Unlocking Inquiry-Based Learning: Animal Behavior Lab for Advanced Biology

Imagine your students creating their own experiments, engaging deeply with live organisms, and applying the scientific method with enthusiasm. This year, I designed an advanced-level Animal Behavior Lab that does just that—helping students master experimental design while working with live mealworms. In this blog, I’ll guide you through each stage of the lab, share reflections on student performance, and offer tips for refining your own teaching methods in this exciting and challenging lab setting.

Designing the Animal Behavior Lab Experience

To introduce students to experimental design, I crafted a three-day lab centered on the mealworm (Tenebrio molitor). The focus was not only on observing animal behavior but also on applying key concepts like hypothesis formulation, data collection, and statistical analysis. Days before the lab, students reviewed experimental design elements, including the scientific method, types of variables, and statistical tools like chi-square analysis, standard deviation, and standard error of the mean. This foundation was crucial for what was to come.

Key Tips:

• Pre-lab Preparation: Ensure students are comfortable with core concepts such as hypothesis formation and data analysis by reviewing these in advance.
• Pre-lab Reading: Assign students to read about the organism they’ll work with, ensuring they come to the lab informed about mealworm behavior and biology.

Day 1 – Introducing the Lab and Setting Up for Success

On the first day, students were introduced to their lab setup. Using a large petri dish with mealworms, they observed the organisms and were instructed not to handle them yet. Students randomly selected environmental conditions to test, such as light versus dark, moist versus dry, or temperature variations. Their task was to create a detailed procedure based on the scientific method to test their condition.

• Warm-Up Activity: I used a video of a praying mantis exhibiting curious behavior to spark student engagement and prompt initial observations. Students answered the question: “What is causing this behavior?”

My Reflection: Despite previous lessons on hypothesis writing, many students struggled with creating clear alternative and null hypotheses. This revealed a gap between theoretical understanding and practical application. Next year, I plan to provide more scaffolding for this step and emphasize how a well-formulated hypothesis guides experimental design.

Teaching Insights:

• Procedure Development: Students often need more support in translating their ideas into step-by-step procedures. Consider providing examples of effective experimental procedures.
• Hypothesis Challenges: Even with preparation, students may struggle with hypotheses. Incorporate additional practice opportunities before the lab.

Day 2 – Data Collection and Ethics in Science

On the second day, students dove into data collection. Each group worked with a choice chamber and live mealworms to test their selected environmental condition. The focus was on collecting both quantitative and qualitative data, with students recording observations every minute for 15 minutes.

Ethical Considerations: A key takeaway from this day was the importance of preparing students for ethical handling of live animals. One student drowned a mealworm during the experiment, which highlighted the need for explicit guidance on animal welfare. Moving forward, I will incorporate a pre-lab discussion on ethics and consider rotating mealworms between classes to prevent overexposure to experimental conditions.

My Reflection: Day 2 revealed logistical challenges. I had not swapped out mealworms between classes, resulting in some being exposed to cold conditions for too long. In future labs, I’ll ensure proper handling protocols are in place to minimize harm and stress to the organisms.

Day 3 – Analyzing Data and Writing Lab Reports

On the final day, students shifted their focus to data analysis and report writing. They were tasked with calculating statistical values such as the chi-square and standard error of the mean to support their results. I provided an outline for a traditional scientific report, including word count requirements for each section.

My Reflection: While I had expected students to grasp the lab report format easily, 80% of them failed to include both alternative and null hypotheses in their reports. This indicated a need for more real-time feedback during the writing process. In future labs, I will offer students the opportunity to submit drafts for review before submitting the final report.

Teaching Insights:

• Feedback During Writing: Providing students with feedback as they draft their reports can significantly improve the final product. Consider setting aside time for individual or group feedback sessions during this phase.
• Lab Report Scaffolding: A detailed lab report outline helps, but it’s crucial to revisit and reinforce expectations throughout the writing process to ensure students understand each component.

Final Reflections and Extension Activities

This lab was an eye-opening experience for both my students and myself. For many, it was their first time working with live animals or writing a full lab report. Their enthusiasm and curiosity were palpable, which made the challenges we encountered all the more rewarding.

Extension Opportunities:

I offered two extra credit options to extend the learning experience:

1. Scientific Poster: Students created a scientific poster of their experiment, which included a graph, their hypotheses, and a discussion of their results. This helped reinforce the importance of data visualization in science.
2. Mealworm Take-Home Project: Students could take home mealworms and document their lifecycle changes. This real-world connection extended the lab beyond the classroom, and I’m excited to see the final results.

If you’re looking to inspire inquiry-based learning in your advanced biology classroom, I highly recommend implementing an experimental design lab like this one. The hands-on experience, coupled with the challenge of scientific writing, offers students a unique opportunity to develop critical thinking and research skills. How do you inspire experimental design in your students? Share your strategies in the comments below!

Thank you for taking the time to read about my Animal Behavior Lab. I hope these reflections and tips inspire you to try something similar in your classroom. I’d love to hear your thoughts and ideas—feel free to share them in the comments! If you’re interested in more posts like this, check out my other resources on creating inquiry-driven learning experiences.