Self-Guided Safari Park Activities Curriculum

SELF-GUIDED ACTIVITIES Safari Park GRADES PRE-K to 12 Table of Contents ClassroomActivities ChecklistChaperone Teacher Guidelines Checklist and Grades 6to 12Classroom Activities Grades 6to 12Field Trip Activities Grades 6to 12Classroom Activities Grades 6to 12Field Trip Activities Grade 5Classroom Activities Grade 5FieldTrip Activities Grade 4Classroom Activities Grade 4FieldTrip Activities Grade 3Classroom Activities Grade 3FieldTrip Activities Grade 2Classroom Activities Grade 2FieldTrip Activities Grade 1Classroom Activities Grade 1FieldTrip Activities Pre-K to KClassroom Activities Pre-K to KFieldTrip Activities activities these about 2 We appreciate your comments. for aquick,onlinefeeedback form. sandiegozoo.org/teachersurvey Like thisactivityguide? Goto

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© SDZG 2016 and for Park. the and We teachers all to ask follow directions for these for good avisit you… that’s visit each year! us students 100,000 More than checklist. short this by completing us help Please Park. Safari Zoo Diego San to the visit to your forward We’re looking Dear Teacher: Thank you! Thank • • • your entire after arrived. Relations has group at in Guest Check parking. complimentary Tell of your to school name receive the attendant parking the YOU ARRIVE ATWHEN SAFARI THE PARK date. to visit your prior Department Education the by approved be must reservation ofyour time the at given number group total to the Any changes of any changes. Department Education the Notify • • Review behavior expectations with students • • Activities sheet(s), aPark map. and Field TripGive acopy Checklist, chaperone each Chaperone of the fee. admission chaperone to pay a be required will confirmation) your on noted ratio the exceeding (adults adults Additional reservation. your making when of chaperones number Arrange for adequate an • • activities. Complete classroom the YOUR VISIT BEFORE Payment must be made in one lump sum by cash, check, charge, or purchase order. order. purchase or charge, check, by cash, sum lump one in made be must Payment in. check you when visit the schedule must you Kraal, Petting to the visit want you If admission. full charged be will check-in after arrive who members Group behavior. chaperone or student year, event of inappropriate the full in one for visits trip field from schools to suspend right the reserves Department Education Park Safari The Checklist. Chaperone the on listed rules student the Read below. details driver. to See each procedure parking the by traveling car, is explain group your If leave you school. before chaperones your with items these Review Park. the at activities in participating while learning student advanced facilitate will activities in-classroom pre-visit, the from gained knowledge prior that Remember visit. your for basis educational the form They Standards. Science Generation Next in the outlined Expectations Performance grade-specific withvarious align activities These 3

© SDZG 2016 Your most important duty is toYour is keep duty with your you students at times. all important most visit. your on directions helpful these follow Please visit. safe and afun to ensure important is very role Park. Your Safari Zoo Diego San the to trip afield on students supervising for you Thank Dear Chaperone: • • • • • • • Review following the Park with Safari rules your group: • • • Field the TripUse Activities to involved. keep students • • your in group. students of the names of the alist Make • • • coolers. small or bags paper in yourPack lunches • visit. Kraal Petting a with yourfor Check been scheduled teacher if has out group to find your • • Arrive time. on Report to Ranger Base if you get separated from your group. your from separated get you if Base to Ranger Report enclosures. away animal from objects body, and hands, your Keep quiet. by being animals the Respect trash. your up Pick ofrun. Walk instead paths. designated Stay on chaperone. Stay your with opinions. expressing and guesses, making evidence, lecting col by observing, own answers their for look then and questions, to ask students the Encourage Park. the around students guide you as activities the Lead trip. field the before activities the Review name. your know students the sure Make lost. gets someone case in wearing, are they ofwhat adescription add names, their with Along lunch. your to eat Area Grove Picnic The Use Park. the throughout coolers small or bags lunch carrying for You responsible are Park. the in permitted not are hands, two with carry must you those coolers, Large coolers. small or bags paper in be must lunches but Park, into the food to bring You permitted are in. checks group the when Relations Guest with scheduled be must groups school for visits Kraal Petting admission. full charged be will in checked has group the after arrive who Chaperones group. your with Park the enter can you so time on be please own vehicle, your driving are you If 4

