Grades: 1-3
Subject: Science, Language Arts, Social Studies, Math
Skills: Observe, compare and contrast, identify, classify, communicate, recognize patterns, measure, predict
Duration: 4.5 hours
Group Size: 44 students, 2 groups of 22 students
Location: Apgar, St. Mary, East Glacier
Vocabulary: See the bolded words in the objectives below.

Summary: Students will conduct a simple snow experiment, create a group model showing the influence of the sun on the earth and why we have seasons, view a puppet show of how animals in Glacier survive winter, and take a short snowshoe hike to a beaver lodge with stops to investigate animal signs & snow characteristics.

Objectives: (These are examples of some of the objectives that can be achieved on a winter ecology field trip. Many others are possible depending on the teacher’s focus, the ranger, the location, the snow/weather conditions, and the age group).

Students will be able to:

• View the National Park Service symbol and tell some of the things national parks protect.
• Categorize animals as "wild" or "domestic" and give examples of which kind live in Glacier National Park.
• Describe, draw or act out, the 3 adaptations animals use to survive winter (hibernate, migrate, or resist).
• Give one reason winter might be harder for animals than summer.
• Describe the relationship between the sun, heat, light, energy, and food.
• Classify pictures of Glacier animals into groups according to which adaptation they use to survive winter: migration, hibernation, or resistance.
• Predict how the shape and volume of snow in a cup will change when brought indoors.
• Describe one way that water changing from a liquid to solid (or solid to liquid) could help a wild animal, and a way it could hurt a wild animal.
• Recognize signs of animal activity or tracks along the trail.
• Feel an evergreen tree branch and role play what happens to the branch when snow collects on the tree.
• Describe (or draw) an outside activity that includes one way a tree or a plant might change in winter.
• Use their body to try to increase heat (by running, huddling, putting on more insulation).
• Search for snowshoe hare pictures with white fur and with brown fur, then state which kind is easier to find in the snow and how changing color could help the snowshoe hares through the seasons.
• Correctly measure, compare, and explain the existence of varying snow depths at different points along the trail. Discuss how snow can help or hurt different animals in winter.
• Compare sliding in the snow with walking/snowshoeing and decide which uses less energy (is easier).
• Dress appropriately for and hike on snow shoes in Glacier National Park.
• Follow safety procedures for a snowshoe hike in Glacier National Park.

Montana Content and Performance Standards:

10.54.5010 Science Standard 1= “…design, conduct, evaluate, and communicate scientific investigations.”

10.54.5030 Science Standard 3= “…demonstrate knowledge of characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment.”

10.54.5040 Science Standard 4= “…demonstrate knowledge of the composition, structures, processes, and interactions of earth’s systems and other objects in space.”

Making Connections to Glacier National Park:

One of the reasons Glacier National Park was established was to preserve the natural processes and the biological diversity (variety of plants and animals) that live here. This diversity is particularly interesting in the winter when the Glacier habitat is so harsh.

Field Trip Logistics:

Teachers wishing to have their students participate in the winter ecology field trip should plan to arrive in the park by 9:30 – 10 a.m. and stay until 1:30 – 2 p.m. Everyone must be prepared to be outside for at least part of the day and ready to hike several miles (dependent on age group). Groups should also be prepared for cold and wet weather.