Download The Newspaper Pond

The Newspaper Pond
© 2009 Barbara J. Shaw Ph.D., Science A to Z
Permission is granted to make and distribute copies of this lesson plan for educational use only.
Scientific Inquiry
Biology - Camouflage
Math - Graphing
K-3rd Grade
45 Minutes
Objective:
Students will:
 Practice the scientific method
 Explain the strategic advantage of camouflage
 Identify why and how eyes are camouflaged
 Graph the results of the experiments
 Explain the results of the experiments
Materials:
 scissors
 newspaper
 white construction paper
 black construction paper
 gray construction paper
 butcher paper - 3 large sheets
 cellophane tape
 markers
 resource books with animal pictures or computers with internet access
 large sheet (optional)
Oregon Science Standards:
Kindergarten
K.2 Interaction and Change: Living and non-living things move.
K.2P.1 Examine the different ways things move.
K.3 Scientific Inquiry: Science explores the natural world through observation.
K.3S.1 Explore questions about living and non-living things and events in the natural
world.
First Grade
1.1 Structure and Function: Living and non-living things have characteristics and
properties.
1.1L.1 Compare and contrast characteristics among individuals within one plant or
animal group.
1.2 Interaction and Change: Living and non-living things interact.
1.2L.1 Describe the basic needs of living things.
1.3 Scientific Inquiry: Science explores the natural world using evidence from
observations.
1.3S.2 Record observations with pictures, numbers, or written statements.
1.3S.3 Describe why recording accurate observations is important in science.
Second Grade
2.1 Structure and Function: Living and non-living things vary throughout the natural
world.
2.1L.1 Compare and contrast characteristics and behaviors of plants and animals and
the environments where they live.
2.2 Interaction and Change: Living and non-living things change.
2.2L.1 Describe life cycles of living things.
2.3 Scientific Inquiry: Scientific inquiry is a process used to explore the natural world
using evidence from observations.
2.3S.1 Observe, measure, and record properties of objects and substances using
simple tools to gather data and extend the senses.
2.3S.2 Make predictions about living and non-living things and events in the
environment based on observed patterns.
2.3S.3 Make, describe, and compare observations, and organize recorded data.
Third Grade
3.2 Interaction and Change: Living and non-living things interact with energy and
forces.
3.2L.1 Compare and contrast the life cycles of plants and animals.
3.3 Scientific Inquiry: Scientific inquiry is a process used to explore the natural world
using evidence from observations and investigations.
3.3S.1 Plan a simple investigation based on a testable question, match measuring
tools to their uses, and collect and record data from a scientific investigation.
3.3S.2 Use the data collected from a scientific investigation to explain the results and
draw conclusions.
3.3S.3 Explain why when a scientific investigation is repeated, similar results are
expected.
P=Physical science; L=Life science; E=Earth and Space science; S=Scientific inquiry;
D=Design (engineering)
Oregon Mathematics Standards:
Kindergarten
K.1.1 Read and write whole numbers to 10.
K.1.2 Connect numbers, including written numerals, to the quantities they represent,
using various physical models and representations.
K.1.5 Count objects in a set using one-to-one correspondence and produce sets of
given sizes.
K.1.6 Compare and order sets or numerals by using both cardinal and ordinal
meanings.
K.1.7 Model simple joining and separating situations and represent them with objects,
pictures, and/or numerals.
K.1.8 Choose, combine, and apply effective strategies for solving joining and
separating problems.
First Grade
1.1 Number and Operations: Develop an understanding of whole number relationships,
including grouping in tens and ones.
1.1.1 Compare and order whole numbers to 100.
1.1.2 Represent whole numbers on a number line, demonstrating an understanding of
the sequential order of the counting numbers and their relative magnitudes.
1.1.3 Count and group objects in tens and ones.
1.1.4 Identify the number of tens and ones in whole numbers between 10 and 100,
especially recognizing the numbers 10 to 19 as 1 group of ten and a particular
number of ones.
1.2 Number and Operations and Algebra: Develop understandings of addition and
subtraction and strategies for basic addition facts and related subtraction facts.
