Threatened and Endangered Species: Tour Packet

DOCUMENT RESUME

ED 376 063 SE 055 144

AUTHOR Coats, Victoria; Sarnia, Cory TITLE Threatened and Endangered Species:Tour Packet. INSTITUTION Metro Washington Park Zoo, Portland,OR. Educational Services Div. SPONS AGENCY ARCO Foundation, Los Angeles,CA.; Oregon Community Foundation, Portland. PUB DATE 91 NOTE 106p.; Some illustrationsmay not copy well. AVAILABLE ''ROM Educational Services Division,Washington Park Zoo, 4001 SW Canyon Rd., Portland,OR 97221. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052)

EDRS PRICE MF01/PC05 Plus Postage. DESCRTPTORS Activity Units; *Animals;Conservation (Environment); Ecology; *Endangered Species;Environmental Education; Field Trips; Habitats;Interdisciplinary Approach; Intermediate Grades;Junior High Schools; Learning Activities; MiddleSchools; Resource Units; Teaching Guides; *Zoos

ABSTRACT This resource unit containsa teacher information packet and a middle school student activity packet to beused in creating a threatened and endangered species unit. Thepacket of student activities is designedto help maximizea field trip to the zoo and build on students' zoo experiencein the classroom. The teacher information packetcovers the topics of general and behavioral goals for the unit; extinction; vegetationzones or biomes (contains a world map); selected endangered andthreatened animals listed by location in the wild and taxonomic classification;profiles of 30 selected animals with specific informationon each species; zoos and endangered animals; protectingendangered species; and list of 28 resources and a a 27-word glossary. Fourteenstudent activities are divided into classroom and zoo sections.At the zoo, students are instructed to collect and record data fromobservations of animals and exhibits. Zoo-collected data are intendedfor later analysis and follow-up discussion in the classroom. A teacher'sguide for each activity containsa list of the specific Oregon Comprehensive Curriculum goals addressed by that activity,and activity objectives, directions, and extension ideas.Teacher reproducible worksheetsare provided for activities. (LZ)

*********************************************************************** Reproductions supplied by EDRS * are the best that can be made from the original document. *********************************************************************** THE LIVING LAB METRO WASHINGTON PARK ZOO THREATENED AND ENDANGERED SPECIES

"PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY " roir4:4111\1 1444"r1/4: TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (EFIICI." Aw-er kw& 1,l ,fit4,#4

S DEPARTMENT OF EDUCATION Office or Educahonal Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) \Zs document has been reproduced as erred from the person or orpsnizspon OownSt.ng rt 0 Mrnor changes have been made to rreprove ,e0roduchon Quality

Pomts of view Or oprmons stated In INS dOC. NO I an rnenr do not necessarily represent Whoa) 1 I.1 v ." OE RI posrtron or poIrcy lioe '411`441Er

Funded in part by grants from the ARCO Foundation and the Christine and C.F. Swigert Jr. Fund of the Oregon Community Foundation

BEST COPY AVAILABLE2 TOUR PACKET THREATENED AND ENDANGERED SPECIES

Written by Victoria Coats and Cory Sarnia

Produced by the Education Division Metro Washington Park Zoo 4001 SW Canyon Rd. Portland, Oregon 97221

The ARCO Foundation is pleased to support the Zoo's "Living Lab" Programin order to better the understanding of the positive relationships between Man and Nature.

The Zoo appreciates both the ARCO and the Oregon Community Fc,dations' support of its education programs.

3 TEACHER INFORMATION PACKET THREATENED AND ENDANGERED SPECIES

This packet of information providesresources for you to create a Threatened and Endangered Species unit foryour class.It is primarily designed to assist you in preparation and containsmore information than you will probably need. We hope it will helpyou develop an informative, relevant and positiveprogram for your students. We also hope that you includean educational field trip to the Zoo as part of your plan. The accompanying packet of activitiesis designed to help you receive the most fromyour Zoo visit and build on your students' Zoo experiences back in the classroom.

I Table of Contents

TEACHER INFORMATION PACKET

Threatened and Endangered Species . . . 3 General and Behavioral Goals ...... 4 What Is Extinction / Why are Species Endangered?. 5 Background information for teachers on the meaning and causes of extinction.

