Dallas Zoological Society Partnership : Zoo Science

Laboratory Research Methods

Topic Overview
Quick Facts
Modern zoos differ greatly from older zoos; today’s zoos keep animals in surroundings that look more like their natural habitats and provide activities to stimulate behaviors that are normally be seen in the wild.
National zoo and aquarium associations can certify or accredit zoos by if they follow certain rules and treat the animals well.
One of the purposes of zoo research is to help increase wild populations of endangered species.
When measuring liquids in a graduated cylinder, measure at the bottom of the meniscus and lower your head until the liquid is at eye level.
The Okapi is a relative of the giraffe, whose hindquarters resemble a zebra. The Dallas Zoo is participating in a research project involving Okapis.
The Henry Doorly Zoo in Omaha has begun research on why 2,000 out of 6.000 Amphibian species are in danger of becoming extinct.
Wild animal species live with the constant threat of urban development because they tend to live in places with a great variety of natural resources that are appealing to humans.
The world’s largest aquarium is in Atlanta, Georgia; it is the only place in North America to see captive whale sharks.
The San Diego Zoo’s Conservation and Research for Endangered Species is the largest zoo research program in the world.
Breeding animals in captivity in places like zoos can help keep animals from becoming extinct; one example of successful captive breeding is the California Condor.
Begin the Lesson
Obtain a copy of “If I Ran the Zoo,” by Dr. Seuss. Read the book to the students, or ask several students to volunteer to take turns to read it to the class. Ask the students to look at the pictures of the zoo on the first few pages.
What kind of surroundings do the animals have? They are in box-shaped or concrete cages with metal bars.
Do you think that these structures look like places where these animals would live in the wild? No
Ask the students if they have visited any zoos lately.
Do the places for the animals look like the ones in Dr. Seuss’s book? Probably not.
Point out to the students that zoos have changed since Dr Seuss wrote this book. Before, they might have been places in big cities just to keep animals for people to look at, but now, they are great places for learning about natural habitats and how to preserve them. Great science goes on at zoos today, and that means zoos need equipment. Therefore, not only will we be learning about what zoos do, we will be reviewing some basic tools we need in the lab.
Whole Class Introduction to the Lesson
You will need at least one computer with Internet connectivity and a projection device, a classroom with more than one computer, or access to a computer lab. This introduction will take approximately 10 minutes to complete.
Visit the website:
http://www.goodzoos.com/research.htm
Ask the students to read the first three paragraphs and then write a hypothesis in their lab notebooks that fits the work with the gerenuk.
An acceptable hypothesis would be
If handlers provide less water in the gerenuk habitats, the females will produce more concentrated urine that let the males know when it is time to breed.
After the students read the rest of the passage, ask them the following questions:
Did you know that there are research projects going on at zoos?
Some students may respond that they have visited zoos and learned about conservation and research.
How do you think doing research at zoos can help animals?
Research can help zoos take better care of animals. Research can also help people learn more about how to save wild animals from going extinct.
Tell the students that today’s lesson will explore different kinds of research at zoos all over the world, as well as provide a review of basic lab equipment and lab safety. The basics students learn today and through this year may be useful to them if they are interested in jobs that work with animals.
As part of the introduction, you may want to review some of the glossary terms in advance of students going online. At this point, you can launch the WebLesson as whole-class activity using a projection device, or you can assign students to work individually or in teams in a computer lab.
WebLesson Sites
Introduction
Long ago, zoos were places where animals were kept so people could see them up close. Little thought was given to what the animals needed to be healthy, or how their relatives in the wild could be protected. Times have changed. Today zoos have many exciting and interesting programs within their grounds and in countries far away where the natural places the animals live are disappearing. Not only are zoos concerned with the well being and comfort of the animals that live in the zoo, they are also working on how to save endangered species in the wild.

Zoos also have programs in place that give scientists the opportunities to conduct laboratory research to learn more about different kinds of animals and their habitats. Sometimes, special equipment is needed. When these scientists were young, they learned to follow certain steps so that others would be able to learn from their research. To do an experiment in a lab, you must learn about the different kinds of equipment that can be used. There are specific ways to take measurements with certain pieces of equipment, and there are certain safety rules that must be remembered when working with glass, heat, or dangerous chemicals.

When you visit your local zoo, you can do more than just look at wild animals. You can learn about where there natural habitat is, and how the zoo works to imitate that habitat for their residents, which animals are on the endangered species list, and how you can help them.