1.2.1 Model 'part-whole,' 'adding to,' 'taking away from,' and 'comparing' situations to
develop an understanding of the meanings of addition and subtraction.
1.2.2 Develop and use efficient strategies for adding and subtracting whole numbers
using a variety of models, including discrete objects, length-based models (e.g.,
lengths of connecting cubes) and number lines.
1.2.3 Apply with fluency sums to 10 and related subtraction facts.
1.2.4 Use the concept of commutative [4 + 2 = 2 + 4], associative [(4 + 3) + 7 = 4 +
(3 + 7)], and identity [0 + 3 = 3] properties of addition to solve problems
involving basic facts.
1.2.5 Relate addition and subtraction as inverse operations.
1.2.6 Identify, create, extend, and supply a missing element in number patterns
involving addition or subtraction by a single-digit number.
Second Grade
2.1 Number and Operations: Develop an understanding of the base-ten numeration
system and place-value concepts.
2.1.2 Understand and apply base-ten numeration, and count in multiples of one, two,
five, ten, and one hundred.
2.1.4 Use place value and properties of operations to find and use equivalent
representations of numbers (such as 35 represented by 35 ones, 3 tens and 5 ones,
or 2 tens and 15 ones).
2.2 Number and Operations and Algebra: Develop fluency with addition facts and related
subtraction facts, and with multi-digit addition and subtraction.
2.2.1 Apply, with fluency, sums to 20 and related subtraction facts.
2.2.2 Solve multi-digit whole number problems by applying various meanings (e.g.,
taking away, and comparing) and models (e.g., combining or separating sets,
using number lines, and hundreds charts) of addition and subtraction.
2.2.3 Develop fluency with efficient procedures for adding and subtracting multi-digit
whole numbers and understand why the procedures work on the basis of place
value and number properties.
2.2.4 Select and apply efficient methods to estimate sums and differences or calculate
them mentally depending on the numbers and context involved.
2.3 Measurement: Develop an understanding of linear measurement and facility in
measuring.
2.3.1 Determine length by finding the total number of equal-length units that are
placed end-to-end without gaps or overlaps.
2.3.2 Apply concepts of partitioning (the mental activity of slicing the length of an
object into equal-sized units) and transitivity (e.g., if object A is longer than
object B and object B is longer than object C, then object A is longer than object
C).
2.3.3 Demonstrate an understanding that using different measurement units will result
in different numerical measurements for the same object.
2.3.4 Explain the need for equal length units and the use of standard units of measure.
2.3.5 Use rulers and other measurement tools to estimate and measure length in
common units (e.g., centimeter and inch).
2.3.6 Use the measurement process: choose an appropriate measurement unit,
compare that unit to the object, and report the number of units.
Third Grade
3.1 Number and Operations: Develop an understanding of fractions and fraction
equivalence.
3.1.1 Represent common fractions (e.g., halves, thirds, fourths, tenths) as equal
parts of a whole, parts of a set, or points or distances on a number line.
3.1.2 Recognize and demonstrate that sizes of fractional parts are relative to the
size of the whole.
3.1.3 Use fractions to represent numbers that are equal to, less than, or greater
than one.
3.1.4 Solve problems that involve comparing and ordering fractions by using
models, benchmarks (0, ½, 1), or common numerators or denominators.
3.1.5 Identify equivalent fractions using models, including the number line.
3.1.6 Add common fractions with like denominators.
3.2 Number and Operations, Algebra, and Data Analysis: Develop understandings of
multiplication and division, and strategies for basic multiplication facts and
related division facts.
3.2.1 Represent and apply the concept of multiplication as repeated addition.
3.2.2 Represent and apply the concept of division as repeated subtraction and
forming equal groups.
3.2.3 Apply models of multiplication (e.g., equal-sized groups, arrays, area
models, equal 'jumps' on number lines and hundreds charts) and division (e.g.,
repeated subtraction, partitioning, and sharing) to solve problems.