© SDZG 2016 Why do you think it’s special? it’s think you Why do favorite? your is which today, saw you animals the all Of like. especially you animal An time? the all water the in stay that animals ofany think you Can water? the in stays always animal this think you Do water. the in is that animal An atree? in living about like you would What tree? into the get animal the did How trees. the in lives that animal An today? seen you have homes of animal types other What home? its to build use animal the did What etc.) hive, den, burrow, tunnel, (Hint: anest. than other home animal An furniture) wood fabric, cotton (Examples: ofaplant? parts from made is that home your in ofanything think you Can ground? the above or ground the on nest the Is plants. with anest built has that animal An eat? you do plants Which eating? animal the is plant ofthe part What plants. eating is that animal An shelter? find animals the can Where exhibit? this in water and food the is Where it. in animals with exhibit An FIND AND EXPLORE Park. Safari Zoo Diego San or Zoo Diego San the around group student your guide you as focus and fun to add activities these Use CHAPERONE: DEAR Activities Trip Field TOGRADES PRE-K K

5 YOU AT ALL TIMES. WITH TOIS YOUR STUDENTS KEEP IMPORTANTYOUR MOST DUTY movement, defense, etc.) shape/ body offood, ofshelter, kinds types location, (geographic different were that things four Name kind). same ofthe plants/animals other water, shelter, food, need (all things living same the were that things four name achallenge, As need? animals that things same the need you Do needs? aplant that things same the To need you do survive, CHALLENGE WONDER” “I TRY THIS • • • Encourage students to learn by observing. to learn students Encourage ideas. and answers to students’ positively Respond engaged. students to keep questions Ask What do plants and animals animals and plants do What need to survive? need Theme Patterns. Observing

© SDZG 2016 2. 1. ACTIVITIES PRE-VISIT • • • OBJECTIVES Activities Classroom TOGRADES PRE-K K water, space, and shelter). and water, space, (food, ofahabitat components necessary the of alist Make to survive. need animals and plants what Discuss Fuerst. B. Jeffrey and Animals in Their HabitatsRead to survive? order in do they do What things. “pack” don’t Animals to survival? essential are list the on items Which trip. the for list packing a creating in class the Lead trip. camping long aweek- on going are they Tell students the to survive. need humans) (including animals and plants ofwhat patterns Standards: K-LS1-1 Next the Generation from Science Expectation Performance this investigate will Students needs. survival animal and plant analyze will Students skills. observation their use will Students Use observations to describe to describe observations Use by Debra Castor Castor by Debra

6 3. 2. 1. POST-VISIT ACTIVITIES animal’s habitat is changed or destroyed. destroyed. or changed is habitat animal’s an if happen might think they what students to Ask live. need they water, shelter and food, the find animals the habitats, their In habitats. different live in animals that learned Students environment. a surrounding with drawings their to complete students ask so need, they havethings the that places in live Animals parts. body other or eyes, ears, beaks, offeet, kinds different with animals showing posters draw Have students survive? animal the help part body this did How part. body interesting withanother or eyes, large with teeth, sharp with feet, webbed with abeak, with animal an to name students Ask different? they were How same? the animals two the were How Park. Safari or Zoo to visit the her or his during best liked she or he animals two the to name student each Ask What do plants and animals animals and plants do What need to survive? need Theme Patterns. Observing

