Interpreting Animal Tracks
Grades: 3-6
Minimum Time: 45-60 minutes (can be broken into small segments)
In this lesson students will identify representations of animal tracks and use animal track assemblages to create a story
about what happened between the animals. Students will become familiar with three different animal tracks; learn how
to use track measurement to identify the animal; and learn how to infer speed and type of movement.
Our Introduction to Tracking Lesson is an excellent precursor to prepare students (available for loan from LCEP).
Materials:
1. Animal Tracks Kit (available for loan through our website):
o Individual Stencils: bear, deer, duck, eagle, snowshoe hare, skunk, river otter, house cat, red fox,
raccoon, coyote, mallard duck
o Stencil sets: Canada goose, American crow, Blacktail deer, bobcat, coyote, brush rabbit, river otter,
opossum, red fox, raccoon, muskrat, mink, nutria, great blue heron, beaver, mountain lion, elk
o Laminated tracks: Canada goose, snowshoe hare, deer, river otter, great blue heron, bear, elk, eagle,
coyote, northern flicker, mountain lion
o Tracks of Washington and Oregon Field Guide (14)
2. Drawing supplies: chalk, charcoal pencils, or washable paint
3. Roll of paper (if activity is conducted inside)
4. Interpreting Tracks Worksheet (1 per student)
5. Rulers
Learning Objectives:
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Students will be able to identify and describe individual parts of a track
Students will be able to correctly measure length and width of a track
Students will be able to infer type of movement from tracks
Students will write a creative story
Vocabulary: track, heel pad, webbing, length, width
Background information: Measuring a track: Length is measured from the hind-most point of the track to the front-most
point. Claws are not included. Length line should be parallel to the direction the track is pointing. Width is measured at
the widest part of the track from a point on one side to a point on the other. The width line should be perpendicular to
the length line.
Pre-Lesson Set-Up: Before students arrive, use track stencils and chalk (or other drawing supply) to create a scene
outside on a paved/cement area. Use three different tracks and intersect and disperse them to give the appearance that
animals have been in the area. The track arrangement could include a predator, prey, or bird and give the impression of
an altercation: one is running, one walks and then runs, one disappears after intersecting another, etc.
Introduction: If students have received the Introduction to Tracking lesson, review the different parts of a track,
adaptations and the correct way to measure a track. If students have not received Introduction to Tracking, discuss the
parts of the track and illustrate how to measure tracks. Start with simple examples: deer, cat, dog.
Activity (30 minutes plus time for writing):
Part 1: (5-10 minutes) Different Movement Patterns (outside activity)
1. Describe and give examples of the different ways animals move: diagonal walking and running (cat, dog),
bounding (rabbit, squirrel). Physically show the students or show videos illustrating the movement. Have
students observe the differences, especially comparing spacing between steps when walking and running.
2. In pairs, students will take turns practicing the movement while the other student guesses the type of
movement (bounder vs. diagonal).
Part 2: (20 minutes)
1. Using the Interpreting Tracks Worksheet, each student will gather information about the three animals’ tracks
from the teacher-created scene and identify the animals involved. Have students measure the distance between
each individual animal’s tracks so they are able to infer the method of movement.
2. Creative story writing: Have students brainstorm what they think may have happened on the scene as a class or
in a group. Have students write a creative story about the scene. The sky’s the limit!
Variations:
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Start simple with one track a day or week for students to observe, measure and identify. Tracks can be placed
outside as a fun surprise.
Use the plaster tracks for making imprints into sand or dirt if that is an option in your area.
The laminated tracks could be used in place of stencils for a quicker method of creating a story. Students could
use the tracks to make their own story.
One half of the students can draw tracks using the stencils provided. The other half of the students measures
and identifies the tracks. Students take turns.
Have students choose one animal and gather information from field guides and internet resources to learn more
about it. Students can create a field guide page for their animal that includes what they have learned.
Take regular nature walks around the schoolyard to look for tracks or other signs of local animals.
Suggested videos of animals in motion:
Canadian Lynx and snowshoe hare in a chase: https://www.youtube.com/watch?v=swiSMSWgbKE
Red fox hunting mice under snow: https://youtu.be/0yUwM5mHBD8?list=PLbMsOPriZbUiWnKytMRh9j9V-hZf4CQ0l
Fox dives headfirst into snow: https://youtu.be/D2SoGHFM18I?list=PLbMsOPriZbUiWnKytMRh9j9V-hZf4CQ0l
Molly: Raccoon Walk: https://www.youtube.com/watch?v=jSB69sAY1s0
Your Name: Who’s Tracks are These? DirecƟons: Draw one track in each box and describe the track in the box provided for each track. Track 1 Descrip on Track 1 Drawing 1. How many toes? __________________ 2. Are the toes like a: Finger Hoof Pad 3. Is the heel pad Simple or Complex 4. Claw marks? YES NO 5. Webbing? YES NO 6. Measure the track. How big is it? ___________ inches long ___________ inches wide 7. How was it traveling? Walking Running Hopping NAME OF ANIMAL _____________________________ Track 2 Drawing Track 2 Descrip on 1. How many toes? __________________ 2. Are the toes like a: Finger Hoof Pad 3. Is the heel pad Simple or Complex 4. Claw marks? YES NO 5. Webbing? YES NO 6. Measure the track. How big is it? ___________ inches long ___________ inches wide 7. How was it traveling? Walking Running Hopping NAME OF ANIMAL _____________________________ Track 3 Drawing Track 3 Descrip on 1. How many toes? __________________ 2. Are the toes like a: Finger Hoof Pad 3. Is the heel pad Simple or Complex 4. Claw marks? YES NO 5. Webbing? YES NO 6. Measure the track. How big is it? ___________ inches long ___________ inches wide 7. How was it traveling? Walking Running Hopping NAME OF ANIMAL _____________________________ What Happened Here? DirecƟons: Tell a story about what happened between these animals. Who came first? Who was the predator? Who was the prey? Did a chase happen? Did the animals walk, run or fly away? Use your imagina on! _____________________________________________________________________________________________________
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