Chapter 33: Animal Behavior...Some animal behavior is inherited and is performed correctly right...

Refer to pages 4T-5T of the Teacher Guide for an explanation of the National Science Education Standards correlations. Teacher Classroom Resources

Assessment Resources Additional Resources

Products Available FromGlencoeTo order the following products,call Glencoe at 1-800-334-7344:CD-ROMMammals: A MultimediaEncyclopediaVideodiscSTV: Animals

Products Available FromNational Geographic SocietyTo order the following products,call National Geographic Societyat 1-800-368-2728:BookNational Geographic Book ofMammals

VideosPredators of North AmericaStrange Creatures of the Night

Index to NationalGeographic MagazineThe following articles may beused for research relating to thischapter:“Animals at Play,” by Stuart L.Brown, December 1994.“Secrets of Animal Navigation,”by Michael E. Long, June 1991.

Teacher’s Corner

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Animal BehaviorAnimal Behavior

TransparenciesReproducible MastersSection

Innate Behavior

Learned Behavior

Section 33.1

Section 33.2

Teacher Classroom Resources

Section Focus Transparency 79

Section Focus Transparency 80Basic Concepts Transparency 60Reteaching Skills Transparency 48

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Assessment Resources Additional ResourcesSpanish ResourcesEnglish/Spanish AudiocassettesCooperative Learning in the Science ClassroomLesson Plans/Block Scheduling

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Chapter Assessment, pp. 193-198MindJogger VideoquizzesPerformance Assessment in the Biology ClassroomAlternate Assessment in the Science ClassroomComputer Test BankBDOL Interactive CD-ROM, Chapter 33 quiz

Chapter 33 OrganizerChapter 33 Organizer

Activities/FeaturesObjectivesSection

Innate BehaviorNational Science EducationStandards UCP.2-4; A.1, A.2;C.3, C.6; F.4; G.1, G.2 (1session)

Learned BehaviorNational Science EducationStandards UCP.2, UCP.3;A.1, A.2; C.6; E.1, E.2; F.4,F.6; G.1-3 (2 sessions)

1. Distinguish among the types of innatebehavior.

2. Demonstrate, by example, the adaptivevalue of innate behavior.

3. Distinguish among types of learnedbehavior.

4. Demonstrate, by example, types oflearned behavior.

MiniLab 33-1: Testing an Isopod’s Responseto Light, p. 890Problem-Solving Lab 33-1, p. 897Investigate BioLab: Behavior of a Snail, p. 904BioTechnology: Tracking Sea Turtles, p. 906

MiniLab 33-2: Solving a Puzzle, p. 900Problem-Solving Lab 33-2, p. 902

Section 33.2

Section 33.1

MATERIALS LIST

BioLabp. 904 snails, dropper, spring water,plastic petri dish, scissors, stereo-microscope, pencil, rubber band, mask-ing tape

MiniLabsp. 890 isopods (5), plastic petri dish,black paper, paper towel, water, trans-parent tape, paper, pencilp. 900 paper puzzle, clock with secondhand, paper, pencil

Alternative Labp. 894 terrarium with cover, sand,crickets (1 female, 5 male), dry oat-meal, apple slices, cellulose sponge,matchbox (4), jar with lid (5), nail pol-ish (4 colors)

Quick Demosp. 891 assorted animalsp. 891 plexiglass sheet, paperp. 901 none

Need Materials? Contact Carolina Biological Supply Company at 1-800-334-5551or at http://www.carolina.com

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Reinforcement and Study Guide, pp. 145-146Concept Mapping, p. 33Critical Thinking/Problem Solving, p. 33BioLab and MiniLab Worksheets, p. 147Laboratory Manual, pp. 239-242Content Mastery, pp. 161-162, 164

Reinforcement and Study Guide, pp. 147-148Critical Thinking/Problem Solving, p. 33BioLab and MiniLab Worksheets, pp. 148-150Laboratory Manual, pp. 243-246Content Mastery, pp. 161, 163-164 L1

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Key to Teaching StrategiesKey to Teaching Strategies

Level 1 activities should be appropriatefor students with learning difficulties.Level 2 activities should be within theability range of all students.Level 3 activities are designed for above-average students.ELL activities should be within the abilityrange of English Language Learners.

Cooperative Learning activitiesare designed for small group work.These strategies represent student prod-ucts that can be placed into a best-workportfolio.These strategies are useful in a blockscheduling format.

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The following multimedia resources are available from Glencoe.

Biology: The Dynamics of LifeCD-ROM

Video: Bird CourtshipVideo: Territorial BehaviorVideo: Salmon MigrationExploration: Learned BehaviorVideo: Elephant Behavior

Videodisc ProgramBird CourtshipTerritorial BehaviorSalmon Migration

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http://www.carolina.com

Section

What Is Behavior?A peacock displaying his colorful

tail, a whale spending the wintermonths in the ocean off the coast ofsouthern California, and a lizardseeking shade from the hot desertsun are all examples of animal behav-ior. Behavior is anything an animaldoes in response to a stimulus in itsenvironment. The presence of a pea-hen stimulates a peacock to open itstail feathers and strut. Environmentalcues, such as a change in daylength,might be the stimulus that causes thewhale to leave its summertime arctichabitat. Heat stimulates the lizard toseek shade. The illustrations inFigure 33.1 show two examples ofstimuli that affect animal behavior.

Have you ever watched a birdfeed its young? Nestlings greeta parent returning to the nest

with cries and open beaks. Parent birdspractically stuff the food down their off-springs’ throats, then fly off to findmore food. Why do baby birds opentheir beaks wide? Why do parent birdsrespond to open beaks by feedingtheir offspring? These actionsare examples of behavior thatappears in birds withoutbeing taught or learned.Animals exhibit many kindsof behavior in nature, bothinherited and learned.

SECTION PREVIEW

ObjectivesDistinguish among thetypes of innate behavior.Demonstrate, byexample, the adaptivevalue of innate behavior.

Vocabulary behaviorinnate behaviorreflexfight-or-flight responseinstinctcourtship behaviorterritoryaggressive behaviordominance hierarchycircadian rhythmmigrationhibernationestivation

33.1 Innate Behavior

Cedar waxwings and theirnestlings (inset)

Figure 33.1Animals exhibit a varietyof behavioral responses.

The onset of short daysand cold weather stimu-lates squirrels to collectacorns and walnuts andstore them. What is theadaptive value of thesquirrel’s behavior?

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This butterfly exposes eyespotson its wings, and a predatorybird stops its pursuit of theinsect. The eyespots look likethe eyes of an owl.

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Section 33.1

BIOLOGY: The Dynamics of Life SECTION FOCUS TRANSPARENCIES

Use with Chapter 33,Section 33.1

How do the actions of the geese help the species to survive?

Do you think the survival behavior of the geese is learned?Explain.

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Transparency Behaving to Survive79 SECTION FOCUS

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PrepareKey ConceptsResponse to a stimulus is presentedwith examples of inherited behav-ior. Simple reflexes are consideredalong with more complex behav-ior patterns.

Planning■ Gather isopods, lamps, and

petri dishes for MiniLab 33-1.■ Purchase pieces of plexiglass

and gather a variety of live ani-mals for the Quick Demos.

■ Obtain a terrarium and mate-rials for the Alternative Lab.

1 FocusBellringer Before presenting the lesson, display Section Focus Trans-parency 79 on the overhead pro-jector and have students answerthe accompanying questions.

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888 ANIMAL BEHAVIOR

Animal Behavior

What You’ll Learn■ You will distinguish between

innate and learned behavior.■ You will identify the adaptive

value of specific types ofbehavior.

Why It’s ImportantAnimals have patterns ofbehavior that help them surviveand reproduce. Some of thesebehavior patterns are inheritedand some are learned. You willrecognize that humans, likeother animals, have both typesof behavior, and that thesebehavior patterns enable youto survive as well.

Animal BehaviorObserve the behavior of a smallanimal for one minute. Howdoes the observed behavior ofthe animal help it to survive?

To find outmore about

animal behavior, visit theGlencoe Science Web Site.www.glencoe.com/sec/science

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GETTING STARTEDGETTING STARTED

ChapterChapter

Prairie dogs bark to warnothers of approachingpredators. Vultures soarhigh above the prairie.Some animal behavior isinherited and is performedcorrectly right away. Somebehavior is learned througha lifetime of practice.

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Theme DevelopmentStudents will examine the themeof unity within diversity as theyconsider the kinds of behaviorsanimals have in common and be-haviors that are unique to aspecies. The theme of evolutionis important to the study of be-havior because of the adaptivevalue of behavior and the fact thatbehavior, just like physical fea-tures of animals, evolves.

Chapter 33Chapter 33

MultipleLearningStyles

Look for the following logos for strategies that emphasize different learning modalities.

Kinesthetic Portfolio, pp. 890,900; Quick Demo, pp. 891, 901;

Meeting Individual Needs, p. 901;Tech Prep, p. 901

Visual-Spatial Biology Journal,p. 891; Quick Demo, p. 891;

Project, p. 893; Extension, p. 897Interpersonal Display, p. 894;Project, p. 899; Reteach, p. 903

Intrapersonal MeetingIndividual Needs, p. 891Linguistic Tech Prep, p. 892

Auditory-Musical Enrichment,p. 893; Biology Journal, p. 898

GETTING STARTED DEMOGETTING STARTED DEMO

Ask students to bring in acaged pet. Have the class listbehaviors of the pet that theythink are learned and thosethat are not learned.

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If time does not permit teach-ing the entire chapter, use theBioDigest at the end of theunit as an overview.

Assessment PlannerAssessment PlannerPortfolio Assessment

Portfolio, TWE, pp. 890, 900Assessment, TWE, p. 897MiniLab, TWE, p. 900

Performance AssessmentAssessment, TWE, pp. 891, 899Alternative Lab, TWE, pp. 894-895Problem-Solving Lab, TWE, p. 902BioLab, TWE, pp. 904-905

BioLab, SE, pp. 904-905MiniLab, SE, pp. 890, 900

Knowledge AssessmentSection Assessment, SE, pp. 897, 903Chapter Assessment, SE, pp. 907-909MiniLab, TWE, p. 890

Skill AssessmentProblem-Solving Lab, TWE, p. 896

VIDEODISCThe Secret of LifeQuestion Segment

Response Segment

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Resource ManagerResource Manager

Section Focus Transparency 79and Master

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http://www.glencoe.com/sec/science

must first be able to detect and fol-low its movement. Toads have “insectdetector” cells in the retinas of theireyes. As an insect moves across atoad’s line of sight, the “insect detec-tor” cells signal the brain of the prey’schanging position, thus releasing aninnate response; the toad’s tongue flipsout. Toads capture prey through aninnate behavior known as a fixedaction pattern, Figure 33.2.

Genes form the basis of behaviorThrough experiments, scientists

have found that an animal’s hormonalbalance and its nervous system—especially the sense organs responsi-ble for sight, touch, sound, or odoridentification—affect how sensitivethe individual is to certain stimuli.Because genes control the productionof an animal’s hormones and devel-opment of its nervous system, it’slogical to conclude that genes indi-rectly control behavior. Innatebehavior includes both automaticresponses and instinctive behaviors.You can observe the response of ani-mals to certain stimuli in the BioLabat the end of this chapter.

Automatic Responses What happens if something quickly

passes in front of your eyes or if some-thing is thrown at your face? Your firstreaction is to blink and jerk back yourhead. Even if a protective clear shieldis placed in front of you, you can’tstop yourself from behaving this waywhen the object is thrown. This reac-tion is an example of the simplestform of innate behavior, called areflex. A reflex (REE fleks) is a simple,automatic response that involves noconscious control. Figure 33.3 showsan example of a reflex.

The adaptive value of anotherautomatic response is obvious. Think

about a time when you were suddenlyscared. Immediately, your heartbegan to beat faster. Your skin gotcold and clammy, your respirationincreased, and maybe you trembled.You were having a fight-or-flightresponse. A fight-or-flight responsemobilizes the body for greater activ-ity. Your body is being prepared toeither fight or run from the danger. Afight-or-flight response is automaticand controlled by hormones.

33.1 INNATE BEHAVIOR 891

Figure 33.2A toad can starveeven though it is surrounded by deadinsects because itcannot recognizenon-moving animalsas prey.

Figure 33.3Reflexes have survivalvalue for animals.When you acciden-tally touch a hotstove, you jerk yourhand away from thehot surface. Themovement saves yourbody from seriousinjury.

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Testing an Isopod’s Response to Light Isopods, the pillbugs and sow bugs, are common arthropods on sidewalks orpatios. They are actually land crustaceans and respire throughgill-like organs that must be kept moist at all times.

Procedure! Copy the data table.@ Prepare a plastic dish using the diagram as a guide.

Moisten the paper toweling.

# Place six isopods in the center of the dish and add thecover. Place the dish near a lamp or next to a classroomwindow with light. Have the light strike the dish as shownin the diagram. CAUTION: Treat isopods gently.

$ Wait five minutes and observe the dish. Count and recordin your data table the number of isopods on the dark orlight side. This is your “five minute observation.”

% Repeat step 4 three more times, waiting five minutesbefore each observation.

