Natural Connections: Second Grade Tracking Stories

Can you read this tracking story? The second graders at Drummond Elementary School can!

Natural Connections: Second Grade Tracking Stories

Murmurs of interest rippled through the classroom as I spread a rectangle of green felt on the floor at the front of the room. The murmurs became questions as I placed two lines of life-sized animal tracks, printed and cut out of white paper, onto the felt. When I finally invited the second graders to come up and gather around the felt, I was amazed by the almost instantaneous formation of a perimeter of kneeling children, totally focused on the scene.

Three times a year I get to spend a few days at the elementary school in Drummond, Wisconsin, teaching kids my favorite nature facts using my favorite nature props. Once each season, in Fall, Winter, and Spring, I load seven plastic tubs filled with skulls, furs, graduated cylinders, strips of birch bark, and other oddities into the Museum’s minivan for a visit to each classroom in grades pre-k through six.

“Can you figure out what happened here?” I asked the class. They began sharing their observations, and building a story together. “There’s a rabbit.” “And a wolf!” “The wolf carried off the rabbit!”

I asked them to explain themselves. “How do you know those are rabbit tracks?” I prompted. A girl pointed out the very large hind feet, and the smaller front feet, but she indicated that the rabbit was going the wrong direction. Rabbit, hare, and squirrel tracks are all a bit tricky, because of the way these beings hop.

Rabbits leap forward and land with their front feet I explained to the kids, and awkwardly tried to demonstrate. Then their hind legs swing around and land in front of the front feet, where they push off into another leap. This creates groups of tracks where the hind feet are in front of the front feet—not what we’d typically expect.

With rabbits and hares, the big hind feet are usually paired, with the two front feet placed on a slight diagonal just behind and between them. Squirrels, deer mice, and other hoppers who spend a lot of time in trees, move in basically the same way, but their front feet land right next to each other instead of on a diagonal. As a class, we reassessed the direction the rabbit tracks were going.

Next, we moved on to the guess about the wolf tracks. The tracks I’d set out were only a couple of inches long—much too small for a wolf. “What makes you think they are wolf tracks?” I asked. “They look like my dog’s tracks, and dog and wolf tracks look the same,” offered the boy. Pretty good reasoning, I’d say! I love teaching in the rural communities of the Northwoods, where students have a broad range of outdoor experiences and observations to draw from in their learning.

I commended the boy on recognizing the symmetrical, four-toed tracks with visible claw marks as being related to dogs, but I challenged the class to think about the size. “Would wolf tracks be that small?” I asked. Some students shook their heads no, but looked a little unsure. I had everyone hold up their hand, fingers together. “A wolf track will be about the size of my palm, and as big as your whole hand!” I informed them. I love how small I feel when I find a wolf track in the snow and place my handprint beside it.

Again, I asked for guesses about the owners of the tracks. Immediately, students offered fox and coyote as alternatives. Either could have been correct for the simple tracks we’d printed for the activity. On average, foxes are quite a bit smaller than coyotes, but big fox tracks can overlap in size with small coyote tracks. In the snow, red fox tracks often look less distinct, because dense hair protects the bottom of their feet from the cold. Coyotes have bare toes that leave crisp track outlines. If you have a very clear track, it’s also possible to see that foxes have wide, chevron-shaped heel pads, and the hind feet of coyotes register with narrow little heel pads.

“So we have a rabbit or hare, and a coyote,” I summarized. “And what did they do?” Together, the kids explained that the coyote killed the rabbit and carried them off, and they knew this because the tracks came from different corners. After the tracks intersected, the rabbit tracks disappeared, and the coyote tracks continued to the edge of the green felt.

And then class was over. After work, I headed out to the ski trail, absentmindedly cataloging the animal tracks at the edge of the groomed snow. I saw the hopping tracks of squirrels leading to and from trees, the heart-shaped tracks of deer stepping right in the middle of the ski tracks, and even the daisy-chain of grouse tracks winding through the underbrush. I didn’t see a single live animal, but these tracks recorded the unseen activity for anyone to read.

Did any of the second graders do the same thing? Did they pause while climbing up the sledding hill to see what furry friend had run across it? Did they follow a being’s trail to find out what happened to them? My hope is that our classroom exercise will help them learn to read the stories of the forest.


Emily’s award-winning second book, Natural Connections: Dreaming of an Elfin Skimmer, is available to purchase at www.cablemuseum.org/books and at your local independent bookstore, too.

For more than 50 years, the Cable Natural History Museum has served to connect you to the Northwoods. The Museum is open with our brand-new exhibit: “Anaamaagon: Under the Snow.” Our Winter Calendar is open for registration! Follow us on Facebook, Instagram, YouTube, and cablemuseum.org to see what we are up to.

Last Update: Jan 22, 2025 8:28 am CST

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