© SDZG 2016 Activities Trip Field GRADE 1 Zoo or San Diego Zoo Safari Park. Safari Zoo Diego San or Zoo Diego San the around group student your guide you as focus and fun to add activities these Use CHAPERONE: DEAR How does it look different from its parents? its from different itlook does How parents? its like look animal this ways does what In parents. its like looks that animal A young other? each from different species ways the are what In see? you do ofanimals kinds many How animals. of kinds different several with exhibit An another? from individual one tell you can How alike. exactly not are animals the that see you’ll closely, look you If kind? same the are animals these all that tell you can How (species) together. live kind same the of animals several where exhibit An have ever seen? you animal adult smallest the What’s small. very is that animal adult An have you ever seen? animal adult largest the What’s large. very is that animal adult An FIND AND EXPLORE

7 How are they different? they are How alike? plants the are How kind. same Two the of plants itgrows? as change will looks youngster’s the think you do How parents? its from different look animal this ways does what In parents. its from different looks that animal A young TRY THIS “I WONDER” CHALLENGE WONDER” “I TRY THIS • • • TIMES. ALL WITH YOU YOUR STUDENTS ATKEEP IMPORTANTYOUR MOST TO IS DUTY animals? and plants growing ofthe care to take hard so work staff Park Safari and Zoo the think you Why do Encourage students to learn by observing. to learn students Encourage ideas. and answers to students’ positively Respond engaged. students to keep questions Ask

Theme Growth and Development. Development. and Growth How are young plants and and plants young are How animals like their parents? like their animals

© SDZG 2016 Activities Classroom GRADE 1 • • OBJECTIVES 3. 2. 1. ACTIVITIES PRE-VISIT exactly alike, their parents. parents. their alike, exactly not but alike, are animals and plants young that account evidence-based an construct Standards: 1-LS3-1 Next the Generation from Science Expectation Performance this investigate will Students skills. observation their use will Students from youngest to oldest. youngest from pictures the arrange Havestudents butterflies. and frogs as such metamorphosis, through go that ofanimals pictures Include ages. different at look animals how show that pictures Find board. abulletin on pictures the Display young. and adults the match Have students resource. apicture as “animals” sandiegozookids.orgUse adults. as and youngsters as like look animals different what show that pictures Collect parents? their like more look now students Do younger. were they since have changed ways students Discuss picture. the in student the identify class the have and by one one pictures the up Hold babies. were they when ofthemselves pictures in to bring volunteers student for Ask Make observations to to observations Make and click on on click and

8 4. 3. 2. 1. POST-VISIT ACTIVITIES grow up to be like its parents? its like togrow up be baby that ababy, might how adopts human a If parent? adoptive its like togrow up be babies those might How students. your with stories ofthose some Share own. their from different even species another, one adopting animals about stories for internet the Search beetles. as emerge and pupate will worms the less, or weeks 10 In week. each apple or ofpotato piece asmall add moisture, For (dry) oats afew mealworms. and whole plain, of cup with a it fill and bottle soda two-liter empty aclean, Use stores. pet most at available mealworms, growing is option Another habitat. native into their butterflies the release later can students so ofcaterpillar, species alocal Choose nursery. into abutterfly container aglass transform to caterpillars and plants, netting, Use foil. used clean, or cartons egg as such materials recycled include that supplies art Provide projects. art butterfly or own caterpillar their Caterpillar Hungry Very The book Carle’s Eric Read

to students. Have students make make Have students to students. Theme Growth and Development. Development. and Growth How are young plants and and plants young are How animals like their parents? like their animals

© SDZG 2016 What animals and plants live here? plants and animals What desert. ahot like looks that exhibit An live here? plants and animals What place. cold asnowy, like looks that exhibit An live here? plants and animals What grassland. like looks that exhibit An live here? plants and animals What ajungle. like looks that exhibit An live here? plants and animals What aforest. like looks that exhibit An treetops? the in stay that birds the describe you would How ground? to the closer stay that birds the describe you would How space? exhibit the share birds the do How (species) birds. of kinds many with aviary An animals? the help plants the think you do How plants? the using animals the are How animals. and plants both has that exhibit An doing? animals the are What exhibit? the in are ofanimals kinds different many How animal. of kind one than more with exhibit An FIND AND EXPLORE Park. Safari Zoo Diego San or Zoo Diego San the around group student your guide you as focus and fun to add activities these Use CHAPERONE: DEAR Activities Trip Field GRADE 2

