Adaptations and Survival: Camouflage
Click to Start Lesson
Adaptations and Survival: Camouflage
45min
Students will be able to illustrate and explain how living things use camouflage to survive in their environments.
Prerequisites
_Computer Science_: Students should have experience using events.
_Science_: Students should be familiar with how animals survive in their environment.
Lesson Preparation
* If class time is limited, skip the How Living Things Survive Review, and Introduction to Events sections.
* See Printable Code Instructions that can be printed for students who need extra support.
Lesson Plan
Lesson Slides
Lesson Standards
| Standard | Description |
|---|---|
| AK CS 1: 1.AP.C.01 | With guidance, create programs to accomplish tasks as a means of creative expression or problem solving using a programming language, robot device or unplugged activity, either independently or collaboratively including sequencing and repetition. |
| AK CS 1: 1.AP.M.01 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| AK CS 2: 2.AP.M.01 | Decompose (break down) and explain the steps needed to solve a problem into a precise sequence of instructions. |
| AK CS K: K.AP.C.01 | With guidance, create programs to accomplish tasks as a means of creative expression using a programming language, robot device or unplugged activity, either independently or collaboratively, including sequencing, emphasizing the beginning, middle, and end. |
| AK CS K: K.AP.M.01 | With guidance, decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| AL DLCS 2: DLCS18.2.3 | Construct elements of a simple computer program using basic commands. |
| AR CS 1: CSK8.G1.6.1 | Use a block-based programming language individually and collaboratively to solve level-appropriate problems. |
| AR CS 2: CSK8.G2.6.1 | Use a block-based programming language individually and collaboratively to solve level-appropriate problems. |
| AR CS K: CSK8.K.6.1 | Use a block-based programming language individually and collaboratively to solve level-appropriate problems. |
| AZ CS 1: 1.AP.C.1 | Identify programs with sequences and simple loops, to express ideas or address a problem. |
| AZ CS 1: 1.AP.M.1 | Solve a problem by breaking it down into smaller parts. |
| AZ CS 2: 2.AP.C.1 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| AZ CS 2: 2.AP.M.1 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| AZ CS K: K.AP.C.1 | With teacher assistance, identify programs with sequences and simple loops, to express ideas or address a problem. |
| AZ CS K: K.AP.M.1 | With teacher assistance, solve a problem by breaking it down into smaller parts. |
| AZ CS K-5: K.AP.C.1 | With teacher assistance, identify programs with sequences and simple loops, to express ideas or address a problem. |
| AZ CS K-5: K.AP.M.1 | With teacher assistance, solve a problem by breaking it down into smaller parts. |
| AZ CS K-5: 1.AP.C.1 | Identify programs with sequences and simple loops, to express ideas or address a problem. |
| AZ CS K-5: 1.AP.M.1 | Solve a problem by breaking it down into smaller parts. |
| AZ CS K-5: 2.AP.C.1 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| AZ CS K-5: 2.AP.M.1 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| CA CS K-2: K-2.AP.12 | Create programs with sequences of commands and simple loops, to express ideas or address a problem. |
| CA CS K-5: K-2.AP.12 | Create programs with sequences of commands and simple loops, to express ideas or address a problem. |
| CO CS 1: CS.1.1.2a | Students can decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| CSTA 1A: 1A-AP-10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| CSTA 1A: 1A-AP-11 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| CT 1A: 1A-AP-10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| CT 1A: 1A-AP-11 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| DE 1A: 1A-AP-10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| DE 1A: 1A-AP-11 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| FL CS K-2: SC.K2.CS-CS.2.6 | Illustrate thoughts, ideas, and stories in a step-by-step manner using writing tools, digital cameras, and drawing tools. |
| FL CS K-2: SC.K2.CS-CS.3.1 | Create a digital artifact (independently and collaboratively) that clearly expresses thoughts and ideas. |
| FL CS K-2: SC.K2.CS-CP.2.4 | Construct a simple program using tools that do not require a textual programming language (e.g. block-based programming language). |
| FL CS K-2: SC.K2.CS-CP.3.1 | Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. |
| FL GR1 CS Foundations: SC.K12.CTR.2.1 | Demonstrate understanding by decomposing a problem. |
| FL GR1 CS Foundations: SC.K12.CTR.7.1 | Solve real-life problems in science and engineering using computational thinking. |
