Identify the Canadian TracksName: Date:

Using the word bank below, test your memory and try to identify which animal name goes with each track. Remember the previous sheets you looked at before that told you a little bit about each animal and showed you an example of their animal tracks. WORD BANK: Moose Coyote Opossum Goose Deer Lion Beaver

Bullfrog Wolf Elk Raccoon Rabbit Bald Eagle Skunk Black Bear

Which animal track did you find to be the hardest track to identify? Why?

Canadian Goose (Scientific Name: Branta canadensis)

Description: Canada Geese are found throughout North America. There are four sub-species (or populations); each is found in a different area of North America. These sub-species are the

southern, northern, western and Aleutian-Canadian populations. The southern population ranges from 60 degrees north latitude to the Rockies and Atlantic Ocean. The northern population ranges north of 60 degrees north latitude in the Arctic and Subarctic. Canada geese travel to the southern parts of the United States during the winter. The western population is found along the coasts of Alaska and British Columbia. The Aleutian-Canadian population is rarely found. A general trend in all subspecies is that they they spend summers in the northern parts of North America, especially Canada, and migrate south to areas of the United States in the winter months. (Ogilvie, 1978; Owen, 1980)

Habitat: Canada Geese are found near waterways in open, grassy habitats such as grasslands, chaparral, and arctic tundra. They also inhabit man-made habitats that are open and grassy, such as golf courses, agricultural land, airports, and parks.

http://www.bsatroop542.org/AnimalId_Goose.htm

Coyote

(Scientific Name: Canis latrans)

Description: Coloration of the coyote varies from grayish brown to a yellowish gray on the upper parts. The throat and belly are whitish. The forelegs, sides of head, muzzle and feet are reddish brown. The back has fulvous colored underfur and long, black-tipped guard hairs that produce a black dorsal stripe and a dark cross on the shoulder area. The tail, which is half the body length, is bottle shaped with a black tip. There is also a scent gland

located on the dorsal base of the tail. There is one moult per year, which starts in May with light loss of hair and ends in July after profuse shedding. The coyote is significantly smaller than the gray wolf and much larger than foxes. The coyote is differentiated from domesticated dogs by its pointed, erect ears and drooping tail, which it holds below its back when it is running. The eyes have a yellow iris and round pupil. The nose is black and usually less than one inch in diameter. The ears are large in relation to the head and the muzzle is long and slender. The feet are relatively small for the size of the body. The pes has four digits and the manus has five with a small first digit and they run on their toes (digitigrade).

Habitat: Coyotes are very adaptable and utilize a wide range of habitats including forests, clear-cuts, farms and woodlots. They prefer habitats which do not contain wolves. Coyotes, because of

their tolerance for human activities, can occasionally be seen near farm buildings and at the edge of towns.

http://www.bsatroop542.org/AnimalId_Coyote.htm

Gray Wolf (Scientific Name: Canis lupus)

Description: The largest of approximately 41 wild species of canids. Gray wolves vary in size based primarily on geographic locality, with southern populations generally smaller than northern populations. Fur color of gray wolves also varies geographically, ranging from pure white in Arctic populations, to mixtures of white with gray, brown, cinnamon,

and black to nearly uniform black in some color phases. North American populations have three distinct color phases. The normal phase is characterized by varying mixtures of white with shades of black, gray, cinnamon, and brown on the upper parts of the animal. The back is usually more profoundly black, and the muzzle, ears, and limbs have cinnamon coloration as well. Under parts are whitish and the tail is conspicuously black over the tail gland, and paler below to the tip, which is nearly pure black. The black phase of North American populations is characterized by the upper parts varying from brown to black, with specks of white; the underparts are paler in tone, and there is often a pure white medial pectoral spot. The third color phase occurs during the first pelage of young wolves. The upper parts are drab-gray, overlaid with brownish-black. The underparts are paler as well, and the ears vary from black to buffy, depending on the subspecies (Young 1944). Gray wolves have a dense underfur layer, providing them with excellent insulation against cold conditions. Gray wolves can be distinguished from red wolves (Canis rufus) by their larger size, broader snout, and shorter ears. They are distinguished from coyotes (Canis latrans) by being 50 to 100% larger and having a broader snout and larger feet.

