EDIT 610 FINAL PROJECT 1

Part 1: Original Lesson Plan

Target Audience: This lesson is designed for sixth graders in general education Science class.

Objective: Students will be able to identify various animals that use camouflage as a defense

mechanism.

Standard 6.L.4: The student will demonstrate an understanding of how scientists classify

organisms and how the structures, processes, behaviors, and adaptations of animals allow them

to survive.

Materials and Text:

• 10 6X8 inch (approximately) sheets of red construction paper

• 10 6X8 inch (approximately) sheets of blue construction paper

• 10 6X8 inch (approximately) sheets of orange construction paper

• 5 large sheets of red construction paper

• white writing/drawing paper

• scissors

• markers or colored pencils

• pencil

Procedure:

Introduction

• Let each student choose a piece of red, blue or orange construction paper (you can

choose different colors for the class, but only 3 colors total).
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• Lead students in cutting out butterflies from the paper that they have.

• Have students make 4 butterflies each, they don’t have to be of equal size.

• They are NOT to draw on the butterflies or fold them, they should stay flat with no

markings.

Guided Practice

• The teacher will then lay out 4 large sheets of red construction paper, or enough to

cover a desk or 2.

• Call students up a few at a time to bring their butterflies and spread them out on the

colored construction paper.

• All of the students’ butterflies should be spread out evenly on the papers.

• Now ask students to raise their hand if they made red butterflies, count the students and

multiply the number of students by 4 to figure out how many red butterflies there are.

Ex. 10 x 4 = 40 red butterflies

• Now ask students to raise their hand if they made orange butterflies, count the students

and multiply the number of students by 4. Ex. 10 x 4 = 40 orange butterflies

• Now ask students to raise their hand if they made blue butterflies, count the students

and multiply the number of students by 4. Ex. 10 x 4 = 40 blue butterflies

• Now have students line up and tell them that they will be predators. They are to quickly

choose 1 butterfly and then keep walking. They should choose the first one they find

without looking carefully.

• Have students repeat this step multiple times. (But they only take 1 butterfly at a time.

• Monitor students and make sure that they are choosing quickly and not searching for

their own or their friend’s butterflies.

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• When you see that one of the colors of butterflies has “gone extinct” stop the line and

have students go back to their seats.

• Count the remaining butterflies. You should have 0 butterflies from one group (maybe

blue), maybe you will have less than 10 of the other group (maybe orange) and you

should have nearly all the butterflies from the red group, as the red butterflies were

harder to spot on the red construction paper.

• Find a student that has all blue butterflies, ask them why they “hunted” only blue

butterflies.

• Lead a discussion on why the blue (for example) group went extinct before the other

group.

• Ask them what advantage the red group of butterflies had over the other colors. (they

blended in with the environment)

• Write Camouflage on the board

• Lead a discussion about the benefits of camouflage and ask students what animals they

know that can camouflage.

Independent Practice

• If materials are available, allow students to research an animal that uses camouflage as

a defense. This could be a great activity during computer lab if available.

• Tell students to draw a picture of an animal hiding in its environment. For example,

they can draw a green frog in a tree or a snowy owl or polar bear in the Arctic.

• Have students write a summary of the animal that they drew. For example: The snowy

owl is cool for many reasons. It lives in the snow and is white. Its white color helps the
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snowy owl hide from its predators and stay camouflaged. As you can see, the snow owl

is a master of disguise!

Closing

Students can show their pictures and read their summary to their partners and then the teacher

can choose students to read the summary and show their animal to the class.

Part 2: Revised Lesson Plan

Target Audience: This lesson is designed for sixth graders in general education Science class.

Learning Objectives:

• Students will be able to identify various animals that use camouflage or mimcry as a

defense mechanism

• Students will be able to create their own camouflage/mimicry animal and environment

using technological resources.

• Students will be able to successfully use technology to demonstrate their learning.

• Students will be able to engage in positive behavior using technology online.

Content SC Standard 6.L.4: The student will demonstrate an understanding of how scientists

classify organisms and how the structures, processes, behaviors, and adaptations of animals

allow them to survive.

Structures for defense

o Allow an animal to hide from a predator or warn a predator (Examples: camouflage or

mimicry (copying the appearance, actions, or sounds of another

EDIT 610 FINAL PROJECT 5

animal)

ISTE (International Society for Technology in Education) Standards:

• Students use technology to seek feedback that informs and improves their practice and

to demonstrate their learning in a variety of ways.

• Students use a variety of technologies within a design process to identify and solve

problems by creating new, useful or imaginative solutions

• Students engage in positive, safe, legal, and ethical behavior when using technology,

including social interactions online or when using networked devices.

Materials and Text:

• Student Computer with Nearpod, Padlet, & Canva installed

• Teacher Computer and Smart Boards

• Teacher Blooket

• Teacher Nearpod

• Google Slides “Where’s the Animal?”

