Lesson Plan : Critter's Hide and Seek

Teacher Name:
 Ms. ODougherty
 Grade 3

 Students will learn about camouflage using prior knowledge of counting, fractions, life science, and animals.
 Students will be able to answer the key question: How does camouflage affect a critter's ability to survive?
 Clay Markers Pipe cleaners Crayons Feathers Toothpicks Construction paper Outside playground Magnifying glasses Scale Gram coins (for weight) Ruler Copies of worksheets from AIMS book Rubberband Book
 Take students outside. Explain to students that you are going to play a game of Hide and Seek. Explain the game in case students have not played before. Have students who have played before explain the game. What is the object of the game? Pick a person to be IT. Allow the students to play for 5-10 minutes. When they are done playing have the students explain why they chose their hiding place. Have IT explain how they found the people who were hiding. Explain to students that animals and insects also play a game of hide and seek.
 Explain the definition of camouflage. Provide the students with examples and non examples of camouflage. Explain prey/predator relationship. Provide examples and non examples.
 Have students work in pairs. Students will be working together to find camoflauge around the playground. Provide students with magnifying glasses and allow them to explore the playground for 10-15 minutes. Have students write down what they see. Students may draw pictures, write descriptions, or take pictures (if you are willing to use a digital camera. Students also need to describe the camouflage the animals or insects used. Explain to students that discussions will happen inside the classroom. Discuss the student's findings in an open forum discussion.
Checking For Understanding:
 After groups have found all the critters, students and teacher engage in a discussion about all of the critters. Were you able to locate all of the critters? Why or why not? What do the critters that were found have in common? What do the critters that were not found have in common? If you could change something about the critter what would it be? Why is a critter's color imporatant in survival? Provide examples of animals or insects that have protective coloring.
 Have students write a reflection about the experiment. What did they learn? Questions asked in the discussion can also be used for written reflection.
Teacher Reflections:

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