In this entertaining resource students explore animal tracks while learning about how different animals move. The activity-based lessons guide children through a scientific investigation of different types of tracks and has students compare movement patterns. Students will also learn about adaptations and how these characteristic physical or behavioural features help an animal to survive in its environment. Students will:
This resource encourages students to spend time outside exploring their natural world and thus would be a valuable addition to any unit with a nature theme. There are also opportunities to incorporate some math and language arts outcomes into the activities. Students could take measurements of the length and width of tracks and record their data. They could also classify and sort tracks by size and shape.
After learning silent walking skills students could walk in a natural area and make lists of everything they observe. The activity that has students making their own animal track casts could be expanded upon by having students draw pictures of tracks and track patterns. They could create collages of tracks with each species labelled and place their pictures around the school. After using the resource a teacher could invite a First Nations elder into the classroom to speak to the students about their experiences tracking animals in the wild. Then students could create their own story about observing animals.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
Principle | Rating | Explanation |
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Consideration of Alternative Perspectives | Good | Students learn how to investigate a scientific problem such as which animal left behind a track through a comprehensive approach that includes the use of field guides and the Internet. The information portrays animals realistically and has a valid scientific component. |
Consideration of Alternative Perspectives:
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Multiple Dimensions of Problems & Solutions | Satisfactory | This resource heightens student awareness of the environment by encouraging active exploration of natural spaces. The skill of tracking and reading animal signs is lifelong, thus the social implication of this type of lesson is that students are much more likely to spend time outside being active in nature. |
Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
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Respects Complexity | Good | The use of hands-on activities develops critical thinking skills in students and they learn to analyze a scientific problem using all of the resources available to them. |
Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
Acting on Learning | Poor/Not considered | Although there is no direct action project associated with this resource the deeper appreciation for nature that it develops in students will result in a heightened awareness of the value of wildlife habitat. |
Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
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Values Education | Poor/Not considered | The activities in this resource foster a deeper appreciation for nature but there are no formal opportunities for values clarification. |
Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
Empathy & Respect for Humans | Poor/Not considered | Not considered in this resource. |
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
Personal Affinity with Earth | Very Good | The activities in this resource develop students' relationships with their natural world by providing them with meaningful experiences that centre around animals and their habitats. |
Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
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Locally-Focused Learning | Good | The activities are relevant to students throughout Canada and focus on local wildlife. |
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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Past, Present & Future | Poor/Not considered | Not considered in this resource. |
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. |
Principle | Rating | Explanation |
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Open-Ended Instruction | Good | The exploratory nature of the activities in this resource provide multiple opportunities for students to discover answers without formal instruction. |
Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
Integrated Learning | Satisfactory | This is primarily a science resource. However math outcomes for measurement and analyzing patterns can be addressed through the track measuring and patterning activities. |
Integrated Learning: Learning brings together content and skills from more than one subject area
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Inquiry Learning | Good | The outdoor experience of the lessons contained in this resource allow for exploration and discovery in a natural area. Students need to use analytical and critical thinking skills to discover animal signs and connect the signs to a particular species. |
Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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Differentiated Instruction | Satisfactory | Although there are no suggestions for accommodations in the resource the activities are highly tactile and thus will appeal to a wide range of students. The activity sheet at the end of the lessons has been differentiated for younger and older students. |
Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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Experiential Learning | Very Good | Students participate in activities that actively engage them in hands on learning and develop exploration skills. They also learn the traditional art of tracking in a way that will deepen their interest in wildlife and encourages them to continue using their new knowledge on their own. |
Experiential Learning: Authentic learning experiences are provided
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Cooperative Learning | Satisfactory | Students participate in some small group learning when they do the track patterning activity in "Follow the Leader" and identify tracks in "Whose Track is That?". They also work cooperatively during the outside activities when they locate and identify tracks. |
Cooperative Learning: Group and cooperative learning strategies are a priority.
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Assessment & Evaluation | Satisfactory | There is an assessment activity included with the resource in which students match animals to tracks. The sheet has been prepared for younger and older students and would make a good summative assessment tool. Formative assessment occurs through the use of discussion questions included with each activity. |
Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
Peer Teaching | Poor/Not considered | Not considered in this resource. |
Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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Case Studies | Poor/Not considered | Not considered in this resource. |
Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
Locus of Control | Satisfactory | During the "Stalk the Deer" activity students must choose a strategy for successfully following a deer in the forest. They need to consider and make choices about how to walk softly and find other ways in which they can be successful in this task. |
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. |