Procedure:

Introduction

• Allow students to work on Google Slides “Where’s the Animal?” (Students will

decide if the picture is Camouflage or Mimicry)

Teacher Guided

• Students will log into Nearpod

• We will go over our Nearpod notes on Structures for Defense and learn the difference

between Camouflage and Mimicry

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• Students will watch videos and engage in activities that are integrated into the Nearpod

• Students will complete the Time to Climb quiz at the end of the lesson. *This will be

used as practice activity for teachers to collect data

Independent Practice

• Students will create an account on Canva.com

• Students will find an animal and create and environment to mimic or camouflage in

• When completed students will post their animal and environment that they created and

post it on Padlet

• Students will choose 7 of their classmate's Canvas that are posted on Padlet and decide

whether it is mimicry or camouflage *This will be used a Mid grade

Closing

• As a class, students will play a Blooket game where they decide if the picture is

camouflage or mimicry. *This will be used as review as a class

• Students will once again decide whether each animal is camouflage or mimcry but this

time for a grade using Google Slides “Where’s the Animal?”

Before and After

Introduction

By integrating technology, diversity, and digital citizenship throughout all parts of the

lesson in meaningful and innovative ways, the student learning experience will improve

drastically. The lesson now meets the needs of all learners, provides engaging activities, and

teaches students digital citizenship. By providing different learning experiences throughout the
EDIT 610 FINAL PROJECT 7

lesson, all learners can be accommodated. This lesson is planned to take about two days to make

sure that each portion of the lesson receives adequate time.

Technology

Technology was integrated to enhance student engagement and learning. Decisions were

made to meet the needs of diverse learners and were based on the targeted audience. When

making decisions I used concepts from the ASSURE and ADDIE instructional design models.

My thought process was to think about the ASSURE model and think about the activities and

technology that would make teaching and learning more effective. Considering these

instructional design models, different technologies, videos, and materials were added to the

lesson plan. The specific technology selections that I added to the lesson were Nearpod, Padlet,

Canva, and Blooket.

My next step to integrate these technologies was to decide how to utilize them in the

classroom. Before starting the lesson, I would go over each technological resource and how to

use them so all students would feel confident and not have any technological barriers. Not all

students have the opportunity to experience technology at home, so it is important to bridge the

digital divide gap in the classroom.

The use of computers while presenting the Nearpod lesson provides an interactive

learning experience for students. It includes interactive slides, videos, and gamified activities as

well as a Time to Climb at the end of the lesson. Padlet is an online tool that allows students and

teachers to post notes on a common page. This was used throughout the lesson for students to

share what they created during the activity. The notes posted can contain links, videos, images
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and document files. This is a tool that can link notes and allows for quick collaboration and

communication.

Canva is another online tool that is used to construct and show students' knowledge. They

can take pictures or videos of their classwork, assignments, and school activities and post those

on their accounts. It allows students to show off their visual learning and design templates and

materials. Blooket is a gamified educational platform where teachers host games through

question sets and students answer them on their computers. This is a great tool to utilize for

formative assessments and reviews. Students love game-like activities and will be excited to play

and answer questions. Nearpod, Padlet, Canva, and Blooket are all great resources and will hit on

ISTE Standards along with content standards.

Part 3: Assessment Plan

Target Audience: This plan is designed for sixth graders who have participated in the

Camouflage vs. Mimicry Lesson.

Activity ISTE Standard SC Grade 6 Lesson Assessmen Format of

Standard Objective(s) t Type Assessment
Nearpo Students use The student will Students will Formative Students will
d technology to demonstrate an be able to Assessmen be assessed to
seek feedback understanding of identify t (Practice see if they
that informs and how scientists various Grade) successfully
improves their classify animals that met the
practice and to organisms and use learning
demonstrate their how the camouflage objective in
learning in a structures, or mimicry as their Time to
variety of ways. processes, a defense Climb
behaviors, and mechanism activity.
Students engage adaptations of
in positive, safe, animals allow
legal, and ethical them to survive. Students will
behavior when Structures for be able to
using technology, defense successfully
including social o Allow an use
EDIT 610 FINAL PROJECT 9

interactions animal to hide technology to

online or when from a predator demonstrate
using networked or warn a their learning.
devices. predator
Padlet Students use The student will Students will Formative Students will
technology to demonstrate an be able to Assessmen be assessed to
seek feedback understanding of identify t see if they
that informs and how scientists various (Mid-level successfully
improves their classify animals that Grade) met their
practice and to organisms and use learning
demonstrate their how the camouflage objectives
learning in a structures, or mimicry as when
variety of ways. processes, a defense analyzing
behaviors, and mechanism their
Students use a adaptations of classmate's
variety of animals allow Canva posts
technologies them to survive. Students will correctly. It
within a design Structures for be able to will either be
process to defense successfully mimicry or
identify and solve o Allow an use camouflage.
problems by animal to hide technology to
creating new, from a predator demonstrate
useful or or warn a their learning.
imaginative predator
solutions Students will
be able to
Students engage engage in
in positive, safe, positive
legal, and ethical behavior
behavior when using
using technology, technology
including social online.
interactions
online or when
using networked
devices.
Canva Students use a The student will Students will Formative Students will
variety of demonstrate an be able to Assessmen be assessed to
technologies understanding of create their t see if they
within a design how scientists own (Practice have
process to classify camouflage/m Activity) appropriately
identify and solve organisms and imicry animal created their
problems by how the and own
creating new, structures, environment camouflage
useful or processes, using or mimicry
behaviors, and environment
EDIT 610 FINAL PROJECT 10

