2018

Docent Manual

Suzi Fontaine, Education Curator Montgomery Zoo and Mann Wildlife Learning Museum 7/24/2018 Table of Contents

Docent Information ...... 2 Dress Code...... 9 Feeding and Cleaning Procedures ...... 10 Docent Self-Evaluation ...... 16 Mission Statement ...... 21 Education Program Evaluation Form ...... 22 Education Master Plan ...... 23 Animal Diets ...... 25 Mammals ...... 27 Birds ...... 48 Reptiles & Amphibians ...... 63 Invertebrates ...... 76 Animal Handling Policies and Procedures ...... 81 Handling Birds of Prey ...... 83 Reptile and Arachnid Handling ...... 86 Zoonosis ...... 88 Emergency Procedures ...... 96 Montgomery Zoo Employee List ...... 114 History of the Montgomery Zoo ...... 119 Locations of Animals in the Zoo ...... 121 Endangered and Threatened Species ...... 122 Endangered Species at the Montgomery Zoo Fact Sheets ...... 125 No Public Feeding Policy ...... 137 History of Zoos ...... 138 The Role of Zoos in Endangered Species Conservation ...... 140 Ecology ...... 149 Taxonomy ...... 154 Reptiles, Amphibians, & Fish ...... 160 Birds ...... 178 Mammals ...... 183 Invertebrates ...... 189 Glossary ...... 194 Frequently Used Abbreviations ...... 195 Zoo Vocabulary List ...... 201

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Docent Information

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What is a Docent?

“Docents are on the cutting edge of conversation, in educating people about the beauty and intrinsic value of all kinds of animal life. What a job, to cajole people into kinship with instead of dominance over nature.” (Taken from the Association of Zoo and Aquarium Docents, 1966 conference proceedings) Volunteers are a Special Breed Are you the type of person that spends a great deal of time doing for others and asking for nothing in return? Do you have some extra time on your hands that you would like to fill with fun and exciting activities while learning about wildlife? If the answer is yes, then you would make a wonderful volunteer at the zoo. Volunteers are a special breed because they don’t work for a monetary reward, but receive something of greater value to them. They get satisfaction in the completion of a well done project. They get contentment knowing they have helped someone. They get a feeling of self-worth just knowing that they are needed. Not only does the education department of the zoo need you; the animals at the zoo need you too. The cheetahs need you to spread the word about their dwindling populations in the wild. The macaws need you to inform the public about the destruction of their Rainforest habitat. The snakes, both venomous and nonvenomous, need you to dispel the many misconceptions that people have about them. All the animals need you to educate the public on how important it is to respect all species and to preserve the diversity of life. The animals at the zoo need a voice… your voice. How can you make a difference? Easy. At the Montgomery Zoo you will learn how zoos are involved in wildlife conservation through an exciting training course designed especially for education volunteers. You will learn about the many different animal species that live at the zoo, and their status in the wild, whether it be stable, threatened, or endangered. You can learn about different animal behaviors and adaptations of animals that help them to survive in the wild. Then you can take what you have learned and give that knowledge to a child, or excite a zoo visitor by pointing out a baby Siamang in an exhibit that they would have otherwise missed. There is so much that an education volunteer can become involved in at the zoo. From creating educational bulletin boards and discovery tables, participating in summer workshops for children, or training the education animals for programs. The greater your creativity and dedication, the more opportunities will become available to you. Volunteers are important in making the visitor’s time at the zoo special by answering questions when a zoo employee may not be available. Volunteers can provide the extra information

3 about the animals to make the visitor’s experience at the zoo more interesting. You have a fun and exciting time ahead of you as a Docent at the Montgomery Zoo. Happy docenting! Education Volunteer Information

Requirements of Docents/Zooteens of the Montgomery Zoo:

1. Docents must be 18 years or older, Zooteens must be between the ages of 13-17. 2. Fill out an application, go through the interview process and be accepted into the program. 3. Complete the training course. 4. Pay a fee of $13 for red uniform shirt. 5. Purchase your own uniform which will consist of khaki shorts, pants, or skirt. NO JEANS ARE ALLOWED! You may also purchase a feeding/cleaning shirt for non-program days. Official uniform must be worn for programs or taking animals into the zoo. You will need to have your name embroidered on your red shirt.  In Montgomery, embroidery can be done by Southern Threadworks at 5979 Monticello Drive  Embroidery font is century medium 6. Complete the required on the job training and pass the open book test with an average of 80%. 7. Donate 4 hours of service per week for Docent, and per month for Zooteens. Volunteers are welcome and encouraged to work more hours. Please put your name on the calendar for the days you wish to work. 8. Attend meetings. Meetings are held on the last Tuesday of every month with the exception of May. 9. Keep a log of hours worked. 10. Help keep the education building clean and education equipment and materials maintained. 11. Contribute articles, activities, and ideas to the Education Department. 12. Request a leave of absence two weeks in advance for a maximum of 8 months. 13. Must re-take training course and begin back at level 1 after 8 months of absence. 14. Participate in feeding and cleaning. 15. Let the education staff know as soon as possible if you will not be able to make it on a scheduled day or for a program.

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Education Volunteer Information

To become a presenter a volunteer should

1. Observe the program 2. Help set up and take down equipment 3. Assist with the program (walk around with props and help answer questions.) 4. Co-present 5. Present entire program to curator.

Animal Handling Levels:

I. Ball python, flying squirrels, pygmy hedgehog, gopher tortoise, star tortoise, salamander, frog, roaches. II. Parrots, bats, screech owl, chinchilla, sugar gliders, armadillo, bearded dragon, tarantula. III. Bettongs, iguana, turaco, cavy, scorpion, kookaburra. IV. Harris hawk, red tail hawk, great horned owl, kinkajou, Kangaroo, Serval.

Volunteers must train with a senior docent in the feeding and cleaning of education animals. After 25 hours at one level docent trainees must demonstrate their competence to curator or senior docent before they move on to the next level.

Volunteer Duty Opportunities

 Assist Curator in preparing educational materials such as: brochures, presentations, slides, pictures, props and scripts.  Caretaking of education animals (feeding, cleaning, training, and presenting)  Library maintenance  Preparation of docent newsletter  Interpretation of exhibits  Creation and manning of discovery tables  Participation in zoo activities  Counselor of children’s summer camps  Giving on-site and outreach presentations  Leading zoo tours  Creating education bulletin boards …..and much more!

Grounds for Dismissal from the Program

 Handling animals incorrectly or without proper training  Not showing up on designated work days  Misrepresenting the zoo or zoo employees  Rudeness to zoo patrons  Failure to meet time commitments

We request that resignations from the program be in the form of a letter stating the reason(s) for leaving.

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WELCOME ABOARD! Education Volunteer Information

Levels of Docent/Zooteen Status and Privileges

Docent/Zooteen Trainee

A docent/zooteen trainee is a volunteer who:

1. Has not completed his or her 25 hours of feeding and cleaning 2. Has not completed the exam 3. Has not begun the training on level I animals (after 25 hours of service)

A trainee has not earned any privileges

Docent/Zooteen

A volunteer who has completed all the requirements stated above and is learning to handle animals, learning to give animal presentations, and is able to escort animals in the zoo and on programs.

A docent/zooteen has earned the right to:

1. Handle level I animals 2. Attend special events

Zooteen Leader:

A zooteen leader has completed the following tasks

1. The ability to give and lead structured programs 2. Attends docent meetings on a regular basis 3. Is able to train in feeding and cleaning 4. Has earned the right to handle level II animals.

Senior Docent:

A docent who has accomplished all tasks outlined for docent leader status and has been with the Education Department for over three years and has over 1,000 hours of volunteer service. In that time this Individual must have earned the right to handle level III animals, have achieved Docent of the Month, and fulfills monthly hour requirements. Senior docent status is up to the discretion of the Education staff.

A senior docent has earned the right to:

1. Attend VIP functions at the Zoo 2. Has first choice for events such as Guntersville and Biscuits games 3. Exclusive attendance at senior docent dinners

Red Docent Jacket

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A red docent jacket can be earned with 1000 hours of service.

Philosophy of Live Animal use in Educational Programs

It is the mission of the education department of the Montgomery Zoo to promote awareness, education, preservation, conservation, and participation in wildlife and wildlife habitats throughout the world.

The zoo education department provides live animal educational programs and events to stress the importance of conserving wildlife and the habitats where wildlife resides as well as to help prevent the extinction of endangered species through education. The zoo education department strives to increase interest in science and animal husbandry and to teach students responsibility and respect for our environment.

The zoo education department provides our community with a wide variety of educational resources and prides itself on being stewards of the environment. The zoo education department’s mission is based on its commitment to deliver accurate information to the public and to promote an increased awareness of the natural world around us.

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Orders of Leadership in Education

Curator of Education

Senior Docents Interns

Docents Zooteen Leaders

Docent Trainee Zooteens

Zoo Teen Trainee

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Dress Code The following information is designed to present a professional appearance while providing for the safety of our volunteers and animals. PROGRAM UNIFORM

1. RED SHIRT- The shirt is purchased from the Education Department. It should be tucked in, ironed, and should have your name and either Docent or Zooteen on it. It should not be torn or excessively faded. 2. PANTS OR SHORTS (Khaki) - Pants or shorts should be ironed or wrinkle free and belt should be worn. The belt should be removed if you are handling one of the larger snakes. Pants/shorts should not be torn, baggy, faded, or have any chains hanging from them. Shorts must be three inches from the knee or longer, not short shorts. 3. FOOT WEAR- shoes will be closed toed and heeled such as boots or tennis shoes. Please remember that we do stand for extended periods of time. 4. OPTIONAL ITEMS- a. HATS or VISORS- If a hat is worn, it should be a “zoo hat” or a plain hat with no logos. Hats should not be dirty or faded. b. JACKETS OR COATS- Should be either the Education jacket or a coat in good repair with no racist, sexist, or inappropriate logos. OPTIONAL CLEANING UNIFORM

1. BLUE T-SHIRT- The shirt can be purchased from the Education Department. You are not required to put your name on it because it is for use in education only.

OTHER T-SHIRTS/SWEAT SHIRTS- Other approved T-shirts and sweat shirts are those used during Summer Camp, Earth day, Zoo Weekend, or any other Zoo event or one purchased from the gift shop that have Montgomery Zoo or Mann Museum on it.

2. PANTS OR SHORTS- same as program requirements. 3. FOOT WEAR- same as program requirements GENERAL REQUIREMENTS AND GUIDELINES

1. You should follow good hygiene- showered, clean shaven, etc. Please keep in mind you are dealing with the public and representing the Montgomery Zoo. 2. Perfume or cologne should not be worn. Some animals (and people) are sensitive to the odor. 3. Jewelry- if worn should be conservative- keep in mind some animals will destroy or become entangled in it. 4. PIERCINGS-Please do not wear accessories in piercings of the tongue, lips, nose, eyebrows, etc. Ear piercings with earrings are acceptable, keeping mind some animals may try to bite and pull them, injuring you and/or the animal. 5. Tattoos-tattoos must not be racist, sexist, or of poor taste. Tattoos may be covered up for programs if they do not meet requirements.

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Feeding and Cleaning Procedures We take great pride in our department and must always ensure the best possible care for the animals housed here. It is Extremely Important that you take your volunteer service seriously and make certain proper care and keeping is given to our animal collection. The following are detailed instructions pertaining to the cleaning and feeding of our education animal collection.

**Obtain diets from the commissary’s walk-in refrigerator located at the rear of the service building. **Take cages out for in-depth cleaning when necessary. **Be certain to initial the feeding and cleaning chart when you have completed your duties and record any unusual behavior observed.

Bats

 Take out food bowl and water dishes every day and clean with soap and water.  Thoroughly clean the inside of the cage EVERY DAY with warm water and paper towels. DO NOT USE ANY CLEANERS WHILE BATS ARE IN THEIR ENCLOSURE!  Be sure to replace the thick layer of paper at the bottom of the cage allowing the paper to go up the sides nearest the backside of the cage.  Sweep the floor under the cage and clean soiled areas.  On Mondays, take the cage outside onto the gravel area and clean with the hose and Bio-enzymatic Stable Cleaner. Leave outside to dry.  Wash all food and water dishes every day and replace fresh food and water.  Water is to be provided all day.  Food is to be given in the evening before 5pm.

Indoor Birds

 Take out food bowl and water dishes every day and clean with soap and water.  Change the paper, remove old food, and clean all bird droppings from the bottom of the cage every day.  Clean the trays with a brush and water every day.  Wipe down and/or scrub the inside of the cages with warm water every day.  Sundays take all the cages out to clean with Bio-enzymatic Stable Cleaner.

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 Sweep under all cages and clean all bird droppings form the floor every day.  Food and water is to be provided at all times. Sugar Gliders, Flying Squirrels, and Kinkajou

 Take out food bowl and water dishes every day and clean with soap and water.  Provide fresh paper every day.  Wipe down all sides and the front of the cage daily.  Be sure to use a brush to clean the bottom and in the corners of the cage.  Be sure to thoroughly wipe down all edges inside and outside of the cage.  Food and water is to be provided at all times.  Take out cages and clean as directed with Bio-enzymatic Stable Cleaner and water (excluding Kinkajou). Chinchilla

 Take out food bowl and water dishes every day and clean with soap and water.  Provide fresh paper every day.  Wipe down all sides and the front of the cage daily.  Be sure to use a brush to clean the bottom and in the corners of the cage.  Be sure to thoroughly wipe down all edges inside and outside of the cage.  Clean cold block.  Thursdays take the cage out for a thorough cleaning.  Give dust bath for no longer than 5 minutes.  Food and water is to be provided at all times.  Take cages out and clean as directed with Bio-enzymatic Stable Cleaner and water. Raptors

 Clean out all the bowls with the dishwashing detergent.  Remove ALL old and/or uneaten food daily.  Daily rake the pens being sure to get all the corners of the fence lines.  Wash away all bird droppings from the fence and any other surfaces.  Spray and scrub food blocks daily.  Pull weeds in and around pens as needed.  Add gravel and/or sand to the pens as needed.  In the summer, mist the birds and keep water fresh.  Take out the trash every day.  Keep the isle way clean at all times and be sure to rake.  Water is to be provided all day.  Food is given at the discretion of the curator or education assistant. Bettongs and Armadillo

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 Take out food bowl and water dishes every day and clean with soap and water.  Wipe down and scrub the inside of cages with warm water every day.  Clean all substrate in cages once a week.  Sweep the floor under the cages and clean soiled areas.  Food and water is to be provided at all times.  Be sure to use a brush to clean the corners of the cages. Snakes

 If food has been left, remove it and record the refused food.  Remove and discard any sheds.  Change the paper if soiled in any way and always after defecation.  Clean inside cages with warm water as needed.  Mist snakes daily when they are opaque or shedding.  Change water daily; be sure the water is warm!  DO NOT HANDLE after snake has eaten or when they are opaque.  Water is to be provided at all times. Frogs, Toad, and Salamander

 Clean out fecal material  Replenish substrate as needed.  Water is to be provided at all times.  Food is to be given according to individual schedule. Gopher Tortoise and Star Tortoise

 (When Inside) Clean the food dish and water dish with soap and water. Water is to be provided every day. Food is fed on Monday, Wednesday, and Friday. Clean the floor in the reptile room if soiled.  (When Outside) Check daily to ensure good health. Provide with fresh water. She digs her own burrow and eats the grass while outside. General Education Maintenance

 EVERY DAY  Take out the trash in the mornings and in the evenings before you leave. NEVER LEAVE TRASH THAT WILL ATTRACT ROACHES!  Sweep and Mop  Clean off the countertops.  Check for cobwebs and clean them away as needed.  Vacuum up dirt, feathers, and dust as needed.  Ensure the classroom is always ready for a program if needed.

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Animal Levels

Level 1 Level 2 Flying Squirrels Armadillo Ball Python Bearded Dragon White’s Tree Frog Bat Roaches Chinchilla Star Tortoise Sugar Gliders Gopher Tortoise Screech Owl Pygmy Hedgehog Amazon Parrot Tarantula Level 3 Bettongs Level 4 Turaco Kinkajou Kookaburra Red-tailed Hawk Cavy Harris Hawk Scorpion Great Horned Owl Rhino Iguana Serval Kangaroo

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Our Responsibilities as Interpreters

1. We must know ourselves, our personalities, our strengths, and our weaknesses. We must acknowledge the extent of our dedication to the subject, the zoo, and the community, and then, make commitments that we can keep. 2. We should maintain a professional attitude, keeping a mature outlook that does not reveal personal opinions or personal problems. We must be sure to carry out, in a willing manner, the responsibilities that are assigned to us. 3. We must learn the educational philosophy of the institution for which we are serving. 4. We should understand how different people learn since guiding tours of a zoo, is in fact, teaching. 5. We should understand zoo visitors, their general intellectual abilities, their limitations, and their possible physical disabilities. 6. We should understand all facets of interpersonal communication skills and adapt our bodies and minds to the task of getting the message across. 7. We must know our subject-an overview of endangered species, natural history, science, anthropology, or habitats- whatever subjects are emphasized in our institution. 8. We must have detailed information about the specific subject or exhibit we are interpreting. 9. We must have interpretive strategies that will enable us to know exactly how to get a point across. 10. We should be ready to change direction or react to an unexpected situation whenever problems arise. 11. We should be gracious, friendly, and warm with all visitors.

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Guided Zoo Tour Techniques

1. Grab your group’s attention witch a good introduction. Tell them who you are and what you will be showing them today. 2. Don’t wear anything that would interfere with eye contact with your group (i.e. sunglasses). Make sure you make eye contact with individuals in the group so they feel like you are talking to them and not just repeating a speech. 3. Use your enthusiasm as a tool to focus attention and generate interest in the walk. 4. Use age appropriate terminology. 5. Using the five senses are important in any learning process. Ask them to look, touch, and smell when appropriate. Also, let them know when it is not appropriate to touch things such as in a “Behind the Scenes” tour. 6. A question and answer technique is an excellent approach to involve your group. Make sure questions are clear and concise. 7. Acknowledge all answers. 8. Wait until the whole group is together before speaking when moving from exhibit to exhibit. 9. Ask teachers to help keep the group together.

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Docent Self-Evaluation This form is to be used by you as a periodic checklist

Animal Education programs Yes No

Did I…

Check the board for the name and grade of today’s group? ______

Help great and seat the students? ______

Remind the children to be kind to the animals? ______

Involve the students with a question and answer? ______

Explain that animals will not hurt them-warn before bringing out the snake? ______

Review material before staring program even if I have given it before? ______

Emphasize respecting animals? ______

Invite adults to participate/assist as appropriate? ______

Tidy classroom when class leaves; replace props and ______

Animals if they are not to be used later.

General

Was I part of the team? ______

Did I use my time widely? ______

Did I have a positive attitude? ______

Was I sure of my information or did I make a guess? ______

(It’s ok to say “I don’t know, but I’ll find out”)

Did I represent the zoo well today? ______

Did I feel comfortable with my knowledge of the information? ______

How will today’s zoo visitors remember me?

Getting Ready

Did I…

Set up props, animals, artifacts, and classroom for the program I am doing? ______

Remember my name tag and uniform? ______

Check to see if the classroom space is ready? ______

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Animal Handling Yes No

Did I…

Familiarize myself with the animals to be used today? ______

Present the animals facing away from the visitor? ______

Remember that only staff and docents may hold the animals? ______

Mention not to touch any wild animals, especially snakes? ______

Emphasize that wild animals do not make good pets? ______

Watch for any unusual behavior in the animals and call a staff member if needed? ______

Tours

Did I…

Greet visitors pleasantly and introduce myself? ______

Ask visitors to list the numbers in their group? ______

Keep an eye on visitors and any animals in the building? ______

Respond to visitors needs and keep my attention on them? ______

Wait for all those on the tour to get to an exhibit before interpreting it? ______

Respond to all questions? ______

Keep an enthusiastic attitude? ______

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Successful Presentation Skills

Eyes:

Sustain eye contact with the visitor. Do not look down or away before making a point. Don’t shift eyes or blink excessively.

Gestures:

Use hand and head gestures to emphasize points. Avoid using distracting gestures. Make movements that are smooth and graceful. Don’t put hands in pockets for extended periods of time or grip objects that don’t serve a purpose.

Posture:

Assume an open and relaxed posture. Lean forward while making a point or listening to another. Face the visitor directly without exhibiting bodily tension. Don’t appear rigid or closed with crossed arms and/or legs.

Verbal:

Use a conversational speaking style. Emphasize important points with change in pitch and volume. Use sufficient and appropriate volume and speak at an appropriate rate.

Suggestions for Overcoming Fear of Speaking Before a Group

1. Know the material (be an expert) 2. Practice your presentation 3. Use involvement techniques 4. Introduce yourself to the group in advance 5. Establish your credibility early 6. Use eye contact to establish rapport 7. Take a course in public speaking 8. Learn participates names and use them 9. Exhibit your advance preparation (ex. Handouts) 10. Anticipate potential problems 11. Check out facilities beforehand (if possible) 12. Obtain information about the group in advance 13. Discover what relaxes you (breathe deeply, meditate, talk to yourself, etc.) 14. Prepare an outline and follow it 15. Dress comfortably and appropriately 16. Rest up so that you are physically and psychologically alert 17. Use your own style 18. Use your own words 19. Assume they are on your side 20. Provide an overview of the presentation (state the end objectives) 21. Accept some fears as being good. There is energizing stress and destructive stress.

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22. Identify your fears, write them down, and confront them. 23. Give special emphasis to the first five minutes. Be super prepared and establish your confidence here. 24. Imagine yourself as a good speaker (self-fulfilling prophecy) 25. Practice responses to tough questions or situations 26. Create an informal setting. Sit on a table or pull up one of the school room chairs to sit in. 27. Most important: Be Yourself. You are the best person to do the job you are doing and if you try to be something you’re not, your audience will see right through you.

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Animal Record Keeping

Keeping accurate records on captive animals is important for a number of reasons:

1. It documents a complete history of each animal owned by or kept at our zoo. The inclusion of identification numbers at former and subsequent institutions links our specimens’ records to those of other institutions, expanding the known history of that specimen. 2. It provides meaningful material for the future. Data accumulated on many individuals is more useful than information on a single individual of a species. By maintaining comprehensive information about all specimens held, meaningful analyses are possible. 3. It provides legal documentation, including proof of title and reports of permits. Complete records and files of correspondence, permits, and agreements provide justification of actions or aid in defense in legal proceedings. 4. It provides genetic history (pedigree) and basic demographic information used in local and global species management. With species disappearing daily, zoological institutions and aquariums are striving to maintain stable captive populations containing the genetic representation needed for the future release of animals into their native habitats. 5. It provides data for research and husbandry. Records can provide information for the development and improvement of husbandry practices.

Categories of information

All categories of information are important when it comes to animal records. Not only should inventory and veterinary information be recorded, but also data on all aspects of the animal’s life history. When seemingly insignificant little facts are recorded over time, they may reveal a pattern of events that becomes meaningful. The following is a list of categories of information that should be recorded:

1. Acquisitions: births, purchases, breeding loans, etc… 2. Removals: deaths, sales, thefts, etc… 3. Veterinary Treatments: diagnosis, treatment, and prognosis 4. Breeding Behavior: pre-copulatory and post-copulatory aspects 5. Statistical Facts: weight, size, age, growth, etc… 6. Cause of Death: necropsy and laboratory reports 7. Diet Information: type of food given and any reactions 8. Life History Information: new habitat adjustments, non-reproductive behavior, origination 9. Drug Use: types given and the effects on the animal

Methods of Marking Animals for Identification

When you are dealing with many individuals of the same species, it is not always easy to differentiate between several of the animals. To make sure that information is recorded properly it is sometimes important to “uniquely” mark individual animas. Here are some mark types:

1. Ear tags (colors, numbers, or both) 2. Ear notching 3. Freeze branding 4. Tattooing 5. Pattern Photography 6. Collar chains or dog tags 7. Horn branding 8. Scale Clipping (reptiles) 9. Bird banding (leg or wing)

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Mission Statement The mission of the Montgomery Zoo is to improve the future for wildlife by exhibiting animals and plants and providing education and conservation programs which encourage respect and stewardship of the natural world and a better understanding of our place within it.

For our exhibits in the education department, we take into consideration the animals that live in the habitat and the caretakers of the animals.

Considerations for the Animals

 Quality of space is more important than quantity  Shape of enclosure depends on the species of animal on exhibit  Materials used to build the enclosure should not be toxic or dangerous to the animals in any way.  Plantings in the exhibits should be similar to the plants found in the animals’ native habitat and nontoxic to the animals.  Barriers need to be effective, but not dangerous to the animals  Environment should resemble the native environment (temperature, humidity shade, etc.)  Social considerations such as keeping colonial animals in groups  Stressors such as boredom become a factor when animals are in the same enclosure day after day (enrichment activities can be provided by the animal caretakers or may be a part of the permanent exhibit.)

Considerations for the Caretakers

 Exhibits should be easily cleanable  Safety of the caretakers

The goal of the signage in the zoo is to attract the visitor and then to give information about the animals that is suitable for all ages. We try to put enough information on the signs so that the public can learn as much about the animals as possible, but they don’t necessarily have to. All the information is so that any school studying any subject can get what they need off the signs. We are in the process of changing all the signs to the new format.

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Education Program Evaluation Form

Name of Program______Age Group______Name of Presenter______Please complete the following questions with the number representing your answer:

1-Strongly Agree 1-Agree 3-Disagree 4-Strongly Disagree

____1. The program was suitably geared to the target audience. ____2. The program was informative. ____3. The program was organized. ____4. The program was interesting. ____5. The program was entertaining. ____6. The program lasted an appropriate amount of time. ____7. The presenter spoke clearly and effectively. ____8. The presenter was knowledgeable of the subject matter. ____9. The presenter was enthusiastic. ____10. The program met the needs of the audience. Please give us any comments or suggestions you may have for the program (please use the back of this page if needed).

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Montgomery Zoo

Education Master Plan Current Programming

1. Guided Tours- To provide the zoo visitor with a more intimate portrait of the wildlife located at the zoo and to provide the opportunity for a more in-depth learning experience. a. General Tour- Provides the opportunity for the visitor to learn more about the animals on exhibit at the zoo by participating in a ninety minute tour with a member of the zoo education department and appropriate zookeeper(s). Participants get a hands-on view of how the zoo is run and what is needed to effectively care for the animals. The Species Survival Plan is discussed, as is zoos involvement globally. b. Behind the Scenes Tours- Provides the zoo visitor with the opportunity to learn more about how a zoo is run. Participants have the opportunity to meet with zookeepers and other zoo staff to gain a higher understanding about the inner working of the zoo. Emphasis is placed on how zoos like the Montgomery Zoo are involved in wildlife conservation throughout the world. c. Self-Guided Tours- Each identification sign located throughout the zoo provides pertinent information about the wildlife located in that habitat. Signage includes both common and scientific names of the species, the animal’s native habitat, a depiction of the animal, and other information. 2. Education Programs-The Montgomery Zoo education department offers a wide variety of programs that are available to the public. Programs may include live animals, PowerPoint presentations, and artifacts that children pass around and see up close. Programs that are offered include: “Animal Adaptations”, “Get Wise About Owls”, “Colors of Survival”, “Birds of Prey”, “Reptiles Alive”, “Biomes of the World”, “Life in the Rainforest”, “Going, Going, Gone”, “Creatures of the Night”, “Alabama Wildlife”, and “Animals Out”. 3. Zoo Walks- Consist of walks through the zoo with an education animal. This provides the zoo visitor with an unexpected opportunity to learn more about a particular animal. It also grants the visitor an opportunity to see the animal up close and to ask questions about the animal. 4. Earth Day Safari- A two day event that includes an Endangered Species Scavenger Hunt, Keeper Talks, Earth Day Trivia Games, Extinction Graveyard, Live Animal Presentations, touch tables, and other Earth Day related items. 5. Family Fun Days- An opportunity for a family to participate as a unit to learn more about a particular topic. Participants play games, create related crafts, and learn more about a particular animal or realm. 6. Summer Camp-Summer camp is held annually each summer and offers camps for ages 5 through 12. Each camp consists of scavenger hunts, crafts, live animal presentations, videos, games, and other learning items oriented around each age group. 7. Animal Enrichment Day- Zoo visitors are provided the opportunity to see zoo animals receive special treats and to learn more about the animals while doing so. Zookeepers are on hand to answer any questions and to provide additional information about the animals. 8. Birthday Parties-Guests may choose to have live animals at their birthday party. This program allows the participants to see the animals up close and grants them the opportunity to ask questions and learn more about the showcased animals.

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One Year Goals:

1. Continue to evaluate current programs for effectiveness and information. Make appropriate changes to improve the programs and meet the audience’s needs. 2. Develop and implement new programs for both on and off zoo grounds. 3. Increase education revenues by increasing the number of programs given each year by 10%. 4. Replace older signage with newer, more colorful signs. 5. Increase volunteer program to include more participants and more in-depth training for the participants.

Two and Three Year Goals:

1. Grow the Education department. 2. Increase volunteer workforce. 3. Improve and strengthen Zooteen program so they will develop into qualified docents. 4. Continue to expand and improve education programs.