9 • • • YOU AT ALL TIMES. WITH TOIS YOUR STUDENTS KEEP IMPORTANTYOUR MOST DUTY places? other in animals other with survive them help have that animals some do characteristics What happens? this think you Why do places. many live in animals other while world, the in area one only live in can animals Some CHALLENGE WONDER” “I TRY THIS Encourage students to learn by observing. to learn students Encourage ideas. and answers to students’ positively Respond engaged. students to keep questions Ask Theme Diversity of Life. What What of Life. Diversity kinds of animals and and of animals kinds plants live together? plants

© SDZG 2016 3. 2. 1. ACTIVITIES PRE-VISIT • • • OBJECTIVES Activities Classroom GRADE 2 together? What happens if one goes away? goes one if happens What together? live animals these Why do bears. polar and foxes Arctic anemones, sea and clownfish buffalo, Cape and egrets example, together. For live that animals of pictures to find students Ask story? the in mentioned not are that habitat to that animals more add they Can story. the in habitat each from animal one than more remember can they if students Ask by World the Steve Jenkins. Around Habitats aKookaburra! ISee DiscoveringRead Animal only? habitat one live in that some there Are habitats? multiple live in that animals some there Are class. to views the their present groups Have student live there. might animals what discuss and habitat the to identify them ask and groups to student images Distribute well). work photos (old others calendar or jungle, tundra, lake, ocean, desert, forest, as such habitats, ofdifferent pictures Collect habitats. different in oflife diversity the to compare animals and Standards: 2-LS4-1 Next the Generation from Science Expectation Performance this investigate will Students observe. they animals and plants the contrast and compare will Students skills. observation their use will Students Make observations of plants ofplants observations Make 10 2. 1. POST-VISIT ACTIVITIES diversity of species? ofspecies? diversity ahigher support habitats some Do least? the has habitat Which animals? most the has habitat Which collages. other’s each to analyze students Ask images. ofthe acollage Create habitat. their within ofanimals images to find internet the or resources library to use Tell group. students to each habitat different a assign and into groups students Divide own. their on or list the from either live it, with might that animal another suggest and itlives where habitat the name have students animal, each For board. the on animals these of list numbered a Make visit. their on while saw students that animals the Review Theme Diversity of Life. What What of Life. Diversity kinds of animals and and of animals kinds plants live together? plants

© SDZG 2016 Activities Trip Field GRADE 3 sharp teeth? What do you eat? you do teeth? What sharp have you any Do teeth. over your tongue your Run Why? eats? animal this think you do What teeth. sharp with animal An survive? animal an help colors dull might How survive? animal an help colors bright might How colors. dull with animal another and colors bright with animal An use? animals senses other of think you Can senses. five ofour one is Hearing adaptation? a helpful be could ears big think you do How ears. big with animal An see? you do ofbeaks shapes sizes and other What beak? its ituse does How bird. the Observe beak. abig with A bird feet. its Describe atree. in abird for Look atree? In water? the In ground? the on bird this Is feet. webbed with A bird FIND AND EXPLORE Park. Safari Zoo Diego San or Zoo Diego San the around group student your guide you as focus and fun to add activities these Use CHAPERONE: DEAR

11 adaptations would you want to have? want you would Why? adaptations what habitat, awild in living aplant were you If survive? aplant help thorns might How thorns. with A plant tails? their use ways animals other are What tail? its use animal this does How atail. with animal An loss of that adaptation? adaptation? ofthat loss the for up to make do you could What different. be would life your how Describe adaptations. ofthose Now, away take one survive. you help have you that that adaptations some Name CHALLENGE WONDER” “I TRY THIS • • • YOU AT ALL TIMES. WITH TOIS YOUR STUDENTS KEEP IMPORTANTYOUR MOST DUTY Encourage students to learn by observing. to learn students Encourage ideas. and answers to students’ positively Respond engaged. students to keep questions Ask

well in a particular habitat habitat aparticular in well while others do not? do others while e v i v r u s s l a m i n a e m o s o d y h W Theme Ecosystem Dynamics. Dynamics. Ecosystem

© SDZG 2016 3. 2. 1. ACTIVITIES PRE-VISIT • • • OBJECTIVES Activities Classroom GRADE 3 similar habitats. habitats. similar live in would that together animals to group try class, or group to their present students After habitats. their in survive them help features physical what live and animals their where to describe students Ask materials. recycled own using oftheir animals design Have students choose. they animals the about stories illustrate write and why.explain Have students and to like be, most would she or he animal which to choose student each Ask students. the Creature book Features Ganeri’s Anita Read ofpeople. adaptations behavioral and physical some list Have students environment). its in itsurvive helps that thing of aliving characteristic adaptation (a term the Define all. at survive cannot some and well, less survive some well, survive can organisms some habitat aparticular in that evidence with Standards: 3-LS4-3 Next the Generation from Science Expectation Performance this investigate will Students habitat particular a livein plants and animals specific that ofevidence give examples will Students skills. observation their use will Students Construct an argument argument an Construct

to to 12 3. 2. 1. POST-VISIT ACTIVITIES 4. books the (See adaptation. animal an represents that home from object an bring student Have each ajungle? in survive plant adesert Could habitats? similar live in adaptations similar have that plants Do conservation. water and defense, reproduction, as such into categories adaptations the Sort have survival. for plants adaptations ofsome to think students Ask habitats? similar live in adaptations have similar that animals Do defense. and moving, eating, for adaptations as such into categories adaptations the sort students Have trip. field their on saw they adaptations ofanimal alist to brainstorm students the Ask Choose an idea from the list and take action! take and list the from idea an Choose habitats. local protect help can students ways Brainstorm animals? to the happens what change, habitats When endangered. become can animals, like habitats, how Discuss represents. item the adaptation which guess students other have the class, in object the presents student each As ideas.) for Kelly Zoo by John Robot The

Creature Features well in a particular habitat habitat aparticular in well while others do not? do others while e v i v r u s s l a m i n a e m o s o d y h W Theme Ecosystem Dynamics. Dynamics. Ecosystem by Anita Ganeri and and Ganeri by Anita

© SDZG 2016 Activities Trip Field GRADE 4 What other animals have a good sense oftouch? sense have agood animals other What environment? its in animal this help oftouch sense the does How oftouch? sense agood ithas that know you do How touch. of sense agood has that animal an with exhibit An ofsmell? sense have agood animals other What environment? its in animal this help ofsmell sense the does How ofsmell? sense agood ithas that know you do How smell. of sense agood has that animal an with exhibit An oftaste? sense have agood animals other What environment? its in animal this help oftaste sense the does How oftaste? sense agood ithas that know you do How taste. of sense agood has that animal an with exhibit An ofhearing? sense have agood animals other What environment? its in animal this help ofhearing sense the does How ofhearing? sense agood ithas that know you do How hearing. of sense agood has that animal an with exhibit An ofsight? sense have agood animals other What environment? its in animal this help ofsight sense the does How ofsight? sense agood ithas that know you do How sight. of sense agood has that animal an with exhibit An FIND AND EXPLORE Park. Safari Zoo Diego San or Zoo Diego San the around group student your guide you as focus and fun to add activities these Use CHAPERONE: DEAR

13 • • • YOU AT ALL TIMES. WITH TOIS YOUR STUDENTS KEEP IMPORTANTYOUR MOST DUTY sense? ofthat loss the for up to make do you could What different. be would life your how Describe Take senses. survive. ofthose away one you help have you that senses different the Review CHALLENGE WONDER” “I TRY THIS Encourage students to learn by observing. to learn students Encourage ideas. and answers to students’ positively Respond engaged. students to keep questions Ask

What senses do animals use use animals do senses What to process information around around information to process them and respond? and them Theme Information Processing.

© SDZG 2016 Activities Classroom GRADE 4 3. 2. 1. ACTIVITIES PRE-VISIT • • • OBJECTIVES could they use? they could senses other What chairs. their from classroom the to “explore” try and eyes, their close Have students senses. ofour one we lose when happens what students Ask Hickman. by Pamela Feel and Hear, Taste, Smell, See, Animals How Senses: Animal read class Have the use? you Why? would one which item, the to identify sense one had only If you items. the to explore senses five their use and stations the to rotate through students Ask (sight). ofadog photo apaper 5: Station (smell); ofperfume bottle open an 4: Station (hearing); arattle like noisemaker, any 3: Station (taste); aplate on sugar 2: Station wet towel (touch); ahot, 1: Station stations: five experiencing by ownsenses five their explore Have students ways. different in information to the respond and brain, their in information the process senses, their through ofinformation types different receive animals Standards: 4-LS1-2 Next the Generation from Science Expectation Performance this investigate will Students itresponds. how and environment its senses animal an how between connections make will Students skills. observation their use will Students Use a model to describe that that to describe amodel Use

3. 2. 1. POST-VISIT ACTIVITIES and how the animal uses it. it. uses animal the how and sense super the explains that card identification animal to an create Tell students materials. recycled or supplies, clay, Use art senses. super with animal 3-D aunique create Have students senses? developed highly these need animals these Why do smell. exceptional with sharks or vision, night exceptional with cats hearing, exceptional with bats as such senses, super with animals to find internet the or resources library to use students Ask noses? All same? eyes the all Are thing? same the to hear need animals all Do same? the ears all Are list. the Analyze organ. sense that as functions that part animal the and Park or Zoo the at saw they animal of an to name write the board to the come students Have board. on the Writesenses five the

What senses do animals use use animals do senses What to process information around around information to process them and respond? and them Theme Information Processing.

© SDZG 2016 (Animals spread pollen and seeds.) and pollen spread (Animals plants? help animals do How flowers? the on feeding insects, including animals, any see you Do flowers. with area landscaped or bed A flower plants? eat that animals some name you Can to grow? energy their get plants do How trees. large some for Look survive? animal an help omnivore an being does How have feeding? for omnivore this does adaptations What eater). plant and (meat omnivore An iteating? is plant ofthe part What bushes)? and (eatingbrowsing shrubs (eating grasses) grazing or herbivore this Is plants. eating eater) (plant herbivore An animal? large the to catch trying have you would challenges new What animal? small the capture you apredator, would were you how If avoid predators? them help might have that animals these do adaptations What prey. is that animal alarge and animals) (eaten prey by is other that animal A small size helpful? be small could How advantage? size an be large could How use? carnivores two these think you do strategies hunting What carnivore. alarge and eater) (meat carnivore A small FIND AND EXPLORE Activities Trip Field GRADE 5

15 • • • YOU AT ALL TIMES. WITH TOIS YOUR STUDENTS KEEP IMPORTANTYOUR MOST DUTY plants? terrestrial without different be world the would How carnivores? land without different be world the would How Why? omnivore? or herbivore, carnivore, a be rather you would animal, awild were you If CHALLENGE WONDER” “I TRY THIS Encourage students to learn by observing. to learn students Encourage ideas. and answers to students’ positively Respond engaged. students to keep questions Ask move among plants, animals, and and animals, plants, move among decomposers within a food web? afood within decomposers in Ecosystems. How does matter matter does How Ecosystems. in

