Grade 4
Science
Unit: 07
Lesson: 01
Suggested Duration: 10 Days
Inherited Traits and Learned Behaviors
Lesson Synopsis:
Students will explore the shared likenesses between parents and offspring that are inherited. This will include
investigating the inherited traits in plants and animals as well as learned behaviors in animals.
TEKS:
4.10
4.10B
Organisms and environments. The student knows that organisms undergo similar life processes and have
structures that help them survive within their environment. The student is expected to:
Demonstrate that some likenesses between parents and offspring are inherited, passed from generation to
generation such as eye color in humans or shapes of leaves in plants. Other likenesses are learned such as table
manners or reading a book and seals balancing balls on their noses.
Scientific Process TEKS:
4.2
4.2D
4.2F
Scientific investigation and reasoning. The student uses scientific
inquiry methods during laboratory and outdoor investigations. The
student is expected to:
Analyze data and interpret patterns to construct reasonable
explanations from data that can be observed and measured.
Communicate valid, oral, and written results supported by data.
4.3
Scientific investigation and reasoning. The student uses critical
thinking and scientific problem solving to make informed decisions.
The student is expected to:
4.3D
Connect grade-level appropriate science concepts with the history of
science, science careers, and contributions of scientists.
Scientific investigation and reasoning. The student knows how to
use a variety of tools, materials, equipment, and models to conduct
science inquiry. The student is expected to:
4.4
4.4A
Collect, record, and analyze information using tools, including
calculators, microscopes, cameras, computers, hand lenses, metric
rulers, Celsius thermometers, mirrors, spring scales, pan balances,
triple beam balances, graduated cylinders, beakers, hot plates, meter
sticks, compasses, magnets, collecting nets, and notebooks; timing
devices, including clocks and stopwatches; and materials to support
observation of habitats of organisms such as terrariums and
aquariums.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
• Create an illustration of what the offspring of a given animal might look like. Circle the similarities
between the parents and the offspring. Write a short paragraph describing the learned behaviors that the
illustrated animal may acquire throughout his/her life. (4.2D; 4.10B)
1C; 5G
Key Understandings and Guiding Questions:
• Some traits between parents and offspring are inherited.
— What kinds of traits are passed from parent to offspring?
— Do offspring always look like their parents?
• Some behaviors are learned through an organism’s interaction with its environment and/or parents.
©2012, TESCCC
05/28/13
page 1 of 13
Third Grade / Science
Unit: 08 Lesson: 01
— What kinds of behaviors can be learned?
Vocabulary of Instruction:
•
•
•
inherited traits
learned behaviors
characteristic
© 2008, TESCCC
•
•
•
traits
offspring
heredity
Revised 09/29/08
•
•
generation
behavior
page 2 of 13
Grade 4
Science
Unit: 07 Lesson: 01
Materials:
Refer to Notes for Teacher section for materials.
Attachments:
• Optional Teacher Resource: Unusual Animals
• Optional Handout: Scientists Who Made a Difference (see Advance Preparation, 1 per
•
•
•
•
•
•
•
•
•
•
•
•
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student)
Handout: Are You My Mother? Cards (see Advance Preparation, 1 set per group)
Teacher Resource: Observing Traits (1 for projection)
Handout: Vocabulary Cards (see Advance Preparation, 1 per group)
Teacher Resource: Vocabulary Cards KEY
Handout: Roberto’s Family Cards (1 per student, pair, or group)
Teacher Resource: Roberto’s Family Cards SAMPLE KEY
Handout: Roberto’s Family Directions (1 per pair or group)
Handout: Roberto’s Family Connectors (see Advance Preparation; 1 per student, pair,
or group)
Teacher Resource: Roberto’s Family KEY
Handout: Plant Characteristics (1 per pair of students)
Teacher Resource: Inherited Traits: Plants (1 for projection)
The Teacher Resource: Inherited Traits: Plants KEY
Teacher Resource: Performance Indicator Instructions KEY
Advance Preparation:
1.
Print the Optional Handout: Scientists Who Made a Difference. Copy as a 2sided copy.
2.
Copy the Handout: Are You My Mother? onto sturdy paper (1 set per group).
Cut out the cards, and place them in resealable, plastic bags. (Cards can be copied in
color and laminated for reuse, if desired.)
3.
Copy the Handout: Vocabulary Cards (1 set per group). Cut out the cards, and
place them in resealable, plastic bags. (Cards can be laminated for reuse, if desired.)
4.