imaginative adaptations of technological with their

solutions animals allow resources. animals using
them to survive. Canva.
Structures for Students will
defense be able to
o Allow an successfully
animal to hide use
from a predator technology to
or warn a demonstrate
predator their learning.

Blooket Students use The student will Students will Formative Students will
technology to demonstrate an be able to Assessmen be assessed
seek feedback understanding of identify t on their
that informs and how scientists various (Review performance
improves their classify animals that Activity) on the
practice and to organisms and use Blooket
demonstrate their how the camouflage Review
learning in a structures, or mimicry as activity. The
variety of ways. processes, a defense teacher will
behaviors, and mechanism use the
Students engage adaptations of assessment
in positive, safe, animals allow Students will data to guide
legal, and ethical them to survive. be able to further
behavior when Structures for successfully instruction
using technology, defense use
including social o Allow an technology to
interactions animal to hide demonstrate
online or when from a predator their learning.
using networked or warn a
devices. predator Students will
be able to
engage in
positive
behavior
using
technology
online.

Nearpod

Students will go through the Nearpod as a class. The Nearpod includes different media

such as videos and images as well as engaging and interactive activities. This Nearpod will allow

participation from the students which is very important. According to ASSURE Model, the most
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basic step to achieve this is “requiring the participation of the students in class discussions”

(Kurt, 2014, para. 19). At the end of the Nearpod there is a time to climb that contains gamified

questions. Students will be scored based on the question they correctly answer.

Padlet

Students will be assessed on their Padlet post of the Canva template they created.

Students will post their Canva and will choose 7 of their classmate's Canva and decide whether

their post is Mimicry or Camouflage. Students will be graded based on the 7 Canvas they choose

and whether they correctly decipher each post.

Canva

Students' performance will be assessed to check if they successfully met all learning

objectives. Teacher observation will help guide the pace of this activity as students can use the

whole class time to complete this activity. The teacher will use the checklist below to provide

clear instructions and criteria for students. This assignment will be recorded as a practice

activity. This checklist ensures that content standards and ISTE Standards are met successfully.

Content Standard ISTE Standards Submission

2 pts - The student
demonstrated an
understanding of how an
animal hides from a predator
or warns a predator
Examples: camouflage or
mimicry (copying the
appearance, actions, or
sounds of another
animal)
2 pts - Students use a variety 2 pts – Submitted on time
of technologies within a
design process to identify and
solve problems by creating
new, useful or imaginative
solutions

1 pt – The student showed 1 pt - Students used 1 1 pt – Submitted 1 day after

Examples of camouflage or technology and did not use a due date
mimicry (copying the design process to identify and
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appearance, actions, or solve problems by creating

sounds of another new, useful or imaginative
animal) solutions

0 pts – The student did not
include any type of
camouflage or mimicry
0 pts - Students did not use 0 pts – Submitted 2 days or
any technology within a more after the due date
design process to identify and
solve problems by creating
new, useful or imaginative
solutions

Blooket

Student performance on the Blooket review activity will be assessed to check for student

learning of instructional content. The teacher will assess this through observation and by viewing

the results at the end of the Blooket. This will allow the teacher to see if the students have met

the learning objectives. Teachers should be looking for successful ISTE objectives and content

objectives throughout the Blooket review. Students will not receive a grade for this as this will

be used as data to guide further instruction. To be a good Educator, one must “constantly

evaluate their teaching, evaluate the student learning, and make any revisions required for the

next lesson and for the next time they are going to teach the lesson” (Mothudi, 2014, p. 6)
EDIT 610 FINAL PROJECT 13

References

Camouflage and environment lesson plan. Teacher.org. (n.d.). https://www.teacher.org/lesson-

plan/camouflage-and-environment/

ISTE standards: Students. ISTE. (n.d.). https://www.iste.org/standards/iste-standards-for-students

Kurt, Dr. S. (2016, February 14). Assure: Instructional design model. Educational
Technology.https://educationaltechnology.net/assure-instructional-design-model/
Mothudi, H. (2014, January). Factors that hinder students benefiting from video conferencing
classes. January 2014.
https://www.researchgate.net/publication/261181404_Factors_that_hinder_students_benefi
tting_from_Video_Conferencing_classes
South Carolina Academic Standards and Performance Indicators for Science. (n.d.).
https://phea.webs.com/SC%20Standards%20for%20Science%202014.pdf