Animal Observation

Reprinted from The Wild Times Teacher Connection v1n1, Fall 1995.

Observation is an important skill in scientific research. It is the primary means of collecting information. Observation uses the five senses and may be assisted through a variety of tools and instruments. These tools are used only to increase the precision or sensitivity of the observations.

From observation, your students will naturally ask questions and pose hypothesis. To structure this process, try having your students divide their notebook page into two or three columns. Using three columns, head each: "observation", "question", and "hypothesis". For younger children two columns may be more than enough. For a two column format combine "question" and "hypothesis". By using this structure, your students will think more critically about what they observe, question their observations, and look more closely for the answers.

Ideally the observational work would be conducted over several sessions with colloquia between each observational session. During these colloquia, students share their observations and accept comments, questions, and suggestions from their peers. These meetings help shape and focus each subsequent observation.

Students should work independently or in groups of two to four when they observe animals. One must remind the students that while observing the animals, they will need to remain as still and quiet as possible. Sudden movements or sounds may startle the animals. In the wild, sounds will most certainly scare animals away.

Because of this, using a classroom pet may be a good starting point. Depending on the group, the teacher may want to model the recording process while the class works together making observations, asking questions, and posing hypotheses.

With a bit of practice, your students will become proficient enough to work independently and make wonderful discoveries. Through their observations they will collect an information base far richer than any reference book can provide. Comparing their findings with those of published observers can be exciting, and will affirm the quality and validity of their own work.

The following are a list of suggested questions that you may use to shape your students' observations. These questions are open-ended and intended to provide a specific purpose to their observation.

What clues does the physical structure of the animal provide to understanding their niche (role in ecosystem) or habits? Look especially at feet, eye position, teeth, over all body shape, etc.
How do the limbs of small animals allow them to move (run, jump, walk, climb, glide, burrow, fly, swim) as they do?
How do prey animals avoid predation?
How do predatory animals find, stalk, and kill their prey?
For social animals, such as primates, canines, ants, or bees, what behavioral adaptations have they made that are different from animals that live more independently?

Submit your own curriculum plans or resource suggestions to The Wild Ones for publication.

Return to The Wild Ones Curriculum Index