| FL GR1 CS Foundations: ELD.K12.ELL.SC.1 | English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. |
| FL GR2 CS Foundations: SC.2.PE.1.1 | Construct code segments using tools that do not require a textual programming language. |
| FL GR2 CS Foundations: SC.K12.CTR.2.1 | Demonstrate understanding by decomposing a problem. |
| FL KDG CS Foundations: SC.K.PE.1.2 | Develop a series of steps to complete a task. |
| FL KDG CS Foundations: SC.K12.CTR.2.1 | Demonstrate understanding by decomposing a problem. |
| FL KDG CS Foundations: SC.K12.CTR.3.1 | Complete tasks with digital fluency. |
| FL KDG CS Foundations: SC.K12.CTR.5.1 | Create an algorithm to achieve a given goal. |
| FL KDG CS Foundations: ELA.K12.EE.5.1 | Use the accepted rules governing a specific format to create quality work. |
| FL KDG CS Foundations: ELD.K12.ELL.SC.1 | English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. |
| GA CS K-2: CSS.KC.K-2.2 | Use digital tools (e.g. computers, tablets, cameras, software, 3D printers, etc.…) to build knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others. |
| GA CS K-2: CSS.CT.K-2.5.1 | Recognize that problems can be broken down into smaller parts in order to create a solution. Vocabulary Term: Decompose (to break down) |
| GA CS K-2: CSS.CT.K-2.5.3 | Create and use Algorithms (a set of step-by-step instructions) to complete a task. |
| GA CS K-2: CSS.CT.K-2.5.4 | Use Algorithms (a set of step-by-step instructions) to construct programs (using a block-based programming language or unplugged activities) that accomplish a task as ameans of creative expression. |
| GA CS K-2: CSS.CC.K-2.6 | Use digital tools to creatively share and express ideas. |
| HI 1A: 1A-AP-10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| HI 1A: 1A-AP-11 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| IA 1A: 1A-AP-10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| IA 1A: 1A-AP-11 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| ID CS K-2: K-2.CT.1.2 | Use digital tools to create original artifacts. |
| ID CS K-2: K-2.CT.3.1 | Share ideas in multiple ways using digital tools. |
| ID CS K-2: K-2.CT.4.2 | Construct an algorithm to accomplish a task. |
| ID CS K-2: K-2.CT.4.3 | Follow the sequencing in an algorithm. |
| ID CS K-2: K-2.CT.4.4 | Break a problem into parts and identify ways to solve the problem. |
| ID CS K-2: K-2.CT.4.6 | Use age-appropriate digital and nondigital tools to design something and are aware of the step-by-step process of designing. |
| ID CS K-2: K-2.DL.3.4 | Understand and apply resources to construct knowledge, produce creative artifacts and make connections to their learning. |
| ID CS K-2: K-2.DL.4.2 | Choose different tools for creating something new for communicating with others. |
| IL K-2: K-2.AP.10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| IL K-2: K-2.AP.11 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| IN K-2 CS 2023: K-2.PA.1 | Breakdown and plan the order of the steps needed for a desired outcome to accomplish the goal. (E) |
| IN K-2 CS 2023: K-2.PA.3 | Develop programs with sequences and simple loops to express ideas or address a problem. (E) |
| IN Science K-5: 1.LS.2 | Develop a model mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. Explore how those external parts could solve a human problem. |
| IN Science K-5: 2.LS.3 | Classify living organisms according to variations in specific physical features (i.e. body coverings, appendages) and describe how those features may provide an advantage for survival in different environments. |
| KS CS 1: 1.AP.M.01 | With guidance, decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| KS CS 2: 2.AP.M.01 | Independently decompose (break down) a larger problem into smaller subproblems and steps needed to solve those problems |
| KS CS K: K.AP.A.01 | Construct and execute algorithms (set of step-by-step instructions) that includes sequencing and simple loops to accomplish a task, both independently, collaboratively, with or without a computing device (e.g. verbally, kinesthetically, with robot devices or a programming language, block coding). |
| KS CS K: K.AP.C.01 | With guidance, independently or collaboratively create programs to accomplish tasks using a programming language, robot device, or unplugged activity that includes sequencing events and simple loops (e.g. emphasizing beginning, middle, and end; collaborative programming). |
| KS CS K: K.AP.M.01 | With guidance, decompose (break down) a larger problem into smaller subproblems or combine simple tasks to make something more complex. |
| KY CS K-5: E-AP-04 | Decompose precise steps needed to solve a problem. |
