TCNJ Lesson Plan

Animal Adaptations

Student Name: Kristen Gombas

Grade Level: Pre-K - K
Guiding and/or Essential Questions:
How do animals adapt to their environment?
What is camouflage?
How does camouflage help animals survive?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Some students may be aware of what camouflage is. They may relate it to the type of
clothing pattern. When saying that animals can change to fit their environment, students may
think that this is an instant change or they can change at will. It is important to explain that
animals are born with adaptations and it take many years to change.
Standards:
NGSS:
-

K-ESS3-1 Earth and Human Activity: Use a model to represent the relationship between
the needs of different plants and animals (including humans) and the places they live.
3-LS4-3: Construct an argument with evidence that in a particular habitat some
organisms can survive well, some survive less well, and some cannot survive at all.

Common Core:
-

CCSS.ELA-LITERACY.RL.K.1: With prompting and support, ask and answer questions

about key details in a text.
CCSS.ELA-LITERACY.RL.K.7: With prompting and support, describe the relationship
between illustrations and the story in which they appear

NJ Preschool Standards:
-

5.3.1 Investigate and compare the basic physical characteristics of plants, humans, and
other animals
5.3.3 Observe and describe how natural habitats provide for the basic needs of plants and
animals with respect to shelter, food, water, air, and light
RL.PK.1 With prompting and support, ask and answer key elements in a familiar story or
poem.
RL.PK.7 With prompting and support, using a familiar storybook, tell how the
illustrations support the story

Learning Objectives and Assessments:

Learning Objectives
Students will recognize that camouflage is the
ability to blend in with the surroundings.

Students will explain why some animals have

camouflage.

Assessment
Students will identify a creature from the
surrounding and state whether it was hard or
easy to locate.
Teacher will assess for correct identification
and explanation of whether the animal was
easier to spot.
Students will state that reason animals use
camouflage is to protect themselves or to catch
food easier.
Teacher will assess more correct statement by
asking students during read aloud and after
activity.

Materials/Resources: (List materials, include any online or book references and resources)
- Where in the Wild? By David M. Schwartz and Yael Schy, and Dwight Kuhn
- Newspaper
- 10 Newspaper cutouts of frogs
- 20 Construction paper cutouts of frogs
Plan for set-up/distribution/cleanup of materials:
The book and discussion questions will be prepared beforehand. The book will be read so
the teacher can recite facts about each animal. I will have specific facts that will be shared about
each animal so I do not have to read the whole information page. That morning, I will pick a
student with a solid or nearly solid shirt and find an object that matches. The student should not
be aware. The cutouts will be prepared beforehand. The items will be kept near the rug for easy
access after reading. When the activity is complete, the newspaper can be picked up quickly.
Students will hand the teacher their frogs. If desired, students can help by placing paper in
recycling bin.
Step by Step plan (numbered):
Part 1: Read Aloud
1. Students will come sit on the rug facing the teacher. The student that was picked in the
morning will come up to the front and stand next to the teacher. The item that matches his
shirt will be held up to it. Students will be asked if it is hard to see. Another student will
be chosen to come stand in front of the class. The shirt should be a different color. The
object will be held against that shirt and students will be asked which one is easier to see
the object and why. I will explain that is what camouflage is. It is when something hides
by blending in. Students will clap out the word and repeat the definition.
2. The two students will sit down and the book will be introduced. Students will be told they
will be looking on for camouflaged animals. The first page will be read, and a model will
performing using the ladybug picture. Ill say thinking out loud then say, It was hard to
find it. Animals that eat him will have a hard time too.

3. For each page, the poem will be read then picture will be held up so all students can see.
Students will be reminded that they can point to it, but they should not be shouting.
4. When everyone has had a turn, the flap will be lifted. I will point out the animal and read
a few facts. The whole page will not be read, instead the focus will be on what animal it
is, where it lives, and why it has camouflage.
5. The students will be asked whether it was easy or hard to find the animal. They should
explain why. The students will also be asked to repeat why the animal uses camouflage.
This will be done after each page. Every three pages, the students can also be asked if the
animal lived on the previous page, would it be easier to see.
6. After the book is completed, students will be asked what camouflage is and why animals
use it. They should list some examples from the book.
Part 2: Activity
1. The students will be told that they are going to get to be predators looking for animals.
They will be instructed to sit around the edge of the rug. They may stand up and stretch if
needed. Once they are sitting, the rules can be introduced.
2. As I put down the newspaper, I will explain that this is the environment the animals will
be hiding. I will spread it out so it covers most of the rug.
3. The students will be shown the frog cutouts. There are colorful ones and newspaper ones.
They will close their eyes and when they open them, they will need to grab the first frog
they see. There is no pushing or grabbing.
4. The students will told to move to the edge of the newspaper, but sitting on top. They will
5. be instructed to close their eyes. The frogs will be spread over the newspaper.
6. The students will be told to open their eyes, and they should each grab a frog.
7. They will be asked to hold up their frog, then asked if more newspaper ones were caught
or colored ones. They should explain why.
8. The game can be repeated as long as desired. When the game is over, students will have a
discussion on what camouflage is and how it helps the animals.
Key Questions (that you will ask):
-

Which shirt makes the object easier seen?

What is camouflage?
Was the animal easy or hard to find? Why?
Would it be easier to see on another page?
What kind of frogs were caught more? Why do you think that?
How does camouflage help animals?

Logistics:
Timing: 35 minutes
Part 1: 20 minutes
Part 2: 15 minutes
Transitions:

After the read aloud, students will stand up and stretch before moving to sit on the
perimeter of the rug. They will listen to the directions before participating in the activity. After
the game, students will return back to the perimeter. They will help with cleanup before moving
to the next activity. The end of clean-up will be signaled with a bell or another familiar sound.
Classroom Management:
Students will be told they should not push to see the picture or sit up on their knees.
Everyone will have a chance to see. Students who repeat this action will be moved from their
spot and put someone where they wont block a friend or can see better. Before the activity,
students will be given instructions and reminders not to push or grab. They need to play nice if
they want to stay in the game. Attention will be gained with the bell or another familiar sound if
needed. Students spots around the newspaper can be moved if there are any issues.
Differentiation
Students who cannot see well or are smaller should sit closer to the book so they can see.
The picture should be shown to each student. The frogs should be placed randomly on the
newspaper, but students who may need extra help catching one can have one or two placed near
them.