Analysis 1. Do isopods tend to move toward light or dark areas?

Support your answer with specific numbers from your data.2. Might the behavior of isopods toward light or darkness be

innate or learned? Explain your answer. 3. What might be the adaptive advantage for the observed

isopod behavior and their response to light? Explain how natural selection may have influenced this isopodbehavior.

4. Prepare a bar graph that depicts your data.

MiniLab 33-1MiniLab 33-1 ExperimentingAnimals carry on many activities—

such as getting food, avoiding preda-tors, caring for young, finding shel-ter, and attracting mates—that enablethem to survive. These behavior pat-terns, therefore, have adaptive value.For example, a parent gull that is notincubating eggs or caring for chicksjoins a noisy flock of gulls to dive forfishes. If the parent cannot catch a lotof fishes, not only will it die, but itschicks will not survive either. There-fore, this feeding behavior has adap-tive value for the gull.

Inherited BehaviorInheritance plays an important role

in the ways animals behave. You don’texpect a duck to tunnel undergroundor a mouse to fly. Yet, why does amouse run away when a cat appears?Why does a mallard duck fly southfor the winter? These behavior pat-terns are genetically programmed. Ananimal’s genetic makeup determineshow that animal reacts to certainstimuli.

Natural selection favors certain behaviors

Often, a behavior exhibited by ananimal species is the result of naturalselection. The variability of behavioramong individuals affects their abilityto survive and reproduce. Individualswith behavior that makes them moresuccessful at surviving and reproduc-ing will produce more offspring.These offspring will inherit thegenetic basis for the successfulbehavior. Individuals without thebehavior will die or fail to reproduce.You can observe the behavior ofisopods in the MiniLab on this page.

Inherited behavior of animals iscalled innate behavior (ihn AYT). Atoad captures prey by flipping out itssticky tongue. To capture prey, a toad

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Observation in minutes Dark sideLight side

Number of isopods present

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Purpose Students will observe the innateresponse of an isopod to light.

Process Skillsexperiment, collect data, analyzeinformation, draw a conclusion

Teaching Strategies■ Isopods may be collectedlocally or purchased from biolog-ical supply houses.■ Use plastic or glass petri dishesfor chambers or collect emptyplastic food cartons. Cardboardboxes such as shoe boxes will alsowork well. Use black construc-tion paper to block out light.■ Tape the toweling edges priorto moistening.■ If there is a problem of gettingall isopods aligned at the centerof the dish when first starting,use the species Armadillidium(available from supply houses).This species curls up into a ballwhen touched. Thus, curled upisopods can all be placed at thecenter at the same time.

Expected ResultsIsopods will move toward low light.

Analysis1. dark areas; majority of

isopods were found underdark paper side

2. Explanations may vary, butthe behavior is innate. Thistype of behavior would nothave been learned during theexperiment because isopodshave this behavior as soon asthey hatch and it may not beunder their conscious control.

3. Isopods must remain moist tosurvive. Dark areas in natureare more likely to be moistthan light areas. Throughnatural selection, thoseisopods that innately movedtoward dark areas survivedand passed this genetic traiton to their offspring.

4. Students’ bar graphs shoulddepict the data they collected.

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MiniLab 33-1MiniLab 33-1

PortfolioPortfolio

Design an ExperimentKinesthetic Ask students to hypo-thesize how different animals will

respond to a loud noise. Have studentsdesign and carry out experiments andwrite their observations in their portfo-lios. Ask them to speculate whether thebehavior they observed is innate.P

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Quick DemoQuick Demo

Visual-Spatial Have avariety of animals in class.

Expose each animal to a singlestimulus, such as a bright light.Have students observe theirvaried responses. Ask studentsto speculate about the survivalvalue of each animal’s responseto that stimulus.

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Kinesthetic Have stu-dents examine the blink

response by asking them tohold a large piece of plexi-glass in front of their facesand try to keep their eyesopen when a partner gentlytosses a crumpled piece ofnotebook paper at the glass.P

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Performance Have studentsdesign experiments to determinethe preferences of mealworms forlight or dark, damp or dry, andsmooth or rough surfaces. Havestudents obtain approval for theirdesigns and then conduct theirexperiments. Have students con-duct experiments on both the lar-val stage and the adult beetle todetermine if preferences differ ateach stage. L2

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AssessmentAssessment

MEETING INDIVIDUAL NEEDS MEETING INDIVIDUAL NEEDS

GiftedIntrapersonal Ask students to doresearch to determine how animal

sounds are studied electronically. Ask stu-dents to present an illustrated report tothe class and devise a way to study thesounds made by a local animal.

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BIOLOGY JOURNAL BIOLOGY JOURNAL

Observing Bird BehaviorVisual-Spatial Ask students toobserve local birds for one week and

record their observations in their journals.Ask them to speculate about which behav-iors are instinctive. Have them comparetheir observations with those of other stu-dents. Elicit whether students classified sim-ilar behaviors in the same way.

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Knowledge Ask students to describethe equipment and experimental procedureneeded to test the hypothesis that isopodsprefer dry rather than moist conditions. Usethe Performance Task Assessment List forDesigning an Experiment in PASC, p. 23.L2

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BioLab and MiniLab Work-sheets, p. 147 L2

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partner. The hanging fly, shown inFigure 33.5, is such a species.

Territoriality reduces competitionYou may have seen a chipmunk

chase another chipmunk away fromseeds on the ground under a birdfeeder. The chipmunk was defendingits territory. A territory is a physicalspace an animal defends against othermembers of its species. It may containthe animal’s breeding area, feedingarea, and potential mates, or all three.

Animals that have territories willdefend their space by driving awayother individuals of the same species.For example, a male sea lion patrolsthe area of beach where his harem offemale sea lions rests. He does notbother a neighboring male that has aharem of his own because both havemarked their territories, and eachrespects the common boundaries. Butif an unattached, young male tries toenter the sea lion’s territory, the ownerof the territory will attack and drivethe intruder away from his harem.

Although it may not appear so, set-ting up territories actually reducesconflicts, controls population growth,and provides for efficient use of envi-ronmental resources. When animalsspace themselves out, they don’t com-pete for the same resources within alimited space. This behavior improvesthe chances of survival of the young,and, therefore, survival of the species.If the male has selected an appropri-ate site and the young survive, theymay inherit his ability to select anappropriate territory. Therefore, ter-ritorial behavior has survival value,not only for individuals, but also forthe species. The male sticklebackshown in Figure 33.6 is another ani-mal that exhibits territoriality, espe-cially during breeding season.

Recall that pheromones are chemi-cals that communicate information

among individuals of the samespecies. Many animals producepheromones to mark territorialboundaries. For example, wolf urinecontains pheromones that warn otherwolves to stay away. The male prong-horn antelope uses a pheromonesecreted from facial glands. Oneadvantage of using pheromones isthat they work both day and night,


Figure 33.5Female hanging fliesinstinctively favor themale that suppliesthe largest nuptialgift—in this case, amoth. The amount ofsperm the female willaccept from the maleis determined by thesize of the gift.

Figure 33.6The male three-spined stickleback displays a red belly to otherbreeding males near his territory. The male instinctively respondsto other red-bellied males by attacking and driving them away.

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Visual LearningFigure 33.5 What adaptive valuedoes this behavior have? Thebehavior helps to ensure that all off-spring can be provided for.

EnrichmentAuditory-Musical Cricketschirp as part of their

courtship and territorial behav-iors. The number of chirps in aspecific length of time decreasesas the temperature gets colder.Have students set up a means forobserving this behavior. Cricketsare available in pet shops andfrom biological supply compa-nies.

ReinforcementAsk students to brainstormanswers to the following ques-tions: How would animals be dif-ferent if there were no inheritedbehaviors? Many animals would notsurvive long enough to reproduce,resulting in the extinction of species.If humans relied on instinctivebehavior, what kinds of instinctivebehavior patterns might haveevolved? those essential to survival,such as feeding and reproductivestrategies

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Instinctive Behavior Compare the fixed action pattern

of a toad capturing prey with a fight-or-flight response. Both are quick,automatic responses to stimuli. Butsome behaviors take a longer timebecause they involve more complexactions. An instinct (IHN stingt) is acomplex pattern of innate behavior.Instinctive behavior patterns mayhave several parts and may take weeksto complete. Instinctive behaviorbegins when the animal recognizes astimulus and continues until all partsof the behavior have been performed.

As shown in Figure 33.4, greylaggeese instinctively retrieve eggs thathave rolled from the nest and will gothrough the motions of egg retrieval

even when the eggs are taken away.You can see that survival of the youngmay be dependent on this behavior.

Courtship behavior ensuresreproduction

Much of an animal’s courtshipbehavior is instinctive. Courtshipbehavior is the behavior that malesand females of a species carry outbefore mating. Like other instinctivebehaviors, courtship has evolvedthrough natural selection. Imaginewhat would happen to the survival ofa species if members were unable torecognize other members of thatsame species. Individuals often canrecognize one another by the behav-ior patterns each performs. Incourtship, behavior ensures thatmembers of the same species findeach other and mate. Obviously, such behavior has an adaptive valuefor the species. Different species offireflies, for example, can be seen atdusk flashing distinct light patterns.However, female fireflies of onespecies respond only to those malesexhibiting the species-correct flash-ing pattern.

Some courtship behaviors helpprevent females from killing malesbefore they have had the opportunityto mate. For example, in some spi-ders, the male is smaller than thefemale and risks the chance of beingeaten if he approaches her. Beforemating, the male in some species pre-sents the female with a nuptial gift, aninsect wrapped in a silk web. Whilethe female is unwrapping and eatingthe insect, the male is able to matewith her without being attacked.After mating, however, the male maybe eaten by the female anyway.

In some species, nuptial gifts playan important role in allowing thefemale to exercise a choice as towhich male to choose for a mating

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Figure 33.4The female greylaggoose instinctivelyretrieves an egg thathas rolled out of thenest by arching herneck around the strayegg and moving itlike a hockey playeradvancing a puck.The female goose willretrieve many objectsoutside the nest,including baseballsand tin cans.

OriginWORDWORD

instinctFrom the Latinword instinctus,meaning “impulse.”An instinct is acomplex pattern ofinnate behavior.

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Animal PsychologyLinguistic Ask studentsto interview an animal

psychologist and report aboutwhat he or she does, the kindsof problems pet owners report,and the kinds of treatmentsprovided. Have students in-clude a complete transcript of the interview in their portfolios.

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P R O J E C TPheromone Studies

Visual-Spatial Have students observehow pheromones influence behavior

by carrying out the following activity. Placethree snails of one species on one side of apan, and three snails of another species onthe opposite side. Allow the snails to moveabout on their respective sides of the pan forabout 10 minutes and then remove the snails

from the pan. Immediately place all thesnails back in the pan at the center of thepan. Observe which way each snail moves.Clean the pan with warm, soapy water.Repeat the process three times and recordyour observations. Write a summary of yourobservations that includes a conclusionabout why the snails moved as they did.P

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CD-ROMBiology: The Dynamicsof Life

Video: Bird Courtship, Disc 4Video: Territorial Behavior, Disc 4

VIDEODISCBiology: The Dynamicsof Life

Bird Courtship (Ch. 24)Disc 2, Side 1, 31 sec.

Territorial Behavior (Ch. 25)Disc 2, Side 1, 1 min. 17 sec.

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Internet Address Book

Note Internet addresses that you find useful in the spacebelow for quick reference.


Laboratory Manual, pp. 239-242 L2

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Concept Mapping, p. 33

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others to food, water, and shelter. Adominant male often sires most or allof the offspring. There might be sev-eral levels in the hierarchy, with indi-viduals in each level subordinate tothe one above. The ability to form adominance hierarchy is innate, butthe position each animal assumesmay be learned.

The term pecking order comes froma dominance hierarchy that is formedby chickens, illustrated in Figure 33.8.The top-ranking chicken can peck anyother chicken. The chicken lowest inthe hierarchy is pecked at by all theother chickens in the group.

Behavior resulting from internaland external cues

Some instinctive behavior is exhib-ited in animals in response to inter-nal, biological rhythms. Behaviorbased on a 24-hour day/night cycle isone example. Many animals, humansincluded, sleep at night and are

awake during the day. Other animals,such as owls, reverse this pattern andare awake at night. A 24-hour cycleof behavior is called a circadianrhythm (sur KAYD ee uhn). Most ani-mals come close to this 24-hour cycleof sleeping and wakefulness. Experi-ments have shown that in laboratorysettings with no windows to shownight and day, animals continue tobehave on a 24-hour cycle.

Rhythms also can occur on ayearly or seasonal cycle. Migration,for example, occurs on a seasonalcycle. Migration is the instinctive,seasonal movement of animals,shown in Figure 33.9. In the UnitedStates, about two-thirds of birdspecies fly south in the fall to areassuch as South America where food isavailable during the winter. Thebirds fly north in the spring to areaswhere they breed during the summer.Whales migrate seasonally, as well.Change in day length is thought to


Figure 33.9A variety of ani-mals respond tothe urge tomigrate.

Canadian and Alaskan cariboumigrate from their winterhomes in the taiga forests to the tundra for the summer.

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Both the freshwater eeland all species of salmonmigrate to their spawn-ing grounds.