| KY CS K-5: E-AP-03 | Routinely create programs using a variety of tools to express ideas, address a problem or create an artifact, individually and collaboratively. |
| LA CS K-5: E.AP.2. | Define what a control structure is and create programs that include sequences, conditionals, events, and loops. |
| LA CS K-5: E.AP.3A. | Define and apply decomposition to a complex problem in order to create smaller subproblems that can be solved through step-by-step instructions |
| LA CS K-5: E.AP.4A | Create a simple program to achieve a goal with expected outcomes. |
| MA DLCS K-2: K-2.DTC.a.3 | Create a simple digital artifact. |
| MA DLCS K-2: K-2.DTC.a.4 | Use appropriate digital tools individually and collaboratively to create, review, and revise simple artifacts that include text, images and audio. |
| MA DLCS K-2: K-2.CT.d.3 | Individually or collaboratively, create a simple program using visual instructions or tools that do not require a textual programming language (e.g., “unplugged” programming activities, a blockbased programming language). |
| MI CS K-2: 1A-AP-10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| MI CS K-2: 1A-AP-11 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| MO CS K: K.AP.C.01 | With guidance, independently or collaboratively create programs to accomplish tasks using a programming language, robot device, or unplugged activity that includes sequencing (i.e., emphasizing the beginning, middle, and end). |
| MS CS K-2: AP.1A.3 | Develop programs with sequences and simple loops to express ideas or address a problem. |
| MS CS K-2: AP.1A.4 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| NC CS K-2: K2.AP.03 | Develop programs with sequences and simple loops to express ideas or address a problem. |
| NC CS K-2: K2.AP.04 | Decompose the steps needed to solve a problem into a precise sequence of instructions. |
| ND CS 1: 1.DD.1 | With guidance, create programs to accomplish tasks that include sequencing or looping. |
| ND CS 1: 1.C.1 | Independently or with guidance, create a digital product. |
| ND CS 2: 2.PSA.2 | Break a task into smaller steps to identify patterns or solve the problem. |
| ND CS 2: 2.DD.1 | Independently or collaboratively create programs to accomplish tasks that include sequencing or looping. |
| ND CS 2: 2.C.1 | Independently or collaboratively, create a digital product. |
| ND CS K: K.C.1 | With guidance, create a digital product. |
| NE 1 Technology: 1.CS.1 | Create algorithms, or series of ordered steps, to solve problems. |
| NE 1 Technology: 1.CS.2 | Decompose a problem into smaller more manageable parts. |
| NE 1 Technology: 1.CS.8 | Write programs using visual (block-based) programming languages (scratch, code.org). |
| NE 2 Technology: 2.DM.3 | Use painting/drawing tools and other applications to create and edit work. |
| NE 2 Technology: 2.CS.1 | Create algorithms, or series of ordered steps, to solve problems. |
| NE 2 Technology: 2.CS.2 | Decompose a problem into smaller more manageable parts. |
| NE 2 Technology: 2.CS.8 | Write programs using visual (block-based) programming languages (scratch, code.org). |
| NE 2 Technology: 2.CS.9 | Create and modify animations, and present work to others. |
| NE 3 Technology: 3.CS.1 | Create algorithms, or series of ordered steps, to solve problems. |
| NE 3 Technology: 3.CS.2 | Decompose a problem into smaller more manageable parts. |
| NE 3 Technology: 3.CS.8 | Write programs using visual (block-based) programming languages (scratch, code.org). |
| NE 3 Technology: 3.CS.9 | Create and modify animations, and present work to others. |
| NE 4 Technology: 4.CS.1 | Create algorithms, or series of ordered steps, to solve problems. |
| NE 4 Technology: 4.CS.2 | Decompose a problem into smaller more manageable parts. |
| NE K Technology: K.CS.1 | Create algorithms, or series of ordered steps, to solve problems. |
| NE K-5 Technology: NE.K5.31 | Use painting/drawing tools and other applications to create and edit work. |
| NE K-5 Technology: NE.K5.52 | Create algorithms, or series of ordered steps, to solve problems. |
| NE K-5 Technology: NE.K5.53 | Decompose a problem into smaller more manageable parts. |
| NE K-5 Technology: NE.K5.59 | Write programs using visual (block-based) programming languages (scratch). |
| NE K-5 Technology: NE.K5.60 | Create and modify animations, and present work to others. |
| NH 1A: 1A-AP-10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| NH 1A: 1A-AP-11 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| NM 1A: 1A-AP-10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| NM 1A: 1A-AP-11 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| NS ICT 1: 1.DT.a.1 | with teacher assistance, use grade appropriate digital tools to explore ideas, think critically and reflect. |
