A Little Bit More
Camouflage can take many forms but basically it makes it difficult for a predator or even prey, to see another animal. Probably students are most familiar with military camouflage uniforms that help a soldier, even vehicles for that matter, blend into the surroundings. The military camouflage we’re most familiar with has blotches of different shades of green and brown on clothing but if the military is in snowy countryside, they’ll have white camouflaged uniforms instead.
Once you’re familiar with the adaptation of camouflage, one can see examples of it all around. That fawn with a dappled coat, that katydid with a leafy green coloration, the female mallard duck with brown steaks all over her body and that blotchy Leopard Frog sitting in the grass – you’ll see it over and over again – it really works!
Many baby birds are camouflaged at hatching
Camouflage is also especially common in the vulnerable young of many animals. Baby birds are a good example with their subtle colors and mottled patterns that help them blend into their surroundings. Of course predators too can use camouflage to help them sneak up on prey. The Bengal Tiger comes to mind immediately with its impressive camouflaged coat that helps it blend into its habitat. Either way you look at it, whether prey trying to blend in or predators trying to blend in, camouflage really is an important adaptation for survival.
Activities
Science – Camouflage Game
Objectives: Experience value of camouflage
Materials: 5 or 6 colored papers, paper punch, 2 or 3 colored/patterned cloths, small container, paper and pencil
This is an activity that’s been used many times to illustrate camouflage but one that I feel quickly and clearly gets the point across. Give it a try with your students – they’ll love it!
1. Punch out 20-25 holes from each of your colored papers (5 or 6 different colors should be fine)
2. Ask two or three students to step outside the room as you prepare this activity. They shouldn’t be aware of what you’re going to do until they actually perform
3. Select one of your colored clothes (approx. 2ft. square) and lay it out on the floor
4. Scatter all of your colored holes randomly over the cloth
5. Ask one of your volunteers to come into the room. Tell this student that they are a bird and they will have only 30 seconds to eat. The paper dots on the cloth represent insects. They should pick up as many of the dots as they can within the 30 sec time limit and place them into a small container
6. Start timing the activity when the student begins picking up dots (it may work best if the student can wet their finger to pick up the dot more easily)
7. Once the 30 sec time is up, have all students look at the assortment of dots collected and write down the cloth used and which colored dots were chosen by the “bird” (list a count for each color).
8. Now change the background cloth and scatter the dots once again (include those chosen from the first student), then repeat the activity with a different student (repeat a third time following number 8)
It should be obvious from the results that the colors in the container each time are NOT random but tend to be clumped. As each volunteer rushes to select as many insects as possible in 30 seconds, they’re most likely to choose those dots that are most obvious, that stand out the best. Those dots that tend to blend in to the background are less represented in the final collection of each 30 second period simply because they are more camouflaged, are not as obvious, and thus less vulnerable to “predation” .
Key Concepts
Adaptations and Diversity, Predator/Prey Relationships, Structures and Functions
Questions
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