San Dieguito River Valley ConservancySan Dieguito
River Valley Conservancy
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Objective

Students will use their data sheet to make scientific observations of carnivores using camera traps, satellite photos, and skull and pelt replicas. Students will also review temperature and precipitation data to better understand the climate impacts wildlife face.  

Warm Up: (Think-Write-Pair-Share)

  • In a quick write, ask students to define carnivore and provide one example. 
  • Have students join a pair-share group and share out answers with their partner. Teacher can call on groups that would like to share their answer. 
  • Explain that carnivores are animals that eat meat, and give an example of a carnivore that they have not already mentioned. 
  • Reinforce the claim that carnivores are very important to an ecosystem and help maintain balance. 
  • Share with students that they will become scientists and conduct research on various species of carnivores found in the region and construct models to aid in the survival of these species.

Activity

Divide students into five groups and have each group start at one station (Animal Observation Station, Map Photo Station, Skulls and Pelt Station and Graph Observation Station, Map Your Neighborhood Station). These stations can be set up with the virtual tools provided.

#1 Map Photo Station:

Map Downloads 

  1. Have students conduct an analysis of the GPS photos that represent four different bobcats in the San Diego region. (Ask students what they think the dots [animals] on the GPS map are looking for?) 
  2. Students will construct a model of a bridge to help a carnivore cross a road, or design a modification to existing culverts, and explain how their design will help the animal. Carnivores will need to move across the landscape to get the resources they need (food, water, mates) in order to survive. Reducing habitat fragmentation will help mitigate for the impacts of climate change. (Examples include: a bridge over a road, a “Cat-apult” to launch bobcats over the road, or adding lighting to an existing dark culvert.) 

#2 Animal Observation Station:

Photo Downloads 

  1. Have students observe the photos of the carnivores and answer the accompanying questions on their observation sheet. (Guide their discussion by asking what they notice about the carnivore? What behavior are they displaying? What do they notice about the surrounding habitat? What does this make them wonder?) 

#3 Skulls and Pelts Observation Station:

  1. Students will analyze pelts of carnivores and make observations. Have students list what they see and feel when examining the carnivores.
  2. Students will make observations about the skull of different carnivore species. Have students view the skulls and examine the teeth. Students should make inferences about the purpose of sharp teeth and determine the prey of the animal. 
  3. Students will analyze skulls and make determinations of and connections between these species. By looking at the skulls, ask students how they can tell these animals are carnivores, and mention commonalities.

#4 Graph Observation Station:

Graph Observations (Download)

Students will analyze three graphs and gather predictions of future changes to Southern California’s climate. Students will revisit the graphs presented in the Carnivores & Climate Change Lesson and answer questions about the data. Data sources: Graphs 1 & 2 – https://wrcc.dri.edu/Climate/Tracker/CA/, Graph 3 – https://scripps.ucsd.edu/programs/cnap/ 

#5 Map Your Neighborhood Station:

Creating this map is a way to see how you move throughout your space or neighborhood, but also to understand how other animals move as well. As the climate changes, animals will need to move, sometimes closer to human development, to find the resources that they need to survive. Looking at this map can give you an idea of what animals are moving around, what resources they might be looking for, and how you may be able to help by creating a more connected landscape.

  1. Grab your notebook, pen, and somebody to walk with.
  2. Go around your neighborhood and draw a map of houses, fences, and roads.
  3. Make sure to also record what animals and plants you see, and what food and water there may be for them.
  4. When you get home, add color to your map, and try to imagine where animals may move, eat, and sleep.
  5. Keep it updated as you notice things at different times of the day or year.

Materials Provided

Materials Needed

  • Clipboards
  • Pencils
  • Colored Pencils or Markers
  • Copies of Observations Sheets for class