn it? Students should respond that they learned these behaviors.
EXPLORE – Behaviors Activity
Suggested Day 1 (continued)
1. Divide class into groups of 4–5 students.
Materials:
2. Provide each group with chart paper for recording information.
3. Instruct students to write down some learned and instinctive behaviors of a specific pet
or animal with which they are familiar. Allow 5–7 minutes to complete the activity.
4. When time is up, allow each group the opportunity to share the examples they listed
with the class. As student groups are sharing, ask the class to further classify the
behaviors as instinctive or learned behaviors.
5. Begin a list of behaviors on the board from the examples shared by each group. Some
examples might include a pet rolling over, a dog sitting when he knows he’ll get a treat,
or a dog coming to the door when the owner gets the leash. The Optional Teacher
Resource: Learned or Instinctive has some examples.
6. Discuss with the students how the environment can have an impact on the animal’s
behaviors. (Animals have instinctive behaviors and learned behaviors that are learned
in order to survive in a particular environment. Hunting in packs is a way wolves have
learned to get food when prey is scarce. Using tools (sticks) to get food (ants or
termites) is how some chimpanzees have adapted to getting food in their
environment.)
7. Ask:
What are some behaviors you have learned? Students may suggest skills
such as reading, speaking, playing a musical instrument, dancing, playing a sport,
or playing a video game; accept all reasonable answers.(see Instructional Notes)
chart paper (plain white, 1 sheet per group)
markers (assorted colors, 1 pack per group)
Attachments:
Optional Teacher Resource: Learned or
Instinctive
Check For Understanding:
Use this activity as an opportunity to check for misconceptions. Ask
questions to redirect student thinking.
Instructional Note:
Ensure that behaviors, such as learning how to ride a bike and
animals learning tricks, are mentioned in the lesson.
Science Notebooks:
Students reflect on learned behaviors in their science notebooks.
8. Allow students to write down what they know about learned behaviors in their science
notebooks.
EXPLORE – Behaviors Activity 2
Suggested Day 2
1. Divide class into groups of 3–4 students.
Materials:
2. Distribute a pair of scissors, a lined sheet of paper, and the Handout: Behaviors to
each group.
scissors (1 per group)
paper (lined, 1 sheet per group)
3. Instruct students to number the lined paper from 1–16. Next, they need to cut apart
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page 3 of 14 Grade 5
Science
Unit: 11
Lesson: 02
Suggested Duration: 8 days
the cards. Choosing only one card at a time, students should discuss, as a group,
what types of behaviors are described on each card and the type of animal that could
exhibit the behaviors described. Once an animal has been decided upon, students
should write the name of the animal by the corresponding number on the lined paper.
Attachments:
Handout: Behaviors (1 per group)
Handout: Behavior Picture Cards (1 per group)
4. Collect the lined paper from each group. See the Check for Understanding in Notes
for Teacher. (Group member names should also be on the paper.)
Misconceptions:
5. Distribute the Handout: Behavior Picture Cards.
6. Instruct students to select a description from the cards from the Handout: Behaviors
and use the information to find a match from the Handout: Behavior Picture Cards.
After students make a match, they should also explain if the behavior described is
learned or inherited/instinctive.
Students may think that all behaviors must be
learned.
7. Allow time for students to work on the activity.
Check For Understanding:
8. Students should create a three-column chart in their science notebook; one to list the
animal, one for learned behaviors, and one for instinctive behaviors. In the first
column, they should record the name of the animal; in the second column, they should
record at least 5–6 of the learned behaviors they just discussed on the cards. In the
instinctive column, they should think of an instinctive behavior for each of the animals
listed.
The collected papers from the groups are a formative assessment
of their understanding of learned behaviors and inherited
traits/instinctive behaviors.
The three column chart is another formative assessment of student
understanding of the lesson’s concepts.
Science Notebooks:
Students will reflect on learned behaviors and instinctive behaviors
in their science notebooks. In addition, they will add the definitions
of these two concepts.
9. Students should add a definition for the words “learned behavior” and “instinctive”
behavior” in their science notebook.
EXPLAIN – Learned Behaviors
Suggested Day 3
1. Review the concepts from the previous activity.
Ask:
Instructional Notes:
Consider reinforcing the concept of learned behavior utilizing a
video clip of a trained animal.
