Camp Kawartha

Tracking and Trailing

trackingEverywhere animals go, they leave subtle signs of their presence.  The art of tracking and trailing is a life-long endeavour that begins with this program. Find out about the various tracks animals leave behind.  Try on our giant animal footprints.  Follow our mystery trails.  Take home a realistic track cast.  This is an interactive, hands-on program that requires students to use problem solving and observation skills.   Appropriate for students of all ages.

Season Availability: Fall, Winter, Spring

Feel free to contact us about modifying any of our outdoor education programs to suit older or younger students.

Grade 2 : Science Curriculum Links *

Understanding Life Systems: Growth and Changes in Animals

Overall Expectations
2.   investigate similarities and differences in the characteristics of various animals;
3.   demonstrate an understanding that animals grow and change and have distinct characteristics.

Specific Expectations
2.2   observe and compare the physical characteristics (e.g., fur or feathers; two legs or no legs) and the behavioural characteristics (e.g., predator or prey) of a variety of animals, including insects, using student-generated questions and a variety of methods and resources
2.5   investigate the ways in which a variety of animals adapt to their environment and/or to changes in their environment, using various methods
2.6   use scientific inquiry/research skills (see page 15), and knowledge acquired from previous investigations, to investigate the basic needs, characteristics, behaviour, and adaptations of an animal of their choice
2.7   use appropriate science and technology vocabulary, including life cycle, migration, adaptation, body coverings, and classify, in oral and written communication
3.1   identify and describe major physical characteristics of different types of animals

Grade 4 : Science Curriculum Links *

Understanding Living Systems: Habitats and Communities

Overall Expectations
2.   investigate the interdependence of plants and animals within specific habitats and communities;
3.   demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them.

Specific Expectations
2.2   build food chains consisting of different plants and animals, including humans
2.3   use scientific inquiry/research skills (see page 15) to investigate ways in which plants and animals in a community depend on features of their habitat to meet important needs
2.5   use appropriate science and technology vocabulary, including habitat, population, community, adaptation, and food chain, in oral and written communication
3.1   demonstrate an understanding of habitats as areas that provide plants and animals with the necessities of life
3.2   demonstrate an understanding of food chains as systems in which energy from the sun is transferred to producers (plants) and then to consumers (animals)
3.4   demonstrate an understanding of a community as a group of interacting species sharing a common habitat
3.5   classify organisms, including humans, according to their role in a food chain (e.g., producer, consumer, decomposer)
3.6   identify animals that are carnivores, herbivores, or omnivores
3.7   describe structural adaptations that allow plants and animals to survive in specific habitats

Grade 6 : Science Curriculum Links *

Understanding Living Systems: Biodiversity

Overall Expectations
2.   investigate the characteristics of living things, and classify diverse organisms according to specific characteristics;

Specific Expectations
2.1   follow established safety procedures for outdoor activities and field work
2.2   investigate the organisms found in a specific habitat and classify them according to a classification system
2.3   use scientific inquiry/research skills (see page 15) to compare the characteristics of organisms within the plant or animal kingdoms
2.4   use appropriate science and technology vocabulary, including classification, biodiversity, natural community, interrelationships, vertebrate, invertebrate, stability, characteristics, and organism, in oral and written communication

* Curriculum links & expectations for this program are based on “The Ontario Curriculum, Grades 1-8: Science and Technology”