# Tracks Along The Trail

Mountain lion tracks in snow

NPS Photo

### Overall Rating

Group Size:
Up to 24
Setting:
classroom
National/State Standards:
MT Common Core Standard 4.OA.5:
Generate and analyze patterns: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.
Keywords:
tracks, tracking, wildlife sign, winter

### Overview

Students identify patterns from their owntracks and then look at those made by animals. They make “track cards” to use for matching, classifying, sorting, and a variety of activities.

### Objective(s)

Students will identify shapes and patterns of different animal tracks.

### Materials

In the Snow: Who's Been Here?
Track Maker Copy Pages
Animal Cards Copy Pages
Index cards
Scissors
Glue
Other materials dependent on extension activities

### Assessment

Students successfully complete one of the extension activities.

### Extensions

• Math: See if students can find patterns in the tracks - which animals have 2 toes? 3 toes? 4 toes? 5 toes? Now read the information about the animals, are the ones with the same number of toes related? (ungulates=2; birds = 3; weasels=5, etc...). Use the tracking field guide books to find more animals with the same number of toes. Measure the stride (distance between two tracks made by the teacher). Does the stride change as the animals starts running? Try this with your own stride.
• Math: Have students use graph paper and information on scale drawings to proportionally double the size of the tracks that are shown at 1/2 their actual size. Discuss how size relates to winter survival. Animals with big feet (lynx, snowshoe hare) can walk on top of the snow.
• Art & Science & Math (shapes): Explain that an animal's track is unique and can reveal a lot about where it lives and what it does for a living. For example, the webbed hind feet of the beaver are adapted for swimming while the large furry hind feet of the snowshoe hare are for travelling on top of deep snow. Tracks in the snow are often the best way to determine that winter animal activity is taking place in an area. Becoming a skilled "tracker" takes patience and a lot of time out in the snow observing. Each animals' track is different in shape, size, and design (depending on its function -see the background information section or field guide book). Having students study the tracks on the "Track Maker Copy Page" and thenuse their imagination to create animals, designs, or even snowflakes will help them internalize track shapes and remember some of the functional reasons for those shapes (see sample page of "Track Art").
• Language Arts & Science: Have the students make "A day in the life of ______" track story. They need to trace and cut out multiple track copies of two of the animals that would be considered predator and prey (ie. pine marten and red squirrel; Lynx and snowshoe hare; coyote or mountain lion and deer or elk, etc...) and research and think through what those animals might do in one day. They should write their story first and then illustrate it with tracks on a large piece of butcher paper. They can show the predator chasing its prey and perhaps the prey goes into a hole or up a tree. Students then present their story to the class, or see if the class can "read" what happened in their story. Alternatively, stories can be made on window shades and rolled open as the story progresses. Sponge stamps or stencils can be used instead of paper cut-outs of tracks.
• Science: A variation on the track cards could be made in order to play "Track Jeopardy" with the categories being the number of toes in the track and the clues being the animal information cards.
• Physical Education: Make a "Track Twister" game by using fabric paint on an old sheet with big squares with each of the different tracks. Make a spinner that tells the caller what track to call out and what part of the body each student has to reach over and touch that track with (hand, elbow, foot, nose, etc...). This could require some real acrobatics!er to make a ring
• Go outside and look for tracks! Keep a journal of tracks that you see and draw a map of them. Find patterns in the animal's movements over time, are they going back to the same tree? Do they follow the same trail? How often do the same tracks appear?
• Learn track patterns - explain to students that animals walk in four basic track patterns (the repeating design their footprints make in the snow). Make a single large oval on eight 3x5 index cards. Cut four of the 3x5 cards in half and make a single small circle on each of them. (A total of 16 track pattern cards). Use these cards to demonstrate the four basic track patterns on the next page. Lay them on the floor to imitate the different patterns. You can name the animal or pattern type and then see if the students can lay down the cards correctly or once the cards are layed down, ask a volunteer if they can try to walk in this pattern with feet on the first two prints, and hands on the next two.

### Vocabulary

Observations, Tracks, Bounders, Gallopers, Walkers, Waddlers