Animal Behavior and Biology (Spring 2022)

Overview: 

At the North Carolina Zoo, we are committed to protecting wildlife and other natural resources. Through the Animal Biology and Behavior portion of our Living With Nature Live! events, our goal is to show middle and high school students some of the intern research going on at the Zoo and inform them more about herd dynamics. The post-event activities for this event are focused on collaborative practices with groups or classes.

Activities offered for classrooms can be used by teachers as they apply to their class. Pre-activities and post-activities are meant to help support and enrich the learning that takes place during the Live Broadcast. All are optional but strongly encouraged in order to align with the standards provided. 

Date of Event: March 2, 2022

Designed For: Middle School and High Schools Students (see NC Standard Course of Study alignments below).

Objectives:

  • The student will be able to identify ways the natural history of certain species allows keepers at the North Carolina Zoo to maintain a multi-species habitat as well as components of herd life.
  • The student will be able to participate in animal research practices the North Carolina Zoo uses to understand the health and wellness of the animals that live there.
  • The student will be able to summarize the importance of coexistence and cooperation between humans and animals.
  • The student will be able to identify potential careers in animal science and welfare.

To Register:  https://us02web.zoom.us/webinar/register/WN_qK-9f9WzSH6zq0CMP309Eg

Teacher Information

Our Animal Biology and Behavior portion of our Living with Nature series will be broadcast via Zoom on Wednesday, March 2, 2022 at 10 am. It will last approximately 30 minutes.

In order to set the foundation for the material we will cover when live, we encourage you to use the pre-event activities. This will help prime the learning pump for students. These activities are optional but will allow your students to begin considering the importance of animal biology and behavior as well as how the Zoo provides opportunities for the animals in captivity.

Please note: While there will be plenty of opportunity for interaction with our live event hosts, we ask that you work with your students before and after the event to keep the learning and exploration going!

Prior to Event

  1. Read articles - Consider the influences humans have on animals and their natural habitats. Take notes on what surprises you, concerns you, etc.
    https://nhpbs.org/natureworks/nwep16b.htm
    http://www.anapsid.org/animalshumans.html

  2. Watch the Untamed Science video on Animal Training and play a couple of rounds of the training game.

During the Event

Coming closer to this event date.

After the Event

  1. Learn more about Operant Conditioning - Khan Academy's Video Series on Operant Conditioning - https://www.khanacademy.org/test-prep/mcat/behavior#learning-slug. Write a plan to using operant conditioning to to get an animal to move to a certain location - station.
  2. Consider ways in which the Zoo might need to step in to support animals due to human error/environmental issues. Make a list of these ideas and suggestions. Include article/source information for future reference. Think about some of the x-rays you saw during the event.

For questions or further information email schoolprograms@nczoo.org.

Science

NCSCOS Standards

  • 6.L.2.1 - Summarize how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within food chains and food webs (terrestrial and aquatic) from producers to consumers to decomposers.
  • 6.L.2.3 – Summarize how the abiotic factors (such as temperature, water, sunlight, and soil quality) of biomes (freshwater, marine, forest, grasslands, desert, Tundra) affect the ability of organisms to grow, survive and/or create their own food through photosynthesis

NGSS Standards

  • MS-LS2-4 - Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations

 

ELA

CCR Anchor Standard W.2 – Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.6.2 Write to share information supported by details.

a. Introduce a topic and write to convey ideas and information about it including visual, tactual, or multimedia information as appropriate.

b. Provide facts, details, or other information related to the topic

CCR Anchor Standard W.6 (from Proposed Standards –was W.8 in 2010 Standards) –Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W.6.6 Gather information from multiple print and digital sources that relates to a given topic.

Science

NCSCOS Standards

7.L.1 = Understand the processes, structures, and functions of living organisms that enable them to survive, reproduce and carry out basic functions of life.