Scenario
It is the year 2027, and an amazing discovery has been made! In a neighboring galaxy, a solar system is discovered with a blue planet very similar to the Earth. This plant appears to be much younger; it has land masses and many plants, but appears to have very few animals and no signs of human-like intelligent life. NASA and a collection of zoological societies decide to work together and propose the Noah’s Rocket Ship Planet Z project. The goal of the project is to save endangered species from Earth by sending them to this planet. Before the animals are sent, humans will build a space station and a super satellite system that will be able to take very clear pictures of different parts of the planet. Special sensory equipment will also be installed on the planet with very little disturbance to the landscape. This will allow zoo scientists to travel to the space station and do animal research. Planet Z will be a safe haven for animals, with no habitat loss due to human settlement! In order to figure out what kind of animals should be sent to Planet Z and what research should be done to study them, we need some background information about zoos and why they do research.
Lesson Pages
Association of Zoos and Aquariums
http://www.aza.org/ConScience/ConScienceSSPFact/
Oakland Zoo: Animals, News & Events, Conservation, Education, Oakland California
http://www.oaklandzoo.org/zoo-info/animal-management/about-zookeeping/
Learn to Use the Microscope
http://shs.westport.k12.ct.us/mjvl/biology/microscope/microscope.htm
Rich Media
Smart Tutor-Chemistry I-Use of a Graduated Cylinder
http://lc.brooklyn.cuny.edu/smarttutor/chem1/use_gradcylinder.htm
Rich Media
TBBread
http://www.ohaus.com/products/education/weblab/TBBread.html
Rich Media
Science
http://www.class.com/demo/hisd_science_level2/semesterA/1.1/engage.htm
Australia Zoo-Our Animals-Animal Diaries
http://www.crocodilehunter.com/our-animals/animal-diaries/index.php?year=2006&department=08&month=september
The Dallas Zoo
http://www.dallaszoo.org/conservation/cs3_current.htm
San Diego Zoo’s Animal Bytes: Okapi
http://www.sandiegozoo.org/animalbytes/t-okapi.html
Rich Media
Primary Source
Honolulu Zoo Society Mission
http://www.honzoosoc.org/mission.htm
The Human Brain-Stress
http://www.fi.edu/learn/brain/stress.html
Science and Research: St. Louis Zoo
http://www.stlzoo.org/animals/scienceresearch/
Front Royal Campus-National Zoo-FONZ
http://nationalzoo.si.edu/ConservationAndScience/CRC/FrontRoyal/
Omaha Henry Doorly Zoo
http://www.omahazoo.com/index.php?p=conservation&s=amphibianconservation&u=globalamphibiancrisis
WAZA: World Associations of Zoos and Aquariums-Projects
http://www.waza.org/conservation/projects/index.php
Rich Media
Conclusion & Project
Conclusion
A trip to the zoo is about much more than viewing wild animals. Zoologists and zookeepers not only meet basic needs of the animals like food and water; they also to provide a chance to keep skills they would naturally have in the wild strong. For example, placing different objects in the animal habitats help the animals behave as if they were in the wild. Research in zoos can also help us find ways to help preserve habitats for wild animals so that they have large enough land areas to allow their populations to reproduce. Zoos all over the world not only have exciting projects within the zoo area, they additionally cooperate with other zoos to help endangered species. You can learn about the other countries where the animals live and research programs in those countries that are working to save species that might become extinct. Zoos are very important places for people to have the chance to feel a connection with animals so that they will understand how important it is to protect them and keep them from disappearing.

When you get back to your lab at school, you can practice with equipment that you may use again some day if you are interested in working at a zoo. Graduated cylinders, microscopes and triple beam balances are all pieces of equipment that you will use in science classes until you finish college. It is very important for you to practice using lab equipment accurately and safely, so that other people doing the same experiment have a chance to get similar results or build upon your data and ideas. Maybe you, your kids, or grandkids will conduct experiments that find even better ways to prevent extinction, take better care of zoo animals, and preserve habitats for wild animals, even if we never find a Planet Z.

Project
Write a plan for a research project for Planet Z. The plan should consist of three paragraphs.

Use the first paragraph to choose a breeding pair of one kind of animal that you would like to transport to Planet Z that you feel is important to research.

The second paragraph should include a hypothesis and a list of equipment you will need to test your hypothesis. Keep in mind that you will need some special equipment installed on the plant to keep track of the animals because you cannot go to the planet. You will also need equipment at the space station to make measurements or record data.

The third paragraph should explain the method, or steps you would use during your research project.

Glossary
implemented - something that has begun
sustaining - something that lasts a long time
diverse - different
menagerie - collection of wild animals kept where people can see them
taxonomy - science of naming and grouping closely related animals
ocular - something that has to do with the eye
specimen - material that is being viewed under the microscope, such as a drop of blood or a small section of a leaf
graduation - marked division on a given scale
parallax - when an object changes position or direction because you are looking from a different place
certainty - exact, for example, the longer line half way between the 1 and the 2 is exactly .5
estimated - making a guess based on something you already know
thermal - having to do with heat
disposal - throwing something away that is considered waste or not needed
soldering iron - metal tool that can put together parts made of metal; pronounced saw-der-ing
sterilized - cleaned with a special solution to remove bacteria, body fluid, or parasites; also sterilized
components - parts
collaborative - working or cooperating with others
camouflage - pattern or design that blends in with its surroundings, making the object difficult to see
resemblance - when one object or living thing looks like another
facilitated - made possible
non-invasive - not sticking the animal with a needle, performing surgery or sticking any instruments into the cavities of the animal
welfare - the daily condition of the animal
deleterious - something that would be bad for the animal
hippocampus - a part of the brain
bevy - a large amount
conscious - something you must think about to do, a voluntary movement
physiology - study of the chemical reactions in living things
poaching - hunting and killing animals on another person’s land; it is against the law
acquisition - receiving
surrogate - to substitute or use in place of
urbanization - building cities
secretions - fluids released from the body
in situ - within the site, for example research done on the grounds of a zoo
Oceania - refers to a large area that includes Australia and the islands around it
Dallas Zoological Society Partnership : Zoo Science

Laboratory Research Methods

Introduction
Introduction
Long ago, zoos were places where animals were kept so people could see them up close. Little thought was given to what the animals needed to be healthy, or how their relatives in the wild could be protected. Times have changed. Today zoos have many exciting and interesting programs within their grounds and in countries far away where the natural places the animals live are disappearing. Not...