| NS ICT 1: 1.DT.c.1 | with some teacher assistance create original works using grade appropriate digital tools. |
| NS ICT 1: 1.CCT.b.3 | decompose (break down) the steps needed to solve a problem into a precise sequence of instructions |
| NS ICT 1: 1.CCT.c.1 | create sequences to express ideas or address a problem |
| NS ICT 2: 2.DT.a.1 | be expected to, with teacher assistance use grade appropriate digital tools to explore ideas, think critically and reflect |
| NS ICT 2: 2.DT.c.1 | be expected to with teacher assistance create original works using grade appropriate digital tools |
| NS ICT 2: 2.CCT.b.3 | decompose (break down) the steps needed to solve a problem into a precise sequence of instructions |
| NS ICT P: P.DT.a.1 | with teacher assistance, use grade appropriate digital tools to explore ideas, think critically and reflect |
| NS ICT P: P.DT.c.1 | be expected to, with teacher support create original works using grade appropriate digital tools |
| NS ICT P: P.CCT.b.3 | decompose (break down) the steps needed to solve a problem into a precise sequence of instructions |
| NS ICT P: P.CCT.c.1 | create sequences to express ideas or address a problem |
| NV CS 2: 2.AP.C.1 | Develop programs with sequences and loops, to express ideas or address a problem. |
| NV CS 2: 2.AP.M.1 | Break down (decompose) the steps needed to solve a problem into a precise sequence of instructions. |
| NY CS K-1: K-1.CT.4 | Identify a problem or task and discuss ways to break it into multiple smaller steps. |
| NY CS K-1: K-1.CT.6 | Follow an algorithm to complete a task. |
| NY CS K-6: K-1.CT.4 | Identify a problem or task and discuss ways to break it into multiple smaller steps. |
| NY CS K-6: K-1.CT.6 | Follow an algorithm to complete a task. |
| OH CS 1: ATP.CS.1.a | With guidance, model a sequence of instructions (i.e., program) that includes repetition (i.e., loops) to solve a problem or express ideas. |
| OH CS 1: ATP.M.1.a | With guidance, break down (i.e., decompose) a series of steps and separate the necessary from the unnecessary steps to create a precise sequence of instructions to solve a problem or express an idea. |
| OH CS 2: ATP.CS.2.a | Develop a program that uses sequencing and repetition (i.e., loops) to solve a problem or express ideas. |
| OH CS 2: ATP.M.2.a | Break down (i.e., decompose) a series of steps and separate the necessary from the unnecessary steps to create a precise sequence of instructions to solve a problem or express an idea. |
| OH CS K: ATP.CS.K.a | With guidance and support, model a sequence of instructions (i.e., program) with a beginning, middle and end to solve a problem or express an idea. |
| OK CS 1: 1.AP.C.01 | With guidance, independently or collaboratively create programs to accomplish tasks using a programming language, robot device, or unplugged activity that includes sequencing and repetition. |
| OK CS K: K.AP.C.01 | With guidance, independently or collaboratively create programs to accomplish tasks using a programming language, robot device, or unplugged activity that includes sequencing (i.e., emphasizing the beginning, middle, and end). |
| PA 1A: 1A-AP-10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| PA 1A: 1A-AP-11 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| RI CS 1A: 1A-CT-C-1 | Develop simple programs with sequences and simple repetitions. |
| RI CS 1A: 1A-CT-M-1 | Decompose a task into a set of smaller tasks. |
| RI CS 1A: 1A-DL-CU-1 | Use software tools to create simple digital artifacts |
| RI CS K-5: 1A-CT-C-1 | Develop simple programs with sequences and simple repetitions. |
| RI CS K-5: 1A-CT-M-1 | Decompose a task into a set of smaller tasks. |
| RI CS K-5: 1A-DL-CU-1 | Use software tools to create simple digital artifacts |
| SD CS K-2: K-2.AP.02 | Use problem-solving steps to break down a problem into smaller parts to identify patterns and possible solutions. |
| Texas 1 Technology Applications: 1.1.A | Identify and discuss a problem or task and break down (decompose) the solution into sequential steps. |
| Texas 2 Technology Applications: 2.1.A | Identify and communicate a problem or task and break down (decompose) multiple solutions into sequential steps. |
| Texas 2 Technology Applications: 2.2.B | Use a design process to create a sequence of code that includes loops to solve a simple problem with or without technology. |
| Texas 2 Technology Applications: 2.10.C | Operate a variety of developmentally appropriate digital tools and resources to perform software application functions such as reviewing digital artifacts and designing solutions to problems. |
