Embedded Files
John E.T Schrader and Anthony Ricci
Background Information
Ohio Learning Standards
Activity
Assessment
Supply List
Materials, Resources, Books
Background Information
Background Information
Deer- The white-tailed deer, commonly referred to as the whitetail, is perhaps Ohio’s best-known wildlife species. It is seen in the state’s wildlife areas, parks, and nature preserves as well as in the backyards of rural and suburban residents.
Squirrel- The gray squirrel was one of the most populous species of wildlife in Ohio at the time of settlement. Gray squirrels had extensive habitat in the state taking advantage of the widespread forest in Ohio.
Coyote- The coyote is generally a slender animal, very similar in appearance to a medium-sized dog. Coyotes have a bushy tail which is usually tipped in black and is carried down at a 45 degree angle as the animal moves, unlike that of its other cousin the wolf. The majority of coyotes are gray, though some show a rusty, brown or off-white coloration
Fox- The red fox is likely the one that comes to mind when you think of a fox. Although it can have several color variations, the red fox takes its name from its most common color phase: a rusty-red or reddish yellow coat from its face down its back and sides. Its undersides, throat area, and cheeks are white
Rabbit- the Eastern cottontail rabbit is one of the most common wildlife species in the state of Ohio. s with several other species of wildlife, the Eastern cottontail was a beneficiary of settlement; the clearing of wood lands and the establishment of more open areas along wooded borders provided an ideal environment.
Raccoon- Raccoons are found in all parts of Ohio. For many years our raccoon population has been growing. They have moved into towns and cities and can live almost any place where there is food for them to eat and a den to serve as shelter.
Skunk- Skunks are known to everyone by sight, smell, and reputation. They are found in every county of Ohio as well as throughout the United States.Skunks are most abundant in rural Ohio where there are farms with fencerows, forest edges and old fields.
Ohio Learning Standards
Ohio Learning Standards
K.LS.1: Living things have specific characteristics and traits.
Living things grow and reproduce. Living things are found worldwide.
3.LS.2: Individuals of the same kind of organism differ in their inherited traits. These differences give some individuals an advantage in surviving and/or reproducing.
Plants and animals have physical features that are associated with the environments where they live.
Plants and animals have certain physical or behavioral characteristics that influence their chances of surviving in particular environments.
5-L S2-1: Ecosystems - Interactions, Energy, and Dynamics.
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Activity
Activity
At the beginning of class, students will be given a worksheet that has information on Ohio animals and their foot tracks. The instructor will go over this information for a little bit to give the students ample background information on the animals that inhabit Northeast Ohio. This will give them a better idea on how to visualize each animals tracks. Examples can be seen on the left side of, and below this text.
After the class has been shown the various different animal tracks, the instructor will make an identifier for those tracks so students can have an example to look at while they are making their own. This will be completed with construction paper, popsicle sticks, and stickers of each animals tracks. An example of these materials are listed on the right side of this text.
First, students will take the construction paper and glue the popsicle sticks to the edges of the paper to give it some structure and form. This way, the paper has more support so that it can be hung on walls or placed on other surfaces without worry of it falling apart. After this is completed, stickers will be placed evenly around the edges of the construction paper. If the instructor finds it to be beneficial, students can label the the animal track stickers so that it is clear which tracks belong to each animal. An example of the final product can be seen on the left side of this text.
There will be clay molds of these track placed around the room. With the animal track identifier, students will go around identify the animals. Each clay mold will have a letter on it. They will get a sheet a paper with all the animals names on it. Then they will match the letter to the animal.
After students have matched the correct letters to the animal tracks, they will go back to their seats and review their work with their peers. The top student scores will receive one clay animal track model of their choosing. The student with the top score will pick first, going down the list of student scores till all models have been passed out.
Assessment
Assessment
A formative assessment can be conducted by the teacher as they are walking around the classroom during the activity. If the teacher wishes to conduct an assessment, they can prompt the classroom with questions while they are moving around the room. Alternatively, the teacher may want to pin-point some questions to assess students knowledge on the topic. This can be done with a short, paper quiz at the end of the activity, or, while students are working on making their paper animal tracks identifier, the teacher can ask questions to gauge their understanding on the topic. These can all be done at the end of the activity as well, instead of asking students questions during their designated work time.
A different formative assessment that can be conducted after the completion of the activity is to have students complete a worksheet that tasks them with matching animal tracks with the correct animal. This activity will show if students were able to understand and remember the various different tracks that were covered in the previous activity. If the teacher allows, students could possibly use their clay models as a reference while they are completing this worksheet. This assessment can also be done with flashcards that require the student to match animal tracks with the animal itself. On the right side of this text is an example of the matching worksheet assessment. Links to activities like these will be listed in the materials/resources/books section below.
Supply List
Supply List
Clay
Construction Paper
Popsicle Sticks
Clay Models of Tracks
Glue
Pen
Pencil
Animal Track Stickers
Materials, Resources, Books
Materials, Resources, Books
Books and Various Media
Animal Tracking Basics by Jon Young and Tiffany Morgan
Mammal Tracks and Signs by Mark Elbroch
Tracks, Scat, and Signs by Leslie Dendy
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