Investigate environmental conditions of a desert, rain forest, or high mountain peak then design a magic camouflage hat especially for the region.

• 1.

  Research the climate, flora, and fauna of areas such as the sun-baked Sahara, green Amazon rain forest, or frigid top of Mt. Everest. Imagine a magical hat that could transport people anywhere and allow them to watch the action there undetected.

• 2.

  With Crayola® Scissors, cut out the front and back panels of three large brown paper grocery bags.

• 3.

  Cover the work area with recycled newspaper. Spread Crayola School Glue diluted with an equal part of water on one printed panel. Use a small piece of recycled cardboard or a Crayola Paint Brush to spread the glue evenly. Top with another panel, add more glue, and continue alternating until all 6 layers are built.

• 4.

  While the panels are still wet, mold the hat over a head-sized bowl (turned upside down), or drape it over your head. Secure the hat shape and size with a large rubber band or masking tape. Stuff the hat with recycled newspaper to dry.

• 5.

  Color and decorate the camouflage hat with Crayola Washable Markers, Crayons, and/or Washable paint, Tempera Paint, and Paint Brushes. Glue on camouflage items such as pine cones, sand, or dried grass.

Standards

• LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, in the grade level text complexity band proficiently, with scaffolding as needed at the high end of the range.
• LA: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
• LA: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
• LA: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
• SS: Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.
• VA: Use visual structures of art to communicate ideas.
• VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

Adaptations

• After examining photographs of various environments, students determine how they would dress to go undetected in a self-selected destination. Prior to creating their camouflage hats, students sketch an environmental scene that they believe they will be arriving in when transported by their hats.
• Small groups of students may choose to investigate similar settings. If so, the group can collaborate to write a play about a camouflage adventure. Students can use recycled materials to create large-scale sets for their play. Present the play to classmates and parents.
• Students select an animal and study its markings used for camouflage. How do these natural markings help the animal survive in its selected habitat? How does the camouflage assist with getting food?