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Lesson Plan | |
Curriculum Standards | |
Differentiated Learning | |
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Dallas Zoological Society Partnership : Elementary Find and Track Animals |
Topic Overview
Quick Facts
Animals on land have padded feet in order to
sneak up on their prey.
There are four types of tracks left by a snake,
each representing a different method of travel – rectinilear, concertina,
serpentine, and sidewinding.
The single greatest threat to green sea turtles
is the development of Fibropapilloma Tumors, a disease caused by unknown
reasons has reached epidemic proportions in geographic locations as distant as Hawaii,
Florida and Australia.
Night vision goggles and glow-in-the-dark
tracking powder can be used to track animals at night.
Black bears use the same trails over and over
for generations. They tend to place their paws in exactly the same spot every
time they follow the trail.
Male and female deer leave different tracks.
Males have wider shoulders, so that the hind tracks (the ones on top) will tend
to fall inside the line of travel. Female deer have wider hips, so that the
hind tracks will fall outside the line of travel.
There are four satellites used to track animals.
These satellites are part of the Argos
data collection system sponsored in part by the National Oceanic and
Atmospheric Administration (NOAA).
Animal scat dries from the inside out.
Salvador Dali owned a pet ocelot. He once traveled
with this pet aboard the luxury cruise liner SS France.
Begin the Lesson
Animal tracking is the process of finding animals in the wild.
It is important to observe animals in their natural habitat in order to measure
biodiversity, estimate population size, monitor ecological interactions, and
study behavior. The large variety of techniques for tracking animals includes:
1) the collection of visual and acoustic observations; 2) the analysis of
footprints and other physical tracks through mud, sand, snow, and vegetation;
3) the analysis of animal scat, hair, and fur; 4) the use of live traps and
camera traps; and 5) the use of radiotelemetry and
satellite tracking.
Whole Class Introduction to the
Lesson
You will need at least one
computer with Internet connectivity and a projection device, a classroom with
more than one computer, or access to a computer lab.� This introduction will take approximately 10
minutes to complete.
Go to the page
http://nwwoodsman.com/TrackingGame/TrackinGame.html Read the introductory slide to the class and then click on
“Start Tracking Game.” As a class, try to guess the five mystery animals using
the tracking clues provided in the pictures and audio.
Sample Questions:
What do you see in the picture.
How did the animal leave this mark?
How might we tell what time the animal passed by
this location?
Where do you think this animal lives?
What do you think the weather is like where this
animal is?
What does the sound tell us about the animal?
What type of animal do you believe made these
tracks?
As part of the introduction, you
may want to review some of the glossary terms in advance of students going
online. At this point you can launch the WebLesson as whole-class activity
using a projection device, or you can assign students to work individually or
in teams in a computer lab.
WebLesson Sites
Introduction What do you see when you visit the zoo? Maybe you can watch polar bears or gaze on a giant anaconda. Zoos bring animals out of the wild and into our own towns.
Zoos are also important in helping to protect threatened animals. Humans build more cities and roads and this destroys the natural habitats. Animal scientists are called biologists. They work hard to learn about the needs of different animals. They find and track animal populations in the wild. They tag and follow the animals. They look at animal tracks, fur, and droppings. This helps us to understand how animals behave and what they eat. Tracking animals is also a fun activity. You too can track animals to discover what types of animals roam through our backyards and parks. We can even use tracking techniques to keep track of members of our own species. Scenario You have made friends with a brown bear from the zoo. You go on a field trip to the forest. Together, you will follow the track that bears take and learn about the way they live and how they survive.
Lesson Pages
EEK! – Tracks Quiz for Beginners
http://dnr.wi.gov/org/caer/ce/eek/cool/trackQuizLVLOne.htm Rich Media
Beartracker’s Animal Tracks Den
http://www.bear-tracker.com/mammals.html
Beartracker’s Animal Tracks Den
http://www.bear-tracker.com/birds.html
Kid’s Corner: Animal Tracks Quiz
http://www.co.sanmateo.ca.us/portal/site/parks/menuitem.f13bead76123ee4482439054d17332a0/?vgnextoid=56e5801e7131e110VgnVCM1000001d37230aRCRD&cpsextcurrchannel=1 Rich Media
Crittercam – Animal Pictures, Maps, Videos, Games, More
http://www.nationalgeographic.com/crittercam/missions.html Rich Media
Conclusion & Project
Conclusion We can learn more about animals by watching them. Both art and science are a part of animal tracking. We can search for paw prints in the snow, we can look at damaged plants, and we can pick through the remains left behind by animals to help us guess the how an animal acted and where they went. Cameras are often used to observe animals without them knowing we are there. These are called critter cams. We can take pictures and video to help us learn more about how animals live and move.
