1. Unit 2: Area of study 1 Animal behaviours

2. Criminal Penguins Write down all the behaviours that you saw in the video Try to group these behaviours into categories (2mins) Evil penguin is evil.

3. Key knowledge To understand what behaviour is, and how it aids in survival To understand and compare the differences between innate and learned behaviour To distinguish different types of behaviour and determine how they contribute to the survival of an animal

4. Innate vs. Learned behaviour Behaviours are activities performed in response to a stimulus Can be classified as innate or learned Innate behaviours are essentially the same for all members of a species  they are sometimes referred to as instinctual behaviours Learned behaviours develop or change as a result of experience  this can be a quick or long process depending on the stimulus

5. Rhythmic behaviours Animals repeat behaviours at regular intervals – rhythmic behaviours Rhythmic behaviours are regulated by internal and external factors Biological clock (internal) Light, seasons (external) E.g. Feeding, migration, sleeping Some species sleep during the day, others at night How could sleeping patterns aid in the survival of a species?

6. Communication behaviours Communication behaviours occurs in response to a stimulus Involves a number of components Stimulus for communication Sender of signal Receiver to whom the signal is directed The kind of signal sent How the signal is sent The behaviour of the receiver The setting of the communication The male bowerbird carefully builds a nest to signal to females that he is ready to mate. Blue components of a nest are most visible to bowerbirds

7. Social behaviours Social interactions involve two or more individuals May be cooperative (mating) or competitive (defending territories) Indicates the organisation of a group and can determine hierarchy This bison is attacked by another bison higher up the social hierarchy. Why is it important to establish a social hierarchy?

8. Learned behaviour Behaviours that develop or change as a result of experience Learning by being shown how to do something – driving a car May involve copying or learning by trial and error – a baby learning that sounds have meaning

9. Conditioning Learning where an association is made between a stimulus and an outcome Reinforcement of behaviour at the onset of a stimulus strengthens the association Can be voluntary or involuntary behaviour E.g. Pavlov’s dog (involuntary) or Skinner’s rat (voluntary)

10. Habituation The ability to ‘get used to’ a repeated stimulus e.g. Living in a noisy area Habituation allows animals to distinguish between unimportant stimuli and those that are important What might happen if we didn’t habituate?

11. Observational learning Learning as the result of observing the behaviours of others Requires social interaction Occurs without reinforcement of ongoing behaviour Learning by observation and learning by personal experience: which of the two do you believe leaves a stronger impression on an individual?

12. Imprinting The formation of a close attachment to something in the environment shortly after hatching (usually the mother duck) The duckling will follow those they imprint upon and learn from their behaviour Combination of instinct and observational learning Sometimes imprinting can go wrong. Predict what would happen to a duck that doesn’t imprint on its mother.

13. Infographics can be used to present a lot of complex information quickly and clearly

14. Your task Split into groups of 3 Groups will draw behaviours from a box Go to http://easel.ly/ and create an infographic of your behaviourhttp://easel.ly/ Groups will present their infographics and behaviours at the end of the double Post your completed infographic to the Year 11 Biology wordpress blog following the presentations