camouflage and environment lesson plan
Objectives & Outcomes
Understudies will most likely distinguish different creatures that utilization disguise as a guard system.
Materials Needed
- 10 6X8 inch (approximately) sheets of red construction paper
- 10 6X8 inch (approximately) sheets of blue construction paper
- 10 6X8 inch (approximately) sheets of orange construction paper
- 5 large sheets of Red construction paper
- white writing/drawing paper
- scissors
- markers or colored pencils
- pencil
Procedure
Opening to Lesson
Give every understudy a chance to pick a bit of red, blue or orange development paper (you can pick various hues for the class, yet just 3 hues aggregate).
Lead understudies in removing butterflies from the paper that they have.
Have understudies make 4 butterflies every, they don't need to be of equivalent size.
They are NOT to draw on the butterflies or crease them, they should remain level without any markings.
Lead understudies in removing butterflies from the paper that they have.
Have understudies make 4 butterflies every, they don't need to be of equivalent size.
They are NOT to draw on the butterflies or crease them, they should remain level without any markings.
Body of Lesson
Guided Practice
- The educator will at that point lie out 4 huge sheets of red development paper, or enough to cover a work area or 2.
- Ring understudies a couple at an opportunity to bring their butterflies and spread them out on the hued development paper.
- The majority of the understudies' butterflies ought to be spread out uniformly on the papers.
- Now ask students to raise their hand if they made red butterflies,
count the students and multiply the number of students by 4 to figure
out how many red butterflies there are.
- Ex. 10 x 4 = 40 red butterflies
- Now ask students to raise their hand if they made orange
butterflies, count the students and multiply the number of students by
4.
- Ex. 10 x 4 = 40 orange butterflies
- Now ask students to raise their hand if they made blue butterflies, count the students and multiply the number of students by 4.
- Ex. 10 x 4 = 40 blue butterflies
- Now have students line up and tell them that they will be predators. They are to quickly choose 1 butterfly and then keep walking. They should choose the first one they find without looking carefully.
- Have students repeat this step multiple times. (but they only take 1 butterfly at a time.
- Monitor students and make sure that they are choosing quickly and not searching for their own or their friend’s butterflies.
- When you see that one of the shades of butterflies has "become terminated" stop the line and have understudies return to their seats.
- Check the rest of the butterflies. You ought to have 0 butterflies from one gathering (perhaps blue), possibly you will have under 10 of the other gathering (possibly orange) and you ought to have about the majority of the butterflies from the red gathering, as the red butterflies were more diligently to spot on the red development paper.
- Find a student that has all blue butterflies, ask them why they “hunted” only blue butterflies.
- Lead a discussion on why the blue (for example) group went extinct before the other group.
- Ask them what advantage the red group of butterflies had over the other colors. (they blended in with the environment)
- Write Camouflage on the board
- Lead a discussion about the benefits of camouflage and ask students what animals they know that can camouflage.
- Show a video or read a book about animals that can camouflage.
- BBC Earth Unplugged; Top 10 Animal Camouflage
- http://oakdome.com/k5/lesson-plans/powerpoint/animal-camouflage-pictures-and-information.php
Independent Practice
- If materials are available, allow students to research an animal that uses camouflage as a defense. This could be a great activity during computer lab if available.
- Tell students to draw a picture of an animal hiding in its environment. For example: they can draw a green frog in a tree or a snowy owl or polar bear in the arctic.
- Have students write a summary of the animal that they drew. For example: The snowy owl is cool for many reasons. It lives in the snow and is white. Its white color helps the snowy owl hide from its predators and stay camouflaged. As you can see, the snow owl is a master of disguise!
Closing
Students can show their pictures and read their
summary to their partners and then the teacher can choose students to
read the summary and show their animal to the class.
Assessment & Evaluation
Students will write a summary and draw a picture about an animal that uses camouflage as a defense mechanism.
Modification & Differentiation
If
teacher notices that some students need extra attention, he/she can
conduct small group instruction. Students can ask teacher question in
order to help clear up misconception.
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