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FRUIT GRAINS VEGGIES Animal Diets MEAT Updated 5.22.18

MAMMALS & BIRDS

“Spec” (white-fronted amazon): ¼ cup parrot feed, 2 fruits (favs: oranges, grapes, apples)

“Meep” (turaco): ¼ cup parrot feed, 3-4 fruits

“Ike” “Feebee” & “Gunther” (bettongs): ½ cup kangaroo chow, 1 potato cut up, 1 veggie (favs: mushrooms, squash, blueberries)

“Sheldon” (three-banded armadillo): ½ cup insectivore, ¼ banana

“Chewy” & “Padme” (sugar gliders): ¼ cup primate diet, 2-3 fruits

“Chelsea” (cavy): 3 scoops guinea pig grain, 2 fruits, greens in am, 6 scoops grain in pm

“Kook” (blue-winged kookaburra): 7-9 pinkies, small BOP meat ball

“Rusti” (screech owl): 2-3 pinkies or 1 small mouse, small BOP meat ball

“Luna” (hedgehog): kitten food

“Toby” (chinchilla): 3 scoops chinchilla food, small bowl alfalfa

“Marina” (fruit bat): ¼ primate diet, 6-8 fruits (favs: melons, grapes, oranges)

“Oso” (kinkajou): 3-5 monkey biscuits, 1 banana, 2 other fruits (favs: grapes, blueberries, apples), protein added Mon., Wed., and Fri. (canned chicken or hardboiled egg)

***NO STRAWBERRIES***

”Cynthia” (kangaroo): 2 cups kangaroo chow, 1 apple, handful of grapes, 1 veggie

“Wendy” (Serval): Toronto meat 3x/day

REPTILES

“Spud” (rhino iguana): 2 veggies, dark greens

“Taz” (bearded dragon): 2 veggies, dark greens

“Star” (star tortoise) & “Desoto” (gopher tortoise): 2 fruits, 1 veggie, dark greens

“Homer” & “Dezzy” (snakes): 1 rat for Homer, 1 small mouse for Dezzy

***only fed Mon., Wed., and Friday***

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“Dumpling” (white’s tree frog): 2 crickets (Tues. & Sat.)

“Brittney Rose” (tarantula) & “Duchess” (scorpion): 1 cricket every 2 days

Crickets: potato slices daily

BIRDS (out back) – fast on Sundays!

“Helena” (great horned owl): 1 rat

“Phoenix” (Harris hawk):1 rat

“Gunner” (red-tailed hawk): 1 rat

KEEP IN MIND:

 Size of animals’ mouth (ex: Meep is going to need food cut up much smaller than Chelsea)  If you wouldn’t eat it, don’t make the animals eat it!  Be mindful birds can be aggressive if feeding in cage. If you are uncomfortable feeding, get Wayne or Michelle (in Zoo Services across street) to help.

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Mammals

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Three Banded Armadillo (Tolypeutes matacus)

Habitat: They live primarily in open savannahs and dry woodlands where low rainfall and poor soil limit vegitation.

Diet: They eat beetle laevae, ants, and termites and may also eat fruit during the wet season.

Size: They weigh approximately 3.5 lbs and have a total body length of 16-22 inches.

Lifespan: They can live up to 20 years in human care.

Reproduction: Gestation is 120 days, at which point a single offspring is born, the newborn’s armor is soft, but they look like miniature adults and can walk and roll into a ball within hours after birth. The armor hardens at three to four weeks of age. They are weaned at 10 weeks and are sexually mature at 9-12 months.

Behavior: These are the only armadillos that can completely enclose themselves into their own shell by rolling into a ball. They generally walk on their foreclaws, are solitary, and are mostly nocturnal.

Status: They are considered vulnerable due to hunting for food and habitat loss.

Other info: Occasionally, when threatened, they don’t seal their armor completely, but wait to be touched and snap shut to scare the predator.

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"Sheldon" Three Banded Armadillo General Information Scientific Name Husbandry & Handling Tolypeutes matacus Temperature Restrictions

 None Sex To clean cage Male  Remove old food, soiled substrate, and fecal matter daily.

 Change hay out once a week Date of Birth  Keep water clean and fresh

07/2010 Handling Level 2 Handle with both hands and keep close to body.

Weight

Unknown Diet  ½ cup insectivore

 ¼ banana How Acquired From Bat Conservatory Other Information He is very active and likes to run on the floor. When holding him, make sure you have a good grip so he doesn’t try to jump away and watch out for his How Raised fore-claws.

Parent Raised

Temperament

Calm

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Ruwenzori Long Haired Fruit Bat (Rousettus lanosus)

Range: They are found in the Democratic Republic of the Congo, Ethiopia, Kenya, Malawi,

Rwanda, Sudan, Tanzania, and Uganda

Habitat: Damp, dark caves in tropical and subtropical montane forests

Diet: Frugivorous: bananas, figs, dates, mangoes, agave plants, and other fruits. They usually suck on the fruit, then swallow the nectar or juice and spit out the remaining pulp.

Size: Body length is about 3.5 inches and wing span can be up to one foot.

Lifespan: They can live up to 20 years in captivity, but in the wild they only live 7-8 years.

Reproduction: The male and female in this species of bat live in different roosts except during mating

season. The female carries the male sperm for several months before she is pregnant.

Then the female will go to the nursery where she will give birth. Gestation is 100-125

days, and the mother only has one baby per year. Young are carried for 5-6 weeks, and

suckle for about 4 months. Most are able to fly on their own in 9-10 weeks.

Behavior: Their bodies are adapted for their aerodynamic life style. Their center of gravity lies near the chest and their body is conical and slim. They use echolocation, a series of clicks made by the rear portion of the tongue, and are able to navigate in total darkness.

Status: They are abundant in their habitat

Other info: Bats are not only elegant and fascinating creatures, they benefit humans by pollinating

Flowers and dispersing seeds, thus aiding in the process of reforestation of tropical

forest systems.

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"Marina" African Mountain Fruit Bats General Information Scientific Name Husbandry & Handling Under debate Temperature Restrictions

 Can go out in 75F weather and above. Watch for signs of Sex overheating or stress. Female To clean cage

 Change paper out every day Date of Birth  Scrub bottom and walls of cage daily being sure to get as much of the guano as possible. 2004  Take entire cage outside and scrub with Bio-enzymatic Stable Cleaner every Monday.

Weight Handling Level 2 Unknown  Handling of the bats is strictly under the supervision of a member of the education staff. DO NOT handle these animals without training on them and receiving express permission. How Acquired Diet Henry Doorley Zoo  ¼ primate diet  6-8 fruits  How Raised (favs: melons, grapes, oranges)

Hand Reared Other Information

Temperament

Docile

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Bettong (Bettongia penicillata)

Habitat: They live in temperate forests and scrubs as well as arid srublands and grasslands.

Diet: They have an unusual diet for a mammal. They eat bulbs, tubers, seeds, and insects. The bulk of its nutrients are derived from underground fungi which can only be digested indirectly.

Lifespan: Average lifespan is 4-6 years.

Reproduction: Being marsupials, they are born very tiny and undeveloped. About 21 dyas after mating, the female gives birth to one young. The tiny baby makes its way to the mother’s pouch where it stays for about 13 weeks as it develops and grows. A female can give birth every 100 days or so for their whole lives.

Behavior: These have powerful legs for digging. They make nests under fallen logs or under bushes. When making a nest, it curls its tail around bundles of grasses and bark to carry to the nest. They are nocturnal. They can pick things up with their tail.

Status: They were once very common across the southern part of Australia, but became critically endangered because of being hunted by foxes, after they had been introduced to Australia. Australia has been working to reduce the fox population in their habitat.

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"Gunther & Feebee" Bettong General Information Scientific Name Husbandry & Handling Bettongia penicillata Temperature Restrictions

 None Sex To clean cage Male and Female  Remove old food, soiled substrate, and fecal matter daily.

 Keep water clean and fresh. Date of Birth Handling Level 3 Male 10/2006  Handle with both hands and keep close to body so they don’t get Female 07/2006 away. When out on a program, they need to be in a cage.

Diet Weight  ½ cup kangaroo chow Unknown  1 potato cut up  1 veggie (favs: mushrooms, squash, blueberries)

How Acquired Other Information Cleveland Zoo

How Raised

Parent Raised

Temperament

Skittish, use caution

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Chinchilla (Chinchilla lanigera)

Habitat: They live in colonies of 100 or more in the Andes Mountains of South America. They live in burrows or crevices in rocks.

Diet: They eat plant foods, especially grass and leaves.

Size: Length is 8-9 inches, tail is 5-6 inches. Average weight is 14-18 oz.

Lifespan: They can live up to 20 years in captivity.

Reproduction: Tends to be a winter breeder, bearing up to 4 young after a gestation period of 111 days.

Behavior: They will eat by sitting up and holding food with their front feet while watching for danger. If threatened, it rears up and spits hard at the aggressor.

Status: Due to their popularity in the fur trade, they are virtually extinct in the wild. They are, however, quite common in the pet trade.

Other Info: These animals are heat intolerant, and cannot get wet.

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"Toby" Chinchilla General Information Scientific Name Husbandry & Handling Chinchilla lanigera Temperature Restrictions

 Cannot go outside if the temperature is above 90F. Sex To clean cage Male  Scoop shavings or replace newspaper daily.

 Take entire cage outside and scrub with Bio-enzymatic Stable Date of Birth Cleaner at least once a month.

2010 Handling Level 2  Toby is not harness trained and may only go outside in a carrier. When inside, exercise in large ball within education department. Weight

~2lbs Diet

 3 scoops chinchilla food  Small bowl alfalfa How Acquired Donated by Public Other Information

How Raised

Captive Born

Captive Raised

Temperament

Good Temperament

Runs around when you try to pick him up.

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African Pygmy Hedgehog (Atelerix albiventris)

Habitat: They live in savannahs and scrubland.

Diet: They are insectivores so they eat mostly insects, but will also eat small rodents, bird eggs, and occasionally fruit and roots.

Size: Weight is between ½ - 1 ¾ pounds. Length is between 5 and 8 inches.

Lifespan: They can live from 3-8 years in captivity.

Reproduction: They are capable of breeding any time during the year. Average gestation is about 35 days and the average litter is 3-4. A baby hedgehog’s first set of spines is soft and white. After about a week, these spines fall out and the new ones grow in darker and sharper.

Behavior: When attacked, the contraction of large muscles on the sides of the body causes their spines to be raised. They will roll into a complete ball to protect themselves from predators and from falls. They are skilled climbers. They are nocturnal.

Relatives: The shrew family.

Other Info: This Hedgehog is a hybrid of the whit-bellied hedgehog (also known as four toed Hedgehog) and the Algerian hedgehog. Current domestication became popular in the 1080’s and new colors have come into being.

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"Luna" African Pygmy Hedgehog General Information Scientific Name Husbandry & Handling Atelerix albiventris Temperature Restrictions

 Must be at least 75F for the hedgehog to go outside. Watch for Sex signs of overheating or stress. Female To clean cage

 Scoop out litter box daily Date of Birth  Spot clean cage  Change blanket when needed 11/10/2015  Make sure she has fresh food and water

Handling Level 1 Weight  Allow the hedgehog time to wake up before you pick her up. Lift her Unknown blanket and give her a chance to unroll.  Using both hands scoop her up and let her unroll on her own.

 They have a tendency to want to run around so hang on to them! How Acquired  If the hedgehog’s fecal matter is very runny, put her away, this is a Donated by Public sign of stress.

Diet How Raised  Kitten food  Apple Slices Once a Week Captive Born  Mealworms and crickets as treats Hand Raised Temperament Other Information

Mild Temperament

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Kinkajou (Potos flavus)

Habitat: Found in tropical rainforests from Southern Mexico to Southern Brazil. They live in the upper and middle canopy of the tropical forest.

Diet: Although Kinkajous are classified as carnivores, they actually primarily eat fruit. The main staple of their diet is fruit, insects, flowers, and nectar.

Lifespan: Average lifespan is 25 years.

Reproduction: Breeding takes place throughout the year. Gestation is from 112 to 118 days after which she will have 1-2 cubs. At birth, the baby is blind, but it can grasp objects with its strong tail.

Behavior: They are able to move quickly through the treetops and will jump from tree to tree when necessary. They are nocturnal and do not like to be awake during the day. At night, their large eyes reflect light for great distances. During the day, they will find a hollowed out limb or tree trunk to sleep in, often with he front feet covering its eyes.

Status: Their status is Least Concern. They are found commonly throughout their habitat.

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"Oso" Kinkajou General Information Scientific Name Husbandry & Handling Potos flavus Temperature Restrictions

 None Sex To clean cage Male  Take out food bowl and water dishes every day and clean with soap

and water Date of Birth  Provide fresh paper every day  Wipe down all sides and front of cage daily 2007  Be sure to use a brush to clean the bottom and in the corners of the cage  Be sure to thoroughly wipe down all edges inside and outside of Weight cage  Food and water is to be provided at all times. Unknown Handling  Level 4 How Acquired

Donated by Gulf Breeze Diet Zoo  3-5 monkey biscuits  1 banana, 2 other fruits  (favs: grapes, blueberries, apples), How Raised  protein added Mon., Wed., and Fri. (canned chicken or hardboiled egg) Hand Raised  ***NO STRAWBERRIES*** Temperament Other Information

Docile, but still handle with care.

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Sugar Glider (Petaurus breviceps)

Habitat: Tasmania to Northwest Australia, Papua New Guinea, and neighboring islands. They live in wooded, preferably open, forest areas staying in the tree tops, rarely venturing to the ground.

Diet: Omnivores feeding on insects and their larvae, small birds and mice. They also have a fondness for sweet sap, blossoms and buds of eucalyptus and shrubs, hence the name “sugar gliders”.

Size: From 11-15 inches in full body and tail length. Weigh approximately 3-5 oz.

Lifespan: They can live up to 10-14 years in captivity.

Reproduction: Marsupials with no specific breeding season. Females bear one to three undeveloped young after a 16 day gestation period. At approximately 40 days the young will detach from the nipple. After approximately 111 days the young will leave the nest, and are completely independent at 4 months old.

Behavior: They use their prehensile tails to gther nesting materials and food. They use thier opposable thumbs to climb and grasp food. They cannot hang by their tails.

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"Chewy and Padme" Sugar Gliders General Information Scientific Name Husbandry & Handling Petaurus breviceps Temperature Restrictions

 Can go out in 75F weather and above. Watch for signs of Sex overheating or stress. Females To clean cage

 Change out the paper every day Date of Birth  Scrub bottom grate and walls of cage daily  Clean house as needed 2008 (Chewy)  Take entire cage outside and scrub with Bio-enzymatic Stable 2009 (Padme) Cleaner at least once a month.

Handling Level 2 Weight  Always use gloves when handling Sugar Gliders  When taking them out in public always have them in a cage with Unknown shavings in the bottom to catch feces.  When exercising them in the education department, take them out in the hall, shut all the doors, and let them glide from person to How Acquired person. Born at Montgomery  Or put them in a ball Zoo Diet  ¼ cup primate diet How Raised  2-3 fruits Hand Raised Other Information

Temperament

Will bite, use caution

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Patagonian Cavy (Dolichotis patagonum)

Habitat: Relatively large rodent found in Argentina. Prefer to live in habitats with a lot of shrub cover but will also inhabit overgrazed and barren soils. Males spend most of the day sitting and being vigilant for predators.

Diet: Largely herbivorous feeding on green vegetation and fruit.

Size: Length: 27-30 inches , Weight: 18-35 pounds

Reproduction: Social organizations have a unique combination of monogamy and communal breeding. Breeding occurs from August to January with gestation lasting 100 days. Young are born in dens that are dug during breeding season. Litters from 1-22 pairs of cavies are grouped together in these dens to provide protection from predators. Young are weaned after 13 weeks.

Adaptations: Has adapted well to life on the open plains. It steps with long legs, has a reduced clavicle and well developed sensory organs, making it capable of running and communicating in open habitats. Can reach speeds of 20-25 mph. Uses speed to evade predators such as foxes and carnivorous birds.

Other Info: Resembles a jackrabbit with long ears and long limbs. Hind limbs are longer and more muscular and forelimbs. Sometimes called Patagonian mara or Patagonian hare. Communicate with a number of sounds from grunts, to squeaks to screams.

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"Chelsea"

Patagonian Cavy

General Information

Scientific Name Husbandry & Handling

Dolichotis patagonum Temperature Restrictions

 None

Sex To clean cage

Female  Remove soiled bedding. Shake feces into trashcan before washing bedding Date of Birth  Take entire cage outside and scrub with soap and water at 2017 least once a month

Handling Level 4  Chelsea has front leg amputation. Do NOT pick her up or carry Weight her except to put into kennel for transport. Must be on 10 lbs. harness when outside.

 Can be allowed access to animal room with supervision How Acquired Diet Zoo Cavy Exhibit  AM-3 scoops guinea pig grain  AM- 2 fruits, greens  PM-6 scoops grain How Raised Captive Bred Other Information

Temperament

Docile

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Red Kangaroo (Macropus rufus)

Habitat: They live primarily centreal Australia and forage in open plains with some trees, deserts, scrub forests, grasslands, or savannas.

Diet: Herbovores, they eat green plants, grasses, succulents, and some flowering plants.

Size: They weigh as much as 90kg, and measure up to 1.8 m tall.

Lifespan: Average lifespan is 15-20 years.

Reproduction: Gestation is 33 days, at which point an offspring is born and crawls up into the mother’s pouch (marsupium) where it attaches to the nipple and remains until fully developed. A kangaroo can at one time have one joey out of the pouch, one in the pouch, and one embryo in development.

Behavior: Occur in small groups averaging 10 individuals. Femals stay in the group (mob) they are born into while dominant males come and go. They are crepuscular and nocturnal, and spend most of their active time grazing.

Status: They are not considered endangered.

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"Cynthia"

Red Kangaroo

General Information

Scientific Name Husbandry & Handling

Macropus rufus Temperature Restrictions

 None

Sex To clean cage

Female  Rake enclosure daily  Wash out food and water bowls Date of Birth  Keep weeds under control 2012 Handling Level 4  Must be on harness and leash when being taken out of Weight enclosure.  Any standing on back legs and rearing up is a sign to step back 45 lbs. and leave her alone.

Diet How Acquired  2 Cups Kangaroo Chow Zoo Kangaroo Yard  1 Apple  Handful of Grapes

 1 Veggie How Raised Hand Raised Other Information

Temperament

Docile

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Serval (Leptailurus serval)

Habitat: Grasslands, forest brush, bamboo thickets, marshes, savanna.

Diet: Carnivores, they eat small mammals, birds, and sometimes frogs, lizards, or carrion.

Size: They weigh an average of 14kg and are about 60cm long.

Lifespan: Average lifespan is 10 years in the wild and uo to 20 in human care.

Reproduction: Gestation is 65-75 days after which they give birth to 2-3 cubs. Cubs are weaned at 3-5 months and stay with their mother for 1-1.5 years. Mating occurs mostly in the spring. The territory of one male will encompass that of several females. Estrus is short, as little as 1 day.

Behavior: Solitary, except for females with offspring. When ready to breed the female will seek out and court the male who overlaps her territory. Most active during early morning and late afternoon.

Status: Of least concern according to the IUCN, but the subspecies Leptailurus serval constantina is listed as endangered by the US Fish and Wildlife Service.

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"Wendy"

Serval

General Information

Scientific Name Husbandry & Handling

Leptailurus serval Temperature Restrictions

 None

Sex To clean cage

Female  Scoop litter daily  Wash out food and water bowls Date of Birth  Keep bedding clean and fresh 2018 Handling Level 4  Must be on leash and harness when leaving zoo. Weight  Does have sharp claws and teeth, keep hands away from face. She is only to be handled with a senior docent or Education 11 7 lbs. present.

Diet How Acquired  Toronto meat 3x/day Tanganika Zoo Other Information How Raised Hand Raised

Temperament

Docile

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Birds

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Blue Winged Kookaburra (Dacelo leachii)

Habitat: Tropical and subtropical eucalyptus woodlands of Australia and New Guinea.

Diet: Insects, reptiles, frogs, fish, crustaceans, scorpions, spiders, and small snakes.

Size: Height: 14-16 inches tall, Weight: 9-11 ounces

Reproduction: Nest in hollow trees or holes in termite mounds. Female lays 2-5 white eggs. Both parents incubate the eggs for about 26 days. Both parents and “helpers” (siblings from previous years’ clutch) care for chicks.

Adaptations: Bill has a groove near the end of the upper mandible which helps in holding prey. After returning to a perch, the prey is beaten and then swallowed. One of the few carnivorous birds to live in the bushland so it does not compete with the honey and fruit eaters for food.

Relatives: Laughing Kookaburra (Dacelo novaeguineae), Spangled Kookaburra (Dacelo tyro), Rufous-bellied Kookaburra (Dacelo gaudichaud)

Other Info: The Blue-Winged Kookaburra is a large kingfisher. It has large square head, a short neck and a blunt tail. The bill is fairly long and sturdy. It has a cream-colored head with brown streaks and light eyes. The wings and rump are blue. Males have a blue tail, females have a brown barred tail with some blue. Best known for its cackling laugh. Lifespan is about 10-15 years.

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"Kook" Blue Winged Kookaburra General Information Scientific Name Husbandry & Handling Dacelo leachii Temperature Restrictions

 All indoor birds need to be kept at 70-85F Sex To clean cage Male  Use a soft brush, paper towel, or cloth.

 Use only water when cleaning in the education room. Date of Birth  Do not use Windex or any other cleaner unless approved by Education Staff. 04/2006  Remove paper from the bottom of the cage every day.  Give fresh water every day.

Weight Handling Level 3 Unknown  Level 3 Diet

 7-9 pinkies How Acquired  small BOP meat ball

Cheyenne Mountain Zoo Other Information

How Raised

Parent Raised

Temperament

Nervous, flighty

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White Fronted Amazon (Amazona albifrons)

Habitat: Very common in dry parts of coastal Mexico and rain forests. They are found in stands of giant cacti in the North, to woodlands and rain forests in the South. Mostly found in rain forests of moderate height, less commonly in deciduous forests, and rarely in tall rain forests.

Diet: Fruits, nuts, seeds, berries, blossoms, figs, and leaf buds. Can be troublesome in crop growing districts where they have been observed in cornfields in early morning or late afternoon feeding on ripened corn.

Size: Wing span can reach up to 18 cm.

Reproduction: Not much is known about this parrots nesting habits. They lay round eggs. They are sexually dimorphic with the male’s plumage being edged with a dusty black color.

Adaptations: Beak is used to open seeds and nuts. The green plumage serves as camouflage when roosting in the trees.

Relatives: Lesser white fronted Amazon (Amazona albifrons nana), Sonoran spectacled Amazon (A. a. saltuensis).

Other Info: Have been observed congregating in groups ranging from pairs to flocks of several hundred. Generally considered not to be a good pet because of its grating, screeching calls.

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"Spec" White-Fronted Amazon General Information Scientific Name Husbandry & Handling Amazona albifrons Temperature Restrictions

 All indoor birds need to be kept at 70-85F Sex  Spec is not harness trained, he is not allowed outside unless he is Male in a cage.

To clean cage

Date of Birth  Use a soft brush, paper towel, or cloth. (no wire brush)  Use only water when cleaning in the education room. 1991  Do not use Windex or any other cleaner unless approved by Education Staff.

Weight Handling Level 2 9.3 oz.  Spec does not like people, especially women  Takes a long time to warm up to new handlers

 Do not attempt to pet him even through the cage HE WILL BITE! How Acquired Diet USDA: Fish and Wildlife  ¼ cup parrot feed  2 fruits

 (favs: oranges, grapes, apples) How Raised Other Information

Wild born, illegal import

Temperament

Aggressive and will bite without warning!

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Harris Hawk (Parabuteo unicinctus)

Habitat: Tropics; subtropics; semi desert; semi-arid woodland.

Diet: Rabbits, rats, snakes, lizards, and birds.

Size: Body length: 17 ½ inches (45 cm) to 23 inches (58 cm) Wingspan: Male is 318.3-331.5mm; Female 325-370mm Weight: Male is 634-877 gm; Female 913-1203 gm.

Reproduction: 2-4 eggs incubated 33-36 days; nesting females are fed by two or more males; breeds March to May. Nests in cactus, paloverde trees, pines, and even electrical towers. Double or triple clutches within a single season have been reported.

Adaptations: Down-curving pointed beak for catching prey. Winds are broad and rounded to aid flight. Toes possess strong hooked talons and they have acute eyesight. Hunts in groups which allows for the capture and sharing of large prey. In desert regions, one bird will sit on another’s shoulders for a better view when stalking prey.

Relatives: It is the only representative of the genus Parabueto. May be closely related to birds in the Bueto genus including Swainson’s Hawk (Bueto swainsoni), Broad-winged hawk (B. platypterus), Red-shouldered Hawk (B. lineatus).

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"Phoenix" Harris Hawk General Information Scientific Name Husbandry & Handling Parabueto unicinctus Temperature Restrictions

 None Sex To clean cage Female  Rake out all feather and fecal material

 Wash off brick blocks Date of Birth  Wash out water bowl  Keep weeds under control Unknown  Be sure fencing is free of any bird feces and feathers

Handling Level 4 Weight  Left Hawk Glove ~3lbs. Diet  1 rat

 Fast on Sundays How Acquired Other Information Rehabilitation Center of  Phoenix is the hawk with the injured right wing. Arizona

How Raised

Wild born

Temperament

Skittish, but not aggressive.

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Red-Tailed Hawk (Buteo jamaicensis)

Habitat: Across North America including scrub desert, plains, montane grasslands, pastures, urban parks, patchy coniferous and deciduous woodlands, and tropical rainforests.

Diet: Carnivores, they eat small mammals, birds, and sometimes frogs, lizards, or carrion.

Size: They weigh an average of 795-1224g and are about 48- 65cm long.

Lifespan: The oldest known lived 29.5 years in captivity. Average lifespan is ~28 years.

Reproduction: Mature at three years, and are monogomous. Females lay 1-5 eggs in the first week of April and both parents incubate them for 28-35 days. Chicks will begin to leave the nest at 42-46 days. Fledgling period lasts about 10 weeks.

Behavior: Diurnal, a pair will monitor their large territory of .85-3.9 square km. Usually only take another mate after one dies. Birds in the far north will migrate in the fall to avoid harsh winters.

Status: Protected under the U.S. Migratory Bird Act and CITES Appendix II.

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"Gunner" Red-Tailed Hawk General Information Scientific Name Husbandry & Handling Buteo jamaicensis Temperature Restrictions

 None Sex To clean cage Male  Rake out all feather and fecal material

 Wash off brick blocks Date of Birth  Wash out water bowl  Keep weeds under control Unknown  Be sure fencing is free of any bird feces and feathers

Handling Level 4 Weight  Left Hawk Glove ~3lbs. Diet  1 rat

 Fast on Sundays How Acquired Big Bend Wildlife Other Information Rehabilitation Center  Gunner is a Left wing amputee. He cant fly at all.

How Raised

Wild born

Temperament

Can be Flighty

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Great Horned Owl (Bubo virginianus)

Habitat: Forest, open landscape, rocky cliffs on coast and inland, throughout North America and parts of South America. Prefers to roost in dense evergreens.

Diet: Insects, small rodents, snakes, lizards, hares, geese, turkeys, frogs and occasionally other species of owl. May even attack and eat a red-tailed hawk that is roosting at night.

Size: Body Length: 18-25 inches; Wingspan: 49-62 inches; Average Weight: Male- 51 oz., Female- 56 oz.

Reproduction: 1-5 eggs per brood; incubation is 28-35 days. The eggs are usually laid in an abandoned nest of a red-tailed hawk. Both parents guard the nest until hatching. The eyes of the hatchling begin to open on the seventh day. They begin to leave the nest after about 32 days. At about 26 weeks, they become good hunters and fliers. The young will establish a territory of their own within about 30 miles of where they hatched. Adaptations: Powerful feet with toes that have sharp, curved talons for capture of prey; large ear tufts which can stand erect when threatened; large eyes surrounded by saucer-shaped discs adapted for nocturnal sight; sharp hooked down-curving beak for tearing flesh; thickly feathered, camouflaged body.

Relatives: Other horned owls such as: St. Michael H. O. (B algistus), Labrador H. O. (B. heterocnemis), Northwestern H. O. (B. lagophonus), Montana H.O. (B. occidentalis), & Tundra H. O. (B. wapacuthu)

Other Info: Owls swallow their prey whole; afterwards, they regurgitate the hair, bones, feathers, teeth and nails in the form of pellets. The great horned owl is also known as the "winged tiger" because it is such an aggressive bird.

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"Helena" Great Horned Owl General Information

Scientific Name Husbandry & Handling

Bubo virginianus Temperature Restrictions

Sex  None

Female To clean cage

 Rake out all feather and fecal material  Wash off brick blocks Date of Birth  Wash out water bowl Unknown  Scrub any perches that have fecal matter on them  Keep weeds under control  Be sure fencing is free of any other bird feces and feathers

Weight Handling Level 4 1.7 kg (3.75 lbs.)  Thick glove

Diet How Acquired  1 rat  Fast on Sundays Alabama Wildlife

Center

Other Information Evidence of broken left wing. How Raised Wild born

Temperament

Sassy

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Screech Owl (Otus asio)

Habitat: Open deciduous woods, wood lots, suburban areas, lake shores, and old orchards.

Diet: Small rodents, birds, insects, and reptiles.

Size: Body length: 8 ½ in; Weight: Males 88-178 gm; Females: 92- 220gm. Wingspan: 21.7 in. Tail length: 3.3 in.

Reproduction: Nesting: 3-8 white eggs are placed in an unlined cavity in a tree. Incubation: 26 days, by female entirely. Both male and female feed young. Young fly after 28 days.

Adaptations: Mottled feathers provide camouflage; excellent eyesight and hearing; feathers are silent when in flight to aid in prey capture; round face for gathering sound.

Relatives: Otus genus: Scops Owl (O. scops), Whiskered Owl (O. trichopsis), Flammulated Owl ( O. flammeolus)

Two color phases-rufous (red) and gray, which are not based Other Info: on age, sex, or season; ear-like tufts which can be raised or lowered to express bird’s mood.