What is a learned behavior? A learned behavior is a behavior learned from the
influence of the environment. This may be a needed behavior because the
environment changed in some way.
In what ways is an instinct behavior different from a learned behavior? An
instinct is a behavior that is inherited from parents, while a learned behavior is
acquired after birth.
Why are learned behaviors important? They are important because they may
help an organism survive in a particular environment.
How does an organism’s environment affect its behavior? The environment
stimulates how an organism reacts and behaves. For example, if a coyote passes
through cacti and gets cut, it will learn to go around the cacti the next
time.
For more information to assist with the discussion on animal
behavior, consider:
http://animals.howstuffworks.com/animal-facts/animal-info6.htm
STAAR Notes:
SE 3.10B deals with behaviors learned in response to the
environment. SE 4.10B deals with inherited and learned behaviors.
By the time students get to Grade 5, they should have enough
background to differentiate between learned behaviors and
inherited traits.
2. Lead students in a discussion about the importance of inherited traits and instinctive
behaviors to an organism’s survival and how learned behaviors may enhance an
organism’s life.
3. Say/Ask:
We have discussed inherited traits and learned behaviors of animals.
Plants also have inherited traits.
Do plants have any learned behaviors? Student responses may vary and
possibly contain misconceptions. Plants are generally not thought to have learned
behaviors, rather they respond to their environment. An example of a plant
responding to its environment is turning toward light to grow (phototropism). When
a plant is put in a window, the leaves turn toward the light; if a plant is put in a box
with only a small opening for light to enter, the plant will grow toward the small
amount of light.
ELABORATE – Differentiating Between Inherited Traits and Learned Behaviors
Suggested Days 4 and 5
1. why behaviors are learned and behaviors animals are capable of learning. They will
debate how we know whether a trait is inherited or learned.
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Materials:
page 4 of 14 Grade 5
Science
Unit: 11
Lesson: 02
Suggested Duration: 8 days
2. Instruct students to open their science notebooks and record all of the actions they
have done so far today. This should include actions such as waking up, blinking,
breathing, brushing teeth, and so on. Provide about five minutes for students to
complete this list. After students have completed a list, instruct them to identify the
action as either an inherited trait/instinctual behavior (I) or a learned behavior (L).
(Using a 2-column T-chart to record the data is one suggestion for a graphic
organizer.) See the Instructional Notes.
Ask:
What were some instinctive behaviors you listed? (As students share these
behaviors, record them on a chart. Students will use this list as a resource in a
later activity.)
What were some learned behaviors you listed? (As students share these
behaviors, record them on a chart. Students will use this list as a resource in a
later activity.)
Did you demonstrate more learned behaviors or instinctive behaviors so
far today? Answers will vary, according to what students listed.
If the behaviors are learned, how did you learn them? Choose several
students to share how their behaviors were learned. It is more than likely that the
behaviors were learned from a parent, grandparent, sibling or a teacher. Listen for
misconceptions about learned behaviors.
3. Project the Handout: Survivor! Read the instructions for the activity with the class.
Ensure that students understand the task. Divide the class into groups of 3–4
students. Distribute the Handout: Survivor! To each group.
chart paper (see Advance Preparation 1 sheet per
class)
marker (1 per class)
paper (2–3 sheets per group)
colored pencils (1 pack per group)
Attachments:
Handout: Survivor! (1 for projection and 1 per
group)
Instructional Notes:
Most animal behavior is related to survival needs. The environment
often influences what an animal (including humans) learns.
Instinctual behaviors are inherited. Although students, according to
the TEKS, are expected to differentiate between inherited traits and
learned behaviors, it is important to also understand the distinction
between inherited traits and instinctive behaviors so
misconceptions are not developed.
4. Allow the rest of the class period to plan and create a draft of the project. The second
day is for completion and presenting the task.
EVALUATE – Inherited or Learned Assessment
Suggested Day 6
1. Distribute the Handout: Inherited or Learned Assessment.
Attachments:
2. Instruct students to complete the formative assessment.
3. After students have completed the Handout: Inherited or Learned Assessment,
review the answers. The Teacher Resource: Inherited or Learned Assessment
KEY is available as an answer key.
