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Kaeda Boyles, Heather Fink, Ellen Kapitan, Suzy Lyttle, Nicole Pakan, Allison Pfeifer, Sarah Tuttle, and Rod Williams
Department of Forestry and Natural Resources, Purdue University, West Lafayette, IN 47907
Coloration Exploration Lesson Plan
This activity will teach students how animals use coloration to stay alive within their environments.
Lesson Plan Overview . . . . . . . . . . . . . . . . . 2
Teacher’s Notes . . . . . . . . . . . . . . . . . . . . . . 4
Frog Tally Worksheets . . . . . . . . . . . . . . . . . 5
Vocabulary Worksheet & Key . . . . . . . . . . . 7
Camo Frogs Picture & Key . . . . . . . . . . . . . . 9
Bright Frogs Picture & Key . . . . . . . . . . . . 11
Animal Line Drawings . . . . . . . . . . . . . . . . 13
Animal Coloration Photo Examples . . . . . 17
w w w . p u r d u e . e d u / n a t u r e
FNR-470-W
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Coloration Exploration Lesson Plan
Estimated Time60 minutes
Vocabulary• Coloration• Aposematiccoloration• Crypticcoloration• Sexualdimorphism
Lesson ObjectiveStudentswillbeabletoidentifyandgiveexamplesofdifferentcolorationstrategiesandindicatehowtheyaffectananimal’sbehaviorandsurvival.
Targeted Grade-Level Indiana Standards Math
2.1.8;2.1.9;2.1.123.1.2;3.1.10;3.1.13;4.2.3;4.3.2;4.6.2;4.6.35.1.1;5.1.4;5.1.5;5.2.1;5.2.2;5.2.5
Science
2.2.5;2.4.1;2.4.43.1.2;3.1.3;3.2.1;3.2.5;3.4.1;3.4.2;3.4.34.2.4;4.5.45.4.4;5.4.5;5.4.7;5.5.1;5.5.10
Required Materials• CamoFrogsPictureandKey• BrightFrogsPictureandKey• FrogTallyAandBWorksheets• AnimalLineDrawings• AnimalColorationPhotoExamples• ForestEcosystemPoster• VocabularyWorksheetandKey• Thickpaperforanimalprintouts• Crayons/markers
Reference MaterialsSeeteacher’snotes.
Lesson Plan Overview
Authors Kaeda Boyles, Heather Fink, Ellen Kapitan, Suzy Lyttle, Nicole Pakan, Allison Pfeifer, Sarah Tuttle, and Rod Williams
Acknowledgments The authors would like to thank the Indiana licensed teachers Mrs. Ahnert and Mrs. Garrett for allowing this plan to be presented in their classrooms, and for their thoughtful reviews of this lesson plan.
The authors would like to give a special thanks to their fellow students in the Nature of Service Learning class for providing helpful ideas and critiques on previous versions of this publication.
Purdue University Agricultural Communication Service • Purdue University Cooperative Extension Service • Editor: Steve Leer • Designer: Dan Annarino
It is the policy of the Purdue University Cooperative Extension Service that all persons have equal opportunity and access to its educational programs, services, activities, and facilities without regard to race, religion, color, sex, age, national origin or ancestry, marital status, parental status, sexual orientation, disability or status as a veteran.
Purdue University is an Affirmative Action institution. This material may be available in alternative formats.
Apr. 2013
Order or download materials from Purdue Extension • The Education Store
www.the-education-store.com
LOCAL FACESCOUNTLESS CONNECTIONSEXTENSIONAGRICULTURE
1-888-EXT-INFO • www.extension.purdue.edu
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Coloration Exploration Lesson Plan
Procedure1. ShowCamo Frogspictureontheoverhead
orprojector.Havethestudentsquietlycounthowmanyfrogstheycanfindin30secondsandrecordthatnumberontheFrogTallyworksheet(worksheetAforpiechartingorworksheetBforbargraphing).
2. ShowtheBright Frogspictureandhavethestudentsquietlycounthowmanyfrogstheycanfindin30seconds.RecordthatnumberontheFrogTallyworksheetchoseninstep1.