The Handout: Roberto’s Family Connectors has two sets of connectors per
page.
5.
Prepare attachment(s) as necessary.
Background Information:
This lesson bundles SEs that require students to demonstrate that certain likenesses between
parents and offspring are inherited, while others are learned.
During this lesson, students will move from exploring inherited and learned characteristics to
demonstrating likenesses that can be inherited, as opposed to those that can be learned. This
© 2011, TESCCC
12/12/11
page 3 of 13
Grade 4
Science
Unit: 07 Lesson: 01
content will directly provide foundation for Readiness Standard 5.10B, as students are expected
to differentiate between the inherited traits of plants and animals and learned behaviors.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to
address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance
Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create
original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons
can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Observing Animals
1. If possible, bring an unusual animal into the classroom. Unusual animals
may be reptiles, amphibians, or small mammals (such as a hedgehog). Try
to plan for something students have never seen before. If this is not
possible, you may show a video of an unusual animal. If no video is
available, you may display the Optional Teacher Resource: Unusual
Animals.
2. Provide about 15 or 20 minutes for students to describe the animals.
Students should communicate observations on: what the animal looks
like; the animal’s color, covering, and protection; and the number of eyes,
ears, and legs the animal has.
NOTE: 1 Day = 50 minutes
Suggested Day 1
Materials:
• unusual animal (1 per teacher) –
Optional
Attachments:
• Optional Teacher Resource:
Unusual Animals
• Optional Handout: Scientists Wh
Made a Difference (see Advanc
Preparation, 1 per student)
3. Students should describe the animals’ visible characteristics (how the
animal looks), as well as predictions about the behaviors the animals may
have (learned behaviors or instinctive behaviors).
4. After students have observed the unusual animal, instruct them record
their observations in their journals. Students should use labeled
illustrations to add detail to their information.
5. Explain to students that there have been many scientists who have
devoted their lives to the study and observation of animals on our planet.
These scientists are called zoologists. Some examples include: Jane
Goodall, who has dedicated most of her career to working with
chimpanzees; Dian Fossey, who studied the mountain gorillas; Gregor
Mendel, who studied pea plants; and Steve Irwin, who studied Australian
animals.
6. Read a short biography about a scientist who studied animal or plant traits.
The Optional Handout: Scientists Who Made a Difference could also be
used as a whole group or small group reading text.
© 2011, TESCCC
12/12/11
Safety Note:
Before any observation of a living
organism (animal), review safety
considerations and how to behave
around an animal.
Instructional Notes:
Although it is recommended that
students actually observe a live anim
in class, Internet animal viewing sites
(zoos, aquariums, etc.) may be used
Check with high school science
teachers, a local pet store, or studen
to borrow an unusual animal for the d
You can also check with your local
Education Service Center for resourc
An Internet search may also give you
information on scientists who have
made contributions to this field of stu
page 4 of 13
Grade 4
Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
Science Notebooks:
Students should record their
observations in their notebooks.
EXPLORE – Are You My Mother?
1. Read students a book about a misplaced offspring. Some suggestions are:
Are You My Mother? By P.D. Eastman or any adaptation of the Hans
Christian Andersen book, The Ugly Duckling.
Ask:
• How did you know that the offspring in this book was out of
place? Answers will vary according to the book read.
• What do you know about offspring and their parents? Answers will
vary according to student background knowledge.
2. Divide the class into groups of four students.
3. Distribute the Handout: Are You My Mother? Cards to each group.
4. Explain to students that they will play a game of memory by shuffling the
cards and placing them upside down. They will take turns trying to pair up
each parent with its offspring. Once students feel they have matched the
animals up correctly, they must provide at least two justifications for each
pair.
Ask:
• How did you determine which offspring went with which parent?
(The babies have similar characteristics to their parents.)
• In what way do the baby animals look like their parent? (Baby
animals, in most cases, look like their parents – but not all do. Some
babies later develop their feathers, fur, or other characteristics.)
• When the baby animals grow up, what do you predict they will
look like? (When they grow up, the baby animals will look their
parents. Some baby animals change more than others.)
• Why do you think the offspring resemble their parents? (Some
characteristics are inherited from parent to offspring.)
• Do you think this is true of all living things? Answers may vary;
© 2011, TESCCC
12/12/11
Suggested Day 2
Materials:
• book (about misplaced offspring,
example, Are You My Mother? or
The Ugly Duckling, 1 per teacher
•
•
•
resealable plastic bags (to hold t
Handout: Are You My Mother?