3.2.4 Apply increasingly sophisticated strategies based on the number properties
(e.g., place value, commutative, associative, distributive, identity, and zero) to
solve multiplication and division problems involving basic facts.
3.2.5 Apply the inverse relationship between multiplication and division (e.g., 5 x
6 = 30, 30 ÷ 6 = 5) and the relationship between multiples and factors.
3.2.6 Represent, analyze and extend number patterns using rules that involve
multiplication and/or addition (e.g., {3, 6, 9, 12, …}, .{1, 2, 4, 8, …} ).
3.2.7 Analyze frequency tables, bar graphs, picture graphs, and line plots; and use
them to solve problems involving addition, subtraction, multiplication, and
division.
Background:
The name of the biology game is to pass on one’s genes. Boiled down the basics,
organisms are the means for passing genes on to the next generation. Those organisms
that are capable of breeding the most offspring will also be passing on the most copies of
their genes.
Some traits are not beneficial, but do help the organism breed. These traits are referred to
as sexually selected. Females prefer these traits, and will pick males that exhibit them.
An example is the peacock. The male possesses a beautiful, huge tail. It does not help
the animal survive, but it does help the animal breed. In fact, it makes it harder for the
male to survive, because is must grow and then drag around that enormous tail. Carried
too far, sexual selection can cause an entire species to go extinct. The Irish stag is
thought to have perished because the males’ antlers became so enormous that they were
not capable of lifting their heads.
Beneficial traits help the animal to survive, and flourish. Not only does the organism
need to survive, it also needs to be healthy in order to breed. These traits can be
anything, from an internal change to an external change; anything that confers an
advantage over the environment, other species or even individual members of its own
species.
If breeding is the name of the game, then the four Basic Needs are the rules. In order to
breed, organisms must meet these:
Food, Water, Shelter, Space
Animals have developed some incredible coloration strategies to meet the Four Basic
Needs long enough to breed. Camouflage is just one strategy. Related strategies are
aposematic coloration and Batesian Mimicry.
Aposematic coloration announces that this animal is dangerous. Poison Arrow Frogs
come in a brilliant array of colors from orange, yellow and red to black and blue. The
bold patterns are easily discernible even by animals who have limited or black and white
vision. These little animals carry the most potent biological poisons known. There is a
documented case of a frog sitting in a dog’s water dish; later, the dog died when it drank
water from the bowl. Skunks are boldly marked in black and white strips that run counter
to camouflage. Instead of the stripes running around the middle of the animal, they run
down the back. This is a message to other animals not to mess with them.
Batesian Mimicry can be related to aposematic coloration, but the animal displaying the
bold coloring is not dangerous, but copying an animal that is. The most famous example
of this is the Monarch and the Viceroy Butterflies. The Monarch Butterfly lays its eggs
on milk weed. The caterpillar, when hatched, eats the milk weed. This is palatable for
the caterpillar, but other animals find it disgusting. The flavoring of the milk weed is
passed on to the organism, which retains that flavoring all its life. When it emerges as a
butterfly, with its distinctive markings, it still tastes awful. A predator needs only to taste
one Monarch Butterfly or Caterpillar to forever avoid that species. The Viceroy Butterfly
looks just like the Monarch. Predators, after tasting just one Monarch, would also avoid
the Viceroy, even though the Viceroy would be quite tasty.
Camouflage is the third coloration strategy that helps the animal meet the four Basic
Needs. If prey animals are capable of hiding from predators, and if predator animals are
capable of sneaking up on prey, they are more likely to live to pass on their genes.
Most mammals are shades of brown or gray. This enables them to blend in with their
surroundings. Lions are perfectly colored for the dry grasses in Africa. Strips mimic
grasses, and stripes on zebras or tigers are in the same direction as growing grass. Spots
mimic dappled sunlight traveling down through vegetation before striking the ground.
Fawns’ fur is dappled white. They usually stay low in underbrush where sunlight is
filtered through the upper vegetation. Leopards also spend much time in trees.
Eyes and shadows are a give-away of an animal’s location. Organisms have developed a
myriad of strategies to deal with these. Look at eyes on animals. Many times, there will
be a stripe or stripes running through the eye to visually break up the roundness.