Handout: Inherited or Learned Assessment (1
per group)
Teacher Resource: Inherited or Learned
Assessment KEY
4. Listen for any concepts that may need review.
STAAR Notes:
5. Instruct students to differentiate between learned behaviors and inherited traits in their
science notebooks by completing the following sentences:
TEKS 5.10B includes differentiation between inherited traits of
A behavior is considered to be learned when_____________________.
plants and animals, such as spines on a cactus or a shape of beak,
A trait is considered to be inherited when _______________________.
and learned behaviors, such as an animal learning tricks or a child
riding a bicycle. This concept will be assessed as a Readiness
Standard.
EXPLORE/EXPLAIN
Suggested Day 6 (continued)
1. Say:
Materials:
You will conduct research on a scientist who has contributed to our
knowledge of plants or animals.
materials for research (per teacher)
The scientist could be a scientist who studies animals, such as a zoologist,
a wildlife biologist, or an animal behaviorist.
They could also be a scientist who studies plants, such as a botanist.
Instructional Notes:
You will need to take notes on the work the scientist did and one
TEKS 5.3D includes the study of relevant scientists, contributions of
contribution they made.
scientists, and careers in scientists. Students will need guidance in
selecting appropriate scientists and locating relevant research.
2. Inform students that they will need this information in order to complete the
Performance Indicator.
The research on a scientist does not need to be extensive. The
point of this process is to expose students to the idea that many
people contributed to our knowledge of science and to the idea that
there are many types of careers in science. The Teacher Resource:
Zoo Organisms includes famous and lesser known scientists, men
and women, and contemporary as well as scientists of history.
EVALUATE – Performance Indicator
Suggested Days 7 and 8
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page 5 of 14 Grade 5
Science
Unit: 11
Lesson: 02
Suggested Duration: 8 days
Grade 05 Science Unit 11 PI 01
Materials:
Design a brochure advertising two new exhibits at the zoo - an exotic plant and an animal. Identify the
traits and behaviors for each that makes them the “must see” attraction.
materials for research (per teacher)
index cards
paper for brochures
markers and/or colored pencils
Standard(s): 5.2D , 5.3A , 5.10A , 5.10B
ELPS ELPS.c.1E , ELPS.c.2E , ELPS.c.5B
1. Say:
In this unit, you have been studying inherited traits and learned
behaviors. For the Performance Indicator, you will be playing the role of a
zoo keeper in charge of advertising two new exhibits. You will need to
research behaviors of an exotic plant and exotic animal.
After you learn about the behaviors and traits of the plant and animal, you
will design a brochure advertising the new exhibits at the zoo.
In this brochure, the focus is on learned behaviors.
In your brochure, you will also include information about the work and at
least one contribution of the scientist you researched previously.
Attachments:
Teacher Resource: Zoo Organisms
2. You may want to assign a plant and an animal to each student. A list of sample
organisms is included on the Teacher Resource: Zoo Organisms.
3. Allow students two days to research the information and complete the brochure.
Remind students that this brochure focuses on learned behaviors.
4. Monitor students’ time and work to ensure they are researching a plant and an animal
and have the needed information on the scientist. Students may need assistance
finding relevant sites.
5. Share Performance Indicator rubric or expectations with students prior to students
beginning the assessment.
6. Answer any questions students may have regarding the assessment.
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Science
Unit: 11 Lesson: 02
Learned or Instinctive
Learned
Instinctive
(inborn, usually inflexible, assists the animal in adapting to
its environment)
A child learning to ride a bike, play a sport, read,
or have good table manners
Loggerhead turtles instinctively crawl from their
shells to the sea after hatching. They move
toward the water and swim out.
An animal learning tricks, such as a lion jumping
through a hoop, a seal balancing a ball on its
nose, a dog shaking with its paw
Birds that migrate south in the winter and north
again in the spring
A prairie dog recognizing the warning call of an
adult prairie dog and then diving into its burrow
The honeybee communicating by dancing
An orangutan building a nest
A bird building a nest
Animals using “tools” to accomplish a task
A spider spinning a web
Wolves, and other predators, often have to learn
how to hunt from members of their group.
Homing (an animal’s ability to find its way homesuch as the homing pigeon)
Raccoon learns to get food from an urban
environment (for example, trash cans)
Kangaroo rats will jump (to escape) at the sound
of rattling.
