themselves with their surroundings their environment. Teacher can then ask students about any other examples Key they know of camouflage to discuss in pairs, then get Vocabulary: some pairs to feedback. Camouflage, environment, There may be some links here to man-made camouflage surroundings, adapt, and how this ties in with the topic and how humans have applications, used examples of how nature uses camouflage for background, colour, predator, applications such as military, videography/photography, prey, military architecture etc. Teacher to set up and students can then play a game in Some real examples or pictures of where they have to try and pick up as many squares man mad camouflage. of paper as possible in a set time. There are 2 different coloured squares of paper and 2 different backgrounds of Students will be the same colours (so all the colour squares are placed on able to discuss each background). Students must pick up the piece of and share what paper using only a finger and thumb, or pair of tweezers, they know about Small squares of 2 different colours in a 20-30 second time frame. After the activity has been camouflage of paper, 2 large pieces of completed and the students have some observations. background paper those 2 different Students will Students should be directed to evaluate the activity and coloured pieces of paper. model how suggest how it might be related to camouflage in nature. Stopwatches, tweezers (optional) camouflage can *Note the aim of the game is to illustrate how a predator is be a selective more likely to choose a prey item from pressure, and Inquiry: This same activity can be expanded to include 3 Same as above, but with 3 or 4 investigate the or 4 different colour backgrounds, where students carry different background colours of impact of different out a full investigation using the question; How does the paper. coloured colour of the background affect the most common chosen environments. Videos showing how some colour of prey? Students should be able to observe a organisms can use objects to pattern about the ease to detect prey camouflage themselves.
their surroundings Key Vocabulary: Camouflage, environment, surroundings, adapt, applications, background, colour, predator, prey, military Teacher can then ask students about any other examples they know of camouflage to discuss in pairs, then get some pairs to feedback. There may be some links here to man-made camouflage and how this ties in with the topic and how humans have used examples of how nature uses camouflage for applications such as military, videography/photography, architecture etc. Teacher to set up and students can then play a game in where they have to try and pick up as many squares of paper as possible in a set time. There are 2 different coloured squares of paper and 2 different backgrounds of the same colours (so all the colour squares are placed on each background). Students must pick up the piece of paper using only a finger and thumb, or pair of tweezers, in a 20-30 second time frame. After the activity has been completed and the students have some observations. Students should be directed to evaluate the activity and suggest how it might be related to camouflage in nature. *Note the aim of the game is to illustrate how a predator is more likely to choose a prey item from Inquiry: This same activity can be expanded to include 3 or 4 different colour backgrounds, where students carry out a full investigation using the question; How does the colour of the background affect the most common chosen colour of prey? Students should be able to observe a pattern about the ease to detect prey Some real examples or pictures of man mad camouflage. Small squares of 2 different colours of paper, 2 large pieces of background paper those 2 different coloured pieces of paper. Stopwatches, tweezers (optional) Same as above, but with 3 or 4 different background colours of paper. Videos showing how some organisms can use objects to camouflage themselves. themselves with their environment. Students will be able to discuss and share what they know about camouflage Students will model how camouflage can be a selective pressure, and investigate the impact of different coloured environments.
Year%206%20Draft%20Science%20guidance.docx