Lesson Plan

Topic Overview
Quick Facts
Modern zoos differ greatly from older zoos; today’s zoos keep animals in surroundings that look more like their natural habitats and provide activities to stimulate behaviors that are normally be seen in the wild.
National zoo and aquarium associations can certify or accredit zoos by if they follow certain rules and treat the animals well.
One of the purposes of zoo research is to help increase wild populations of endangered species.
When measuring liquids in a graduated cylinder, measure at the bottom of the meniscus and lower your head until the liquid is at eye level.
The Okapi is a relative of the giraffe, whose hindquarters resemble a zebra. The Dallas Zoo is participating in a research project involving Okapis.
The Henry Doorly Zoo in Omaha has begun research on why 2,000 out of 6.000 Amphibian species are in danger of becoming extinct.
Wild animal species live with the constant threat of urban development because they tend to live in places with a great variety of natural resources that are appealing to humans.
The world’s largest aquarium is in Atlanta, Georgia; it is the only place in North America to see captive whale sharks.
The San Diego Zoo’s Conservation and Research for Endangered Species is the largest zoo research program in the world.
Breeding animals in captivity in places like zoos can help keep animals from becoming extinct; one example of successful captive breeding is the California Condor.
Begin the Lesson
Obtain a copy of “If I Ran the Zoo,” by Dr. Seuss. Read the book to the students, or ask several students to volunteer to take turns to read it to the class. Ask the students to look at the pictures of the zoo on the first few pages.
What kind of surroundings do the animals have? They are in box-shaped or concrete cages with metal bars.
Do you think that these structures look like places where these animals would live in the wild? No
Ask the students if they have visited any zoos lately.
Do the places for the animals look like the ones in Dr. Seuss’s book? Probably not.
Point out to the students that zoos have changed since Dr Seuss wrote this book. Before, they might have been places in big cities just to keep animals for people to look at, but now, they are great places for learning about natural habitats and how to preserve them. Great science goes on at zoos today, and that means zoos need equipment. Therefore, not only will we be learning about what zoos do, we will be reviewing some basic tools we need in the lab.
Whole Class Introduction to the Lesson
You will need at least one computer with Internet connectivity and a projection device, a classroom with more than one computer, or access to a computer lab. This introduction will take approximately 10 minutes to complete.
Visit the website:
http://www.goodzoos.com/research.htm
Ask the students to read the first three paragraphs and then write a hypothesis in their lab notebooks that fits the work with the gerenuk.
An acceptable hypothesis would be
If handlers provide less water in the gerenuk habitats, the females will produce more concentrated urine that let the males know when it is time to breed.
After the students read the rest of the passage, ask them the following questions:
Did you know that there are research projects going on at zoos?
Some students may respond that they have visited zoos and learned about conservation and research.
How do you think doing research at zoos can help animals?
Research can help zoos take better care of animals. Research can also help people learn more about how to save wild animals from going extinct.
Tell the students that today’s lesson will explore different kinds of research at zoos all over the world, as well as provide a review of basic lab equipment and lab safety. The basics students learn today and through this year may be useful to them if they are interested in jobs that work with animals.
As part of the introduction, you may want to review some of the glossary terms in advance of students going online. At this point, you can launch the WebLesson as whole-class activity using a projection device, or you can assign students to work individually or in teams in a computer lab.
WebLesson Sites
Introduction
Long ago, zoos were places where animals were kept so people could see them up close. Little thought was given to what the animals needed to be healthy, or how their relatives in the wild could be protected. Times have changed. Today zoos have many exciting and interesting programs within their grounds and in countries far away where the natural places the animals live are disappearing. Not only are zoos concerned with the well being and comfort of the animals that live in the zoo, they are also working on how to save endangered species in the wild.

Zoos also have programs in place that give scientists the opportunities to conduct laboratory research to learn more about different kinds of animals and their habitats. Sometimes, special equipment is needed. When these scientists were young, they learned to follow certain steps so that others would be able to learn from their research. To do an experiment in a lab, you must learn about the different kinds of equipment that can be used. There are specific ways to take measurements with certain pieces of equipment, and there are certain safety rules that must be remembered when working with glass, heat, or dangerous chemicals.

When you visit your local zoo, you can do more than just look at wild animals. You can learn about where there natural habitat is, and how the zoo works to imitate that habitat for their residents, which animals are on the endangered species list, and how you can help them.

