Behavioral Plasticity

Module 7 Lesson 3

LESSON 3: BEHAVIORAL PLASTICITY OVERVIEW:

In the previous lessons, students learned about the importance of noise in the urban environment. In response to urban noise as well as other characteristics of urban ecosystems, organisms modify their existing behaviors to maximize their fitness and likelihood of survival. This lesson focuses on behavioral plasticity, which is the idea that organisms behaviors are flexible and can be modified in response to their environment. Students complete an activity in which they investigate the plasticity of their own behaviors. The class then discusses how this analogy is similar and different compared to urban species as well as how the plasticity of a species behavior impacts its likelihood of survival in an urban environment.

SUB-QUESTION:
How do behaviors impact survival?

Ways of Knowing Urban Ecology:

Understand
Students will Understand that behavioral plasticity is the ability to respond to an environment in different ways. Understand that urban ecosystems place a premium on a species existing behavioral plasticity. No specific goals connected with talking about urban ecology in this lesson. Analyze data from their own behaviors to identify how flexible their behaviors are in response to a changing context. No specific goals connected with acting on urban ecology in this lesson.

Talk Do Act

SAFETY GUIDELINES:
None

PREPARATION:
Create one ziplock bag or cup of gumdrops for each pair of students. Each group should receive 5 gumdrops each of 4 different colors for a total of 20 gumdrops in the bag (e.g. 5 red, 5 orange, 5 green and 5 yellow). Place two cards with pictures of the gumdrop structures in an envelope for each pair.

Time: 1 class period

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Module 7 Lesson 3

Materials: Activity 3.1 For each pair of students One set of 20 gumdrops (5 each of 4 colors) One envelope with two cards with the pictures of the gumdrop structures Stopwatch or access to a clock where they can observe their time Activity 3.2 Tokens to spread around the room (could be anything)

INSTRUCTIONAL SEQUENCE
Activity 3.1 How do communication behaviors impact survival? Introducing the Activity Structure #1 1. Tell students that in order to investigate how species behaviors both can and cannot change, they are going to complete an activity where they take a look at their own behaviors. Tell students they will explore different ways changing their behavior can help an organism survive in an urban environment. o They are going to work in pairs. One student will be the Describer and the other student will be the Builder. The Describer is going to have a picture of a structure made out of gumdrops. Without showing the other partner the picture, the Describer is going to describe the picture. o The goal is to have the Builder construct the structure as accurately and quickly as possible without ever looking at the card. Both students are able to talk to each other and able to see each other for structure #1. o Have the students gather the materials without opening the envelope. o You may want to have the whole class start building at the same time or have each pair start on the own. Remind the students to time themselves either using stopwatches or another clock in the room. 2. When the students are done, have them record the time, accuracy of the structure and building strategies on their student sheet. Wait to discuss different groups strategies until after building Structure #2. This will increase the chances of different groups using different strategies. Introducing Structure #2 3. Tell students that they are going to repeat the activity building a different structure. The difference is this time the two partners should not look at each other while they are building the structure. The Describer should turn around so their back is facing their partner. The two students can still talk to each other. 4. Again, you may want to have the whole class start building at the same time or have each pair start on the own. Remind the students to record how long it takes them. 5. After students have completed building both structure #1 and structure #2, have them share how long it took them to build the structures and the different strategies that they used. You may want to create a table on the board or an overhead and have each pair record their time and the different strategies that they used.

