Teacher Double Feature. Geeti Ghose (Teacher) Standards: Understands the structure and functions of cells and systems in organisms.

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1 Teacher Double Feature Lesson Title - Camouflage Geeti Ghose (Teacher) Content Area: Science Class time Required: 2 to 3 class periods Grade Level: Special needs students Standards: Understands the structure and functions of cells and systems in organisms. Benchmark: Knows that living things have features that enable them to survive. SEACO (Special Education Administrators of County Offices) Curriculum Overview and Purpose: Animals have adaptations to avoid being eaten by predators and increase their survival and reproduction chances. Some animals use camouflage to protect themselves. Camouflage is demonstrated when an animal uses its shape, color, pattern or behavior to blend in with its surroundings. The leafy sea dragon looks like the fronds of the seaweed it attaches itself to. Flounders are flat and have their eyes on the same side. They are dark on the top and light on the underside. When a predator looks up at the flounder, it blends with the sun lit surface water. When looking down at the flounder, it blends with the dark ocean floor. Its flat shape helps it to hide in the sand. Flat fish can change their color and become darker to match the dark pebbles they rest on. They also conceal themselves by tossing small pebbles and shells on themselves to break up their outline. Crabs pretend to be boulders by backing themselves up among similar colored pebbles and lying very still with their pinchers tucked underneath them. Sea Urchins use seaweed, pebbles and shells and hold them over their body with their feet to camouflage themselves. Jellies are colorless and drift in the ocean almost invisible. The stonefish resembles a gnarled lump of rocky coral, it has poisonous spines and with its disguise can be deadly if someone steps on it. Deep sea animals often have coloration to help camouflage them. However, the disguises only work if the animal lies very still.

2 General Goals - Student will understand the following: 1. Some sea life use their body color, shape, pattern or behavior to blend into the environment 2. By the use of camouflage sea creatures protect themselves from predators Specific Objectives: Upon completion of this lesson the participants will be able to do the following: Students will identify sea life that blend into their environment. Students will recognize this ability in specific sea life as a means of survival from predators. Students will demonstrate their understanding of the concept of camouflage by verbalizing the meaning of the word. Students will use hands on activities to learn about camouflage. Materials Needed: crayons or colored pencils construction paper fish cutout templates newspaper scissors computer with internet connection software - Hyperstudio IntelliPics keyboard or IntelliPics software for alternate access Activities: Introduce camouflage to students with the following activities. 1. Set up a sand colored back ground with fish shapes cut out from same colored paper and stuck on the background before class. when student arrive have them find as many fish shapes they can find in 1 minute.

3 2. Have students come dressed to school in a color in which they can blend with a chosen surrounding for example classroom wall colors to blend in with the wall. 3. Show students pictures of camouflaged animals. 4. Show videos of animals or sea life which show camouflage as a means of survival. 5. Have students look at sea life sites on the internet, discuss with students the information presented on these sites so that they have a grasp of the concepts being taught. 6. Borrow books from the library with a variety of sea life pictures and point out to students the different features that allow Teaching Strategies: 1. Begin the lesson by asking students if they can think of animals that blend in with their backgrounds and name them. At this point introduce the word camouflage. 2. Divide students in groups. Each group chooses an outside area, then they draw fishes and color them to match the area they have chosen and hide them there. Students from the other groups take turns in finding the fishes hidden by their classmates. 3. Have students do IntelliPics activity if they use an adaptive key board, or have them do a fill in the blanks worksheet. 4. Students pick a sea creature that blends with its background and have them do a Hyperstudio project. 5. Have students write short paragraphs or verbalize on how camouflage helps certain sea life survive from predators. Vocabulary: Camouflage, adapt, mimicry, bioluminescence, disruptive coloration, defense, disguise, blend, predator, survival, protect, conceal

4 Evaluation/Assessment: Have students create a hidden fish picture to find out if they have grasped the concept. Have students give an oral report on a marine creature they have studied that uses camouflage for survival. Have students seek out, identify and label the sea creatures that use camouflage to protect themselves. Extension: Students can alphabetize names of the sea animals for a language arts activity. Have students classify the animals according to the features used in concealing themselves such as pattern, shape, color, behavior etc. Adaptations: These lessons can be used with 2nd-3rd grade students. Resources: A Guide to the World of the Jellyfish by Eileen Campbell How to hide an Octopus & Other Sea Creatures by Ruth Heller Microsoft Oceans (CD-ROM) Explore the Mysterious World of the Deep Web Links:

5 References: Ocean Life by Lisa Jo Rudy Sea Searcher s Handbook Activities from the Monterey Bay Aquarium The Ocean Book Aquarium and Seaside Activities and Ideas for all Ages Sea Searcher s Handbook - Activities from the Monterey Bay Aquarium Educational Field Trips: Under Sea World Pier 39 - San Francisco Monterey Bay Aquarium - Monterey Steinhart Aquarium - San Francisco