Scenario
It is the year 2027, and an amazing discovery has been made! In a neighboring galaxy, a solar system is discovered with a blue planet very similar to the Earth. This plant appears to be much younger; it has land masses and many plants, but appears to have very few animals and no signs of human-like intelligent life. NASA and a collection of zoological societies decide to work together and propose the Noah’s Rocket Ship Planet Z project. The goal of the project is to save endangered species from Earth by sending them to this planet. Before the animals are sent, humans will build a space station and a super satellite system that will be able to take very clear pictures of different parts of the planet. Special sensory equipment will also be installed on the planet with very little disturbance to the landscape. This will allow zoo scientists to travel to the space station and do animal research. Planet Z will be a safe haven for animals, with no habitat loss due to human settlement! In order to figure out what kind of animals should be sent to Planet Z and what research should be done to study them, we need some background information about zoos and why they do research.
Lesson Pages
Association of Zoos and Aquariums
http://www.aza.org/ConScience/ConScienceSSPFact/
Oakland Zoo: Animals, News & Events, Conservation, Education, Oakland California
http://www.oaklandzoo.org/zoo-info/animal-management/about-zookeeping/
Learn to Use the Microscope
http://shs.westport.k12.ct.us/mjvl/biology/microscope/microscope.htm
Rich Media
Smart Tutor-Chemistry I-Use of a Graduated Cylinder
http://lc.brooklyn.cuny.edu/smarttutor/chem1/use_gradcylinder.htm
Rich Media
TBBread
http://www.ohaus.com/products/education/weblab/TBBread.html
Rich Media
Science
http://www.class.com/demo/hisd_science_level2/semesterA/1.1/engage.htm
Australia Zoo-Our Animals-Animal Diaries
http://www.crocodilehunter.com/our-animals/animal-diaries/index.php?year=2006&department=08&month=september
The Dallas Zoo
http://www.dallaszoo.org/conservation/cs3_current.htm
San Diego Zoo’s Animal Bytes: Okapi
http://www.sandiegozoo.org/animalbytes/t-okapi.html
Rich Media
Primary Source
Honolulu Zoo Society Mission
http://www.honzoosoc.org/mission.htm
The Human Brain-Stress
http://www.fi.edu/learn/brain/stress.html
Science and Research: St. Louis Zoo
http://www.stlzoo.org/animals/scienceresearch/
Front Royal Campus-National Zoo-FONZ
http://nationalzoo.si.edu/ConservationAndScience/CRC/FrontRoyal/
Omaha Henry Doorly Zoo
http://www.omahazoo.com/index.php?p=conservation&s=amphibianconservation&u=globalamphibiancrisis
WAZA: World Associations of Zoos and Aquariums-Projects
http://www.waza.org/conservation/projects/index.php
Rich Media
Conclusion & Project
Conclusion
A trip to the zoo is about much more than viewing wild animals. Zoologists and zookeepers not only meet basic needs of the animals like food and water; they also to provide a chance to keep skills they would naturally have in the wild strong. For example, placing different objects in the animal habitats help the animals behave as if they were in the wild. Research in zoos can also help us find ways to help preserve habitats for wild animals so that they have large enough land areas to allow their populations to reproduce. Zoos all over the world not only have exciting projects within the zoo area, they additionally cooperate with other zoos to help endangered species. You can learn about the other countries where the animals live and research programs in those countries that are working to save species that might become extinct. Zoos are very important places for people to have the chance to feel a connection with animals so that they will understand how important it is to protect them and keep them from disappearing.

When you get back to your lab at school, you can practice with equipment that you may use again some day if you are interested in working at a zoo. Graduated cylinders, microscopes and triple beam balances are all pieces of equipment that you will use in science classes until you finish college. It is very important for you to practice using lab equipment accurately and safely, so that other people doing the same experiment have a chance to get similar results or build upon your data and ideas. Maybe you, your kids, or grandkids will conduct experiments that find even better ways to prevent extinction, take better care of zoo animals, and preserve habitats for wild animals, even if we never find a Planet Z.

Project
Write a plan for a research project for Planet Z. The plan should consist of three paragraphs.

Use the first paragraph to choose a breeding pair of one kind of animal that you would like to transport to Planet Z that you feel is important to research.

The second paragraph should include a hypothesis and a list of equipment you will need to test your hypothesis. Keep in mind that you will need some special equipment installed on the plant to keep track of the animals because you cannot go to the planet. You will also need equipment at the space station to make measurements or record data.

The third paragraph should explain the method, or steps you would use during your research project.

Glossary
implemented - something that has begun
sustaining - something that lasts a long time
diverse - different
menagerie - collection of wild animals kept where people can see them
taxonomy - science of naming and grouping closely related animals
ocular - something that has to do with the eye
specimen - material that is being viewed under the microscope, such as a drop of blood or a small section of a leaf
graduation - marked division on a given scale
parallax - when an object changes position or direction because you are looking from a different place
certainty - exact, for example, the longer line half way between the 1 and the 2 is exactly .5
estimated - making a guess based on something you already know
thermal - having to do with heat
disposal - throwing something away that is considered waste or not needed
soldering iron - metal tool that can put together parts made of metal; pronounced saw-der-ing
sterilized - cleaned with a special solution to remove bacteria, body fluid, or parasites; also sterilized
components - parts
collaborative - working or cooperating with others
camouflage - pattern or design that blends in with its surroundings, making the object difficult to see
resemblance - when one object or living thing looks like another
facilitated - made possible
non-invasive - not sticking the animal with a needle, performing surgery or sticking any instruments into the cavities of the animal
welfare - the daily condition of the animal
deleterious - something that would be bad for the animal
hippocampus - a part of the brain
bevy - a large amount
conscious - something you must think about to do, a voluntary movement
physiology - study of the chemical reactions in living things
poaching - hunting and killing animals on another person’s land; it is against the law
acquisition - receiving
surrogate - to substitute or use in place of
urbanization - building cities
secretions - fluids released from the body
in situ - within the site, for example research done on the grounds of a zoo
Oceania - refers to a large area that includes Australia and the islands around it

Curriculum Standards

TEXAS
112.22. Science, Grade 6
(2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:
(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;
(B) collect data by observing and measuring;
(C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence;
(D) communicate valid conclusions; and
(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.
(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;
(D) evaluate the impact of research on scientific thought, society, and the environment; and

(E) connect Grade 6 science concepts with the history of science and contributions of scientists.