Vegetation Zone/Biome Information . 8 Background information for teachers on the Earth's vegetation zones or biomes.

World Map of Vegetation Zones/Biomes . . 9

Endangered/Threatened Species Inventory and Location at the Zoo . 10 A list by exhibit location of all endangered/threatened animals currently found at the Zoo.

Endangered/Threatened Animal Locations in the Wild . . . 11 A list of 32 selected endangered and threatened animals organized by continent and vegetation zone.

Endangered/Threatened Animal Classification.. . 12 A list of 32 selected endangered and threatened animals organized by taxonomic classification.

Endangered/Threatened Animal Profiles . 13 An alphabetical list of the 30 selected animals with specific information on each species on the following topics: Status Location/Habitat Why endangered? What is being done? What should be done?

The Zoo and Endangered Animals . 24 Background information for teachers on the steps zoos are taking to save endangered species.

Protection for Endangered Animals Outside the Zoo . . 27 Background information fo. teachers on the programs and organizations dedicated to protecting endangered species.

What You Can Do that the Zoo Cannot . . . 29 A brief address to students about individual actions which support species and resourceconservation.

Resources . 31 A list of reference books, activities, audiovisual materials and conservation organizations.

. . Glossary . 34 A list of terms and definitions used in the Tour Packet. Alphabet Soup A glossary of animal breeding and information programs, agencies and laws

STUDENT ACTIVITY PACKET Grade-appropriate activities for students at the zoo and in the classroom

5 2 Threatened and EndangeredSpecies

The worst thing thatcan happen during the 1980s isnot energy depletion, economic collapse, limited nuclearwar or conquest by a totalitariangov- ernment. As terrible as these catastropheswould be for us, theycan be repaired in a few generations. Theone process ongoing in the 1980s that will take millions ofyears to correct is the loss of geneticand species diversity by the destruction ofnatural habitats. This is thefolly that our descendants are least likely to forgiveus.

Professor Edward 0. Wilson,Harvard University

The terms "threatened"and Threatened and endangered "endangered" are not just expres- species can also be a powerful sions of concern but legal terms rallying point for environmental defined by state and federal laws action. Endangered means thereis and international treaties. An still timeIf we can save these endangered species is in immediate species from extinction in the wild. danger of extinction; a threateneJ much more will be saved as well. species is in decline and approach- Habitats and watersheds will be ing the threat of extinction protected, ecosystems and food Threatened and endangered webs preserved, and sustainable species are a strong warning signal human development andresource of environmental decline. Each use established extinction leaves a gap in the web of We hope you will loin us in learning life the' sustains the earth. Each about these problems and possibili- loss is irreplaceable. Many forces of ties and determining your personal human greed and human needare course of action. working against the preservation of the diversity of life on earth.

6 3 General and Behavioral Goals

General Goals To identify the variety of vegetation habitat zones found on the Earth. To identify the dependence of each animal on a specific habitat. To recognize that an animal is adapted for survival in its habitat. To recognize human behavior and human values which endanger wildlife To identify factors which place animals at risk and recognize that habitat destruction is the critical factor. To identify personal action which preserves habitat and protects endangered species.

Behavioral Goals Students will be able to place endangered animals in the correct location and vegetation zone on a world map. Students will be able to list the characteristics of an animal's habitat Students will be able to identify several endangered species and explain ways each is adapted to its environment. Students will be able to list reasons for species decline and identify the human factors which are accelerating extinction. Students will be able to identify positive actions they can take to preserve habitat and protect endangered species.

Oregon Comprehensive Curriculum Goals The first page of each activity in the Student Activity Packet identifies specific Oregon Comprehensive Cirriculum Goals which are addressed by that activity What is Extinction? Extinction is the disappearanceof an animal or plant speciesso that it no longer exists. The word extinction is used not only for thedisappearance of a species but also for thedisappearance of a subspecies, i. e., one or more races withina species. In turn, this usage has caused much confusion because when conservationiststalk about extinctions, they often donot specify whether it took place or is takingplace at the level of subspecies, species, familyor order.It is worthwhile knowing whethera species facing extinction is the last remainingmember of its family or order or whether thereare a number of similar species in thesame genus that are still surviving.

