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| Yellowstone Park Ranger and ParKids examine soil layers in Hayden Valley |
Subjects
Science
Language Arts
Fine Arts
Objectives
The student will
Name animal signs that can be used for species identification.
Investigate animal signs to understand wildlife interactions.
Materials
Paper
Pen/Pencil/Markers
Reference books on animal tracking or access to internet
Suggested sources:
A Field Guide to Mammal Tracking in North America by James Halfpenny
Field Guide to Animal Tracks by Olaus J. Murie, Roger T. Peterson (editor)
www.bear-tracker.com
Background
Field information identifies species and provides detailed information about wildlife interactions-with one another and with the environment. Tracks, scat, hairs, feathers, broken or gnawed branches, scratched trees, and disturbed areas of ground or snow are some of the signs that animals leave behind. Experienced trackers collect field data that includes identification and number of animals, size, and health of animals, direction and rate of movement, interactions with other wildlife, and, occasionally, weather conditions and the time of day when tracks were made.
The following wildlife scenarios may be used in Step 4 in the procedure.
Scenario 1
Two elk are walking northeast across a snowy valley at a slow pace. Suddenly they begin to run as a grizzly bear appears from the west. The bear maintains a steady pace, crossing the path of the elk and continuing on to the southeast. There is no indication of either elk being caught or killed.
Note: Graphic representation may show two sets of elk tracks walking to the northwest. A greater space between the tracks should indicate the point at which the elk begin to run. A grizzly bear's tracks should appear from a westerly direction and cross the path of the elk. The spacing between bear tracks should be equidistant as the bear crosses to the southeast. All sets of tracks should continue indefinitely.
Scenario 2
A lone elk walks slowly across a snowy valley from the southeast to the northwest. Suddenly, three wolves appear from the west, running directly towards the elk. Pursued by the wolves, the elk runs. In a struggle, the wolves kill the elk and begin eating the carcass. A grizzly bear, approaching from the northwest, chases the wolves a short distance away from the kill site. A coyote approaches warily from the west, seizes a piece of meat, and dashes away.
Note: Graphic representation may show the tracks of one elk moving from the southeast to the northwest. The tracks should be evenly spaced at first, then lengthen to indicate running. The tracks of three wolves appearing from the west, should aim directly towards the path of the elk. These tracks should be widely spaced to indicate running. Students may wish to use a circle to show a wide space of disturbed snow with no discernable tracks where the wolves kill the elk. The tracks of a grizzly bear should approach the disturbed area from the northwest. Three sets of wolf tracks should leave the disturbed area, retreating a short distance. The tracks of a coyote should appear from the west, closely spaced, as if the coyote is moving slowly. The coyote tracks should indicate the animal is running when leaving the kill site.
Procedure
The instructor will
1. Explain that animals may be identified and wildlife interactions may be investigated through examination of tracks and other animal signs.
2. Encourage students to name different types of animal signs.
3. Ask students to consider what information may be obtained from examination of tracks. Write responses on blackboard.
4. Direct students to consult tracking guides or internet sources to find tracks of a grizzly bear, wolf, elk, and coyote. Have them practice drawing each track on paper.
5. Group students in pairs. In each pair, one student silently reads Scenario 1 and draws a graphic representation of it, while the second student in the pair does the same for Scenario 2. Remind students to use the appropriate tracks of each animal involved and consider the number of animals and their rates and directions of movement. The top of the page will be designated as north.
6. Have students exchange their graphic representations with their partner. Instruct students to investigate their partner's scenario using only the graphic representation. Each student should attempt to describe aloud the other's graphic. Accuracy, however, is checked as a class in the next procedure.
7. Have two students volunteer to illustrate each scenario on the board. Facilitate a discussion of each scenario so students are able to evaluate the accuracy of their own investigations.
Assessment(s)
Student wildlife scenario and tracking representation
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| Funding for this trip was provided by Canon U.S.A., Inc., through The Yellowstone Park Foundation. |
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| Web server services are funded through generous grants to The Yellowstone Park Foundation. |
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