Habitat: Gray wolves are one of the most wide ranging land animals. They occupy a wide variety of habitats, from arctic tundra to forest, prairie, and arid landscapes.

http://www.bsatroop542.org/AnimalId_GrayWolf.htm

Beaver(Scientific Name: Castor canadensis)

Description: Beavers are primarily aquatic animals, and the largest rodents in North America. They have a waterproof, rich, glossy, reddish brown or blackish brown coat. The underhairs are much finer than the outer, protective, guard-hairs. The ears are short, round, and dark brown in coloration. A beaver's hind legs are longer than its front legs, thus making the rear end to be higher than the front end while walking. Beaver skulls

and teeth are disproportionately large. This is crucial for cutting through hard woods like maple and oak. Most notably, the upper incisors, bright orange in color, are at least 5 mm wide and 20-25 mm long. These teeth grow throughout the animal's lifetime and are a necessity to survival, just as the animal's closable nostrils, closable ears, and transparent eye membranes are for aquatic existence. Also notable are the anal and castor glands, found in both male and female beavers. Both sets of glands lie at the base of the tail, which is possibly the most defining characteristic of the beaver. It is broad, flat, and covered in large blackish scales. The anal and castor glands have been recorded as large as 3.4 by 2.2 inches for the castors, and 3.0 by 1 inch for the anal glands. Secretions from these glands are used in scent-marking, and give the beaver its odd odor. Beavers also have anal and castor glands which they use to mark their territory. These glands are located beneath the tail. A beaver's tail is broad, flat, and covered with large black scales.

Habitat: Beavers live in lodges, of which there are three types: those built on islands, those built on the banks of ponds, and those built on the shores of lakes. The island lodge consists of a central chamber, with its floor slightly above the water level, and with two entrances. One entrance opens up into the center of the hut floor, while the other is a more abrupt descent into the water. The lodge, itself, is an oven-shaped house of sticks, grass, and moss, woven together and plastered with mud. Over the years repair and elaboration leads to an increase in hut size. The room inside may measure 8 feet wide and up to 3 feet high. The floor is blanketed with bark, grass, and wood chips. The pond lodge is built either a short way back from the edge of the bank, or partly hanging over it, with the front wall built up from the bottom of the pond. The lake lodge is built on the shelving shores of lakes. To ensure adequate water depth surrounding the lodge, beavers dam streams with logs, branches, mud, and stones. (Encarta, 2004; Toronto Zoo, 2000).

http://www.bsatroop542.org/AnimalId_Beaver.htm

Elk

(Scientific Name: Cervus elaphus)

Description: Elk range in color from dark brown in winter to tan in summer and have a characteristic buff colored rump. The head, neck, belly, and legs are darker than both the back and sides. Elk generally have a long head with large ears and widely branching antlers as long as 1.1 to 1.5 m from tip to tip are found on

males only. A dark shaggy mane hangs from the neck to the chest. Most males are 10 percent larger than females and may weigh twice as much.

Habitat: Elk prefer open woodlands and avoid dense unbroken forests. Elk can be found in coniferous swamps, clear cuts,

aspen-hardwood forests, and coniferous-hardwood forests. They are found through a wide range of elevations, from sea level to almost 3000 m.

http://www.bsatroop542.org/AnimalId_Elk.htm

Opossum(Scientific Name: Didelphidae)

Description: Restricted to North and South America, didelphids have radiated into a wide variety of forms. Most are omnivorous or carnivorous. Several species are arboreal; one is aquatic and has fully webbed hind feet. Didelphids have a full complement of teeth (five upper and four lower incisors on

each side of the jaw, one canine, three premolars, and four molars). Opossums are small to medium in body size; all have five digits on fore- and hind feet, with the first toe on the hind foot partially opposable; all digits except the first toe on the hind foot have claws (it has a nail). The tail is long, scaly, and prehensile in most species.

Habitat: Opposum’s can be found in most habitats from sea level to over 3000m, from dry thornscrub and grassland to tropical forest.

http://www.bsatroop542.org/AnimalId_Opossum.htm

Bald Eagle(Scientific Name: Haliaeetus leucocephalus)

Description: The plumage of an adult bald eagle is brown with a white head and tail. Immature eagles are irregularly mottled with white until the fourth year. Their legs are feathered half way down the tarsus, and the beak, feet, and eyes are bright yellow. Bald eagles have massive tarsi, short and powerful

grasping toes, and long talons. The talon of the hind toe highly developed in both species, and it is used to pierce vital areas while the prey is held immobile by the front toes. The wing span of an eagle can reach seven and a half feet .