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Adult monarch butterfliesfly southward where theyroost. In the spring, theiryoung fly back north.

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EnrichmentAsk a group of students to make atrip to a local zoo to observe andphotograph pecking orders ofanimals, and report back to theclass.

Visual LearningFigure 33.9 After studyingFigure 33.9, have students explainhow migration can contribute tosurvival.

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observe and record their behavior for15 minutes.

5. Examine the terrarium for about 10minutes each day for 5 days. Notewhich cricket becomes dominant andthe behavior it exhibits.

Expected ResultsOne cricket will become dominant and theothers will avoid him.

Analysis1. How could you tell that your crickets

set up a dominance hierarchy? Onecricket chirped more, was initially moreaggressive, and later others avoidedhim.

2. Describe the differences in behavior ofthe crickets before and after the hier-archy was established. Before: muchaggression and chirping; after: othercrickets avoided the dominant male.

Performance Ask students tohypothesize how the crickets willrespond to the female and then introduceher to the terrarium. The dominant malemay mate with the female. Use thePerformance Task Assessment List forFormulating a Hypothesis in PASC, p. 21. L2

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895

and whether or not the animal thatmade the mark is present.

Aggressive behavior threatensother animals

Animals occasionally engage inaggression. Aggressive behavior isused to intimidate another animal ofthe same species. Animals fight orthreaten one another in order todefend their young, their territory, ora resource such as food. Aggressivebehaviors, such as bird calling, teethbaring, or growling, deliver the mes-sage to others of the same species tokeep away.

When a male gorilla is threatenedby another male moving into his ter-ritory, for example, he does not kill

the invader. Animals of the samespecies rarely fight to the death. Thefights are usually symbolic, as shownin Figure 33.7. Male gorillas do notusually even injure one another. Whydoes aggressive behavior rarely resultin serious injury? One answer is thatthe defeated individual shows signs ofsubmission to the victor. These signsinhibit further aggressive actions bythe victor. Continued fighting mightresult in serious injury for the victor;thus, its best interests are served bystopping the fight.

Submission leads to dominancehierarchies

Do you have an older or youngersibling? Who wins when you argue?In animals, it is usually the oldest orstrongest that wins the argument.But what happens when several indi-viduals are involved in the argument?Sometimes, aggressive behavioramong several individuals results in agrouping in which there are differentlevels of dominant and submissiveanimals. A dominance hierarchy(DAHM uh nunts • HI rar kee) is aform of social ranking within a groupin which some individuals are moresubordinate than others. Usually, oneanimal is the top-ranking, dominantindividual. This animal might lead

894 ANIMAL BEHAVIOR

Figure 33.7In many species, suchas bighorn sheep, indi-viduals have innateinhibitions that makethem fight in relativelyharmless ways amongthemselves.

Figure 33.8A dominance hierarchyoften prevents contin-uous fighting becausesubmissive birds giveway peacefully in con-frontations. The hierar-chy also may provide away for females tochoose the best males.

Visual LearningFigure 33.7 Have students exam-ine Figure 33.7 and explain howsymbolic behavior contributes tosurvival.

DisplayInterpersonal Ask a group ofstudents to make a photo

collage of aggressive behaviors ofpets and other local animals.Have them post their display onthe classroom bulletin board.

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Alternative LabCricket Hierarchies

Purpose Students will observe crickets setting up adominance hierarchy.

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Materials glass terrarium or aquarium tank withcover, sand, 1 female and 5 male field crick-ets, dry oatmeal in a jar lid, apple slices,clean sponge pieces soaked in water, 4matchboxes, 5 jars with lids, 4 different col-ors of nail polishProcedureGive students the following directions.

1. Set up a terrarium with about 2 cm ofsand in the bottom and numbered

matchboxes in all 4 corners.2. Place different colored spots of nail

polish on the thoraxes of four malecrickets. One male will not need polish.The female can be identified by herlong ovipositor at the end of herabdomen.

3. Keep the five crickets in separate jarsfor at least one day prior to beginningthe experiment.

4. Place four males in the terrarium and894


Video: Salmon MigrationDisc 4

VIDEODISCBiology: The Dynamicsof Life

Salmon Migration (Ch. 26)Disc 2, Side 1, 28 sec.

How Living Things Convert Lightinto Time (Ch. 6), 5 min. 30 sec.

!9hÜ"

!7_jJ"

The Infinite Voyage The LivingClock Changing CircadianRhythms Through Altering DNA(Ch. 5), 6 min.

!7U`H"

Problem-Solving Lab 33-1Problem-Solving Lab 33-1 Designing anExperiment

of reduced metabolism that occurs inanimals living in conditions ofintense heat. Desert animals appearto estivate sometimes in response tolack of food or periods of drought.However, Australian long-neckedturtles, shown in Figure 33.11, willestivate even when they are kept in alaboratory with constant food andwater. Clearly, estivation is an innatebehavior that depends on both inter-nal and external cues.


Is hibernation an innate or learned behavior? Circadianrhythms occur on an almost 24-hour cycle in certain organ-isms. The word circadian comes from Latin, circa (about) anddies (day). Scientists have even discovered rhythms that lastalmost a year.

AnalysisGround squirrels were placed in a room free from all out-

side stimuli. The room contained food and water, was kept at atemperature of 22°C and a light remained on for 12 hours eachday. Body weight was measured and recorded weekly. Thegraph shows the results of the experiment. The dark bands cor-respond to times when the squirrels were in hibernation.

Thinking Critically1. Describe the cyclic pattern of activity of these squirrels.2. Why did scientists keep temperature, food and water, and

light constant during the experiment? Explain why scien-tists kept the squirrels free from all outside stimuli.

3. Scientists repeated the experiment using different tem-peratures. Why is this appropriate experimental proce-dure? What other variables could have been tested?

4. Suggest an experiment that supports the conclusion thatthis pattern of hibernation is genetic and not learned.

Section AssessmentSection Assessment

Understanding Main Ideas1. What is behavior?2. How is a reflex different from instinct?3. Explain by example two types of innate behavior.4. Explain behaviors that reduce competition.

Thinking Critically5. How is innate behavior an advantage to a species

in which the young normally hatch after themother has left?

6. Designing an Experiment Design an experi-ment to test what stimulus causes an earthwormto return to its burrow. For more help, refer toPracticing Scientific Methods in the Skill Handbook.

SKILL REVIEWSKILL REVIEW

Figure 33.11Australian long-necked turtles are amongthe reptiles and amphibians that respondto hot and dry summer conditions byestivating.

Body

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3 AssessCheck for UnderstandingAsk students to prepare a conceptmap using all the vocabularywords in this section.

ReteachHave students make a table thatlists types of innate behaviorsdown the left side. Across thetop, have them write the follow-ing heads: Definition, Example,Outcome of behavior, Survivalvalue. Have them fill in the table.

ExtensionVisual-Spatial Ask studentsto go to a nearby zoo. As

they observe animals, have themnote innate behaviors and explaintheir survival value.

Portfolio Have students listfive major groups (phylum orclass) of animals they have studied.For each phylum or class, askthem to identify one innate behav-ior and explain its adaptive value.

4 CloseDiscussionMale katydids sing to attractfemales. In Panamanian forestswhere bats are common, malekatydids on plants shake their bod-ies vigorously to attract females.The females detect the shaking ofthe plant and respond to the male.The bats cannot detect the shak-ing. Ask students to explain thebehavior of the male katydids.

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Section AssessmentSection AssessmentSection Assessment1. Behavior is anything an animal does in

response to a stimulus in its environment.2. A reflex is a simple physical response to a

stimulus. An instinct is a complex patternof innate behavior.

3. Courtship rituals in birds and migration insalmon have innate behavior compo-nents.

4. dominance hierarchy; symbolic aggressivebehavior

5. The young will instinctively find food andshelter and avoid predators.

6. Determine which stimuli cause an earth-worm to move: light, heat, cold, touch,and water; time how long it takes theworm to move a specific distance undereach condition.

stimulate the onset of migration inthe same way that it controls theflowering of plants. You can find outhow migrating turtles are tracked inthe BioTechnology at the end of thischapter.

Migration calls for remarkablestrength and endurance. The Arctictern migrates between the ArcticCircle and the Antarctic, a one-wayflight of almost 18 000 km.

Animals navigate in a variety ofways. Some use the positions of thesun and stars to navigate. They mayuse geographic clues, such as moun-tain ranges. Some bird species seemto be guided by Earth’s magneticfield. You might think of this as beingguided by an internal compass.

Biological rhythms are clearly gov-erned by a combination of internaland external cues—that is, by bothinnate and learned behavior. Animalsthat migrate might be responding tocolder temperatures and shorter days,as well as to hormones. Young ani-mals may learn when and where tomigrate by following their parents.You can easily see why animalsmigrate from a cold place to awarmer place, yet most animals donot migrate. How animals cope with

winter is another example of instinc-tive behavior.

You know that many animals storefood in burrows and nests. But otheranimals survive the winter by under-going physiological changes thatreduce their need for energy. Manymammals, some birds, and a few othertypes of animals go into a deep sleepduring the cold winter months. Otheranimals experience hibernation.Hibernation (hi bur NAY shun) is astate in which the body temperaturedrops substantially, oxygen consump-tion decreases, and breathing ratesdecline to a few breaths per minute.Hibernation conserves energy. Ani-mals that hibernate typically eat vastamounts of food to build up body fatbefore entering hibernation. This fatfuels the animal’s body while it is inthis state. The golden-mantled groundsquirrel shown in Figure 33.10 is anexample of an animal that hibernates.You can find out more about hiberna-tion in the Problem-Solving Lab on thenext page.

What happens to animals that liveyear-round in hot environments?Some of these animals respond in away that is similar to hibernation.Estivation (es tuh VAY shun) is a state

896 ANIMAL BEHAVIOR

Figure 33.10The golden-mantledground squirrel has anormal body tempera-ture of around 37°C.When the day lengthshortens in the fall, the ground squirrel’stemperature drops to2°C, and it goes intohibernation.

896

Purpose Students will determine thathibernation in squirrels is con-trolled by an internal annual bio-logical clock.

Process Skillsthink critically, analyze informa-tion, identify and control vari-ables, design an experiment,interpret scientific illustrations

Teaching Strategies■ Point out that not all monthsof the year are listed.■ Remind students that the darkbands correspond to periods ofhibernation.■ Discuss human circadian pat-terns as an introduction to peri-ods of hibernation.■ Help students determine theapproximately annual cycle ofbehavior by noting the peaks ofbody weight and the time lapsebetween these peaks.

Thinking Critically

1. Squirrels spend about 120 daysin hibernation and close to 200 days out of hibernation.

2. They were controlling vari-ables by eliminating themfrom the experiment. Outsidestimuli could provide clues asto when it might be time tohibernate.

3. to show that temperature wasnot influencing start of hiber-nation; changing length oflight time to more or lessthan 12 hours per day, alter-ing food selection

4. Place newborn squirrels intoidentical experimental cham-bers as those used in theother experiments andobserve if squirrels hibernateat the proper time of the year.

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Problem-Solving Lab 33-1Problem-Solving Lab 33-1

Skill Have students draw graphs thatwould illustrate the pattern of hibernation forsquirrels that were born in the AndesMountains of South America and thenbrought to the United States for experimen-tation to determine their year-long rhythms.Use the Performance Task Assessment Listfor Graph from Data in PASC, p. 39. L3

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p. 33Reinforcement and Study Guide,

pp. 145-146Content Mastery, p. 162 L1

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in response to varied conditions.Learning allows an animal to adaptto change, an ability that is especiallyimportant for animals with long lifespans. The longer that an animallives, the greater the chance that itsenvironment will change and that itwill encounter unfamiliar situations.

Kinds of LearnedBehavior

Just as there are several types ofinnate behavior, there are severaltypes of learned behavior. Somelearned behavior is simple and someis complex. Which group of animalsdo you think carries out the most-complex type of learned behavior?

Habituation: A simple form of learning

Horses normally shy away from anobject that suddenly appears from thetrees or bushes, yet after a while theydisregard noisy cars that speed by thepasture honking their horns. Thislack of response is called habituation.Habituation (huh BIT yew ay shun)illustrated in Figure 33.13, occurswhen an animal is repeatedly given astimulus that is not associated withany punishment or reward. An ani-mal has become habituated to a stim-ulus when it finally ceases to respondto the stimulus.

Imprinting: A permanent attachment

Have you ever seen young duck-lings following their mother? Thisbehavior is the result of imprinting.Imprinting is a form of learning inwhich an animal, at a specific criticaltime of its life, forms a social attach-ment to another object. Many kindsof birds and mammals do not innatelyknow how to recognize members of their own species. Instead, they

learn to make this distinc-tion early in life. Imprintingtakes place only during a spe-cific period of time in the animal’slife and is usually irreversible. Forexample, birds that leave the nestimmediately after hatching, such asgeese, imprint on their mother. Theylearn to recognize and follow herwithin a day of hatching.

In birds such as ducks, imprintingtakes place during the first day or twoafter hatching. A duckling rapidlylearns to recognize and follow thefirst conspicuous moving object itsees. Normally, that object is theduckling’s mother. Learning to rec-ognize their mother and follow herensures that food and protection willalways be nearby.