Natural Extinction ihis is the dying out of a species by natural means. Usually when a species becomes extinct, it leaves a space in nature which can be occupied by a newly evolving species or a replacement species. An example of this is the disappearance of the dinosaurs 65 million years ago which left space for the mammals to arise.

Human-influenced Extinction In this case, a species dies out because ofhuman interference. The dramatic increase in extinctions throughhuman interference leaves little opportunity for new species to replaceextinct ones due to the rapid pace of extinctions. Thus theremay be irreplaceable loss. Examples of accelerated extinctionsare the dodo bird which was wined out within 62 years of its discoveryby European explorers, the passenger pigeon whichwas exterminated over a 50- year period (originally this bird numbered in the billions)and Steller's sea cow which became extinct 27 years after its discoveryin 1767. Processes of Extinction by Human Interference

A. Direct: species are killed, trapped or collected by B. indirect: human activity damages or destroys the humans for various reasons: natural environment which species depend upon for 1. food source survival EXAMPLE. Sea turtles and their eggs are harvested for 1. destruction of the natural vegetation food. EXAMPLE Land is cleared of natural vegetation by 2 clothing or ornaments logging and agriculture. EXAMPLE: Spotted cats are killed for 2. drainage of wetlands their pelts which are made into EXAMPLE Wetlands, a vital habitat coats. tor migratory birds, are filled in for human development and construc- 3. souvenirs for tourists EXAMPLE: Elephants are poached tion. for ivory which is used to make 3. pollution of the air, souvenirs. water and land EXAMPLE Damage to 4. superstitious beliefs the ozone layer is thought EXAMPLE: Rhinoceros horn is made into traditional medicines to have caused a sudden decline in amphibians. in Asia; it has no demonstrated medicinal value. 4. animal traffic victims EXAMPLE A 12-month study done 5. animal trade EXAMPLE Chimpanzees are captured for the pet trade in England showed that approximately and medical research 192,000 animals died on highways 6. killing for sport or trophies 5. domestic animal diseases introduced to wild animals EXAMPLE Polar bears were hunted from the air for sport which lack immunity prior to protection. example Wild big horn sheep fell victim to the diseases of domestic sheep. 7. killing predators considered dangerous to livestock or humans 6. indirect victims of biocides (pesticides, herbicides, EXAMPLE Gray wolves were all but exterminated in the fungicides, insecticides) continental U. S. by predator control programs. EXAMPLE Bald eagles were adversely affected by DDT when it became concentrated in their food chain. 8. Collecting rare specimens for private collections EXAMPLE Some exotic reptiles are threatened by 7. human introduction of non-native species which overzealous private collectors. compete with, or prey on, native species EXAMPLE Pet Eastern box turtles released in the Western U. S. compete with native species.

6 Important factors affectingextinction

A. The loss of habitat today is the largest O. Biocides, which are used to control unwant...,fi factor affecting plant and animal extinctions. plants and animals, are concentrated as they 1. Tropical forests cover only 7 percent of move up the food chain. For example, DDT the Earth's surface but contain 60 percent of concentrations in some water plants are only all species on Earth. The rate of destruction 0.1 parts per million while at the top of the of tropical forests is estimated to be 100 food chain predatory birds may have acres/minute; at this rate the forests will be concentrations as high as 45 parts gone in 25-50 years. i.atest estimates are per million. Many pest insects have that an area the size of Washington state is developed resistance to widely lost every year. applied biocides resulting in 2. One half to one third of all extinctions higher levels of application to projected to occur by the year 2000 will result continue control. Increasing use of from the loss of tropical forests. biocides threatens many non-pest 3. As of 1950, up to one half of the world's species who are in the same food woodlands may have vanished. The web or habitat as the targeted pest. annual losses are now between 1 and 2%, which is 25-50 million acres a year.

