SAMPLE INQUIRY LESSON PLAN FOR UNIT, ANIMAL ADAPTATIONS-

CAMOUFLAGE

1. Topic, Time Frame:

This lesson will focus on one type of animal adaptations, camouflage. This lesson could
be covered in one day.

2. Objective(s):

A. Having played a game using a variety of colored pieces of paper, the learner will
explain that it is more difficult to pick up certain colors from the green grass.

B. Having played the game in #3 and given 4 pictures of animals that are green, brown
and white, the learner will be able to apply the concept of camouflage and describe the
environment where the animals would be protected.

3. Prerequisite Knowledge
Students know the definition of adaptations. They also know the definition of prey (food
for predators) and predators (those that eat prey).

4. Content
Camouflage is an adaptation that helps animals survive. When animals are camouflaged
the body color blends into its surroundings thus making it difficult for their prey and their
predators to see them.

5. Materials and Resources

100 pieces of pieces of colored paper, red, green, yellow and blue. Pictures of animals
that are green, brown and white.

6. Strategies and Activities

1. Teacher tells the students that today they are going to play a game in which they
discover an important animal adaptation. (The objectives are not given to the students
because they will discover the content as they do the activity.) The directions are as
follows: The children line up on one side of the field. The colored pieces of paper are
scattered on the green grass. The students are told to walk to the other side of the field
and as they walk they should try to pick up as many pieces of paper as possible. The
key is that they cannot stop, but must continue walking as they pick up the paper.
2. After the students play the game, the teacher asks the students to sort the paper by
color and then count how many pieces they have of each color. The students will
probably have more blue, red and yellow pieces of paper and fewer green ones.
3. The teacher tells the students to pretend that the pieces of paper are animals and that
they are the predators of these animals. Teacher asks the students which kind of
animal did you catch more frequently-red, green, yellow or blue? (the blue, red and
yellow ones). Why? (because they were easier to see.) Which kind of animal did you
catch less frequently-red, green, yellow or blue? (green). Why? (because they were
harder to see.)
4. Tell the students that this game illustrates adaptation and this particular adaptation is
camouflage. Camouflage means the animal blends into the background like the green
paper blended into the green grass.
5. Ask the children to name animals that blend into the environment. (The Arctic hare is
white and blends into the snow in the winter and in the summer it is brown and blends
into the brown ground. The chameleon can change colors. When it is on a green
background it turns green and when it is on a brown background it turns brown.)
These are a few animals demonstrating camouflage. The students may mention these
or other animals. If the students don’t mention these two animals ask them if they
know the Arctic hare or chameleon. Help them learn about these examples.
7. Plans for Individual Differences
All students no matter what their reading and writing skills are can succeed in this
lesson because it is hands-on. In the evaluation section they have a choice of whether
to write or draw their answers.
8. Evaluation/assessment
Objectives A &B: Show students pictures of animals and tell them to identify the
animal’s adaptation and tell how its adaptation helps it survive in its environment.
The students must do the evaluation individually and they can draw pictures and or
write their answers on a piece of paper.
9. Reference
This lesson plan is drawn from:
NC Wildlife Commission (1996), Project WILD. Raleigh, N.C.
SAMPLE INQUIRY LESSON PLAN FOR UNIT, SWINGERS

1. Topic, Time Frame:

This lesson will focus on investigating pendulums. This lesson plan is drawn from a
unit entitled Making Graphs. This lesson could be covered in two days.

2. Objective(s):
A. Given string of varying lengths, weights (washers), and large paper clips, 100% of
the learners will experiment and discover that the length of the string determines the
number of swings a pendulum will make in a unit time.
B. Having gathered data of varying lengths of string and the resulting number of
swings, the learner will construct and interpret a line graph according to the rules
outlined in the textbook.

3. Prerequisite Knowledge:
The students will know how to control variables when they experiment.

4. Content
A pendulum is a mass placed on a stem that swings back and forth. In this lesson, the
string, paper clip and weight make up the pendulum. The number of swings a
pendulum makes per unit time is determined by the length of the string. The longer
the string the fewer swings and conversely the shorter the string the more swings.

5. Materials and Resources

String of various lengths, large paper clips and washers assembled as pictured below.
A number line with hooks so that the pendulums can be hung on it.

6. Strategies and Activities

1. The teacher will remind students how to control variables.
2. The teacher will ask the students to close their eyes and think about swinging on a
swing. Pretend the students want to make many swings (to and fro motions).
What would they tell the person pushing them in the swing to do? Gather
students’ input. Do not tell them if they are right or wrong but accept all answers.
(The students will probably say push harder, add another child to the swing,
and/or shorten or lengthen the chains of the swing.)
3. Now show the students the pendulum constructed of string, washer and paperclip.
Tell the students that this is a pendulum and that a pendulum consists of a mass
(the washer) placed on a stem (the string). Now ask the following question, what
will determine the number of swings this pendulum will make in a unit of time?
(The students will make many guesses such as the weight of the washer, the
release point, the amount of push given, and the length of the string.)
 4. Guide the students to try the different lengths of string. Give groups of 2 students
different lengths of pendulums. Guide them as they control variables making sure
that all factors are the same except for the length of the string when they
experiment (the weight, the release point, the push).
5. Let the students measure their strings and place them on the number line showing
the number of swings the pendulum made in their experiment. The students will
see a pictorial representation of the relationship between the length of the string
and the number of swings.
6. Ask the students if the length of the string determined the number of swings of the
pendulum (Students will say yes.) Ask the students what is the relationship
between the number of swings and the length of the strings? (They will say the
longer the string the fewer number of swings and the shorter the string the more
number of swings.)
7. Tell the students the next day they will construct a graph showing the relationship
between the strings’ length and the number of swings.

7. Plans for Individual differences

Students who are not able to read and write will be able to succeed in this lesson
because it is a hands-on lesson. Students who have trouble controlling variables and
constructing graphs will be placed with a partner who understands this process.

8. Evaluation/ Assessment
The teacher gives an oral short quiz to individual students. Teacher will apply the
concept (the longer the string the fewer swings and the shorter the string the more
swings) to another situation. Show the students a pendulum from a clock and ask
them if the clock was running slowly, what would they do to correct it? (They would
move the weight up the stem and thus shorten the stem.). Have them write either the
words, Move the weight down the stem OR Move the weight up the stem on a piece
of paper and hold the paper up for the teacher to see. Now ask them if the clock was
running fast, what would they do to correct it? (They would move the weight down
the stem and thus lengthen it.) Again, have them write either the words, Move the
weight down the stem OR Move the weight up the stem on a piece of paper and hold
the paper up for the teacher to see.

8. Reference:
This lesson is drawn from: Malone, L., (1993). FOSS Kits. Delta Publishing Co.
Berkeley