Interdependent Relationships Theme

© SDZG 2016 Activities Classroom GRADE 5 2. 1. ACTIVITIES PRE-VISIT • • • OBJECTIVES through the system. system. the through move might matter how explain and web the in point one at to begin students ask Then web. afood to construct internet the from printed or cards, playing calendars, magazines, from ofanimals images Use webs. of food concept review the or Introduce them. defines term which and eat, they what about students Ask decomposer. and define herbivore,carnivore, omnivore, Also consumer. secondary and consumer, primary producer, primary terms the Review AWorm’s Story my Dirt! in aHair There’s book, Larson’s Gary read class Have the environment. the and decomposers, animals, plants, among ofmatter movement the to describe Standards: amodel 5-LS2-1 Develop Next the Generation from Science Expectation Performance this investigate will Students environment. the and animals, plants, between relationships connect and evaluate will Students skills. observation their use will Students

16 2. 1. POST-VISIT ACTIVITIES 3. worms worms Red classroom. your in bins ofworm system amini up set bin, composting and garden have a doesn’t school your If of nutrients). web?into afood fit this (recycling does How vermiculture. and composting about Learn this? Why is planning. careful requires space same the in together ofanimal type one than more grouping setting, care a managed part(s) In which missing? are not, If observed? you animals the from web afood construct you Can Park. Safari or Zoo the at while observed students your animals the Review construct the food web? web? food the construct and ecosystem their within relationships animal and plant identify they Can journals. their in drawings and diagrams, maps, to use students Encourage see. they animals and plants the about observations to record journals use Have students school. the near area outdoor an Explore journals. own field their creating by data recording practice Have students scraps. vegetable and raw fruit only worms your feed results, best For used. commonly are move among plants, animals, and and animals, plants, move among decomposers within a food web? afood within decomposers in Ecosystems. How does matter matter does How Ecosystems. in Eisenia foetida Eisenia

Interdependent Relationships Theme and Lumbricus and rubellus

© SDZG 2016 3 2 1 Name TripField Activities GRADE 6TO 12 care and conservation science with our dedication to inspiring passion for nature. nature. for passion to inspiring dedication withour science conservation and care 2. 1. DIRECTIONS employees. Park Safari to or Zoo talking without etc.) watch activities, equipment, and uniforms at (look skills observational your by using page this Complete CHALLENGE YOUR SAN ZOO DIEGO GLOBAL ______each of these jobs support the conservation efforts of San Diego Zoo Global? Zoo Diego ofSan efforts conservation the support jobs ofthese each have? might does How job each think you do duties other What used. being tools any list and performed, being see you duties the describe job, each For jobs. different doing are who employees three Observe animals. with directly work people which in jobs the Circle visit. your during out carrying people see you by jobs the acheck Put Park. Safari or Zoo Diego San the at ofjobs variety the Observe Job Duties Tools Comments Security officer Security Bus/railway driver Researcher Custodian clerk sales Merchandising trainer Animal attendant lot Parking clerk Admissions is committed to saving species worldwide by uniting our expertise in animal animal in expertise our by uniting worldwide species to saving committed is 17 Other: Veterinarian Keeper officer assistance Visitor Gardener Tour guide staff service Food ______

© SDZG 2016 Activities Classroom GRADE 6TO 12 4. 3. 2. 1. ACTIVITIES PRE-VISIT • • OBJECTIVES 4. 3. 2. 1. POST-VISIT ACTIVITIES the field trip. field the during to complete student to each sheet Trip Field copy of the Activities one Give experience. and education, skills, required as well as responsibilities job listing position, aconservation-related for description to write ajob student each Ask Hodge. R. and sandiegozoo.orgresources: following the in listed descriptions job actual to descriptions their compare Have students conservation? to help used be sports) art, (e.g., photography, interests job diverse their could How careers. conservation obvious the beyond thinking jobs, related ofconservation- alist brainstorm Have students here. provided titles job the to list students’ the Compare Park. Safari or Zoo Diego San the at available be might jobs the of which to guess students Ask them. interest that ofjobs alist brainstorm Have students organization. azoological within paths career various investigate will Students skills. observation their use will Students school, then make a plan and take action! action! take and aplan make then school, at done be could that projects conservation ofsome alist brainstorm Have students Everyone.” for AJob “Conservation: be, might ofaslogan example An conservation. promoting campaign ad or a poster design and aslogan create Have students mission? the support person each does How Zoo. the at positions (at of right) alist is Information Background Under nature. for passion inspiring to dedication our with science conservation and care animal in expertise our by uniting worldwide species to saving committed are We amission: has Global Zoo Diego San Why? employees? have fewer probably jobs Which employees? of numbers have large probably jobs Which frequently? most observe they did jobs Which Trip sheets. Field Activities their from observations the to share students Ask by Guy by Guy Animals With Working Careers , www.aza.org

