¿Por qué una tortuga marina se comería una bolsa de basura?

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¿Por qué una tortuga marina se comería una bolsa de basura?

Lesson narration:
English Spanish
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Slide Image
CONVERSEMOS:
¿Por qué crees que una tortuga marina se comería una bolsa de plástico?
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CONVERSEMOS:

Piensa en tu comida dulce favorita.

¿A qué huele? ¿Cómo se siente? ¿Cómo se escucha? ¿Cómo se ve? Y ¿A qué sabe?

¿Qué recuerdos tienes de esa comida?

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CONVERSEMOS:

¿Qué tipo de animales hay cerca de donde vives? ¿Qué sabes sobre sus sentidos, instintos, y sus recuerdos?

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Paso
01/20
Vas a trabajar con un compañero o una compañera.
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Paso
02/20
Obtén estos materiales.
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Paso
03/20
Dobla las hojas de Sentidos de un mapache y El comportamiento de
un mapache a lo largo de la línea negra. Pon el lado del "objeto
misterioso #1" boca arriba.
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Paso
04/20
Recorta todas las tarjetas de los recuerdos. Divídelas en 3 montones:
un montón para los recuerdos del tacto, uno paro los recuerdos del
olfato, y uno para los recuerdos de la vista. Ponlos a un lado.
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Paso
05/20
Obtén el objeto #1. Luego, siente lo que está dentro de la bolsa
sin verlo.
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Paso
06/20
Después de haber usado tu sentido del tacto para adquirir
información sobre el objeto misterioso, escribe lo que notaste en el
recuadro del tacto en tu hoja de Los sentidos de un mapache.
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Paso
07/20
Pon tu modelo del cerebro entre tu y tu compañero/a. Une las hojas
con tus etiquetas o pedazos de cinta adhesiva. Pon cada montón de
tarjetas sobre el área de recuerdos a la que pertenece.
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Paso
08/20
Extiende tus tarjetas de los recuerdos del tacto sobre tu modelo del
cerebro. Deja los recuerdos que te puedan ayudar y regresa los
otros al área para los recuerdos del tacto.
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Paso
09/20
Ve el video. Usa tu sentido de la vista para obtener pistas sobre
el objeto misterioso. Escribe toda esa información en el recuadro de
la vista en tu hoja de Los sentidos de un mapache.
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Paso
10/20
Extiende tus tarjetas de los recuerdos de la vista sobre tu modelo
del cerebro. Deja los recuerdos que te puedan ayudar y regresa los
otros al área para los recuerdos de la vista.
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Paso
11/20
Ve el video. Usa tu sentido del olfato obtener pistas sobre
el objeto misterioso. Dibuja la líneas y escribe de dónde
provienen en tu hoja de trabajo.
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Paso
12/20
Extiende tus tarjetas de los recuerdos del olfato sobre tu modelo
del cerebro. Deja los recuerdos que te puedan ayudar y regresa los
otros al área para los recuerdos del olfato.
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Paso
13/20
Platica con tu compañero/a. Luego contesta las preguntas #1 y #2
en tu hoja del comportamiento de un mapache.
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Paso
14/20
Regresa las tarjetas de recuerdos a los montones a los que
pertenecen. Voltea tus hojas de trabajo al lado que dice
“objeto misterioso #2”.
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Paso
15/20
Obtén el segundo objeto misterioso. Siente lo que está dentro de la
bolsa sin verlo. Escribe lo que notaste en el recuadro del tacto en
tu hoja de Los sentidos de un mapache.
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Paso
16/20
Extiende tus tarjetas de los recuerdos del tacto sobre tu modelo del
cerebro. Deja los recuerdos que te puedan ayudar y regresa los
otros al área para los recuerdos del tacto.
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Paso
17/20
Ve el video. Usa tus sentidos de la vista y del olfato para obtener
pistas sobre el objeto misterioso. Escribe todo lo que notaste en los
recuadros de la vista y del olfato de tu hoja de los sentidos.
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Paso
18/20
Extiende tus tarjetas de los recuerdos de la vista y del olfato sobre
tu modelo del cerebro. Deja los recuerdos que te puedan ayudar y
regresa los otros al área a la que pertenecen.
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Paso
19/20
Platica con tu compañero/a. Luego contesta las preguntas #3 y #4
en tu hoja del comportamiento de un mapache.
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Paso
20/20
Conversemos.
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CONVERSEMOS: Estos son algunos de los recuerdos que una
tortuga marina podría tener. ¿Tienes alguna idea nueva que explique
por qué una tortuga marina se comería un bolsa de plástico?
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Slide Image
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cerebro


1 de 7

parte del cuerpo que recibe y responde a las señales que vienen de los sentidos y que también almacena recuerdos
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sentidos


