Mimicry or Camouflage?

Media –Rich Lesson Plan Name: Stacy Busta Teacher Training Institute 2013 Prairie Public TITLE: Mimicry or Camouflage? Can You Spot the Difference? GRADE LEVEL(S); Third Grade (May be adapted for other grade levels) TIME ALLOTMENT: Three to four 25-­‐30 minute class periods OVERVIEW: Students view media clips to learn about animal camouflage and mimicry. They work collaboratively to create written and visual Venn diagrams to explain the differences and similarities between camouflage and mimicry. Students try to “trick the teacher” by designing and constructing an animal using camouflage or mimicry and hiding it somewhere in the classroom. SUBJECT MATTER: Science, with connections to Language Arts, Visual Arts, Writing, and Media Literacy LEARNING OBJECTIVES: Students will: 1. Identify the meaning of camouflage and mimicry 2. Create a written and visual Venn diagram to explain how camouflage and mimicry are the same and how they are different 3. Identify at least one example of an animal that uses camouflage and one animal that uses mimicry 4. Explain why animals use camouflage and mimicry 5. Create a unique animal that uses camouflage or mimicry STANDARDS: MN Science 3.4.1.1.1 Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction. 3.4.3.2.2 Give examples of differences among individuals that can sometimes give an individual an advantage in survival and reproduction. MN Language 3.10.4.4 d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. MN Speaking, Viewing, Listening, and Media Literacy 3.8.2.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. MN Visual Arts 0.2.1.5.1 Create original two-­‐and three-­‐dimensional artworks to express ideas, experiences or stories.
MN Writing 3.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. DIGITAL MEDIA COMPONENTS: Videos: Animal Camouflage http://prairiepublic.pbslearningmedia.org/resource/f79010a7-­‐8b81-­‐41b9-­‐b01a-­‐
6f9d24b312b6/f79010a7-­‐8b81-­‐41b9-­‐b01a-­‐6f9d24b312b6/ Camouflage and Color -­‐-­‐ 0:00 to 6:54 only http://prairiepublic.pbslearningmedia.org/resource/363b214a-­‐6aa6-­‐4943-­‐a748-­‐
d369bfd61269/camouflage-­‐and-­‐color/ Evolution of Camouflage http://prairiepublic.pbslearningmedia.org/resource/tdc02.sci.life.evo.camouflage/
evolution-­‐of-­‐camouflage/ Masters of Disguise http://prairiepublic.pbslearningmedia.org/resource/tdc02.sci.life.colt.disguise/mas
ters-­‐of-­‐disguise/ Mimic in the Grass—Mimics all Around (0:00 to 1:25) http://prairiepublic.pbslearningmedia.org/resource/3296fec6-­‐b1b7-­‐40f1-­‐85ce-­‐
688a96b3759f/3296fec6-­‐b1b7-­‐40f1-­‐85ce-­‐688a96b3759f/ Photos: MATERIALS: Internet access and projector Camouflage clothing and ghillie suit (if available) Pictures of camouflage clothing and ghillie suits Construction paper—various colors, at least one piece per student Art supplies such as crayons, colored pencils, markers, tape, and scissors—enough for each student Venn Diagrams—one per student Dictionaries—at least one for every two students Whiteboard or Smart Board PREP FOR TEACHERS: Preview and have video clips ready. Have pictures of camouflage clothing and ghillie suits ready. Copy Venn diagrams. Make sure dictionaries are available. Have access to a white board or Smart Board. Have various colors of construction paper ready. Have all art supplies available. The day before you begin ask students to wear an article of camouflage clothing (if they have one). Bring in an article of camouflage clothing and ghillie suit. INTRODUCTORY ACTIVITY -­‐ SETTING THE STAGE: MATERIALS: Camouflage Clothing, pictures of camouflage clothing and ghillie suits, projector, white board or Smart Board 1. Point out the camouflage clothing the students have worn and show the camouflage clothing and ghillie suit you have brought. Discuss why people wear camouflage clothing: in order to not be seen when hunting or performing other outdoor activities. 2. Discuss why camouflage clothing is effective. Show the pictures of different camouflage clothing and ghillie suits. What is important about the color and pattern of the clothing? Where would certain patterns of camouflage clothing be effective? Would a green and brown pattern be effective if you are hunting snow geese in a cornfield covered in snow? What makes a ghillie suit effective? 