Media –Rich Lesson Plan
Teacher Training Institute
Prairie Public
Name: Stacy Busta
2013
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-b01a6f9d24b312b6/f79010a7-8b81-41b9-b01a-6f9d24b312b6/
Camouflage and Color -- 0:00 to 6:54 only
http://prairiepublic.pbslearningmedia.org/resource/363b214a-6aa6-4943-a748d369bfd61269/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-b1b7-40f1-85ce688a96b3759f/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/VennDiagrams-1.pdf