Learning by trial and errorDo you remember when you first

learned how to ride a bicycle? Youprobably tried many times beforebeing able to successfully completethe task. Nest building, like riding abicycle, may be a learning experi-ence. The first time a jackdaw builds

33.2 LEARNED BEHAVIOR 899

Figure 33.13Habituation is a loss of sensitivity to certain stimuli.Young horses oftenare afraid of cars and noisy streets.Gradually, theybecome habituatedto the city and ignorenormal sights andsounds.

899

2 TeachVisual LearningFigure 33.13 Ask students toexplain how each of the horsesmay become habituated to differ-ent stimuli.

ReinforcementShow students photos of motheranimals and their young. Ask ifthey know how a mother is able toidentify her own young and viceversa. Ask them to explain whyimprinting would be importantfor animals in herds.

Performance Ask studentsto spend a week learning to jugglethree tennis balls. Provide themwith a set of instructions. En-courage them to practice everyday. Ask them to make an entry intheir journals each day describingtheir experience. At the end of theweek, have students demonstratewhat they have learned.


Section

898 ANIMAL BEHAVIOR

What Is LearnedBehavior?

Learning, or learned behavior,takes place when behavior changesthrough practice or experience. Themore complex an animal’s brain, themore elaborate the patterns of itslearned behavior. As you can see inFigure 33.12, innate types of behav-ior are more common in inverte-brates, and learned types of behaviorare more common in vertebrates. Inhumans, many behaviors are learned.Reading, writing, and playing a sportare all learned.

Learning has survival value for allanimals in changing environmentsbecause it permits behavior to change

You were born knowing how to cry,but were you born knowing how totie your shoes or read? Behavior

controlled by instinct, as you now know,occurs automatically. However, somebehavior is the direct result of the previousexperiences of an animal. A dog that haspicked a poisonous frog up in its mouthwill never do so again. You mayknow how to play a musi-cal instrument after afew months or it maytake several years.These behaviors are aresult of learning.

SECTION PREVIEW

ObjectivesDistinguish amongtypes of learned behav-ior.Demonstrate, byexample, types oflearned behavior.

Vocabularyhabituationimprintingtrial-and-error learningmotivationconditioninginsightcommunicationlanguage

33.2 Learned Behavior

Both the teen and the dog are exhibitinglearned behavior.

Instinct

Reflex

Learning

Reasoning

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BirdsInsects

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Fishes, r

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Invertebrates Vertebrates

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Comparison of Animal BehaviorsFigure 33.12By examining thegraph, you can see thathumans demonstratethe most learnedbehavior. Insects, fishes,amphibians, and rep-tiles demonstrate themost innate behavior.

898

Section 33.2

PrepareKey ConceptsStudents will study various typesof learned behavior. They willlearn about the adaptive value ofhabituation, imprinting, trial-and-error learning, conditioning,insight, and communication.

Planning■ Prepare puzzle pieces for

MiniLab 33-2.■ Gather tie shoes for the Quick

Demo.■ Purchase snails and gather

binocular microscopes, springwater, droppers, small dishes,and scissors for the BioLab.Prepare probes from tape, rub-ber bands, and pencils.

1 FocusBellringer Before presenting the lesson, display Section Focus Trans-parency 80 on the overhead pro-jector and have students answerthe accompanying questions.

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BIOLOGY: The Dynamics of Life SECTION FOCUS TRANSPARENCIES

Use with Chapter 33,Section 33.2

If the rat is placed in the maze several times, will it findthe food in less time? Account for your conclusion.

If the rat’s behavior changes, is the change instinctive?

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Whale CommunicationAuditory-Musical Certain whalesare known for their melodious

songs. Play a recording of whale songs tothe class. Ask students to describe in theirjournals the songs of the whales. Providelibrary resources and ask them to figureout whether the sounds the whales makeare innate or learned.

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The BioLab at theend of the chaptercan be used at thispoint in the lesson.

INVESTIGATEINVESTIGATE

P R O J E C TImprinting

Interpersonal Konrad Z. Lorenz hasbeen called the “father of ethol-

ogy.” During the 1930s, he studied thebehavior of birds and developed a theoryof animal behavior that stressed its inher-ited aspects. Ask a group of students topresent a skit about the work of KonradLorenz.

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Exploration: Learned BehaviorDisc 4

Resource ManagerResource ManagerSection Focus Transparency 80 and

MasterReteaching Skills Transparency 48

and Master

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Conditioning: Learning by association

When you first got a new kitten, itwould meow as soon as it smelled thearoma of cat food in the can youwere opening. After a few weeks, thesound of the can opener aloneattracted your kitten, causing it tomeow. Your kitten had become con-ditioned to respond to a stimulusother than the smell of food.Conditioning is learning by associa-tion. A well-known example of anearly experiment in conditioning isillustrated in Figure 33.15.

Insight: The most complex type of learning

In a classic study of animal behav-ior, a chimpanzee was given twobamboo poles, neither of which waslong enough to reach some fruitplaced outside its cage. By connect-ing the two tapering short pieces to

make one longer pole, the chim-panzee learned to solve the problemof how to reach the fruit. This typeof learning is called insight. Insightis learning in which an animal usesprevious experience to respond to anew situation.

Much of human learning is basedon insight. When you were a baby,you learned a great deal by trial anderror. As you grew older, you reliedmore on insight. Solving math prob-lems is a daily instance of usinginsight. Probably your first experi-ence with mathematics was when youlearned to count. Based on your con-cept of numbers, you then learned toadd, subtract, multiply, and divide.Years later, you continue to solveproblems in mathematics based onyour past experiences. When youencounter a problem you have neverexperienced before, you solve theproblem through insight.


Figure 33.15In 1900, Ivan Pavlov, a Russian biologist,first demonstrated conditioning in dogs.

Pavlov noted that dogs sali-vate when they smell food.Responding to the smell offood is a reflex, an exampleof innate behavior.

AA By ringing a bell each timehe presented food to a dog,Pavlov established an associ-ation between the food andthe ringing bell.

BB Eventually, the dog salivated atthe sound of the bell alone. Thedog had been conditioned torespond to a stimulus that it didnot normally associate with food.

CC

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Solving a Puzzle You are given a bunch of keys and askedto open a door. How do you go about finding the right key?Several attempts are needed and then finally the door opens.The next time you are asked to perform the same task, canyou go directly to the correct key? Chances are, you can. Youhave learned how to solve this problem.

Procedure! Copy the data table

below.@ Obtain a paper puzzle

from your teacher.# Time how long it takes

you to assemble thepuzzle pieces into aperfect square.

$ Record the time it tookand call this trial 1.

% Disassemble the squareand mix the pieces.

^ Repeat step 3 for four more trials.

Analysis 1. Using your data, explain how the time needed to com-

plete the puzzle changed from trial 1 to trial 5.2. Was the final completion of the puzzle an example of

innate behavior? Explain your answer.3. Was the final completion of the puzzle an example of

learned behavior? Explain your answer.4. Analyze your behavior when solving the puzzle as to the

role that imprinting, trial and error, conditioning, andinsight may have played in improving your trial times.

MiniLab 33-2MiniLab 33-2 Experimentinga nest, it uses grass, bits of glass,stones, empty cans, old light bulbs,and anything else it can find. Withexperience, the bird finds that grassesand twigs make a better nest than dolight bulbs. The jackdaw has usedtrial-and-error learning in which ananimal receives a reward for making aparticular response. When an animaltries one solution and then anotherin the course of obtaining a reward,in this case a suitable nest, it is learn-ing by trial and error. Find out foryourself how trial and error learningworks in the MiniLab on this page.

Learning happens more quickly ifthere is a reason to learn or be suc-cessful. Motivation, an internal needthat causes an animal to act, is neces-sary for learning to take place. Inmost animals, motivation ofteninvolves satisfying a physical need,such as hunger or thirst. If an animalisn’t motivated, it won’t learn.Animals that aren’t hungry won’trespond to a food reward. Mice livingin a barn, shown in Figure 33.14,discover that they can eat all thegrain they like if they first chewthrough the container in which thegrain is stored.

900 ANIMAL BEHAVIOR

Trial Time needed to complete square puzzle

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Data Table

Figure 33.14Mice soon learn where grain isstored in a barn and are moti-vated by hunger to chewthrough the storage containers.

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Purpose Students will conduct an experi-ment to test the nature of trial-and-error learning.

Process Skillsinterpret data, think critically,collect data, draw a conclusion

Teaching Strategies■ Have students work in teamsof two. One can be the timekeeper while the other does thepuzzle. The time keeper shouldnot watch the student doing theassembly but should be told whenthe assembler begins and com-pletes the puzzle.■ Prepare puzzle pieces inadvance and place on card stock.Save puzzle pieces in plastic bagsfor students in later classes.■ Enlarge puzzle pieces shownhere to approximately twice theirsize for your students.

Expected ResultsStudent times needed to completethe puzzle will decline with eachtrial.

Analysis1. times decreased2. No, the ability to work the

puzzle was an example oflearned behavior.

3. Yes, because the time it tookto do the puzzle decreased aslearning took place.

4. Student answers may vary.Imprinting and conditioningwere not involved with thistype of learning. Trial-and-error learning was operatingwith the initial solving of thepuzzle, but later trials mayhave relied upon insight.

Portfolio Have studentsdescribe how the experiment couldbe modified to introduce theaspect of motivation in solving the puzzle. Use the PerformanceTask Assessment List for Assessinga Whole Experiment and Planningthe Next Experiment in PASC,p. 33. PP

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MiniLab 33-2MiniLab 33-2

PortfolioPortfolio

Rodent BehaviorKinesthetic Have students constructa simple maze for small rodents

such as mice and gerbils. Students shoulddetermine how many trials it takes foreach type of rodent to learn the maze.Ask students to write a report on rodentlearning for their portfolios.

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Kinesthetic Explain tostudents that doing

something by habit has valuebecause you don’t waste timerelearning the procedure eachtime you perform it. Ask stu-dents to write a set of direc-tions for tying shoes. Theyshould not tie or even look atshoes or laces as they write.Have them trade papers andthen try to follow exactly thedirections to tie one shoe. Askthem why it was difficult todescribe how to tie a shoe.P

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Imprinting on a PuppetKinesthetic Explain tostudents that biologists

raising endangered birds incaptivity often use hand pup-pets in the shape of the adultbirds’ heads to feed youngbirds in order to prevent theyoung from imprinting onhumans. Have students doresearch to determine whatbirds might be raised in thisway and have them constructa feeding puppet that wouldbe suited for feeding theyoung of a particular species.P

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GiftedKinesthetic Ask students to conductan experiment to see whether ants

learn. They should set food sources far-ther and farther away from an ant’s nestat regular intervals. Ask students to deter-mine whether the ants learn to anticipatewhere food will be. Have students recordtheir observations.

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Using both innate and learned behavior

Some communication is a combi-nation of both innate and learnedbehavior. In some species of song-birds, as shown in Figure 33.17,males automatically sing when theyreach sexual maturity. Their songsare specific to their species, andsinging is innate behavior. Yet mem-bers of the same species that live indifferent regions learn different vari-ations of the song. They learn to singwith a regional dialect. In otherspecies, birds raised in isolation neverlearn to sing their species song. Findout more about the songs birds singin the Problem-Solving Lab on the fac-ing page.

Some animals use languageLanguage, the use of symbols to

represent ideas, is present primarilyin animals with complex nervous sys-tems, memory, and insight. Humans,with the help of spoken and writtenlanguage, can benefit from whatother people and cultures havelearned and don’t have to experienceeverything for themselves. We canuse accumulated knowledge as a basison which to build new knowledge,illustrated in Figure 33.18.


Section AssessmentSection Assessment

Understanding Main Ideas1. What is the difference between imprinting and

other types of learned behavior?2. How does learning have survival value in a

changing environment? Explain your answer byusing an example from your daily life.

3. Explain by example the difference between trial-and-error learning and conditioning.

4. What is the difference between communicationand language?

Thinking Critically5. How would a cat respond if the mice in a barn

no longer entered at the usual places?

6. Observing and Inferring Two dog trainersteach dogs to do tricks. One trainer gives her doga food treat whenever the dog correctly per-forms the trick. The other trainer does not usetreats. Which trainer will be more successful atdog training? Why? For more help, refer toThinking Critically in the Skill Handbook.

SKILL REVIEWSKILL REVIEW

Figure 33.18English and other lan-guages are made up of words that have spe-cific meanings. An amazing number of meanings can be communicated using words of any human language.

Figure 33.17The Indigo buntingsings a high-pitchedseries of notes thatdescend the scale,then ascend again atthe end of the song.

903

3 AssessCheck for UnderstandingWrite a list of behaviors on thechalkboard. Ask students to iden-tify each as innate or learned.

ReteachInterpersonal Have studentsplay animal behavior

charades. Write a number ofbehaviors on slips of paper. Have students draw a slip and act out the behavior. Class mem-bers will try to guess the name of the behavior and whether it is innate or learned.

ExtensionAsk students to accompanya wildlife specialist, a fish-

ery biologist, or a veterinarian onthe job for a day. Have themreport how the knowledge of ani-mal behavior is important tobeing able to carry out that par-ticular job.

