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Who Notices the Falling Figs? worksheet preview

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Who Notices the Falling Figs?

Compare coati and toucan observations, interpret response data, and model how senses and the brain help animals respond.

Grade 4ScienceInteractive · Printable

Aligned to4-LS1-2

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 NGSS standard
  • Printable answer key
  • 14 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 4
Subject
Science
Question types
Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students model how sense organs receive information that the brain processes before an animal responds.
  • Students compare observations of two rainforest animals using response data.
  • Students distinguish observable actions from possible explanations about an animal's brain.

How to use

Read the field report and graph together. Have students trace each information pathway, then discuss what the observations can and cannot reveal about an animal's senses.

Curriculum

NGSS standard covered

4-LS1-2

Model how animals take in information with their senses, process it in the brain and respond.

Preview

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Name Date

Who Notices the Falling Figs?

Compare rainforest observations and model the path from sensing to responding.

Follow the Information

Read the report. Use the evidence to separate what researchers observed from what their models explain.

A Watch Beneath the Fig Trees

At a rainforest research station, a field team watched ripe figs fall from trees. Coatis, mammals with long noses, sometimes searched the ground for fruit. Toucans sometimes perched on low branches nearby. The researchers wanted to compare how often these animals turned toward a fig when it landed. They watched from a shelter and did not feed, touch, or call to the animals.

The team compared two kinds of events. In an open-view event, no leaves blocked the animal's view of the landing spot. In a blocked-view event, thick leaves hid that spot. Falling figs sometimes made a thump. Leaves could block the view without stopping all sound from reaching the animal. The researchers did not know exactly what each animal heard.

Over several weeks, the team recorded ten events of each kind for coatis and ten of each kind for toucans. They counted an event as a response if the animal turned its head toward the landing spot within five seconds. They used the same response rule and observation time throughout. The graph shows the team's counts. These were natural events, not a controlled test: distances, individual animals, and background sounds could differ.

The team also wrote longer notes about a few events. After one fig landed in view, a toucan turned toward it, flew down, and picked it up. At another time, a coati sniffed near fallen leaves, pushed them aside with its nose, and uncovered a fig. These notes recorded actions, not a view inside either animal's brain.

Animals receive information through sense organs, such as eyes, ears, and noses. Messages from these organs reach the brain. The brain processes incoming information and can use memories of earlier experiences to guide body actions. An animal may receive information from several senses at once. A movement alone does not reveal every message the brain received or which memory it used.

1.
Which model correctly orders the main steps when a toucan sees a falling fig and turns toward it?
  • A. Falling fig → brain → eyes receive information → head turns
  • B. Falling fig → eyes receive information → head turns → brain
  • C. Falling fig → eyes receive information → brain processes it → head turns
  • D. Falling fig → head turns → brain processes information → eyes
2.
Select the two statements that describe actions researchers could directly observe.

The coati pushed leaves aside with its nose.The toucan's brain recognized a familiar food.The coati's brain recalled an earlier meal.The toucan flew down and picked up a fig.

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