Habitat: Bald eagles are able to live anywhere on the North American continent where there are adequate nest trees, roosts ands feeding grounds. Open water such as a lake or an ocean, however, is a necessity.

http://www.bsatroop542.org/AnimalId_BaldEagle.htm

Rabbit(Scientific Name: Oryctolagus cuniculus)

Description: Wild Oryctolagus cuniculus weigh between 1.5 and 2.5 kg, and is from 38-50 cm long. Domestic individuals may be larger. The coat is generally grayish, with black and brown (and sometimes red) sprinkled throughout. The underside of the body is paler gray, and the underside of the tail is white. This

species (and rabbit species generally) have smaller ears and shorter, less powerful legs than their relatives, the hares. This single species is the ancestor of all domestic rabbits (about 80 varieties!). Domesticated Oryctolagus cuniculus vary tremendously in size, fur type, coloration, and general appearance.

Habitat: Preferred habitat is dry areas near sea level with soft, sandy soil (for easy burrowing). Brushy fields are preferred for the cover they provide, but forests are also inhabited. Cultivated land was once well-suited, but

this is no longer the case due to modern plowing techniques which destroy rabbit burrows. Oryctolagus cuniculus has learned to coexist with humans in cities, making its home in parks and cemeteries as well as gardens and lawns. Human activities, particularly the spread of agriculture, have often inadvertently helped this species to colonize new areas.

http://www.bsatroop542.org/AnimalId_Rabbit.htm

Deer

(Scientific Name: Odocoileus virginianus)

Description: Odocoileus virginianus dorsal coloration differs in shading locally, seasonally, and among subspecies; however in general it is grayer in the winter and redder in the summer. White fur is located in a band behind the nose, in circles around the eyes, inside the ears, over the chin and throat, on the upper insides of the legs and beneath the tail. Whitetail deer have scent glands between

the two parts of the hoof on all four feet, metatarsal glands on the outside of each hind leg, and a larger tarsal gland on the inside of each hind leg at the hock. Scent from these glands is used for intraspecies communication and secretions become especially strong during the rutting season. Males possess antlers which are shed from January to March and grow out again in April or May, losing their velvet inAugust or September. At birth, fawns are spotted with white in coloration and weight between 1.5 and 2.5 kg. Their coats become grayish lose their spots by their first winter. Whitetail deer have good eyesight and acute hearing, but depend mainly on their sense of smell to detect danger.

Habitat: Whitetail deer are able to survive in a variety of terrestrial habitats, from the big woods of northern Maine to the deep saw grass and hammock swamps of Florida. They also inhabit farmlands, brushy areas and such

desolate areas of the west such as the cactus and thornbrush deserts of southern Texas and Mexico. Ideal whitetail deer habitat would contain dense thickets (in which to hide and move about) and edges (which furnish food).

http://www.bsatroop542.org/AnimalId_Deer.htm

Mountain Lion (Cougar)(Scientific Name: Puma concolor concolor)

Description: Mountain lions are large, slender cats. The pelage has a short and coarse texture. The general coloration ranges from a yellowish brown to grayish brown on the upper parts and a paler, almost buffy, color on the belly. The throat and chest are whitish. Mountain lions have a pinkish nose with a black border that extends to the lips. The

muzzle stripes, the area behind ears, and the tip of tail are black. The eyes of mature animals are grayish brown to golden. The tail is long, cylindrical, and about one-third of the animal's total length. The limbs are short and muscular. The feet are broad, with four digits on hind feet and five on forefeet. The pollex is small and set above the other digits. The retractile claws are sharp and curved. The skull is noticeably broad and short. The forehead region is high and arched. The rostrum and the nasal bones are broad. The mandible is short, deep, and powerfully constructed. The carnassial teeth are massive and long. The canines are heavy and compressed. The incisors are small and straight. Mountain lions have one smaller premolar on each side of the upper jaw than do bobcats and lynx. Males are larger than females.