3. ShowtheCamo Frogs KeyandthentheBright Frogs Key.Pointoutthelocationsoffrogstothestudents.Thereare10frogsineachpicture.UsingeitherFrog Tally work-sheet A or B,helpthestudentscalculatethepercentageoffrogstheyfoundineachpicture.Illustratethisusingthepiechartand/orbargraphprovided.HavestudentsanswerQuestion1.
4. Discussreasonsforobserveddifferencesinnumberoffrogsbetweenthetwopictures(somefrogsareusingcrypticcolorationandsomeareusingaposematiccoloring).
5. Explainthatanimalsuseavarietyof colorationstrategiestostayalive.Define andthenshowexamplesofaposematiccoloration,crypticcoloration,andsexual/genderdimorphism.
• Aposematic coloration:skunk, coralsnake
• Cryptic coloration:Fowler’stoad, arctichare
• Sexual/gender dimorphism:cardinal,mallard
6. Giveeachstudentoneofthebirdorfrogcoloringsheets(theteacherwillneedtohandoutrepresentativesofallsheetspro-vided).Eachcoloringsheethasadescriptionofcryptic,aposematic,maleorfemale.Studentsshouldcolortheiranimalaccordingtothedescriptiononthesheet.Forexample:a. Femalebirdsandcrypticfrogswill
needtoblendintotheirsurroundings.Studentsshouldcolorthemearthtoneslikegreen,brown,and/orblack.
b.Malebirdshaveshowycolorsthatattractafemale.Studentsshouldusebrightcolorsforthese.
c. Aposematicfrogsissueawarningsign.Studentsshouldcolorthesefrogswithbrightcolorsandboldpatterns.
7. Afterthestudentshavecoloredtheiranimalsheet,theywillthenactouttheanimal’sdefensestrategy.Toaccomplishthis,theteacherwillactasapredator(bobcat,hawk,wolf,snake,etc.)andthestudentswillrespondinthefollowingways:aposematicandmaleanimalswillstandupandholdtheirground;crypticandfemaleanimalswillfreezeinplaceand/orhide.Studentsthatdonotexhibittheproperbehaviorwillbecapturedbytheteacheruntilthenextround.
8. Asaconclusion,havethestudentsrevieweachcolorationstrategyandfillouttheVocabulary Worksheet.
9. Ashomeworkorasecondclassroomactivity,havethestudentspickoneoftheiranimalsandwriteastoryaboutit.
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Coloration Exploration Lesson Plan
Teacher’s NotesAnimal coloration,whichcanincludeboththecolorationandpatternsofcoloronananimal’sbody,mayaffectthebehavior(activeduringthedayvs.nighttime)andsurvivalofmanyspeciesintheanimalkingdom.Thecolorationofananimalcanhelpitblendintoitsenvironment(crypsis)ormakeitstandout(aposematic).Inthislesson planwecompareandcontrastafewdifferent colorationstrategies:aposematicvs.crypticand ofmalesvs.females.
Aposematic Coloration vs. Cryptic ColorationAnanimalutilizingaposematic coloration,orwarningcoloration,isalertingotheranimalsthatitispotentiallydangerous.Thesebrightlycoloredandboldlypatternedanimalsstandoutintheirenviron-mentandadvertisethattheymaybepoisonous,venomous,ortastebad.Animalsthathaveaposematiccolorationoftenmoveslowlyandareactiveduringthedaylighthours.Afewexamplesofanimalswithaposematiccolorationareskunks,poisonarrowfrogs,bees,coralsnakes,red-spottednewtsandmonarchbutterflies.Ananimalutilizingcryptic colorationblendsintoitssurroundings.Acrypticallycoloredanimalmayhavecolorationthatbreaksupitsoutlineorthatmatchesitemsinitshabitatsuchasrocks,leavesandtreebark.Animalsthatdisplaythiscolorationstrategywillattempttohideduringthedaylighthoursandbecomeactiveatnight.Crypticcolor-ationusuallyinvolvesablotchypatternofbrowns,tans,greens,oranycolorfromtheirenvironment.Someanimalsarecapableofchangingtheircolor-ationseasonallytomatchtheirsurroundings,likethesnowshoehare,thatchangesitswhitewinter
colorationtobrowninthesummer.Examplesofcrypticallycoloredanimalsarebobcats,deer,hornedlizards,greenfrogsandwalkingstickinsects.Insummary,bothaposematicandcrypticcolor-ationhelpincreaseananimal’ssurvival,buttheyworkindifferentways.Ananimalwithaposematiccolorationisgoingtodisplayitsbrightcolorsandpatternstoapredator,relyingonthepredator’sknowledgethatthisanimalwillbedangeroustoeat.Acrypticanimalwilltrytohideandblendintoitssurroundings,relyingonitscolorationtomakeitinvisibletothepredator.
