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Behaviour - the new science strand.

Behaviour Home Page.

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Behaviour Starting Point

 

This page in intended to give an overview of the Secondary Framework in Science, 2.3 Behaviour Strand.

We are currently working on this section so it will be updated shortly - please call back or contact us with any ideas and we will let you know when we update it!

The aim is to give provide some videos of behaviours to use in your lessons. We will also suggest some ideas of how to use the videos. It must be remember that animals especially do not perform to order so in filming or showing a particular behaviour you may also get other behaviours too so the videos are an attempt to pick out the key ideas, but of course they will be best used as a tool for discussion rather than an illustration of a particular behaviour in isolation. The behaviours are organised in to section by Years according to the Framework suggestions - but once again it may not be possible to show behaviours which specifically fit one years objectives exclusively - this should become apparent when you use the videos in class.


Year 7 Behaviour Lesson Map

 

Year 7 - example of use of above video

1. Entry Point video - Can you teach grandparents to play computer games?

Asks question 'Can you teach this to parents / grand parents?" whilst showing a video game 'Can you teach an old dog new tricks?'

Then asks how animals learn behaviours or what they do? Shows some of MRS GREN - move; reproduce; feed

AIM is to stimulate discussion about how we learn things - indeed do we have to learn things? The great Nature v Nurture debate?

Either animals learn everything they do (from "nurture"), or they know what to do instinctively (from "nature")

WALT / Today's learning / Pupils should learn

  • To think about how you learn to complete different tasks.

WILF / Student Outcomes.

  • To appreciate that some things are learnt and some things you are born knowing how to do.

Suggested activity;

  1. Play Entry point video from above - it is designed to stimulate discussion on how we learn to do things as an introduction to the behaviour strand.

2. Behaviour is...

An animal's behaviour encompasses all the things it does as well as the way it does them. Behaviour ranges from simple actions, such as eating or keeping clean, to highly elaborate activities such as hunting in a pack, courting a mate, or building a nest.

This lesson recaps what living things have in common - MRS GREN and provides an opportunity for AfL

Go to lesson

Teachers Guide / Ideas.

These are my suggestions or ideas based on how I would teach this lesson and is based around the provided videos, of course feel free just to use the video and your own lesson plan.... see further Teaching Notes

See National Curriculum Reference + Curriculum Opportunities

 

National Curriculum Reference

Teachers Notes:

Any comment or special teaching points can be found here.

Knowledge, skills and understanding:

Secondary Framework in Science, 2.3 Behaviour

Behaviour is a new aspect of science at Key Stages 3 and 4 and progression through this sub strand develops a capacity to recognise different theories and types of behaviour and to consider how behaviour plays a part in the survival of an organism. Consideration is given to how natural and artificial substances can influence both innate and learned behaviour.

 

Source: QCA Statutory content

Year 7

  • describe simple learned and innate behaviours in response to internal and external stimuli and how these aid survival.

    • describe some simple behaviours displayed by organisms in response to their external environment, e.g.

      • innate examples to include movement of a sunflower to sunlight, dilating of the pupil in response to light, chicks following the first thing they see, suckling response

      • learned responses to include salivation to smells, answering a door bell when it rings, child saying ‘I want’ when the television (TV) ad comes on, gender choice of toys and clothes

Year 8

  • explain how changes in learned behaviour due to internal and external stimuli are of benefit to the organism

    • distinguish between innate behaviour, learned behaviour, internal and external stimuli

    • explain how behaviours displayed by animals in response to their external environment can be beneficial to the organism, e.g. babies crying in response to wet nappy or hunger, a baby bird calling for food, animal and bird warning noises to young when predator approaches

Year 9

  • make links between observed social behaviours and the benefit to the survival of the species

    • explain how identified social behaviours, observed first-hand or from secondary sources, are beneficial to the species, e.g. bird territorial and attraction/mating behaviours, hierarchical structures in farm and zoo animals, wolves or lions

Year 10

  • explain how chemical and electrical signals enable body systems to respond to internal and external changes and the effect of this on behaviour

    • describe the differences between innate and learned responses and explain the survival advantages of each

    • evaluate how the chemical and electrical body systems (endocrine and nervous systems) work together and individually in a range of behaviours, i.e. fight and flight reaction, premenstrual tension, reflex reaction

Year 11

  • explain the effects of natural and artificial substances on chemical and electrical signals within the body, and possible effects on behaviour

    • explain how natural and artificial substances can affect behaviour, e.g. drugs and alcohol, hormones, adrenaline rush

    • evaluate the evidence for the impact of natural and artificial substances on innate and learned behaviour, and addictive behaviour (e.g. adrenaline rush for gambling addicts)

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