Cards, 1 per group)
leaf (1 per student)
hand lens (1 per student)
Attachments:
• Handout: Are You My Mother?
Cards (see Advance Preparation
set per group)
Misconception:
• Students may think that daughter
inherit most of their characteristic
from their mothers and that sons
inherit most of their characteristic
from their fathers.
Instructional Notes:
These questions could be typed and
printed to distribute to students.
Students could tape these in their
notebooks and answer them while th
page 5 of 13
Grade 4
Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
however, there are some cases where offspring do not resemble the
parents.
are outside making their observations
rather than asking the same question
of each group.
5. Discuss with students the idea that some offspring may not look like their
parents immediately. As they develop, their characteristics may become
more and more similar to their parents. Ask students to provide some
examples. (Some examples may include moths, ladybugs, or mealworms.)
6. Say:
• We have been observing how animal offspring look like their
•
parents.
Now, we will be observing some plants.
Science Notebooks:
Reinforce labeling of drawings to help
foster skills that are necessary in
technical drawings. Students will
continue to work on this skill througho
their science education.
7. Distribute a leaf and hand lens to each student. Instruct students to make a
careful observation of the leaf and then record their observation by drawing
a picture with labels in their science notebooks. Students should be
encouraged to record the significant details of their leaves.
8. Facilitate a discussion about the characteristics of the students’ leaves.
Some Guiding Questions may include:
• What characteristics do you observe about your leaf? Answers will
vary, but will usually include size, shape, and color.
• Where do you think the characteristic that this leaf exhibits
comes from? (Its parents)
• Do you think the leaf inherited these traits? Size, shape, color,
edge, and shape are determined by the parent plants.
9. Be sure to emphasize the varying shapes of leaves. Have students
compare multiple kinds of leaves. Students should be able to describe the
leaves in terms of size, shape, color, edge, and (possibly) texture.
EXPLAIN – Observing Traits
1. Explain that inherited traits are determined by the offspring’s parent(s) or
even grandparents. When two parents are involved, half of the (genetic)
traits are passed down from the father and the other half come from the
mother. Offspring tend to look like their parents…but not always. Some
organisms have to grow and develop before they look like their adult
parents.
2. Inform students the color of an animal’s coat is an inherited trait. The color
of their eyes is an inherited trait.
Ask:
• What are some other examples of inherited traits? Some examples
of inherited traits of animals include size, height, color, number of legs,
and number of other appendages.
© 2011, TESCCC
12/12/11
Suggested Days 3 and 4
Materials:
• mirrors (1 per pair of students)
• colored pencils (1 pack per
pair of students)
• scissors (1 pair per 2
students)
• resealable plastic bag (for
holding vocabulary cards, 1
per group)
Attachments:
page 6 of 13
Grade 4
Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
3. To further explore inherited traits, project the Teacher Resource:
Observing Traits.
Ask questions such as (Answers will vary based upon student
observations.):
• How is the Sphynx cat like the Sphynx kitten? (Similar in color,
both lack long fur, face looks similar, two eyes, two ears, tail, etc.)
• How is the Dalmatian like its puppy? (Four legs, similar coat
texture, two eyes, two ears, tail, etc.)
• What is noticeably missing? (The spots)
•
•
•
Does anyone know when Dalmatian puppies get their spots? (Two
to three weeks)
How is the elephant like its calf? (Same coloring, two large ears,
same type of feet, and trunk)
How is the swan like its cygnet? (Coloring is similar, webbed feet,
bill, and body shape)
4. Explain that inherited traits are characteristics or behaviors that are
present from birth. Inherited traits come from our parents. Some traits are
obvious (blue eyed parent/blue eyed offspring, two legged chicken/two
legged chick). Other traits take time to develop. Students learned in Grade
3 that some animals take time to display their inherited traits (such as
tadpoles changing into frogs). As tadpoles, they may not look like their
parents, but with the passing of time, tadpoles become frogs, and those
traits appear.
5. Ask/Say:
• Have you heard people remark “He got his smile from his
•
•
•
Grandpa.” or “Her eyes are like her dad’s eyes?”
Today, you are going to use a mirror to observe the features on
your face.
After making careful observations, you will focus on only one part
of your face: your eyes.
You will draw and color a model of your eyes, including as much
detail as possible, in your science notebook.
6. Divide the class into pairs. Distribute the mirrors and colored pencils to
each pair of students. Allow time for student pairs to complete their eye
model. Student pairs may assist each other to describe details that may
not be seen in the mirror.
