Appendix E:
Program
Goals and Objectives
Zoo Atlanta Neighborhood
Charter School
Partnership Phase 1
The first
step in our successful partnership is for Zoo Atlanta to identify age and
content appropriate programs that the students in the Charter School can easily
participate in. Following are
descriptions of three programs that the Education Department of Zoo Atlanta
conducts. I propose that we offer
these programs to the Charter School students at a reduced rate and with grant
funding and consultants, we can develop specific lesson plans and curriculum
for the classes.
PROGRAMS
1 & 2
ANIMAL BEHAVIOR RESEARCH AT ZOO
ATLANTA
PROGRAM
GOALS
To provide hands-on field experience for students integrated into a
multidisciplinary educational project with a lasting significance.
NEW EXPLORERS GOALS
To provide an introduction to Animal Behavior Research and Scientific
Data Collection
YOUNG
SCIENTIST GOALS
To provide
the Young Scientists students with a hands-on field experience in the area of
science
To increase
their knowledge of behavior and environmental needs of a particular animal
species
To expand
their appreciation and respect for the value and interconnectedness of all
living systems
To provide
an opportunity to explore careers through direct participation in field
research
To learn
how to research, tabulate and summarize data, and write a scientific paper and
/ or develop a scientific presentation according to established professional
standards
AUDIENCE
The animal
behavior research programs are designed for Middle School level located in the
metropolitan Atlanta area. The programs are easily adaptable to other age
groups. Grades four through ten
have participated in the program. Through the use of Distance Learning
technology, students located in far reaching areas of Georgia, such as Charlton
county Georgia participate in Zoo Atlanta Animal Behavior Research programs
during the school year.
Students will
be expected to apply themselves to the observation task with concentration,
perseverance, and patience.
Students will
be expected to accurately complete 5 data sheets during each observation
period.
Students will
be expected to write a summary of their findings, including graphs of their
data in a scientific paper, and in the case of the Young Scientist program
present their study orally.
The
anticipated results are an improvement in science literacy and comprehension,
oral and written skills and development of necessary skills for lifelong
learning and appreciation for our natural world.
Students are
strongly encouraged to research current topics that describe the plight of
endangered species throughout the world and the conservation efforts to save
them. All of our program
participants are encouraged to “think globally and act locally.”
BENEFITS
In addition to science, this project will cross several
other academic disciplines and life skills, including mathematics (graphs and
percentages), language arts (expository writing), oral skills, research skills,
science skills, computer applications and technology (spread sheet, graphics,
presentation development and word processing), and career exploration. Students will benefit from
participation in this project according to their individual needs and
abilities, and proportionally to the amount of effort they expend. The Animal
Behavior Research Program will also create a learning environment that will
help students value living systems and gain an appreciation for zoo related
career opportunities.
PROGRAM
DESCRIPTION
New
Explorers and Young Scientists are unique educational programs that provide
students with a hands-on field study experience. Using the scientific method, students develop and implement
an animal behavior research project.
With instruction from zoo educators and the option of one, three or six
trips to the zoo, the students collect data on designated individual
species. A teacher’s manual
provides preparation and follow-up activities for the classroom, ending with
the writing of a scientific paper and or presentation.
SIGNIFICANCE
AND INNOVATION
The
Animal Behavior Research programs are multidisciplinary educational projects
that provide an environmental experience of lasting significance. The Animal
behavior Research programs have a lasting and influential impact on the
students who participate; it is often their first introduction to behavioral
research, conservation, and science.
This
project helps students to develop the framework for critical thinking and
lifelong learning;
Students
in the Animal Behavior Research Program incorporate:
“Visualization”
– Observation of animals in zoo exhibits
“Synthesizing” – Understanding the
importance of all living creatures to them
“Text to self learning” – retention of
real life experiences with animals
“Text to text learning” – comparison to
other students observations and materials
“Text to world learning” – appreciation
of all living systems, in the entire world
The
students assume the role of “Junior Researcher” and gain an
appreciation for science and field conservation. The students truly understand how individuals and
institutions around the world play vital roles in international species and
habitat conservation.