Portfolio Ask students toselect a local wild animal species toobserve for a period of time.Students should look for andrecord examples of feeding behav-ior, movement, communication,and social interactions. Theyshould try to categorize the behav-iors as innate, learned, or a combi-nation of both.

4 CloseAudiovisualShow a film about animal behav-ior. Interesting films about dol-phins, baboons, cats, honeybees,and penguins are available fromNational Geographic Society atyour local library.

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Section AssessmentSection AssessmentSection Assessment1. Imprinting can take place only during a

specific time during an animal’s life. Otherlearned behaviors may develop later.

2. The behavior can be modified to dealwith a changing environment.

3. You learn to ride a bicycle by trial-and-error learning; an animal may be condi-tioned to the sound of a can opener.

4. Communication is an exchange of infor-

mation that results in a change of behav-ior, whereas language is the use of sym-bols to represent ideas.

5. The cat might wait at the usual places fora while; after not having any success find-ing mice, the cat would look for newplaces mice might enter.

6. The dog will be more easily trained if it isrewarded when it responds correctly.

Do birds learn how to sing? Do birds learn how to sing, oris this innate behavior? Most experimental evidence points tothe fact that singing may be a combination of the two typesof behavior, but in certain species, learning is critical in orderto sing the species song correctly.

AnalysisBird sound spectrograms allow scientists to record and

visually study the song patterns of birds. Using this tool, theyrecorded spectrograms for white-crowned sparrows. The topspectrogram is that of a wild white-crowned sparrow. The bot-tom spectrogram is that of a white-crowned sparrow hatchedand raised in total isolation from all other birds. Segments ofthe song have been identified with the letters A-C.

Thinking Critically1. In general, how do the two spectrograms compare?2. Which segment of the sparrow’s song may be innate?

Learned? Explain your answers.3. Does it appear that the majority of the sparrow’s song is

learned or innate? Explain your answer.4. In a different experiment, a recording of white-crowned

sparrow song was repeatedly played for a young birdraised in isolation. If bird song is mainly learned, predictthe outcome of the experiment.

Problem-Solving Lab 33-2Problem-Solving Lab 33-2 Interpreting DataThe Role ofCommunication

When you think about the interac-tions that happen among animals as aresult of their behavior, you realizethat some sort of communication hastaken place. Communication is anexchange of information that resultsin a change of behavior. Black-headed gulls visually communicatetheir availability for mating withinstinctive courtship behavior. Thepat on the head from a dog’s ownerafter the dog retrieves a stick signalsa job well done.

Most animals communicateAnimals have several channels of

communication open to them. Theysignal each other by sounds, sights,touches, or smells. Sounds radiate inall directions and can be heard a longway off. The sounds of the humpbackwhale can be heard 1200 km away.Sounds such as songs, roars, and callscommunicate a lot of informationquickly. For example, the song of amale cricket tells his sex, his location,his social status, and, because com-munication by sound is usuallyspecies specific, his species.

Signals that involve odors may be broadcast widely and carry a general message. Ants, shown in Figure 33.16, leave odor trails thatare followed by other members of their nest. Some odors may also

be species specific. Asyou know, phero-mones, such as those ofmoths, may be used toattract mates. Becauseonly small amounts of pheromones areneeded, other animals,especially predators,may be unable to detectthe odor.

AA BB CC

AA BB CC

Wildsparrow

5KCS

4321

54321

Sparrowraised inisolation

Bird’s Songs

Figure 33.16Ants follow chemicaltrails left by otherants to find foodresources.

Purpose Students will determine that thesong of certain bird species is par-tially innate but mostly learnedbehavior.

Process Skillsanalyze information, apply con-cepts, think critically, interpretscientific illustrations

Teaching Strategies■ Advise students that the term“wild” refers to the sparrowraised in its natural surroundings.■ Units along the left axis arekilocycles per second. Unitsalong the bottom axis are in sec-onds of time.

Expected ResultsStudents will recognize that asmall portion of the sparrow’ssong is innate, but the major por-tion of the song must be learned.

Analysis1. Segment A is similar in both

songs. Segments B and C arequite different.

2. Segment A appears to beinnate; it would be impossiblefor the bird raised in isolationto have learned the first partof the song. Segments B andC must be learned, becausethe bird raised in isolationcannot match these segmentsof the wild bird’s song.

3. The majority of the bird’ssong appears to be learnedbecause segments B and Care longer than segment A.

4. The bird will learn the cor-rect sparrow song.

Performance Have stu-dents design an experiment to testthe hypothesis that birds raised inisolation will learn their propersong from a recording only imme-diately after hatching. Use thePerformance Task Assessment Listfor Designing an Experiment inPASC, p. 23. L2

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Problem-Solving Lab 33-2Problem-Solving Lab 33-2

902

Cultural DiversityBertram Fraser-ReidDiscuss with students the important contri-butions of African American organic chemist,Bertram O. Fraser-Reid. His most importantwork involved synthesizing artificial insectpheromones as substitutes for dangerousinsecticides. In Canada, the western pinebeetle causes billions of dollars of damage to

trees each year. Fraser-Reid reasoned that ifhe released artificial pheromones of femalepine beetles in a part of the forest that con-tained no females, it might attract male pinebeetles to the spot, thus preventing themfrom mating. Fraser-Reid’s initial researchlaid the groundwork for future studies.

Trial Anterior

1

2

3

4

5

Posterior

Response to touchBody area

Data Table

Middle

Rate ofstimulation

Number of stimulationsneeded to reach habituation

Habituation studies

6. Place the dish on your desk.7. Lightly touch the snail’s anterior

end using the end of the rubberband probe. Note if it responds(yes or no), and record the direc-tion the snail moves. Considerthis trial 1.

8. Repeat step 7 for four more trials. 9. Lightly touch the snail’s posterior

end using the rubber band probe.Record your observations andconduct a total of five trials.

10. Repeat step 9, touching the mid-dle of the snail’s body.

11. Test the snail’s ability to becomehabituated from stimulation to itsanterior end.a. Continue to touch the snail’s

anterior end with the probeevery 10 seconds until habitua-tion occurs. Continue testing

1. Hypothesizing Are the responsesshown by snails to touch learnedor innate? Explain your answer.

2. Observing Describe the direc-tion that a snail moves when itsanterior and posterior ends arestimulated. Does one end appearto be more sensitive than theother? Is the middle sensitive totouch? Is the speed of responseslow or rapid?

3. Hypothesizing Explain how the behavior of responding totouch may be an adaptation forsurvival.

4. Experimenting Why did youperform several trials for eachexperiment involving stimulationof the anterior, posterior, andmiddle of the snail?

5. Defining Operationally Definethe term habituation.

ANALYZE AND CONCLUDEANALYZE AND CONCLUDE

for a reasonable length of time ifhabituation does not occur.

b. Count and record the number of stimulations needed for habituation.


Going FurtherGoing Further

Experimentation Form a hypothesisregarding snail behavior when given achoice between light and dark conditions.Design and carry out an experiment to testyour hypothesis.

To find out more aboutanimal behavior, visit the

Glencoe Science Web Site.www.glencoe.com/sec/science

6. Concluding Explain how yourdata may be used to support theobservation that snails are noteasily habituated to touch. Useactual data to support youranswer.

7. Predicting How might this lackof habituation serve as an adapta-tion for survival?


1. Student answers may vary.These responses are innatebecause the animals lack alarge enough brain to learnbehavior; they do not havethe opportunity to learn cor-rect behavior because the firsttime they do not respondcorrectly, they may be eatenby a predator.

2. The snail moves backwardwhen the anterior end istouched. The snail movesforward when the posteriorend is touched. The anteriorappears to be more sensitiveto touch. The middle is lesssensitive to touch.

3. The snail will move awayfrom predators rapidly.

4. Student answers will vary;good experimental technique,failure to make contact withprobe, etc.

5. Habituation is the lack of aresponse after repeated stim-ulation.

6. Snails continued to respondafter several minutes of stim-ulation to their anterior ends.

7. Continued stimulation from apredator would bring aboutcontinued response of mov-ing away from that predator.

ANALYZE AND CONCLUDEANALYZE AND CONCLUDE

905

Performance Ask students to plan anexperiment that could be used to test a snail’sresponse to rapid changes in light inten-sity. Use the Performance Task AssessmentList for Designing an Experiment in PASC,p. 23. L2

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Behavior of a Snail

L and snails are members of the mollusk class Gastropoda. Land snailslive on or near the ground, feed on decaying organic matter, and

breathe with gills or, in some cases, with a simple lung. Land snails sensetheir environment with a pair of antennae and eyes. Snails are excellentorganisms for behavioral studies because they show a variety of consistentresponses to certain stimuli.


ProblemHow can you test the behavior of

snails to touch stimuli?

Objectives In this BioLab you will: ■ Test the response of snails to touch. ■ Measure the time needed for habit-

uation to occur after repeatedtouch stimuli.

Materialssnails spring waterdropper small dish

PREPARATIONPREPARATION

1. Copy the data table.2. Prepare a stimulator probe by

taping a small piece of a cut rub-ber band to the tip of a pencil.

3. Cover the bottom of a small dishwith spring water.

4. Obtain a snail from your teacherand place it in the dish.

5. Use a dissecting microscope to examine and locate its head. Itshead has two antennae that it canextend and retract.

PROCEDUREPROCEDURE

scissorsdissecting microscopeprobe constructed from tape,

rubber band, and pencil

Safety PrecautionsAlways wear goggles in the lab.

Wash your hands both before andafter handling any animals. Use cau-tion when working with live animals.

Skill HandbookUse the Skill Handbook if you need

additional help with this lab.

A land snail

904


Time Allotment One class period

Process Skillscollect data, experiment, hypothe-size, define operationally, observeand infer, conclude, think critical-ly, use numbers

■ No special housing or food areneeded if snails are usedalmost immediately uponarrival from a supply house.

PROCEDUREPROCEDURE

PREPARATIONPREPARATION

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Teaching Strategies■ Small disposable plastic petridishes (60 mm diameter � 15mm deep) or Syracuse watchglasses are ideal.■ Allow students to prepare theprobe. Substitute wooden matchor Q-tip for the pencil portion ofthe probe. Simply snip a rubberband in half to obtain the neededsection.■ Have students work in smallgroups of three or four.

Troubleshooting■ Students must be able to tell

front and rear ends. They areeasy to tell apart macroscopi-cally. Review the differenceswith students.

■ Students must be cautionedabout not striking the snail toohard with the rubber bandprobe.

■ Some stimulations will resultin no response. Studentsshould record exactly whatthey observe. Habituation willbe difficult to achieve, if at all.Students will tire before thesnail does.

Data and ObservationsBoth ends are sensitive to touch. Studentsmay detect no response when performing aspecific trial. Habituation will usually notoccur.

Going FurtherGoing FurtherGoing Further

Snails can also respond by withdrawinginto their shells. Have students determineunder what conditions snails withdrawrather than move away.

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Chapter 33 AssessmentChapter 33 Assessment

SUMMARYSUMMARY

Section 33.1

Section 33.2

Main Ideas■ Behavior is anything an animal does in

response to a stimulus. Many behaviors haveadaptive value and are shaped by naturalselection.

■ Innate behavior is inherited. Innate behav-iors include automatic responses andinstincts. Automatic responses includereflexes and fight-or-flight responses.

■ An instinct is a complex pattern of innatebehaviors.

■ Behaviors such as courtship rituals, displaysof aggressive behavior, territoriality, domi-nance hierarchies, hibernation, and migra-tion are all forms of instinctive behavior.

Vocabularyaggressive behavior (p. 894)behavior (p. 889)circadian rhythm (p. 895)courtship behavior (p. 892)dominance hierarchy (p. 894)estivation (p. 896)fight-or-flight response

(p. 891)hibernation (p. 896)innate behavior (p. 890)instinct (p. 892)migration (p. 895)reflex (p. 891)territory (p. 893)

Innate Behavior

Main Ideas ■ Learning takes place when behavior changes

through practice or experience. Learnedbehavior has adaptive value.

■ Learning includes habituation, imprinting,trial and error, and conditioning. The mostcomplex type of learning is learning by insight.

■ Some animals use language, whereas mostcommunicate by either visual, auditory, orchemical signals.

Vocabularycommunication (p. 902)conditioning (p. 901)habituation (p. 899)imprinting (p. 899)insight (p. 901)language (p. 903)motivation (p. 900)trial-and-error learning

(p. 900)

LearnedBehavior

CHAPTER 33 ASSESSMENT 907

1. Your adult dog is chewing on a bone when apuppy approaches. Your dog growls at thepuppy. What type of behavior is your dogexhibiting?a. conditioning c. habituationb. aggressive behavior d. fighting

2. A change in temperature or the presence of a female may be the ________ that resultsin a change in an animal’s behavior.a. response c. stimulusb. reflex d. rhythm

UNDERSTANDING MAIN IDEASUNDERSTANDING MAIN IDEAS 3. Animals with behavior that makes them moresuccessful at surviving and reproducing willproduce more ________.a. offspring c. territoryb. aggression d. eggs

4. All inherited behavior of animals is ________behavior.a. instinctive c. conditionedb. learned d. innate

5. When a toad flips out its sticky tongue tocatch an insect flying past, it is exhibiting________.a. learned behavior c. territorialityb. courtship behavior d. innate behavior

907


Resource ManagerResource ManagerChapter Assessment, pp. 193-198MindJogger VideoquizzesComputer Test BankBDOL Interactive CD-ROM, Chapter 33

quiz

Main IdeasSummary statements can be used bystudents to review the major con-cepts of the chapter.

