Octopus camouflage4/3/2023 ![]() ![]() Some animals can change colors really fast.There are different kinds of camouflage (mimicry, concealing coloration, disruption coloration, and disguise).Transition to evaluating what we have figured out about camouflage and the role it plays in survival so far: Also, encourage students to ask questions about the animals they are learning about. Have student groups record basic information about the animals and their environments. When students have finished developing their models, ask groups share them in a gallery walk or short presentation. how the organism interacts with its environment (type of camouflage used)Įncourage students to include other components and interactions.other organisms it interacts with (predator/prey/both).the role the organisms plays in the environment (predator/prey/both).Students should identify their models need to include: Before setting students free to work, facilitate a consensus discussion about what their models should include. Have students develop a model to explain how their animal uses camouflage for survival. Next, assigned one of the animals from the slides to each group. Deeper learning around biochromes and how they use wavelengths to help with camouflage should not be further addressed until high school. This article introduces some science ideas and vocabulary around the structure and function used in some organisms that are OK to mention at the middle school level. How Animal Camouflage Works is a more difficult read.How Common Animals Use Camouflage to Their Benefit is the shorter of the two articles and could be more accessible to students who may struggle with reading.To find out more about how animals use camouflage to survive have students read one or both of the articles linked below. At this point it is not necessary to correct any misconceptions or incomplete ideas about these science ideas as they will have opportunities to change their thinking over the rest of the Daily Do lesson. Use these discussions as formative assessment opportunities to see what your students remember about ecosystem interactions, traits and an organism's ability to survive and reproduce. What are characteristics of healthy ecosystems?.What do all organisms need to survive and reproduce?.Lead students to determine they have to figure out if it's the animals' genetics or environment - or both - that allows them to be seen or unseen.ĭiscussion Guidance: If students don't notice the patterns in the questions at first, surface prior learning about genetics and ecosystems by having students brainstorm around prompts such as: This can only happen when the environment can provide enough resources. In order for a population of species to continue to exist, enough individuals within that population have to survive and reproduce. However, all of the questions ultimately focus on survival. Lead students to figuring out that some of the questions are focused on genetics and others are more about the environments where these animals are found. Transition students to thinking about the patterns they are seeing in the class questions. To help students in this process consider using this Questioning Form. This process also helps limit tangential questions or questions that could be considered inappropriate. Guidance: Having students prioritize their questions in small groups allows students time to formulate and revise their questions from closed to open. If the environment changes will the animals change in the same way?.Are color and color-changing abilities genetic?.Can other animals change color and shape like the octopus?. ![]() How can the octopus change to match so much?.Do the animals change to look like their environment after they are born?.How do the animals know what the environment will look like?.As students individually share, record their questions on the board or chart paper. Each group member should choose one of their prioritized open questions to share with the whole group. Remind students their questions should be written as open questions encourage them to work together to revise closed questions. Tell students to share them with their small group, and then prioritize the group's questions. Next have students focus on their wonders. both land and aquatic animals can blend into their environments.Some animals are shaped like other things in their environment.Some animals blend into their environment because of color.The animals are hard to see in those pictures.Give students time to document their noticings and then have them share what they noticed with the whole group. ![]()
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