Camouflage Science Lesson Plan
This lesson meets the needs of Next Generation Science Standards (NGSS):
Structure, Processes, and Information Processing
4-L S1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4-L S1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Disciplinary Core Ideas
L S1.A: Structure and Function
Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction (4-LS1-1).
L S1.D: Information Processing
Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal's brain. Animals are able to use their perceptions and memories to guide their actions (4-LS1-2).
http://www.nextgenscience.org/4ls1-molecules-organisms-structures-processes
Structure, Processes, and Information Processing
4-L S1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4-L S1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Disciplinary Core Ideas
L S1.A: Structure and Function
Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction (4-LS1-1).
L S1.D: Information Processing
Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal's brain. Animals are able to use their perceptions and memories to guide their actions (4-LS1-2).
http://www.nextgenscience.org/4ls1-molecules-organisms-structures-processes
Essential Question:
How
does an octopus change its body to blend in with its environment?
Students
will learn about camouflage by watching multiple videos of an octopus blend into its
surroundings.
Students will learn about four different characteristics to describe camouflage—texture, shape, color, and size.
Students will interact, observe and explain how an octopus changes these characteristics in order to camouflage itself through this interactive discovery website.
Students will create their own performance assessment based on a list of options.
Students will learn about four different characteristics to describe camouflage—texture, shape, color, and size.
Students will interact, observe and explain how an octopus changes these characteristics in order to camouflage itself through this interactive discovery website.
Students will create their own performance assessment based on a list of options.
Lesson Activities:
Whole Group:
* Show videos from Engagement Activity tab
* Show Prezi presentation to front-load content
* If students have never used Prezi before, show how to use it while presenting
Centers:
* Have students in groups of 4-5 with a computer and/or tablet
* Give each student a packet as a guide to interact with when using the website
* Have students spend 12 minutes with the cephalopods tab
* Have students send another 12 minutes with another tab of their choice
- Planning: know which groups of students will be in each of the centers
- I had students fill out a survey for choice center and that's how they are grouped
by student interest
Individual:
* N/A
* Unless needed for some students
Differentiation:
* Voice thread during Prezi presentations for struggling readers
* Packet with graphic organizers and content for scaffolding
* Included student interests
* Videos, pictures, and other media
Assessment:
* Students will create their own performance summative assessment from a list of options
* Go to Show What You Know tab
* Show videos from Engagement Activity tab
* Show Prezi presentation to front-load content
* If students have never used Prezi before, show how to use it while presenting
Centers:
* Have students in groups of 4-5 with a computer and/or tablet
* Give each student a packet as a guide to interact with when using the website
* Have students spend 12 minutes with the cephalopods tab
* Have students send another 12 minutes with another tab of their choice
- Planning: know which groups of students will be in each of the centers
- I had students fill out a survey for choice center and that's how they are grouped
by student interest
Individual:
* N/A
* Unless needed for some students
Differentiation:
* Voice thread during Prezi presentations for struggling readers
* Packet with graphic organizers and content for scaffolding
* Included student interests
* Videos, pictures, and other media
Assessment:
* Students will create their own performance summative assessment from a list of options
* Go to Show What You Know tab
Handouts and other Materials:
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All images used on the website came from Bing search under Images option
Sources:
http://birding.about.com/od/birdbehavior/a/Bird-Camouflage.htm
http://en.wikipedia.org/wiki/Underwater_camouflage
Sources:
http://birding.about.com/od/birdbehavior/a/Bird-Camouflage.htm
http://en.wikipedia.org/wiki/Underwater_camouflage
