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Children identify animals using camouflage in these activities


Language Arts, Science  


K, 1, 2  

Title – Camouflage – Do Animals Play Hide and Seek?
By – Mandi Cooley
Primary Subject – Science
Secondary Subjects – Language Arts
Grade Level – K-2
Duration – 45 minutes+


  • The kindergarten students will verbally answer comprehension questions after the teacher reads the story aloud.
  • The kindergarten students will verbally name three Iowa wild animals that have colors or patterns on their fur, feathers, etc. that help them match the elements in their environments after the discussion about camouflage.
  • The kindergarten students will verbally explain what camouflage means after the defining of the word camouflage.
  • The kindergarten students will sort pictures of animals into two piles, those that would be camouflaged easily, and those that would stand out after the teacher models how to sort the pictures.
  • The kindergarten students will circle the animals that use camouflage on the camouflaged animal worksheet.

Nashua-Plainfield Benchmark/Standards:

  • K-2 Science:
    • Standard 4: Understands the functions of living organisms and their relationship to each other and their environment.
    • Benchmark 4.3: Knows that plants and animals have characteristics that help them live in different habitats.
  • K-2 Language Arts:
    • Standard 1: Read with understanding
    • Benchmark – Comprehension: Can comprehend intended meaning from print.
    • Standard 2: Participate in diverse literary experiences.
    • Benchmark – Appreciation: Has an awareness of various types of literature and literary forms.
    • Standard 4: Listens and speaks effectively in a variety of situations.
    • Benchmark – Process: Follows oral directions.


  • Book: Where Did Bunny Go?
  • Pictures of animals in envelopes (individual pictures from animal sheet below)
    • Camouflaged animals
    • Non-camouflaged animals
    • Camouflaged Animal Circling Sheet (Below)

Introduction to Lesson:

  1. Anticipatory Set:
    • “Have you ever played “Hide and Seek” with your friends or family? Where did you hide? Could you find your friends easily? What is one of your best hiding places?”
    • Introduce book: “We are going to read about a bunny who plays hide and seek with his friends.”
    • Tafuri, Nancy. Where Did Bunny Go? . New York: Scholastic Inc., 2001.
    • Questions:
      • Who are the main animals in the story? (Bunny, Bird, squirrel, chipmunk)
      • What games did the animals play? (Hide and seek, follow the leader, tag)
      • Who was “it” when the animals played hide and seek? (Bird)
      • How did bird feel when she couldn’t find bunny? (Scared, sad, worried)
      • Do you think animals really play hide and seek? (Transition question)
  2. Purpose: Our purpose is to discover how animals play hide and seek in nature by using something called camouflage.

Major Instructional Sequence:

  1. Instruction:
    • “Animals do hide in nature! Many animals blend into their surroundings by camouflage. This means that their fur or feathers match the area around them. For example, a deer is a brown color and it will lie down in brown bushes to camouflage itself from other animals and people. Deer can also hide in the woods because they blend in with the brown trunks of the trees.
    • Here are some pictures of other animals that use camouflage. To be hidden using camouflage, the animals’ fur or feathers must be about the same color as their surroundings. If a bird has brown feathers, they can hide in brown trees or brown reeds. If a rabbit is white, it can hide easily in the snow.
    • Can this animal hide easily? (hold up picture of deer, yes) Why is it easy for a deer to hide?
    • Can this animal hide easily? (Hold up a picture of a cardinal, no) Why is it difficult for a cardinal to hide?
    • Raise your hand and tell me what camouflage means.”
  2. Modeling:
    • “We are going to sort pictures of animals into two categories. I will give each of you an envelope with pictures of animals in it like this one. You will take out the pictures and lay them out on your table.” (Take out pictures and lay in front of me on carpet.)
    • “Then you will look at each picture to decide if the animal in that picture is camouflaged or if it is not.” (Pick up the picture of the deer.) I will look at the picture of the deer to decide if I think it is camouflaged.
      (Think aloud…)
    • “Well… the deer is brown and the trees around it are brown. This deer could easily hide because it is the same color as the tree trunks around it. This animal is using camouflage. I will put this picture in a pile over here. (Place picture off to one side) Now I will look at another picture. This is a picture of a cardinal. The cardinal is red and the tree it is sitting on is green. The cardinal is very bright and easy to see. This animal is not camouflaged because it is not the same color as the tree. I will put this picture in the second pile. (Place off to the other side.) Now I need to look at the rest of the pictures to decide which pile to put them in.”
  3. Checking for Understanding:
    • “Before you begin the activity, I have a few questions for you. Raise your hand if you can answer the question.”
      • What is camouflage?
      • How do animals use camouflage?
      • Do all animals have camouflage?
      • What is an animal that has camouflage?
      • What is an animal that does not have camouflage?
      • What activity will you be doing now? (Sorting the animal pictures into two piles.)
      • How many piles will you have? (Two, camouflaged and non-camouflaged.)
    • “Great, as I call your name you may come up and get an envelope with pictures and go back to your seat. Please wait for directions when you get to your seat. We will sort a few pictures together before you finish on your own.”

Concluding Sequence:

  1. Guided Practice:
    • Students will sort the first couple of pictures together with the teacher. Everyone will pick up the same picture that the teacher is holding and the class will discuss together which pile the picture should go in.
    • “Let’s begin with the picture of the deer. Everyone, find your picture of the deer and look at it. What pile should the deer go into? Is the deer camouflaged?”
    • Have two or three students say why the deer is or is not camouflaged. Put the picture in the pile the students decide is correct.
    • Repeat with two other pictures.
  2. Independent Practice:
    • “Now you may begin sorting the other pictures on your own. If you need help, raise your hand. I will be here to help you.”
    • Circulate while students are sorting the pictures to see how they are doing. If a student is making a lot of errors, stop them and discuss with them what camouflage is and why they made the decisions they made. Try and help student figure out what needs to be changed.
    • Once all the pictures have been sorted, go through each animal and explain why it is in the group that it is in. Have everyone correct his or her piles as necessary.


  1. Camouflaged Animal Sheet Evaluation:
    • Students will circle the animals that are camouflaged in their surroundings.
    • Hand out the camouflaged animal sheet and explain to the students what they are to circle.
    • As students hand in their circle sheets, ask them, “What are three animals that use camouflage?”

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