Winter Survival

PROGRAM OUTLINE (2 HOURS)
This program provides the opportunity to explore different ways in which animals are adapted in the way in which they prepare for and cope with winter in Ontario and adaptations that suit mammals for particular diets.

EXPECTATIONS-
Expectations from the strand,"Habitats and Communities", are addressed.
These include:
- describe structural adaptations of plants and animals that demonstrate a response of the living things to their environment.
· classify plants and animals that they have observed in local habitats according to similarities and differences…
· formulate questions about and identify the needs of animals and plants in a particular habitat, and explore posible answers to these questions and ways of meeting these needs (e.g. structural adaptations….)
- demonstrate an understanding of a food chain system … and classify animals as omnivore, carnivore, and herbivore

INTRODUCTION- (15 MINUTES)
A puppet play introduces the students to some of the ways in which some common animals cope with winter. Following the play, we discuss what hibernation entails for an animal, what mammals are true hibernators, some ways in which rabbits, foxes, deer, and grouse physically adapt for winter.

ACTIVITIES-
1. Picture Game- Students are each given a picture of a mammal, bird, amphibian, or reptile. They are asked to group themselves according to whether their animal is a migrator, winter sleeper, hibernator, or winter active.
2. What's Your Fur For? Students will examine the pelts of some Ontario mammals including fox, skunk, black bear, weasel in summer and winter coats, lynx, mink, marten, and fisher.
3. Dentition Determines Diet- students will examine and compare pictures of the teeth of a carnivore, an omnivore, a herbivore, and an insectivore. The appearance and function of incisors, canines, and molars will be discussed.
4. Skull Study- In small groups, students will examine the skull of an Ontario mammal. They will complete a worksheet with their observations of the number and type of teeth their mammal has and deduce to which group their mammal belongs and its probable diet.The number and types of teeth will be compared.
5. Who Chewed? Students will examine some evidence of animals feeding- e.g. beaver, rabbit, deer, porcupine. We will discuss what to look for on the hike.
6. Hike- On a short hike, students will observe and identify evidence of animals active in winter by spotting tracks and evidence of animals feeding.

PREVISIT PREPARATION-
Some knowledge of the classifications of animals by diet would be helpful. Most students will already be aware of migration, hibernation, and winter dormant state as ways of coping with winter.

CLASSROOM IDEAS-
1. Complete a Jaw- Give students a large outline of jaws and ask them to draw a set of teeth on the jaws that make them specialized to eat a diet of their choice. The jaws could be mounted on cardboard and cut out and fastened together with a paper fastener.