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"Rusti" Eastern Screech Owl General Information

Scientific Name Husbandry & Handling

Megascops osio Temperature Restrictions

Sex  Can go out in 60F weather and above. Watch for signs of overheating or stress. Female To clean cage

 Change out paper every day. Date of Birth  Scrub bottom grate and walls of cage daily Unknown  Clean tree trunk and branches daily  Take entire cage outside and scrub with Bio-enzymatic Stable Cleaner at least once a month.

Weight Handling Level 2 Unknown  Glove (if dersired), jesses, and a shoelace when handling  When taking her out in public always have jesses securely tied

and shoelace wrapped around hand with jesses held between How Acquired thumb and forefinger.

Auburn Raptor Center Diet  2-3 pinkies  1 small mouse How Raised  Small BOP meat ball

Wild born Other Information

Temperament

Mild-Likes to bite when taken out

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Ross Turaco (Musophaga rossae)

Habitat: Prefer canopies of dense trees where they are agile climbers. Native to open woodlands, river forests, and humid forest edges of central Africa. Extremely territorial, aggressive to other birds, including raptors. Diet: Wild and cultivated fruit, flowers, and young shoots, termites and snails. Size: Body Length: ~20 inches; Average Weight: .39-.44 kg Reproduction: Both males and females build platform nests using twigs in an isolated tree up to 52 feet above the ground. Hen lays 1-2 eggs and both parents share in incubating the eggs. Young hatch after about three weeks and fledge after about a month. Adaptations: Not particularly good flyers. They rapidly run along vines and branches, squirrel style. Their two outer toes rotate backwards for better gripping and their long tails help with balance. Conservation: Conservation Status-Least Concern Other Info: Turacos are the only birds to possess true red and green color. When you look at most birds, the color you are seeing is a reflection produced by the feather structure. The turaco’s red pigment (turacin) and green pigment (turacoverdin) both contain copper. In fact, if you stirred glass of water with a red turaco feather, the water would turn pink! In museum species, the pigments deepen with age because the copper begins to oxidize. Females’ beaks tend to have a green tint.

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"Meep" Lady Ross Turaco General Information

Scientific Name Husbandry & Handling

Musophaga rossa Temperature Restrictions

Sex  None

Female To clean cage

 Wash out food and water bowls  Scrub any perches/branches that have fecal matter on them Date of Birth  Change newspaper in the bottom of the cage Unknown  Take entire cage outside and scrub with Bio-enzymatic Stable Cleaner at least once a month; more often if needed.

Handling Level 2 Weight  Not accustomed to being handled, may only go outside in cage Unknown unless otherwise noted.

Diet How Acquired  ½ cup Mazuri Parrot diet  3-4 fruits cut into small pieces African Aviary

Other Information How Raised In Aviary

Temperament

Flighty

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Reptiles & Amphibians

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Ball Python (Python regius)

Habitat: They live in grassland, savanna, and forest edges. Like most pythons, they are good climbers, but they are usually seen on the ground.

Diet: In the wild they hunt rodents, gerbils, and jerboas, by following them to their burrows. Ball pythons are constrictors.

Size: Body length: up to 5 feet

Reproduction: Give birth by laying eggs. They lay 4-10 eggs at a time and can breed every 2-3 years. Except for infrequent searches for water, females remained coiled around the eggs for the entire 75-80 day incubation. The females can rhythmically tense their muscles, burning energy to produce warmth.

Adaptations: Heat-seeking experts of the natural world, ball pythons can easily hone in on prey in utter darkness. Along the snake’s upper jaws, several scales cup inward, each forming a deep pit containing nerves that sense infrared, or body heat. The snake can tell which direction warmth is coming from because the pits open at different angles like a fan. To defend itself it rolls into a ball with its head tucked in the middle, thus the name, ball python.

Lifespan: They live 20-25 years in captivity.

Status: They are not an endangered species, however, exportation of reptiles for the pet trade is lowering the numbers of animals in the wild.

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"Homer" Ball Python General Information

Scientific Name Husbandry & Handling

Python regius Temperature Restrictions

Sex  Keep cage at temperature range of 75-90F  Can be taken outside if it is >75F and sunny Male  In the summer do not keep out in direct sunlight for long periods.  Watch for signs of overheating such as limp body, rapid breathing.

Date of Birth To clean cage

Unknown  Scoop out all fecal matter and urates, remove any old papers  Make sure water is clean and fresh  Remove any shed skin

Weight Handling Level 1 Unknown  To get him out of his cage, move slowly and grasp him gently around the center of the body.

 Use both hands to hold him and do not squeeze. How Acquired  Normally he will coil around your hand or arm.

Reptile Department Diet  Medium rat every other week

How Raised Other Information  Hand Raised Do not feed or handle when opaque  Always check to make sure cage is closed and all the latches are locked! HE WILL ESCAPE!!!

Temperament

Extremely Docile

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White’s Tree Frog (Litoria caerulea)

Habitat: Do not typically live in or near water, but instead live in trees. They have adopted to seasonally dry or wet habitats. They are not strictly found in the rainforests, but are found in other forests as well. In the dry season they take refuge in tree hollows or cover themselves in a cocoon.

Diet: They eat insects such as moths, locusts, and roaches.

Size: Body length: 3-4.5 inches.

Lifespan: The average lifespan is about 16 years.

Reproduction: Breeding takes place in the summer rainy season. It takes place in very moist places. The female expels her eggs with such force that they go through the deposited sperm cloud. A clutch can contain for 150-300 eggs. Once fertilized, the eggs sink to the bottom of the substrate. Hatching begins about 28-36 hours after laying. Metamorphosis can occur in two to three weeks in good conditions.

Adaptations: They can control how much water is evaporated through the skin, and thus have the ability to control their body temperature. As an adaptation to arid areas they secrete a waxy covering over their skin that helps retain water. Can be active day or night and have little fear of humans. Males Behavior: call year round from high positions in the trees. When threatened, they emit an ear piercing distress call.

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"Dumpling" White’s Treefrog General Information

Scientific Name Husbandry & Handling

Litoria caerulea Temperature Restrictions

Sex  Keep cage temperature at range of 70-80F  Avoid prolonged exposure to direct sunlight Male To clean cage

 Date of Birth Remove dead crickets  Remove any mold and fecal matter Unknown  Keep water clean and fresh  Spray substrate with water daily  Mist animal daily  Only use water that has sat out for 24 hours Weight

Unknown Handling Level 1  Scoop up with carefully with one hand.

 Cover with other hand. How Acquired Diet Ken Naugher  2 Crickets (Tues. & Sat.)

Other Information How Raised

Born in Captivity

Temperament

Docile

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Inland Bearded Dragon (Pogono vitticeps)

Habitat: Dry forests, woodlands, and scrublands of Australia.

Diet: Hunts for inects, will also feed on flowers and soft vegetation.

Size: Body Length: 12-18 inches

Lifespan: They can live 8-10 years.

Reproduction: Both males and females are territorial. Females may lay several clutches of eggs during the breeding season; which they bury in sandy soil. Hatchling’s body markings are more distinctive than adults though they do not possess the bearded feature.

Behavior: Semiarborial and diurnal- dragons will rest on stumps, raised humps, fence posts, or roadways to bask. They will hunt once optimal body temperature is reached though they will retire to burrows in the heat of the day.

Relatives: Eastern Bearded Dragon (Progona barbata) and Lawson’s Bearded Dragon (Pogona henrylawsni).

Other info: If attacked by a predator it will erect the beard and present a wide open mouth. The pouch dialates and the spines are erected.

Status: Their status is stable and they are common in captivity.

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"Taz" Bearded Dragon General Information

Scientific Name Husbandry & Handling

Pogona vitticeps Temperature Restrictions

Sex  Keep cage temperature at range of 70-90F  Avoid prolonged exposure to direct sunlight Female  Keep UV light on during the day

To clean cage Date of Birth  Remove leftover food 01/2014  Remove any fecal mater  Keep water clean and fresh Handling Level 2 Weight  Pick up carefully and keep watch  She is fast and will jump out of your hand Unknown Diet  2 Veggies How Acquired  Dark greens Pam Smith Other Information

How Raised

Born in Captivity

Temperament

Docile

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Gopher Tortoise (Gopherus polyphemus)

Habitat: Scrub, pine flat-woods, dunes, and shallow freshwater wetlands.

Diet: Grass, leaves, wild fruits, berries.

Size: Body length: 10 inches. Weight: 9 lbs.

Reproduction: Gopher tortoises usually mate in April and May. Afterwards, the female lays 3-15 eggs either in a sand mound in front of her burrow, or a nearby sunny place. After the eggs are laid, there is no parental care, they hatch after 70-100 days.

Adaptations: Strong, stout limbs with wide, flat claws which aid in digging; the shell is an outgrowth of the skeleton and is their major means of protection. Ability to pull head completely into the shell and cover the openings with their limbs offers efficient protection against predators.

Relatives: Genus Gopherus. Berlandier’s tortoise (G. berlandieri); Desert tortoise (G. agassizi); Bolson tortoise (G. flavomarginatus). Other Info: They are extremely long-lived. Age can range from 40-60 years in the wild and more than 100 years in human care. They are federally protected as an endangered species, except in Florida, where they are listed as a species of special concern by the Florida Game and Freshwater Fish Commission. Originally hunted for food, their numbers are now decreasing due to habitat destruction.

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"Desto" Gopher Tortoise General Information

Scientific Name Husbandry & Handling

Gopherus polyphemus Temperature Restrictions

Sex  Keep cage temperature at range of 75-90F  Can be taken outside if it is >75F and sunny Female  In the summer do not keep out in direct sunlight for long periods  Watch for signs of overheating (Limp body, rapid breathing) Date of Birth To clean cage

 Weight Remove old food  Remove soiled substrate and fecal matter  Keep water clean and fresh Handling Level 1 How Acquired  Hold with two hands one on each side of the tortoise Found by an  Fingers on the plastron and thumbs on the carapace individual in Pike Rd, AL 1998 Diet  2 Fruits  1 Veggie  How Raised Dark greens Other Information Wild Caught Dent in shell is probably due to an injury when she was young.

Temperament

Extremely docile, will kick while being held

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Indian Star Tortoise (Geochelone elegans)

Habitat: Lives in sand dunes, brush wood, scrub forests, and park jungle. Can also be found in human altered habitats such as waste areas, deserts, scrub lands, and plantations.

Diet: Chiefly herbivorous, they eat grass, vegetation, fallen fruit, flowers, and sometimes mollusks.

Size: Body length: Females: up to 10 inches; Males: up to 6 inches.

Reproduction: Female urinates on the sand as she excavates her nest. 3-6 eggs are laid and she may lay up to three clutches per year. Shells are very hard, dotted with numerous widely spaced pores. Incubation period is 47-147 days. Hatchlings lack the “star” marks on their shell.

Behavior: Males are aggressive towards one another, and towards females during the breeding season. They tend to be active in the early morning. They are prey to birds, other reptiles, and humans when young, resulting in high juvenile mortality. They like to drink and soak in shallow water.

Status: They are endangered due to loss of habitat and illegal collection for the pet trade. Lifespan: 30-35 years

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"Star" Indian Star Tortoise General Information

Scientific Name Husbandry & Handling

Geochelone elegans Temperature Restrictions

Sex  Keep cage temperature at range of 75-90F  Can be taken outside if it is >75F and sunny Female  In the summer do not keep out in direct sunlight for long periods  Watch for signs of overheating (Limp body, rapid breathing) Date of Birth To clean cage 09/01/1996  Weight Remove old food  Remove soiled substrate and fecal matter  Keep water clean and fresh Handling Level 1 How Acquired  Hold with two hands one on each side of the tortoise Reptile House  Fingers on the plastron and thumbs on the carapace

Diet How Raised  2 Fruits  1 Veggie Captive Born  Dark greens Other Information

Temperament

Extremely Docile

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Rhinoceros Iguana (Cyclura cornuta)

Habitat: Scrub woodland, dry forests, coastal terraces and lowlands throughout Hispaniola (Haiti and the Dominican Republic) and its offshore islands.

Diet: Primarily herbivorous, consuming leaves, flowers, berries and fruits, insects, small lizards and carrion.

Size: Body Length: 24-54 in. Average Weight: 10-20 lbs.

Reproduction: Males reach sexual maturity at 4-5 years of age. Females become sexually mature at 2-3 years of age. Mating takes place just before the first rainy season of the year (May- June) and lasts three to four weeks. Females lay an average of 17 eggs.

Adaptations: Large-bodied, heavy-headed with strong legs and vertically flattened tail. Color is gray to dark green to brown. Males are larger than females and have more prominent dorsal crests and "horns". Quick to flee when threatened but will aggressively attach by biting and repeatedly striking with their thick tail if cornered.

Other Info: Also known as "Goliath Dragons”. Their name derives from the bony-plated pseudo-horn or outgrowth which

resembles the horn of a rhinoceros on the snout. One of the most common species in captivity but are considered an endangered status in the wild.

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"Spud"

Rhinoceros Iguana

General Information Scientific Name Husbandry & Handling Cyclura cornuta Temperature Restrictions

To clean cage Sex  Remove any leftover food and fecal matter Male  Provide fresh water  Provide fresh food  Scrub any rocks or hiding areas that may have fecal matter

Date of Birth Handling Level 3 2016 Diet  75% Dark greens- stems removed, chopped or shredded- collard, mustard, turnip greens, endive, chard, kale or bok choy Weight

TBD  25% Fruits/Vegetables- remove seeds, skin/peel, chop/shred  Veggies- 10% green beans, bell pepper, carrot or sweet potato,

 Squash- 10%- acorn, butternut, pumpkin, spaghetti, yellow, How Acquired zucchini,  Fruits- 5%- figs, dates, papaya, mango, cactus pad & fruit, berries, US Fish & Wildlife kiwi, apple, banana, grapes, peaches, pears, melons

How Raised Other Information Do not make any changes to diet or habitat without authorization from Ken Captive Born Naugher, Animal Care Manager

Temperament

Stand-offish

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Invertebrates

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Madagascar Hissing Cockroach (Gromphadorhina portentosa)

Habitat: Is native to the island of Madagascar, located off the coast of Africa. It is found living in large colonies among the brush on the forest floors. They prefer moist forests.

Diet: Is a herbivore that eats rotting plants, fallen fruits, and vegetables. They are invaluble for recycling a large majority of the earth’s dead and decaying plant and animal matter. Without the roach, the tropical forest would smother and die from dead, decaying vegetation.

Size: Body Length: 1.5 to 3 inches.

Lifespan: They can live up to 5 years in captivity.

Reproduction: Mating can occur year-round, but only if the climate is warm. When a female is ready to mate, she emits a special scent to attract males. The male circles her hissing and touching her antennae. The pair begin body stroking. The pair attach to eachother, rear to rear, for 20-30 minutes. The female lays the fertilized eggs in a long yellowish vessel called an ootheca. The ootheca will be kept inside the body for at least 60 days, at which time 15-40 offspring, called nymphs, will emerge.

Behavior: Nocturnal, males dominate and hold territories with several females. No other male is allowed in, but females may come and go between territories. Their name is due to breathing pores found in their abdomen.

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"All Roaches" Madagascar Hissing Cockroaches General Information

Scientific Name Husbandry & Handling

Gromphadorhina Temperature Restrictions portentosa  Keep cage temperature at range of 70-90F Sex To clean cage 0.0.20  Remove leftover food  Remove any fecal mater  Keep water clean and fresh Date of Birth  Spray substrate with water Unknown Handling Level 1  Pick up carefully  Weight Make sure you have a good hold so they don’t fall to the ground Unknown Diet  Vegetation

 Apples, carrots, sweet potato, red potato How Acquired

Detroit Zoo Other Information

How Raised

Born in Captivity

Temperament

Calm

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Red-Haired Tarantula (Gramastola rosea)

Habitat: Found in the desert scrub regions of Northern Chile, Bolivia and Argentina.

Diet: These tarantulas consume a variety of insects such as grasshoppers, beetles, and cockroaches.

Lifespan: Males live 7-8 years, while Females live up to 25 years.

Size: Has exoskeleton, grows by molting. Females can grow about 5” with males being just a bit smaller, reaching 3.5”. They are mature at 2-3 years.

Reproduction: A prospective male approaches, the female rears back on her hind legs. The male rubs her with his pedipalps on the sternum to calm her down. The male then deposits sperm from each pedipalp. After detaching, he quickly backs away. Females lay about 700 fertilized eggs in a cocoon that she agressively guards. The eggs hatch after about four months and the young quickly vacate.

Behavior: Have a dense covering of irritating hairs called urticulating hairs on the opisthosoma that they sometimes use as protection agaisnt enemies.

Other Info: Once thought to be a burrowing species, current observations suggest they may hide out or make retreats above ground and hunt at night.

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"Brittney Rose" Rose-Haired Tarantula General Information

Scientific Name Husbandry & Handling

Gramastola rosea Temperature Restrictions

Sex  Keep cage temperature at range of 78-82F  Keep humidity level 65-75% Female To clean cage

 Date of Birth Remove dead crickets  Remove any mold and fecal matter Unknown  Keep water clean and fresh  Soak sponge to keep it wet

Handling Level 2 Weight  Hold with 2 hands 15g  Gently scoop her up  Careful not to drop her, the fall could kill her

 Legs can break off easily so take care while handling How Acquired  She can move quickly Diet Pet Store  1 Cricket every 2 days

Other Information How Raised If found on her back DO NOT TOUCH!! She is getting ready to molt. Do Born in Captivity not handle for one week after molt.

Temperament

Docile

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Animal Handling Policies and Procedures

PHILOSOPHICAL GUIDELINES ON THE USE OF LIVE ANIMALS

The use of animals in a presentation or demonstration must at all times be in accordance with the Ethics and Standards of the American Association of Zoos and Aquariums (AZA). The ability to handle live animals to educate is a special privilege. Many zoos either do not use animals out of their exhibits, or restrict animal handling to paid staff. As valuable extra eyes, ears, and voices, you are also a vital link between visitors, the Zoo, the collection, and its staff.

As a presenter be mindful of the following at all times: I. In every presentation, there is both a conscious and unconscious message being sent and received. Our actions often speak louder than words. If our actions are at odds with our message, they will overpower it.

For example: You are trying to impress upon children the uniqueness of a macaw and the danger to wild populations from the pet trade. Though your words are clear, as you speak you stop to “kiss” the parrot that cuddles up to your neck. This discredits what you already said. What will kids learn from this experience?

II. Humans have an overwhelming tendency to anthropomorphize. The tendency to see humanity in animals or produce humanity in animals in appearance or behavior is very pronounced. Visitors routinely project their feelings and frame of reference onto the animals. It is unfortunate, for it obscures accurate observation and appreciation of the animals as the really are. For Example: A visitor is distressed at the “too small” size of the individual snake enclosures. In actuality, snakes prefer physical contact with boundaries and are stressed by the wide open spaces we humans prefer.

III. People have a strong desire to interact with the animals. In their attempt to get the animals to respond to them personally, they may take inappropriate actions. Use their enthusiasm positively and channel it to a good end. Animals in the Montgomery Zoo are only used in public demonstrations that are educational in nature. The venue may vary widely, but to avoid exploiting the animal, we must be certain that a message is delivered that promotes conservation.

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For Example: A child is tapping on the glass of the snake exhibit. You could explain how the snake “hears” vibrations, why reptiles move about so infrequently, or for the animal’s welfare, it should not be disturbed while resting at home.

IV. The animals within the zoo serve as “Ambassadors” for their species and for living systems they are a part of. Though there is much to say about any individual species or individual animal, our goal is to use the few to work for the many. DO not lose sight of the big picture.

V. Factual information and natural behaviors of the animals form the basis of all our presentations. We must balance the public’s desire to be entertained with the need to create an awareness of the animal’s natural abilities (which are marvelous themselves).

For Example: It is not necessary to prevent a parrot from “talking”. The fact that it does gives you an opportunity to grab attention and talk about the bird’s excellent memory, dry muscular tongue, and social needs which provoke mimicry in captivity…or the work being done in animal “language” or the human tendency to anthropomorphize…or when an animal defecates, talk about communication types and the need for it.

VI. You must always be clear which are your own opinions and state them as such. At all times be sensitive to the values of your audience-we do not have a mandate to impose values on others. Present all sides of controversial issues. By making people aware of consequences of human actions you may influence others, but you must never “cram” things down their throats! For Example: You are presenting an owl who is a gunshot victim. You don’t like hunting so you expound on the “evil hunters” who must have shot this bird, thus offending every sportsman within earshot and losing credibility as well. All you could have reported with assurance was that the owl was shot. More productively, you could have used inquiry questioning to come up with possible motives for the shooter and discuss why it was undesirable behavior. VII. The animal’s welfare is foremost. Not all the animals may be available for education to use for promotional purposes. It is sometimes necessary to explain why we don’t have monkeys to go out with the Education van or why that darling litter of tiger cubs can’t be seen up close in a nursery display.

VIII. Every time you handle an animal, you are either training it or un-training it. Please be aware and careful of your interactions with every animal you handle.

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Handling Birds of Prey

Approaching a Trained Bird:  Always keep a gloved hand between you and the bird.  Firmly grasp the jesses between your thumb and forefinger and slide the extra length of the jess between your middle and ring finger.  Give the “step” command and allow the bird to step up on to your gloved hand (if the bird does not step up, gently nudge the glove against their feet until it does step up).  Allow the bird enough give of the jesses so it can position itself comfortably on the glove or to scratch its head.  Attach the leash to the jesses while holding the jesses firmly and maintaining eye contact with the bird.  Wrap a short leash around your ring and pinky finger or hold the excess of a long leash in your other hand. Walking with a Gloved Bird  Walk keeping your arm stable so you are not bouncing the bird around, and it feels secure on your arm.  Keep your arm at a 90 degree angle to your body and your thumb towards the sky.  Never run with a bird on your glove.  If walking in the zoo or during a program, be sure to keep the bird out of the reach of the public (let them look but not touch). You don’t want someone to be able to come up from behind you and reach for the bird, so position yourself wisely.  Take wide turns around all corners.  When walking with others, keep them in front of you and the bird.  Keep the bird facing forward with its tail over the back of your hand. (To correct the bird’s position, carefully push the bird’s tail with the opposite hand until the bird turns.)  Never allow anyone to touch the bird.  Never stroke or pet the bird. They are wild animals and should be treated as such. Passing a Bird from Person to Person  Take the swivel from between your middle and ring fingers.  Pull most of the excess jess between your thumb and forefinger.  Extend the jesses or leash so the receiver can grasp them with their thumb and forefinger.  When the receiver is ready to take control of the bird they should signal by saying “OK”.  The receiver should give the “step” command while the giver drops his gloved hand down. The bird should automatically step to the higher glove.

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Handling Birds of Prey Placing a Bird on a Perch:  Be sure to tie the leash securely to the perch before placing the bird on the perch. You will need to position yourself so the bird does not try to perch before the leash is securely tied.  Keep the leash long enough for the bird to stand on level ground if it happens to fly off the perch.  Make sure the perch is not placed where the bird can reach another bird, become entangled around any object, or perch on another object.  Allow the bird to jump from the gloves to the perch. If the bird is reluctant to step onto the perch, lower your gloved hand in front of the perch and roll your wrist forward towards the perch.  Slowly back away from the bird on the perch, always maintaining eye contact in case the bird tries to jump on you.  Keep a crouched eye level position with the perched bird. Do not hover over the bird or kneel by the perch. How to Handle Bird Behaviors 1. Baiting- when a bird attempts to fly off the glove or perch which may be caused by the following circumstances:  bird is being held improperly  loud noises  animals or people too close or too loud  frightened by “strange” objects such as strollers or wheelchairs  sudden movements  aggression (bird being teased or space being invaded)  attempting to reach food  not properly trained or not used to handler The handler should take precautions before handling the bird such as keeping the bird away from loud and crowded areas. They should be aware of the individual bird’s behaviors and keep the birds in the proper handling positon while baiting occurs. Care should be taken to minimize further damage:  remove the bird from close quarters where walls, fences, etc. may get in the way  keep the leash pulled tight along the gloved arm to prevent the bird from becoming entangled  stop walking while the bird bates  help the bird regain its position on the glove by pressing a hand at the base of the birds tail

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Handling Birds of Prey 2. Biting and Footing  When it is necessary to put a bare or gloved hand near a bird, always approach slowly from under or behind the gloved hand  If a bird is persistent at biting or grasping with its foot/feet, roll the glove gently do the bird becomes slightly unbalanced (this could stop the behavior temporarily)  If a bird has a hold of you, do not jerk away, you may cause damage to yourself (another person can assist you in prying the bird’s hold off of you) Be assertive when handling the birds, they need to know that you are in control. They can tell when you are not comfortable handling them and may take advantage of this.

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Reptile and Arachnid Handling Amphibians:  Direct, prolonged handling is not recommended.  Short-term handling, i.e. moving from one enclosure to another, can be done with moistened hands. This is for the safety of the animal not necessarily the person. Some amphibian skin is toxic, however, the oils on a person’s hands are also toxic to the amphibian.  Small frogs and toads may be completely closed in hand for a short period of time.  Amphibians are best displayed for presentations in small, well ventilated plastic containers. Turtles:  Two hands at all times on the turtle.  Make sure at least one hand is supporting the plastron (bottom shell).  The best way to hold a turtle is to place the hands on the bridge between the carapace and the plastron.  Have four fingers on the plastron and your thumbs on the carapace.  Be careful of the claws. In this position the turtles can scratch you. Snakes:  Small to medium sized snakes can be lifted mid-body then allowed to glide through your hands with little restraint.  Try not to hold on tightly to the snake. This may cause it to thrash around or bite, let the snake “hold on to you”.  There are two ways to successfully handle the boa constrictor easily. 1. Drape him over ONE shoulder with his head in front of your body. 2. Use both hands to support his weight. You can also allow him to wrap around your waist. If you do this, make sure there is another docent nearby that can help you if he gets in a compromised position or you are uncomfortable. Be mindful of belt loops and pockets.  DO NOT drape any snake over your neck!!!  With all snakes, pay attention to the position of their head. Always make sure you can see their head at all times and that they are not extended out too far. Lizards:  Large specimens, like the iguana, should be grasped with one hand under the front legs and the other legs support the animal’s body weight.  Tuck the tail beneath your arm.  When holding the iguana for long periods, a hawk glove helps prevent you from being scratched.  Small lizards are easily held in the palm of your hand with your index finger beneath the throat and thumb resting lightly on top of the neck.  DO NOT grasp the tail, as most lizards, including our geckos, can separate their tails.

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Arachnids: Tarantula  It is best to pick up the tarantula using a two handed scoop from the side of the tarantula. Do not make any fast movement while reaching to get her, she may flick her hairs off of her abdomen. If this occurs, run your hands under water immediately.  If the tarantula rears up, leave it alone, this is its “I’m going to bite” stance.  Use extreme caution when handling, a fall from any height may be fatal!!!!! Scorpion  Firmly grasp the tail just below the stinger using either forceps or your index finger and thumb. Place scorpion on the palm of your hand. It is best to do this quickly because the scorpion will rear up and attempt to pinch you.  Be careful not to grab the stinger.  Once in your hand, have the scorpion walk over your hands.  Beware our scorpion is more likely to pinch than sting. Either way, none are dangerous just a little painful.

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Zoonosis Are You At Risk?

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FOR THE ANIMALS HEALTH AND YOURS

Zoonosis As volunteers or staff, you are constantly in close contact with the animal collection. Because of this close contact, you increase your exposure to potential disease organisms. Zoonosis refers to diseases that are capable of being transmitted between animals and humans. They may be caused by a number of viral, bacterial, fungal, or parasitic organisms. While we strive to keep our animals as healthy as possible, disease can and does occur. When a problem is noticed in one of our collections, the animal is generally restricted from contact and handling. This is to allow the animal to recover in a stress free environment and to help prevent the spread of the problem organisms. Even healthy animals can harbor organisms which, if given the proper environment, can cause disease in humans. We maintain a surveillance for potential disease organisms, but cannot be certain that each animal is “clean” at all times. Therefore, you must practice common sense in your personal hygiene. Wash your hands after handling any animal. We have anti-bacterial soap available. If a bite or scratch occurs, wash the wound well and apply topical antibiotic cream and a bandage. If the wound is serious and requires medical attention by a physician, please see a supervisor to write up an accident report. See your physician for medical attention. If you notice a problem with one of the zoo animals please report it to one of the keepers. If it is an education animal, report it to the education curator. Often, volunteers are the first to notice something is wrong with one of the animals due to their contact and time spent around the exhibits. We appreciate your observational skills and enjoy taking advantage of them when “something is going on”. You help improve the quality of life for our living treasures. What is disease? Disease is defined as an abnormal state of health and is dependent upon the interaction of the following: AGENT-parasite, bacteria, virus, fungus. HOST- man, animal, intermediate host. ENVIRONMENT: means for aiding or accomplishing transmission. Diseases can be transmitted through PENETRATION (punctures), INGESTION (swallowing), or INHALATION (breathing).

