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Find a video description, video clip, and
discussion questions.
Animal
Instincts
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Students will:
| 1. |
understand the difference between
instinct and learned behavior |
| 2. |
understand how an animal’s
instincts and behaviors help it to survive |
| 3. |
understand the connection between
environment and behavior |
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For this lesson, you will need:
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Paper for writing and drawing
assembled into a log |
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Reference materials for researching
animals |
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Dice (number cubes) |
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Computer with Internet access |
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| 1. |
Explain to students that certain
behaviors contribute to an animal’s survival. For
example, bears can adapt to harsh winters by hibernating,
and humpback whales migrate from their nurseries off the
coast of Hawaii to feed in the krill-rich waters off of
Alaska. Explain that some of these behaviors are
instincts, or traits that the animal is born with, and
some are learned behaviors, or behaviors that were taught
to the animal, often by its parent. For example, proboscis
monkeys have an instinct for swimming (they never learn
how to do it), but they must learn ways to cross a
crocodile-infested river safely. Humans instinctively use
their voices to communicate (newborn babies cry when they
want something), but in order to speak, they must learn
their language. Dolphins instinctively know how to swim,
but trainers at an aquarium can teach them to swim certain
ways—or do “tricks”—on command. Many young
animals, such as wolf and dog pups and lion kits, are born
with an instinct for rough play with their siblings, but
some may learn the hard way not to play rough with a
larger adult of the species. Discuss the behaviors of
other animals (such as salmon, bats, and lions) and
whether they are instinct or learned behaviors. |
| 2. |
Put students into cooperative
groups of three or four. Explain that they are going to
use the luck of the die to select an animal about which
they will learn more. Give each group one number cube (or
die) that it is to roll twice to get the following
information: First roll (kind of vertebrate): 1 or 2 =
mammal, 3 or 4 = reptile, 5 = bird, 6 = amphibian Second
roll (size): 1 or 2 = small (1 ounce to 30 pounds), 3 or 4
= medium (31 to 99 pounds), 5 or 6 = large (100 pounds and
over) |
| 3. |
Using these parameters, have each
group find an animal that its members would like to learn
more about. One Web site that might be of use in this
process is Cyber Zoomobile, found at
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| 4. |
Once the groups have selected an
animal, have them create an image of it—such as a
drawing, a computer image, or a three-dimensional
composition. The rendering should be labeled, identifying
major body parts and unique physical characteristics of
the animal. |
| 5. |
Each group should prepare three
pages, titled Diet, Habitat, and Behaviors. In the next
three steps, the groups will be working together to
complete these pages. |
| 6. |
Have groups use the reference
materials to research and write a brief description of
their animal’s diet. Each group member should initial
his or her written contribution to the description. Ask
groups to consider what kind of food their animal eats. Is
their animal a meat eater (carnivore), a plant eater
(herbivore), or does it eat both plants and animals
(omnivore)? |
| 7. |
Next, have groups write a
description of their animal’s habitat. Again, each
member should initial his or her written contribution to
the description. |
| 8. |
Now have group members create
individual lists of all the behaviors they can find for
their chosen animal. Discuss the following questions with
the class: How did your animal acquire each behavior?
Which of your animal’s behaviors are learned and which
are instinctual? Are any of your animal’s behaviors
linked to the environment or climate in which it is found?
How so? How does it adapt to seasonal changes? Do the
animal’s physical characteristics help it in any way?
Have group members identify which of the behaviors on
their animal behavior list are instinctual and which are
behavioral. |
| 9. |
Using group research, have each
student compose a creative short story about his or her
animal’s life during one of the four seasons of the
year. Stories will include the results of students’
group research, describing environment, climate, diet,
food availability, and physical attributes and how they
all affect animal behavior. These stories and the group
artistic renderings can be displayed for the entire class.
Challenge students to try to identify the learned and
instinctual behaviors of the animals in their
classmate’s stories. |
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Adaptation for younger students:
If your students are younger, hold a class discussion about human
behaviors—such as eating, writing, and sleeping. Explain that
like people, animals have their own behaviors. As a class, think
of four animals: a mammal, a reptile, a bird, and an amphibian.
