Investigation 6 Notes

Investigation 6

Purpose

  • Explore the role of symbolic language in collective learning.
  • Compare human communication to other species.
  • Consider the effect of language on human history.
  • Prepare for evidence-supported claims on document-based questions.

Process

Day 1

  • Write individual conjectures about how language makes humans different.
    • Consider if symbolic language is different from other communication forms.
    • Determine if any differences make humans different from other species.
  • Share lists and discuss in groups.
    • Come to a group decision with reasons.
  • Review the Investigation 6 Document Library.
    • Complete graphic organizers.
    • Consider how each text supports, extends, or challenges initial conjectures.

Day 2

  • Write a 5-6 paragraph essay arguing how language makes humans different.
    • Use information from the Investigation 6 Document Library and other sources.
    • Cite sources used as evidence.

Essay Question

  • How does language make humans different?

Graphic Organizer

  • A table to analyze texts, focusing on the main point.
  • Categorize if each text shows animal communication as exactly the same, similar, or different from human language.

Venn Diagram

  • Diagram comparing untrained animals/organisms, people, and trained animals.

Investigation 6 Library Texts:

  • Text 1: Communication Among Bacteria
  • Text 2: Honeybee Communication
  • Text 3: Bird Calls and Songs
  • Text 4: The Case of Alex the Parrot
  • Text 5: Chimpanzee Communication
  • Text 6: Language Development in Chimpanzees and Human Children
  • Text 7: Kanzi's System of Communication
  • Text 8: The Flexibility of Human Language
  • Text 9: Human Language Is Different

Text 1: Communication Among Bacteria

  • Stephen Anderson (Yale University) views that bacteria communicate.
  • Anderson examines animal communication systems in Dr. Dolittle's Delusion and suggests animals communicate like humans.
  • Bacteria secrete organic molecules detected by specialized receptors (quorum sensing).
  • Bacteria communicate their presence to others using these molecules.
  • Bacteria act like bullies, waiting until they have enough numbers to fight the immune system.

Text 2: Honeybee Communication

  • Bees communicate the location of pollen through dancing.
  • Karl von Frisch discovered the bee communication system over 70 years ago.
  • Honeybees use two dances: circle dance and tail-wagging dance.
  • The round dance is used when pollen is close to the hive.
  • The tail-wagging dance is used when pollen is farther away, forming a figure eight and wagging their tails.
  • The tail-wagging dance indicates the direction and distance of food in relation to the Sun.
  • The direction of the straight run indicates the direction of the food relative to the Sun.
  • The distance is communicated by the duration of the straight run and the number of tail-wags.
  • Bees dance straight up if food is in the same direction as the Sun, and straight down if it's in the opposite direction.

Text 3: Bird Calls and Songs

  • Bird calls and songs communicate information to other birds.
  • Edward Vajda's handout compares animal communication with human language.
  • Birds have two types of sound signals: calls and songs.
  • Bird calls consist of short notes and are instinctive responses to danger, nesting, flocking, etc.
  • English sparrows have three flight calls: before takeoff, during flight, and before landing.
  • Sparrows have two danger calls: predator nearby and predator overhead.
  • Bird songs are used primarily by males to attract mates or establish territory.
  • Bird songs are longer than calls but cannot be varied to produce new songs.

Text 4: The Case of Alex the Parrot

  • Alex the Parrot showed significant communication abilities, using words for colors, objects, numbers, and shapes.
  • Irene Pepperberg worked with Alex until his death at age 31.
  • Alex learned to speak words easily, unlike chimpanzees.
  • Pepperberg used a training technique (like that used on children) to teach Alex to describe things, make desires known, and ask questions.
  • Alex had a vocabulary of 150 words, knew the names of 50 objects, and could describe their properties.
  • He could understand and discuss concepts like