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ZOONOSIS: THE HIDDEN HAZARD A. General Considerations 1. Zoonoses include diseases caused by a wide range of bacteria, fungi, viruses, parasites, and other infectious organisms. 2. People most likely to contract zoonosis include infants, elderly, and people with a weakened immune system. 3. Most zoonosis can be prevented by using good sanitary habits and some common sense. B. Definitions 1. Zoonosis: a disease that can be transmitted from animal to man (pl. zoonosis) 2. Etiological agent: The organism (bacteria, virus, fungi, etc.) which causes a disease. 3. Reservoir host: Animal that most commonly carries the etiological agent. Animal may or may not show symptoms of disease. C. Specific Zoonoses 1. Bacterial Infections a. Salmonellosis- caused by many different types of the Salmonella bacteria. Reservoir hosts include all types of mammals, birds, reptiles, and people. Most types found in reptiles do not really infect humans. Mode of transmission is fecal-oral transmission, the incubation period is 12-36 hours. Symptoms include abdominal pain, diarrhea, and vomiting. Prevention is by careful attention to sanitation. As an extra precaution, all animals in the Education Department will be periodically screened for Salmonella. b. Colibacillosis- caused by many different types of E. coli bacteria. Reservoir hosts, mode of transportation, and prevention are the same as for Salmonellosis. Incubation period is 2-5 days, and usually effects young children. c. Tetanus-caused by the bacteria Clostidum tetani. Bacterial spores are found in soil, water, and feces (especially horses). Incubation period is 4-21 days, and people are exposed by contamination of deep abrasions or puncture wounds (i.e. animal bites). Prevention is thorough cleaning of wounds and immunization. ***ALL ZOO volunteers are encouraged to have a current (within 5 years) tetanus booster.***

d. Tuberculosis- caused by several types of the bacteria Mycobacterium. Most cases of human tuberculosis are acquired by human-human transmission; infection through contact with animals is rare. Intradermal tuberculin testing is often routinely performed in people who work with primates. e. Lyme Disease- caused by microscopic organisms called spirochetes. Reservoir hosts include deer, raccoons, rodents, and dogs. Mode of transportation is usually a tick, and the incubation period is 4-20 days. The disease in humans starts with one or more skin lesions which may or may not be noticed. Fever, chills, and arthritis will follow. Prompt diagnosis and treatment are very important. f. Other zoonoses caused by bacteria include: tularemia, leptospirosis, cat scratch fever, plague, brucellosis, campylobacteriosis, listeriosis, and anthrax. 2. Viral Infections a. Rabies-a much feared disease due to the high fatality rate. As with all viral infections antibiotics are ineffective, and there is no cure. Reservoir hosts include raccoons,

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skunks, foxes, wolves, and some species of bats. Mode of transmission is through the saliva or tissue of a rabid animal. A bite is usually involved, although contamination of wounds or mucous membranes (especially eyes or nose) can result in infection. The incubation period is highly variable, usually 3 weeks to 3 months. All mammals are susceptible to some degree, rabbits and most rodents tend to be resistant. Birds and reptiles are resistant to rabies infection. Once the virus reaches the brain and salivary glands of a non-reservoir host, death occurs within a short period of time (10 days for dogs, cats, and ferrets). The disease in humans causes encephalitis, spasms of the throat resulting in “hydrophobia”, paralysis and death. Animals with rabies often exhibit altered behavior and may be aggressive. Control of the disease in animals includes a vaccination of domestic animals, especially dogs and cats. Rabies vaccines have not been tested on wild animals (except an oral vaccine for foxes) and vaccination of wild animals, including zoo animals, is generally not recommended. Exceptions may be made in the event of a local epidemic, or for certain animals at high risk. However, if a vaccinated wild animal bites a person, the animal is considered non-vaccinated. This is because of the lack of information about effectiveness of vaccines in non-domestic animals. At this time, the incidence of rabies in the State of Alabama is relatively low. In 1996 3,721 animals were submitted for testing. Of these 93 were positive for rabies, including 56 raccoons, 22 bats, 9 foxes, 2 skunks, 1 horse, 1 dog, 1 cat, and 1 goat. b. Hantavirus- first identified in 1993 following an outbreak in the southwest U.S. Reservoir hosts include several species of mice and rats. Most cases of human exposure result from people contacting excrement while cleaning out rodent infested areas. The virus causes flu-like symptoms and respiratory distress. There have been no documented cases in the State of Alabama. However, 157 cases have occurred around the country, and the fatality rate is nearly 50%. Wear rubber gloves and wet down the area with disinfectant before cleaning to help reduce the risk of exposure to Hantavirus. c. Encepalomyocarditis-virus is carried by rodents, especially rats. Can infect a wide variety of mammals, especially primates and elephants. Outbreaks have occurred at several zoos in the southern U.S. Humans infected with this virus may develop a fever and paralysis. Transmission is through the feces and urine of carrier animals. d. Encephalitis-birds are the reservoir hosts for this group of viruses which include eastern and western equine encephalitis, and St. Louis encephalitis. The virus is transmitted by mosquitos and the incubation period is 5-15 days. Infected horses, ratites, pheasants, and humans may develop fever, convulsions, and paralysis. Vaccines are available for horses and people. e. Viruses transmissible between primates and humans-a large number of viruses are in this category including poliovirus, measles, mumps, rubella, herpesvirus, cytomegalovirus, influenza, and those viruses which cause the common cold. For this reason, zookeepers and others who work closely with primates, especially great apes, must be extra careful with sanitation, and avoid working around these animals when ill.

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3. Fungal Infections a. Aspergillosis-this fungus is a common soil inhabitant which grows especially well in warm, moist, poorly ventilated areas. It most commonly causes respiratory disease in birds, and sometime infect reptiles and mammals, including people with compromised immune systems. b. Histoplasmosis- the Histoplamsa organism is found in soil contaminated with droppings from poultry, wild birds, or bats. Infection occurs following inhalation of airborne spores. The incubation period is 5-18 days. Many mammals, including humans, can be infected, although clinical disease is rarely evident. A lung disease resembling tuberculosis may develop in some infected people. Risk of infection can be reduced by wearing a dust mask and wetting areas that have heavy accumulations of dried blood or droppings. c. Dermatophytosis-“ringworm” several species of fungi can cause this disease in virtually any type of animal. Most human cases result from the handling of infected puppies and kittens. Rodents and livestock are also common carriers. Circular skin lesions develop 1-2 weeks or longer following exposure, and the sores often become scaly and encrusted. 4. Parasitic and Protozoal Disease a. Larva migrans- ingested larvae if ascarids (round worms) from dogs, cats, and raccoons can cause this disease. These larvae migrate through the lungs, liver, eyes, and brain (especially raccoon round worm larvae). Damage to these organs is usually transient, although brain damage may be severe and permanent. The disease is most common in children. Hookworm larvae can also affect humans by penetrating the skin and causing a rash. b. Toxoplasmosis- the oocysts of this protozoa are passed in the feces of cats only (domestic and wild). Virtually all mammals and some birds may be infected, although disease rarely results. Transmission may occur through ingestion of oocysts from cat feces, or by consuming raw meat containing tissue cysts. Greatest risk is to pregnant women. Infection may cause serious brain and eye problems in the fetus. c. Giardiasis-the Giardia protozoa are found in contaminated streams, wells, and other water sources. Humans are considered the primary reservoir host, although non-human primates, beavers, pigs, chinchillas, and cockatiels are often infected. Infection in humans usually causes chronic, intractable diarrhea. d. Hydatidosis/ echinococcosis-Echinococcis is a very small tapeworm found in the intestines of domestic and wild dogs, cats, and foxes. When the eggs from feces are ingested by humans, a larval stage called a hydatid cyst develops somewhere, usually in the abdominal cavity. The cyst grows very slowly (months to years) and may go unnoticed, or may cause serious problems if found in a vital organ. e.Pneumocysts pneumonia-most important in immunosuppressed people. Reservoir hosts are humans, rabbits, and rodents. Transmission is by inhalation of the airborne organism. Disease rarely follows infection, although pneumonia and death may occur in organ transplant patients and people infected with AIDS.

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f. Cryptosporidiosis-causes diarrhea, fever, and vomiting in infected animals and people. Reservoir hosts for this protozoa include most wild and domestic mammals, especially rodents. 5. Chlamydial Infections The organisms Chlamydia psittaci which causes respiratory disease in birds is related to, but not the same organism that causes gynecological infections in women. C. psittaci, however, can also cause serious respiratory infections in people. All psittacine birds in the Zoo are tested for this disease during quarantine. Wetting down dried bird droppings before cleaning will help reduce the risk of inhaling the organism. D. Prevention 1. Proper attention to sanitation is the most effective means for preventing the spread of disease. a. Always wash your hands thoroughly (antibacterial soap preferred) after handling any animal and after cleaning and feeding. b. If you are using an animal in a program which involves touching of the animals by the public, encourage them to wash their hands. If at the zoo, inform the people of the location of the nearest restroom. c. Refrain from eating or drinking while cleaning cages or handling the animals. d. Wear rubber gloves when cleaning, if possible, especially if you have cuts or abrasions. 2. If you are bitten, scratched, or “taloned”, wash the wound thoroughly and notify the Education Curator immediately (or the Director, Curator, or Veterinarian.) 3. Notify the Education Curator if you are undergoing treatment for any infectious disease, chemotherapy, or if you are taking any immunosuppressive drugs. 4. If you become ill and seek medical attention for a suspected infection, be sure to let your physician know that you work with animals at the Zoo; this may help the doctor make a diagnosis.

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ANIMAL DISEASES Recognition and Prevention A. General Considerations 1. As a volunteer in the Zoo Education Department, you are in part responsible for the health and wellbeing of the Department’s animals. 2. It is important that no changes be made in any of the animal’s diets, housing, or other aspects of care without the knowledge and consent of the Education Curator. 3. Subtle changes in behavior, activity level, and appetite will most likely be noticed by people who care for the animal on a regular basis. 4. If you notice any signs of illness in any of the animals, notify the Education Curator without delay. If the Education Curator is not available, contact the Veterinarian, General Curator, or Director. B. Bird Diseases 1. As with all wild animals, birds are very good at hiding their illness 2. A sick bird will often spend most of the time sitting quietly with feathers ruffled and eyes partially closed. A really weak bird may fall from the perch, or may choose to rest on the bottom of the cage. 3. Newly emerging feathers (blood feathers) will sometimes break and cause the bird to bleed. If the bleeding continues, the bird may weaken (especially small birds). If you notice blood in the cage of a bird or on the feathers, notify the Education Curator or veterinary staff right away. 4. Birds will often breathe with their mouth open in hot weather or when stressed. If you notice a bird open-mouth breathing in cool weather, or if you see sneezing or nasal discharge, the bird may be suffering from a respiratory illness. 5. Familiarize yourself with what a normal bird’s droppings look like (it will vary from species to species). Report any changes in color, consistency, or volume. 6. “Bumble Foot” can be a very serious problem, especially in raptors. This bacterial disease starts with some type of insult to the soft tissues of the foot. Puncture wounds, abrasions, or bruising caused by an uneven weight distribution often sets the stage for bumble foot. Improper perches are often the cause of such problems. Perches should be kept clean, free of sharp edges, and must be of the appropriate size and shape for the species. If you notice any problems with the perches, or if you see any swelling or redness on the feet of the bird, notify the Education Curator. Do not attempt to restrain the bird for a better look-the veterinarian will do this. 7. Please note: All talon trimming, and beak trimming if needed, will be done by the veterinarian. Manual restraint of the birds for this procedure will be performed by trained personnel (zoo employees or experienced volunteers).

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C. Reptile Health 1. The majority of health problems in captive reptiles is directly related to improper diet and husbandry. 2. Providing the appropriate temperature and humidity range for these ectothermic animals is necessary for proper digestion of food, growth, reproduction, and resistance to infectious diseases. 3. Sanitation is as important for reptiles as it is for birds and mammals. a. Remove all uneaten food before spoilage occurs. Snakes should be fed near the end of the day, and rodents not consumed must be removed the next morning. b. Fecal material and soiled substrate should be removed promptly and fresh water must be provided daily. 4. Check heat lamps and heating pads frequently to ensure proper function and distance from animal. 5. Be sure to report any of the following: a lump or swelling, skin discoloration, decreased appetite or activity level, changes in feces, or regurgitation of food.

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Emergency Procedures

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Section 1: Dangerous Animal Escape Procedures An escaped animal can set off a disastrous chain of events. Calm, deliberate actions on the part of the Zoo employees can avert a disaster. No rigid plan can be outlined since every situation is unpredictable and unique. The following are the objectives to be achieved and areas of responsibility for the zoo staff.

Immediate Objectives 1. Stay calm; do not panic; try to maintain control of the situation and contact the Animal Care Manager. 2. Confine the animal to an area as soon as possible. DO not lose sight of the animal. Do not allow or cause and animal to leave the Zoo grounds. 3. Clear all other visitors from the area and move them into buildings, rest rooms, etc. Restrict visitor movement in the zoo until the emergency has passed. 4. Close and secure all perimeter gates, notify the Montgomery Police Department and due to the proximity of the zoo, notify the Chisholm Elementary School Faculty Office at (334) 269-3634. 5. Capture and return the animal to the exhibit unharmed.

Person Discovering the Escape: 1. Stay calm, do not panic. Carefully evaluate the situation, determine the species and number of animals involved, and assess the danger to the public. 2. Try to confine the animal to a service area or yard immediately by closing doors, gates, windows, or other avenues of escape. 3. Do not pressure or rush the animal. If the animal becomes panicked its flight distance will increase making capture more difficult if not impossible. Attempts should be made to keep the animal close to the enclosure and return on its own if given an opportunity. 4. Send a message about the escape to the Zoo office as quickly as possible. The office personnel will alert appropriate Zoo staff about the escape. Use the telephone, radio, or other Zoo employees to deliver the message. If possible to don’t leave the area or lose sight of the animal. It is better to delay getting the message out rather than to lose track of the animal.

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Person Delivering the Message of Animal Escape:

Whether by phone, radio, or in person, the caller will state specifically which animal has escaped (i.e. male lion Samson), its location, if it is confined in any way, if anyone is in immediate danger, and has anyone been injured.

Person Receiving the Message

Notify the Zoo Director, Deputy Zoo Director, Veterinarian, Maintenance office and Security Office. Provide as many specifics regarding the escape (species, location, injuries, etc.) as possible.

Recapture Commander:

The Animal Care Manager or the Assistant Animal Care Manager will be in charge of the animal recapture (Recapture Commander). In their absence, the Zoo Director, Deputy Zoo Director, Veterinarian, or Senior Zoo Keeper most familiar with the animal will be responsible for the recapture.

NOTE: If the situation warrants it, the Zoo Director may at any time assume control and direct recapture if the circumstances warrant this level of authority.

The Recapture Commander will do the following:

1. Ensure notification of the Police Department has been made and provide details of the situation. 2. Designate Individuals who will handle the recapture. 3. Designate individuals as shooters in the event the escaped animal must be destroyed. Note: No one will fire their weapon unless there is imminent danger to personnel (employee or visitor), the animal is about to escape the zoo property, or they are ordered to fire by the Recapture Commander. 4. Direct the activity and procedures to be followed for the recapture.

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Maintenance Personnel:

The perimeter of the Zoo must be secured immediately. Maintenance personnel will disperse to all perimeter gates, close and secure them and stay at their assigned gate for further instructions.

The Mann Museum Attendants will lock the museum, proceed through the conference room and lock the museum gates.

Gift Shop personnel will exit through the gift shop and secure the front gates to the Zoo.

Security Personnel:

Security personnel will ensure all visitors are immediately cleared from the area and moved to a safe area or into buildings. Security is not to get involved in the recapture (the welfare of the visitors is their primary concern). All other Zoo employees not handling other responsibilities should assist with visitor control and safety.

NOTE: Do not advertise to the public there is an escaped animal. This could panic the crowd or cause curiosity seekers and both will interfere with the recapture. In a firm and authoritative tone advise the visitors there is a Zoo emergency and order the visitors to move in an orderly fashion to a designated safe zone.

Zoo personnel assisting visitors will not speak to visitors about the situation. Radios will be turned down so visitors cannot monitor the radio traffic. This will prevent information from being leaked out to the media until the appropriate time.

Montgomery Police Department:

The Montgomery Police Department will assist with crowd control if Zoo employees are participating in the recapture of an animal. The Montgomery Police Department has the authority to take charge of the situation if the department believes there is a serious public safety risk. If the animal leaves the Zoo grounds, the Montgomery Police Department will assume command of all animal escape situations.

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Recapture Team:

1. Use the least number of people needed to capture the animal, the recapture commander will determine who will be used to capture the animal. 2. Do not rush or panic the animal. 3. Try to get the animal confined to a specific area if possible. 4. The Veterinarian will dart the animal. 5. Approach the animal in a vehicle if possible (Van or truck that will provide protection). 6. Once the animal has been darted, pull back and let the effects of the drug take the animal down. 7. Even after the animal has been darted it may still have to be destroyed if it presents an immediate danger to personnel so do not rush the animal prematurely.

Weapons and Capture Equipment:

1. The Recapture Commander will designate someone to retrieve a weapon from the Zoo Clinic. This person will be the designated shooter. Only those employees who have been trained as shooters and are familiar with the weapons will perform duties as a shooter. 2. The Veterinarian will be responsible for using the dart gun, while the Recapture Commander will be responsible for using the recapture equipment. 3. Make sure all weapons and capture guns are on safety until ready to fire. 4. Hoop nets and barrier nets are available in the Service Building Corridor. They must be on-hand at the capture site as well. Animal Care Manager will respond to an established location with equipment. 5. The capture team should have a vehicle and a radio. 6. Communications throughout the recapture process is critical and will be directed by the Recapture Commander. 7. Stored firearms must be in a locked cabinet of sufficient construction and design to impede unauthorized entry, and located in a secure area and accessible only to authorized personnel trained in their use.

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8. Personnel authorized to utilize firearms will have professional training and regular practice.

Weapons/Shooter:

Generally, a Zoo animal will be disoriented after an escape and will try to find familiar territory. If it is not injured, panicked, rushed, or crowded by people, it can be immobilized or coaxed back into its exhibit.

There are two reasons or situations that killing a Zoo animal may become necessary:

1. Human Injury or loss of life (employee or visitor) is about to occur. DO NOT wait for someone to be attacked. If the animal is moving in the direction of visitors, it must be destroyed. 2. If the animal in question is a dangerous Category I (carnivore) and it is about to escape from the zoo grounds into the surrounding community, it must be destroyed to protect the public.

Species Risk Levels:

CATEGORY I: High Threat – Extremely Dangerous-Excitable-Will attack if approached. Must be darted immediately:

Jaguar Tiger African Lion Sloth Bear Black Bear

Rhinoceros Chimpanzee Elephant Hyenas Cougar

Obviously, if a specific Category I animal escapes into the zoo and there is a chance that animal can be coaxed back into its assigned building, that building should not be used for human shelter unless it is a life or death situation.

CATEGORY II: Moderate Threat- Can be moved by crowding- generally will provide immobilizing opportunity:

Cheetah Maned Wolves Red River Hog Canadian Lynx

Bison Giraffe Whitetail Deer Pygmy Hippo Zebra

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Giant Anteater Elk

CATEGORY III: Low Threat- Immobilize and return to exhibit. All other species: hoofed stock, small primates, small carnivores, etc.

Radio Discipline: During an escaped animal recapture incident, the Recapture Commander will assume control of the radio and issue a code 1030. A code 1030 is a Zoo wide emergency requiring radio silence except by the Recapture Commander or his/her designated personnel.

Zookeeper Responsibilities: All Zookeepers will remain in their assigned areas to allow access by the general public to safe zone facilities.

Safe Buildings: Every attempt should be made to evacuate from zoo grounds as many members of the public as can be safely accomplished in the event of a CATEGORY I/II escape, however the following buildings can be used for the safety of zoo visitors and employees in the event of a CATEGORY I/II escape into the zoo:

Gift Shop Bathrooms Tiger Exhibit Bathrooms Overlook Bathrooms

Old Concessions Vet Clinic Zoo Services

Maned Wolf Building Reptile House Zoo Education Classroom

Jaguar Building Old Chimp Building Monkey Island

Toucan Building Tiger House Chimp Building

Giraffe Building Lion Building Cheetah Building

Mann Museum Food Services Kitchen Parakeet Exhibit

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After Hours Animal Escape:

Upon discovering an animal has escaped from its holding area, the Security Guard will first ensure he/she finds a safe haven to protect them from the animal. As soon as it is safe the Security Guard will immediately contact the Montgomery Police Department, the Zoo Director, Deputy Director, Veterinarian, and Animal Care Manager.

The Security Guard should make every attempt to monitor the movements of the animals if feasible; however, do not risk injury or death by doing so.

Section 2: Animal Enclosure Invasions

There is always a possibility that a zoo visitor may accidentally or deliberately enter an animal enclosure. Such incidents have occurred in zoos all over the world. This is a serious and dangerous situation which could result in death.

As with animal escapes, no rigid plan of action can be stablished; however, the following are guidelines that employees should take in the event a cage or enclosure invasion occurs.

1. The Animal Care Manager or Assistant Animal Care Manager will assume command of the situation. 2. Almost simultaneously: a. Alert Zoo Keepers to make every effort to lock up the animal(s). b. Notify the Veterinarian, Zoo Director, Deputy Director, Animal Care Manager, and Security Office. c. Have a trained shooter obtain a weapon from the Zoo clinic (.375 caliber rifle or 12 gage shotgun) and ammunition. d. Clear visitors from the area to avoid further excitement of the animal and panic from the public. e. Take appropriate steps to rescue visitors and prevent injury.

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For these Specific Areas, Take the Following Steps:

1. Hoof Stock Areas- Assist visitors in exiting the exhibit. If the visitor is injured from the fall into the moat, do not attempt to move. Wait for paramedics and keep animal(s) away from visitor. 2. Chimpanzee Island-Tell the visitor to swim or move to the outside wall. Use ladder or lifesaver buoy located in the marked brown box handing on the fence to rescue visitor.

Use CO2 fire extinguisher to frighten animal(s) away from visitor. 3. Lion Exhibit-Tell visitor to swim to outside wall. Use ladder or lifesaver buoy located in

the marked brown box hanging on the fence to rescue the visitor. Use CO2 fire extinguisher to frighten animals away from visitor. 4. Giraffe Exhibit-Visitor should move to shallow water, but not exit until keeper arrives on exhibit. 5. North American Moat- Throw lifesaver buoy located in the marked brown box hanging on the fence to visitor. Instruct them to move to the shallow water but not to leave moat until keeper arrives. 6. Asian Moat- Throw lifesaver buoy located in the marked brown box hanging on the fence to visitor. Instruct them to move to shallow water but not to leave moat until keeper arrives. 7. Rhino Display-Try to get visitor climb rocks. Use long PVC pole to keep rhino from visitor. A fire extinguisher could be used to frighten the rhino away from visitor. Open all three exhibit doors, lock animal in building as soon as possible. 8. Black Bear Pool-Use fire extinguisher from bridge to frighten bear away from visitor. Try to lock animals in building. Use rope ladder from bridge if needed to rescue visitor, if it can be used safely. 9. Elephant Moat- Try to get visitor to swim to the edge of the fence line. Use a long PVC pole to keep elephants from visitor. A fire extinguisher could be used to frighten the elephants away from visitor. Open all exhibit doors, lock elephants in building as soon as possible.

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10. Otter Pool- Assist visitors in exiting the exhibit. If the visitor is injured from the fall into the pool, do not attempt to move. Wait for paramedics and keep animal(s) away from visitor.

Section 3: Etrophine Exposure Emergency Procedures

There are times when strong narcotic medications must be used to tranquilize a Zoo animal. The only personnel authorized by the Drug Enforcement Agency to handle these drugs at the Montgomery Zoo are the Zoo Veterinarian and the part-time veterinarian.

Etropine (M99) is a narcotic with potency that is 1,000-3,000 times stronger than morphine and is used to immobilize large animals. Humans are highly sensitive to the effects of this drug and contact by accidental injection or splashing onto the mucous membranes of the eyes, nose, or mouth can cause an extreme emergency situation. Depending on the dose of the exposure, symptoms of narcotization may develop very rapidly and immediate action may be needed to save the life of the victim.

Victims Should:

1. Notify someone immediately of the exposure to the drug. Identify the site and route of exposure. 2. Sit or Lie down on your side if able. 3. If close to the naloxone, draw up the medication yourself. Administer into a large muscle if able, or if help is not immediately available. 4. Keep the people attending you informed of your condition and immediately note the onset of any symptoms such as dizziness, nausea, disorientation, or sedation.

Persons Assisting the Victim:

1. For employees who discover the victim, do not leave the patient unattended. Administer 10mg of Naloxone in a large muscle. Designate a person to call the office (100 or 103). Use a radio if a telephone is not close by or if you are alone. Give the following information: a. An exposure to etrophine has occurred.

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b. Name of victim, time of the exposure, and your location. c. Condition of the victim and the part of the body exposed. 2. Flush exposed area with large amounts of water. 3. Time is of the utmost importance. Be sure to document when the naloxone is administered and how much. You will need to tell the person in the office this. 4. Place all contaminated syringes, needles, and darts with the etrophine bottle in the metal can and replace lid. Be sure to wear the rubber gloves provided as the drug can absorbed through the skin. 5. If you are not alone, designate a person to: a. Prepare the oxygen (if available) for use. b. If you are alone, monitor the patient and wait for assistance. If help is not quickly available, prepare the oxygen and naloxone while monitoring the patient. 6. Monitor pulse and respiration, and note (record if possible) the onset of any symptoms (disorientation, slowed breathing, sedation, vomiting, seizures, and loss of consciousness). Be prepared to begin CPR. 7. Designate a person to draw up 30 cc of naloxone (three bottles) using the syringe and needle provided. 8. If the patient shows any symptoms at all, establish IV access. Apply the yellow rubber tourniquet to the upper arm and wipe the vein with alcohol. Insert the 23 g butterfly catheter, loosen the tourniquet and tape in place. Attach a 30cc syringe and administer slowly. Remove the catheter and apply pressure to the site for 1-2 minutes. 9. Stay at your location until driver and vehicle arrive. Then transport victim and any remaining naloxone and a copy of the procedure to the Jackson Hospital Emergency Room.

Person at Office Receiving Call:

1. Etrophine exposure takes priority over all other business. Record information rapidly, but ensure accuracy. 2. Record the following information: a. Who was exposed to the drug?

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b. Where in the zoo are they located? c. What time did the exposure occur and what part of the body was effected? d. Was Naloxone administered? How much and when? e. Is the victim showing any symptoms? 3. Secure driver and vehicle and dispatch to location of victim. Tell driver to ensure vehicle has fuel. 4. Notify Jackson Hospital Emergency Room (334) 293-8851 and give the following information: a. Tell the person answering “an exposure to Etropine has occurred. This is a very potent and extremely dangerous narcotic.” b. Victims Name, condition, and time of exposure c. Part of Body exposed. d. Time elapsed since exposure and estimated time of arrival to the hospital. e. What time was Naloxone given? How much? f. Give the zoo phone number (334) 625-4939 (not 4900) and keep the telephone line open on the switchboard. 5. Call Dispatch (911) and advise of the emergency, the route being driven, and a description of the vehicle responding with the victim to Jackson Hospital.

Notify the Following Personnel:

1. Zoo Director 2. Deputy Zoo Director 3. Zoo Veterinarian 4. Associate Veterinarian 5. Animal Care Manager 6. Director of Leisure Services

Section 4: Pedal Boat Emergency

Probable emergencies include persons overboard and or a medical emergency on the lake.

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1. Employees working the pedal boats will broadcast over the radio with a code 100 indicating an emergency at the lake area. 2. Once the emergency has been determined employees will need to follow the human emergency guidelines outlined below (Section 6).

Section 5: Skylift Emergency

Probable emergencies include persons falling or jumping off of the Skylift and landing in an animal enclosure.

If a patron falls or jumps from the skylift and lands in a general area occupied by the public, attempt to keep the individual still where he/she landed, to prevent further injury. Follow the Human Emergency guidelines outlined in Section 6.

Section 6: Human Emergencies:

Probable emergencies include fire, severe weather/tornado, accidents, theft, etc.

a) Public Notification: inform staff via radios, reach public via intercom system. Use additional staff to inform public and take appropriate action. b) Employee Training: Provide all employees with an updated Procedures Manual. Ensure that all employees know the location of all fire extinguishers and first aid kits. All animal care, security, education, and managers must be trained on these procedures: 1. First Aid 2. AED 3. CPR 4. Severe Weather/Tornado 5. Use of fire extinguishers c) Alarm and/or Warning Systems: Train staff to know what each alarm sounds like (severe weather, tornado, police, fire, etc.) d) Drills and Practice: Severe weather drills are practiced monthly through the City-wide drill (First Wednesday). Do not evacuate the public from the facility but make certain employees know the procedures for locating and evacuating visitors and locations of all

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exits. Focus on remembering restrooms, education classroom, and more obscure areas. Know what staff is present and have an accurate number count of zoo visitors. e) Communications: Keep emergency telephone procedures standard to allow a quicker response by employees regardless of their location. Be familiar and comfortable with the 911 system. Emergency telephone listings include the following: 1. Call 911 for police, fire, or medical emergencies. Be prepared to answer all questions the operator may ask including situation, victim’s name, age and condition (when applicable). Most importantly- STAY CALM! 2. Montgomery Police non-emergency number (334) 241-2651 3. Fire Department non-emergency number (334) 271-7023 f) Media Coverage: In the event of a major incident at the zoo, the media may request a statement. Refer them to the Director or Deputy Director, if on zoo grounds. g) Additional Considerations: Stress that all staff needs to remain calm. If there are injured persons, have someone stay with that person at all times, even if the injuries are beyond the scope of first aid training. This individual is to provide a comforting factor that help is near. Keep the area clear around the injured parties. When assistance does arrive be prepared to relay any important information about the injured person such as the extent of the injuries, any known medications they may be taking and/or allergic to and any other sign or symptoms you may have found.

NOTE: During Power outages, use flashlights for assistance in maneuverability. Try and keep everyone together in one centralized location to prevent injury. Unplug any unnecessary equipment to prevent power surge damage. Place absorbent materials around freezers and coolers to collect moisture and prevent slipping. h) Medial Aid: Do not attempt to move or transport a victim unless there is an immediate possibility of death. 1. If necessary, minor first aid procedures may be administered by employees who are trained to do so. Any situation where a patron has fallen or struck their head,

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immediately call 911. Security personnel will complete an Incident Report any time 911 is called for a medical emergency. 2. If the injured party is unaccompanied, have a staff member accompany them to the home or hospital. 3. When an accident occurs, the most important issue is the person involved and their wellbeing, they must receive immediate attention. 4. Stay calm and analyze the situation carefully. DO NOT PANIC! Base your decision on the regulations outlined and good judgment. 5. The victim should be kept calm and made comfortable. Visually examine to determine injury and what procedure should be followed. Be certain to protect victim from further injury. 6. Should a First Aid Kit be required, employees should know where one is located. First aid is only to be administered by certified staff members (which should include all animal care, security, education, and managers). 7. If the victim can move without assistance and without the threat of any additional injury, help the victim to a more suitable location such as Zoo Services, Concessions Office, or Security. If the victim should not or cannot be moved, provide blankets for comfort. 8. Treat the victim for shock by covering the victim to retain the victim’s body heat and do not allow victim to move around. 9. In situations where the victim is not breathing, begin artificial respiration immediately and continue doing so until the medical authorities arrive. 10. All non-essential personnel need to be removed from the site of the victim and the area immediately surrounding the area. Non-essential personnel may include students, zoo visitors, spectators, employees, and volunteers. 11. Call 911 for ambulance and have someone wait at the main gate to direct them to the location. Make certain that the path to the victim is clear of debris and bystanders so the emergency crew has clear passage to the victim.

110 i) Crime: If you observe a crime in progress, contact security via radio to alert them of the situation. Security personnel will contact the Montgomery Police Department and provide the following: 1. Location of the criminal activity 2. Give a brief description of events that are taking place 3. Number and description of persons involved 4. Do not put yourself in danger but attempt to stay in area until police arrive j) Severe Weather/Tornado: The City of Montgomery Disaster Control Center routinely monitors weather channels and receives warning of severe weather approaching the city. In the event Disaster Control personnel receive an alert, they will notify the Zoo with the details. When a severe weather threat has been issued, turn on all radios to be aware of location and severity of storm. In case of tornado, listen for sirens which indicate a tornado has been spotted. The Animal Care Manager or Assistant Animal Care Manager will direct the Animal Care staff to secure the animals, beginning with category I animals first. The remainder of the Zoo staff will take shelter in an enclosed building, such as zoo services or the Mann Museum. If the storm approaches too rapidly to proceed to the service building or Mann Museum, Zoo staff will assist visitors and take cover in the nearest facility. If a tornado watch has been issued, begin preparations for the possibility of a tornado. Be prepared for the watch to be changed to a warning once a tornado is spotted. 1. During Normal Zoo Business Hours: i. Alert the Zoo Director. The Director will determine if the Zoo should be closed. ii. Alert Security iii. Alert Animal Care Staff. They will remove animals from the exhibits. iv. Security will confer with the Zoo Director and evacuate visitors if time permits. If not, have visitors proceed to the Zoo Services Building or the Overlook.

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v. Employees proceed as quickly as possible to a safe place: 1. Zoo Services Building 2. Overlook 3. Restrooms are recommended as the most secure area. Stay Away from windows. 2. During Closed Hours: i. Security will receive an alert from Disaster Control and should do the following: 1. Notify Zoo Director 2. Notify Deputy Director 3. Notify Animal Care Manager 4. Notify Maintenance 3. Emergency Notification Procedures: All Zoo managers and supervisors will ensure they have briefed their subordinates on the Zoo’s Emergency Procedures and will maintain a signed Employee Emergency Procedures Acknowledgement Form (Attachment 48) for each employee in the employee’s personnel records: k) Fires: 1. If a small, non-threatening fire is discovered take the following actions: i. Remain Calm ii. Request assistance via radio iii. Call 911 for Fire Department response iv. Keep Visitors away from the area v. Know the location of the nearest fire extinguisher and know how to use it. vi. Use your best judgment on when to fight a fire. If you decide to fight the fire, aim the extinguisher at the base of fire and use the PASS technique (Pull-Aim-Squeeze-Sweep). vii. Always stay between the fire and the exit.

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viii. If unable to extinguish the fire, exit the building and follow procedures. 2. If a larger fire is discovered take the following actions. i. Notify coworkers in building to evacuate and call 911 to report fire. ii. Notify the Director, Deputy Director, and Department Manager. iii. Inform public of evacuation procedures and assist with their safe exit from the building or the location of the fire. iv. Do not reenter the building v. Have everyone gather in central location to conduct a head-count for accountability of employees. Do not allow anyone to leave the area until released by the Department Manager. vi. It is extremely important that evacuations be done in a calm and organized manner to prevent panic. l) Accidents: Staff will assess the situation and assist the victim. Apply first aid, if necessary. 1. Follow up. Correct any hazardous situations and assist the victim. Apply first aid, if necessary. 2. Determine who was present at the time of the accident and record the names and addresses of the victims and all witnesses. 3. In case of injuries, accidents, or emergencies, personnel on duty must notify their manager. 4. Make proper reports for each injury, no matter how slight. 5. Do not give the information to anyone except the police and hospital officials. Requests for information from the press and all others shall be referred to the senior staff member on site. Do not sign anything. 6. Neither supervisory nor first aid personnel shall assume any liability and shall not encourage persons or parents to assume that the management is in any way liable for the situation. 7. For any hazardous material Spills, call 911 and report the spill. Do not attempt to clean it up and clear the area of visitors or employees.

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8. Be accommodating and congenial but DO NOT APOLOGIZE. Do not offer or assume responsibility for what happened. Leave this to the discretion of the City’s Risk Management Office and Legal Department.

Montgomery Zoo Employee List

Zoo Director______Marcia Woodard (Zoo 1)

Deputy Director______Open (Zoo2)

Secretary______Sherry Riordan (Zoo 3)

Clerk II______Open (Zoo 4)

Office Floater______Megan Swindle (Zoo 4)

Program Services Manager______Steven Pierce (M1)

Public Relations/Marketing Manager______Melanie Golson (M2)

Animal Care Manager______Ken Naugher (A1)

Assistant Animal Care Manager______Jason Bielen (A2)

Dietician______Jason Baldwin

Zookeeper II______Michelle Johnson (A3 Africa)

Jeffery McGuire (A4 South America)

Rebekah Hepburn (A6 Asia)

Rachel Lampkin (A7 Reptiles/Rays)

Shelli Dean (A8 North America)

Sean Collins (A9 Elephants)

Zookeeper I______Wayne Brantley (Floater)

Andi Frame (Floater)

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Jen Hamilton (Floater)

Kelsey Collins (Floater)

Seth Hotchburg (Floater)

Kirby Pitchford (Floater)

Deena Cheek (Floater)

Brook Morgan (Floater)

Neal Sandy (Floater)

Education Curator ______Suzi Fontaine (E1)

Veterinarian ______Dr. Hal Pate (Vet 1)

Veterinary Intern______Dr. Kanyon McLean (Vet 1)

Veterinary Technician ______Mandy Reiter (Vet 2)

Operations Manager ______Jeremy Vinson (O1)

Attractions Manager ______Nick Castanza (C1)

Maintenance/Rides Staff______Brenda Chambliss (O3)

Greg Morrow (O6)

Carolyn Jones (O8)

Kevin Itle (O10)

Alvin Williams (O14)

Emily Nestor (O9)

Horticulturalist ______Flint Riordan (O5)

Gift Shop Manager ______Susan Michener (Zoo Gate)

Dot Williams (Zoo Gate)

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Security ______Angela Wells (S3)

Eric Tymes (S6)

Museum Supervisor ______Deborah Stewart (Museum 1)

Museum Attendant I ______Susan Karr (Museum 2)

Descriptions of Positions

Zoo Director

Administrative work in planning, organizing, directing, supervising, and coordinating the operation and maintenance of the zoo and its facilities. Employee functions as head of the City Zoo Department and answers directly to the Mayor or his assistant.

Deputy Director

Responsible for supervision and management of all animal care operations including husbandry, record keeping, and vet care. Supervises all professional and support staff in the absence of the Zoo Director. Plans, directs, and supervises the management of all exhibits, special events, and Zoo events. Develops policies and procedures to ensure a smoother operation of the zoo.

Program Services Manager

Supervisory and administrative work directing and overseeing administrative services for the Montgomery Zoo to include marketing and public relations, public education and customer and employee relations. The employee in this position is responsible for ensuring quality services are provided to all zoo patrons, directing marketing, public relations, and public education efforts, and handling employee grievances, complaints, or disciplinary matters. The employee directly supervises the Marketing and Public Relations Manager and Education Curator. Work is performed under the general direction of the Deputy Zoo Director and Director.

Marketing and Public Relations Manager

Professional work planning, directing, and implementing a comprehensive marketing and public relations program in order to promote programs, exhibitions, and activities at the zoo. The Marketing and Public Relations Manager is directly supervised by the Program Services Manager. Supervision may be exercised over paid or volunteer staff assigned to assist in marketing and public relations functions.

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Animal Care Manager

Plans, directs, and supervises animal care operations including general husbandry of the collections, record keeping, veterinary care, and exhibit facilities maintenance to insure a professional standard of operations with regard to animal health, welfare, and conservation. Receives supervision by the Deputy Zoo Director and Zoo Director.

Assistant Animal Care Manager

Supervises animal care staff in the delivery of animal care services, participates in the care of animals, inspects and monitors facilities and grounds, maintains animal records. Supervised by the Animal Care Manager.

Zookeeper II

Performs specific duties in the feeding, cleaning, and general husbandry of the live animal collections of the zoo. Observes animals and records behavior and condition information on reports as directed. Prepares diets and medicates animals as needed. Performs maintenance duties on facilities and exhibits in the zoo. Zookeeper II has a specific responsibility for a designated portion of the collection on a semi-permanent, non-rotating basis. Supervision is received from the Animal Care Manager and Assistant Animal Care Manager. Provides leadership to Keeper I’s.

Zookeeper I

Performs specific duties in the feeding, cleaning, and general husbandry of the live animal collections of the zoo. Observes animals and records behavior and condition information on reports as directed. Prepares diets and medicates animals as needed. Performs maintenance duties on facilities and exhibits in the zoo. Reports to Animal Care Manager.

Zoo Veterinarian

Plans, directs, and executes a comprehensive animal health program for the Montgomery Zoo Including routine prophylaxis, treatment, surgery, and research for all living collections. Supervision is received from the Deputy Zoo Director and Zoo Director. Supervision is exercised over any personnel permanently or temporarily assigned to the Zoo animal health sub-division.

Veterinary Assistant

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Cleans and feeds all mammals and birds quarantined in the Zoo Clinic and adjacent outdoor pens. Assist the veterinarian in medical procedures. Takes x-rays and maintains equipment. Maintains inventory of drugs and supplies and placing orders. Fills prescriptions, calculates drugs dosages, and administers medications to the animals. Keeps records including computer data entry for anesthesia records, parasitology, and blood test results. Supervision is received from Zoo Veterinarian.

Curator of Education

Plans and directs Zoo education programming to include developing program content, maintaining materials, supplies, and equipment associated with educational activities, determining appropriate fee schedules for programs and services provided by the education division, overseeing fee collection and serving as a liaison to community schools. Work is performed under the general supervision of the Program Services Manager.

Zoo Operations Manager

Plans, directs, and supervises the maintenance, security and landscaping operations of the zoo including equipment maintenance, inventory maintenance and control; building maintenance and general ground maintenance to insure a high standard of appearance and cost efficient maintenance of the Zoo’s physical plant.

Horticulturist

Under general direction, supervises the landscaping and planting of all areas in the zoo. Work involves responsibility for the propagation and care of ornamental and other plants used in the zoo and exhibits. Receives supervision by the Zoo Operation Manager.

Dietician

Prepares daily diet for zoo animals. Works with veterinarian in preparing special diets for sick or injured animals. Researches the dietary needs of newly acquired animals. Keeps kitchen and equipment maintained. Orders and maintains animal diets. Receives supervision by the Assistant Animal Care Manager and the Animal Care Manager.

Concessions and Catering Manager

Plans and directs all food service operations at the Zoo including purchasing, preparation, sale of food items, and supervision of concession personnel. Monitors expenditures and prepares yearly budget for concessions. Develops and prepares varied menu selections for catered events, special zoo events, and school groups throughout the year.

Guest Services Manager

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Plans and directs zoo retail operations and admissions. Supervises all admission and gift shop employees. Orders merchandise for the gift shop and performs inventory of all merchandise. Determines pricing for gift shop merchandise. Receives supervision from Deputy Zoo Director and Zoo Director.

History of the Montgomery Zoo

1920’s: 41 acres was set aside in Oak Park for the citizens of Montgomery

1935: Oak Park received the first animals

1960: Oak Park closed for the next 11 years due to racial violence

1967: New Zoo location, 6 acres set aside for new zoo (current land)

1971: Jim Amon appointed 1st Zoo Director, Paul Foster hired as 1st Zookeeper, Changed name of facility to “Montgomery Children’s Zoo”, Zoo Office, Concessions building, flight cage, and Monkey island completed.

1972: John Heidger appointed Zoo Director, Zoo Officially Opened May 6th, 1st Zoo Education Officer hired, Bengi (6 month old Chimp) came to the zoo.

1973: Education/Administration building on Vandiver Blvd Completed

1974: Name changed to “Montgomery Zoo”, C.B. Rogers appointed Zoo Director

1975: Alligator Exhibit, Chimp House, Safari Shelter constructed

1976: 1st Zoo Day fund raiser, Dixieland Zoological Society Incorporated, Robert Cooper Appointed Zoo Director.

1979: Chuck Clift appointed Zoo Director

1983: Mark Sabel appointed to work on Master Plan for New Montgomery Zoo

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1988: Zoo Society name changed to Montgomery Area Zoological Society

1989: Official groundbreaking for the New Montgomery Zoo

1990: Bill Fiore appointed Zoo Director, Construction on new 40 acre Zoo began

1991: Grand opening of The New Montgomery Zoo on September 21st with 5 realms and multi-species exhibits, Montgomery Area Zoological Society adopts the nickname “Zoo Friends”

1992: Cougar/Lynx exhibit in North America realm completed, Reptile House, Jaguar, and Ocelot exhibit completed, Chimpanzee and Colobus Monkey exhibit opens in Africa realm

1993: Bengal Tiger exhibit opens in Asia realm with 1 white and 1 gold tiger

1995: Bald Eagle exhibit opens in North America realm, Monkey Island renovated in South America realm

1996: New American Black Bear exhibit completed, Spectacled Bears arrived, first cheetah cub born

1998: Maned Wolf and Indian Rhino exhibits open, Paul Foster appointed Zoo Director

1999: New Front Entrance Complex opens, Spectacled Bear exhibit opens

2001: Doug Goode appointed Zoo Director, First Annual Earth Day Safari, Old World Aviary opens

2003: Mann Wildlife Learning Museum was completed and opened

2004: Construction began on the African Elephant Habitat scheduled to open 2005

2005: African Elephant Habitat opened with 3 female elephants: Mary, Tina, and Star

2006: Construction began on the River Otter Habitat

2007: First Rhino born at Montgomery Zoo October 1, Male; First elephant born at Montgomery Zoo November 9th, Female.

2008: Opening of the North American River Otter Exhibit

2009: Opening of new playground

2010: Opening of Giraffe Encounter and Pedal Boat Rides

2011: Opening of Horse Rides

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2012: Opening of Parakeet Cove

2014: Construction began on new Alligator Exhibit

2015: New Alligator exhibit opens

2018: Stingray Bay enclosure opens to public

2018: Marcia Woodard appointed Director of Zoo

Locations of Animals in the Zoo

African Realm Ostrich Giant Anteater African Elephants African Old World Maned Wolf African Lion Aviary Jaguar Eastern Bongo Blue Duiker Ocelot Bontebok Sacred Ibis Snapping Turtle Addra Gazelle Hammerkop Andean Condor Cheetah Helmet Crested Guinea Fowl Squirrel Monkeys Reticulated Giraffe Flight Cage Spider Monkeys Emperor Tamarin Greater Kudu Scarlet Ibis Military Macaw African Crowned Crane Ringed Teal Duck Blue and Gold Macaw Grant’s Zebra Peacock Pheasant Hyacinth Macaw Chimpanzee Yellow-Bellied Slider Patagonian Cavy Slender-horned Gazelle Sloth Bear Marabou Stork Keel Billed Toucan Pygmy Hippo Siamang American Alligator Ground Hornbill South American African Spurred Tortoise Realm Golden Pheasant

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Ring Tailed Lemurs Solomon Island Skink Chinese Swan Goose Capybara Rhino Iguana North American Waterfowl Pond Mata Realm Chilean Flamingo African Chameleons American Alligator Screamers Pancake Tortoise Bighorn Sheep Reptile House Asian Realm Prairie Bison White-tailed Deer Albino Reticulated Python Red River Hog American Black Bear Ball Python Pygmy Hippo American Elk Corn Snake Bengal Tiger Bald Eagle Smooth Fronted Cayman Indian Rhinoceros Cougar Eastern Box Turtle Axis Deer Canadian Lynx Gray Rat Snake Neilgai River Otter Green Tree Python Blackbuck

Mossy Frog Fallow Deer Speckled King Snake Reeve’s Muntjac Sarus Crane

Endangered and Threatened Species

Montgomery Zoo, Dated June 21, 2018 Endangered Species  Addra Gazelle (Gazella dama)  Banteng (Bos javanicus)  Bengal Tiger (Panthera tigris)  Bontebok (Diamaliscus pygargus pygargus)  Cheetah (Aciononyx jubatus)  Chimpanzee (Pan troglodytes)  Golden Lion Tamarin (Leontopithecus rosalia)  Indian Pond Turtle (Melanochelys trijuga trijuga)  Indian Rhinoceros (Rhinoceros unicornis)  Jaguar (Panthera onca)  Maned Wolf (Chrysocyon brachyurus)  Ocelot (Felis pardalis)  Slender-horned Gazelle (Gazella leptoceros)

Threatened Species  African Elephant (Loxodonta Africana)

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 Alligator Snapping Turtle (Macrodemys temminckii)  Cougar (Puma concolor)  Canadian Lynx (Lynx canadensis)  North American River Otter (Lontra canadensis)

Animal Inventory Summary Montgomery Zoo, dated June 21, 2018

Total Number of Individual Animals 494 Total Number of Species 147 Animal Breakdown Species Individuals

Invertebrates 3 22 Amphibians 8 35 Reptiles 20 26 Birds 35 142 Mammals 51 143 Fish 30 126

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Endangered Species at the Montgomery Zoo Fact Sheets

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Andean Condor (Vultur gryphus)

Habitat: Condors live along the Andes Mountain Range of South America, from Columbia to Tierra Del Fuego. They locate their nests on cliffs or ledges with sandy substrate. Condors prefer to ride the thermals and deflected air currents of the mountains from sea level up to 16,000 feet in altitude.

Diet: Carrion (dead animals), occasionally sick or young animals, fish, lizards, insects, and some sea bird eggs.

Size: Body Length: 52 in. Wing Span: 10 ft. Average Weight: 20-25 lbs. Males are somewhat larger than females.

Reproduction: Condors lay their single egg on rock ledges. They live in flocks that disperse in the breeding season. It takes 8 months for the condor young to be independent of its parents. Their single egg is only laid every other year.

Adaptations: Claws on its feet are used for walking and not grasping or killing. Their head is devoid of feathers to keep carrion from sticking to them.

California Condor (Gymnogyps californaianus). Relatives: Overall Color is shiny black with the wings having large white patches, a Other Info: white ring on their neck and a bare grey-red head. They are the largest flying land birds on the planet and live approximately 40 years.

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Bengal Tiger (Panthera tigris)

Habitat: Tropical jungle, brush, marshlands, and tall grasslands of Bangladesh, Nepal, India, Bhutan, and Burma.

Diet: Medium to large prey such as pigs, deer, antelope, and buffalo.

Size: Males can grow up to 10ft and weigh up to 500lbs. Females can grow to 9ft and weigh up to 300lbs.

Male Bengal tigers reach maturity at 4-5 years and females at 3-4 Reproduction: years. Gestation is 98-110 days; with 2 to 4 cubs born. The cubs are about 2.2 lbs. The cubs stay with their mother until their 3rd year. The

male plays no role in the rearing of the offspring. The female hunts for herself and the cubs. Tigers are solitary and only come together at mating times.

The tiger’s orange color and stripes allow it to be camouflaged in the jungle and river banks covered with reeds and grasses. Unlike other Adaptations: cats, the tiger is a good swimmer and can cross rivers in order to find food.

Relatives: The Siberian tiger, Indo-Chinese tiger, Chinese tiger, and the Sumatran tiger. The tiger belongs to the same genus, Panthera, as the lion, leopard, and jaguar.

Other Info: Tigers can consume up to 88 lbs. of meat in one feeding. There is an estimated one tiger poached every 18 hours in India. Tigers can swim up to three miles without stopping.

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Cheetah (Acinonyx jubatus)

Habitat: Open and partially open plains of Southern, Central, and Eastern Africa. Absent from rain forests and wet coastal areas. (All but extinct in Asia and India.)

Diet: Medium and small antelope, gazelle, and occasionally rabbits. Hunts mainly in the early morning and late afternoon.

Size: 3 ft. tall; body length: 4 ½-5 ft. long with a tail of 2-2 ½ ft. long. Weight: 110-145 lbs.

Reproduction: Litters of 1-6, average 3, cubs born after gestation period of 84-95 days. First estrus at around 1 ½ years. Mating occurs year round with peak times after the rainy season. Cubs are 5.2 to 10.5 oz. at birth.

Adaptations: Long, slender legs, small round head, small ears and a long tail help make the cheetah the fastest land animal. Their spotted coat provides camouflage. Cheetahs are able to go 3 days without water.

Relatives: Subspecies: African Cheetah (Acinonyx jubatus jubatus), Asiatic Cheetah (Acinonyx jubatus venaticus), Mutant form King Cheetah (Acinonyx rex).

Other Info: Cheetahs are one of the oldest of the great cats, dating back 4 million years. Fossils have been found in the Western United States. King Cheetahs have stripes along their backs with irregular shaped blotches instead of spots.

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Spotted Pond Turtle (Geoclemys hamiltoni)

Habitat: Lives in clear, shallow water with abundant aquatic vegetation. They are also found in the drainage systems of northern India. Their highly domed shell suggests that this is not a turtle of swift currents so they probably do not inhabit the main channels of large rivers.

Diet: Snails, dragonfly larvae, and aquatic animals living in their ponds.

Size: Up to 36 cm.

Reproduction: They have a varied breeding season, but the majority of eggs seem to be produced in May. They prefer to nest on banks of ponds and the soil in the nest hole is first wet with body fluids from the laying female. Clutch sizes can be from 13-36 eggs with about 2-3 clutches per year. Incubation is roughly 74 days. Adaptations: The turtle’s mouth is adapted to crushing hard snails.

Status: This is a Red list species of the IUCN (1996) and it is considered low risk-near threatened. Listed as Endangered in the Bangladesh 1999 Red Data Book. The turtle is nominally protected by legislation in all range countries. It is protected by Schedule 1 of the Indian Wildlife Protection Act of 1972 and by Schedule 111 of the Bangladesh Wildlife Protection Act of 1974. Populations seem to have benefited by the creation of several sanctuaries created in Northern India. However, over all the species is declining in both numbers and over all distribution.

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Indian Rhinoceros (Rhinoceros unicornis)

Habitat: Flood plains and tall grasses, adjacent swamps and forests are also used.

Diet: Grass, fruit, leaves, branches, aquatic plants, and cultivated crops.

Size: Body Length: 11-12 ft.; Height: 6 ft. at the shoulder; Weight 3500- 4500 lbs.

Breeding occurs throughout the year. Gestation period is 16 months Reproduction: after which 1 calf is born. Weaning may last up to 18 months. Females have young at three year intervals. Males are sexually mature at 9

years, females at 4 years. Adaptations: Large shoveling ears promote excellent hearing. Razor sharp tusk-like teeth are used for defense in battle. Prehensile upper lip aids in obtaining grasses and twigs. Skin divided by thick folds with many round bumps offers protection.

Relatives: Asian species: Sumatran Rhino (Dicerorhinus sumatrensis) and Javan Rhino (Rhinoceros sondiacus); White Rhino (Ceratotherium simim) and Black Rhino (Diceros bicornis).

Other Info: Endangered from illegal hunting due to huge medicinal trade of the horn, and also habitat destruction. The horn is made of keratin hair, is only 9 inches long and is worn down by constant rubbing. There are no scientific studies showing rhino horn to be effective medically or as an aphrodisiac. All 5 species are extremely endangered.

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Jaguar (Panthera onca)

Habitat: Tropical Rain Forests, swamps, and open country, including desert and savanna. Prefers good cover and easy access to water.

Diet: Livestock, capybara, peccaries, turtles, and fish

Size: Length: 44-58 inches; Tail: 21-26 inches: Height at Shoulder: 27-30 inches; Weight: (Males) 100kg; (Females) 76 kg. Reproduction: Females are reproductively mature at 2-3 years of age, males at 3-4 years. Gestation period is around 100 days. Litters consist of one to four cubs. Cubs may remain with their mother for up to two years. Sometimes a black jaguar is born. These are called melanistic and often still have spots which can be seen in the sun.

Adaptations: Spotted coat camouflages body in dense cover. Heavy muscled shoulders and forearms add strength for capturing prey. Hind legs are longer than forelegs to facilitate jumping.

Relatives: Panthera genus: Tiger, leopard, snow leopard, lion.

Other Info: Endangered due to habitat loss and past overhunting. Jaguar Species Survival Plan approved in 1993. World’s first jaguar reserve established is Cockscomb Basin Wildlife Sanctuary in Belize.

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Slender-horned Gazelle (Gazella leptoceros)

Habitat: True desert regions, only on soft sand.

Diet: They are grazers or browsers, prefers berries and leaves of desert pants.

Size: Height: 26 in. Weight: 60 lbs. Horn Length: 16 in.

Reproduction: Males establish territories in August to September, eventually mating with several females. The gestation period is 156-169 days. Females give birth, usually to a single calf, in January or February. They reach sexual maturity in their second breeding season.

Adaptations: Slightly enlarged hooves for walking on sand; sandy fawn coloration acts as camouflage in the desert; long, straight horns (both males and females) can aid in defense.

Relatives: Genus Gazella: Grant’s gazelle (G. grant), Dorcas gazelle (G. dorcas), Thompson’s gazelle (G. dorcas), Dama gazelle (G. dama). Other Info: Conservation Status: endangered primarily due to excessive hunting by people for sale of meat and horns. Generally found in groups of 10-30 females and young. Males may form small groups or roam alone. Also known as the North African Gazelle.

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Maned Wolf (Chrysocyon brachyurus)

Habitat: Grasslands and scrub forests of Northern Argentina, Eastern Bolivia, Paraguay, and Southeastern Peru.

Diet: Small rodents, domestic chickens, vegetation, and loberia fruit.

Size: Head and body length is 49-52 in., Tail length is 11-18 in. Weight is 44-51 lbs., Height at Shoulders is 3 ft. Reproduction: Maned wolves are monogamous, but pairs only interact during mating season. The female gives birth to a litter of 2-5 pups. The pups are weaned at 15 weeks, and are independent at 1 year.

Adaptations: Long legs enable the maned wolf to see over tall grass while hunting, lack of underfur acts as protection from overheating. Large ears act as heat radiators and sound detectors. The mane gives the impression of a larger size when erected for defense.

Relatives: Appears to be related to the fox.

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Siamang (Hylobates syndactylus)

Habitat: Tropical forests and highlands of Southeastern Asia, Malayan Peninsula, and Sumatra.

Diet: Mainly ripe fruits (44%) and young leaves (45%) and small amount of invertebrates.

Size: Length: 35-60 in.; Weight: 23-33 lbs.; Lifespan: 25-30 years.

Reproduction: Family units consist of a dominant female, male, and 1-2 offspring. The family will rarely stray further than 100ft from one another. Gestation: 7-8 months and give birth to one to two offspring.

Adaptations: The siamang’s main defense comes from its loud calls, augmented by its dark gray elastic throat skin, which can stretch into a grapefruit- sized resonator.

Relatives: Gibbons, genus Hylobates

Other Info: Most famous for their powerful calls which can be heard at great distances, siamangs are classified as apes-the largest kind of gibbon, and cousin to the chimpanzee. Despite the size of the family unit home range, defense will generally be used for 60% of their territory with howls at both sunrise and sunset. They are characterized by their spectacular arm-swinging form of locomotion called brachiation.

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Chimpanzee (Pan troglodytes)

Habitat: Tropical forests of West Central Africa.

Diet: Omnivores, they eat fruits, leaves, seeds, stems, bark, insects, and meat. 60% fruits, 30% other vegetation, 10% animal matter.

Size: Height: 3.5-4 ft. Weight: 175-200lbs.

Reproduction: Females reach maturity at 6-10 years and males at 7 years. The gestation period is 230-240 days. Typically females give birth to one young. The young stay dependent on mother for about 6 years.

Adaptations: Young chimps learn to create tools from objects in their environment by watching others. They use sticks to extract termites to eat and crumple leaves to soak up water to drink. Chimps use medical plants to treat themselves for illness or injury in the wild. Life Span: Average of 30-40 years in the wild, 45-55 years in captivity.

Relatives: Bonobos are close relatives to Chimpanzees.

