Activity: Camouflage
BC Curriculum Big Ideas:
PHE: Participation in outdoor activities allows for the development of skills in a complex and dynamic environment.
Science: Â Humans can play a role in stewardship and restoration of ecosystems.
EDCI 448/487 Big Ideas:Â
All learning is fluid and interconnected, continually changing and adapting; transdisciplinary understandings promote authentic learning to address real-world issues and challenges
First Peoples Principle:
Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
Activity Purpose and Overview:Â
- We chose Camouflage, which is a modified version of “hide and seek”, for its many connections to land, outdoor/experiential learning and need for collaboration and communication. We were introduced to this activity during orientation and followed it with a discussion about land and the importance of being outdoors and thought it was a perfect activity for students across multiple disciplines. If it stuck with us, maybe it would stick with our future students as well.
- Students often love this game for its change of pace and location and friendly competition, however there are many transdisciplinary connections as well. This activity includes the whole class and instructor with options for adaptations depending on ability, understanding and varying learning outcomes depending on the lesson. For this activity it is ideal that you play in a forest.
Instructions:
- Lead class to chosen outdoor location, preferably with many hiding options.
- Start with a territorial acknowledgement as a way to get students thinking about the land and their place within the space
- Introduce rules of the game (slow, clear instructions with opportunity for questions and students to repeat instructions for whole class comprehension)
- Teacher chooses a spot to remain in the middle of the space. Game begins when the teacher yells “camouflage”. Students run to hide while the “it” person (teacher to start) closes his/her eyes and counts slowly to whatever number was previously established.
- Teacher (or “it “ person) opens their eyes, and remaining in their spot, begins to scan the surrounding area for hiding students (hiding students can work together and communicate silently to determine hiding spots)
- If a student is seen, the “it” person calls their name and hiding location, and that student is “out” (students who are out then join “it-person” to work collaboratively to find other students)
- If the “it” person(s) can’t find anyone, he/she yells out a previously-agreed-upon word (i.e. “Food for 15”) and the “it” person closes their eyes and slowly counts down from 15.
- During this time, students must leave their hiding spot and run to high five the “it” person or teacher and return to hiding somewhere else
- This keeps going until teacher ends game or when there is only one student left hidden
Equipment needed: Â none
Rationale as an effective ELL activity:
- This game incorporates many curricular Big Ideas and Core Competencies for ALL students. The foundational core competencies of “Communication” and “Thinking” are involved and the activity lends itself well for ELL students by providing a fun (and therefore engaging) simple game that emphasizes communication, collaboration, inclusivity, and resourcefulness.
- Â This game provides options for non-verbal communication as well as lesson discussions to take place without the need for reading and writing.
Transdisciplinary Connections:
- PHE: Doing a variety of physical activities improves the likelihood students will engage in activity later in their lives. Safe, fair play and leadership is accentuated. Outdoor activities are beneficial for mental and overall health of all students.
- Science: While outdoors, earth materials and ecosystems can be explored in greater detail during or after the game. Students may be asked to collect certain objects during game play for further science-based class discussions. Students may collect garbage during game play to promote environmental stewardship and awareness.
- Art: Students develop aesthetic experiences in various locations and can find inspiration in nature for future art works. There is opportunity for discussion of land-based/sustainable/outdoor art depending on lesson focus.
- First Peoples Principles: This game provides opportunity for discussion about land through talking circles with an emphasis on learning First Peoples Principles. Being outdoors and in nature offers time for self-reflection and connection to place in a way that is different than being in a classroom.
Adaptations/Modifications:
- Modifications for varying difficulty levels depending on class engagement (see resource link below)
- Allow students to work in pairs to enhance understanding of the game
- Have students with strong language and leadership skills demonstrate the game when the class is outdoors
- Encourage EA (if there is one) to participate and support students
- Allow other students to be “it” and take on different roles in the game
- Provide visuals in class before going outside for ELL students
- Provide instructions to students ahead of time so they may familiarize and be comfortable with the activity as well as prepared to go outside
- Students with mobility issues may be “it” or be partnered with another student
Resource Link: