Wildlife Scent Stations

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Wildlife Scent Stations

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Objective

Students will identify wildlife species by observing and identifying their tracks through the use of a scent station. Students will be able to recognize wildlife diversity by observing different animal tracks and discussing animal populations and the predator-prey relationship.

3: 1A-G; 2B-D; 3A-C; 4A; 5A & C-D & F-G; 11A-C; 13A
4: 1A-G; 2B-D; 3A-C; 4A; 5A & C-D & F-G; 11B
5: 1A-G; 2B-D; 3A-C; 4A; 5A & C-D & F-G; 11; 12A & C; 13A
6: 1A-G; 2B-D; 3A-C; 4A; 5A & C-D & F-G; 11B; 12A-B
7: 1A-H; 2B-D; 3A-C; 4A; 5A & C-D & F-G
8: 1A-G; 2B-D; 3A-C; 4A; 5A & C-D & F-G

Discovery TrunksAdaptation Investigations

Materials

Provided

*Provided in Discovery TrunkAdaptation Investigations

Not Provided

Flour (10 pounds)
Hula hoop
Ruler
Can of tuna or scent bait
Can opener
Plastic food storage container
Water
Clipboards
Model Magic (suggested), Play-Doh, or modeling clay

The Adaptation Investigations Discovery Trunk includes the following materials to assist students with track identification. Pass these out and allow students to share, if desired, before going outside: Animal Tracks, A Pocket Naturalist Guide; Critters of Texas Pocket Guide; Tracks, Scats, and Signs book.
Note: It might be helpful with track identification to allow students to use track molds found in the Discovery Trunk. Students can use Model Magic, Play-Doh, or modeling clay to make casts. Taking the casts to the scent station may help with track identification.

3: 1A-G; 2B-D; 3A-C; 4A; 5A & C-D & F-G; 11A-C; 13A
4: 1A-G; 2B-D; 3A-C; 4A; 5A & C-D & F-G; 11B
5: 1A-G; 2B-D; 3A-C; 4A; 5A & C-D & F-G; 11; 12A & C; 13A
6: 1A-G; 2B-D; 3A-C; 4A; 5A & C-D & F-G; 11B; 12A-B
7: 1A-H; 2B-D; 3A-C; 4A; 5A & C-D & F-G
8: 1A-G; 2B-D; 3A-C; 4A; 5A & C-D & F-G

Wildlife Scent Stations
Students will identify wildlife species by observing and identifying their tracks through the use of a scent station. Students will be able to recognize wildlife diversity by observing different animal tracks and discussing animal populations and the predator-prey relationship.

Background
Day 1 – Activity – Setting up Scent Station
Day 1 – Wrap-up
Day 2 – Activity – Checking Scent Station
Day 2 – Wrap-up

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Activity Time

1 hour
Last Updated

February 24, 2026
Access Period

Current Semester

Grade Levels

3 4 5 6 7 8

Topics

Adaptations Habitats and Ecosystems Predator / Prey Scientists / Naturalists Wildlife Wildlife Management

Methodologies

Critical Thinking Data Collection Investigating / Experiment Observations / Qualitative / Quantitative

Settings

Classroom Outdoors

Additional Subjects

English Language Arts & Reading

Vocabulary

Wildlife Scent Stations

Wildlife Scent Stations

Wildlife Scent Stations

Objective

TEKS

Materials

Activity Preparation

Background

Day 1 – Activity – Setting up Scent Station

Day 1 – Wrap-up

Day 2 – Activity – Checking Scent Station

Day 2 – Wrap-up

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