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Bongo (Tragelaphus eurycerus isaaci)

Habitat: The range extends from Sierra Leone in West Africa to Kenya. Forest clearings where sunlight provide for dense growth of bushes, herbs, creepers, and bamboo which hide and feed the Bongo.

Diet: They are a browser and eat tips, shoots, and trailers of plants. They use their horns to uproot tender-rooted saplings. They also eat bamboo leaves, rotten bark, and decayed trees.

Size: Weight: Males 650 lbs., Females 530 lbs.

Reproduction: Females reach sexual maturity in about three years, a year earlier than males. They give birth to a single calf after nine months of gestation. Mothers congregate and share the care of the young.

Adaptations: Mature males are a deep mahogany brown color, while females are a much lighter reddish brown. Males and females both have spiraling horns. They have wedge shaped bodies that allow them to move easier through the thick underbrush of the forest. They also have 11 to 12 white stripes on their sides to help them blend in to their habitat.

Relatives: Eland, kudu, nyala, and bushbuck

Other Info: The Pygmy people of the Congo believe the Bongo has magical powers. Bongos secret a red oil which makes them look as if they are sweating blood. They are quiet, elusive, and timid animals.

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No Public Feeding Policy

This policy forbids visitors to throw or give food to any zoo animal. The main reason for this change is the concern for the dietary needs of the animals. A second major reason is the susceptibility of many animals to human disease. Below is a list of reasons to discourage public feeding.

Disease: T.B. can be transmitted by food thrown to the animals. Some animals may have a low resistance to some diseases and could die from something as simple as a common cold. Diarrhea: Irregular diets can cause this problem. Severe diarrhea can lead to dehydration and even death. Choking: Certain foods, cut in the wrong sizes, may become lodged in an animal’s throat. Non-food items such as pop cans, coins, pins, and plastic bags may also become lodged in the throat. Tooth Decay: Animals are subject to the same dental problems as people. Too many sweets can cause tooth decay and gum disease. Gastric Disorders: Too many food items of one kind can cause stomach-aches or severe gas. Poor Nutrition: Animals may receive too much sugar or too many high calorie items. These items are low in nutrition and can cause weight problems. After a day of eating low-nutrition foods, animals will not eat their balanced diet foods. Unnatural Behavior: Wild animals hunt for their food. Begging is an unnatural behavior and degrading to an animal. People should learn to respect them for their true behavior, not for the tricks performed to get food items.

If you see zoo visitors feeding the animals or disturbing them in any way, you may politely inform them of our no public feeding policy and some of the reasons for this policy. If they become belligerent, find a keeper or tell the receptionist in the administrative office. DO NOT become involved in any confrontation with a visitor.

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History of Zoos

The following list of dates will give you a brief overview of zoo history. DATE HISTORY 2300 B.C. Stone tablet described a collection of rare animals in the Sumerian City of Ur. 1500 B.C. Egyptian Pharaoh Thutmose III is reported to have kept a collection of animals for his pleasure. His mother Queen Hatshepsut sent out five ships to find unknown animals for her collection. 1100 B.C. Assyrian King Tiglath-pileser had large preservations for wild animals. 1000 B.C. The Chinese Emperor Wen Wang created the “Garden of Intelligence”. It was 1500 acres set aside with native flora and fauna for the purpose of study and contemplation. 700 B.C. The Greeks actively studied animals. 500 B.C. Common people could pay to see caged birds and animals. 400 B.C. Nearly every major Greek city kept large collections. This was primarily a competition between city rulers for the best collection. 336 B.C. Alexander the Great was gentle and caring with his vast collections of wild animals. Alexander left his collection to King Ptolemy I of Egypt and he established the first organized zoo. 322 B.C. Aristotle wrote the first scientific work on zoology, The “History of Animals”, in which he described about 300 species. 116 B.C. Roman poet Marcus Terentius Varro allowed his guests to dine in his aviary after they picked which of the beautiful birds they wished to eat. 27 B.C. Roman leaders demonstrated their power through the wild animals in their collections by fighting the animals with each other or gladiators. 1060’s William the Conqueror started a zoo in the Tower of London. 1200’s Henry III of England greatly enlarged the Tower Zoo. Animals were kept in “menageries” as curiosity with little concern for their comfort or well-being. Kublai Khan of China had the greatest zoo. 1215 King Fredric Emperor of the Holy Roman Empire kept a vast animal collection for scientific study. 1400’s Animals were given as presents from one royal family to the next.

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1500’s Montezuma (Mexico) began a large park for animals on the site which us now the Chapultepec Zoo. 1542 Akbar the Mongol Emperor of India had 5,000 elephants and 1,000 camels in his collection. He forbade animal fights and greatly admired his animals. He was an exception for his time. 1650’s King Louis XIV of France planted bushes around the enclosures to his animal collection, making this the first true zoological garden. 1700’s As the nobility lost power, animal collections were able to be viewed by more than just Royalty. 1800’s The Eleventh Duke of Bedford started Conservation of threatened species. He prevented Pere David’s Deer from China from becoming extinct. 1826 This is the turning point for modern zoos. The Zoological Society of London was formed. Its purpose was to collect animals exotic to Britain, to study them and try to keep them healthy, and to determine causes of death. 1864 President Lincoln named Yosemite a National Park, as a preserve for wild animals and nature. This was the first time people recognized the effect industrialization and urbanization had on native wildlife. 1800’s The first zoos were begun in the Americas. Philadelphia in 1874 was the first to be run by a zoo society. Shortly after that, the Bronx Zoo and zoos in Chicago and the St. Louis Zoo opened. Cages with concrete floors and bars containing one animal were the norm. 1900’s 23 Zoos were established in the United States. Wild populations diminishing. 1916 The Zoological Society of San Diego was formed. 1920’s The first modern breeding center Whipsnade was formed in London. 1950’s Dr. Heini Hediger led the change in zoo design for the comfort and welfare of the animals. 1960’s Education Departments in zoos become more common. Docents began to play a major role in education of zoo visitors. 1970’s Animal welfare organizations demonstrated against zoos. The American Association of Zoos and Aquariums made their mission “to pursue and further expand conservation, science, and education.” 1990’s Zoos are reaching out to help endangered and threatened species in the wild through conservation, education, and research.

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The Role of Zoos in Endangered Species Conservation

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Protection Law Summaries

CITES

The Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES) is a multinational agreement that regulates international trade in certain plant and animal species in order to prevent their overexploitation. CITES uses a system of permits issued by designated management authorities in each country to issue these permits.

Some species protected under CITES are also protected by other U.S. laws that may have more stringent permit requirements. Stricter domestic laws include the U.S. Endangered Species Act, African Elephant Conservation Act, Eagle Protection Act, Lacey Act, Marine Mammal Protection Act, and the Migratory Bird Treaty Act.

Species (including over 2500 animal species and over 30,000 plant species) for which trade is regulated are listed in three appendices to CITES.

Appendix I- includes species threatened with extinction that are or may be affected by trade. An export and import permit is required for these.

Appendix II- Includes species that are not threatened with extinction, but that may become so unless trade is controlled. An export permit is required for these. It also includes look-alike species. Such listings are required because of the difficulty in distinguishing look-alikes from currently threatened species.

Appendix III- includes species that any party nation wishes to protect within its jurisdiction and for which it needs cooperation of the other parties in controlling trade. An export permit or certificate of origin is required.

Endangered Species Act

Passed in 1973 and reauthorized in 1988, the Endangered Species Act (ESA) regulates a wide range of activities affecting plants and animals designated as endangered or threatened. By definition an “endangered species” is an animal or plant listed by regulation as being in danger of extinction. A “threatened species” is any animal or plant that is likely to become endangered within the foreseeable future.

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Protection Law Summaries

The Act prohibits the following activities involving endangered species:

 Importing into or exporting from the U.S.  Taking (includes harassing, harming, pursuing, hunting, shooting, wounding, trapping, killing, capturing, or collecting) within the United States and its territorial seas.  Taking on the high seas  Possessing, selling, delivering, carrying, transporting, or shipping any such species unlawfully taken within the U.S. or on the high seas.  Delivering, receiving, carrying, transporting, or shipping in interstate or foreign commerce in the course of a commercial activity.  Selling or offending for sale in interstate or foreign commerce.

Prohibitions apply to endangered species, their parts, and products. Most of these restrictions also apply to species listed as threatened unless the species qualifies for an exception. The Act also requires that wildlife be imported or exported through designated ports and that special declarations be filed. If the value of wildlife imported and/or exported is $25,000 per year or more, importers and exporters must be licensed.

Exemptions- Permits may be granted for scientific or propagation purposes or for economic hardship situations involving endangered or threatened species. Insect pests such as the cotton boll weevil are not protected by the ESA. Also scientific research or study populations are exempt.

African Elephant Conservation Act

To assist in the conservation and protection of the African Elephant populations, the U.S. passed the Act in 1988. The African Elephant Conservation Act forbids:

 Import of raw African Elephant ivory from any country other than an ivory producing country (any country containing any range of the African Elephant).  U.S. export of African Elephant raw ivory.  Import of African elephant raw or worked ivory that was exported from an ivory producing country in violation of that country’s laws or of CITES.  Import of worked ivory from any country unless that country has certified that such ivory was derived from legal sources.  Import of raw or worked ivory from a country for which a moratorium is in effect.

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Protection Law Summaries

Eagle Protection Act

Bald Eagle protection began in 1940 with the passage of the Eagle Protection Act. Later amended to include the golden eagle, the Act makes it unlawful to import, export, take, sell, purchase, or barter any bald eagle or golden eagle, their parts, products, nests, or eggs. Take includes pursuing, shooting, poisoning, wounding, killing, capturing, trapping, collecting, molesting, or disturbing the eagles.

Exceptions- Permits may be granted for scientific or exhibition use, or for traditional and cultural use by Native Americans. However, no permits may be issued for import, exporter commercial activities involving eagles.

Lacey Act

Passed in 1900, the Lacey Act prohibits import, export, transportation, sale, receipt, acquisition, or purchase of fish, wildlife, or plants that are taken, possessed, transported, or sold in violation of any Federal, State, tribal, or foreign law. The 1981 amendments to the Act were designed to strengthen Federal Laws and improve Federal assistance to States and foreign governments in enforcement of fish and wildlife laws. The Act has become a vital tool in efforts to control smuggling and trade in illegally taken fish and wildlife. Another aspect of the Lacey Act regulates the transportation of live wildlife, requiring that animals be transported into the U.S. under humane and healthful conditions. The Act also allows the interior Secretary to designate those wildlife species considered injurious to humans and prohibit their importation into the country.

Marine Mammal Protection Act

Passed in 1972, the Act establishes a moratorium on taking and importing marine mammals, their parts, and products. The Act provides protection for polar bears, sea otters, walruses, dugongs, manatees, whales, porpoises, seals, and sea lions. Under this Act it is unlawful to:

 Take any marine mammal on the high seas or in waters or on lands under U.S. jurisdiction. The prohibition applies to persons, vessels, and other conveyances.  Import any marine mammal or marine mammal product into the U.S.  Use any port or harbor under U.S. jurisdiction for any purpose connected with unlawful taking or importation of any marine mammal.  Possess any unlawfully taken marine mammal, including parts and products.  Transport, purchase, sell, or offer to purchase or sell any marine mammal, including parts and products.

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Protection Law Summaries

Exceptions- Alaskan Aleuts, Indians, and Eskimos who reside in Alaska are permitted to take marine mammals for subsistence purposes or for use in the manufacture and sale of native handcrafts. The Secretaries of interior and Commerce may grant permits for importation of marine mammals for scientific research or public display purposes. Export is not prohibited, but for species listed under CITES. A “certificate of origin” is required prior to export of hand-crafted parts, scientific specimens, or animals collected for public display.

Migratory Bird Treaty Act

This act, originally passed in 1918, provides protection for migratory birds. Under the Act, it is unlawful to take, import, export, posses, sell, purchase, or barter any migratory bird. Feathers or other parts, nests, eggs, and products made from migratory birds are also covered by the Act.

Exceptions- Migratory bird hunting regulations, established by the U.S. Fish & Wildlife Service, allow the taking, during designated seasons, of ducks, geese, doves, rail, woodcock, and some other species. In addition, permits may be granted for various noncommercial activities involving migratory birds and some commercial activities involving captive-bred migratory birds.

Wild Bird Conservation Act

In 1992 the United States passed the Wild Bird Conservation Act. By October 1993. The law prohibits the import of all CITES listed birds (almost 1000 species) except for those included in an approved list either by country of origin for wild-caught birds or by specific captive breeding facilities.

For wild-caught approved birds, a management plant that provides for conservation of the species and its habitat is required. In addition, the Service can establish a moratorium on trade of any non-CITES species. Exemptions include game birds and bird species indigenous to the 50 United States and the District of Columbia.

The Act establishes an Exotic Bird Conservation Fund, to be funded by penalties, fines, donations, and any additional appropriations. The Fund is to be used to assist exotic bird conservation projects in their native countries. Particular attention is given to species subject to an important moratorium or quota in order to assist those countries in developing and implementing conservation management programs, law enforcement programs, or both.

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Protection Law Summaries

Species Survival Plans

The Species Survival Plan (SSP) began in 1981 as a cooperative population management and conservation program for selected species in zoos and aquariums in North America. Each SSP manages the breeding of a species in order to maintain a healthy and self-sustaining captive population that is both genetically diverse and demographically stable. Beyond this, SSPs participate in a variety of other cooperative conservation activities such as research, public education, reintroduction, and field projects.

A species must satisfy a number of criteria to be selected for an SSP. Most SSP species are endangered or threatened in the wild and have the interest of qualified professionals with time to dedicate toward their conservation. Also, SSP species are often “flagship species,” well known animals which arouse strong feelings in the public for their preservation and the protection of their habitat.

Studbooks are fundamental to the successful operation of SSPs, as each contains the vital records of an entire captive population of a species including births, deaths, transfers, and family lineage. With appropriate computer analysis, a studbook enables the species coordinator and management group to develop a Master Plan that contains sound breeding recommendations based on genetics, demographics, and the species’ biology. Data for each studbook is compiled and constantly updated by a “studbook keeper” who has knowledge of the species and time to assist in its conservation.

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Goals of All Accredited Zoos

Conservation: In the modern zoo, conservation of species has become a major goal. Zoo’s maintain captive breeding population of threatened and endangered species for potential reintroduction to the wild and manage the gene pool of those captive species. This has become increasingly important as the destruction of the animal’s natural habitats continue.

Education: Educating the public about the need to conserve and protect wildlife is important in the conservation of species. If the visitors leave the zoo without being better informed about wildlife, then the zoo has failed in its primary function. This goal can be achieved in a multitude of methods whether it be passive education through interpretive signage and creative bulletin boards or active programs and hands on activities.

Research: Biologists and zoo employees make use of captive populations by studying various animal behaviors, diet needs, veterinary methods, animal pathology, and breeding requirements. The greater our knowledge of each species in captivity, the better equipped we are in helping to conserve their wild counterparts.

Recreation: If visiting a zoo were not entertaining, there would be too few visitors. Because zoos around the world have been successful in making learning about nature fun, over 800 million people visit zoos annually. People also enjoy visiting zoos because they can feel “closer to nature” by getting away from the hustle and bustle of city life. Zoos are an excellent choice for a family outing and good wholesome fun.

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The Zoological Association of America (ZAA)

The Zoological Association of America was formed in February 2005 to promote responsible ownership, management, conservation, and propagation of animals in both the private and public domains through professional standards in husbandry, animal care, safety, and ethics.

MISSION:

ZAA promotes responsible ownership, management, conservation, and propagation of animals in both the private and public domains through professional standards in husbandry, animal care, safety, and ethics.

PURPOSE:

 Adhere to our mission while addressing the needs of our members.  Protect and defend the right to own exotic and domestic animals, both privately and publically, under proper professional care, husbandry and safety standards which are rigorously observed and maintained.  Defend our accredited facilities against false allegations, those with political agendas, and mischaracterizations.  Promote legal and ethical methods for sustainable wildlife management.  Encourage responsible conservation of genetics through cooperative breeding programs including both the private and public domains.  Promote high standards and ethics through accreditation programs.  Educate the media, policy-makers and the public through advocacy and adherence to best practices.

OBJECTIVES:

 Establish professional standards of husbandry, animal, care, and safety.  Ensure accurate animal and medical records by our members.  Enhance the survival of species by the use of professional methods.  Ensure an appropriate, safe, and quality existence for animals in captive environments.

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ZAA Members are ethically bound to support and implement the Mission, Purpose, and Objectives of ZAA and to:

 Promote wildlife conservation to our visitors and society at large.  Cooperate with colleagues and the broader conservation community to assist in animal propagation, husbandry, care and conservation in both the managed and wild populations.  Possess and abide by all required federal, state, city, county, local, international and any other related permits.  Act in accordance with all federal, state, city, county, local and international law and regulations.  Conduct all affairs ethically and legally with a high degree of professionalism, honestly, integrity and fairness to all concerned.

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Ecology

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Basic Ecology

Ecology- Study of interactions between organisms and their environment.

Environment- all things, both biotic and abiotic, external to the organism that in any way affect it.

Biotic- Pertaining to life or living organisms.

Abiotic- nonliving, e.g. light, temperature, rainfall, humidity.

Symbiosis- relationship between two interacting organisms.

Mutualism- symbiosis in which both organisms benefit, e.g. a flower provides nectar for a bat which in turn pollinates the plant.

Commensalism- symbiosis in which one organism benefits while the other is not adversely affected, e.g. a dung beetle consumes the droppings of an elephant.

Predation- symbiosis in which one organism benefits while the other is adversely affected. The consumption of one organism (the prey) by another (the predator), e.g. a cheetah killing and eating a gazelle.

Parasitism- symbiosis in which one organism benefits while the other is adversely affected. An obligatory relationship between two organisms in which the parasite is metabolically dependent on the host, and in which the host is typically adversely affected but rarely killed, e.g. intestinal tapeworms in a rabbit.

Amensalism- symbiosis in which one organism is adversely affected while the other neither benefits nor is adversely affected, e.g. a deer crosses a stream and crushes a mollusk with its hoof.

Competition- the simultaneous demand by two or more organisms or species for an essential common resource that is actually or potentially in limited supply, e.g. kudus and zebras both drinking at a diminishing watering hole.

Food Chain- a sequence of organisms on successive levels within a community through which energy is transferred by feeding.

Food Web- a network of interconnected food chains within a community

Producer- an organism that produces its own food by photosynthesis (green plants)

Consumer- an organism that feeds on another organism

Decomposer- any organism that feeds by degrading organic matter

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LAND FOOD WEB

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Biomes

Definition: Biomes are biogeographical regions characterized by distinctive plant and animal communities with specific annual temperature, rainfall, and exposure to sun. There are ten (10) major biomes. Mountains Climatic conditions change with altitude as well as the biotic communities. Trees grow on the lower slopes, meadow above the timber line, and more barren areas on the higher peaks. These regions within the mountains are determined by temperature, soil conditions, and rainfall. Tropical Rain Forest High annual rainfall in excess of 90 inches. Dense jungle atmosphere with many layers of plant life. Trees may grow up to 180 feet. Canopy layer is from 120-180 feet. Lower story includes vegetation found from 0 to 60 feet which consists of many types of plants and animals. Animal species in the South American Rain Forests Include: Opossum, Anaconda, Jaguar, Tapir, various species of Parrots, Two-toed Sloths, assorted Monkeys, and the Ocelot. Temperate Deciduous Forest Rainfall is between 30 and 40 inches annually. The moisture is distributed throughout the year with warm summers and cold winters. This region is commonly found throughout North America and Europe. Animal species include: Deer, Mice, Squirrels, Raccoons, Foxes, Opossums, Wolves, and Birds of Prey. Grassland Rainfall averages between 10 to 30 inches annually, but is too arid to support a lot of forest growth. It is characterized by lush grasses. Animal species include: hoofed mammals like Gazelles and Antelope, Zebra, Rhino, Elephants, Cheetah, Lions, and many burrowing animals. Northern Coniferous Forest (Taiga) Range across northern North America, Europe, and Siberia. They have cold winters with abundant snowfall. Warm summers allow the conifers a growing season. Animal species include: Bears, Moose, Wolves, and Elk. Tundra Most of this region is found within the Arctic Circle. Very cold for the majority of the year, but during the short period of warmth, temperatures may rise to 75 degrees. This allows growth of lichens, mosses, and some grasses, but no trees. Animal species include: Arctic Wolves, Snowy Owl, Caribou, and Arctic Foxes. Desert Less than 10 inches of rain annually. Plant and animal species have adaptations to minimize water loss. Plant species will flower, reproduce, and die within a two week period, usually during the rainy season. Animal species include: Pocket Gopher, Kangaroo Rats, Gila Monster, and Coyotes.

Aquatic Biomes Freshwater Water having 2ppt or less of dissolved salts. Lakes, streams, rivers containing trout, bass, and other freshwater species. Marine Water having more than 2ppt of dissolved salts. Seas and oceans containing whales, dolphins, squid, and other marine organisms. Estuary Any semi-enclosed coastal water open to the sea having a high freshwater drainage and with marked cyclical fluctuations in salinity (usually the mouth of a river).

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Taxonomy Kingdom Phylum Class Order Family Genus Species

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WHAT IS LIFE?

There is no single criterion for identifying what is or is not life; we can only define some of the characteristics shared by all “living things.” A living organism is a highly organized structural and chemical system composed of a cell or cells. All living organisms carry on certain processes which require energy. These processes distinguish living organisms (biotic) from the nonliving (abiotic) components of their environment. Living organisms do not have to carry all of these processes, but they do go through a majority of them:

a. Movement-internal and external change of position b. Growth- increase in cell number or size c. Ingestion- the taking in of foods or necessary minerals d. Digestion- the breaking down of foods e. Excretion- the release of waste products f. Respiration- the use of oxygen for changing energy into a usable form g. Absorption of water- taking in water for cell processes h. Response to stimuli- reaction to things in the environment such as light and moisture i. Reproduction- formation of gametes to form new individuals, or mere cell division to form new unicellular organisms. j. Death-cessation of all life processes

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The 5 Kingdoms of Life

Monera -no nuclear membrane -single celled -microscopic organisms Bacteria- most abundant organisms in the world (E. coli) Cyanobacteria- contain chlorophyll

Protista -mostly single celled or colonial -microscopic organisms -nuclear membrane present -highly organized cells

-mobile

Fungi -sedentary -no chlorophyll -reproduce by spores -multicellular

-Yeasts, mushrooms, mold

Plantae -multicellular -contain many types of chlorophyll -cells have rigid cell walls -Algae, mosses, liverworts, vascular plants

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Kingdom Animalia

-multicellular, highly organized

-have system of organs

-reproduce asexually or sexually

-must ingest food for energy

Major Phyla

Porifera- Sponges

Coelenterata- Jellyfish, corals, hydra, sea anemones

Platyhelminthes-Flat worms

Mollusca- snails, calms, squid, and octopus

Annelida- segmented worms

Arthropoda- insects, crustaceans, mites, scorpions

Echinodermata- Sea stars, sand dollars, urchins, sea cucumbers

Chordata- Sea squirts, Amphibians, Reptiles, Fish, Birds, Mammals

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TAXONOMIC CLASSIFICATION

In order to study the thousands of forms of life in a systematic manner, scientists have classified and arranged them into groups-largest to smallest- based on their natural relationships.

KINGDOM- All living organisms are placed in one of five kingdoms the highest category in the hierarchy of classification:

Monera: prokaryotic bacteria and blue-green algae

Protista: single celled organisms (protozoa) and phytoplankton (algae)

Fungi: water molds, mushroom yeasts

Plantae (Metaphyta): mosses, liverworts, vascular plants

Animalia (Metazoa): sponges to man

PHYLUM-A broad grouping of related organisms, characterized by a common structural organization. Phylum Chordata contains both sea squirts and man because at some time during their development they have a notochord, gill slits, and a dorsal nerve cord.

Subphylum- Vertebrata is one subphylum of phylum Chordata, characterized by the presence of a vertebral column of which man is a member.

CLASS- The phyla are divided into classes; subphylum Vertebrata is divided into five classes: Pisces, Amphibia, Reptilia, Aves, and Mammalia. Man belongs to class Mammalia.

ORDER-Each class is divided into orders. Class Mammalia is divided into 19 orders. Man belongs to the order Primates.

FAMILY- Each order is divided into families. All Families end in “dae.” Humans belong to the family Homidae.

Subfamily- Families are divided into subfamilies ending in “nae.”

Tribe- there may be a further division of a tribe ending in “ini.”

GENUS- Each family is divided into genera. The genus name is always capitalized and italicized or underlined. Humans belong to the genus Homo.

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SPECIES- Each genus is divided into species. A species may be defined as a natural interbreeding group. The species name is always italicized or underlined and the species epithet is not capitalized. Humans belong to the species Homo sapiens.

Subspecies- Species can further be divided into subspecies (morphologically distinguishable and geographically isolated from other subspecies of the same species.) Panthera tigris is divided into a number of subspecies, including the Siberian tiger, Panthera tigris altaica.

*An easy way to remember the classification progression might be:

Kings Play Chess On Fridays Generally Speaking

Follow the classification of the domestic cat using the diagram below:

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Reptiles, Amphibians, & Fish

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What is a Reptile?

Reptiles are a class of animals that include the turtles or chelonians, lizards, snakes, and crocodilians. They can range in size from the diminutive Dwarf gecko that can curl up into a dime, to the giant reticulated python of Southeast Asia. For scientific reasons, reptiles are classed with amphibians. The study of both reptiles and amphibians is called Herpetology. The groups are collectively called “Herps”. There are an estimated 10,000 herps in the world. This is more than both mammals (4,000) and birds (9,000). The main reason that amphibians and reptiles are classed together is historical. When Carolus Linnaeus categorized all of the animals, he lumped reptiles and amphibians together because they were not bony fish, birds, or mammals. He also did not make a distinction between reptiles and amphibians, just being “foul and loathsome”. Science has since determined that reptiles and amphibians do have characteristics that separate them from birds and mammals. Herps are ectothermic, which means they cannot control their body temperature. This is sometimes mistakenly called “cold-blooded”. Reptiles have a three chambered heart, except for crocodilians, which have a 4 chambered heart. Reptiles either lay eggs (oviparous) or the eggs will develop internally and “hatch” inside the mother (ovoviviparous). This is sometimes called live birth.

Reptile Taxonomy

The classification of reptiles seems simple at first but can be very complicated. In fact in the next few years it could be changing. It has been determined that crocodilians are more closely related to birds and dinosaurs than lizards and snakes. Turtles aren’t closely related to either group! The way they are categorized now is:

Domain: Eukarya

Kingdom: Animalia

Phylum: Chordata

Class: Reptilia

Subclass: Anapsida

Order: Testundinae- Turtles

Subclass: Lepidosauria

Order: Rhynchocephalia- Tuataras

Order: Squamata-Snakes, Lizards, and Worm Lizards

Subclass: Archosauria

Order: Crocodylia

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The Chelonians

Animals in the order Testunidae are sometimes referred to as chelonians or the turtles. Currently, there are 302 different species of chelonians. A common question regarding to the shelled reptiles is “What is the difference between a turtle, a tortoise, and terrapin?” The simple answer is that depends on where you live. In England and Europe, terrapin is a fresh-water chelonian. Turtles are completely ocean going chelonians and the tortoises are terrestrial. In Australia, the only turtles reside in the ocean and everything else is a tortoise. Here in the United States turtles are defined as any aquatic or semi-aquatic chelonians. Turtles are also omnivorous. Tortoises are strictly terrestrial, have elephant like feet and are primarily herbivorous. Terrapins are mainly semi-aquatic turtles that live in brackish water. For simplicity, all chelonians will be referred to as turtles, unless distinction between the groups is required.

Turtles are categorized into two suborders based on how they withdraw their heads. The first group draws their head straight back. The other group turns their head to the side and tucks it under their shell. This group is commonly referred to as side-neck turtles. These turtles are more common in the southern hemisphere.

Turtles are amongst the easiest animals to recognize. They all have bony plates that are fused to their skeleton and cover most of the body. Some turtles will have a leathery covering over the bony plates like a softshell turtle (Family Trionychidae) or Leatherback sea turtle (Dermochelys coriacea). The others have hard scales made out of keratin called scutes covering the bone. The top part of a turtle shell is called the carapace and the bottom is called the plastron. Aquatic turtles have webbed feet and a flatter shell that is more streamlined for swimming. Terrestrial turtles have a higher domed shell. In the place of teeth turtles have a sharp keratin beak. One of the few definitives in nature is that all turtles lay eggs. Most turtles will dig a cavity, deposit the eggs and leave. The most notable exception is the Burmese Mountain Tortoise (Manouria emys). The female will build a nest similar to alligators and will stay with the nest until the babies hatch. At that point, she leaves. All baby turtles hatch as miniature copies of their parents and are ready to live life on their own. It is not possible to determine the sex of a turtle until it is mature and develops its sexual characteristics. This usually consists of a concave plastron and longer tail in males. Individual species also develop their own dimorphic characteristics. For example, male box turtles have reddish eyes while females have brown eyes.

The smallest turtle in the world is a Bog turtle (Clemmys mhulenbergii) which is usually less than 4 inches long. The largest turtle is the Leatherback Sea Turtle (Dermochelys coriacea) which can be over 8 feet long and weigh about 1,000 pounds. The smallest tortoise is the Southern Speckled Padloper (Humopus signatus cafer) and the largest tortoise is the Galapagos Tortoise (Gecheleone nigra).