•
•
•
Teacher Resource:
Observing Traits (1 for
projection)
Handout: Vocabulary Cards
(see Advance Preparation,1
per group)
Teacher Resource:
Vocabulary Cards KEY
Instructional Notes:
When drawing a model of the eye,
students should be utilizing the
mirror for observing details. In additio
they may want to ask their partner fo
additional observations or information
This portion of the lesson would
be an appropriate opportunity to
remind students that models are
used to represent the natural world.
Models may have limitations, includin
accuracy and size. The models that
students draw should be as accurate
possible.
Check for Understanding:
The eye model can be used as a
formative assessment of scientific
investigation and reasoning skills.
Science Notebooks:
Students should record the terms, the
definitions, and a drawing to represen
the term in the glossary section of the
science notebook.
Students with limited English languag
may be provided the opportunity to a
the cards from the handout into their
science notebook.
7. Instruct student pairs to form groups of four. Distribute scissors and the
Handout: Vocabulary Cards to each group. Instruct students to cut out the
cards, and then sort the cards by matching the illustration, definition, and
© 2011, TESCCC
12/12/11
page 7 of 13
Grade 4
Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
word.
8. Once students have matched the terms, illustrations, and definitions, the
vocabulary should be added to the glossary in the student’s science
notebooks.
ELABORATE – Roberto’s Family Traits
1. Say:
• Today, you are going to demonstrate how traits are passed down
•
from one generation in a family to the next.
Using the Handout: Roberto’s Family Directions, you will read the
clues, analyze the data, and then construct and a family tree that
illustrates how one fictional family’s traits were expressed and
determined.
2. Divide the class into groups of 3–4 students. Distribute the large sheet of
paper, colored pencils, scissors, and Handouts: Roberto’s Family Cards,
Roberto’s Family Directions, and Roberto’s Family Connectors to
each group.
3. Read the instructions on the Handout: Roberto’s Family Directions to
ensure students understand the investigation. They will need to draw each
of the family members, according to the trait descriptions on each name
card. Groups may want to divide the cards and complete the drawings
before constructing the family tree.
4. Note: Some students may require additional support in the form of direct
guidance for this activity. Teachers may conduct the activity in a way that
best suites the needs of their students. The Teacher Resource: Roberto’s
Family Cards SAMPLE KEY has been provided as an optional resource.
Suggested Days 5 and 6
Materials:
• paper (plain, about 12”x18”, 1 sh
per group)
• scissors (2 pair per group)
• glue (liquid or stick, 1 per group)
• colored pencils (1 pack per group
Attachments:
• Handout: Roberto’s
Family Cards (1 per student, pai
or group)
• Teacher Resource: Roberto’s
Family Cards SAMPLE KEY
• Handout: Roberto’s Family
Directions (1 per pair or group)
• Handout: Roberto’s Family
Connectors (see Advance
Preparation, 1 per student, pair o
group)
• Teacher Resource: Roberto’s
Family KEY
5. Allow time for students to complete the illustrations and family tree. Monitor Instructional Notes:
their work, and listen for any misconceptions that would indicate a need to
reteach the concept of ‘inherited trait’.
6. When all groups have completed their family tree,
Ask:
• Did all the siblings of a family look the same? (No, they were
similar but not exactly the same.)
• Did the siblings all reflect the characteristics of their direct
parents? (No)
• Can siblings reflect traits or characteristics of their
grandparents? (Yes)
© 2011, TESCCC
12/12/11
Not all students may come from fami
where they can see the traits they ma
have inherited. This activity will allow
them to see that process.
Science Notebooks:
Students should summarize the
investigation by writing a three sente
summary about inherited family traits
their science notebooks.
page 8 of 13
Grade 4
Science
Unit: 07 Lesson: 01
Instructional Procedures
7. Instruct students to summarize the investigation by writing a three
Notes for Teacher
sentence summary about inherited family traits.
EXPLORE – Inherited Traits of Plants
Suggested Day 7
1. Instruct students to create a two column T-chart in their science notebooks. Attachments:
One column should have the label “plant part”, and the other column
should have the label “traits” (or “characteristics”).
2. Distribute the Handout: Plant Characteristics (1 per pair of students).
3. Project the Teacher Resource: Inherited Traits: Plants. Instruct students
to carefully observe the pictures.
Say:
• Describe the inherited characteristics of the plant in Picture 1.