Factors that makeanimals vulnerable to extinction

A. Species that often exhibit one or scarce as a result of their vulnerabil- duced goats which out-compete more of the following characteristics ity them for food. are often more prone to extinction B. Animals which live on island or than other species: large body size, C. Saved today, but not forever. isolated habitats created by water, Even if a species is protected from specialized diet, slow reproductive rivers or geographical barriers seem rate and small population size. extinction today, either in a small to become extinct more readily. An portion of the wild or in captivity, it Large carnivores such as tigers are isolated population is seldom still may be too late for its long term a good example. Because they are equipped to deal with new or large and require considerable survival because genetic problems different species. Dcmestic animals often arise in a small breeding space in nature as well as a and introduced predators or substantial food supply, there were population. Inbreeding may cause competitors can wipe out a vulner- an overall decrease in the health of fewer of them to begin with. When able native species. For example, the population; for example, infants the tigers' habitat was reduced by the giant tortoises on the Galapagos may not survive or adults may be human encroachment and prey Islands are threatened by intro- infertile became scarce, tigers became

10 Vegetation Zone/Biome Information Understanding the Earth's vegetation zones, or biomes, is an important part of species conservation education. Biomes represent the major habitat zones which support the diversity of animal life. Preserving the diversity of vegetation zones and the variety of habitats within each zone and on each Daytime temperatures rise continent is important. Animals and plants in each vegetation above 100 degrees F (38° C) and nights can be freezing zone need natural habitats to survive. If a specific habitat is damaged or destroyed, the animal will have no place to live 8. Tropical Forests: Tropical forests have year-round warm in the wild. Preserving the diversity of habitats is the most temperatures and abundant or critical task for saving endangered species. seasonal rainfall. Depending on the volume and distribution What is a Biome? throughout the northern of rain during the year, the Variations in rainfall and hemisphere. resulting forest is a rainforest, temperature, soil and topogra- 4. Temperate Forests: A seasonal wet forest or tropical phy create the diversity of variety of broadleaf or decidu- woodland. terrestrial environments found ous trees grow in these The vegetation zone map on the Earth. We can divide forests. Four distinct seasons presents a big, generalized the planet into major biomes and moderate rainfall charac- picture of the diversity of life based on the kind of plants teriza the climate. on earth. In reality the which grow naturally in each S. Chaparral: Low-growing diversity of life and of habitats zone The major zones shown shrubs or trees grow in these is much more complex Within on the map are: areas of abundant winter rain each biome are many varia- 1. Mountains: Mountains and dry summers. tions on the major theme of exhibit a variety of different desert or forest. Each species vegetation zones which 6. Grasslands/Savannahs: depends on a specific habitat change with elevation. In Savannahs are tropical for survival. This habitat may grasslands with scattered general, forests are replaced be an extremely specialized by tundra above timberline. trees. Grasslands and part of a very isolated and savannahs have a distinct dry 2. Tundra: The tundra is limited kind of tropical forest. and wet season. Grasses and characterized by cold tem- For example, the lemurs are sedges are the dominant peratures, scarce water and a found only in the tropical plants. Prairies and steppes layer of permafrost or perma- forests of the island of Mada- are common examples of nently frozen earth lust below gascar. At the other extreme, tropical grasslands. the surface. The result is a some species habitat may Savannahs are tropical cold semi-desert where only include several biomes. The grasslands with scattered grasses and low shrubs grow. gray wolf, for example, once trees. 3. Evergreen Forests: lived successfully in every kind 7. Deserts: Deserts are dry Coniferous trees dominate of temperate vegetation zone and have limited plant life. these forests which are found in the northern hemisphere. Rainfall averages less than 10 inches (25 cm) a year.