2 de 7

partes del cuerpo (ojos, oídos, naríz, boca, manos) que recolectan información sobre el ambiente
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memoria (o recuerdos)


3 de 7

información que guarda el cerebro y que puede recordar

comportamiento


4 de 7

las acciones y reacciones de los seres vivos
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comportamiento aprendido


5 de 7

un comportamiento que se aprende de experiencias pasadas

instinto


6 de 7

un comportamiento que un ser vivo hace automáticamente sin tener que aprenderlo
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modelo


7 de 7

una versión de mentiras de algo que los científicos usan cuando la cosa de verdad es algo demasiado grande, pequeño, o complicado para poder usarlo en sus estudios

Featured Reviews

“The tie-in between the mystery items/sensory input and memories for the raccoon tied in nicely to the larger concept questions for the turtle, and had the children thinking a little deeper on the larger question of survival.”
· Janna · Teacher
“The students really enjoyed this lesson. It does take a minute to organize but it's worth it. You also really have to remind them that the mystery bag item isn't what the raccoon is really trying identify. My class loved it after and then could easily give a valid reason why the turtles would try to eat the bags!”
· Jessica · Teacher
“GREAT activity. It was a lot of fun for the students and gave them a chance to think and experience the world the way an animal would. (Raccoons were an excellent choice also)”
· Nick · Teacher
“The videos! Pretending to be a racoon and using our racoon senses and memories was SO much fun!”
· Meghan · Teacher
“this lesson went so well! A lot of pieces to print, but the directions were clear and the kids had a blast!”
· Brianna · Teacher
“My students loved the Raccoon Brain activity. They were very engaged the entire time and had a thoughtful discussion. They were able to connect the activity back to the sea turtle and plastic bag even before we saw the part of the video about sea turtles eating jellyfish. Excellent lesson!”
· Janell · Teacher
Lesson narration:
English Spanish

Lesson details

Grade 4

Animal & Plant Adaptations

Learned Behavior & Instinct

4-LS1-2

Activity Prep

Print Prep
In this lesson, students explore how animals receive information through their senses and process that information in their brain, using instincts and memories to guide their behaviors. In the activity, Raccoon Reactions, students use models to understand how an animal’s senses, brain, and memories all work together as a system to influence their behavior and support their survival.
Preview activity

I have a Mystery Pack

Please note: This is a NEW lesson we are BETA testing! If you have a Mystery Pack, you’ll need to gather most of the supplies listed below.
Raccoon Behavior worksheet 1 per student
Raccoon Brain Model printout 1 per pair
Raccoon Memory Cards printout 1 per pair
Raccoon Senses worksheet 1 per student
Raccoon Senses & Behavior Answer Key teacher-only resource 1 per class
Scissors
1 pair per student
Aluminum Foil
Each pair of students needs a 3" x 3" piece, which will be Mystery Item 2 (see prep below).
Details
1 small piece per pair
Cotton Balls
1 ball per pair
Paper Lunch Bags
2 bags per pair
Sticker Labels (1" x 3")
Tape also works. We prefer stickers because they are easier to distribute in a classroom.
Details
2 stickers per pair
Prep Instructions

We suggest students work in pairs. Homeschool students can work on their own.

Prepare Bags

Divide the paper bags into two equal piles. We suggest labeling each bag in the first pile “1” and each bag in the second pile “2." These will correspond to “Mystery Item 1” and “Mystery Item 2” in the activity.

Place one cotton ball into each bag in the first pile. You’ll distribute one of these bags to each pair of students in Step 5 of the activity.

Place one small square of aluminum foil into each of the other bags. Try to avoid squeezing the foil into a ball because that will make it difficult for students to feel the texture. You’ll distribute one of these bags to each pair of students in Step 15 of the activity.

Make Sure You Have Space

Ensure that each pair of students has enough space to lay out their Raccoon Brain models and the Memory Cards. Two student desks side-by-side should be sufficient.

Jump to

Exploration

15 mins

Hands-On Activity

40 mins

Wrap-Up

10 mins

Lesson details

Grade 4

Animal & Plant Adaptations

Learned Behavior & Instinct

4-LS1-2

Extend this lesson

Vocabulary

Vocabulary

Student slideshow: English | Spanish

Teacher printout: English & Spanish

Unit Reading

Unit Reading

Surfing Sea Otter

In this reading, students learn how scientists figured out why a sea otter in California was stealing people's surfboards by considering the sea otters senses, memories, and instincts.

Mini-lessons

Mini-lessons

You can elaborate student learning and engagement with Mystery Science mini-lessons.

If you are in an NGSS state, these mini-lessons support the DCI LS1.D: Information Processing

Transcripts

Download this Lesson to your device so you can play it offline:
Credits
 
Adaptations Lesson 2: Why would a sea turtle eat a plastic bag?

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