Then come up with a list of behaviors for each of those animals.
Ask students to choose one animal and illustrate the one behavior.
Ask them to explain how this behavior helps the animal survive.
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| 1. |
Debate which instinct—hibernation
(staying inactive during winter months) or homing (always
knowing how to find your way home)—is more important to
a bear’s survival. Give reasons for your arguments. |
| 2. |
How do the physical attributes of
an animal affect its behaviors? Using whales, primates,
and bears as examples, discuss how their physical
characteristics affect their instinctive behaviors. Is
there any link between those characteristics and their
learned behaviors? |
| 3. |
Can an organism’s instincts and
learned behaviors be related to its environment? Think
about this: In order to survive, a polar bear
instinctively goes into “winter sleep” to conserve its
energy when it has gone about two weeks without food,
which can be scarce in the Arctic. What is the
behavior-environment connection? Discuss other animals
that demonstrate behaviors related to their environment. |
| 4. |
Analyze some behaviors that both
humans and animals display. Examples might include
growling, purring, crying, or playing. Then discuss
whether they are instincts or learned behaviors. For every
learned behavior, explain how it was learned. Was it
taught by a parent or learned through some other
experience? |
| 5. |
Compare animal adaptations to
behaviors that humans show. For example, proboscis monkey
mothers must teach their young which leaves are safe to
eat. What are some similar behaviors that humans show?
Think about other animal adaptations, such as migration,
hibernation, primate grooming, and teaching young to use
tools. What human behaviors remind you of these
adaptations? |
| 6. |
A mother grizzly bear instinctively
raises and protects her young cubs. Yet after a mother
iguana lays eggs, her job as a mother is finished. Explain
why you think some animals have a strong instinct for
parenting while others do not. How might it relate to the
number of babies or amount of eggs it produces? |
| 7. |
Create a list of 20 of your own
behaviors throughout the day, such as waking up, brushing
your teeth, walking, eating, or reading. Which of these
are learned and which are instinctual? If they were
learned, how did you learn them? |
| 8. |
Think about all the actions
you’ve performed in the last few hours (preparing for
class, answering questions, eating, showering, etc.). Have
you demonstrated more instinctive behaviors or learned
behaviors? Debate which behaviors are more common in
everyday life. |
| 9. |
Explain the various ways in which
learned behaviors can be learned. For example, how did you
learn to tie your shoes? How did you learn that it’s
best keep your eyes closed when you’re washing shampoo
out of your hair? Brainstorm other examples to discuss. |
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Use the following rubric to assess student’
performance on their log
 | Log records instances of instinct and learned behavior in
the animal (1 to 4 points)
| Group descriptions of animal’s habitat and diet (1 to 4
points)
| Creative stories are clearly written and
diagrams/illustrations support the writing. (1 to 4 points) |
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Behavior Basics
Lead a discussion on the various behaviors shown by primates. Have
students make a chart with two categories: instincts and learned
behaviors. They should fill in the two sides of the chart with
specific examples, then share with classmates.
A Bear’s Business
Have students write a short story about the life of a bear. They
should make a map to accompany the story that shows the location
of the den where it hibernates and the areas where it looks for
food before using its homing instinct to return home.
Blending Behaviors
When up North, humpback whales use a tactic called bubble netting
to hunt food. Bubble netting is part instinct and part learned
behavior. Have students research this behavior and lead a
discussion on which aspects are instinctive and which require
learning. Then have students make a web that lists other behaviors
in the animal kingdom that are a combination of instincts and
learned behaviors.
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Do Not Disturb: The Mysteries of Animal
Hibernation and Sleep, Vol. 1
Margery Flacklam, Pamela Johnson. Little, Brown & Company,
1997.
Excellent source of information on the process of hibernation and
sleep in mammals, birds and fish. Clearly defines the three types
of hibernation, provides examples and utilizes the latest research
in animal survivor.
