Students watch a video segment, take notes and using a time order organizational structure, write a paragraph about how to camouflage themselves.
Why is this an important concept?
When learners can take ideas and sort them by order according to time, they can better comprehend the complexity, sequence and relationships among the ideas. Noting the relationships among ideas leads to the abilities to generalize, categorize, sort, evaluate, and understand new information.
(2) 50-minute periods
- Ndakinna Wilderness Project QuickTime Video
- Camouflage Graphic Organizer handout
- Camouflage rubric
- Lined paper and pencils
- Board and markers/chalk
Part I: Learning Activity
1. Before beginning this activity, make copies of the Camouflage Graphic Organizer handout for each student. Ask students to take out a blank piece of notebook paper for note taking.
2. Explain to the class that they are going to watch a video about observing nature. In this segment, students learn how to camouflage themselves so they can observe wildlife without being detected. When viewing the segment, ask your class to take notes on the sequence of steps and materials students used to camouflage themselves.
3. After viewing the video, allow time for students to share their notes with peers and make changes, when necessary.For students who need additional guidance in completing the chart:
- Rather than viewing the entire video, pause the video periodically and discuss the steps taken to camouflage themselves. Write those steps on the board.
- Suggested places to pause the video:
- The group is covering themselves in mud.
- The guide informs viewers of the importance of covering up "shine" with ash.
- Students explain the use of mud and clay.
- The group shows viewers how to use leaves to blend in with the surroundings and discusses why it is important to blend in with the surroundings.
- After viewing the entire video, discuss the steps written on the board and decide which ones should be included on the Camouflage Graphic Organizer. Write those steps on the graphic organizer in sequential order.
- Guide students to help them construct an expository paragraph, using a time order organizational structure.
Part II: Assessment
1. Using their notes, ask students to complete the Camouflage Graphic Organizer handout.
2. To conclude the lesson, review the Camouflage rubric with students. Then ask students to write paragraphs using the graphic organizer as a prewriting tool. The paragraphs should include the steps involved in camouflaging oneself in order to observe nature without being detected.Portfolio:
The Camouflage Graphic Organizer and/or the written paragraph may be added to student portfolios to provide evidence that they have met this performance indicator.