Behavioral Plasticity

Module 7 Lesson 3

6. Ask students to share some strategies that worked well and some strategies that did not work well for building both structures. 7. Have students complete the three conclusion questions on the student sheet. After they have recorded their responses, have them share their different ideas. Activity 3.2: Behavioral Adaptations for the City- Foraging 1. Now that students have considered behavioral changes in communication they will consider animals foraging behaviors. Tell students that foraging is the behavior of searching for food. 2. Students will simulate foraging in various conditions. Have 6-10 students volunteer. Have one or two students wait for further instructions, and divide the remaining students into two groups. One will be given the choice to forage during the day or night, whichever they would like on a day to day basis (the group does not need to do all the same thing). The other group must forage during the day only. o Using the lights on and off to represent day and night, or simply calling out when nights stop and days begin, have the students forage during their designated times. Their goal is to collect 5 tokens you have spread throughout the room. Each day and night should last about 10 seconds. o After doing this once, introduce the student (or two) who had previously been waiting as a new predator or other menace to the foragers. This menace, which could also represent something like a car, travels mainly during the day and, if touches one of the foragers, takes them out of the game. Let the day or night foragers choose which time they would like to forage in today, and repeat the activity. o Show that those with enough behavioral flexibility to forage when the danger is less, during the night, were better able to survive the new condition. Concluding the Lesson 1. Discuss the results from the activities, some key ideas that should arise are: o Humans have a great deal of behavioral plasticity. We are able to change many of our behaviors in response to our environment in a variety of ways. o When a species is able to change its behavior, scientists refer to this as behavioral plasticity. Behavioral plasticity is the ability to respond to an environment in different ways. Some animals can engage in different activities when the environment changes in order to adjust to the new characteristics of the environment. o Urban ecosystems frequently change and introduce new environmental stresses on species. Consequently, behavioral plasticity is essential for a species survival in an urban ecosystem.

Behavioral Plasticity Name: _________________________________ Date: _________

Module 7 Lesson 3 Class/Period:________

Lesson 3: How do behaviors impact survival? Purpose

Species constantly engage in a variety of behaviors or activities that help increase their chance of survival. For example, a bird may build a nest or a coyote might communicate to other coyotes through howling. In this activity, you are going to explore the plasticity of behaviors the ability of an organism to change or modify its behaviors based on the external conditions. Specifically, you will examine your own behaviors, but then consider how your behaviors would be similar or different from other species. You will then consider how the plasticity of an organisms behaviors impacts its chance of survival within an urban environment.

Procedure for Structure #1

1. Determine which partner will be the Describer and which partner will be the Builder. 2. The Describer should receive the envelope with the two cards with pictures of the structures. Do NOT show the pictures to your partner. 3. The Builder will receive the bag of gumdrops. 4. When your teacher tells you to start, the Describer will take the card with Structure #1 out of the envelope without showing your partner. You will describe the structure pictured on the card so that your partner can build it. Your goal is to have the Builder construct the structure as accurately and quickly as possible. Both partners can talk and use gesture. The Describer can look at what the Builder is creating. 5. Use a stopwatch or timer to measure how long it took to build the structure. 6. After you have finished building the structure, record the time it took to build the structure, the accuracy of the structure and any strategies that you used to help your partner below.

Data Collection: Structure #1

Time Accuracy of Structure Building Strategies

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Module 7 Lesson 3

Procedure for Structure #2

1. Similar to the last activity, the Describer will describe the structure (without showing the picture) and the Builder will construct it. You should have the same roles as you did for Structure #1. 2. This time the Builder and Describer cannot look at each other. The Describer should turn around so their back is facing the Builder. You can both still talk, but you will not be able to use gesture, because you cannot look at each other or at the structure that is being built. 3. After you have finished building the structure, record the time it took to build the structure, the accuracy of the structure and any strategies that you used to help your partner below.

Data Collection: Structure #2

Time Accuracy of Structure Building Strategies

Conclusions
1. Did you use or rely on different strategies when building Structure #2 where you could not look at each other compared to building Structure #1? Why do you think your behavior either did or did not change?

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Module 7 Lesson 3

2. Human activity in urban areas tends to be greatest in daylight. One common behavioral modification urban animals make in response to human activity is that they change the time of day when they complete an activity and in some cases become strictly nocturnal. This could change their behavior because sight is limited (like when you and your partner could no longer see each other). Think about one behavior of a species (e.g. feeding, building a nest or den, reproduction, etc.). How might that behavior change if the organism had to complete it at night instead of during the day? Why?

3. Some species have greater behavioral plasticity. Behavioral plasticity means that an organism is able to respond to its environment in different ways. How important do you think behavioral plasticity is to the chances of a species surviving in an urban environment? Why?

Structure #1

Structure #2

Behavioral Plasticity Name: __Teacher Version________________ Date: _________

Module 7 Lesson 3 Class/Period:________

Lesson 3: How do behaviors impact survival? Purpose

Species constantly engage in a variety of behaviors or activities that help increase their chance of survival. For example, a bird may build a nest or a coyote might communicate to other coyotes through howling. In this activity, you are going to explore the plasticity of behaviors the ability of an organism to change or modify its behaviors based on the external conditions. Specifically, you will examine your own behaviors, but then consider how your behaviors would be similar or different from other species. You will then consider how the plasticity of an organisms behaviors impacts its chance of survival within an urban environment.