Sexual/Gender Dimorphic ColorationSexualorgender dimorphism(sexualdimorphismisthescientificterm;however,dependingonagegroupandmaturity,gendermaybesubstituted)isthedifferencebetweenmalesandfemaleswithinaspeciesofanimal,and,inthiscase,thedifferencesincoloration.Thisphenomenonismostnoticeableinbirdsbutcanoccurinothertypesofanimals.Typically,themaleisbrightlycoloredtosignalheisthebestmateforfemalesortoattracttheatten-tionofapredatorwhenamalefleesthenest.Females,ontheotherhand,aregenerallydullerincolorationbecausetheymusttendtothenestaftereggsarelaid.Ifafemaleisbrightlycoloredwhilesittingonanest,apredatorcouldeasilyfindherandthenpotentiallyeatherortheyoung.Exam-plesofanimalsthatdisplaysexuallydimorphiccolorationarenortherncardinals(themalesarebrightred,whereasfemalesaregray/tancolor),mallards(maleshaveagreenhead,whereasfemalesarebrown),andring-neckedpheasants(malesarebrightlycoloredwithgreenandred,whereasfemalesarebrown).
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Coloration Exploration Lesson Plan
Frog Tally A Worksheet
How many frogs can you find in each picture in 30 seconds?
Camo Frogs Picture
I found: _________ of ________ frogs.
OR
I found: ______________ % of the frogs.
Bright Frogs Picture
I found: _________ of ________ frogs.
OR
I found: ______________ % of the frogs.
Pie Charts
Question 1 - Did you find more frogs in the first or second picture? Why?
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Coloration Exploration Lesson Plan
Frog Tally B Worksheet
How many frogs can you find in each picture in 30 seconds?
Camo Frogs Picture
I found: _________ of ________ frogs.
OR
I found: ______________ % of the frogs.
Bright Frogs Picture
I found: _________ of ________ frogs.
OR
I found: ______________ % of the frogs.
Bar Graph
Question 1 - Did you find more frogs in the first or second picture? Why?
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___________________________________________________________________________________ Picture 1 Picture 2
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Coloration Exploration Lesson Plan
Vocabulary Worksheet
WORD BANKGender Dimorphism Cryptic Coloration Aposematic Coloration
1. ________________________________ An animal using bright colors to warn predators to stay away.
2. ________________________________ An animal that blends into the environment and hides.
3. ________________________________ When males and females are colored differently.
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Coloration Exploration Lesson Plan
Vocabulary Worksheet — KEY
WORD BANKGender Dimorphism Cryptic Coloration Aposematic Coloration
1. ________________________________ An animal using bright colors to warn predators to stay away.
2. ________________________________ An animal that blends into the environment and hides.
3. ________________________________ When males and females are colored differently.
Aposematic Coloration
Cryptic Coloration
Gender Dimorphism
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Coloration Exploration Lesson Plan
FOWLER’S TOAD
Kath
erin
e W
hitt
enm
ore/
USF
WS
Animal Coloration PhotoCryptic Example
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Coloration Exploration Lesson Plan
FEMALE CARDINAL MALE CARDINAL
Animal Coloration PhotoCryptic Example