, 18 Admissions attendant Admissions Relations Public Safari or Tour guide Fund-raiser Resources Human Chef Veterinarian events Special worker Construction Researcher Merchandising buyer Architect officer Security Animal keeper trainer Animal San Diego Zoo and San Diego Zoo Safari Park: Park: Safari Zoo Diego San and Zoo Diego San the at positions job different ofthe some are Here BACKGROUND INFORMATION coordinator guide representative coordinator Theme Conservation Careers. Telephone operator Janitor Advertising manager manager Office maker Sign Bus/railway driver Graphic illustrator Sales clerk Librarian Computer operator Mechanic Nutritionist technician Medical Administrative assistant Accountant Curator Gardener Photographer

© SDZG 2016 1. DIRECTIONS Name TripField Activities GRADE 6TO 12 exhibit. the of amap Draw EXHIBIT MAP THE OF Rating: Exhibit accessibility Guest Guest information viewing Guest to exercise Room to climb/dig/perch/swim/etc.Places (privacy) to hide Places ShadeWaterFeeders COMPONENT EXHIBIT exhibit in of animals Name CARD REPORT EXHIBIT remodeling. needs think you that one and designed well- is think you that one to analyze: exhibits two Choose

Well-designed

2. GRADE C A scale: following the using component exhibit each Grade exhibit. each for Card Report Exhibit an out Fill –Needs improvement –Excellent B –Excellent 19 Needs remodeling Needs –Good

COMMENT:

3. elements of the exhibit. ofthe elements physical other and features, water rocks, trees, feeders, of location the showing exhibit ofeach amap Draw

© SDZG 2016 Activities Classroom GRADE 6TO 12 3. 2. 1. POST-VISIT ACTIVITIES 3. 2. 1. ACTIVITIES PRE-VISIT • • OBJECTIVES models to create one large zoo. large to one create models scale the combine then zoo, ofthe portions different to build ofstudents groups assign To zoo, zoo. entire entire an ofan build model a construct haveclass or the enclosures, their of models scale build have groups the Either class. to the plans their present groups student Have animal. the about to learn read will visitors that information animal graphics: interpretive Include enclosure. ofthe description narrative a and drawing ascale developing species, their for enclosure an design group Have each exhibit. an design them help might that information other any and wild, the in lives animal their how learn to internet the use Have students diurnal? or Nocturnal social? or itsolitary Is itbehaves. how and eats, animal the what ofhabitat, type the considering exhibit, the in species ofthe needs the on based designs their create students Have remodeling.” “Needs as rated they exhibit the redesign will group each that Explain Park. Safari or Zoo the at while exhibits two to analyze together to work need pairs Student sheet. Activity Trip Field ofthe copies two pair each Give group. each within up pair have students and groups into chaperone class the Divide students.) guide to help below information background to the (Refer exhibit. an designing when to consider need would azoo offactors alist brainstorm class Have the azoo? live they in when change animals of needs the water, might shelter. How and to survive—food, need animals what Review apply concepts to a new, unique design. to anew, unique concepts apply and design exhibit existing analyze will Students skills. observation their use will Students

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