This
project is designed to be easily adaptable nationwide, through partnerships
between local school systems, a variety of zoos and aquariums will be able to
replicate or adapt this program to their various audiences and needs. Any institution that has “live
animals or living ecosystems” can utilize this program.
It is
our desire that this project will serve as a model to prove the feasibility and
need for local, state and national partnerships in innovative formal and
informal education programming.
ZOO
VISIT
Learn
about the Scientific Method, behavioral research, and conservation
Introduction
to the complexity of a research project and the wide range of skills necessary
for research
Develop
hypotheses
Design
ethogram
Collect
data
TEACHING
MANUAL
Written by
Zoo Atlanta Educators and Metro Atlanta teachers
18 week
curriculum timeline
Step by
step teaching guide
Practical
forms for project management (permission slips, data collection sheets)
STUDENTS
MAY CHOOSE FROM THE FOLLOWING FIELD CONSERVATION AND RESEARCH PROJECTS:
Okefenokee
National Wildlife Refuge
Action for
Animals
Africa
Biodiversity Conservation Program
Drill
Rehabilitation and Breeding Center in Nigeria
Malagasy
Primate Conservation
Hornbill
Dating Center
NEW EXPLORERS PROGRAM
DESCRIPTION
The New Explorers program is a classroom curriculum
combined with a one-day zoo visit that emphasizes animal conservation and
behavior research. The 2-hour zoo program gives students the opportunity to put
their new understanding of animal behavior to practical use. Through collecting
observational data and analyzing results, students will experience authentic
behavior research.
For approximately 45 minutes students will be engaged in a
discussion about the need and importance of animal behavior research. In
addition, students will also be instructed about the procedures that they will
use while they are on zoo grounds.
Research
1.
Who
wants to be a researcher?
2.
What
comes to mind when I say research? Scientists?
3.
Characteristics
of an animal behavior researcher
4.
What
kind of research do we do at Zoo Atlanta?
5.
Why
do we do research?
6.
Examples
of zoo research projects
7.
Exercise
in paying attention to details (re-emphasize Characteristics of
a
Researcher)
8.
The
Scientific Method
9.
Research
Question: How does the species behave at Zoo Atlanta?
What
parts of the habitat does the species use?
10.
Discuss old zoo cages vs. natural habitats
Students will then proceed to the exhibits of their
pre-selected study animals. With guidance from Zoo Atlanta's graduate students,
New Explorers instructors and the group chaperons, students will spend 30
minutes observing and recording the behaviors of their study animal.
After all observations are complete, students and chaperons
return to the education center where they will be guided through the final
stages of the program. Students will analyze their animal by graphing and
discussing the data they collected.
Method: Focal animal sampling, Materials to
Students and 1-0 data collection
1.
Each
student will receive an animal identification sheet, an ethogram,
a
habitat map, data collection sheets, and 2 graphs.
2.
Develop
an ethogram. An ethogram is a
catalog of all an animal’s
different behaviors. Circle 7 behaviors on the sample
ethogram provided. Write the
codes on the data collection sheet under the behavior section. The last behavior will be
“Other,” to encompass every other behavior not specified on your
sample ethogram.
3. Focal
animal.
4. Observe
and record behavior and location of 1 individual, focus
sampling.
Check the behaviors that occur and
the locations used during each one-minute interval.
Only make one check even if the behavior occurs three times
during an interval.
Exhibit instructions
1.
Using all senses, observe your
species and note anything distinguishing
2. Identify individuals
3. Identify sections of the habitat
map
4. Collect data for 10 minutes
5.
Collect
data on a different individual for 10 minutes
6.
Meet
back in classroom at specified time
Conclusion
1.
Discuss
observations and data collection
2.
Tabulate
data
3.
Graph
behavior and location data on a bar graph
Why do scientists use graphs to
present data?
Bar graphs provide a simple way to
describe research results in an easy to read and understandable form.
Plot the individuals side by side
and shade each differently for an easy comparison rather than trying to compare
confusing raw data.
YOUNG SCIENTISTS PROGRAM
DESCRIPTION
The Young
Scientist program is a classroom curriculum combined with either a 3 or 6 day
zoo visits that emphasize animal conservation and behavior research. This zoo
program gives students the opportunity to put their new understanding of animal
behavior to practical use. Through collecting observational data and analyzing
results, students will experience authentic behavior research.
VISIT 1
TO ZOO ATLANTA
Preparation
of Materials for Each Student Prior to Zoo Visit:
1.
Characteristics of an animal behavior researcher
2.
Scientific Method
3.
Ethogram
4.
Animal Identification Sheets
5.
Habitat
Map
Zoo Visit
(led by Zoo Staff):
The
first 2-hour visit to the zoo is spent in an instructional classroom session as
well as on zoo grounds. A staff member of the zoo's education department will
introduce students to the program by discussing the purpose and goals of animal
behavior research. The discussion will then lead into the characteristics of an
animal research scientist, as well as the scientific method (refer to student
handouts). In this first zoo session, students will develop three scientific
questions and hypotheses. Using a fictional character, such as the unicorn,
present the students with scientific questions:
Question #1 - "Does
the Unicorn utilize all sections of its habitat equally?
Question #2 - The third question is a comparison question. Students develop their
own comparison questions, keeping in mind the species of animal they are
studying at your zoo. Examples of a comparison question: "Does the male
unicorn behave the same as the female unicorn?” “Do juvenile unicorns utilize the habitat the same as
adult unicorns?” or “How do they behave with each other?”
Have students write their three questions on the "Scientific Method"
sheet in the space provided. Next, have students define the word "hypothesis."
Provide a sample hypothesis for each question before student’s
work on developing his or her own. This process may take a while. It is a
good idea to check students’ questions and hypotheses individually,
making sure that questions are not too complex and the hypotheses are relevant
to the questions. This is a crucial
step and should be finished at school, if time does not allow at the zoo.
After
the questions and hypothesis are completed prepare students to proceed onto zoo
grounds for their initial behavior observations. Students should take time to
identify the individual animals in their species using the identification
sheets. In addition, students should familiarize themselves with the habitat
map. Have students take some time (20 to 30 minutes) to observe behaviors of
their species and create a list of behaviors that they observe. Explain that
the list of behaviors will be used to develop their ethograms the next time they
visit the zoo. Stress the
importance of objective observations rather than the subjective interpretation
of their observations. For example, an animal at rest is not considered
“lazy.” Zoo staff,
teachers and chaperones will be available to assist students throughout their
observational session.
VISIT 2 to ZOO ATLANTA
Preparation
of Materials for Each Student Prior to Zoo Visit:
1.
Sample Ethogram for Unicorn
2.
Ethogram, blank form
3. Sample
Ethogram for the selected species (This is helpful as a teacher
reference,
and could help students that are having great difficulty with
their
ethogram. If all students receive
this they will be reluctant to use
their
own behaviors and definitions.)
3.
How to Collect Data
4.
Data Collection Sheet, blank form
5.
Sample Data Collection, completed
6.
Data Summary Sheet, blank form
7.
Sample Data Summary Sheet, completed
Zoo Visit
(led by Zoo Staff):
The
second visit to the zoo includes a classroom discussion session as well as data
collection practice time on zoo grounds.
Upon arrival at the zoo, students will create their own ethograms using
notes and observations made during their previous zoo visit. It is important to
discuss the purpose of an ethogram, as well as provide an example for the
students beforehand. Explain behaviors that could possibly be included on an
ethogram and how each ethogram is specific to an individual species of animal.
Using
the blank ethogram development sheet, instruct students to create an ethogram
for their species. The sample
ethogram may be used as a basis for developing this tool. It is helpful as a teacher reference,
and could help students that are having great difficulty with their
ethogram. However, if all students
receive a sample ethogram for their species, they may be reluctant to use their
own behaviors and definitions. The ethogram must contain behaviors that are
relevant to their individual hypotheses. Be sure to include an
"other" category as well. Many students need individual attention
throughout the ethogram development process. Teachers and chaperones may want
to work one-on-one with students at this time.
