Adaptations and Survival: Camouflage
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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 |
|---|---|
| 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. |
| CA CS K-5: K-2.AP.12 | Create programs with sequences of commands 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. |
| 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-2.5.4 | 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. |
| 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. |
| 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. |
| TN CS K-5: 1.CCP.3 | Construct an algorithm by arranging sequential events step-by-step in a logical order. |
| CSTA 1A: 1A-AP-10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| 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). |
| 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-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-CP.3.1 | Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. |
| 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). |
| 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. |
| NY CS K-6: K-1.CT.4 | Identify a problem or task and discuss ways to break it into multiple smaller steps. |
| NE K-5 Technology: NE.K5.59 | Write programs using visual (block-based) programming languages (scratch). |
| NE K-5 Technology: NE.K5.53 | Decompose a problem into smaller more manageable parts. |
| NE K-5 Technology: NE.K5.52 | Create algorithms, or series of ordered steps, to solve problems. |
| NE K-5 Technology: NE.K5.60 | Create and modify animations, and present work to others. |
| NE K-5 Technology: NE.K5.31 | Use painting/drawing tools and other applications to create and edit work. |
| IN K-2 CS 2023: K-2.PA.3 | Develop programs with sequences and simple loops to express ideas or address a problem. (E) |
| 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: 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: 1.AP.C.1 | 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.M.1 | Solve a problem by breaking it down into smaller parts. |
| AZ CS K-5: 2.AP.M.1 | Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| 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. |
| IL K-2: K-2.AP.10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| 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. |
| 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. |
| 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-2 CS: K-2.1.B | Create original products using a variety of resources. |
| 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) |
| NY CS K-6: K-1.CT.6 | Follow an algorithm to complete a task. |
| 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) |
| FL CS K-2: SC.K2.CS-CS.3.1 | Create a digital artifact (independently and collaboratively) that clearly expresses thoughts and ideas. |
| 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 |
| 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. |
| 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. |
| 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). |
| 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. |
| 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. |
| 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. |
| 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. |
| 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). |
| AL DLCS2: DLCS18.2.3 | Construct elements of a simple computer program using basic commands. |
| 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. |
| 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. |
| 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. |
| 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 1: 1.AP.M.01 | With guidance, decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. |
| 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. |
| 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.4.2 | Choose different tools for creating something new for communicating with others. |
| 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. |
| 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). |
| 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. |
| 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 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 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.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. |
| ND CS 1: 1.DD.1 | With guidance, create programs to accomplish tasks that include sequencing or looping. |
| ND CS K: K.C.1 | With guidance, create a digital product. |
| 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. |
| 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. |
| AR CS K: CSK8.K.6.1 | Use a block-based programming language individually and collaboratively to solve level-appropriate problems. |
| 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. |
| 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. |
| NS ICT P: P.DT.a.1 | with teacher assistance, use grade appropriate digital tools to explore ideas, think critically and reflect |
| NS ICT 1: 1.DT.a.1 | with teacher assistance, use grade appropriate digital tools to explore ideas, think critically and reflect. |
| 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 P: P.DT.c.1 | be expected to, with teacher support create original works using grade appropriate digital tools |
| NS ICT 1: 1.DT.c.1 | with some teacher assistance create original works using grade appropriate digital tools. |
| NS ICT 2: 2.DT.c.1 | be expected to with teacher assistance 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 1: 1.CCT.b.3 | decompose (break down) the steps needed to solve a problem into a precise sequence of instructions |
| 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.CCT.c.1 | create sequences to express ideas or address a problem |
| NS ICT 1: 1.CCT.c.1 | create sequences to express ideas or address a problem |
| FL GR1 CS Foundations: SC.K12.CTR.2.1 | Demonstrate understanding by decomposing a problem. |
| 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.5.1 | Create an algorithm to achieve a given goal. |
| FL KDG CS Foundations: SC.K12.CTR.3.1 | Complete tasks with digital fluency. |
| 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. |
| 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 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. |
| CA CS K-2: K-2.AP.12 | Create programs with sequences of commands and simple loops, to express ideas or address a problem. |
| 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. |
| 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 |
| TN CS K: K.AT.1 | Construct sequential events step-by-step in a logical order. |
| TN CS 1: 1.AT.2 | Classify and sort information into logical order with and/or without a computer. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| FL KDG CS Foundations: ELA.K12.EE.5.1 | Use the accepted rules governing a specific format to create quality work. |
| FL GR1 CS Foundations: SC.K12.CTR.7.1 | Solve real-life problems in science and engineering using computational thinking. |
| FL GR2 CS Foundations: SC.2.PE.1.1 | Construct code segments using tools that do not require a textual programming language. |
| NE 2 Technology: 2.DM.3 | Use painting/drawing tools and other applications to create and edit work. |
| NE K Technology: K.CS.1 | Create algorithms, or series of ordered steps, to solve problems. |
| NE 1 Technology: 1.CS.1 | Create algorithms, or series of ordered steps, to solve problems. |
| NE 2 Technology: 2.CS.1 | Create algorithms, or series of ordered steps, to solve problems. |
| NE 3 Technology: 3.CS.1 | Create algorithms, or series of ordered steps, to solve problems. |
| NE 4 Technology: 4.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 2 Technology: 2.CS.2 | Decompose a problem into smaller more manageable parts. |
| NE 3 Technology: 3.CS.2 | Decompose a problem into smaller more manageable parts. |
| NE 4 Technology: 4.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.CS.8 | Write programs using visual (block-based) programming languages (scratch, code.org). |
| 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 2 Technology: 2.CS.9 | Create and modify animations, and present work to others. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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-5: PRO.4.c.e.1 | Review finished work, talk about what went well or what was hard. |
| AL DLCS 1: DLCS25.1.4 | Construct elements of a simple program in collaboration with others. |
| AL DLCS 2: DLCS25.2.4 | Construct or modify a simple program, using basic commands. |