11 This map divides the earth into eight major biomes or vegetation zones. Each biome is characterized by a specific type of plant growth.World Map of Vegetation Zones/Biomes for use with the Where in the World? activity gray wolf polar bear (Z7 <> Ez>\.7(2 AAAAAA A AA A AAA^. AAAAAAAAAAAAAAAAAArAA A A A A A . A A . A ,...... -1 (P";?.AA A . A A A..:0>C37A A A5? .A AA ...A^A^A^^ 2 Y' / e / e /. e. / / / / / / / / e / %%%% %%%%%% %%%,%%%%%%,%%/.0061%\50. Ns %.0%* % / % % %'',/%0,/ O0 % \ % %S. . SA % 10' 5000.% \\\ % t;%*::/%/%/%,,...... e / / / e / / e ,/,.//,,,/,/ o. / e .:,/,/.:./ '....' ^ % Z 1.." ..../..,:/..N,"<%/./. % % \ % ..%I / / e Z, vs /5./ :re%/%/%/%/%/ / / /.// ::.::/%,,, / % : % % % % . 0, . ../// / % / % / . / / / 40; : : : ::::,/.%= (Ivo Siberian tiger s',/%//.%,/`',',....$...... Z% /,,\ZZ\ZZZZ% 44! / /%/%/%/%//%/% / / / . ,<.;:2 , ., , , ,, / I // / /%5. , % " / / / % . t . . 4...... , ... 0" ' 0 0 0Q° % // AAsian elephant / O z. t>t) °,,t7 / / / % /1. / .1 % \ /; / 1. I / / /% . : .% . % . I I /1%. \ .. Cape clawless otter / / / / / / / black rhinoceros red panda orangutan Humboldt penguin jaguar \ 2 ring-tailed lemur Tundra Chaparral S.\\%\s. /, TemperateEvergreen forestsforests :::::::::. Deserts Tropical forests The numbers on the map show the location of each of the 32 species as listed in Endangemd/Thmatanad12 Animal Local .ons In the Wild. Grasslands/Savannahs Mountains 13 Endangered/Threatened Species Inventory and Location at the Zoo March 1990 "Endangered' and "threatened' are USDI (U.S. Department of the Interior) Fish and Wildlife designations. Appendix I and II are CITES (Convention on International Trade in Endangered Species) designations. Look in Alphabet Soup to find out more about these organizations. Please note that the status of endangered and threatened species is subject to rapid change. Also keep in mind that some of these animals may not be on display during your visit. Animals which are used in zoo programs, including many of the birds of prey and reptiles, are not kept on exhibit. In addition, the zoo collection changes as new exhibits and programs are added and as old ones are retired. The following animals are: ENDANGERED OR CITES APPENDIX I Endangered and/or Appendix I species are considered presently threatened with extinction. Big Cats Primates Elephants 'jaguar 'ring-tailed lemur 'Asian elephant *Siberian tiger 'red ruffed lemur Africa 'snow leopard 'diana monkey 'black rhinoceros ''mandrill Penguins 'Hanuman's langur Alaska Tundra 'Humboldt penguin 'Francois' leaf-monkey 'gray wolf Bears 'white-cheeked gibbon Birds of Prey 'Malayan sun bear 'siamang gyrfalcon 'Asiatic black bear 'orangutan Africa chimpanzee L'Hoest's monkey slender-snouted crocodile

'These Zoo animals are featured in the activities included in this packet.

The following animals are: THREATENED OR CITES APPENDIX II Threatened and/or Appendix II species are in danger of being threatened with extinction if their trade is not regulated.

Big Cats 'DeBrazza's monkey Birds of Prey 'lion Bell's hingeback tortoise red-tailed hawk 'serval savannah monitor Harris' hawk 'red panda giant day gecko American kestrel Bears Nile monitor barn owl "Polar bear rock python Other Birds Kodiak bear Alaska Tundra grand eclectus parrot Primates 'grizzly bear mealy Amazon parrot 'black- tailed marmoset short-eared owl Reptiles 'brown-headed tamarin snowy owl Nile monitor 'red-handed tamarin Cascades Stream and Pond Burmese python 'colobus monkey Exhibit coastal rosy boa Africa North American otter red-tailed boa Cape clawless otter American golden eagle rainbow boa 'Hartmann's mountain zebra great horned owl South American red-footed tortoise

'These Zoo animals are featured in the activities included in this packet

to 14 Endangered/Threatened Animal Locations in the Wild

This list of 32 selected endangered and threatened animals is organized by continent and vegetationzones. These Zoo animals are featured in the activities included in this packet.