Chipmunks all have strips through their eyes. Another strategy is that an animal will
have a larger eye spot on its tail. A type of caterpillar uses this eye spot to look like a
snake! Shadows are dealt with behaviorally. Moths and butterfly wings leave shadows.
Moths are active during the night, and inactive during the day. Moths will open their
wings so that there are no shadows and they become part of the substrate. Butterflies are
active during the day. The leave their wings folded up, and turn towards the sun, to
reduce the shadow to a minimum. Lions, as they approach prey, crouch down for two
reasons, to hide in the grasses where they blend in due to coloring, but also to reduce the
shadow they cast.
Other types of camouflage not associated with the markings or coloration of animals are
sounds and smells. A tiger will walk on the sides of its feet, and owl feathers are fringed
at the tips to quiet its flight so that they can approach prey undetected. Song birds have
two types of calls, the male sings, and is easily spotted, but the female has a call that is
very hard to pinpoint. The mates can keep in contact and the nest and offspring are still
protected. Lions approach prey downwind, so that their scent will not waft towards their
food source. If the wind shifts, the prey will bolt, because the scent of the predator was
caught on the breeze.
In the struggle for survival, animals use many different traits. Camouflage is only one
trait, but since it is visible, it can be used to study and model the entire range of
characteristics that help animals succeed.
Preparation:
1. Cut three fish shapes per student from the newspaper, three fish shapes per
student from the white, three fish shapes per student from the black, and three
fish shapes per student from the gray construction paper. If you have 30
students, you will have 90 fish shapes in each of the 4 types of paper.
2. Divide each of the four types of paper fish into three equal piles. If you have
30 students, you will have 30 newspaper, 30 white, 30 black and 30 gray
construction paper fish shapes in each group.
3. Move desks from center of room. Lay out the Newspaper Pond by placing
newspapers over a large area. Only use one set of fish, and scatter the 4 kinds
of fish over the pond. Be sure to distribute each type of fish evenly. You will
still have two sets of fish left.
4. Make 3 charts from the butcher paper with four columns. Label the columns:
Newspaper, White, Black, Gray. Make the charts big enough that later
students will be able to tape their fish onto it.
Newspaper
White
Black
Gray
Procedure:
1. Introduction: This activity works best if the students do not see the fish on
the pond during the introduction and discussion. Cover the Newspaper Pond
with a large sheet, or the introduction and discussion could take place in
another area. Tell the students that they are eagles. They live near Newspaper
Pond. Their favorite food lives in the Newspaper Pond.
2. Discussion: Show them the 4 kinds of fish and tell them that these are the
Newspaper Pond residents. Ask them to guess which fish would be most
easily caught. Write down the results. Ask the students to make a statement
called a hypothesis about what they think will happen. For instance, if most
students guess that the black fish will be the easiest to catch, write down:
Hypothesis: The black fish will be caught most by the eagles.
3. Activity: Tell the students that they need to find a nest at the corners of the
room. Tell the eagles to fly to the pond, swoop down, catch the first fish they
see then fly back to their nest. Depending on the size of the pond and the
number of students, you may want to have small groups of eagles fly down at
a time.
4. Results: Ask the students to tape their fish on the 1st chart in the appropriate
column, then sit down for a discussion. The students will immediately see
which fish was the most easy to catch. Discuss what was different about that
kind of fish. (It will probably be the white construction paper fish. The
newspaper fish will probably be the smallest catch.)
5. Activity: Pass out the remaining fish shapes. Each child will receive two
newspaper, two white, two black and two gray fish shapes. The goal is that
the eyes are similar on all 8 fish. While they are working on this activity, pick
6.
7.
8.
9.
up all the fish currently in the Newspaper Pond. When they have finished,
have them keep one set of fish for later, and give you one set of fish. They go
back to their nests. You scatter the fish throughout the pond. Once again,
they fly to the pond, swoop down and catch the first fish they see then fly
back to their nest.
