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2026–27 • Labs & wellness

Camouflage in Nature

Compare how animal colors blend with different backgrounds.

Classroom lesson: Camouflage in Nature

Today I can…

compare how easily an animal is seen

Words to know

Words for this lesson

ANIMALLEAFBARKPHOTOOUTLINE

Follow along

What we will do

  1. 1

    Find the animal

    Find the animal in the clearly outlined photo.

  2. 2

    Match a color

    Choose an animal color that matches the background.

  3. 3

    Compare two models

    Choose the paper animal that is easier to see.

  4. 4

    Change the background

    Direct an adult moving the models to the second background.

  5. 5

    Compare again

    Choose which animal is easier to see now.

  6. 6

    Explain blending

    Choose a picture showing an animal blending with its surroundings.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

MATCHDIFFERENTLOOKHELPBREAK
Teacher & para guideMaterials, learning objectives, access, and safety

Materials

  • Large verified animal photos; two same-size paper animal models with different colors; two contrasting backgrounds; removable outline; AAC choices. Adults handle removable pieces.

Safety first

Keep learners seated at a shared display; offer observation without touch and AAC, gaze, gesture or speech. Honor NO, STOP and BREAK; allow wait time and follow individual vision, allergy, mouthing and supervision plans. Select support individually, never by age or House. Use verified photos and same-size paper animal models; adults handle removable pieces and no live animals are used. Reduce clutter and provide an outline or simple view as needed; difficult visual search is not required. This models color differences within one kind of animal; camouflage may help, but survival depends on many factors.

Follow each student's IEP, health, feeding, allergy, behavior, and mobility plans.

Individual learning objectives

Choose Level 1, 2 or 3 individually in either House group. A House is not an ability level. Watching, directing and communicating a boundary are valid participation.

Level 1

Match one color or pattern.

Level 2

Find an animal on a simple background.

Level 3

Explain how blending can help an animal.

Skill focus: Visual discrimination, figure-ground perception, adaptation, classification

30-minute teaching sequence

Introduce · 5 min

5 min: Show a large animal photo with a clear outline, then its natural background. Ask, "Can you find it?" Similar colors or patterns can make some animals harder to see. Offer a simple view first.

I do · 10 min

I do 10 min: Put two same-size paper animals, one background-matching and one contrasting, on one background. Point to each. Explain this is a model of color differences within one kind of animal; real survival depends on many factors.

We do · 10 min

We do 10 min: Learners find, match or direct moving the models onto a second background. Compare which is easier to see. Reduce clutter and outline the animal when needed; success does not require difficult visual search. No live animals are used.

Exit choice · 5 min

L1: Which color matches? L2: Where is the animal? L3: How might blending help it? Accept AAC, gaze, gesture or speech. Record response/support; cue ALL DONE.

Science note: Camouflage means blending with surroundings.

Curriculum connection: NGSS 3-LS4-2 connection.

Prepare for this learner

Seat students at one shared display. Offer watch/no-touch, AAC, gaze, gestures or speech; wait and respect NO/BREAK. Use one-step cues. Follow individual vision, allergy, mouthing and supervision plans. Select levels individually in either House group.

Record the response, access method, opportunities and support used. Record observed, declined or not assessed separately; a communicated refusal is not a failure of participation.

Word lesson plan

Editable classroom source plan. Source files may retain earlier titles. Use the individual level choices and safety guidance above when preparing the session.

Download editable lesson plan (Word)

Access supports

Communication Model five core words; accept speech, AAC, eye gaze, gestures, object choices, signs, and partner-assisted scanning.

Sensory Present one material at a time. Offer tools, gloves, observe-only, a scent-free choice, and a quiet break.

Motor Stabilize containers, pre-loosen parts, use adapted grips, and offer seated, standing, partner, or directing roles.

Learning Show the finished result, model first, use short visual steps, repeat, and record the least support needed.

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