©2012, TESCCC
12/05/12
page 1 of 1
Grade 5
Science
Unit: 11 Lesson: 02
Behaviors
Who am I? 1
Who am I? 2
I learned how to
rollover, sit, and guide
people who are blind.
I have a saddle put on
my back every day. A
rider pulls on the reins
to tell me when to jump
over the fence.
Who am I? 5
Who am I? 6
I work at Sea World. I
love entertaining kids. I
learned how to balance
a ball on my nose.
I live near the beach. I
have learned that when
I get close to people
while they eat,
sometimes they will
feed me.
Who am I? 9
Who am I? 10
Who am I? 11
Who am I? 12
I am a bird who learns
words. I can say and
repeat various words
and phrases.
I build dams in rivers. I
have learned that the
fox will eat me, so I will
slap my tail as a sign of
danger if I see one.
I’m a hunter and
practicing my skills. I
have learned to control
the ball with my paws. I
also love to play with a
ball of yarn.
I love to hear HipHop. I hear this type of
music all of the time. I
even know the lyrics of
most songs.
Who am I? 13
Who am I? 14
Who am I? 15
Who am I? 16
I practice every
afternoon. Sometimes
my friends play with
me. I can jump really
high now to make
baskets.
My mother is a hunter,
and so am I. My mother
is teaching me all of the
skills and techniques
needed to hunt for
zebras.
I have been reading
since Grade 1. I used to
like only picture books,
but now my favorites
are chapter books.
I had to use training
wheels when I was
little, but my older
brother took them off
because I can cycle
without help now.
©2012, TESCCC
Who am I? 3
Who am I? 4
I used to live in the
I eat both plants and
grasslands, but now I
small animals. I
work with people. I
learned how to go
learned how to stand on through trash cans and
stools and jump through
eat the food that is
rings.
leftover.
Who am I? 7
Who am I? 8
Humans plow fields,
We don’t get along
and they use me to help
with lions. They are
them with this process.
stronger and larger,
I have learned to “go”
but we have learned to
and “stop” on
work together to take
away their food.
command.
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Grade 5
Science
Unit: 11 Lesson: 02
Behavior Picture Cards
©2012, TESCCC
Images courtesy of Microsoft Clip Art
12/05/12
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Grade 5
Science
Unit: 11 Lesson: 02
Survivor!
Your group has become stranded. Each group may choose the environment in which they are stranded.
You are outside and have no tools or supplies with you. Your task is to:

Describe the environment in which you have been stranded (Remember to include the living and nonliving
components of the environment, the climate, and the resources you might find.).

Using your knowledge of learned and inherited/instinctive behaviors, your group will determine and describe
which inherited/instinctive behaviors will help you survive
AND
demonstrate how the traits will help you survive in your specific environment.

You will need to determine where the trait came from- is it inherited from a specific family member, or is it
common to all humans (such as blinking)?

Your group will also determine and describe which learned behaviors will help you survive
AND
demonstrate how the traits will help you survive in your specific environment.

You will need to describe who has the learned behavior and how or where the behavior was learned.

Finally, your group will list and describe the traits you would like to have in order to survive in your specific
environment and explain how these traits would contribute to your survival.
Your group will share this information with the class.
The information may be shared as a narrative writing, a diary entry, a book, a cartoon or storyboard, or another
method you have pre-approved with the teacher.
©2012, TESCCC
12/05/12
page 1 of 1
Grade 5
Science
Unit: 11 Lesson: 02
Inherited or Learned Assessment
Instructions: Identify each statement below as Inherited or Learned. Remember, some inherited traits are instinctive
behaviors.
_____________________ 1. A student learns to speak German and Italian.
_____________________ 2. The bear goes into hibernation in the winter.
_____________________ 3. At the end of the circus, the elephant bowed to the audience.
_____________________ 4. A boy reads his first book in kindergarten.
_____________________ 5. A girl has black hair and brown eyes.
_____________________ 6. The marigolds all had yellow flowers.
_____________________ 7. Koko, the gorilla, uses sign language.
_____________________ 8. A woodpecker makes its nest in dead trees.
_____________________ 9. A frog uses his long tongue to catch insects.
_____________________ 10. A dog follows his owner’s command to “sit and shake hands.”
_____________________ 11. The fox avoids the cactus in the desert.
_____________________ 12. The shape of a three-leaf clover
_____________________ 13. An owl searches for prey at night.
_____________________ 14. A girl memorized her multiplication facts.
_____________________ 15. A child cartwheeled across the school yard.
Images courtesy of Microsoft clip art.