Habitat: Mountain lions use a wide variety of habitats including montane coniferous forests, lowland tropical forests, grassland, dry brush country, swamps, and any areas with adequate cover and prey. Dense vegetation, caves, and rocky crevices provide shelter.

http://www.bsatroop542.org/AnimalId_Lion.htm

Bullfrog(Scientific Name: Rana catesbeiana)

Description: North American Bullfrogs are the largest true frog found in North America, weighing up to 0.5 kg and 203 mm in length. Typical length ranges from 90 to 152 mm. Color varies from brownish to shades of green, often with spots or blotches of a darker color about the back. The hind feet are fully webbed. The sex of an adult bullfrog can be easily determined by examining the size of the

tympanum (the external ear of the frog) relative to that of the eye. The tympanum is a round circle located on the side of the head near the eye, and in males it is much larger than the eye. In females the tympanum is as large or smaller than the eye. Also, during the breeding season the throat of the male bullfrog is yellow, whereas the female's is white.

Habitat: North American Bullfrogs must live in water and are therefore usually found near some source of water, such as a lake, pond, or river. Warm, still, shallow waters are preferred. Bullfrogs are becoming increasingly common in areas that have been modified by humans. Increased water temperatures and increased aquatic vegetation, which are common factors of lakes polluted by humans, favor bullfrogs by providing suitable habitats for growth, reproduction, and escape from predators. Bullfrogs have a much higher critical thermal maximum than most other frogs, meaning that they are able to thrive in higher water temperatures. Bullfrogs have a longer breeding season and a higher rate of pre-metamorphic survivorship, which also allows them to be more successful than other frogs. Colorado, among many other places, is experiencing problems due to introduced bullfrog populations. Bullfrogs may have been introduced accidentally to trout streams and lakes during the Colorado Divisions of Wildlife fish stocking operations. Bullfrogs occasionally invade fish hatchery ponds and their larvae are caught along with the fishes routinely stocked in ponds and reservoirs. Most fish are averse to eating bullfrog tadpoles because of their undesirable taste.http://www.bsatroop542.org/AnimalId_BullFrog.htm

Black Bear

(Scientific Name: Ursum americanum)

Description: Black bears are usually black in color, particularly in eastern North America. They usually have a pale muzzle which contrasts with their darker fur and

may sometimes have a white chest spot. Western populations are usually lighter in color, being more often

brown, cinnamon, or blonde. Some populations in coastal British Columbia and Alaska are creamy white or bluish gray. Black bears are distinguished from grizzly or brown bears (Ursus arctos) by their longer, less heavily

furred ears, smaller shoulder humps, and a convex, rather than concave, profile.

Habitat: Throughout bears' range, prime black bear habitat is characterized by relatively inaccessible terrain, thick understory vegetation, and abundant sources of food in the form of shrub or tree-borne soft or hard mast. In the southwest, prime black bear habitat is restricted to vegetated, mountainous areas ranging from 900 to 3,000 m in elevation. Habitats consist mostly of chaparral and pinyon-juniper woodland sites. Bears occasionally move out of the chaparral into more open sites and feed on prickly pear cactus. There are at least two distinct, prime habitat types in the Southeast. Black bears in the southern Appalachian Mountains survive in a predominantly oak- hickory and mixed mesophytic forest. In the coastal areas of the southeast, bears inhabit a mixture of flat woods, bays, and swampy hardwood sites. In the northeast, prime habitat consists of a forest canopy of hardwoods such as beech, maple, and birch, and coniferous species. Swampy habitat areas are mainly white cedar. Corn crops and oak-hickory mast are also common sources of food in some sections of the northeast; small, thick swampy areas provide excellent refuge cover. Along the Pacific coast, redwood, sitka spruce, and hemlocks predominate as over story cover. Within these forest types are early successional areas important for black bears, such as brush fields, wet and dry meadows, high tidelands, riparian areas and a variety of mast-producing hardwood species. The spruce-fir forest dominates much of the range of the black bear in the Rockies. Important non-forested areas are wet meadows, riparian areas, avalanche chutes, road sites, burns, side hill parks, and subalpine ridge tops.

http://www.bsatroop542.org/AnimalId_BlackBear.htm

Raccoon

(Scientific Name: Procyon lotor)

Description: The most distinguishable characteristics of the raccoon are its black mask across the eyes and bushy tail with anywhere from four to ten black rings. The forepaws resemble slender human hands and make the raccoon unusually dexterous. Both their forepaws and hind paws have five toes. Coloration varies with habitat, but tends to range from grey to reddish brown to buff. The raccoon's body is stocky and generally weighs from six to seven kilograms; weight varies with

habitat and region as well. Males are usually heavier than females, but the difference is often indistinguishable. Raccoons' body length ranges from 60 to 105cm. Their tails comprise about 42% to 52% of their length.