  • 7.L.1.4 = Summarize the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, and excretion) and ways that these systems interact with each other to sustain life

NGSS Standards

  • MS-LS2-4 - Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations

 

ELA

CCR Anchor Standard W.2 – Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.7.2 Write to share information supported by details.

a. Introduce a topic and write to convey ideas and information about it including visual, tactual, or multimedia information as appropriate.

b. Provide facts, details, or other information related to the topic.

c. Select domain-specific vocabulary to use in writing about the topic.

 

CCR Anchor Standard W.6 (from Proposed Standards –was W.8 in 2010 Standards) –Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W.7.6 Identify quotes providing relevant information about a topic from multiple print or digital sources.

Science

NCSCOS Standards

  • 8.L.1 - Understand the hazards caused by agents of diseases that affect living organisms.
  • 8.L.3 – Understand how organisms interact with and respond to the biotic and abiotic components of their environment.
  • 8.L.5 - Understand the composition of various substances as it relates to their ability to serve as a source of energy and building materials for growth and repair of organisms.
  • 8.L.5.2 - Explain the relationship among a healthy diet, exercise, and the general health of the body (emphasis on the relationship between respiration and digestion).

NGSS Standards

  • MS-LS2-4 - Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

 

ELA

CCR Anchor Standard W.2 – Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.8.2 Write to share information supported by details.

a. Introduce a topic clearly and write to convey ideas and information about it including visual, tactual, or multimedia information as appropriate.

b. Write one or more facts or details related to the topic.

c. Write complete thoughts as appropriate.

d. Use domain specific vocabulary related to the topic.

e. Provide a closing.

 

CCR Anchor Standard W.6 (from Proposed Standards –was W.8 in 2010 Standards) –Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W.8.6 Select quotes providing relevant information about a topic from multiple print or digital sources.

NCCTE.AN51 - Environmental and Natural Resources I

  • NCCTE.AN51.01.00 - Investigate organizations related to the environmental and natural resources industry.

 

NCCTE.AN51.04.00 - Discuss the environmental and natural resources industry and its importance to the national, state, and local economy.

  • NCCTE.AN51.04.01 - Describe careers in the environmental and natural resources industry.
  • NCCTE.AN51.04.02 - Discuss the environmental and natural resources profession and its the importance to the economy.

 

NCCTE.AN51.05.00 - Explore the common career paths in environmental and natural resources.

  • NCCTE.AN51.05.01 - Analyze environmental and natural resource industry careers and related employment opportunities.
  • NCCTE.AN51.05.02 - Compare characteristics, preparation and credentials needed for employment in environmental and natural resources industry careers.

NCSCOS Standards

  • Bio2.1.3 - Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments resulting in stability within ecosystems.

 

NGSS Standard

  • HS-LS-2-8 - Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

CCR Anchor Standard W.2 –Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9-10.2 Write to share information supported by details.

a. Introduce a topic clearly and use a clear organization to write about it including visual, tactual, or multimedia information as appropriate.

b. Develop the topic with facts or details.

c. Use complete, simple sentences as appropriate.

d. Use domain specific vocabulary when writing claims related to a topic of study or text.

e. Providing a closing or concluding statement

 

W.11-12.2 Write to share information supported by details.

a. Introduce a topic clearly and write an informative or explanatory text that conveys ideas, concepts, and information including visual, tactual, or multimedia information as appropriate.

b. Develop the topic with relevant facts, details, or quotes.

c. Use complete, simple sentences, as well as compound and other complex sentences as appropriate.

d. Use domain specific vocabulary when writing claims related to a topic of study or text.

e. Provide a closing or concluding statement.

 

CCR Anchor Standard W.6 (from Proposed Standards –was W.8 in 2010 Standards) –Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W.9-10.6 Write answers to research questions by selecting relevant information from multiple resources.

W.11-12.6 Write answers to research questions by selecting relevant information from multiple resources.

Standard Area = Motivation

               Motivation 1.1 = Explain biologically based theories of motivation

               Motivation 2.1 = Discuss eating behavior

               Motivation 2.2 = Discuss sexual behavior and orientation (I am thinking they may talk about how the ostriches enjoy flirting with us?)

 

Standard Area = Learning

               Learning 2.2 = Describe principles of operant conditioning