They Swim the Seas: The Mystery of Animal Migration
Seymour Simon, Elsa Warnick (Illustrator). Browndeer Press, 1998.
Award-winning science writer Seymour Simon explains the migration
journeys of nine marine animals. Colorful illustrations, amazing
facts and a lyrical text will fascinate and enthrall young
readers.
The Chimpanzee Family Book
Jane Goodall, Lessie J. Little, Michael Neugebauer (Photographer).
North –South Books, 1997.
Primatologist Jane Goodall provides an intimate look into the life
of a chimpanzee family she studied for many years. The
relationships of the family, their personalities and environment
are conveyed through riveting text and excellent photographs.
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Cyber
Zoomobile
This site provides educational commentary and photographs on a
number of animals, focusing on each animal’s unique behaviors.
Science
Made Simple
This site answers the question “How do animals spend the
winter?” with pictures and text targeted to elementary school
students.
Baleen
Whales
This research-friendly site provides general and sighting
information on humpback whales, a world map that shows their
migration and distribution, and brief excerpts from current
research.
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Click on any of the vocabulary words below to
hear them pronounced and used in a sentence.
Definition: A feeding technique used by whales in which
they trap fish in a circle of underwater bubbles created by their
blowholes; when the bubbles reach the surface, a whale group
synchronizes their movements and surfaces in unison, filling their
mouths with fish.
Context: Humpback whales use a fascinating feeding
technique called bubble netting.
Definition: The lair of a wild, usually predatory, animal.
Context: When a bear begins to be lethargic, it will search
for an area sheltered from the weather to make a den.
Definition: To pass the winter in a resting state.
Context: Hibernation occurs when an animal remains inactive
to save energy through the harsh winter.
Definition: To return accurately to one’s home or natal
area from a distance.
Context: Polar bears are born with a homing instinct that
always helps them find the most direct way home.
Definition: A natural or inherent aptitude, impulse, or
capacity.
Context: For proboscis monkeys, excellent swimming is an
instinct, or a behavior that an organism is born with.
Definition: A behavior that an organism must learn.
Context: For orangutans, building a nest correctly is a
learned behavior, or a behavior that an organism must learn.
Definition: The act of moving from one country, place, or
locality to another.
Context: Animals such as humpback whales and monarch
butterflies go through a yearly migration, temporarily changing
their habitat in order to survive.
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This lesson plan may be used to address the
academic standards listed below. These standards are drawn from
Content Knowledge: A Compendium of Standards and Benchmarks for
K-12 Education: 2nd Edition and have been provided courtesy of the
Mid-continent Research for
Education and Learning in Aurora, Colorado.
Grade level: 3-5
Subject area: Science
Standard:
Knows about the diversity and unity that characterize life.
Benchmarks:
Knows different ways in which living things can be grouped (e.g.,
plants/animals; pets/nonpets; edible plants/nonedible plants) and
purposes of different groupings.
Grade level: 3-5
Subject area: Science
Standard:
Knows about the diversity and unity that characterize life.
Benchmarks:
Knows that plants and animals progress through life cycles of
birth, growth and development, reproduction, and death; the
details of these life cycles are different for different
organisms.
Grade level: 3-5
Subject area: Science
Standard:
Understands the genetic basis for the transfer of biological
characteristics from one generation to the next.
Benchmarks:
Knows that many characteristics of an organism are inherited from
the parents of the organism (e.g., eye color in human beings,
fruit or flower color in plants), and other characteristics result
from an individual’s interactions with the environment (e.g.,
people’s table manners, ability to ride a bicycle).
Grade level: 6-8
Subject area: Science
Standard:
Understands the genetic basis for the transfer of biological
characteristics from one generation to the next.
Benchmarks:
Knows that the characteristics of an organism can be described in
terms of a combination of traits; some traits are inherited and
others result from interactions with the environment.
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Jesse Kraft, elementary school teacher in
Virginia and freelance educator. |
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