Using the VocabularyTo reinforce chapter vocabulary, usethe Content Mastery Booklet andthe activities in the Interactive Tutorfor Biology: The Dynamics of Life onthe Glencoe Science Web Site.www.glencoe.com/sec/science

1. b2. c3. a4. d5. d

UNDERSTANDING MAIN IDEASUNDERSTANDING MAIN IDEAS

All ChapterAssessment

questions and answers have beenvalidated for accuracy and suitabili-ty by The Princeton Review.

Studying sea turtles presents a challengebecause they spend so little time on land.

Research is most easily conducted on the beach,where the nesting behavior of the females can bedirectly observed. These observations have pro-vided important information about how to pro-tect the nesting sites from human disturbance orpredation. But more information about theFlorida green turtle is needed because protectingan endangered species requires knowing whatenvironmental factors are crucial to its survival.

Tagging To study these animals, researchersaffix a small metal tag onto the flipper of a cap-tured turtle. The tag is etched with an identifica-tion number. If the animal is captured again, thedate and location are shared with other turtleresearchers. But even when a tagged turtle isrecaptured, the route the animal took to movefrom one location to another remains unknown.

Satellite tracking Recent improvements insatellite telemetry are making it possible forresearchers to keep much better track of individ-ual turtles as they swim from place to place. Atransmitter the size of a small, portable cassetteplayer is attached to the shell behind the turtle’s

neck. The battery-powered transmitter will workfor six to ten months before it falls off. When theturtle comes to the surface to breathe, the trans-mitter broadcasts data in the form of a digitalsignal to an orbiting communications satellite.The satellite transmits the data to a receiving sta-tion on Earth.

The digital signal contains information aboutthe turtle’s latitude and longitude, the number ofdives it made in the past 24 hours, the length ofits most recent dive, and the temperature of thewater. By plotting the location of data transmis-sions on a map, researchers can track the direc-tion and speed in which the animal is moving.

Problems with satellite tracking Sometimes atransmitter stops working after just a few weeks,and there are problems with the data itself.Increasingly accurate information will becomeavailable as the technology improves and as moreturtles are included in satellite tracking efforts.

Tracking Sea Turtles

The Florida green turtle (Chelonia mydas mydas) is an endangered species that nests on sandy beaches. It is found in temperate and tropical waters, including the southeastern

coast of the United States. Like other sea turtles, the Florida green turtle spends virtually all of its lifeat sea; however, adult females visit beaches several times a year to lay their eggs.

TechnologyTechnologyBIOBIO

Thinking Critically Telemetry data from aFlorida green turtle indicate the animal has spentthe past several days in an offshore location char-acterized by coral reefs and seagrass meadows.Past telemetry data from other green turtles indi-cate that these animals periodically interrupttheir travels to stop at this location and at othercoral reefs and seagrass meadows. Form ahypothesis that could explain this behavior. Howcould you test your hypothesis?

To find out more about sea turtlemigration, visit the Glencoe

Science Web Site.www.glencoe.com/sec/science

INVESTIGATING THE TECHNOLOGYINVESTIGATING THE TECHNOLOGY

Florida green turtle906

906

Purpose Students become familiar withtagging and with satellite teleme-try as methods of tracking animalmigrations.

BackgroundFour species of sea turtles foundalong the U.S. coast are on theendangered species list: Kemp’sridley, hawksbill, Florida green,and leatherback. A fifth species,the loggerhead, is threatened.

The Florida green turtle nestsfrom June to October, and afemale will nest every two to fouryears. During a nesting year, thefemale will lay clutches of about115 eggs at 12-day intervals.

Teaching Strategies■ Have students locate theCaribbean Sea on a map. Pointout that satellite tracking is espe-cially useful for following themovements of animals that travellarge distances.■ Go over with students the def-inition of the word telemetry.Telemetry is the science of trans-mitting data over a distance viaradio waves. It comes from theGreek words tele, meaning “dis-tance,” and metron, meaning“measure.”

Investigating the TechnologyStudents are likely to hypothesizethat these areas are green turtlefeeding grounds. The hypothesiscould be tested by going to thearea to see if turtles are feedingthere, or by sampling the area forthe presence of organisms onwhich the turtles are known tofeed.

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Going FurtherGoing FurtherGoing Further

Invite students to learn more about thelife cycle of the Florida green turtle, or tofind out what other species of animals arecurrently being tracked via satellitetelemetry.

VIDEOTAPEMindJogger Videoquizzes

Chapter 33: Animal BehaviorHave students work in groups as they playthe videoquiz game to review key chapterconcepts.

VIDEODISCThe Secret of LifeTracking Equipment

!7:3~H"




CHAPTER 33 ASSESSMENT 909

24. By accident, a gull drops a snail on the road.The snail’s shell breaks, and the gull eats thesnail. The gull continues to drop mollusks onthe road. What type of behavior is this?

25. Comparing and Contrasting Ducklings dis-play an alarm reaction when a model of ahawk is flown over their heads, and no alarmreaction when a model of a goose is flownover their heads. After several days, neithermodel causes any reaction. Compare theeffects of the two models during the first twodays with the effects of the same models twoweeks later.

26. Recognizing Cause and Effect WhenCharles Darwin visited the Galapagos Islandsin 1835, he was amazed that the animalswould allow him to touch them. Why werethey not afraid?

27. Concept Mapping Complete the conceptmap by using the following vocabulary terms:innate behavior, imprinting, habituation,conditioning, insight.

THINKING CRITICALLYTHINKING CRITICALLY

ASSESSING KNOWLEDGE & SKILLSASSESSING KNOWLEDGE & SKILLS

Chickens that show submission find them-selves at lower levels in the barnyard peck-ing order.

Interpreting Scientific Illustrations Usethe diagram above to answer the followingquestions.1. Which chicken is dominant?

a. 1 c. 3b. 2 d. 4

2. Which chicken or chickens wouldchicken number 4 peck?a. only 3 c. 1, 2, and 3b. only 2 and 3 d. none

3. Which chickens could be described assubmissive?a. only 2, 3, and 4 c. only 4b. only 3 and 4 d. only 1

4. What type of behavior is illustrated inthe diagram?a. learned behaviorb. courtship behaviorc. instinctive behaviord. reflex behavior

5. Creating a Model Under crowded con-ditions, mice form dominance hierar-chies. Create a model showing six micethat have set up a dominance hierarchyin a small cage. Write a caption thatexplains what is happening.

For additional review, use the assessmentoptions for this chapter found on the Biology: TheDynamics of Life Interactive CD-ROM and on theGlencoe Science Web Site.www.glencoe.com/sec/science

CD-ROM

2.

3. 4.

5.

such as

and learned behavior1.

includes

Animal behavior

11 22 33 44

909

24. learned behavior

25. They show alarm with the hawkmodel, but not with the goosebecause a hawk is a potentialpredator of the duckling, andthe goose is not. This is instinc-tive behavior. When there areno dangerous results, the duck-lings become habituated to thehawk model.

26. They had learned not to fearlarge animals because therewere no large predators on theislands.

27. 1. Innate behavior; 2. Imprint-ing; 3. Insight; 4. Habituation; 5.Conditioning

THINKING CRITICALLYTHINKING CRITICALLY


1. a2. d3. a4. c5. Make sure that the mice

are exhibiting threateningor aggressive posture fromone to another and thatthe order of the domi-nance hierarchy is clear.


6. What type of behavior is shown in this diagram?a. conditioning b. imprinting c. instinctived. habituation

7. Caribou are ________ when they move fromtheir winter homes in the forests to the tun-dra for the summer.a. hibernating c. migratingb. imprinting d. learning

8. Of these, which is NOT an example ofinstinctive behavior resulting from internalor external cues?a. circadian rhythm c. hibernationb. migration d. habituation

9. Establishing ________ reduces the need foraggressive behavior among members of thesame species.a. reflexes c. territoriesb. conditioning d. habituation

10. Your cat exhibits ________ when it runs forits food dish upon hearing the sound of thecan opener. a. insight c. habituationb. conditioning d. imprinting

11. You use ________ when you solve a mathproblem that you have never seen before.

12. Male moths use pheromones to ________female moths.

13. Black-headed sea gulls use ________ cues as ameans of communicating their availability formating.

14. The ability to form a dominance hierarchy isan example of a(n) ________ behavior patternbecause it is inherited.

15. When a mouse is learning to go through amaze, the food reward at the end of the mazeis ________ because it is based on a need theanimal has.

16. ________ is different from deep sleep becausean animal exhibiting this behavior has a low-ered body temperature.

17. The bighorn sheep below are demonstrating________ behavior.

18. When a chimpanzee learns to use a com-puter, it is learning ________ because it isusing symbols that represent ideas.

19. Certain ground-dwelling birds stamp theirfeet and fluff their feathers repeatedly at acertain time of the year. This may be________ behavior if potential mates areattracted to this display.

20. If your dog continually chases other dogs awayfrom your front yard, your dog may be exhibit-ing ________ behavior because it has alsomarked certain areas of the yard with urine.

21. What would be the advantage of a domi-nance hierarchy in members of a species thatare not defending a territory?

22. If you found a nest of five-day-old goslings,would they imprint on you and follow youhome? Explain.

23. Explain how Ivan Pavlov used the methods ofscience to study conditioning behavior.

APPLYING MAIN IDEASAPPLYING MAIN IDEAS

908 CHAPTER 33 ASSESSMENT

TEST–TAKING TIPTEST–TAKING TIP

Use Roots to Learn The root of a word can help you group wordstogether as you learn them. If you learn thattrans- means across, as in transfer, you might thenremember the meaning of words like transgenic,translocation, and transpiration.

908

6. c7. c8. d9. c

10. b11. insight12. attract13. visual14. instinctive15. motivation16. Hibernation17. aggressive18. language19. courtship20. territorial

21. A dominance hierarchy wouldreduce aggression at commonfeeding sites.

22. No, most likely they wouldalready have imprinted on theirown mother by the time theyare five days old.

23. Ivan Pavlov observed dogs’ nat-ural behavior when food waspresented. He hypothesizedthat the dogs could be condi-tioned to respond to the soundof a bell as if it were food. Hedesigned an experiment to testhis hypothesis. He rang a belleach time he fed the dog, thenagain when the dog smelledfood. Finally, when he rang thebell with no food stimulus, thedog salivated. He concludedthat the dog had been condi-tioned to respond to a stimulusthat it did not normally associ-ate with food.

APPLYING MAIN IDEASAPPLYING MAIN IDEAS


Internet Address Book

Note Internet addresses that you find useful in the spacebelow for quick reference.


Bony FishesMost fish species belong to the bony fishes.

All bony fishes have a bony skeleton, gills, pairedfins, flattened bony scales, and a lateral line sys-tem. Bony fishes breathe by drawing water intotheir mouths, then passing it over gills where gasexchange occurs. They adjust their depth in thewater by regulating the amount of gas that dif-fuses out of their blood into a swim bladder.

AmphibiansAmphibians are ectothermic vertebrates with

three-chambered hearts, lungs, and thin, moistskin. Although they have lungs, most gasexchange in amphibians is carried out throughthe skin. As adults, amphibians live on land butrely on water for reproduction. Almost allamphibians go through metamorphosis, in which the young hatch into tadpoles, whichgradually lose their tails and gills as they developlegs, lungs, and other adult structures.

Amphibian ClassificationAmphibians are classified into three orders:

Anura, the frogs and toads; Caudata, the sala-manders and newts; and Apoda, the legless cae-cilians. Frogs and toads have vocal cords that canproduce a wide range of sounds. Frogs have thin,smooth, moist skin and toads have thick, bumpyskin with poison glands. Salamanders have long,slender bodies with a neck and tail. Caecilians are amphibians with long, wormlike bodies andno legs.

Vertebrates

911

BIODIGESTBIODIGEST

VITAL STATISTICSVITAL STATISTICS

AmphibiansSize ranges: Largest: Goliath frog, length, 30cm; Chinese giant salamander, length, 1.8 m;Smallest frog: Psyllophryne didactyla, length,9.8 mm.Distribution: Tropical and temperate regions worldwide. Numbers of species:Class Amphibia

Order Anura—frogs and toads, 3700 speciesOrder Caudata—salamanders and newts,

400 speciesOrder Apoda—legless caecilians, 168 species

Most fishes fertilize their eggs externally andleave their survival to chance. Female sea horsesdeposit their eggs directly into brood pouchesfound underneath the tails of the males. Theeggs develop inside the brood pouch.

Vibrations from air or water arepicked up by the frog’s tympanicmembrane and transmitted to the inner ear. The tympanicmembrane is located behind and below the frog’s eye.

Although salamandersresemble lizards, theyhave smooth, moist skin and lack claws ontheir toes, features usedto classify salamanders as amphibians.