112.23. Science, Grade 7
(2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:

(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;

(B) collect data by observing and measuring;
(C) organize, analyze, make inferences, and predict trends from direct and indirect evidence;
(D) communicate valid conclusions; and
(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.
(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;
(D) evaluate the impact of research on scientific thought, society, and the environment; and
(F) connect Grade 7 science concepts with the history of science and contributions of scientists.
112.24. Science, Grade 8
(2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:
(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;

(B) collect data by observing and measuring;

(C) organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence;
(D) communicate valid conclusions; and
(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.
(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;
C) represent the natural world using models and identify their limitations;

(D) evaluate the impact of research on scientific thought, society, and the environment; and
(E) connect Grade 8 science concepts with the history of science and contributions of scientists.
112.43. Biology
(2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:

(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;

(B) collect data and make measurements with precision;

(C) organize, analyze, evaluate, make inferences, and predict trends from data; and

(D) communicate valid conclusions.

(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information
(C) evaluate the impact of research on scientific thought, society, and the environment;

(D) describe the connection between biology and future careers;

(E) evaluate models according to their adequacy in representing biological objects or events; and

(F) research and describe the history of biology and contributions of scientists.
7) Science concepts. The student knows the theory of biological evolution. The student is expected to:
(B) illustrate the results of natural selection in speciation, diversity, phylogeny, adaptation, behavior, and extinction.
NATIONAL
NS.5-8.1 SCIENCE AS INQUIRY
As a result of activities in grades 5-8, all students should develop:
*Abilities necessary to do scientific inquiry
*Understandings about scientific inquiry

NS.5-8.3 LIFE SCIENCE
As a result of their activities in grades 5-8, all students should develop understanding:
*Structure and function in living systems
*Regulation and behavior
*Populations and ecosystems
NS.5-8.7 HISTORY AND NATURE OF SCIENCE

As a result of activities in grades 5-8, all students should develop understanding of:
*Science as a human endeavor

Differentiated Learning

Here are some projects that can be used after the students have completed the online assignment or as a complement to your lesson. The students can use any media deemed appropriate for the project. Each has specific student groups in mind.
AS-All Students
GT-Gifted/Talented
ESL-English Second Language
SN-Special Needs
Individual and Group Projects
Choose a zoo and make a commercial that supports the zoo’s research project. If time and your resources allow, you may check into visiting a local zoo and making a video. Be sure to have a parent call to make sure this is okay with the zoo staff. GT
Create a poster, brochure, or scrapbook that features zoos in Texas. You may use pictures from travel magazines, the internet, or from individuals who have visited those zoos. AS, SN
Choose five zoos to research and design a Zoo trivia game. Questions could cover information about individual exhibits, the size of the zoo, animals that a specific zoo features, the total number of animals, or outside research projects to which that zoo contributes. Instructors could alter this assignment to fit a field trip to an individual zoo. Each group should write ten questions about exhibits within the zoo. GT, AS
Make a poster that advertises sections of zoos that feature animals native to your state. AS, SN, ESL
Draw pictures of three different animals that current zoo research projects help. Conduct library or Internet research to find copies of pictures of the continents that these animals come from to past next to your drawings. ESL, SN
Write five math problems centered on zoos. One single visit to the zoo could complete this project, or research on the Internet to write about problems from multiple zoos. Questions could involve how much meat a large cat eats, how many miles food providers fly to bring food in for the animals, or the total number of animals included in multiple exhibits. AS, ESL
Final Activity – Whole Class
Hold a mock City Council Meeting to discuss budget concerns for a city zoo. Divide the class into groups: zoo staff members, community members and city council members. Allow each group two days to research concerns from their point of view. You may choose to do your city and research real concerns, or you may make a fictional city and begin with a brand new zoo. If you choose to base the Mock Meeting on current issues in your city, you will need:
Minutes from past meetings
Information about operating costs for the zoo and where the funds come from
Information about community activism involving the zoo
Biographical information on City Council Members, Zoo staff and people in the community
If you choose to start from scratch with a fictional city and brand new zoo, you will need
Information on costs to build and stock recent zoos
Information on how much money typically comes from a city budget to operate a zoo
How to obtain animals for the zoo

Reference

Biographies
George Schaller
http://www.mnsu.edu/emuseum/information/
biography/pqrst/schaller_george.html
Former Director of the International Conservation Program
Animal Research Careers
http://www.kids4research.org/careers.html
Information about Laboratory Animal Science, with links to individuals who work in the field
Zoo Scientists
http://nationalzoo.si.edu/ConservationAndScience
/Scientific_Staff/default.cfm
Links to multiple scientists at the National Zoo
Dr. Meg Sutherland-Smith
http://www.sandiegozoo.org/wordpress/
default/not-just-your-ordinary-vet/
Senior Veterinarian of the San Diego Zoo
Jeff Corwin
http://kids.discovery.com/fansites/jeffcorwin/bio/bio.html
Host of the Discovery Channel’s Jeff Corwin Experience
Timelines
History of San Antonio Zoo
http://www.sazoo-aq.org/animalexhibits/index.html
Summary of the founding of the San Antonio Zoo
Metric System History
http://www.sciencemadesimple.com/metric_system.html
Details about the history of the metric system
Zoo History
http://library.thinkquest.org/3378/History.html
Brief history of the first zoos with a link to a description of modern zoos
Caldwell Zoo History
http://www.caldwellzoo.org/history.htm
History of the development of this zoo located in Tyler Texas
Additional Information
Gilman International Conservation
http://www.giconline.org/epulustation.htm
Brief summary of the work with Okapi taking place at the Epulu Research Station
The Houston Zoo
http://www.houstonzoo.org/en/cms/?2024
Summary of how veterinarians take care of the zoo animals
The Colchester Zoo
http://www.colchester-zoo.co.uk/index.cfm?fa=education.homework.why
Very good FAQ page about general concerns for zoo animals and keepers
American Association of Zookeepers
http://www.aazk.org/zoo_career.php
Helpful information about zoo keeping as a career
Mrs. Tracy Trimpe
http://sciencespot.net/Pages/classgen.html#Anchor2
“Science Method Unit & Safety Rules” has a variety of interesting resources
Dreamworld
http://www.dreamworld.com.au/content/standard3.asp?name=TigerIsland
Description of wildlife park in Australia that features an area focusing on tigers
Mr. Lazaroff-Staples High School
http://shs.westport.k12.ct.us/mjvl/biology/microscope/microscope.htm
Tutorial on how to use a microscope accurately; compares the difference between � looking and seeing to listening and hearing
Avril Bourquin
http://www.manandmollusc.net/links_zoos.html#v_zoo
Comprehensive list of zoos
Panthera
http://www.panthera-foundation.org/tigersforever.aspx
Summary of research goals for the Tigers Forever project
Zoolex Zoo Design Organization
http://www.zoolex.org/zoolexcgi/gallery.py?
sort=publishing_date&start=10
Features lists of relatively new zoo exhibits from around the world
DuPont
http://www.sciencenewsforkids.org/pages/safetyzone.asp
This site has a very good summary of lab safety considerations for science classes

Questions & Answer Keys

Study Questions and Answer Keys
  1. Name three activities that are included in a “Species Survival Plan.”
    Answer: Activities included in an SSP are managing breeding for a healthy population, research, public education, reintroduction, and field projects.
  2. Do you think that other species of animals could be helped by an SSP for “flagship species”? Explain why or why not.
    Answer: Yes, a Species Survival Plan for a flagship species can help other species, because part of the plan can include preserving the wild habitat, or reintroducing the animal to the wild. No living thing is completely independent of other living things. The flagship species might be an important food source for another animal, or may eat other kinds of animals so that those populations stay balanced. A flagship species may also have relationships with plants, such as pollinating them or protecting them from other animals. When people learn about the habitat of a flagship species, they may also learn about other kinds of animals that they would be interested in helping.
  3. Describe how zoos have changed the way they keep the animals.
    Answer: Long ago, zoos kept animals in concrete cages with bars on them. Today, zoos have spaces that look more like what the animal would see in the wild.
  4. Name three natural behaviors that enrichment can produce in zoo animals.
    Answer: Three natural behaviors that can happen because of enrichment are play, aggressive posturing, and scent marking behavior.
  5. You need to use the Olympus CH30 microscope. The objective is currently set at 10X. The teacher’s instructions are to view your specimen at 40X. Explain how to adjust the microscope.
    Answer: Adjust the view using the course focus knob, then the fine focus knob. Turn the eyepiece to 40x objective, and then adjust again using the fine focus knob. Never use the coarse adjustment knob at magnifications higher than 10x (low).
  6. Why is it important to wrap the cord around the base of the microscope before putting it away?
    Answer: It is important to wrap the cord around the base before putting it away because a dangling/hanging cord could cause you to trip, fall, and break the microscope while you are walking.
  7. Write one to three sentences that explain how to use a graduated cylinder. Include the word meniscus.
    Answer: Use a graduated cylinder to measure the volume of a small amount of liquid. When you read the volume that is in the cylinder, you must read at the bottom of the curve, or meniscus. You should lower your head until the liquid is the same level as your eye, because if you are looking at it from a higher or lower position, there are different things behind it, which will make the height of the liquid look as if it is in a different place.
  8. List the place value for each bar on the scale, from top to bottom.
    Answer: The top bar measures tens, the middle bar measures to the hundreds, and the bottom bar measures ones and smaller, or ones and tenths.
  9. Which four safety categories do you think would be most important in the zoo? Explain your answers.
    Answer: The four most important safety categories for a zoo are: 1. animal safety, because people that work at the zoo or visit the zoo should know how to handle, or how to act, around the animals, 2. sharp object safety, because some of the animals might need medicine or to be tranquilized with a needle, and some of the holding pens or tools might have sharp edges, 3. biological hazard, because some zookeepers might have to handle bodily fluids or wastes of the animals, 4. chemical safety, or poisons, because there are many different kinds of substances that are involved with keeping a zoo clean, and substances that are alright around some animals may be harmful to others.
  10. After viewing the picture of the laboratory, name three pieces of laboratory equipment and the safety symbol or symbols that would match each one.
    Answer: When you use a graduated cylinder, or Erlenmeyer flask or test tube rack, you should consider chemical safety, clothing protection safety, poison and sharp object safety. You might be using the cylinder or flask to measure chemicals, and the test tubes to hold chemicals, that are harmful if you get them on your skin or swallow them, and if you drop the glass cylinders tubes, or flasks, they could break. When using a Bunsen burner, you need to remember Thermal Safety and Fire Safety so that you do not bring any chemicals that could catch fire too close to the flame. You should also use Eye Safety, because you need to wear goggles whenever you heat a substance in the lab. When using the analytical balance, you should remember chemical safety, and know how to clean up what you are measuring if you spill it. When using a laboratory oven, remember Eye Safety, Thermal Safety, and Chemical Safety to make sure that it is okay to put the substance you are using in the oven.
  11. Write a short phrase that would help you remember what kind of hook to use if you were a reptile keeper.
    Answer: The bigger the snake, the longer the hook. The smaller the snake, the smaller the hook.
  12. Name three different parts of the world where Dallas Zoo projects are taking place.
    Answer: Three locations where the Dallas Zoo is currently working on projects are Asia (the Phillipines), Mexico, South America, southeast and northwest Dallas County,
  13. Name five different animals that are part of the Dallas Zoo’s Collection Based Research Programs.
    Answer: Five different animals from which the Dallas Zoo collects data are Ocelots, Okapis, Black Rhinocerous, Gorilla, Mandrill, Chimpanzee, Flamingos, Kori Bustards, Monitor Lizards, Tree Snakes, Chuckwallas, and Salamanders.
  14. Describe the function of the Okapi’s stripes.
    Answer: The stripes give the animal good camouflage in the rain forest and may help babies recognize their moms.
  15. If the stress hormones are produced inside an animal’s body, how do scientists measure them if they are not sticking needles into the animals?
    Answer: The scientists collect urine, feces, and saliva to measure the hormone levels in the animals.
  16. What events have scientists found that raises the stress level of the animals that live in zoos?
    Answer: Research has shown that construction of new parts to the zoos, the height of the holding areas or cages, changes in smells around the area, and moving to a new exhibit can raise the stress level of the animals.
  17. If you are at school and the extremely loud fire alarm sounds in your classroom, trace the path of cortisol through your body.
    Answer: Cortisol is released from adrenal glands on top of the kidneys, where it heads to the brain (the hippocampus of the brain). Different hormones go to the adrenal glands to stop the corisol release and go to the brain to round up the cortisol and take it through the bloodstream to the kidneys where it will go to bladder to leave the body with other waste.
  18. Give a synonym for the word stress that describes what is happening inside the body and explain your answer.
    Answer: A good synonym for stress that would explain what is happening in the body is imbalance, or uneven because the stress is caused by the uneven levels of hormones in the body.
  19. List three locations where the St. Louis Zoo has projects, and the animals that are being helped by them.
    Answer: Three locations for St. Louis Zoo projects are the Horn of Africa, where they work with Grevy’s zebra, Madagascar, where they help lemurs, and Armenia (Russia and Asia Minor) where they help mountain vipers (snakes)
  20. List three accomplishments of the Conservation and Research Center at Front Royal.
    Answer: The center has helped to put more and reintroduce black footed ferrets into the wild in the US. They have studied how cutting down trees has affected the Allegheny Mountain area. Their studies have lasted many years providing long records, and they have studied Kentucky Warbler birds in the summer in Virginia and in the winter in Central America, which can help many other birds that migrate.