Use the Handout: Plant Characteristics to assist you. (Students
may notice that the leaves are green; the leaves have veins that are
opposite each other from the center vein (opposite venation) and an
alternate attachment on the stem (the leaves are not attached to the
stem directly opposite each other); the flowers are yellow and pink; the
flowers are long thin tubes that widen into a flat flower; and there are
many flowers in the group.)
• On the two column T-chart in your science notebook, record the
inherited trait of the plant parts you observe.
•
•
•
Handout: Plant Characteristics
per pair of students)
Teacher Resource: Inherited Tra
Plants (1 for projection)
The Teacher Resource: Inherited
Traits: Plants KEY
Instructional Notes:
There are 12 pictures on the Teacher
Resource: Inherited Traits: Plants.
Students should have the opportunity
observe and discuss the pictures
however it is the teacher’s decision to
choose how many descriptions stude
should record on the two column Tchart.
4. Say:
• Describe the inherited characteristics of the plant in Picture 2.
•
Use the Handout: Plant Characteristics to assist you. (Students
may notice the flowers are white, there are many growing from one
stalk, and the flowers are long, straight tubular petals. We cannot be
sure of the leaf shape because there are several leaves in the picture.)
On the two column T-chart in your science notebook, record the
inherited trait of the plant parts you observe.
5. Say:
• Describe the inherited characteristics of the plant in Picture 3.
•
Use the Handout: Plant Characteristics to assist you. (Students
may notice the flower is pink and there are many petals on one flower.
In the wild, it is actually a flower with five petals that starts out as a
bud. The stem has thorns.)
On the two column T-chart in your science notebook, record the
inherited trait of the plant parts you observe.
6. Say:
© 2011, TESCCC
12/12/11
page 9 of 13
Grade 4
Science
Unit: 07 Lesson: 01
Instructional Procedures
• Describe the inherited characteristics of the plant in Picture 4.
•
Notes for Teacher
Use the Handout: Plant Characteristics to assist you. (Students
may notice the leaves are pinnately lobed. The leaves are green and
have veins that are opposite each other (opposite venation) from the
center vein.)
On the two column T-chart in your science notebook, record the
inherited trait of the plant parts you observe.
7. Continue asking about each picture, with students discussing their
observations and recording the variances of inherited traits of plants on the
two column T-chart. The observations should continue until the teacher is
sure that students can demonstrate that the likenesses in plants
(characteristics or traits) are inherited, such as the shape, color and size of
leaves and flowers. The Teacher Resource: Inherited Traits: Plants KEY
is available as a guide during the student discussion. Please note that the
students’ work does not need to be as detailed as the Key. The Key is
meant to provide teachers with as much detail as possible.
8. Conclude the exploration by asking:
• What kinds of traits are passed from parent to offspring? (Traits,
•
such as color, size, shape and quantity of leaves and flowers, are
passed from the parent plant to the offspring.)
Do offspring always look like their parents? (Once plants are
beyond the seedling stage, the leaves will look very similar to the
parent plant. When the plant flowers, it will generally look like the
parent plant.)
EXPLAIN/ELABORATE – Inherited Traits of Plants
1. Instruct students to create a chart in their science notebooks. A chart that
has two columns and five rows will work (see below).
Suggested Day 8
Instructional Notes:
Students observed many examples in
the previous activity of traits that are
inherited in leaves and flowers. They
also had two examples of stem traits
that could be inherited. They will nee
think back to previous learning from
prior grades for traits in roots that are
inherited.
2. Instruct students to record a variety of traits that an offspring plant could
inherit from the parent plant. These should be categorized by plant part:
leaf, flower, stem, and root.
© 2011, TESCCC
12/12/11
page 10 of 13
Grade 4
Science
Unit: 07 Lesson: 01
Instructional Procedures
Notes for Teacher
3. Provide students the opportunity to work with a partner to complete as
much as they can on the chart. You may wish to get students started by
reminding that the color of a leaf or flower is inherited from the parent
plant. Furthermore, students should be able to recall some of the traits that
were discussed in the previous activity.
4. After students have completed as much as possible- facilitate a discussion
about the traits that can be inherited. Students should have the opportunity
to share what they recorded on their charts. Students could use this
information to add to their own charts.
•
Some answers you would expect to hear include:
— leaf: color, size, shape, edge feel, protective coverings, and
—
—
—
number on a plant
flower: color, size, shape, number in a cluster, fragrance, amount
of pollen, and when the flower opens (morning or night)
stem: color, thickness, tall, short, climbing (tendrils), spines or
thorns, and woody or flexible
root: many, few, spreading, deep, and long or short
5. As a summary, review that inherited traits are crucial to an organism’s
survival. Many traits are inherited in response to the environment; for
example, a root must grow toward water and sources of nutrients.