Project You have spent a fun day in the forest with your friend the bear from the zoo. Describe all of the ways the bear moved in the forest. Also, describe the bear’s activities. How did you use tracking to help you learn about the bear?
Glossary
camera trap - camera that can be triggered to take pictures by the motion of a nearby animal
conservation - the protection of wildlife and of natural resources
coyote - small wolflike carnivorous mammal
crittercam - research video camera that can be attached directly to an animal
egg - an oval, thin-shelled object in which a baby bird develops
fore foot - front foot of a four-legged animal
four-chambered heart - type of heart that birds and some reptiles have that allows them to keep more oxygenated blood running through their bodies
hind foot - back foot of a four-legged animal
omnivore - animal that eats both plants and animals
search and rescue - operation to find a person or animal that is lost or injured in a remote area such as a mountain or forest
survey - detailed gathering of data and information
track - to follow a trail made by an animal
|
Dallas Zoological Society Partnership : Elementary Find and Track Animals Introduction
Introduction What do you see when you visit the zoo? Maybe you can watch polar bears or gaze on a giant anaconda. Zoos bring animals out of the wild and into our own towns.
Zoos are also important in helping to protect threatened animals. Humans build more cities and roads and this destroys the natural habitats. Animal scientists are called biologists. They work hard to learn about the needs... |
Lesson PlanTopic Overview
Quick Facts
Animals on land have padded feet in order to
sneak up on their prey.
There are four types of tracks left by a snake,
each representing a different method of travel – rectinilear, concertina,
serpentine, and sidewinding.
The single greatest threat to green sea turtles
is the development of Fibropapilloma Tumors, a disease caused by unknown
reasons has reached epidemic proportions in geographic locations as distant as Hawaii,
Florida and Australia.
Night vision goggles and glow-in-the-dark
tracking powder can be used to track animals at night.
Black bears use the same trails over and over
for generations. They tend to place their paws in exactly the same spot every
time they follow the trail.
Male and female deer leave different tracks.
Males have wider shoulders, so that the hind tracks (the ones on top) will tend
to fall inside the line of travel. Female deer have wider hips, so that the
hind tracks will fall outside the line of travel.
There are four satellites used to track animals.
These satellites are part of the Argos
data collection system sponsored in part by the National Oceanic and
Atmospheric Administration (NOAA).
Animal scat dries from the inside out.
Salvador Dali owned a pet ocelot. He once traveled
with this pet aboard the luxury cruise liner SS France.
Begin the Lesson
Animal tracking is the process of finding animals in the wild.
It is important to observe animals in their natural habitat in order to measure
biodiversity, estimate population size, monitor ecological interactions, and
study behavior. The large variety of techniques for tracking animals includes:
1) the collection of visual and acoustic observations; 2) the analysis of
footprints and other physical tracks through mud, sand, snow, and vegetation;
3) the analysis of animal scat, hair, and fur; 4) the use of live traps and
camera traps; and 5) the use of radiotelemetry and
satellite tracking.
Whole Class Introduction to the
Lesson
You will need at least one
computer with Internet connectivity and a projection device, a classroom with
more than one computer, or access to a computer lab.� This introduction will take approximately 10
minutes to complete.
Go to the page
http://nwwoodsman.com/TrackingGame/TrackinGame.html Read the introductory slide to the class and then click on
“Start Tracking Game.” As a class, try to guess the five mystery animals using
the tracking clues provided in the pictures and audio.
Sample Questions:
What do you see in the picture.
How did the animal leave this mark?
How might we tell what time the animal passed by
this location?
Where do you think this animal lives?
What do you think the weather is like where this
animal is?
What does the sound tell us about the animal?
What type of animal do you believe made these
tracks?
As part of the introduction, you
may want to review some of the glossary terms in advance of students going
online. At this point you can launch the WebLesson as whole-class activity
using a projection device, or you can assign students to work individually or
in teams in a computer lab.
WebLesson Sites
Introduction What do you see when you visit the zoo? Maybe you can watch polar bears or gaze on a giant anaconda. Zoos bring animals out of the wild and into our own towns.