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The Snakes

From an evolutionary standpoint, snakes are just highly modified and specialized lizards, which is why they are in the same order. There are close to 3,000 snakes in the suborder Ophidia. Snakes are easily identified as being a limbless reptile; however there are also some lizards that are legless. Snakes also do not have eyelids and all have a forked tongue (unlike legless lizards). All snakes are carnivorous. The diet of snakes is extremely varied. Snakes feed on a wide variety of invertebrates and vertebrates. There are some snakes that are extremely specialized feeders that only eat one thing; for example, the African Egg-Eating Snake (Dasypeltis scabra) eats only bird eggs. Many snakes are adopted to eating prey much larger than themselves. They swallow their food whole and very elastic tendons in their jaw allow them to swallow prey twice the diameter of the snakes body. Due to the large meal and slow metabolism some snakes have been known to go as long as a year without eating. This is by no means the norm.

Snakes can be found in all types of environments from below the ground to the tops of the trees. There are even some aquatic snakes that live in the ocean and some freshwater snakes might never leave the water.

Being limbless snakes have developed some impressive adaptations for securing prey. The biggest one being venom. Despite all the fear only 20% of all snakes are venomous. There are 4 main types of venom, cardioactive toxins (destroys blood and heart tissue), hemotoxin (anti-coagulant, causes hemorrhaging), myotixin (destroys muscle tissue), and neurotoxin (arracks nervous system). Snake venom is actually a complex cocktail of various toxins. For example, a toxin might destroy tissue and blood vessels while it prevents the blood from clotting and increases your heart rate to distribute venom faster. Based on the main effects of venom, venomous snakes are divided into groups, the vipers and elapids. Vipers mainly have tissue/blood destroying venom while most elapid venom attacks the nervous system. Vipers have large, retractable fangs, elapids have smaller fixed fangs. Most fangs are in the front of the mouth; however there is a significant group of rear-fanged snakes. These are generally less harmful, but there are exceptions like the Boomslang (Dispholidus typus) of Africa. The other ways snakes subdue prey is usually with constriction. The snake will wrap its muscular body around the prey and suffocate it. There are also snakes that will use jaw pressure to kill prey and others just eat prey alive. Snakes learn the most about their environment from their sense of taste. Their tongue is forked and picks up particles in the air. A specialized organ in the roof of their mouth, called a Jacobson’s organ sends these chemical signals to the brain. Simply put, snakes “smell” the air with their tongue. They do not have a sense of smell the way we think of it. Their nostrils are used for breathing only.

Being limbless should present some challenges for locomotion, but this is not the case. Snakes have five main methods of locomotion. The most common method is called undulation where the snake bends and usually will push of an object like a rock or a tree. Snakes that reside on very sandy soil, especially deserts, use a second method called side-winding. This is similar to undulation except the snake lifts its body and contracts the surface at

163 only three points. The body rolls along from head to tail leaving a distinctive trail that is the same size of the snake. Concertina is a method where the snake will push off with its tail and extend its head, then plant its head and pull its tail in, then push off again. This method is used while crawling through tight spaces or climbing trees. The rectilinear movement is in a straight line. The snake ripples its muscles and uses its ventral scales to push along the ground. Larger boas and pythons frequently move using this method. Slide-pushing is the final method. This consists of vigorous movements from side to side. Snakes will use this when on a smooth surface or to quickly escape.

Snakes are both oviparous and ovoviviparous. Unlike turtles, female egg laying snakes will stay with the clutch of eggs and be very protective of them. In fact, some of the pythons will stay coiled around the clutch of eggs and vibrate their muscles to help regulate temperature. Once the babies hatch, or are born, they are on their own. The mother no longer protects them.

The smallest snake in the world is the Lesser Antillean Threadsnake, which is about 3 millimeters in diameter. The longest snake is the Reticulated Python (Python reticulates), while the heaviest snake is the Green Anaconda (Eunectes murinus). The most venomous snake in the world is the Inland Taipan or Fierce Snake (Oxyuranus microlepidotus).

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The Lizards

There are over 4,600 members of the Suborder Sauria or the lizards. Most lizards are easily recognizable by having four legs and a tail. However, there is a kind of legless lizards. These can be easily distinguished from snakes by their eyelids, ear openings, and fleshy tongue. Lizards are an extremely diverse group of animals that can be found just about everywhere on earth except the polar extremes. Most lizards are diurnal and rely mostly on visual stimulus for finding food and social behavior. For this some lizards are brilliantly colored and can change color to reflect their mood or reproductive willingness. Lizards also have a decent sense of hearing. Lizards also have a Jacobson’s organ like snakes, but not all rely on it as much. The difference is the Varanid or monitor lizards, which have a forked tongue like snakes.

The diet of lizards is about as varied as the lizards themselves. There are some that are completely herbivorous, some that are carnivorous and are omnivorous.

Lizards also live in a variety of environments. They are most numerous in rainforests and deserts. Some lizards have even adapted to the urban environment. Lizards have many adaptations that allow them to succeed in their environments. Most notable is the specialized toes of some gecko species. These animals have microscopic lamellae that grips on any imperfection on the surface. This adaptation allows geckos to climb any vertical surfaces and even upside-down. Another adaptation is come lizards’ ability to drastically change colors. This is most well known in the true Chameleons. Unlike popular concepts their color changing ability is based less on camouflage and more on communication. When geckos have bright, highly contrasting colors, they are usually in a good mood or trying to impress a mate. If the lizards are dark in color, they are usually under stress. This can occur in the presence of another and larger chameleon. The lizards can do this with special skin cells called chromatophores. These are modified color cells that expand or contract and change the color of the skin.

Like snakes, lizards lay eggs and have live young. Most of the lizards however, lay eggs. The shells themselves can be quite varied depending on the species. They are either soft and leathery like a turtle or hard like bird eggs. Most female lizards lay the eggs and leave. Any sort of “motherly” instinct with lizards usually involves the eggs and not the hatchlings. There have been some reports of female viviparous lizards helping the hatchling leave the birth sac.

Lizards are also one of two reptiles that can regularly communicate using sounds (crocodilians being the other). This is most common with the geckos that vocalize to claim territory and as part of a threat display.

The size variation in lizards is very extreme from the Dwarf Gecko (Sphaerrdactylus ariasae) of the Caribbean that is small enough to sit on a dime, to the heaviest lizard, the Komodo Dragon (Varanus komodensis). The longest lizard is the Crocodile Monitor (Varanus salvadori), which can reach up to 10 feet in length, most of which is tail.

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The Tuatara

One family represents the Order Sphenodontida with three species of a very ancient group of reptiles that live on a few small islands in New Zealand. These lizard-like animals are commonly called Tuatara, which is the native word for “spines on the back”. Even though the tuatara looks like a lizard, there are several differences that put them in a separate Order. They have a different kind of teeth and different skull structure than lizards. As with lizards, they can separate their tail in defense. These reptiles are primarily insectivorous, but have been known to eat worms and hatchling sea birds. Tuataras are egg layers and have the longest incubation period of any reptile, up to 15 months. It also takes a long time for a tuatara to reach maturity, about 20 years. The lifespan of these animals in the wild is unknown, but believed to be quite lengthy, as animals in captivity have lived for over 50 years. Tuataras are under great threat in their home range mainly due to loss of habitat and introduced species like rats. Sphenodontida fossils have been found through the Triassic period (225 million years ago).

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The Crocodilians

Members of the subclass Archosauria is order Crocodylia or the crocodilians. All of the crocodilians have a very similar lifestyle and not much variation in form. All of the species except the alligators live in tropical habitats. The biggest physical difference between Alligators and Crocodiles is the shape of its snout. Alligators have a broad, rounded snout. Crocodiles have a pointed snout with a tooth on the bottom protruding up. Alligators are also only found in the United States and China, while crocodiles are throughout the southern hemisphere, including Central America, the Caribbean and southern Florida. All crocodilians are very aquatic and spend a good portion of their lives in the water. Aquatic adaptations include a dorsally flattened tail that is used for swimming. Crocodilians also have webbed feet and a nictitating membrane that acts as a third eyelid. It closes when they go under water to allow them to see clearly; similar to a human wearing swim goggles. They are frequent baskers and also lay eggs on the land. Even though crocodilians are one of the oldest reptile species, they are also one of the most advanced, both physiologically and socially. They are the only reptiles that have a 4-chambered heart. Recently, it has been determined that crocodilians are more closely related to birds and dinosaurs than the rest of the modern reptiles. In fact, scientists are considering reclassifying and putting dinosaurs, birds, and crocodilians in the same groups, separate from modern reptiles.

Socially, crocodilians have a complex life. Mature males are extremely territorial and maintain an area that will usually contain several breeding females. Male crocodilians have also been known to protect their families from any potential threat or other males. During breeding season males will call females with a deep, back-arching bellow. These calls create a “water dance” and the water vibrates off the back of the male. Female crocodilians lay their eggs in two different styles of nests. They will either be in a pit similar to a turtle’s nest and buried underground, or in a mound of decaying vegetation. The heat caused by the decomposition will incubate the eggs. Temperature is extremely important for the eggs; it determines the gender of the offspring. Strangely it is different between alligator and crocodilians. If the temperature is between 32C and 34C (93-90F) the majority of the alligators and caimans will be male. Below 31C (87F) the hatchlings will be females. The ideal incubation temperature for alligators and caimans is between 31 and 32C (87-90F) where the hatchlings will be a mix of males and females. In the crocodiles, between 33 and 34C (91-93F) and 28-31C (82-87F) the hatchlings will be females. Those incubated between 31 and 33 C will be males. The females are very protective of not only the eggs, but of the hatchlings as well. The hatchling crocodiles are very vocal and have a series of chirps and squeaks to call the mother when help is needed. One of their more interesting behaviors is the mother will help dig the hatchling out of the nest then carry them in her mouth to the water’s edge. She will stay in the area and provide protection for the hatchlings. She does not feed the hatchlings, yet she will provide her body as a large basking site for them.

All of the crocodilians are completely carnivorous. However, the diet between the different species can be quite different. Alligators are designed mainly for smaller prey items to include other reptiles, birds and small mammals.

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Some crocodilians like the Indian Gharial (Gavialis gangeticus) and the Australian Johnston’s Crocodile (Crocodylus johnsoni) are specifically fish eaters. Meanwhile, the large Nile Crocodile (Crocodylus niloticus) is very efficient at catching and killing large mammals like zebra, wildebeests, and even humans. Almost all crocodilians will also be scavengers if the situation presents itself. Crocodilians are also cannibalistic. One of the biggest predators of small crocodilians is larger crocodilians. Adult crocodilians are apex predators in their habitat. The only threat to an adult, are humans.

The Future of Reptiles

The future of reptiles is tenuous. Reptiles have been both worshiped and persecuted throughout man’s history. Unfortunately persecution has been more common lately. Wild reptiles are being harvested for skins and killed out of fear at an alarming rate. Probably more devastating to the long-term survival of reptiles is loss of habitat. Introduced species are also having tremendous impact on native reptiles throughout the world. In some places, this introduction is benefiting reptiles. One such place is Australia where the introduced mice and rats have provided a plentiful source of food for the island continent’s snakes and monitor lizards. Introduced reptiles are also causing problems for native species. Nowhere is this more evident than the island of Guam where the Brown Tree Snake (Boiga irregularis) has virtually wiped out the island’s indigenous bird population. The trade in wildlife products such as skins is causing problems for all animals, not just reptiles. The skin trade has driven some of the world’s crocodilians closely towards extinction. Some of them are now being farmed commercially to satisfy man’s desire for crocodile skin and meat. This has taken some pressure off wild populations and some populations like the American Alligator (Alligator mississippiensis) have made an incredible comeback in the wild. The pet trade is a double-edged sword in respect to wild reptiles. A large number of reptiles are being taken from the wild and sold to the public. This is having an impact on some animals, yet others are being bred prolifically in captivity. Even though wild populations might be endangered, the demand for captive bred animals will ensure the specie’s survivability. Encouraging the conservation of reptiles is probably a little more important than other animals because of the fact that many people don’t appreciate them. More people would prefer to save a cute panda instead of a deadly viper. Science is beginning to discover some of the potential secrets that reptiles have that could be of direct benefit to humans. Snake venom is being used in many different kinds of medicine. The ability lizards have to regenerate their tail is being studied to see if it would be possible for humans to re-grow lost limbs. The powerful antibacterial properties of the blood of Komodo dragons are being studied and will hopefully be made as an antibiotic for humans. Reptiles are critical in some areas and create microhabitats for hundreds of other species. The burrows of the Gopher Tortoise (Gopherus polyphemus) and Alligator (Alligator mississippiensis) pools are examples of this. Several reptiles are apex predators in their habitat and their loss could be devastating for the entire ecosystem.

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Subclass Anapsida

Order Testudines-Turtles

Suborder Cryptodira

 Family Chelydridae (Snapping Turtles) 3 Species

Superfamily Testudinoidea

 Family Emydidae (Pond Turtles/Box and Water turtles) 42 Species  Family Testudinidae (Tortoises) 51 Species  Family Bataguridae (Asian River Turtles, Leaf and Roofed Turtles, Asian Box Turtles) 69 Species

Superfamily Trionychoidea

 Family Carettochelyidae (Pignose Turtles) 1 Species  Family Trionychidae (Softshell Turtles) 25 Species

Superfamily Kinosternoidea

 Family Dermatemydidae (River Turtles) 1 Species  Family Kinosternidae (Mud and Musk Turtles) 26 Species

Superfamily Chelonioidea

 Family Cheloniidae (Sea Turtles) 6 Species  Family Dermochelyidae

Suborder Pleurodira

 Family Chelidae (Austro-American Sideneck Turtles) 51 Species

Superfamily Pelomedisoidea

 Family Pelomedusidae (Afro-American Sideneck Turtles) 18 Species  Family Podocenemididae (Madagascan Big-headed and American Sideneck River Turtles) 8 species

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Subclass Lepidosauria

Order Rhynchocephalia

Suborder Sphenodontida

 Family Sphenodontidae (Tuataras) 2 Species

Order Squmata

Suborder Sauria (Lacertilia) –Lizards

Infraorder Iguania

 Family Agamidae (Agamas) 377 Species  Family Chamaeleonidae (Chameleons) 158 Species  Family Iguanidae (‘Iguanas’) [Pleurodonta] o Subfamily Corytophaninae (Casquehead Lizards) 9 Species o Subfamily Crotophytinae (Collared and Leopard Lizards) 10 Species o Subfamily Hoplocerinae (Wood lizards, Clubtails) 10 Species o Subfamily Iguaninae (Iguanas and Spinytail Iguanas) 36 Species o Subfamily Oplurinae (Madagascar iguanids) 7 Species o Subfamily Phyrnosomatinae (Earless, Spiny, Tree, Side-blotched and Horned Lizards) 124 Species. o Subfamily Polychrotinae (Anoles) 393 Species o Subfamily Tropidurinae (Neotropical Ground Lizards) 292 Species

Infraorder Gekkota

 Family Gekkonidae (Geckoes) 1,047 Species  Family Pygopodidae (Legless Lizards) 36 Species  Family Dibamidae (Blind Lizards) 16 Species

Infraorder Scincomorpha

 Family Cordylidae (Spinytail Lizards) 54 Species  Family Gerrhosauridae (Plated Lizards) 32 Species

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 Family Gymnophthalmidae (Spectacled Lizards) 188 Species  Family Taiidae (Whiptails and Tegus) 177 Species  Family Lacertidae (Lacertids, Wall Lizards) 276 Species  Family Scincidae (Skinks) 1,284 Species  Family Xantusiidae (Night Lizards) 26 Species

Infraorder Diploglossa

 Family Anguidae (Glass Lizards and Alligator Lizards; Lateral Fold Lizards) 122 Species  Family Anniellidae (American Legless Lizards) 2 Species  Family Xenosauridae (Knob-scaled Lizards) 7 Species

Infraorder Platynota (Varanoidea)

 Family Helodermatidae (Gila Monsters) 2 Species  Family Lanthanotidae (Earless Monitor Lizards) 1 Species  Family Varanidae (Monitor Lizards) 57 Species

Suborder Ophidia (Serpentes) - Snakes

Superfamily Typhlopoidea (Scolecophidia)

 Family Anomalepidae (Dawn Blind Snakes) 16 Species  Family Typhlopidae (Blind Snakes) 277 Species  Family Leptotyphlopidae/ Glauconiidae (Slender Blind Snakes) 93 Species

Superfamily Heniphidia (Boidea)

 Family Aniliidae/Ilysiidae (Pipe Snakes) 1 Species  Family Anomochilidae (Dwarf Pipe Snakes) 2 Species  Family Boidae (Boas and Pythons) 74 Species  Family Bolyeridae (Round Island Boas) 2 Species  Family Cylindrophiidae (Asian Pipe Snakes) 10 Species  Family Loxocemidae (Mexican Burrowing Pythons) 1 Species  Family Tropidophiidae incl. Ungaliophiidae (Dwarf Boas) 25 Species  Family Uropeltidae (Shield-tail Snakes) 47 Species

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 Family Xenopeltidae (Sunbeam Snakes) 2 Species

Superfamily Xenophidia (Colubroidea = Caenophidia)

 Family Acrochordidae (File Snakes) 3 Species  Family Atractaspididae (Mole Vipers) 67 Species  Family Colubridae (Colubrids) 1,084 Species  Family Elapidae (Cobras, Kraits, Coral Snakes) 250 Species  Family Hydrophiidae (Sea Snakes) 64 Species  Family Viperidae (Vipers and Pit Vipers) 250 Species

Subclass Archosauria

Order Crocodylia-Crocodiles etc.

Suborder Eusuchia

 Family Crocodylidae (Crocodylians) 23 Species

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Reptile Characteristics

 Dry Scaly Skin  Egg with Leathery Shell (terrestrial)  Ectothermic

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Amphibian Characteristics

 Lay eggs in or near water  Young have gills  Adults have lungs  Ectothermic  Amphibian means “double lives” (young aquatic, adults terrestrial)  Thin waterproof skin

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Fish Characteristics

 Scales  Aquatic  Fins  Ectothermic  Jelly enclosed eggs Classes of Fishes

 Placodermi -Hinged Jaws -Extinct

 Agnatha -Jawless fishes -Lampreys & Hagfishes -Skeleton of cartilage

 Chondrychthyes -Cartilaginous Fishes -Sharks, skates, and rays -Tooth-like scales on skin

 Osteichthyes -Bony Fishes -Dominant in Fresh and Marine Waters since the Devonian “Age of Fishes.” -Thought to be ancestral to the land vertebrates -Swim bladder -Skin with scales

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Birds

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Bird Characteristics

 Wings  Hollow Bones  Endothermic  Beaks-No Teeth  Lay Hard-Shelled Eggs  Air Sac Lungs

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ORDERS OF BIRDS

Struthioniformes Flightless, well adapted to running, inhabits desert and savannah, sexual dimorphism, male incubation, omnivorous, but mainly vegetarian, gregarious. One species, Ostriches.

Rheiformes Gregarious, well adapted to running, flightless, mostly vegetarian, male incubation. Two species, Rheas.

Casuariiformes Adapted to running, flightless, Australian. Four species, Emus and cassowaries.

Apterygiformes Feathers more like hair, no tail, small, short wings, flightless. Three species, Kiwis.

Tinamiformes Not strong fliers, most inhabit South America, ground nests, male incubation. Fifty species, Tinamous.

Sphenisciformes Flightless, marine birds, gregarious, monogamous, males take active part in rearing young. Seventeen species, Penguins.

Gaviiformes Web-footed, well adapted to swimming and diving, restricted flight, found in Northern Hemisphere, adult plumage similar in both sexes, feed on fish. Four species, divers, and loons.

Podicipediformes Lobed, fringed membranes on toes, tail is a downy stump, striking plumage, elaborate courtship. Eighteen species, Grebes.

Procellarliformes Oceanic birds, seldom come to land, hooked bill sheathed in horny plates, lay only one egg. One Hundred Species, Albatrosses, shearwaters, petrels.

Pelecaniformes Large aquatic birds, all four toes joined by a web, extensible beak pouch, found worldwide. Sixty species, Pelicans, cormorants.

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Ciconliformes Long, featherless legs adapted to wading, strong flight, four toes on each foot, sharp cutting edge on beak. One hundred twenty species, Herons, Storks, Ibises, Flamingos.

Anseriformes Aquatic birds, webbed feet, bill bears rows of fine serrations. One hundred fifty species, Swans, Geese, Ducks.

Falconiformes Diurnal birds of prey, well-developed sense of sight, long wings, strong legs, pointed claws or talons, hooked beak, monogamous. Two hundred eighty species. Eagles, Buzzards, Hawks, Falcons, Vultures.

Galliformes Thick-set bodies, small heads, legs moderately long and strongly built, good runners, rounded wings not adapted to long flight, males often have spurs for fighting, most sexually dimorphic. Two hundred sixty species, Pheasants, Domestic Fowl, Quail, Grouse.

Gruiformes Primarily aquatic, feet not webbed, sometimes lobed, vegetarian. Two hundred species, Cranes, Rails.

Charadriformes Small to medium sized waders or shore birds, varied foot structure. Two hundred ninety species, Jacana, Gulls, Snipes, Plovers, Woodcocks.

Columbiformes Moderate size, short legs, long pointed wigs, small head, eats seeds and fruit, sexes similar in appearance, monogamous, produce few eggs. Three hundred species, Pigeons, Doves.

Psittaciformes Arboreal, use beak and feet to climb, feet serve as hands, well developed crops, bright colored plumage, longevity common. Three hundred thirty species, Parrots, Parakeets, Macaws, Lories, Cockatoos.

Cuculiformes Arboreal, unable to climb, perches, long wings. One hundred fifty species, Cuckoos, Roadrunners, Turacos.

Strigiformes Nocturnal, soft feathers, silent flight, large head, eyes frontally set, sensitive ears. One hundred forty species, Owls.

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Caprimulgiformes Brownish mottled birds, nocturnal or crepuscular, most are insectivores. One hundred species, Nightjars, Frogmouths, Potoos.

Apodiformes Fast flying, short-legged, weak-footed, insectivores. Seventy species, Swifts, Hummingbirds.

Coliiformes Small, short legs, strong curved claws, reversible outer toe on each foot. Six species, Mousebird.

Trogoniformes Unique foot structure (first and second toes backwards, third and fourth forward), forest dwelling, solitary, eat mainly insects, silent flight. Thirty five species, Quetzal, Trogons.

Coracilformes Long bills, short legs, short wings, bright plumage, hole nesting. One Hundred Ninety species, Kingfishers, Hornbills, Motmots, Bee Eaters, Rollers.

Piciformes Woodland birds, most insectivores, all nest in holes, zygodactyls (second and third toes forward, first and fourth toes backward). Three Hundred Eighty species, Woodpeckers, Barbets, Toucans.

Passeriformes Perching birds, all land birds, four toes all at the same level, never webbed, all altricial. Five Thousand One Hundred species, Broadbills, Kingbirds, Lyrebirds, Shrub-birds, Larks, Swallows, Waxwings, Robins, Chickadees.

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Mammals

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MAMMAL CHARATERISTICS

 Live Birth (except monotremes)

 Mammary Glands

 Fur

 Endothermic

SIZE

The smallest mammals are shrews, bats, and mice less than two inches in head and body length and weighing only a fraction of an ounce. Others range greatly in size up to the elephants and large whales; the blue whale (Balaenoptera musculus), which grows to about 100 feet long and 130-175 tons, is the largest animal ever known.

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ORDERS OF MAMMALS

1. Primates- (prosimians and higher primates- galagos, lorises, lemurs, monkeys, apes, man)  show increase in brain size  eyes enlarged and moved toward front of skull  found in Old and New World  most are arboreal  omnivorous or herbivorous  clasping hand with 5 digits and fingernails and an opposable thumb 2. Carnivora- (wolves, foxes, bears, raccoons, weasels, otters, hyenas, cats)  primarily terrestrial  incisors and canines prominent  4 to 5 sharp-clawed toes on each foot  diet (meat-eating) 3. Rodentia- (mice, beavers, squirrels, hamsters, chinchillas, cavies, chipmunks, capybara is largest)  largest order  gnawing animals with two incisor teeth above and two below which are permanently growing, enamel on front of teeth only  herbivorous  found worldwide 4. Edentata- (armadillos, sloths, anteaters)  teeth poorly developed or absent, incisors and canines always lacking  armadillo covered with bony plates; burrows feeds on insects and roots; peg-like teeth; found in U.S. to South America  sloths, adapted to hanging upside down in trees; diet of leaves, teeth present, found in tropical areas of Central and South America.  Anteaters, no teeth, elongated snout and long tongue covered with sticky mucous, opens termite mounds with front claws, found in tropical America 5. Marsupialla- (Kangaroo, koala, American opossums)

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 primitive animals  young born in undeveloped state, complete development in pouch (marsupium)  most found in Australia where they can fill the niche of grazing animal 6. Proboscidia- (elephants)  largest terrestrial mammal with nose and upper lip elongated into a trunk  heavy bone structure  upper incisors are tusks  browsers and grazers  found in Asia and Africa 7. Perissodactyla- (odd-toed hoofed animals or “ungulates”, tapirs, horses, rhinoceros)  one or three functional toes; nails modified into hooves  specialized for running  non-ruminants 8. Artiodactyla- (even-toed ungulates, pigs, hippos, giraffes, deer, cattle, antelope, sheep)  main axis of foot passing between toes 3 and 4, nails modified into hooves  adapted for running  herbivorous, some are ruminants  many possess horns or antlers 9. Monotremata- (duckbilled platypus and spiny anteater, or echidna)  most primitive living mammals  found in Australian region  lay eggs  do secrete milk 10. Insectivora- (moles, shrews, hedgehogs)  primitive placental mammals  small terrestrial forms  possess elongated snout and small eyes  eat insects  moles, Africa and Northern Hemisphere

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 hedgehogs, Asia, Africa, Europe, not Western Hemisphere  shrews, worldwide except Australia 11. Dermoptera- (gliding lemurs, or colugos)  not closely related to primates  glide like flying squirrels, live in trees  found in Malaysia and the Phillipines 12. Chiroptera- (bats)  true flying mammals  wings formed by membranes of skin between bones of palm and fingers  feed on insects or blood (Microchiropterans)  feed on fruit (Megachiropterans)  over 900 species  distributed worldwide 13. Pholldota- (pangolins)  body covered with large scales, lack teeth, feed on ants  powerful claws for digging  found in Africa, Malaysia, and South China 14. Lagomorpha- (rabbits, hares, pikes)  Short or vestigial tails  Long hind legs, saltatorial (jumping locomotion)  2 pairs of upper incisors, second pair reduced  nocturnal or crepuscular  herbivores  worldwide except Australia  pika, Northern Asia and Northern North America 15. Hyracoidea- (hyraxes)  resemble rabbits  live in Africa  reduced number of toes, nails modified to hoof-like structure

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 teeth like horses, vegetarian or omnivorous; ancestral signs of tusks 16. Tubulidentata- (aardvark)  highly modified skull  ancestry a mystery  about the size of a pig  tube-like teeth, no enamel, feed on ants and termites 17. Pinnipedia- (seals, sea lions, walrus)  aquatic carnivores, breed on land  limbs modified into flippers  sea lions and fur seals, least specialized for aquatic life  external ears and rotating hind limbs  true seals, highly modified for digging clams and other foods from bottom 18. Sirenia- (manatees and dugongs)  large aquatic mammals  herbivorous, feed on vegetation in rivers  breathe through nostrils on end of snout  hind limbs lacking, front limbs modified into flippers  tail modified into fluke-like fin  found in Africa, South America, southeastern U.S., Indian Ocean and southwest Pacific 19. Cetacea- (whales, dolphins, porpoises)  complete adaptation to aquatic life  breathe through blowhole on top of head  whales are largest mammals  lack skin glands, clavicle, external part of ear  skin essentially lacking hair but overlying of blubber serves as insulation

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Invertebrates

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INVERTEBRATES

Characteristics: have no backbone are small in size make up 97% of the animal Kingdom

Major Invertebrate Phyla

Phylum Characteristics Members

Porifera Sessile, filter feeders, asymmetrical, aquatic Sponges

Coelenterata Radially symmetric, aquatic, medusa, & polyp stages Hydra, jellyfish, coral, sea (Cnidaria) anemones

Ctenophora Radially symmetric, ciliary combs, aquatic Comb jellies & gooseberries

Platyhelminthes Dorso-ventrally flattened bilateral symmetry, organ Planarians, tape worms, system, some parasitic flukes, turbellarians

Nematoda Most widespread and numerous of all multicellular Hookworms, animals, some parasitic, muscles in longitudinal fibers roundworms, whipworms, only, perfectly cylindrical bodies threadworms

Mollusca Unsegmented soft body with a gliding surface or Slugs, snails, clams, “foot”, some with shells chitons, squid, octopus

Annelida Segmented worms, some parasitic Bristle worms, earthworms, leeches

Rotifera “wheel bearers”, aquatic Rotifers

Echinodermata “spiny skinned”, radially symmetric, marine Sea stars, sea urchins, sand dollars, sea cucumbers, feather stars

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Chordata Mostly composed of vertebrates, all have a Invertebrates: tunicates notochord, gill slits, a dorsal hollow nerve chord, & a (sea squirts) & lancelets post anal tail at some point in their development

Arthropoda “jointed feet”, exoskeleton Insects, spiders, mites, crabs, horseshoe crabs, centipede, millipede

Merostomata Aquatic with 5 or 6 pairs of abdominal appendages, Horseshoe crab exoskeleton

Arachnida 65,000 species, 4 pairs of legs, exoskeleton Scorpions, spiders, whip scorpions, mites, pseudoscorpions, ticks, sea spiders

Crustacea Aquatic, filter feeding arthropods Crab, shrimp, pill bugs, lobster, crayfish, barnacles, ostracods, & copepods (both microscopic)

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Major Classes of Arthropods

Class Characteristics

Insecta Most diverse of all classes with 1 million known species. Body divided into 3 parts: head, thorax, & abdomen. Has 3 pairs of legs. Divided into 2 subclasses (Apterygota-wingless & Pterygota-winged).