EXPLAIN/ELABORATE – Learned Behaviors
1. Ask:
• What are some examples of learned behaviors? Answers will vary.
•
•
•
•
Some examples of learned behaviors for humans include learning a
language, learning multiplication tables, learning to read, learning to
swim, learning to dance the waltz, and learning to ride a bicycle. Some
examples of learned behaviors for animals include a seal balancing a
ball on its nose, a dog shaking a paw, a horse jumping a riding fence,
or a lion jumping through a hoop.
How many of you know how to ride a bicycle? Answers will vary.
How did you accomplish this task? Answers will vary, but should
include the stages of learning- beginning with a tricycle or big wheel, a
bicycle with training wheels, or a parent’s steadying hand; wobbly
riding; and finally the mastery of independent riding.
Is riding a bicycle a learned behavior? (Yes)
Suggested Day 9
Materials:
• paper (plain, 1 sheet per student)
Misconception:
• Students may think that learned
behaviors are inherited.
Is reading a book a learned behavior? How do you know? (Yes,
reading a book is a learned behavior. Babies are not born knowing
how to read; they must be taught this skill.)
2. Ask/Say:
© 2011, TESCCC
12/12/11
page 11 of 13
Grade 4
Science
Unit: 07 Lesson: 01
Instructional Procedures
• What factors contribute to the learning of a behavior or action?
• Think about this question first from your point of view: What is a
Notes for Teacher
behavior you learned, and what made you learn it? Was it a
positive reward? Was it a negative consequence? Was it because
it made you proud?
3. Write down a behavior or an action you have learned and what
encouraged you to learn the behavior. Write this information in your
science notebook.
4. Say/Ask:
• Learned behaviors can help an organism survive in its
•
•
•
environment.
Sometimes, the behavior is learned in order to solve a problem.
What is a behavior you have learned to solve a problem?
What is a behavior you have learned in order to survive?
5. Students should answer the two questions, from above, in their science
notebooks. A sentence stem could be provided to assist second language
learners, such as: I solved the problem of _________________________
by the learned behavior ______________________________________.
The behavior ______________________________ helps me to survive by
_____________________________________.
6. Say/Ask:
• Table manners are a learned behavior.
• In what ways do we learn about table manners? Answers may vary,
•
but could include suggestions such as learning by watching our family
members, by watching others around us (such as when eating at a
restaurant), by seeing examples on a television program, or by reading
about table manners.
Why is learning table manners important? Does it solve a
problem or help us to survive? Table manners can keep us safe at
the table. For example, when we politely pass an item rather than
throw an item. Table manners also show respect for others, courtesy
and self-control.
7. Say:
• Think of an animal that has learned a behavior. It could be a pet,
•
an animal you have seen at the circus, an animal at the zoo, or an
animal at an amusement park, such as Sea World.
Describe:
•
The learned behavior of the animal
© 2011, TESCCC
12/12/11
page 12 of 13
Grade 4
Science
Unit: 07 Lesson: 01
Instructional Procedures
• How you think the animal learned the behavior (Be specific
•
Notes for Teacher
about the steps or actions that were needed.)
Include an illustration of the animal using the learned
behavior.
8. Say:
•
One example of this is the seals that are at Sea World. The
learned behavior is that the seal can balance a ball on its nose. It
can also “clap” its flippers. The seal probably learned this
behavior by first seeing the trainer performing the trick. The seal
might then try the trick. If the trick is performed properly, the seal
is given a reward, such as piece of fish. When the trick is not
performed properly, there is no reward. The seal really likes fish,
so it may work harder to learn the trick in order to get more treats.
9. Distribute a piece of paper to each student, and monitor as they complete
the activity.
EVALUATE – Performance Indicator
Suggested Day 10
Performance Indicator
• Create an illustration of what the offspring of a given animal might look
like. Circle the similarities between the parents and the offspring. Write
a short paragraph describing the learned behaviors that the animal
illustrated may acquire throughout his/her life. (4.2D; 4.10B)
1C;
5G
1. Refer to the Teacher Resource: Performance Indicator Instructions
KEY for information on administering the assessment.
© 2011, TESCCC
12/12/11
Materials:
• animal reference materials –
Optional (whatever amount the
teacher feels is needed to suppo
the students in the class)
Attachments:
• Teacher Resource: Performance
Indicator Instructions KEY
page 13 of 13