Zoos are also important in helping to protect threatened animals. Humans build more cities and roads and this destroys the natural habitats. Animal scientists are called biologists. They work hard to learn about the needs of different animals. They find and track animal populations in the wild. They tag and follow the animals. They look at animal tracks, fur, and droppings. This helps us to understand how animals behave and what they eat. Tracking animals is also a fun activity. You too can track animals to discover what types of animals roam through our backyards and parks. We can even use tracking techniques to keep track of members of our own species. Scenario You have made friends with a brown bear from the zoo. You go on a field trip to the forest. Together, you will follow the track that bears take and learn about the way they live and how they survive.
Lesson Pages
EEK! – Tracks Quiz for Beginners
http://dnr.wi.gov/org/caer/ce/eek/cool/trackQuizLVLOne.htm Rich Media
Beartracker’s Animal Tracks Den
http://www.bear-tracker.com/mammals.html
Beartracker’s Animal Tracks Den
http://www.bear-tracker.com/birds.html
Kid’s Corner: Animal Tracks Quiz
http://www.co.sanmateo.ca.us/portal/site/parks/menuitem.f13bead76123ee4482439054d17332a0/?vgnextoid=56e5801e7131e110VgnVCM1000001d37230aRCRD&cpsextcurrchannel=1 Rich Media
Crittercam – Animal Pictures, Maps, Videos, Games, More
http://www.nationalgeographic.com/crittercam/missions.html Rich Media
Conclusion & Project
Conclusion We can learn more about animals by watching them. Both art and science are a part of animal tracking. We can search for paw prints in the snow, we can look at damaged plants, and we can pick through the remains left behind by animals to help us guess the how an animal acted and where they went. Cameras are often used to observe animals without them knowing we are there. These are called critter cams. We can take pictures and video to help us learn more about how animals live and move.
Project You have spent a fun day in the forest with your friend the bear from the zoo. Describe all of the ways the bear moved in the forest. Also, describe the bear’s activities. How did you use tracking to help you learn about the bear?
Glossary
camera trap - camera that can be triggered to take pictures by the motion of a nearby animal
conservation - the protection of wildlife and of natural resources
coyote - small wolflike carnivorous mammal
crittercam - research video camera that can be attached directly to an animal
egg - an oval, thin-shelled object in which a baby bird develops
fore foot - front foot of a four-legged animal
four-chambered heart - type of heart that birds and some reptiles have that allows them to keep more oxygenated blood running through their bodies
hind foot - back foot of a four-legged animal
omnivore - animal that eats both plants and animals
search and rescue - operation to find a person or animal that is lost or injured in a remote area such as a mountain or forest
survey - detailed gathering of data and information
track - to follow a trail made by an animal
|
Curriculum StandardsTEXAS
112.6. Science, Grade 4.
(2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: (A) plan and implement descriptive investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology; (B) collect information by observing and measuring 112.7. Science, Grade 5 (2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to: (A) plan and implement descriptive and simple experimental investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology; (B) collect information by observing and measuring; NATIONAL
NS.5-8.1 SCIENCE AS INQUIRY
As a result of activities in grades 5-8, all students should develop: -Abilities necessary to do scientific inquiry -Understandings about scientific inquiry |
Differentiated LearningHere are some projects that can
be used after the students have completed the online assignment or as a
complement to your lesson. The students can use any media deemed appropriate
for the project. Each has been recommended with specific student groups in
mind.
AS-All Students
GT-Gifted/Talented
ESL-English Second Language
SN-Special Needs
Individual and Group Projects
Walk around the school playground or your
backyard and look for animals tracks. Remember to think about footprints, flattened
or ruffled vegetation, droppings, hair or fur, feathers, opened nuts, rubbings
on trees, nests, and trails in the grass or snow. AS, SN, ESL
Make a clay cast of a track. Identify the track
and prepare a class collection of casts for classification and comparison. Be
sure to include clay casts of pet prints (dogs, cats, hermit crabs, etc.). AS,
SN, ESL
Use what you have learned about animal tracking
to track friends in your school. Try to determine where a certain group (herd)
of students traveled throughout the day. (Hint: you can detect faint footprints
on floors such as linoleum by dimming the lights and shining a flashlight onto
the floor at a low angle.) AS, SN, ESL
Create and set up an animal tracking plot on the
school ground. The area should be at least a 2 x 2 meter muddy area� in which animal tracks will be captured. Use
this space as a laboratory for making clay or plaster casts of animal tracks. Try
to identify the animals that made the tracks. AS, GT
Write a pretend journal of a safari to Africa
to track a lion, an African elephant, a leopard, and a black rhinoceros. AS, GT
Final Activity – Whole Class
Create combination tracking/walking sticks for use in measuring
and identifying animal tracks on hikes.
