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LP PP3 – Camouflage-

Content descriptor/
Activities and Management Considerations Assessment
elaboration/KU
Science Understanding WALT: Observation &
That some animals use colours to camouflage themselves. So they stay safe in the anecdotal notes
Biological Sciences environment. So they can hide… Why might they want to hide?
Living things have WILF:
basic needs, including a) Engagement
food and b) Fine motor skills
water (ACSSU002)
Introduction
Elaborations We have been looking at colour. Some of you have made some colour collages for our
Recognising the needs Colour Display…….
of living things in a
range of situations
Last time you were here, we read this book (hold up POLDY)…. The book mentioned how
such as pets at home,
Some animals used colours to hide and some used colour to be seen. Can any body
plants in the garden or
plants and animals in
remember the word that we use when we describe thus way of hiding.
bushland
Take responses….Ok….

EYLF I have another book to read today called “The Mixed Up Chameleon” By Eric Carle….

Example Lesson Plan


3.manipulate equipment Read Book
and manage tools with
increasing competence and Take a break – lets stretch like some of the animals in this book
skill  Stretch like a Giraffe
 Flap like the Flamingo
 Move like the bear
 Sway like an elephant
 Curl up small like a turtle……. Now back sitting o the mat

Let’s look at some other pictures showing Camouflage.

Show PowerPoint. Discuss – what do some animals hide? To hunt/avoid being


hunted.
Introduce activities.

1. Light table – Chameleon slides with pieces of cellophane


2. Find the chameleon – Take a chameleon slide and place it against different
surfaces and textures. Explore Camouflage
3. Draw your own chameleon slide to take home.

4. Chameleon Bag – Choose 2 paints and carefully put a small amount in bag to
change the chameleon’s colours. Seal tightly. Take bag home.

5. Gluing -Glue coloured paper onto an animal shape of your choice and make your
own camouflage picture.
OR
6. Painting with corks – using corks to dab on the scales, paint and
Butterfly/Chameleon/ Snake with camouflage colours.

CMS – comment of good behaviour as a model for negative behaviour.

CONCLUSION
Ring Bell to return students back to the mat. Reiterate what the activities were all about.
Ask for a conformation of the main points; chameleons, camouflage, hiding, mixing
colours.
Congratulate all students on a great effort.
Show video of camouflage animals. https://youtu.be/GFUiCsUSzyw

TRANSITION
Resources ST1 – Chameleon slides, cellophane
ST2 – Laminated sheets – sharpie texture
ST3 – Halved laminating sheets x 10 / coloured sharpies. -
ST4 – Snap lock bags/ paints/ spoon/ googly eyes
ST5 – Glue / picture templates OR blank paper / coloured paper for gluing

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