911

2 TeachField Trip

Naturalist Arrange a classtrip to a local zoological

park, nature center, or other parkor natural area where studentswill be able to see representativesof the classes of vertebrates dis-cussed in this unit. Ask studentsto list as many vertebrates as theysee, then divide the animals intoclasses. Ask them to identify thecharacteristics they used to clas-sify the animals.

DisplayVisual-Spatial Ask studentsto prepare a bulletin board

display of bony fishes by cuttingout pictures of bony fishes fromnature magazines. Fishes shouldbe identified and each fish shouldhave one part labeled. Have stu-dents use the following labels:scales, lateral line, gills, swimbladder, and fins.

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BIODIGESTBIODIGEST

evolved in these fishes. Cartilaginous fishes haveendoskeletons made of cartilage, paired fins, anda lateral line system that enables them to detectmovement and vibrations in water.

VertebratesLike all chordates, vertebrates have a notochord, gill slits, a dorsal

hollow nerve cord, and muscle blocks. However, in vertebratesthe notochord is replaced during development by a backbone. Allvertebrates are bilaterally symmetrical, coelomate animalsthat have an endoskeleton, a closed circulatory sys-tem, an efficient respiratory system, and a com-plex brain and nervous system.

For a preview of the vertebrate unit, study this BioDigest before you read the chapters.After you have studied the vertebrate chapters, you can use the BioDigest to review the unit.

BIODIGESTBIODIGEST


FishesSize ranges: Largest: Whale shark, length, 15m; smallest: Dwarf goby, length, 1 cm.Distribution: Freshwater, saltwater, and estuarine habitats worldwide.Unusual adaptations: Electric eels can deliver an electrical charge of 650 volts, which stuns or kills their prey. Some deep-seafishes have their own bioluminescent lures tocatch prey.Longest-lived: Lake sturgeon, 80 years.Numbers of species:Class Agnatha—jawless fishes, 63 speciesClass Chondrichthyes—cartilaginous fishes, 850speciesClass Osteichthyes—bony fishes, 18 000 species

Lacking jaws, this sea lamprey

obtains food byclamping its round

mouth onto the sideof a fish, using its rasp-ing tongue to make awound, then suckingout the prey’s blood.

Cartilaginous fishes such as this whitetipreef shark are more dense than water.Sharks will sink if they stop swimming.

FishesAll fishes are ectotherms, animals with body

temperatures dependent upon the temperatureof their surroundings. Fishes have two-chamberedhearts and breathe through gills. Fishes aregrouped into three different classes.

Jawless FishesLampreys and hagfishes are jawless fishes.

Jawless fishes have endoskeletons made of carti-lage, like sharks and rays, but they do not havejaws.

Cartilaginous FishesSharks, skates, and rays are cartilaginous

fishes. Fossil evidence shows that jaws first

910

910

National Science Education Standards:UCP.1, UCP.2, UCP.3, UPC.4,UCP.5, C.3, C.4, C.5, C.6

PreparePurposeThis BioDigest can be used as anintroduction to or as an overviewof the vertebrate classes. You maywish to use this unit summary toteach about vertebrates in place ofthe chapters in the Vertebratesunit.

Key ConceptsStudents will study vertebrates bycomparing and contrasting thefeatures of fishes, amphibians,reptiles, birds, and mammals.Students learn that there are threeclasses of fishes as compared withone class each of amphibians, reptiles, birds, and mammals.Students will trace the evolutionof vertebrates and identify thesimilar traits that are found with-in all seven vertebrate classes.Students will see differences inform that correspond to adapta-tions to different habitats as ver-tebrate ancestors moved from lifein the water to life on land.

1 FocusBellringerCollect pictures of many differentkinds of vertebrates and placethem on the bulletin board.Number each picture. As studentsenter the classroom, have themtake a sheet of notebook paperand list the names of the num-bered animals. Ask students whatall these animals have in common.They should be able to list somevertebrate characteristics, such ashaving a backbone. L1

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MultipleLearningStyles

Look for the following logos for strategies that emphasize different learning modalities.

Kinesthetic Meeting IndividualNeeds, p. 912; Building a Model,

p. 913; Activity, p. 915; Extension, p. 918

Visual-Spatial Visual Learning,pp. 917, 915; Display, p. 911,

912; Quick Demo, p. 912; BiologyJournal, p. 915; Portfolio, p. 918

Interpersonal Tech Prep, p. 913; Project, p. 916Linguistic Tech Prep, p. 914;Biology Journal, p. 918Auditory-Musical MeetingIndividual Needs, p. 914Naturalist Field Trip, p. 911;Biology Journal, p. 916;

Meeting Individual Needs, p. 917

Assessment PlannerAssessment Planner

Portfolio AssessmentPortfolio, TWE, p. 918

Performance AssessmentAssessment, TWE, pp. 917, 918BioDigest Assessment, TWE, p. 918

Knowledge AssessmentBioDigest Assessment, SE, p. 919

Internal FertilizationAll reptiles have internal fertilization and lay

eggs. The development of the amniotic eggenabled reptiles to move away from a depen-dence upon water for reproduction. The amnioticegg provides nourishment to the embryo andprotects it from drying out as it develops.

Vertebrates

help prevent dehydration and injury to the embryoas it develops on land. Most reptiles lay their eggs inprotected places beneath sand, soil, gravel, or bark.

Membranes Inside the EggMembranes found inside the amniotic egg includethe amnion, the chorion, and the allantois. Theamnion is a membrane filled with fluid that sur-rounds the developing embryo. The embryo’snitrogenous wastes are excreted into a membranoussac called the allantois. The chorion surrounds theyolk, allantois, amnion, and embryo. With this egg,reptiles do not need water for reproduction. Theevolution of the amniotic egg completed the moveof tetrapods from water to land.

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Marine turtles, such as this olive ridley, comeashore only to lay eggs in nests they dig onsandy beaches. Once the eggs are laid and cov-ered with sand, mother turtles head back to sea.


ReptilesSize ranges: Largest: Anaconda snake, length, 9 m; Leatherback turtle, weight, 680 kg; smallest: Thread snake, length, 1.3 cm.Distribution: Temperate and tropical forests,deserts, and grasslands, and freshwater, salt-water, and estuarine habitats worldwide.Reptile that causes most human death:King cobra, 7500 deaths per year.Numbers of species:Class Reptilia

Order Squamata—snakes and lizards, 6800species

Order Chelonia—turtles, 250 speciesOrder Crocodilia—crocodiles and alligators,

25 speciesOrder Rhynchocephalia—tuataras, 1 species

The shell of a turtle isunique among verte-brates. Consisting ofbony plates coveredwith horny shields,the turtle’s shell pro-vides protection frommost predators, but italso prevents turtlesfrom making rapidmovements.

Albumin

YolkChorion

Amnion

Embryo

Allantois

Egg Shell

913

Building a ModelKinesthetic Ask students ingroups to make a model of

an amniotic egg using the follow-ing materials: a small lump ofclay, two small zipper-type plasticbags, two pill vials or plastic filmcontainers, and a larger lunch-size paper bag.

Do not tell them how to maketheir model, but give hints if theyhave trouble. Ask each group toexplain their model. A modelmight be constructed as follows.The lump of clay represents theembryo. The pill vials stick intothe lump of clay, one representingthe yolk, and the other the allan-tois. The clay with attached vialscan be placed into one plastic bagthat represents the amnion. Theamniotic sac and its contents canbe placed inside the other plasticbag, which represents the chori-on. The chorion and its contentscan be placed inside the paperbag, which is folded closed to rep-resent the shell.

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Constrictors, such as thisemerald tree boa, hold prey

with their mouths, then wrapcoils around the prey’s body. The

snake tightens its coils, preventinginhalation, and the prey suffocates.

ReptilesReptiles are ectotherms with dry, scaly skin

and clawed toes. They include snakes, lizards, turtles, crocodiles, and alligators. With the excep-tion of snakes, all reptiles have four legs that arepositioned somewhat underneath their bodies.Most reptiles have a three-chambered heart,

but crocodilians have a four-chambered heart in which oxygenated blood is kept entirely sepa-rate from blood without oxygen. The scaly skin of reptiles reduces the loss of body moisture on land, but scales also prevent the skin fromabsorbing or releasing gases to the air. Reptilesare entirely dependent upon lungs for this essential gas exchange.

FOCUS ON ADAPTATIONSFOCUS ON ADAPTATIONS

Reptiles were the first groupof vertebrates to live entirely

on land. They evolved a thick,scaly skin that prevented waterloss from body tissues. Theyevolved strong skeletons, withlimbs positioned somewhatunderneath their bodies. Theselimbs enabled them to movequickly on land, avoiding or seek-ing the sun as their body temper-atures demanded. But perhaps

their most important adaptationto life on land was the develop-ment of the amniotic egg.

Protecting the EmbryoAn amniotic egg encloses theembryo in amniotic fluid; providesthe yolk, a source of food for theembryo; and surrounds bothembryo and food with mem-branes and a tough, leatheryshell. These structures in the egg

The Amniotic Egg

Vertebrates

912

BIODIGESTBIODIGEST

Nile crocodile hatchling

All crocodilians have nos-trils and eyes that extendabove the rest of theirfaces. This enables theanimal to breathe and seewhile most of its body isunder water.

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Visual LearningDirect students’ attention to thephotos of the snake and the croc-odile. Ask them to explain howthe snake and the crocodile arealike and how they are different.They are both ectotherms with skinthat is dry, thick, and covered withscales. They both have lungs and layeggs with leathery shells. The snakedoes not have legs, whereas the croco-dile has four legs. The snake has athree-chambered heart and the croco-dile has a four-chambered heart.

DisplayVisual-Spatial Have studentsprepare a bulletin board dis-

play of local reptiles. Have themdo research to determine if thereare any local endangered reptiles.L1

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Visual-Spatial Show stu-dents a live snake, lizard,

or turtle from the local envi-ronment or borrowed from apet shop. Have students pointout the reptile features of theanimal.

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English Language Learners/Visually Impaired

Kinesthetic Give each group of stu-dents several scientifically accurate

reptile models that are available in toystores. As they handle the models, askthem to make a list of the reptilian fea-tures of each model.

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First Aid for Snake BiteInterpersonal Have agroup of students inves-

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P R O J E C T

Reptile MisconceptionsAsk students to research and report onmisconceptions about reptiles such as:that snakes sting with their tongues andyou can tell the age of a rattlesnake bycounting its rattles.


Exploration: The Five KingdomsDisc 3BioQuest: Biodiversity ParkDisc 3, 4

CD-ROMBiology: The Dynamics of LifeExploration: Amphibians

Disc 4Video: Sea TurtleDisc 4

Nest Builders Like reptiles, birds lay amniotic eggs. Unlike

reptiles, birds incubate their eggs in nests, keep-ing eggs warm until the young birds hatch.

Vertebrates

75 percent of the air inhaled by a birdpasses directly into posterior air sacsrather than into its lungs. When a birdexhales, oxygenated air in the sacs passesinto its lungs, then into anterior air sacsand out through the trachea. This one-way flow of air provides the largeamounts of oxygen that birds need topower flight muscles.

Wings Adapted for FlightFlight is also supported by feathers thatstreamline a bird’s body and shape thewings. Wing shape and size determine

the type of flight abird is capable of.Birds that fly throughthe branches of trees in a forest, such asfinches, have elliptically shaped wingsadapted to quick changes of direction.Wings of swallows and terns have shapesthat sweep back and taper to a slendertip, promoting high speed in open areas.The broad wings of hawks, eagles, andowls provide strong lift and slow speeds.These birds are predators that carry preywhile in flight.

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BIODIGESTBIODIGEST

The cedar waxwing isfound in open wood-lands, orchards, andbackyards across theUnited States. Theyspend most of the year inflocks, descending uponorchards and eating untilthe fruit is gone.

The largest bird’s nest is built by the baldeagle. Every year, eagles add another layerof sticks to the nest until some nests are 2 m across and 2 tons in mass.


BirdsSize ranges: Largest: Ostrich, height, 2.4 m,mass, 156 kg; smallest: Bee hummingbird,length, 57 mm, mass, 1.5 g.Distribution: Worldwide in all habitats.Widest wingspan: Wandering albatross, 3.7m.Fastest flyer: White-throated spinetail swift,171 kph.Largest egg: Ostrich, length, 13.5 cm, mass,1.5 kg.Longest yearly migration: Arctic tern, 40 000 km.Numbers of species:Class Aves—8600 species in 27 present-dayorders

Order Passeriformes—perching song birds,5400 species

Order Ciconiiformes—herons, bitterns,ibises, 127 species

Order Anseriformes—swans, ducks, geese,161 species

Order Falconiformes—eagles, hawks, falcons, 298 species

Arctic tern

915

Visual LearningVisual-Spatial Show studentsslides or pictures of birds in

flight and ask them to hypothe-size about what types of flighteach bird could undertake: quickmovements, high speeds, or soar-ing. Elliptical wings are adapted toquick movements. Wings that sweepback and taper to a slender tip pro-mote high speed. Soaring birds havebroad wings.