If
it has not already been addressed, there should be a discussion about behaviors
that often make students uncomfortable and awkward (specifically, eliminating
and mating behaviors). Students
can be given the appropriate scientific terminology, and the importance of this
data in terms of animal health and the species survival. Modeling discussions of these behaviors
based on a scientific mindset often liberates the students from embarrassment
and provides them with an alternative and mature approach to their research.
Instruct
students on the procedures they will use and the importance of their equipment
and materials during the next four visits to the zoo. Points of discussion
should include:
1. List
of materials needed for each visit (watch, animal IDs, map,
ethogram,
data collection sheets, pencils, clipboard)
2. Data collection procedures
for each 20 minute focal sample.
3. General zoo rules and etiquette.
Be
sure to point out the importance of varying focal animals throughout their
study. The more individual representatives of a species they study, the more
legitimate and valid their data and their conclusions will be. Students will be
using the focal sample, 1-0 method of data collection. They will focus on one
animal for a twenty-minute observation period. Five observations per zoo visit are suggested.
During the observation period, students will record one individual's
every behavior observed throughout each minute. In addition to behavior, students
will record the animal's locations within the habitat. It is a good idea to stress the importance
of staying with their chosen animal for the entire twenty-minute data sample
time period. Students might want to change animals in the middle of a sample
if the animal is not visible or seems "boring." This is not proper scientific protocol
and is not practical in “real” data collection. It is also important to explain that a
data collection sample may never begin with an animal that is Not Visible
(NV).
Before
proceeding to the zoo habitats, students will practice collecting data from a
video and then compare their results.
At this point, all questions about the data collection procedure should
be addressed.
Next,
students should collect data with their ethogram for one 20-minute sample. This will also be a practice data
session.
Final
Project:
After the
second orientation, each student’s ethogram should be checked to insure
that the behaviors are appropriate to the species, that each behavior is well
described, and that all significant species behavior are included. Each student must have included in
their ethogram whatever behaviors are needed in order to prove or disprove
their hypotheses.
If
students observing the same species want to combine their ideas and adopt the
same ethogram, they can compare results after all their observations are
completed. In this way they can
validate their own work and discuss the implications of their data. They should not, however, actually
collect data in pairs; each student should work alone during the observations.
The
final task is to prepare their clipboard with their animal Ids, the habitat
map(s), the ethogram they have developed, the required number of data
collection sheets and pencils. Remind students to bring a watch that shows
seconds. Also, a camera is recommended on at least one observation, and
binoculars will be beneficial for some species.
PROGRAM
3
THE ZOO
ATLANTA EDUCATIONAL OUTREACH PROGRAM
“THE
ZOOMOBILE”
ZOOMOBILE
GOALS AND OBJECTIVES
The
Zoomobile program offered by Zoo Atlanta is a fee based outreach education
program. The program consists of animals and biofacts being taken to various
locations around the city of Atlanta, including schools, church camps,
retirement homes, hospitals, and many others. This interactive program allows
children and adults to experience wildlife without having to come to the zoo.
However, it is our aim to stimulate their enthusiasm to visit the zoo as well
as other wildlife centers in the area. This program is taught in a way that is
fun and informative.
The goals
of all Zoomobile programs involve:
-To value
wildlife
-To
respect all living things
-To obtain
knowledge about endangered species
-To
understand habitat loss and destruction
-To know
characteristics of different species
-To become
involved in conservation and recycling
-To take
personal pride in and protect our natural world
Wildlife
education goals are demonstrated by:
-Discussing
differences between pets and wildlife.
-Demonstration
of animal biology using biofacts and artifacts.
-Providing
information about wild animals and answering questions.
-Display
of various animals as wildlife ambassadors to aid in teaching wildlife
education.
-Increase
knowledge about recycling using recyclable products, and our global ecosystems
in general.
It is our
hope that any participant that experiences a Zoomobile program will take away
a greater interest in protecting our world's wildlife. We feel that by learning
the importance of respect for animals, one can be a more respectful human
being. We want the children that inherit this world to realize that it is
their responsibility to protect wildlife, including endangered species, and
teach others about conservation of our natural resources.