Camouflaged

Ages 3–6 · 5 minutes · English, Science

Blend into camouflage while learning about these hidden animals

In this lesson, students will:

- Explore animal adaptations and habitats
- Observe a variety of camouflaged animals
- Pick your favorite camouflaged creature!
- Play a game to search for the hidden animal
- Interact and make connections to the story

Part of

Science Stories

Standards alignment

Common Core State Standards

2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Alabama

ELA21.K.2 — Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.
SC23.1.5 — Use information from observations to explain how various external features help living things survive, grow, and meet their needs.

Alaska

All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

Arizona

K.L1U1.6 — Obtain, evaluate, and communicate information about how organisms use different body parts for survival.
K.L1U1.7 — Observe, ask questions and explain how specialized structures found on a variety of plants and animals (including humans) help them sense and respond to their environment.

Arkansas

K.RC.4.RF — Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.
K.RC.7.RF — Demonstrate comprehension of age and grade-appropriate texts by speaking or writing.
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

California

There are many different kinds of living things in any area, and they exist in different places on land and in water.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

Colorado

SC.P.2.1.a — Observe, describe and discuss living things.
Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world.
SC.P.2.1.c — Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food, water, air and light.

Connecticut

There are many different kinds of living things in any area, and they exist in different places on land and in water.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

Delaware

There are many different kinds of living things in any area, and they exist in different places on land and in water.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
Make observations (firsthand or from media) to collect data that can be used to make comparisons.

Florida

SC.K.L.14.3 — Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do.
SC.K.N.1.5 — Recognize that learning can come from careful observation.

Georgia

ELAGSEKRI1 — With prompting and support, ask and answer questions about key details in a text.
ELAGSEKRI10 — Actively engage in group reading of informational text with purpose and understanding.
SKL2.a — Construct an argument supported by evidence for how animals can be grouped according to their features.

Hawaii

All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

Idaho

All organisms have external parts. Different animals use their body parts in different ways to see; hear; grasp objects; protect themselves; move from place to place; and seek, find, and take in food, water, and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS-1.1)
K-ESS-2.1 — Students who demonstrate understanding can: Use a model to represent the relationship between the needs of different plants and animals and the places they live.

Illinois

LS1.A-P1 — All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
INFO-P1 — Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world.
LS4.D-P1 — There are many different kinds of living things in any area, and they exist in different places on land and in water.

Indiana

1.LS.3 — Make observations of plants and animals to compare the diversity of life in different habitats.
K.LS.2 — Describe and compare the physical features of common living plants and animals.
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.

Iowa

K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

Kansas

There are many different kinds of living things in any area, and they exist in different places on land and in water.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
RL.K.13 — Listen to high quality prose and poetry of appropriate complexity for Kindergarten.
Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.

Kentucky

2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Louisiana

Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

Maine

Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Maryland

2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.

Massachusetts

PreK-ESS2-1(MA) — Raise questions and engage in discussions about how different types of local environments (including water) provide homes for different kinds of living things.
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
PreK-LS2-2(MA) — Using evidence from the local environment, explain how familiar plants and animals meet their needs where they live.

Michigan

K-ESS3-1 — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
K-LS1-1 — Use observations to describe patterns of what plants and animals (including humans) need to survive.

Minnesota

0.1.2.1 — With guidance and support, read and monitor understanding of grade-level text, self-correcting as needed, using strategies including, but not limited to, decoding, asking questions and making connections.
0L.1.2.1.2 — Make observations of plants and animals to compare the diversity of life in different habitats. (P: 3, CC: 1, CI: LS4)

Mississippi

L.K.1B.1 — Develop and use models to exemplify how animals use their body parts to (a) obtain food and other resources, (b) protect themselves, and (c) move from place to place.

Missouri

Make observations (firsthand or from media) to collect data that can be used to make comparisons.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
K.R.1.D.a — engaging with text as developmentally appropriate
K.ESS3.A.1 — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

Montana

RI.K.10 — Actively engage in group reading activities with purpose and understanding.
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
K-ESS3-1 — use a model to represent the relationship between the needs of different plants or animals, including humans, and the places they live;

Nebraska

LA.K.RI.8 — Actively engage in group reading activities with purpose and understanding.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
LA.K.RI.1 — With prompting and support, identify the main topic and key details in an informational text.
SC.K.7.2.C — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live..

Nevada

Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

New Hampshire

All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
There are many different kinds of living things in any area, and they exist in different places on land and in water.

New Jersey

All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
There are many different kinds of living things in any area, and they exist in different places on land and in water.

New Mexico

All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

New York

All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
KRF4 — Will engage with emergent level texts and read-alouds to demonstrate comprehension.
P-LS1-2 — Plan and conduct an investigation to determine how familiar plants and/or animals use their external parts to help them survive in the environment.
There are many different kinds of living things in any area, and they exist in different places on land and in water.

North Carolina

LS.K.1.2 — Use models to exemplify how animals use their body parts to obtain food and other resources, protect themselves, and move from place to place.
CCR Anchor Standard RI.10 — Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

North Dakota

1-LS1-1 — Construct an evidence-based argument with the use of a drawing or a model that illustrates how structures of plants or animals help them survive in their habitat.
2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.

