Grade 4: B.E. A Survivor Competition Among Charismatic Herbivores of Cape Breton
This activity concentrates on food foraging by three large mammals which are found in the Bras d’Or Lake Biosphere, the moose (Alces alces), white-tailed deer (Odocoileus virginianus) and snowshoe hare (Lepus Americana). Although the three species can eat similar diets in the winter, they have differ- ent capabilities in terms of maneuverability. Discussion about winter food limitations and competition in the harsh winter environment is sparked when comparing the differences in animal size and movement abilities. The students are set to ‘be’ these three herbivores for the day, living with anatomical constraints simulated by snow sports equipment. Participants on downhill skis or snowboards were assigned
to be moose for the day. Moose could move quickly on snow, but are awkward in densely wooded areas and forage indepen- dently. Students on cross-country skis were assigned the role of white-tailed deer, with the rationale that deer are more maneuverable in the forest than moose. Deer worked as a group and stayed on well-defined trails. The students on snowshoes role-played snowshoe hares, with the snowshoes representing the ability of the hares to move over snow with the greatest efficiency of the three animals. In their assigned role, children needed to collect enough
food to survive the cold winter day. The food was represented by tokens and the numbers needed were calculated on a pro- portional scale that represented real need of the animals in the wild, during winter.
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Materials: Food tokens were created using thin tree slices tied with a small string at the top so they could be hung at various locations in the ski hill. The food tokens were donated by the local paper company, Port Hawkesbury paper. There were chosen because they were biodegradable so if any were lost during the event they would not pose any future problems. Sample animals in the form of anatomically correct models were also used as part of the discussions about the relationship between form and function of animals and the simulated homologous features of skis and snowshoes.
Procedure: Students assembled on the hill and were divided into groups based on their preference for downhill skiing, snowboarding, cross-country skiing or snowshoeing. Students conducted warm- up exercises and received snow sport instruc- tion. They were then reassembled and the Survivor scenario was explained. Children then worked to develop their snow skills while collecting food tokens based on the limitations of their assigned animal features. At the end of the day, children gathered at the lodge, returned their equipment and discussed the food collection experience. The facilitator asked questions to generate discussion about food collection issues. How many animals obtained enough food? Was anyone hungry? Who got enough food to survive another day and why? Basic principles of competition and the impact of body shape on mobility were discussed.
GREEN TEACHER 113
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