Major Orders of Insects:

Orthoptera- hind legs specialized for jumping, some stridulate (grasshoppers, crickets, cockroaches, katydids)

Isoptera- 2000 species, “white ants”, small social insects that construct nests on or in hollow trees, rotten wood or the ground. They have microscopic gut fauna that helps them digest cellulose. (Termites)

Epemeriptera- 2000 species, aquatic insects that live most of their lives underwater. The adults emerge in large groups and are primary source of food for many fish. The adults may live up to 72 hours and are non-feeding. (Mayflies)

Odonata- aquatic insects with predaceous adult stages. Nymph stage lives underwater & the adult has 2 pair of wings with a long abdomen. (Dragonflies and damselflies)

Hemiptera- “true bugs” 35,000 species, many without wings, have long piercing mouthparts for sucking plant juices and other insects. (Stink bugs, giant water bug, assassin bug)

Homoptera- 45,000 species, hind legs modified for jumping, piercing and sucking mouthparts. (plant hoppers, aphids, white flies, scale insects)

Coleoptera- hard membrane covering wings called elytral, goes through complete metamorphosis from egg-larva-puppa-adult. (Beetles)

Lepidoptera- 138,000 species, adults feed on nectar with a long coiled proboscis, goes through complete metamorphosis. Adults with multicolored wings made of scales. (Butterflies, moths)

Diptera-true flies. 150,000 species, hindwings are modified into halters which are used as balancing organs. Sucking and lapping mouthparts. Complete metamorphosis. (Horse fly, house fly, fruit fly, midges, mosquitos)

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Siphonaptera- 1750 species, wingless, blood-feeding ectoparasites. (Fleas)

Hymenoptera- 130,000 species, stinging flying insects. (Bees, wasps, ants)

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Glossary

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Frequently Used Abbreviations A AP & WS- American Pheasant & Waterfowl Society AAALAC- American Association for Accreditation of APHIS- Animal and Plant Health Inspection Service Laboratory Animal Care ARAZPA- Australasian Regional Association of Zoological AAAS-American Association for the Advancement of Parks and Aquaria Science ARCS- Annual Report on Conservation and Science (AZA) AABGA- American Association of Botanical Gardens and ARKS- Animal Records Keeping System Arboreta ASIH- American Society of Ichthyologists and AAEE- Australian Association of Environmental Educations Herpetologists AAM-American Association of Museums ASM- American Society of Mammologists AAV- Association of Avian Veterinarians ASMP- Australasian Species Management Programme AAZK-American Association of Zoo Keepers ASP- American Society of Primatologists AAZPA-American Association of Zoological Parks and AsRSG- Asian Rhino Specialist Group (SSC) Aquariums (Legal name of AZA) ASTC- Association of Science and Technology Centers AAZV- American Association of Zoo Veterinarians ASZK- Australasian Society of Zoo Keeping ABA-American Birding Association AVPZA- Asociacion Venozolona de Parques Zoologicos y ABC- American Bird Conservancy Acuarios ABS-American Behavioral Society AWA- Animal Welfare Act ABWAK-Association of British Wild Animal Keepers AYM- Association of Youth Museums ACOPAZOO- Asociation Colombiana de Parques Zoologicos AZA-American Zoo and Aquarium Association (Formerly ACORENA- Asociation para la Conservacion de los Recursos AAZPA) Naturales (Costa Rica) AZCARM- Association of Zoos, Breeders, and Aquariums of ADISC- Animal Data Information System Committee the Mexican Republic (Asociacion de Zoologicos, Criaderos ADZG- Association of Danish Zoological Gardens y Acuarios de la Republica Mexicana) AEO- Animal Exchange Online AZDANZ- Association of Zoo Directors of Australia and New AEZA- Asociation Espanola de Zoos y Acuarios Zealand AFA- American Federation of Aviculture AZE-Alliance for Zero Extinction AFO- Association of Field Omithologists AZH- Association of Zoological Horticulture AfRSG- African Rhino Specialist Group (SSC) AI-Artificial Insemination B ALPZA- Asociacion Latino Americana de Parques BFF- Black-footed ferret Zoologicos y Acuarios (formerly LAAZGA) BLM- Bureau of Land Management (USDI) AMACZOOA- Asociation Mesoamericana y del Caribe de BNHS- Bombay Natural History Society Zoologicos y Acuarios (formerly AMAZOO-Association of BRD- Biological Resources Division (US Geological Survey) Meso-American Zoos) ANPJZP- Association Nationale de Parcs et Jardins C Zoologiques Prives (France) CAM- Conservation and Animal Management Committee AOU-American Ornithologists’ Union (of British Federation)

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CAMP- Conservation Assessment and Management Plan DAPTF- Declining Amphibian Populations Task Force CAP-Conservation Action Partnership (formerly FIG) (AZA) (IUCN/SSC) CAUZ-Consortium of Aquariums Universities and Zoos DOE- Department of Energy (US) CAZA- Chinese Association of Zoological Gardens DRG- Division of Research Grants (NIH) CBSG-Conservation Breeding Specialist Group (formerly Captive Breeding Specialist Group) (IUCN/SSC) E CCC- CAP Chairs’ Committee (pending AZA WCMC EAZA-European Association of Zoos and Aquaria (formerly approval) ECAZA) CCF- Cheetah Conservation Fund (Namibia) EARAZA- Euro-Asian Regional Association of Zoos and CDC- Centers for Disease Control (U.S. Public Health Aquaria (Russia) Service) ECAZA- European Community of Zoological Gardens and CDC- Conservation Data Centers Aquaria (now EAZA) CEF- Conservation Endowment Fund (AZA) ED-Department of Education CI- Conservation International EEP- European Endangered Species Programme CIRCC- Committee on Interregional Conservation EIS-Environmental Impact Statement Coordination (WAZA) EPA- Environmental Protection Agency CITES- Convention on International Trade in Endangered ESA- Ecological Society of America Species of Wild Fauna and Flora ESA- Endangered Species Act COGBAZ-Council of Governing Bodies of Australasian Zoos ESP- Ecosystem Survival Plan CONAF- Corporacion Nacional Forestal (Chile) EUAC- European Union of Aquarium Curators COS- Cooper Ornithological Society EZE- European Zoo Educators COSEWIC- Committee on the Status of Endangered Wildlife in Canada F CPC- Center for Plant Conservation FAO- Food and Agriculture Organization (UN) CPR- Captive Propagation Rescue FASEB- Federation of American Societies for Experimental CRC-Conservation & Research Center (NZP) Biology CRES- Center for Reproduction of Endangered Species FCC- Field Conservation Committee (AZA) (ZSSD) FCRG- Field Conservation Resource Guide (AZA CREW- Center for Reproduction of Endangered Wildlife publication) (Cincinnati Zoo and Botanical Garden) FFI- Fauna and Flora International CPRG- Conservation Programs Resource Guide (AZA) FGE- Founder Genome Equivalent CSZF/USCZG- Union of Czech and Slovac Zoological FIC- Founder Importance Coefficient Gardens FIG- Fauna Interest Group (not CAP; AZA) CWGBT- Cooperative Working Group on Bird Trade FUNDAZOO- Fundacion Pro Zoological (Foundations for CWS-Colonial Water-bird Society Zoos; Costa Rica) CZA- Central Zoo Authority (India) FUNPZA- Fundacion Nacional de Parques Zoologicos y Aquarios (Venezuela) D FWS- US Fish and Wildlife Service

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FZGGB- Federation of Zoological Gardens of Great Britain ICC- Invertebrate Conservation Center (ZSL) and Ireland ICP-Institutional Collection Plan ICSI- Intracytoplasmic Sperm Injection G IGBP- International Geosphere and Biosphere Program GASP- Global Animal Survival Plan (now GCS) (CBSG) ILAR- Institute of Laboratory Animal Research GCAP- Global Captive Action Plan (now GCAR) (CBSG) IDMAG- Institutional Data Management Advisory Group GCAR-Global Captive Action Recommendation (formerly IMATA- International Marine Animal Trainers Association GCAP) (CBSG) IMLS- Institute of Museum and Library Services GCS- Global Conservation Strategy IPAM- International Partnerships Among Museums GDAWR- Guam Division of Aquatic and Wildlife Resources IPCC- International Panel on Climate Change GHSP- Global Heritage Species Program IPPL- International Primate Protection League GIS-Geographic Information System IPS- International Society of Primatologists GLAZE-Gay and Lesbian Association of Zoo Employees IRF- International Rhino Foundation GLT- Golden Lion Tamarin ISEC- International Society for Endangered Cats GMPWG- Global Management Plan Working Group ISIS- International Species Information System GSA- General Services Administration ISPTR- International Society for the Preservation of the GU- Genome Uniqueness Tropical Rainforest ISZ- International Society of Zooculturists H IUCN- The World Conservation Union (formerly the HCP- Habitat Conservation Plan International Union for Conservation of Nature and HL- Herpetologist League Natural Resources) HSUS- Human Society of the United States IUDZG- International Union of Directors of Zoological Gardens (now WZO) I IVF- In Vitro Fertilization IAAAM-International Association for Aquatic Animal IVM- In Vitro Maturation Medicine IWC- International Whaling Commission IAAPA- International Association of Amusement Parks and IWWA- International Wild Waterfowl Association Attractions IZDA- Indian Zoo Directors Association IAATE- International Association of Avian Trainers IZE- International Zoo Educators IACUC- Institutional Animal Care and Use Committee IZN- International Zoo News IADISC- International Animal Data Information Systems IZPA- Indonesian Zoological Parks Association Committee IZY- International Zoo Yearbook IAFWA- International Association of Fish and Wildlife Agencies J IBA-Important Bird Areas JAZAE- Japanese Association of Zoo and Aquarium IBAMA- Brazilian Institute of the Environmental and Educators National Renewable Resources JAZGA- Japanese Association of Zoological Gardens and IBPGR- International Board for Plant Genetic Resources Aquariums ICBP- International Council for Bird Preservation (IUCN) JGI- Jane Goodall Institute

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JMSC- Joint Management of Species Committee NFRZG- National Foundation for Research in Zoological JWPT- Jersey Wildlife Preservation Trust (now Durrell Gardens (Netherlands) Wildlife Conservation Trust) NFWF- National Fish and Wildlife Foundation NGO- Nongovernmental Organization K NHP- Natural Heritage Program (TNC) KV- Kinship Value NIC- National Institute for Conservation NIH- National Institutes of Health L NMFS- National Marine Fisheries Service LAAZGA- Latin American Association of Zoological Gardens NOAA- National Oceanic and Atmospheric Administration and Aquariums (now ALPZA) NOAH- New Opportunities in Animal Health Sciences (NZP) LSIG- Librarians Special Interest Group (AZA) NPS- National Park Service (USDI) LTER- Long-Term Ecological Research Sites (NSF) NSF- National Science Foundation NSF-ISE- National Science Foundation- Informal Science M Education MAI- Maximum Avoidance of Inbreeding NTIS- National Technical Information Service MAP- Museum Assessment Program NVD-Nederlandse Vereniging van Dierentuinen (Dutch MAZA- Mid America Zoo Alliance Federation of Zoos) MBTA- Migratory Bird Treaty Act NWF- National Wildlife Federation MEDARKS- Medical Animal Record Keeping System NWRA- National Wildlife Rehabilitators Association MET- Ministry of Environment and Tourism (Namibia) NZP- Smithsonian National Zoological Park MK- Mean Kinship MMPA- Marine Mammal Protection Act O MOP- Memorandum of Participation OC- The Ornithological Council MOU- Memorandum of Understanding OMA- Office of Management Authority MVP- Minimum Viable Population OSA-Office of Scientific Authority OSI- Office of Scientific Integrity (NIH) N NAAMP- North American Amphibian Monitoring Program P NACAP- North American Conservation Action Partnership PAAZAB- Pan African Association of Zoological Gardens, (formerly NAFIG) (AZA) Aquaria, and Botanical Gardens (formerly PAAZGABG) NAS- National Academy of Sciences (South Africa) NAS- National Audubon Society PADU- Protected Areas Data Unit (World Conservation NCI- National Cancer Institute Monitoring Center) NEA- National Endowment for the Arts PAWS- Performing Animal Welfare Society NEH- National Endowment for the Humanities PERC- Portable Elephant Restraining Chute NEPA- National Environment Policy Act PETA- People for the Ethical Treatment of Animals NERP- National Environmental Research Parks PHPA- Nature Conservation and Forest Protection NFHZG- National Foundation for research in Zoological (Indonesia) Gardens PHVA- Population and Habitat Viability Analysis

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PKBSI- The Indonesian Zoological Parks Association TAG- Taxon Advisory Group (AZA) PMC-Population Management Center (AZA) TFAP- Tropical Forest Action Plan PMP- Population Management Plan (AZA) TMA- Taxon Management Account PSG- Pacific Seabird Group TNC- The Nature Conservancy PVA- Population Viability Analysis TP&WD- Texas Parks and Wildlife Department PZS/PZDA- Polish Zoological Society TRAFFIC- Trade Records Analysis of Flora and Fauna in Commerce R RCC- Research Coordinators Committee (AZA) U RCP- Regional Collection Plan UCSZG- Union of Czech and Slovak Zoological Gardens REGASP- Regional Animal Species Collection Plan UIZA/UIGZ- Unione Italiana dei Giardini Zoologici UNEP- United Nations Environmental Programme S UNESCO- United Nations Educational, Scientific, and SAG- Scientific Advisory Group (AZA) Cultural Organization SAIO- Salim Ali Institute of Ornithology USAID- United States Agency for International SASZ- Swiss Association of Scientific Zoos Development SAVE- Save African Endangered Wildlife Foundation USDA- United States Department of Agriculture SAZA- Swedish Association of Zoos and Aquaria (formerly USDI- United States Department of the Interior SAZPA) USFWS- United States Fish and Wildlife Service SCB-Society for Conservation Biology USGCRP- United States Global Change Research Program SCOPE- Scientific Committee on Problems of the USGS- United States Geological Survey (USDI) Environment USMAB-United States, The Man And The Biosphere SEAZA- South East Asian Zoo Association (Indonesia) Program SER- Society for Ecological Restoration SMCC- Species Management Coordinating Council V (ARAZPA and COGBAZ) VDZ- Verband Deutscher Zoodirektoren (German Zoo SMM- Society for Marine Mammalogy Union) SNDPZF- Syndicate National des Directeurs de Parcs Zoologiques Francais W SPARKS- Single Population Analysis and Record Keeping WAZA- World Association of Zoos and Aquariums System WCMC- Wildlife Conservation and Management SPMAG- Small Population Management Advisory Group Committee (AZA) SSAR- Society for the Study of Amphibians and Reptiles WCMC- World Conservation Monitoring Centre (Great SSC-Species Survival Plan Subcommittee (AZA WCMC; no Britain, formerly IUCN Conservation Monitoring Centre) longer exists) WCS- Wildlife Conservation Society STF-Save the Tiger Fund WII-Wildlife Institute of India SZB- Socieda de Zoologicos do Brazil WOS- Wilson Ornithological Society WPTC- Wildlife Preservation Trust Canada T WPTI- Wildlife Preservation Trust International

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WRI- World Resource Institute Z WSPA- World Society for the Protection of Animals ZCOG- Zoo Conservation Outreach Group WWF- World Wildlife Fund (US) ZIMS- Zoological Information Management System WWF- World Wide Fund for Nature (International) ZOO- Zoo Outreach Organization (India) WZO- World Zoo Organization (formally IUDZG) ZPOT- Zoological Park Organization of Thailand ZRA- Zoo Registrar Association ZSL- Zoological Society of London ZSSD- Zoological Society of San Diego

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Zoo Vocabulary List Acclimatize- to become habituated to an environment

Acquired Characteristic- one that originates during the life of an individual owing to either the environment or a functional cause

Adaptation- Modification of an organism or its parts, fitting it more perfectly for existence under the conditions of its environment and resulting from the action of natural selection upon variation

Aerial- Frequenting the air

Aestivate- to assume a dormant state, similar to hibernation, during the summer or other periods of high temperature and/or low moisture

Albino- organism which is lacking normal pigmentation or body coloring

Algae- A large group of primitive plants which can be mono- or multicellular, contain chlorophyll and other pigments, and have no true root, stem, or leaf. Algae are found in water of damp places, and include some sea weeds, pond scum, etc.

Allogrooming- mutual grooming as a social function

Altricial- term given to birds or mammal whose young or hatchlings have their eyes closed, are incapable of locomotion, and depend on their parents for food.

Amnion- the innermost extraembryonic membrane, filled with amniotic fluid, that encloses the developing embryo of a reptile, bird, or mammal

Amphibian- A vertebrate animal which spends some part of its life cycle in water, lays eggs, and has a skin with no protective covering (no scales, feathers, or hair)

Amphibious- Capable of living on both land and water

Anthropoids- medium to large primates lacking a tail, having ears and face essentially hairless and possessing well developed brains. Their arms are longer than their legs and they have both an opposable thumb and big toe

Antlers- The skull appendages of the deer family, these are grown and shed annually and have a bony core

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Anus- opening at the end of the intestine through which undigested wastes are passed

Aposematic- having coloration with a protective function or warning coloration

Appendage- any subordinate or external organ or part of an animal

Aquatic- Growing or living in the water

Arboreal- Inhabiting or frequenting trees

Artiodactyla- order of even toed, hoofed animals

Aviary- A large cage or building for keeping many birds

Bacteria- one celled living organisms without a nuclear membrane

Barbs- the filaments which make up the vane of the feather

Barbules- very small filaments attached to the barbs of feathers, barbules form adjacent barbs hook together

Behavior- the reactions of the whole organism to the environment

Binocular Vision- use of both eyes on the same object, at the same time, permitting the judgment of distance

Biome- An extensive community of plants and animals characterized by climatic and soil conditions; the largest ecological unit

Biosphere- The total portion of the earth inhabited by living organisms, including land masses, oceans, and atmosphere

Bipedal- Describing locomotion on two limbs

Bird- a vertebrate animal which is homeothermic (warm-blooded; “endothermic”), lays eggs, is covered with feathers, has wings, and a beak

Bovid- even toed ruminant member of the cattle, sheep, antelope, and goat family characteristically having a pair of hollow horns

Brachiation- moving through the trees by swinging from branch to branch, suspended by forelimbs; as in the anthropoid apes

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Brille- transparent scale or cuticle covering the snake eye

Browser- an animal that feeds from shrubs and trees; normally only picking off specific parts of the plant

Camouflage- coloration and/or external patterns which protect an organism by causing it to blend in to its surroundings

Canid- dog-like carnivore

Canine Teeth- sharp pointed teeth on either side of the upper and lower jaw between the incisors and bicuspids used to tear flesh

Captivity- living in confinement

Carapace- top shell of a turtle which is fused with the ribs and backbone

Carnivore- an animal which consumes the flesh of other animals

Carrion- dead and decaying animal matter

Caudal- of or near the tail of an animal

Cephalic- of or relating to the head

Cervical- pertaining to the neck region

Characteristic- a distinguishing trait, feature, or quality of an animal

Chordata- most advanced phylum of animals possessing a dorsal hollow nerve cord and an internal supporting structure- includes vertebrates

Class- a classification group made up of related orders of plants or animals

Claw- keratinized projection at the tips of the digits, usually long, curved, and sharp

Cloaca- common passage from the digestive, excretory, and reproductive organs in various lower vertebrates

Cold-blooded- having a body temperature that fluctuates, approximating that of the surrounding environment. This is not a precise term: see ectothermic.

Color Phase- A seasonal change in the coat or coloration of certain animals as it is present in their species

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Commensal- living in close association with another living organism without either marked beneficial or harmful effects to either party

Community- an assemblage of organisms that are associate in a common environment and interact with each other in a self-sustaining and self-regulating manner

Competition- when two or more species, or individuals, pursue the same resource

Coniferous forest- A forest consisting of cone-bearing trees and scrubs, mostly evergreens such as pine, spruce, fir, cedar, etc.

Conservation- the wise management of natural resources

Consumer- Any organism which feeds on other organisms. A primary consumer obtains its nutrition directly from plants (herbivore). A secondary consumer obtains its nutrition from primary consumers.

Contour Feathers- the feathers that provide external covering and establish the shape of the bird’s body

Counter Shading- a type of camouflage where the effect is produced when the upper part of an animal’s body, which receives the most light, is darker in color while the under part of the animal is either pale or lighter in color. This reduces shadow and breaks up the bodies’ outline.

Crepuscular- active at dawn and/or dusk

Deciduous forest- forest consisting of trees which shed their leaves annually

Decomposer- an organism which breaks up the bodies or excreta of other animals into basic units. Examples: bacteria, yeasts, molds, fungi

Dewclaws- clawed or hoofed remnants of side toes in many carnivores and artiodactyls located just above the main functional digits

Dewlap- a hanging fold of skin under the neck

Digitigrade- walking on the toes

Dimorphism- Existence within a species of two types of individuals, distinct in coloring, size, sex, organ structures, etc.

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Display- Stereotyped or ritualized gesture or series of gestures which convey information about the animal’s mood or intention. Displays are prominent during the mating season.

Diurnal- Active during the day

Diversity- the extent of variety of plants and animals in a community

Domesticate- to bring the life cycle of a plant or animal under control of man, for food production or other uses.

Dominant- ruling, exercising authority or influence over others

Dormancy- A period of inactivity brought about by adverse conditions; such as hibernation in winter

Dorsal- towards the back of an animal

Ecology- the study of the relationship of organisms to each other and the environment

Ecosystem- An ecological unit consisting of living organisms (plants and animals) and their nonliving environment which interact to produce a stable system

Ectothermic- relies on the environment for body heat regulation (“cold-blooded”)

Embryo- organism in the early stages of development

Endangered- a species of animal whose population has dropped to a level that it is in danger of becoming extinct. These species are listed by state and federal authorities (Dept. of the interior) and the Convention on International Trade in Endangered Species (CITES)

Endothermic- capable of internal body heat regulation (“warm-blooded”)

Environment- the total conditions (physical, chemical and biological) and surroundings affecting the development of an entire organism

Estrus- a recurring period of sexual receptivity and fertility in female mammals.

Evolution- the development of a species, organism or organ from its original or primitive state to its present or specialized state, a change over time

Exoskeleton- an external supporting structure or covering in the absence of an internal skeleton

Extinct- a species that has no living members in its natural range

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Feral- having become wild after escape from captivity or domestication

Flash Coloration- bright coloration of contrasting colors located on concealed surfaces of some animals and is presented to a predator by the bearer in an attempt to attract attention from the animal itself

Food Chain- the transfer of food energy from plants through a series of other organisms, with repeated consumption and being consumed. See Consumer, Decomposer, and Producer

Forage- to search for food

Fossorial- adapted to life beneath the surface of the ground

Frugivore- an animal which consumes fruit as the main portion of its diet

Gestation- length of time from fertilization of egg until birth of an offspring

Grazer- an animal adapted in physique and behavior to feeding on grasses and other herbage, normally consuming the plant down to ground level

Gregarious- social; tendency to associate with others of its kind

Habitat- the region where a plant or animal naturally grows or lives; native environment. The basic requirements for a habitat are the presence of adequate food, water, shelter, and space.

Hemipenes- paired male copulatory organs such as in a snake

Hemotoxin- venom which destroys red corpuscles and damages the inner walls of the blood vessels causing severe hemorrhage, such as that of a rattlesnake.

Herbivore- An animal adapted to subsist chiefly on grass or plants. The adaptation may include specialization in the forms of the teeth or in other parts of the digestive system.

Herd- a term used to describe a socially structured group of hoofed animals

Herpetology- the study of reptiles and amphibians

Hibernate- A period of winter torpidity of an animal in which the body temperature approximates that of the surroundings and the heart and respiration rate fall below their normal active state

Hierarchy- a graded or ranked series

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Holarctic- relating to or denoting a zoogeographical region comprising the Neararctic and Palearctic regions combined. The two continents have been linked intermittently by the Bering land bridge, and the faunas are closely related.

Homeothermic- maintaining a stable constant body temperature independent of the environment. Mammals and birds are homeothermic. See Endothermic

Horns- appendages of a number of hoofed mammals. As a rule, horns are made of tough fibrous material called keratin and are not shed.

Inbreed- to mate related animals or plants

Incisors- cutting teeth located between the canine teeth on the upper and lower jaws

Insectivore- an animal which feeds chiefly on insects

Instinct- genetically programmed behavior which is unlearned, stereotyped behavior; an inborn pattern of activity or tendency to act typical of a given biological species

Invertebrate- animal without a backbone or spine

Jacobson’s Organ- highly developed accessory organs of smell and taste located in the roof of the mouth

Lactation- production of milk by the mammary glands

Mammal- A vertebrate animal that has hair, gives, birth, is endothermic, the chest cavity and abdomen are separated by a muscular diaphragm, and nourishes its young with milk.

Marine- Describing or inhabiting the sea, ocean, or other salt water

Marsupial- primitive pouched mammal whose young are born in an underdeveloped state and complete development in the pouch (marsupium).

Metamorphosis- a transformation during the life history of an organism, especially from larval to adult form; such as the change from caterpillar to butterfly, or tadpole to frog

Migration- the seasonal movement of an animal from one region or climate to another

Mimicry- the close resemblance of one organism (the mimic) to another (the model) to deceive the third (the dupe)

Molar- a tooth found in the posterior portion of the mouth of a mammal that is adapted for grinding

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Molt- the process of shedding hair or outer skin, or feathers at certain intervals, prior to replacement of the castoff parts by a new growth

Monogamous- having only one mate

Monotreme- primitive egg-laying mammal (duck-billed platypus)

Mutalism- A close association between two organisms whereby each derives some benefit from the other

Natural Selection- the elimination of the less fit individuals in the struggle to live

Neotropical- having a distribution which includes parts of Central and South America

Neurotoxin- venom which attacks the nervous system causing paralysis of the cardiac and respiratory muscles

Niche- the particular role of an individual species or organism in its community and its environment, including its position in the food cycle

Nictitating Membrane- the inner third eyelid present in many land vertebrates

Nocturnal- active during the night

Olfactory- pertaining to the sense of smell

Omnivore- an animal which eats both plants and animals

Opportunistic- adapted for utilizing variable, unpredictable or transient environments, usually with high dispersal ability and rapid population growth

Organism- any individual animal or plant having diverse organs and parts that function together as a whole to maintain life and its activities

Oviparous- producing eggs that are expelled from the body then incubated externally before hatching

Ovoviviparous- producing eggs which are hatched inside the body and then incubated externally before hatching

Pachyderm- very large, thick skinned, herbivorous mammals

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Parasite- an organism that lives on or in an organism of another species from which it derives sustenance or protection without benefiting the host and usually doing it harm

Pheromone- substance that is secreted by an animal and that influences the behavior of other individuals of the same species

Plantigrade- walking on the entire sole of the foot

Plastron- bottom shell of a turtle

Plumage- the full assemblage of feathers

Poikilothermic- having an unregulated body temperature closely controlled by the temperature of the environment (i.e. fish)

Polygamous- one male mates with many females

Predator- an animal which lives by killing and eating other animals

Preening- the process of cleaning and grooming feathers

Prehensile- adapted for grasping or seizing such as the trunk, tail, or thumb; used especially to wrap around something

Prey- an animal which is killed and eaten by other animals

Primary Feathers- flight feathers

Primates- most advanced order of mammals having a well-developed brain and opposable thumb

Primitive- at an early stage of evolutionary development, or having changed little since that stage

Proboscis- long, flexible snout

Producers- Organisms, such as plants, which are able to produce their own food from inorganic substances

Raptor- A bird of prey with a string notched beak and sharp talons

Ratite- flightless bird

Regeneration- the regrowth of tissues or organs which have been lost

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Reptile- a vertebrate animal that lives on land, has scales on its skin, lays eggs, and is ectothermic.

Retractable- capable of being drawn back or in

Ruminant- even-toed, cud-chewing hoofed mammals having a four chambered stomach

Rutting Season- breeding season

Scavenger- any animal that eats refuse and decaying organic matter. An animal which normally does not kill its own animal-based food, but feeds on the remains of prey already dead.

Sedentary- Remaining in one place, inactive

Solitary- living alone, not in colonies or groups, (exception: young offspring)

Specialist: an animal that has evolved a dependency on one particular mode of life, behavior, or other organism

Species- the fundamental biological classification, comprising a subdivision of genus and consisting of a number of plants or animals all of which have a high degree of similarity, can generally interbreed only among themselves, and show persistent differences from members of allied species. * This term is a subject of constant controversy.

Symbiosis- interaction between two different organisms living in close physical proximity, typically to the advantage of both individuals

Talon- claw of a bird of prey

Taxonomy- the science of classifying living organisms

Terrestrial- belonging to or living on the ground or earth

Territory- an area defended by an animal from occupation by another. It is occupied by an animal or group of animals usually for breeding, nesting, and foraging purposes

Tympanic Membrane- eardrum

Ungulate- hoofed mammal

Vestigial- a rudimentary or degenerate structure which may have been complete or functional in an ancestor

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Vertebrate- an animal having a segmental backbone (vertebral column)

Viviparous- Bearing live young. The embryos receive nourishment directly from the mother during development.

Warm-blooded- “endothermic” having a body temperature that remains relatively constant, independent of the surroundings. This is not a precise term. See endothermic, homeothermic.

Zoo- a zoological garden or collection of living animals usually for public display

Zoology- a science that deals with animals, their lives, structure, growth, classification, etc. The branch of biology concerned with the animal kingdom and its members.

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