Results: Ask the students to tape their fish on the 2nd chart in the appropriate
column, then sit down for a discussion. Compare the two graphs. This time,
there should be a more even distribution to the fish caught. Ask for ideas why
this would be. (Round shapes, like eyes, are easily recognized in nature, and
the colors and shine of eyes are prominent.) Ask students to make guesses
why this is. Pass out the resource books. Ask students to research eyes in the
books, and how animals mask them. Ask for students to think of ways
animals camouflage the eyes on their Newspaper Pond fish.
Activity: Ask the students to try to camouflage the eyes of their four
remaining fish with some of the methods discusses. While they are working
on this activity, pick up all the fish currently in the Newspaper Pond. When
they have finished, have them give you the fish. They go back to their nests.
You scatter the fish throughout the pond. Once again, they fly to the pond,
swoop down and catch the first fish they see then fly back to their nest.
Results: Ask the students to tape their fish on the 3rd chart in the appropriate
column, then sit down for a discussion. Compare the three graphs. The 3rd
chart will probably look more like the 1st chart. Ask for ideas why this would
be.
Wrap up: Have students make a statement based on the results of one of the
three experiments, or a statement based on the results of all three experiments.
For instance, Animals that are not camouflaged are more likely to be caught.
Tell them that they have been scientists conducting an experiment on
camouflage. The final step is to ask another question that was left
unanswered. Can the class think of any questions about camouflage?
Extensions:
1. Repeat the experiment, but this time use different size fish. Students measure
their catches, and display on the bar graph. Are the results predictable? For
older students, you can extend this experiment to work with fractions, adding
the ¼ fish, ½ fish, ¾ fish and whole fish.
2. Have students group their experiments by number of fish in 10s, and graph the
results with 1 paper fish on the graph = 10 fish “caught” by the eagles.
3. Using the fish caught vs. the fish remaining, develop a series of adding and
subtracting for your students to find the total fish remaining in the pond or the
total number of fish in the experiment.
4. Using the fish caught, using multiplication and division, find out how many
fish the eagles would catch in 1 week, 30 days, etc.
5. Design a habitat (wallpaper collage, butcher paper patchwork, cloth swatches,
etc.). Have the students draw an animal that would live in that habitat. They
need to camouflage their drawing, cut out the shape, and tape it to the habitat.
6. Have students design a 3 dimensional critter and camouflage it in the room.
Every student receives a potato. They find a suitable habitat in the room,
decorate their critter using materials like pipe cleaners, tissue, or cloth, so it
can hide there.
7. Students can practice being predators. Crumple a huge pile of newspaper, and
spread out on the floor. Students (works best in stocking feet) try to be as
quiet as they can, walking though the pile of papers. (Hint: Have students try
walking toe to heel or on the outside to the inside of the foot.) You stand in
the center of the newspaper and listen for approaching tigers!
8. Using a large piece of white butcher paper, paint black strips up and down on
it to represent grass. Cut out 1 zebra shape for each student. On half of the
zebras, draw the stripes the right way, from their back to their stomach. On
the other half, draw the strips running from their head to the tail. Students
tape the zebras to the grass background. Using toilet paper tube spy glasses,
they determine which animals are most visible.
9. Take a playground nature walk. Students try to find as many animals as they
can, noting the type of animal, what color they are, and their habitat. For
instance, a green insect living on a leaf would indicate type of animal, color
and habitat. Have students keep track. When you return to the classroom,
have students share their information.
10. Why are birds so colorful? Have students write or discuss their thoughts
about this. (Birds, since they can fly, are more able to get away from
predators. If the bird is brightly colored, it is usually the male. He uses his
coloring for many reasons: finding a mate or distracting predators away from
the nest are just two theories.)
11. Take a field trip to a nature center, like Audubon, or the zoo to see the types
of camouflage on animals.
12. Why are skunks and poison arrow frogs so brightly colored? Have students
write or discuss reasons for some animals being brightly colored. (They use
their bold coloring to warn predators: Don’t attack/eat me. You will be
sorry!)
13. Set up a walking stick terrarium. These animals are perfect examples of
camouflage. They look like sticks or leaves.