Activity 1

Habitracks: Identifying Animals by Their Tracks
(an integrated science and language arts inquiry activity

Background:
      One indicator of the presence of an animal species is by its tracks. In order to identify the animal, widlifemapping students learn not only to distinguish animals by their tracks, but also by habitat or environment clues. The Virginia Department of Game and Inland Fisheries (VDGIF) recognizes nine-basic classes of habitat (developed, unvegetated, agriculture, non-forested, deciduous, mixed deciduous/coniferous (evergreen), coniferous, open water and wetland) to assist with animal identification. Within these habitats, animals need food, water, shelter and space in a suitable arrangement. These needs become habitat clues for animal identification in this Habitrack activity.

Objective:
Students will :

  1. Recognize the components of a habitat (food, water, shelter, and space).
  2. Understand the relationship of animal needs to habitat.
  3. Identify animals by their habitat and tracks.

Materials:

  • Book (Animal Tracks), 6-animal track models (or potato or Styrofoam tray cut-outs), 30-habitat clue cards (5 for each of 6 animals), 24-( 4"x6") color-coded construction paper cards (5 for each animal), ink pad, 30 clothespins, 6-data-collection sheets (labeled food, water, shelter, space, animal)

    Procedures:

    1. Read Animal Tracks. Discuss how animals can be identified by their tracks and habitats.
    2. Choose animals representative of the community (e.g., raccoon, squirrel, rabbit, deer, bird, fox). Have students work in teams of four to design habitat clues for their animal. Each team member chooses a habitat clue (food, water, shelter, or space) to draw on a card. For example, clues for the raccoon might be a crayfish (labeled food) drawn on the first card, a stream (labeled water) drawn on the second, a tree
      (labeled shelter) on the third, and a deciduous forest (labeled space) on a fourth, and raccoon tracks stamped on a fifth card.
    3. Once all the clues are hidden, teams exchange animal track cards and begin the Habitrack activity.
    4. As teams find the four hidden clues, record information on data-collection sheets, and correctly identify the animal, they may track another animal until all six animals are identified.
    Evaluation:
    • Evaluate student abilities to design habitat clues for a different animal (e.g., bear, opossum, muskrat).
    Resources:
    1. Book: Dorros, A. (1991) Animal Tracks. Scholastic Inc., New York. 32 pages)
    2. Project WILD: Habitracks Activity
    3. Animal Tracks Activity: Ney, C. UNITES: Using Literature to Unite the Curriculum Volume 1. BEM Publishing, Inc. Blacksburg, VA pp. 96, 97
    4. Animal track replicas and models: Outdoor Projects & Programs, P.O. Box 131, Canyon, Texas 79015
    Return to Wildlife Mapping

    Date Entered: March 22, 1999
    Date Updated: March 22, 1999