Survival by color
by Angela Peters and Rick Steele
Grade level: 1-4
Pre-visit activity
Rationale
Even in today's world every species has a way of surviving. What this lesson does is go into the ways that some animals use camouflage to help them survive in a world of predators.
Objectives
Students will be able to recognize
different types of camouflage used by animals.
Students will be able to give a definition
of what camouflage is.
Materials
 | Hiding Out by James Martin. Crown Publishers, Inc. New York, 1993. |
| I See Animals Hiding by Jim Arnosky. Scholastic Inc. New York, 1995. |
| Pictures of animals in camouflage. |
| Colored construction paper (4x4). |
| Walking stick or tree frog. |
Anticipatory set
Bring in a walking stick or tree frog and let the students observe it.
Before students enter the classroom, hang pictures around the room of different animals exemplifying different types camouflage. Go through each picture one by one with the students asking them if they can see the animal that is "hiding" in the picture.
Procedure
1. Read the book Hiding Out, or I See Animals Hiding to the students. Stop and show the students the pictures and discuss the concepts.
Note: Hiding Out goes into detail with specific types of camouflage. For younger students, the teacher may wish to use this book for its pictures rather than focus on the text. The second book may be read to the students instead.
2. Discuss camouflage and the different types of camouflage. (See Insert) Use the pictures in the book, or bring others in from magazines and books to be examples of each type.
Note: Some animals use more than one type of camouflage.
Assessment
Have students give the teacher examples of camouflage and the reasoning behind their choices. You may wish to keep inventory while discussing to monitor inventory.
Extension
Have one group of students hide a colored piece of construction paper in the classroom, while the other groups are not looking. Then have the rest of the class try to find the pieces.
Insert: page one
Patterns--spots, stripes, and patterns that break up body shapes to conceal the animals against their surroundings. Ex: tiger
False eyespots--animals have marks that look like eyes to confuse predators, making them think the prey is larger than they truly are. Ex: butterflies
Light and Dark Shading--animals have dark backs and light bellies to conceal them below and above. Ex: loons
Insert: page two
"Copy Cat" coloring--animals look like another animal or object to blend in. Ex: Monarchs and viceroys--monarchs taste bad to birds, viceroys do not. However, viceroys look just like monarchs and birds cannot tell them apart.
On-site activity
Before you go
Show the pictures of the animals hiding again. Have the students tell you what types of camouflage the animals are using. Have students break into groups of four or five with at least one chaperone in each group.
At the site
Have students taking inventory of the different animals and plants in each habitat. To help students in this, prompt them with questions such as:
| 1. Forest: What animals do you see that are using camouflage? How are they using it? Example answer: snake is blending in with leaves, and grass on forest floor. |
| 2. Prairie: What kind of animals live in the prairie? How can tall grasses help those animals camouflage themselves? |
| 3. Pond: How do ducks camouflage themselves? Name one bird found in the exhibit that uses light and dark shading for camouflage. |
| 4.River: What kind of camouflage do fish use to keep from being seen? How do birds that live near a river use camouflage? |
Post activity
Materials
Crayons, markers,construction paper, glue, bulletin or poster board, scissors.
Procedure
| Have students assemble in groups of four or five. |
| Have students choose a habitat from the museum that they would like to re-create in the classroom. |
| On poster board, have students construct their habitat. They need to include any plants and geological characteristics of their habitat. Ex. Plains – Flat, tall grasses, wildflowers, etc. (If the teacher wishes, allow students to use reference materials to help them). |
| Have the students make animals that belong in their habitat. The students should show these animals using camouflage in their habitat. |
| Have each group present their pictures to the class describing the habitat and animals in it. Have the other students discuss how the animals they chose are using camouflage in their surroundings. |
Extension
Have the students dress in different colors and try using this to camouflage themselves in the school yard or nearby forest-type surroundings if possible. You could also ask a hunter or representative from the military come into the classroom. Have them demonstrate how they use camouflage to blend into their surroundings.