  21. Agree or disagree with this statement and explain your answer: It does not matter to me whether or not amphibians like frogs and toads become extinct, because I do not live near any frogs or toads.
    Answer: Disagree. Amphibians can live in many different places, so even if you do not see them, there are probably some near by. Frogs and toads eat mosquitoes that can travel great distances, so a frog far away could eat a mosquito before it gets to your house, bites you, and makes you sick. Amphibians also secrete or release fluids from their skin that might make new medicine for people all over the world, so saving amphibians can help everyone.
  22. Name your favorite project, its location name the participating organizations, and explain your choice.
    Answer: Here are some examples of possible answers: “My favorite project is the one in North America, at the St. Louis zoo on the American Burying Beetle. This is my choice because this beetle keeps the environment clean by getting dead things out of the way.” “My favorite project involves the Malayan Flying Lemur in Singapore/Southeast Asia. It is supported by Singapore Zoological Gardens. I like this project because I think it would be cool to stay up all night and study an animal that lives in trees.”
Quiz Questions & Answers
  1. If a zoo scientist needed to find the weight of a newborn chimpanzee, what might they use?
    Answer: D. triple beam balance
  2. An experiment that takes place within a zoo is referred to as…
    Answer: C. in situ.
  3. A small quantity of bloodworms is sitting on a triple beam balance. To balance the scale, the largest slider in the middle has to remain at zero, the back slider must be on the 50, and the front slider must be exactly halfway between the 2 and the 3. Which number below shows the correct measurement?
    Answer: C. 52.5 grams
  4. Which student is the best dressed to use a Bunsen burner to heat 10 ml of salt water until it boils?
    Answer: B. a student wearing a lab apron, safety goggles, their hair tied back, closed toed shoes and gloves
  5. Which pair of animals is considered amphibians?
    Answer: A. frogs and toads
  6. Which zoo should you visit if you are interested in meeting a scientist who has studied Lemurs in Madagascar?
    Answer: C. The St. Louis Zoo
  7. Which resource has information about current zoo research on each of the seven continents?
    Answer: A. WAZA
  8. The zebra-like appearance of the back of the Okapi is an example of
    Answer: A. camouflage
  9. Which statement accurately describes research at the Dallas Zoo?
    Answer: D. Dallas Zoo research features both field and collection based projects.
  10. What is the best choice of container to take a small alligator from Florida to a research facility in Australia?
    Answer: B. a bag
  11. Two species that benefit from the National Zoo Conservation and Research Center in Front Royal, Virginia are the…
    Answer: B. blackfooted ferret and Kentucky warbler.
  12. Feelings of stress in people are caused by…
    Answer: .
  13. Studying stress in animals…
    Answer: D. A and B
  14. The Smithsonian National Zoological Park has a research facility located in…
    Answer: A. Virginia.
  15. Which hypothesis is the most realistic for the Amphibian Conservation Initiative at the Henry Doorly Omaha Zoo?
    Answer: D. Larger mosquito populations are the result of amphibians losing their habitats.
  16. Enrichment for zoo animals means that…
    Answer: B. the animals are given toys to play with and interesting things to smell to encourage them to act as they would in the wild.
  17. Lana is a zoo scientist who needs to find out if a baby elephant has a parasite in its bloodstream. Which statement best describes what she should do in the lab?
    Answer: A. She should put a drop of the elephant’s blood on a slide and examine it under a microscope.
  18. Which of the following is part of a Species Survival Plan?
    Answer: D. both A and B
  19. When using the microscope, it is important to remember to…
    Answer: C. never use the coarse adjustment at high magnification.
  20. What is the proper way to measure liquid in a graduated cylinder?
    Answer: D. measure the liquid at the bottom of the curve, or meniscus by lowering your head to eye level
  21. In a set of instructions for a lab exercise, a symbol of a human hand with drops of blood coming off a finger means that…
    Answer: D. this lab involves the use of sharp objects.
  22. Methods of studying animals that examine waste products and behavior, and avoid using needles or doing surgery are referred to as what type of procedures?
    Answer: C. non-invasive
  23. You are assisting a snake scientist on a special research project from the Australia Zoo. Suddenly he stops and says “Wow! That’s the biggest snake I’ve ever seen!” To catch it, what should you hand to him?
    Answer: C. large snake hook
  24. Which statement below describes enrichment in a zoo animal exhibit?
    Answer: C. Hiding food in the large sunbear habitat to encourage the sunbears to forage.
  25. Which statement below describes a successful Species Survival Plan?
    Answer: B. Healthy animals that were born in zoos are now mating in the wild.
  26. The hormone cortisol is released from the
    Answer: A. adrenal glands
  27. Your lab partner has been instructed to fill a graduated cylinder with 15 milliliters of sugar water. Your partner stops pouring the liquid as soon as two corners of liquid appear to touch the 15 ml mark on either side of a curve. Is the measurement correct?
    Answer: D. No, because the two outside corners should be slightly above the 15 ml mark; the bottom of the curve should be exactly on the 15 ml mark
  28. An animal that has markings like a zebra and is related to a giraffe is the…
    Answer: B. okapi
  29. A scientist that has a job at a zoo…
    Answer: B. may work at the zoo and travel to other countries to do research.
  30. Which pair correctly identifies the species and location for projects from the Dallas Zoo?
    Answer: C. Ocelots in Chiapas, Mexico
Project
Write a plan for a research project for Planet Z. The plan should consist of three paragraphs.

Use the first paragraph to choose a breeding pair of one kind of animal that you would like to transport to Planet Z that you feel is important to research.

The second paragraph should include a hypothesis and a list of equipment you will need to test your hypothesis. Keep in mind that you will need some special equipment installed on the plant to keep track of the animals because you cannot go to the planet. You will also need equipment at the space station to make measurements or record data.

The third paragraph should explain the method, or steps you would use during your research project.

Rubric
Excellent (30 – 20)
An excellent student response meets all the project requirements and demonstrates that the student absorbed key lesson concepts and gave them thoughtful consideration. The response shows original thinking, creativity, and a strong sense of purpose. Ideas are organized and clearly articulated according to the proper conventions of writing (at this grade level).
Satisfactory (20 – 10)
A satisfactory student response meets most of the project requirements but overlooks one or more important elements. It reflects a general understanding of the key lesson concepts but shows little depth. The response shows little creativity or originality. Ideas are somewhat disorganized and difficult to follow, and there are numerous grammatical and mechanical errors.
Needs Improvement (10 – 0)
The student response is perfunctory, showing little or no effort. It is unclear if the student thought about or even read any of the lesson content. Ideas are scattered or off-topic. If possible, ask the student to revisit the lesson with a peer or mentor and then rewrite his or her response.