See http://www.bear-tracker.com/trackingstick.htm
for basic directions.
Use a broomhandle or a large stick
and use tape or rubber bands for markings. Decorate the stick by painting and labelling tracks of animals that you might expect to find
in your area.
See http://www.princeton.edu/~oa/nature/trackcard.shtml
for images of animal prints.
|
ReferenceBiographies
Sacagawea (1787 – 1812)
http://sacajawea.idahostatesman.com Used her tracking skills to lead Lewis and Clarke on their famous trek across North America. John Muir (1838 – 1914)
http://www.sierraclub.org/john_muir_exhibit Founder of the Sierra Club, an organization dedicated to the preservation of wildlife. Theodore Roosevelt
http://www.whitehouse.gov/history/presidents/tr26.html United States President known for his conservation efforts Jacque-Yves Cousteau (1910 – 1997)
http://www.cousteau.org/en/ French scientist and photographer who presented documentaries of the search for sea life. Steve Irwin
http://www.animalplanet.com.au/steve_irwin/bio/index.shtml Australian wildlife expert nicknamed “The Crocodile Hunter” Timelines
GPS Timeline
http://www.aero.org/education/primers/gps/gpstimeline.html development of GPS satellites Timeline of Milestones
http://www.aip.org/history/climate/timeline.htm Timeline of the discovery of global climate change, including observation of melting sea ice Greenpeace
http://weblog.greenpeace.org/oceandefenders/archive/2007/02/whaling_timeline.html A history of whaling. Randy Woo
http://members.aol.com/randywoo/bsahis/time.htm Timeline of the Boy Scouts of America, an organization that helps teach boys about skills in the wilderness. White Oak Society
http://www.whiteoak.org/learning/timeline.htm A history of the North American fur trade. Additional Information
Turtle Trax
http://www.turtles.org Research efforts to remotely track sea turtles and understand factors that threaten their survival Wheelock
College
http://whale.wheelock.edu/Welcome.html WhaleNet satellite tracking program, tracking whales, porposes, seals, and turtles CyberTracker Conservation
http://www.cybertracker.co.za Describes a project involving indigenous hunters in South Africa in animal tracking for conservation BBC
http://www.bbc.co.uk/nature/blueplanet/travel/further_tracking.shtml Overview of tracking and tagging marine animals Fieldtrip Earth
http://www.fieldtripearth.org/article.xml?id=776 Description of the capture and handling of black bears in the Appalachian Mountains How Stuff Works
http://www.howstuffworks.com/gps.htm Information on how satellites in the Global Position System work BBC
http://www.bbc.co.uk/nature/animals/wildbritain/field_guides Field guides for tracking of a variety of common animals The University
of Utah
http://www.biology.utah.edu/bionews2.php?story=cerling010206.txt Method for tracking the behavior and diet of African elephants using hair from the elephants’ tails Northern
Illinois University
http://www.lib.niu.edu/ipo/2002/oi020805.html Animal autographs, a description of tracks left by animals commonly found in Illinois U.S. Fish and Wildlife Service
http://www.fws.gov/columbiariver/games/concentration/tracksconcentration.htm Fun concentration game using animal tracks New Mexico
State University
http://cahe.nmsu.edu/pubs/_circulars/circ561.html Identifying and preserving wildlife tracks, including a description of making plaster casts |
Questions & Answer KeysStudy Questions and Answer Keys
Quiz Questions & Answers
Project
You have spent a fun day in the forest with your friend the bear from the zoo. Describe all of the ways the bear moved in the forest. Also, describe the bear’s activities. How did you use tracking to help you learn about the bear?
Rubric
Excellent (30 – 20)
An excellent student response meets all the project requirements and demonstrates that the student absorbed key lesson concepts and gave them thoughtful consideration. The response shows original thinking, creativity, and a strong sense of purpose. Ideas are organized and clearly articulated according to the proper conventions of writing (at this grade level).
Satisfactory (20 – 10)
A satisfactory student response meets most of the project requirements but overlooks one or more important elements. It reflects a general understanding of the key lesson concepts but shows little depth. The response shows little creativity or originality. Ideas are somewhat disorganized and difficult to follow, and there are numerous grammatical and mechanical errors.
Needs Improvement (10 – 0)
The student response is perfunctory, showing little or no effort. It is unclear if the student thought about or even read any of the lesson content. Ideas are scattered or off-topic. If possible, ask the student to revisit the lesson with a peer or mentor and then rewrite his or her response. |