3. Ask students if they know of any animals that use camouflage. Create a list on the board. Discuss why animals might use camouflage. Explain that students will be learning not only about camouflage, but also about mimicry which is like camouflage in some ways but different in other ways. LEARNING ACTIVITIES: MATERIALS: Videos, projector, Venn diagrams, art supplies, dictionaries 1. Show the video “Camouflage and Color” (0:00 to 6:54 only). Tell students that during the video you want them to listen for a definition of camouflage and mimicry. After the video, discuss the definitions and differences between camouflage and mimicry. 2. Have students pair up and use a dictionary to obtain a definition of both camouflage and mimicry. Hand out the Venn diagrams. At the top of the Venn diagram, label one side “Camouflage” and the other side “Mimicry.” Have students write the correct definitions under each heading on the Venn diagram. Also have students write examples from the video of animals that use camouflage and mimicry. 3. Now discuss how camouflage and mimicry are similar. As a class, write down the students’ responses in the center of the Venn diagram. Be sure to include why animals use camouflage and mimicry. View the video “Masters of Disguise” and ask students to listen for why animals use camouflage and mimicry. Add to the Venn diagrams if necessary. 4. Show the videos “Animal Camouflage” and “Evolution of Camouflage.” Prior to viewing, tell students that you want them to choose one animal from the videos that uses camouflage. After viewing, each student will use the art supplies to draw a picture of the animal (and surroundings) they choose at the bottom of the “Camouflage” section on their Venn diagram. Students should also label the picture with the animal’s name. 5. Show the video “Mimic in the Grass—Mimics All Around” (0:00 to 1:25 only). Prior to viewing, tell students that you want them to choose one animal from the video that uses mimicry. After viewing, each student will draw a picture of the animal at the bottom of the “Mimicry” section on their Venn diagram. Students should label the picture with the animal’s name. CULMINATING ACTIVITY: MATERIALS: Art supplies, construction paper, tape 1. Review the similarities and differences between camouflage and mimicry. Students may wish to use their Venn diagrams for assistance. 2. Tell students that each of them will be making their own unique animal. It can be imaginary or it can be an existing animal. The goal is to use camouflage or mimicry to “hide” the animal somewhere in the classroom. Ask the students to look around the room and create an animal that either blends in with the background somewhere in the classroom or mimics something else already existing in the classroom. In either case, the animals must be in plain sight—they cannot be hidden in a cupboard, for example. Each student will use the construction paper and art supplies to create an animal. If students wish, they may also name their animal and write the name on the back. 3. When students are finished, they should tape the animal to the background (for camouflage) or place the animal amongst the other objects it looks like (for mimicry). If the classroom teacher wishes, he or she can look away while the students are hiding their animals. Then the teacher walks around the room to try to find all the animals. If the teacher does not wish to look away while the students are hiding the animals, he or she can invite another teacher or the principal in to try to find the animals. 4. After the teacher finds as many animals as he or she can, one at a time the students reveal the animal they created and tell whether they used camouflage or mimicry. Students may also tell the name of their animal if they chose to name it. CROSS-­‐CURRICULAR ACTIVITIES: Visual Arts—Tie-­‐dye shirts in camouflage colors Language Arts—Write poetry (haiku in particular) about animals that use camouflage and mimicry Reading—Read the books: Camouflage: changing to hide by Bobbie Kalman Camouflaged creatures by Marie Racanelli What are Camouflage and Mimicry? by Bobbie Kalman and John Crossingham What Color is Camouflage? by Carolyn B. Otto and Megan Lloyd Where in the Wild? Camouflaged Creatures Concealed…and Revealed by David M. Schwartz COMMUNITY CONNECTIONS: Visit Chahinkapa Zoo (or other local zoo) to see animal camouflage and mimicry. Ask a local outdoorsman/hunter to visit the class and bring in his camouflage gear and tell about how he uses camouflage. STUDENT MATERIALS: Venn diagram: http://timvandevall.com/wp-­‐content/uploads/2013/05/Venn-­‐
Diagrams-­‐1.pdf