Habitat: Raccoons are extremely adaptable and continue to thrive despite the encroachment of civilization on their range. Woodlands near water are their preferred habitat, although raccoons may also be found in farmlands, suburban or urban areas. Raccoons prefer to den in trees, however, they may also use woodchuck burrows, caves, mine shafts, deserted buildings, barns, garages, rain sewers, or houses. Living in a burrow actually increases the raccoon's chances of survival by making it harder for its predators to find it. Hunting dogs have an easier time treeing a raccoon than forcing it out of a burrow.

http://www.bsatroop542.org/AnimalId_Raccoon.htm

Skunk

(Scientific Name: Mephitis mephitis)

Description: Striped skunks are easily recognized by their characteristic colors and pattern. The fur is black with a white stripe that

begins as a triangular shape on the top of the head, forks into two stripes that travel down the sides of the back, and usually merges again near the base of the tail. Another white stripe runs from the base of the snout between the eyes and ends on the forehead. Stripe width and length vary with each individual. Stripes sometimes occur on the tail, but more often the tail is composed of both black and white hairs intermixed. Mephitis is about the size of a domestic cat, with a small head, small ears, short legs, and a long, fluffy tail. Feet are plantigrade with five partially webbed toes. Claws are longer on the front feet to aid in digging. The skull is distinct from other carnivores in having only one molar on each side of the upper jaw and two on each side of the lower jaw. The upper molars have a characteristic square shape.

Habitat: Mephitis mephitis prefers somewhat open areas with a mixture of habitats such as woods, grasslands, and agricultural clearings. They are usually never found further than two miles from a water source. They are also often found in suburban areas because of the abundance of buildings that provide them with cover.

http://www.bsatroop542.org/AnimalId_Skunk.htm

Activity: Identify the Canadian Tracks

GCO: Unit 4: Exploring the Landscapes of Canada

SCO: Outcome 4.4.4: Examine Symbols Associated with Canada’s Landscape

Objectives: Students should be able to verbally explain different types of animals seen around Canada, especially the beaver, the goose, and the moose. Students should understand that there are numerous animals that can represent Canada and the significant aspects of the physical, human, and political landscape of Canada.

Grade Level: 4

Subject: Social Studies

Cross Curricular: Science

Activity Level: Could

Time: 30 minutes

Materials:

- Canadian Animal Information Sheets- Pencil- Worksheet

Activity/Procedure (Teacher): Students will be independently given the ‘Identify the Canadian Tracks’ worksheet to complete individually. They will need to first investigate a little bit about each animal and make their selves familiar with the different animal tracks using the Canadian animal information sheets provided. These sheets do not have to be read through completely. Some students may want to read the sheets and others may just want to scan through them and use them to associate the track to the specific animal. Once they feel that they have looked

through the animal fact/track sheets enough, they can then begin working individually on their worksheet. This worksheet will not only test their memory, but encourages the student to use prior knowledge that they may already have about animal tracks.

Extension: When all students are completed their worksheets they can then go back and check their answers by looking through the Canadian animal information sheets. This will allow all students to not only see how much they already knew about animal tracks, but they can correct and learn from their mistakes.

Assessment: Checklist

Required Elements(1 exceeds expectations; 5 is incomplete)

1 2 3 4 5

Students filled in all answers to the animal tracks.Students made corrections if they did not get the correct answer.Students answered and wrote a clear description on their worksheet of what they found the hardest animal track to identify to be and why.

