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Journal Entry:

   What are the two types of reasons for a given behavior?

Learning Intentions

• You can describe how organisms respond to changes in their environment through behavioral and physiological mechanisms by analyzing observations of animals to determine stimuli that caused behavior and reason for behavior.

• You can identify two types of reasons for behavior, what is actually physically happening to cause the behavior at the muscular or hormonal level and what is the evolutionary advantage to the behavior.

• You can describe how organism activities are affected by interactions with biotic and abiotic factors and design an experiment to explore the behavior of an earthworm.

• You can describe how animals, internal and external signals regulate a variety of physiological responses that synchronize with environmental cycles and cues and use these ideas to design an experiment to explore the behavior of an earthworm.

• You can engage in scientific questioning to guide investigations by designing an experiment to explore the behavior of an earthworm. (SP 3)

Content Standards being covered:

2.21 The student is able to justify the selection of the kind of data needed to answer scientific questions about the relevant mechanism that organisms use to respond to changes in their external environment.
2.22 The student is able to refine scientific models and questions about the effect of complex biotic and abiotic interactions on all biological systems, from cells, and organisms to populations, communities and ecosystems.
2.23 The student is able to design a plan for collecting data to show that all biological systems (cells, organisms, populations, communities, and ecosystems) are affected by complex biotic and abiotic interactions.
2.24 The student is able to analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological system (cells, organisms, populations, communities or ecosystems).
2.35 The student is able to design a plan for collecting data to support the scientific claim that the timing and coordination of physiological events involve regulation.
2.36 The student is able to justify scientific claims with evidence to show how timing and coordination of physiological events involve regulation.2.38 The student is able to analyze data to support the claim that responses to information and communication of information affect natural selection.
2.39 The student is able to justify scientific claims, using evidence, to describe how timing and coordination or behavioral event in organisms are regulated by several mechanisms.
2.42 The student is able to pose a scientific question concerning the behavioral or physiological response of an organisms to a change in its environment.

Habits of Mind/Life skills being covered:

Applying past knowledge to current situations