©2012 TESCCC
12/05/12
page 1 of 1
Grade 5
Science
Unit: 11 Lesson: 02
Inherited or Learned Assessment KEY
Instructions: Identify each statement below as Inherited or Learned. Remember, some inherited traits are instinctive
behaviors.
Learned
1. A girl learns to speak German and Italian.
Inherited
2. The bear goes into hibernation in the winter.
(Instinctive)
Learned
3. At the end of the circus, the elephant bowed to the audience.
Learned
4. A boy reads his first book in kindergarten.
Inherited
5. A girl has black hair and brown eyes.
Inherited
6. The marigolds all had yellow flowers.
Learned
7. Koko, the gorilla, uses sign language.
Inherited
8. A woodpecker makes its nest in dead trees.
Inherited
9. A frog uses his long tongue to catch insects.
Learned
10. A dog follows his owner’s command to “sit and shake hands.”
Learned
11. The fox avoids the cactus in the desert.
Inherited
12. The shape of a three-leaf clover
Inherited
13. An owl searches for prey at night.
Learned
14. A girl memorized her multiplication facts.
Learned
15. A child cartwheeled across the school yard.
Images courtesy of Microsoft clip art.
©2012, TESCCC
12/05/12
page 1 of 1
Grade 5
Science
Unit: 11 Lesson: 02
Zoo Organisms
Animals
Anteater
Asian Elephant
Red Panda
Cheetah
Giant Panda
Meercat
Lemur
Anaconda
Okapi
Giant Tortoise
Gorilla
Siberian Tiger
Giant Octopus
Starfish
Scorpion
Hermit Crab
Freshwater Catfish
Lamprey
Tomato Frog
Giant Marine Toad
Tuatara
Caiman
Blue Tongued Skink
Penguin
Double-Crested
Cormorant
Snowy Egret
Tufted Puffin
Echidna
Spotted Hyena
Reticulated Giraffe
Black Rhinoceros
Wallaby
California Sea Lion
Woodchuck
Bactrian Camel
Peruvian Firestick
Blue Morpho
Giant African
Millipede
Caecilian
Barred Owl
Plants
Acacia- African Thorn
Aloe Vera
Bottle Tree
Common Bamboo
Cycad
Galloping Cactus
Chaparral Broom
Deerweed
Dragon Tree
Eucalyptus
Banyan Tree
Flame Vine
Giant Bird of Paradise
Guava
Iceplant
Jacaranda
Kangaroo vine
Macadamia
Monkey Flower
Mirror Plant
Mousetrap Tree
Ocotillo
Bamboo Palm
Purple Cornflower
Pitcher Plant
Octopus Tree
Rockrose
Giant Sequoia
Sundew
Tree fern
Trumpet tree
Elephant Ear
Black Walnut
Yucca
Saguaro Cactus
Gingko
Horsetail Reed
Jimsom Weed
Cedar
Venus Fly Trap
Plants are listed in italics.
©2012, TESCCC
12/05/12
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Grade 5
Science
Unit: 11 Lesson: 02
Scientists
Roger Arliner Young
Jane Goodall
Alfred Russel Wallace
Dian Fossey
David Attenborough
Stephen Irwin
Archie Carr III
Liberty Hyde Bailey,
Jr.
Nathaniel Lord Britton
Augustin Pyramus de
Candolle
Carl Linnaeus
Gregor Mendel
John Xantus
Marjorie Harris Carr
Wangari Maathai
Elvia Niebla
Ferdinand Jacob
Lindheimer
Additional information can be found at these websites:
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"Plants: Search Species." Welcome to the San Diego Zoo”:
http://www.sandiegozoo.org/CF/plants/species_search.html
"About the Animals." Saint Louis Zoo: http://www.stlzoo.org/animals/abouttheanimals/
http://www.sciencekids.co.nz/sciencefacts/scientists.html
http://www.kids.gov/6_8/6_8_science_scientists.shtml
http://www.factmonster.com/spot/whmbios2.html
©2012, TESCCC
12/05/12
page 2 of 2