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Students will create an "Who Am I?" mural.
In the Snow: Who’s Been Here? by Lindsay Barrett George
Around the Pond: Who’s Been Here? by Lindsay Barrett George
In the Woods: Who’s Been Here? by Lindsay Barrett George
Big Tracks, Little Tracks: Following Animal Prints by Millicent E. Selsam
Footprints in the Snow by Cynthia Benjamin
Footprints in the Sand by Cynthia Benjamin
The teacher will become familiar with local animals and locate these animals in picture books and nonfiction books to share with students. Animals leave indications of their presence behind when they move from location to location. Some animals leave footprints while others leave feathers, droppings, scratches on trees, nuts, shells, etc. We can track the movement of the animal by looking at the evidence left and create a scenario of the situation by careful observation.
Be prepared to show the students several books listed in the additional resources section to introduce students to the concept that animals leave behind evidence of their presence in their environment. Notice in books, photos, and your own environment animal tracks and other traces left by animals.
The teacher will prepare for each student an 8x14” white paper folded over three inches from the long end.
Prior to the lesson the teacher will need to select which animal prints (stamps) will be used in order to focus the student discussion and to inform students of the choices available to them.
Intended Learning Outcomes
1. Demonstrate a positive learning attitude.
5. Understand and use basic concepts and skills.
Symbolization, observation, description, investigation
Invitation to Learn
Read the book Animal Tracks by Arthur Dorros and show the students how they can be a “nature detective” by looking at animal tracks and other evidences left by animals. Share the picture books and photos you have collected demonstrating pieces of evidence that animals have left. Let them know they are going to be creating a personal mural in which they will be able to leave clues for others to figure out their chosen animal.
Students may look around their home and neighborhood for evidence of animals. Students may record tracks they find, as well as other items left behind by animals, through illustrations and labels or photographs. Students may complete and return the attached family connection paper and share their findings with the class.
After the students have completed their murals, allow each to share it with the class. Observe the student as he/she presents the mural. Check to make sure the mural includes a proper environment, as well as food and water sources for their animal. As classmates identify the student’s hidden animal, ask them what clues they used to figure out what the hidden animal was. Students should be looking at the type of footprint as well as the environmental clues in the illustration.