Arctic ice Cap African tropical forests 1. polar bear 13. ring-tailed lemur (Madagascar) 14. red-ruffed lemur (Madagascar) North American forests/tundra 15. diana monkey 2. gray wolf 16. mandrill 3. grizzly bear 17. chimpanzee 18. DeBrazza's monkey South American tropical forests 19. colobus monkey 4. jaguar 20. L'Hoest's monkey 5. black-tailed marmoset 21. Cape clawless otter 6. brown-headed tamarin 7. red-handed tamarin Asian forests/mountains 22. Siberian tiger (Soviet Far East) South American islands 23. snow leopard (central Asian mountains) 8. Humboldt penguin 24. Asiatic black bear (central Asian mountains) 25. red panda (SE Himalayas) African savannahs 9. serval SE Asian tropical forests 10. lion 26. Hanuman's iangur 11. black rhinoceros 27. Francois' leaf-monkey 12. Hartmann's mountain zebra (SW Africa) 28. Malayan sun bear 29. Asian elephant 30. white - checked gibbon 31. siamang 32. orangutan

15 11 Endangered/Threatened Animal Classification This list of 32 selected endangeredand threatened animals is organized by taxonomic classification. Thesezoo animals are featured in the activities includedin this packet.

CLASS MAMMALIA

ORDER CARNIVORA ORDER PRIMATES Can !dee (Doglike Carnivores) Lemuridae (Lemurs) 1. gray wolf 16. ring-tailed lemur Ursldae (Bears) 17. red-ruffed lemur 2. grizzly bear 3. polar bear Cebidae (Larger New World Monkeys) 18. brown-headed tamarin 4. Asiatic black bear 19. red-handed tamarin 5. Malayan sun bear CallithricIdae (Marmosets) Procyon Mae (Raccoon-like Animals) 20. black-tailed marmoset 6. red panda CercopIthecIdae (Old World Monkeys) Felidae (Cats) 21. diana monkey 7. jaguar e2. DeBrazza's monkey 9. serval 23. colobus monkey 9. lion 24. Hanuman's langur 10. Siberian tiger 25. Francois' leaf-monkey 11. snow leopard 26. white-cheeked gibbon MustelIdae (Weasels) 27. siamang 12. Cape clawless otter 28. mandrill 29. L'Hoest's monkey ORDER PROBOSCIDIA (Elephants) Pongldae (Anthropoid Apes) Elephantidae (Elephants) 30. chimpanzee 13. Asian elephant 31. orangutan

ORDER PERISSODACTYLA (Odd-toed Hoofed Mammals) EquIdae (Horselike Mammals) 14. Hartmann's mountain zebra RhinocerotIdae (Rhinoceroses) 15. black rhinoceros

CLASS AVES ORDER SPENISCIFORMES (Penguins) Spheniscidae 32. Humboldt penguin

12 16 Endangered/Threatened Animal Profiles This alphabetical list ofthe 30 selected animals provides specific informationfor each species. These Zoo animals are featured in theactivities included in this packet. The Animal Profiles are an excellent source of furtherinformation for the student activities.

ASIAN ELEPHANT WHAT SHOULD BE DONE? STATUS: ENDANGERED Special reserves are needed to combat the threat of LOCATION/HABITAT habitat destruction and consolidate fragmentedpopula- tions. Protected forest corridors should also be estab- Asian elephants live in a variety of habitats fromthick lished to safeguard the routes of major seasonal jungles to open, grassy plains. Theyare found in movements. Southeast Asia from India to Vietnam. In the wildthey eat a variety of vegetation including fruits, grasses, leaves and shoots. ASIATIC BLACK BEAR STATUS: ENDANGERED LOCATION/HABITAT The Asiatic black bear occurs in moist deciduous forests in mountainous regions of Asia from Iranthrough the Himalayas to Japan. Black bears havean omnivorous diet of fruits, nuts, small mammals, birds and insects

WHY ENDANGERED? They are threatened oy habitat loss andsome subspecies face extinction. These bears have also been hunted because they are viewedas a threat to humans - and livestock. WHAT IS BEING DONE? WHY ENDANGERED? The Asiatic black bear is listed in CITES AppendixI. The destruction of tropical forests andencroachment of WHAT SHOULD BE DONE? human development threaten the Asian elephant's Sufficient habitat must be protected tosustain a viable habitat. Many existing reserves are too small to contain population. elephant herds or tend to isolate small populations In general, none of the parks or reservesprotect more than BLACK RHINOCEROS a portion of the local population for a part of theyear. WHAT IS BEING DONE? STATUS. ENDANGERED The Asian elephant is listed in CITES AppendixI and is LOCATION/HABITAT protected by law in most countries within itsrange. The The black rhinoceros is found in the savannahand Zoo participates in the Species Survival Plan(SSP) for forest of Africa from Sorna:a in the northto the Cape in this species. the south Rhinos browse oneaves a-d twigs ano need a daily source of water