Procedure for Structure #1

1. Determine which partner will be the Describer and which partner will be the Builder. 2. The Describer should receive the envelope with the two cards with pictures of the structures. Do NOT show the pictures to your partner. 3. The Builder will receive the bag of gumdrops. 4. When your teacher tells you to start, the Describer will take the card with Structure #1 out of the envelope without showing your partner. You will describe the structure pictured on the card so that your partner can build it. Your goal is to have the Builder construct the structure as accurately and quickly as possible. Both partners can talk and use gesture. The Describer can look at what the Builder is creating. 5. Use a stopwatch or timer to measure how long it took to build the structure. 6. After you have finished building the structure, record the time it took to build the structure, the accuracy of the structure and any strategies that you used to help your partner below.

Data Collection: Structure #1

Time Accuracy of Structure Accurate Building Strategies Students could use a variety of behaviors such as ~1-2 minutes Describer Use words to describe the position of the different gumdrops. Gesturing where to place the gumdrops. Giving the Builder feedback if a gumdrop is placed in the correct or incorrect position. Builder Listen to the description. Asking the Describer to look and check if it is correct.

Behavioral Plasticity

Module 7 Lesson 3

Procedure for Structure #2

1. Similar to the last activity, the Describer will describe the structure (without showing the picture) and the Builder will construct it. You should have the same roles as you did for Structure #1. 2. This time the Builder and Describer cannot look at each other. The Describer should turn around so their back is facing the Builder. You can both still talk, but you will not be able to use gesture, because you cannot look at each other or at the structure that is being built. 3. After you have finished building the structure, record the time it took to build the structure, the accuracy of the structure and any strategies that you used to help your partner below.

Data Collection: Structure #2

Time Accuracy of Structure Accuracy will vary. Building Strategies Students could use a variety of behaviors such as ~2-4 minutes Describer Use words to describe the position of the different gumdrops more detailed and slower than previous description. Cannot use hand gestures. May ask the Builder if the directions make sense or if they have any questions. Builder Listen to the description. Asking the Describer to repeat parts or ask questions if some thing did not make sense. May describe back to the Describer what they have built.

Conclusions
1. Did you use or rely on different strategies when building Structure #2 where you could not look at each other compared to building Structure #1? Why do you think your behavior either did or did not change? They are a variety of possible student responses here. For Structure #2 when the Describer could not use gesture or observe the structure, they may have found that the Describer needed to include more detail and go at a slower pace. They also might have found that the Builder talked much more for Structure #2. The Builder may have asked questions or described back to the Describer what they built. Since the Builder can no longer rely on the Describer seeing what they have built and determining if it is correct, the Builder needs to describe the structure to get feedback on whether or not it is correct.

Behavioral Plasticity

Module 7 Lesson 3

2. Human activity in urban areas tends to be greatest in daylight. One common behavioral modification urban animals make in response to human activity is that they change the time of day when they complete an activity and in some cases become strictly nocturnal. This could change their behavior because sight is limited (like when you and your partner could no longer see each other). Think about one behavior of a species (e.g. feeding, building a nest or den, reproduction, etc.). How might that behavior change if the organism had to complete it at night instead of during the day? Why?

Students responses will vary. It is more important that they are thinking through the idea of modifying behaviors then if the actual behavior is accurate for a species. Some examples could be Feeding could include the idea that an organism could become more of a forager instead of a predator. Before a species may have hunted during the daylight. At night, they may not be able to see prey; instead, they may shift to foraging in human trash. Building of a habitat could include an example such as building a nest. If a pair of birds is building a nest at night, they may need to communicate with each other differently since sight is limited.

3. Some species have greater behavioral plasticity. Behavioral plasticity means that an organism is able to respond to its environment in different ways. How important do you think behavioral plasticity is to the chances of a species surviving in an urban environment? Why? Behavioral plasticity is essential in an urban environment, because the urban environment is constantly changing. Species need to be able to modify their behaviors to survive in the new conditions. If they are unable to change their behaviors, they will either die or need to move to a new area.