Ohio

K.LS.2 — Living things have physical traits and behaviors, which influence their survival.
RL.K.10 — Actively engage in group reading activities with purpose and understanding. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented in various media and other formats (e.g., orally).

Oklahoma

K.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.
K.3.R.2 — Students will ask and answer basic questions (e.g., who, what, where, and when) about texts, photographs, or illustrations during shared reading or other text experiences with prompting.
PK.S.2 — Make observations of the physical and natural world. Clarification Statement: Observations should focus on what things look, feel, hear, or smell like, how they might operate or function, and similarities and differences among things inside classroom (e.g., pencils, markers, and highlighters make different marks on paper) and outside a classroom (e.g., leaves look different at different times of year, sticks in different areas of the school yard are different shapes and sizes, it is cooler in the morning than at lunch). Explanations for why things inside and outside the classroom look, feel, or smell the way they do are not expected.
PK.S.3 — Notice and describe similarities and differences among plants, animals, and objects. Clarification Statement: Similarities and differences might include grouping like plants, animals, or objects based on observations. Descriptions of groupings might be based on how plants, animals, or objects look, feel, or smell.
Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. (1.LS1.1)

Oregon

K.RI.10 — Actively engage in group reading activities with purpose and understanding.
K.SL.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
K.ESS3.1 — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.][assessment boundary: modeling is limited to describing the relationship and does not include patterns of structure and function to show how needs are met. impact on the environment is beyond the standard.]

Pennsylvania

All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
CC.1.2.PK.G — With prompting and support, answer questions to connect illustrations to the written word.
CC.1.3.K.G — Make connections between the illustrations and the text in a story (read or read aloud).
3.3.K.C — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

Rhode Island

Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
There are many different kinds of living things in any area, and they exist in different places on land and in water.

South Carolina

1-LS1-1.DCI.A: — Structure and Function All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. NRC Framework Link
K-ESS3-1. — Use a model to represent the relationship between the needs of different plants or animals (including humans)and the places they live. Clarification Statement: Examples of relationships could include that deer eat buds and leaves; therefore, they usually live in forested areas, humans use soil and water to grow food, and grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system. State Assessment Boundary: Assessment does not include specific habitats or biomes.
K-LS1-1.SEP.A: — Analyzing and Interpreting Data Analyzing data in K-2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. NRC Framework Link

South Dakota

Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
Describing patterns of survival for plants and animals, and their assistance in the survival of offspring.
K-ESS3-1 — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

Tennessee

2.LS1.1 — Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air.
K.ESS3.1 — Use a model to represent the relationship between the basic needs (shelter, food, water) of different plants and animals (including humans) and the places they live.

Texas

1.10A — investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats;
1.13A — identify the external structures of different animals and compare how those structures help different animals live, move, and meet basic needs for survival;
K.13B — identify the different structures that animals have that allow them to interact with their environment such as seeing, hearing, moving, and grasping objects;

Utah

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. Examples could include that plants living in dry areas are more likely to have thick outer coatings that hold in water, animals living in cold locations have longer and thicker fur, or most desert animals are awake at night. (LS1.A, LS1.D)
Students relate the shape and structure of an object or living thing to its properties and functions.
K.2.2 — Obtain, evaluate, and communicate information about patterns in the relationships between the needs of different living things (plants and animals, including humans) and the places they live. Emphasize that living things need water, air, and resources and that they live in places that have the things they need. Examples could include investigating plants grown in various locations and comparing the results or comparing animals with the places they live. (LS2.A, LS2.B, ESS3.A)

Vermont

2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.

Virginia

1.5.b — Animals have different physical characteristics that perform specific functions.
K.1.b.ii — Identify characteristics and properties of objects through observations.
K.1.b.i — Make observations to collect data.

Washington

All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

Washington, D.C.

K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

West Virginia

S.K.3 — Use observations to describe patterns of what plants and animals (including humans) need to survive.
S.K.5 — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

Wisconsin

Students collect, record, and share observations. This includes the following: Record information (observations, thoughts, and ideas). Use and share pictures, drawings, or writings of observations. Use observations (firsthand or from media) to describe patterns or relationships in the natural and designed worlds in order to answer scientific questions and solve problems. Compare predictions (based on prior experiences) to what occurred (observable events). Analyze data from tests of an object or tool to determine if the object or tool works as intended.
Students use observations and texts to communicate new information. This includes the following: Read developmentally-appropriate texts or use media to obtain scientific and technical information. Use the information to determine patterns in or evidence about the natural and designed worlds. Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea. Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering scientific questions or supporting scientific claims. Communicate information or design ideas and solutions with others in oral or written forms. Use models, drawings, writing, or numbers that provide detail about scientific ideas, practices, or design ideas.
There are many different kinds of living things in any area, and they exist in different places on land and in water.
Students recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.

Wyoming

A range of different organisms lives in different places.
Make observations (firsthand or from media) to collect data that can be used to make comparisons.
Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).