Curriculum Notebook - Grades 5-8 (or older)
Interpretive Stops  1.  Along Aptos Creek  2.  Fern Grotto  3.  Twisted Grove  4.  Geologic Foundation  5.  Redwoods and Associates  6.  Magnificent Old Growth  7.  Fairy Ring in the Making  8.  Granary, Stump, and Burl  9.  The Pourroy Garden 10. The Little Slide 11. Smiley Face Stump 12. Big "Round" 13. Goosepen Tree 14. The "Advocate Tree" 15. The Ravine 16. Pourroy's Picnic Area Additional Information  Animals of Marcel's Forest		Animal Tracks Grades 5-8 (or older) Investigation and Experimentation Students will: i. Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.   Objectives 1. Increase observational ability. 2. Identify an animal by its tracks. 3. Interpret animal activity by examining track evidence.   Concept Background Allowing children to make observations of the environment is the first step to becoming better acquainted with nature. Animal tracks are a perfect way to help children improve observational skills since tracks can tell us the weight, direction of travel, and even the attitude of an animal if we learn to better observe and interpret their messages. Several animal tracking books give us methods for attuning ourselves to the environment and becoming better observers. The point of the activity is not make students trackers, but to become better observers. Allow students to measure the tracks and predict the animal's direction of travel and why. Also, at the end of the project, if students feel creative, ask them to make up stories about the animal who made the tracks. Read Tom Brown's Field Guide to Nature Observation and Tracking for his instructions on tracking skills and methods and for his own personal philosophy of nature. Olaus J. Murie's book, Animals Tracks, which can be purchased from any bookstore, also provides information on the art of observing and gleaning information from nature.   Materials 1. Aptos Creek during early morning hours, especially if it has drizzled or rained the day or night before (best time to see undisturbed tracks). If tracks can't be found at the creek, look for tracks of insects and birds along the trail. 2. Plaster of paris mixture separated into enough plastic bags for each group of three students. 3. Plastic bags. 4. Oil in spray bottle. 5. Water bottle to transport water for mixing with plaster of paris. Water can be taken from the creek if needed. 6. Paper bags to transport tracks home in after track castings are made. 7. Rulers. 8. Paper and pencils for each student.   Instructions 1. Give one (1) plastic bag containing measured plaster of paris mix to each group of three students. 2. Have students fan out in groups looking for tracks along the creek's edge. Tell students to avoid stepping on tracks and to pay close attention to detail. 3. After students find a track, ask them to sketch the track and make observations. Have students measure the height, width, and depth of the track in centimeters (cm) and then write down observations that might give them clues as to the identity of the animal that made it. 4. Pick out weeds, seeds, larger rocks, and leaves that have fallen into the track. 5. When students are ready to make a casting, tell them to pour enough water into each plastic bag mixture to make the consistency of motor oil. (For delicate and easily-destroyed tracks, tell students to add more water for a thinner mix). Have students close the tops of the plastic bags and mush the bags with their hands to mix the plaster of paris and water. 6. Spray a light oil into the track so that the plaster of paris doesn't stick to the soil. 7. Pour the plaster of paris into the track so that it pours out over the edge of the track. 8. Wait at least 20 to 30 minutes for the track casting to dry. 10. While the cast is drying, ask students to make predictions of the kind of animal track that they found based on the evidence. Some questions the teacher might want to ask: Was the animal heavy or light? What would you look for to give you an idea of this answer? Did the animal leave toenail markings? Can any animals be ruled out based on the absence or presence of toenail markings? What was the animal probably doing when it made its track? Which way was it heading? Was the track fresh or old? Again, what observations have you made that allow you to make a reasonable prediction of when the animal made its track? 11. After discussions are finished and at least 20 minutes have passed, go back to the track and pull it up carefully from the soil. (If the track isn't dry, leave it 10 minutes longer. Humid days may require longer drying times). 12. Carefully place tracks in paper bags. Extra recyclable plastic bags from home can be used as cushions for each track. 13. Back at school, the casts can still serve as observational learning tools. Ask students to use flashlights to highlight the shapes and curves of the casting for obtaining more information about the animal. Books on tracking can provide information as both the teacher and students learn more about animal tracks. Several professional trackers reside in the Santa Cruz and Bay Areas. See if one of them will come to your school and help with an activity on observing nature. Modified from Tom Brown's Field Guide to Nature Observation and Tracking, Author: Tom Brown, Jr. with Brandt Morgan	Reminders Glossary Curriculum Notebook Materials Drawer California Science Education Website   Raccoon track Along Aptos Creek

 

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