ActivityKinesthetic Have studentsdetermine what kinds of

birds live on school grounds.Look up specifications for housesfor these birds and build birdhouses to place on schoolgrounds. L1

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BirdsBirds are the only class of animals with feath-

ers. Feathers, which are lightweight, modifiedscales, help insulate birds and enable them to fly.Birds have forelimbs that are modified into wings.Like reptiles, birds have scales on their feet andclawed toes; unlike reptiles, they are endotherms,animals that maintain a constant body tempera-ture. Endotherms must eat frequently to providethe energy needed for producing body heat.

Bird FlightBirds have thin, hollow bones with cross

braces that provide support for strong flight mus-cles while reducing their body weight. Birds alsohave a four-chambered heart and a unique respi-ratory system in which oxygen is available duringboth inhalation and exhalation.


What selection pressure mayhave resulted in bird flight?

Maybe an early bird’s need toescape from a predator caused itto run so fast its feet left theground. Whatever caused birds toevolve an ability to fly, there mustfirst have been adaptations thatmade flight possible. What aresome of these adaptations? Abird’s body is lighter in weightthan any other animals’ of the

same size because it has hollowbones and air sacs throughout itsbody. It also has a beak instead ofa heavy jaw with teeth, and its legsare made mostly of skin, bone, andtendons.

Efficient RespirationBirds receive oxygenated air whenthey breathe in as well as whenthey breathe out. Air sacs enablebirds to get more oxygen because

Bird Flight

Vertebrates

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Feathers keep birds warm and streamline them forflight. Feather colors are often important in courtshipor camouflage. The peacock attracts the peahen withits display of tail feathers.

Penguins are flightless birds with wings and feetmodified for swimming and a body surroundedby a thick layer of insulating fat. This youngemperor penguin may reach a height of 1 m andweigh nearly 34 kg.

Peregrine falcon

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BIODIGESTBIODIGEST

Endangered State BirdsLinguistic Have studentsdo research to find out

which endangered birds live inyour state. Have them preparea videotaped public serviceannouncement about thebirds’ status with informationabout what can be done toenhance their chances of sur-vival.

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Visually ImpairedAuditory-Musical Play a recordingof various types of bird songs and

calls. Ask students to distinguish amongdistress calls, calls made to the young,courtship songs, and territorial calls.P

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Exploration: Bird AdaptationsDisc 4


Observing FeathersVisual-Spatial Provide students withcontour and down feathers and a mag-

nifying glass. Feathers may be purchasedfrom craft shops. Ask students to examineboth feathers with a magnifying glass and

draw diagrams of them in their journals. Askthem to hypothesize how the function ofeach feather differs. Down feathers keepbirds warm by trapping warm air near theirbodies. Contour feathers are used for flight.P

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Vertebrates

Hibernation Many rodents hibernate during periods ofextreme cold. During hibernation, the body temperature lowers.For example, when the surrounding temperature drops to about0°C, a ground squirrel’s temperature drops to 2°C, and it goesinto hibernation, which conserves the animal’s energy.

Estivation In hot desert environments, where water is lim-ited, some small rodents survive without drinking. They obtainenough water from the foods they eat. Other desert mammals,such as the fennec fox, have large ears that aid in heat loss.During periods of intense heat, some desert mammals go into astate of reduced metabolism called estivation. As a result, theanimal’s body temperature is lowered and energy is conserved.

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BIODIGESTBIODIGEST

Most mammals are placental mammals.They have extraordinary ranges in sizes andbody structures. Many hoofed mammals,such as this deer, have an adaptation knownas cud chewing that enables them to breakdown the cellulose of plants to make nutri-ents available to the animal. This young wallaby

is a marsupial thatis old enough tosurvive outside itsmother’s pouch, butit still seeks protec-tion there whendanger threatens.

The duck-billedplatypus is amonotreme withwebbed front feetadapted for swim-ming, and sharpclaws for diggingand burrowing intothe soil.

Fennec fox

Hibernating bat

917

Performance Have stu-dents sketch, on a sheet ofbutcher paper, a scale map of theschool grounds or a spot near theschool. Have them indicate howthe area could be made more suit-able for local wildlife. Have stu-dents work in groups to addfeatures to their maps that wouldmake the area more attractive to wildlife. Books about wild-life habitat restoration are avail-able in libraries.

Visual LearningShow students slides of localmammals and ask them to pointout how they are adapted to theirhabitats. Make sure they point outfeatures that help them move, feed,and give them protection from preda-tors and environmental elements.

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BIODIGESTBIODIGEST

MammalsMammals are endotherms. Mammals are

named for their mammary glands, which producemilk to feed their young. Most mammals havehair that helps insulate their bodies and sweatglands that help keep them cool. Mammals needa high level of energy for maintaining body tem-perature and high speeds of locomotion. An effi-cient four-chambered heart and the musculardiaphragm beneath the lungs help to deliver thenecessary oxygen for these activities.

Mammal DiversityAll mammals have internal fertilization, and

the young begin development inside the mother’suterus. But from that point, developmental pat-terns in mammals diverge. Mammals are classifiedinto three groups. Monotremes are mammalsthat lay eggs. Marsupials are mammals in whichthe young complete a second stage of develop-ment after birth in a pouch made of skin and hairon the outside of the mother’s body. Placentalmammals carry their young inside the uterus untildevelopment is nearly complete.


Both birds and mammals are endotherms. Endotherms haveinternal processes that maintain a constant body temperature.

Just as a thermostat controls the temperature of your home, inter-nal processes cool endotherms if they are too warm, and warmthem if they are too cool, thus maintaining homeostasis.

A variety of adaptations enables mammals to maintain bodytemperature. Hair helps many mammals conserve heat. The thickcoat of a polar bear is an adaptation to living in a cold climate.Small ears and an accumulation of body fat under the skin alsohelp prevent heat loss. Small ears have less surface area than largeears from which body heat can escape.

Endothermy

VertebratesBIODIGESTBIODIGEST

Female mammals,such as this moose,feed their youngmilk secreted frommammary glands.Often, the youngare cared for untilthey becomeadults.

Polar bear

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Concept DevelopmentIn one year, 45 bears were killedon the roads of Florida. Accidentsbetween large mammals and vehi-cles are common. Ask students tofind out which large mammals arekilled each year in their state. Askthem to find out what measuresare being, or could be, taken toprevent these accidents.

BIODIGESTBIODIGEST

P R O J E C TCampaign to Save Mammals

Interpersonal Ask students todevelop a campaign to save a local

mammal from extinction. They shouldprepare a list of recommendations, pub-licity in the form of commercials, bumperstickers, and a poster and suggest an orig-inal idea to raise money to create a sanc-tuary.

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Mammal Range MapsNaturalist Give students a blankmap of the United States and field

guides. Ask them to make a list of localmammals. Have them look up each mam-mal on their list in field guides and indi-cate the range of each animal on theirmaps. They should also make a color-coded key for their maps.

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GiftedNaturalist Ask students to develop awildlife-management plan for a par-

ticular mammal in your area. They shoulddevelop and carry out a census. Then,based on the census, they should developa management plan that will protect andmaintain appropriate habitat for 25 years.P

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VIDEODISCThe Infinite VoyageThe Keepers of Eden

Preserves of EndangeredSpecies: San Diego and Kenya(Ch. 8), 8 min. 30 sec.

!7s~D"

BIODIGEST ASSESSMENTBIODIGEST ASSESSMENT

Understanding Main Ideas1. Which of the following animals are

ectotherms?a. fishes, amphibians, reptiles, and birdsb. birds and mammalsc. fishes, amphibians, and reptilesd. fishes, amphibians, reptiles, birds, and

mammals

2. Which of the following fishes have jaws?a. lampreys, sharks, and bony fishesb. lampreys onlyc. sharks, skates, and rays onlyd. cartilaginous and bony fishes only

3. Which of the following animals have eggswithout shells?a. lizards, snakes, and turtlesb. lizards, frogs, and toadsc. frogs, toads, and salamandersd. frogs, snakes, and alligators

4. Which amphibian has thick, bumpy skinwith poison glands?a. frogs c. lizardsb. toads d. salamanders

5. The first animals to lay amniotic eggs were________.a. fishes c. reptilesb. amphibians d. birds

6. Which reptile has a four-chambered heart?a. duck-billed platypusb. lizardc. snaked. alligator

7. The air sacs of birds enable them to________.a. eat more foodb. receive more oxygenc. hide from predatorsd. build large nests

8. Both birds and reptiles lay shelled, amni-otic eggs; however, only birds sit on theireggs to ________ them, keeping themwarm until they hatch.a. guard c. protectb. incubate d. nurse

9. Because the hearts of all mammals havefour chambers, more ________ is deliv-ered to their cells.a. energy c. heatb. oxygen d. sweat

10. Mammals are classified into subclassesbased on their method of ________.a. locomotion c. breathingb. feeding d. reproduction

Thinking Critically1. Why are endothermic animals able to live

in areas of extreme temperatures such asthe Arctic and the tropics? Explain.

2. Explain how the development of the amni-otic egg was important for the transitionof animals from life in the water to life onland.

3. How are reptiles and amphibians alike?How are they different?

4. If you found a mammal skull with chisel-like incisors, what type of feeding habitsmight this animal have?

5. Describe three structures of fishes notfound in mollusks.

VertebratesBIODIGESTBIODIGEST

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Three-toed sloth

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Understanding Main Ideas1. c 5. c 8. b2. d 6. d 9. b3. c 7. b 10. d4. b

Thinking Critically1. When an animal can control its

body temperature, it is able tolive in habitats with tempera-ture extremes without upset-ting homeostasis of the body.

2. A food source, protective mem-branes and fluids, and a toughouter shell on the egg help pre-vent injury and dehydration ofthe embryo as it develops onland.

3. They are both ectotherms. Allamphibians have a three-cham-bered heart, as do reptiles, withthe exception of crocodilians.Reptiles have claws on theirtoes, whereas amphibians donot. Reptiles have thick, dry skincovered with scales, whereasamphibians have smooth, moistskin.

4. It might be an animal thatgnaws on woody branches andbark.

5. Fishes have internal skeletons,fins, and lateral line systems.

BIODIGESTBIODIGEST

BIODIGEST ASSESSMENTBIODIGEST ASSESSMENTMammal Teeth

Mammals can be classified by the numberand type of teeth. All mammals have diversifiedteeth used for different purposes. Incisors areused to cut food. Canines—long, pointed teeth—are used to stab or hold food.Molars and premolars have flatsurfaces with ridges and areused to grind and chewfood.

Vertebrates

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Carnivores, such as this coyote,have canine teeth that stab andpierce food.

Grazing animals, such as this horse, rely onincisors to cut grasses and molars to grindand crush their food. You can see thathorses, like many other herbivores, lackcanine teeth.


MammalsSize ranges: Largest: Blue whale, length, 30 m, mass, 190 metric tons; smallest: Etruscan shrew, length, 6 cm, mass, 1.5 g.Distribution: Worldwide in all habitats.Fastest: Cheetah, 110 kph.Longest-lived: Asiatic elephant, 80 years;humans, up to 120 years.Numbers of species:Class Mammalia

Order Monotremata—egg-laying mammals,3 species

Order Marsupialia—pouched mammals, 260 species

Orders of Placental Mammals—4418 species

The chisel-likeincisors ofbeavers andother rodentsnever stopgrowing.

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3 AssessCheck for UnderstandingShow students a variety of mam-mal skulls or transparencies ofmammal skulls you have madefrom field guides to mammals.Direct their attention to howteeth reflect what the animal eats.Ask them to make comparisons ofteeth in carnivores and herbi-vores. Carnivores have sharp, point-ed canines that enable them to tearapart prey. Herbivores have premo-lars and molars adapted to grindingthe plant materials they eat.

ReteachShow students slides or photos ofthe three groups of mammals andask them to identify them by theirfeatures.

ExtensionKinesthetic Mammals mustuse their teeth exclusively to

eat as most mammals do not havehands or opposable thumbs toassist. Ask students to shell apeanut with their fingers tapedtogether so that only the topjoint of the thumb can move. Askthem why diversified teeth areimportant to mammals.

Performance Ask stu-dents to design an experiment thatwould test the suitability of fat asinsulation. Lard or cooking fat canbe used in their experiments.

4 CloseAudiovisualRent a feature film in which a wildmammal or mammals play animportant role. Ask students toidentify important features of themammals in the film.

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PortfolioPortfolio

Photo EssayVisual-Spatial Ask a group of stu-dents to go to a nearby zoo and

take photographs of the animals. Havethem present a photo essay to the class.Ask them to discuss whether each animalis endangered or threatened and any pro-grams undertaken for these animals.

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Create a PetLinguistic Ask students to use theircreativity and knowledge of verte-

brates to create their ideal vertebrate pet.They should write a description and draw adiagram of this pet in their journals. Havethem label their diagrams with all the fea-tures unique to the vertebrate group towhich their pet belongs.

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Resource ManagerResource ManagerReinforcement and Study Guide,

pp. 149-150Content Mastery, pp. 165-168 L1

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Chapter 33: Animal Behavior...Some animal behavior is inherited and is performed correctly right...

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Transcript of Chapter 33: Animal Behavior...Some animal behavior is inherited and is performed correctly right...