Activity: Create a Flag (That represents you, using Canadian symbols)

GCO: Unit 4: Exploring the Landscapes of Canada

SCO: Outcome 4.4.4: Examine Symbols Associated with Canada’s Landscape

Objectives: By the end of this activity, students should understand what the official and unofficial symbols of Canada are (e.g., beaver, maple leaf, hockey, moose, etc.) Students should be able to explain the different symbols significance to Canada and students should know that there are other symbols that represent aspects of Canada. Students will understand that Canadian symbols can be related to one or more of the landscapes (i.e. physical, human, and political).

Grade Level: 4

Subject: Social Studies

Cross Curricular: Art

Activity Level: Could

Time: 30 minutes

Materials:

- Worksheet- Student handout of Canadian Symbols- Pencil- Colored Pencils

Activity/Procedure (Teacher): Students will be independently given the ‘Create a Flag’ worksheet to complete individually. They will also be given a student handout which has some examples of Canadian symbols on it. Students are expected to create a flag using the Canadian symbols that represent them. At the bottom of the page students are expected to answer the question “Explain why this flag is a representation of you. Why did you pick the symbols that you did to represent yourself?” Students are encouraged to think of other Canadian symbols and use them on their flag as well so long as they consult the teacher about the symbol before putting it on their flag.

Extension: When all students have created their flag they can present them to the class and talk about why they created their flag the way they did and how it represents them. The flags can then be put up around the classroom to enrich learning about Canadian symbols.

Create a FlagShow yourself through a flag! Using Canadian symbols,

create a flag that is representative of you. You can use the Canadian symbols that are on your handout or you can use other symbols that you think might represent Canada and yourself. If you think you know what another Canadian symbol might be, be sure to ask the teacher first before drawing it on your flag. Once you have finished creating your flag, answer the question at the bottom of the sheet. Have fun and be creative!!

See attached template to create your flag.

Explain why this flag represents you (i.e. why did you choose the Canadian symbols you did?) Please use full sentences and print nicely.

Assessment: Checklist

Required Elements(1 exceeds expectations; 5 is incomplete)

1 2 3 4 5

All symbols on the student’s flag are symbols of Canada.Students were creative, neat, and used color when creating their flag.Students answered the question at the bottom of the worksheet with description and full sentences. The student’s answer was legible.

Canadian Symbols Handout

Create a New Canadian Flag Name: Date:

The Canadian Government needs your help! They are on a mission to find the best design to put on their new Canadian flag. You might wonder why they want to change the Canadian flag. It is because it hasn’t been changed since 1965! This was the last time the flag changed how it looked. In 1964, they had some ideas for the flag before they decided on the maple leaf. Their ideas included things such as beavers and green maple leafs, just to name a few.

Your job is to create a new Canadian flag that you believe the government would want to have as a flag to represent our country. Make sure that it is clear from your new flag that it is a Canada flag. Color your new flag when you are finished and answer the question at the bottom of the page. Be creative and have fun

See attached template to create your flag.

Explain why you think this should be the new Canadian flag. Be sure to use full sentences and print neatly please

Assessment: Checklist

Required Elements(1 exceeds expectations; 5 is incomplete)

1 2 3 4 5

It is clear that the student’s flag is a Canadian flag.Students were creative, neat, and used color when creating their flag.Students answered the question at the bottom of the worksheet with description and full sentences. The student’s answer was legible.

Activity: Create a New Canadian Flag

GCO: Unit 4: Exploring the Landscapes of Canada

SCO: Outcome 4.4.4: Examine Symbols Associated with Canada’s Landscape

Objectives: Students should understand that the map of Canada is a symbol of Canada in and of itself. Students should understand why the flag came to have the design of the maple leaf that it does today. Students should know what other flag designs were considered for the Canadian flag in 1964, and why they chose the maple leaf as their chosen design.

Grade Level: 4

Subject: Social Studies

Cross Curricular: Art

Activity Level: Must

Time: 30 minutes

Materials:

- Worksheet- Pencil- Colored Pencils

Activity/Procedure (Teacher): Students will each be given the ‘Create a New Canadian Flag’ worksheet to complete individually. When creating their new Canadian flag, students must be sure to make it apparent that their flag is representing a Canada flag. At the bottom of the page students should be clear on why they believe their design of the new Canadian flag should be chosen to be the new flag. Students should use full sentences.

Extension: When all students have created their flag they can present them to the class and talk about why they created their flag the way they did and explain why they believe it would be good as the new flag for Canada.