| Texas K Technology Applications: K.1.A | Identify a problem or task such as making a sandwich and break it down (decompose) into smaller pieces. |
| TN CS 1: 1.AT.2 | Classify and sort information into logical order with and/or without a computer. |
| TN CS K: K.AT.1 | Construct sequential events step-by-step in a logical order. |
| TN CS K-5: 1.CCP.3 | Construct an algorithm by arranging sequential events step-by-step in a logical order. |
| TN CS K-5 2022: K.AT.1 | Construct sequential events step-by-step in a logical order. |
| TN CS K-5 2022: 1.AT.2 | Classify and sort information into logical order with and/or without a computer. |
| TX K-2 CS: K-2.1.B | Create original products using a variety of resources. |
| TX K-5 CS: K.1.A | Identify a problem or task such as making a sandwich and break it down (decompose) into smaller pieces. |
| TX K-5 CS: 1.1.A | Identify and discuss a problem or task and break down (decompose) the solution into sequential steps. |
| TX K-5 CS: 2.1.A | Identify and communicate a problem or task and break down (decompose) multiple solutions into sequential steps. |
| TX K-5 CS: 2.2.B | Use a design process to create a sequence of code that includes loops to solve a simple problem with or without technology. |
| TX K-5 CS: 2.10.C | Operate a variety of developmentally appropriate digital tools and resources to perform software application functions such as reviewing digital artifacts and designing solutions to problems. |
| TX Science 1: 1.5(F) | Describe the relationship between structure and function of objects, organisms, and systems. |
| TX Science 1: 1.5(G) | Describe how factors or conditions can cause objects, organisms, and systems to either change or stay the same. |
| TX Science 1: 1.13(A) | Identify the external structures of different animals and compare how those structures help different animals live, move, and meet basic needs for survival. |
| TX Science 2: 2.5(F) | Describe the relationship between structure and function of objects, organisms, and systems. |
| TX Science 2: 2.5(G) | Describe how factors or conditions can cause objects, organisms, and systems to either change or stay the same. |
| TX Science 2: 2.13(A) | Identify and compare the structures of plants that help them meet their basic needs for survival. |
| TX Science 2: 2.13(B) | Record and compare how the structures and behaviors of animals help them find and take in food, water, and air. |
| TX Science K: K.5(F) | Describe the relationship between the structure and function of objects, organisms, and systems. |
| TX Science K: K.5(G) | Describe how factors or conditions can cause objects, organisms, and systems to either change or stay the same. |
| TX Science K: K.12(B) | Observe and identify the dependence of animals on air, water, food, space, and shelter. |
| TX Science K: K.13(B) | Identify different structures that animals have for interaction with their environment such as seeing, hearing, moving, and grasping objects. |
| UT Science K-6: 1.2.2 | Construct an explanation by observing patterns of external features of living things that survive in different locations. Emphasize how plants and nonhuman animals, found in specific surroundings, share similar physical characteristics. |
| WA 1A: 1A-AP-10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| WA 1A: 1A-AP-11 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| WI CS K-2: AP1.a.2.e | Decompose a larger computational problem into smaller sub-problems independently or with teacher guidance (e.g., to draw a snowman, we can draw several different, simpler shapes). |
| WI CS K-2: AP2.a.1.e | Construct programs to accomplish a task or as a means of creative expression, which include sequencing, events, and simple loops, using a block- based visual programming language, both independently and collaboratively (e.g., pair programming). |
| WV CS K-2: T.K-2.9 | With support and guidance, create original work through the use of age-appropriate technology and digital resources. |
| WV CS K-2: T.K-2.10 | Demonstrate creativity and learning through technology (e.g., digital storytelling, portfolio creation, digital media displays, etc.). |
| WV CS K-2: T.K-2.11 | With support and guidance, select appropriate technology tools to solve problems and communicate information. |
| WY CS K-2: 2.AP.C.01 | With guidance, independently and collaboratively create programs to accomplish tasks using a programming language, robot device, or unplugged activity that includes sequencing, conditionals, and repetition. |
| WY CS K-2: 2.AP.M.01 | Using grade appropriate content and complexity, decompose (breakdown) the steps needed to solve a problem into a precise sequence of instructions (e.g., develop a set of instructions on how to play your favorite game). |