1317 ENDANGERED/THREATENED ANIMAL PROFILES,

WHY ENDANGERED? BROWN - HEADED TAMARIN Their range and numbers have declined drastically in STATUS: THREATENED the last 20 years. The rhinoceros is considered by many LOCATION/HABITAT to be the world's most endangered mammal due to Brown-headed tamarins live in the tropical forests of the severe poaching and habitat destruction. Rhinoceros Amazon basin, Bolivia, Ecuador and Peru. They eat an are hunted for their horns which are in demand in the omnivorous diet of fruit, flowers, insects, lizards and Middle East for ceremonial dagger handles and in Asia frogs. for traditional medicines. WHY ENDANGERED? WHAT IS BEING DONE? The tamann is endangered due to widespread and rapid This species is listed in CITES Appendix I.Zoos. human destruction of tropical forests. including the Washington Park Zoo, are cooperating to breed rhinos in captivity.Small groups of rhinoceros WHAT IS BEING DONE? are protected on reserves by armed guards and private The exportation of primates was banned in many South ranchers have set aside land as well. Some countries American countries in the 1970s have agreed (on paper) to stop allowing the import of WHAT SHOULD BE DONE? rhino horns. The Zoo participates in the Species The destruction of tropical forest habitat for short-term Survival Plan (SSP) for this species. economic gain must be stopped Reserves should be WHAT SHOULD BE DONE? set aside to protect primate habitat in the Amazon. Eliminating this trade and rigorously protecting their habitat is necessary to save rhinos in the wild. Realisti- cally, captive breeding may be their only hope for survival.It is estimated that less than 1,000 survive in the wild.

BLACK-TAILED MARMOSET STATUS: THREATENED LOCATION/HABITAT Marmosets live in the tropical rainforest of the Amazon basin, Bolivia and Paraguay They live on an omnivorous diet of fruit, tree sap, flowers, insects, eggs and small animals. WHY ENDANGERED? They are endangered by rapid and accelerating destruction of their tropical forest habitat. This species is very vulnerable because of its limited distribution WHAT IS BEING DONE? - The exportation of primates was banned in many South CHIMPANZEE American countries in the 1970s STATUS ENDANGERED WHAT SHOULD BE DONE? LOCATION/HABITAT The destruct!on of tropical forest habitat for short-term Chimpanzees live in humid forests, woodlands with economic gain must be stopped. Reserves should be deciduous trees and savannahs in West and Central set aside to protect primate habitat in the Amazon Africa north of the Zaire River

14 ENDANGERED/THREATENEDANIMAL PROFILE.S

WHY ENDANGERED? WHAT SHOULD BE DONE'? Chimpanzee habitat is beingdestroyed for farming, More reserves should beestablished logging and road building. Theincreasing human population kills them as food andhunts them as "pets' DEBRAZZA'S MONKEY for the tourist trade. Profitcan also be made by selling chimpanzees to medical researchers. STATUS: PROTECTED WHAT IS BEING DONE? LOCATIONMABITAT Chimpanzees are protected by lawin all African This monkey is foundin swampy forests that are flooded countries where they live. Trade ofthese primates during the rainy season.It prefers the very thick among countries is carefully regulatedby the CITES vegetation next to a river. DeBrazza'smonkey is found treaty. The Zoo participates in theSpecies Survival Plan in central Africa from thecountry of Cameroon to for chimpanzees. southern Ethiopia and south throughthe countries of Zaire and north Angola. WHAT SHOULD BE DONE? More protected areas,especially large national parks WHY ENDANGERED? and reserves, and bettermanagement of existing areas This monkey's habitatis being destroyed and dividedup would provide habitat formore chimpanzees. Local for farming, especially coffeebean plantations, and populations should be educatedabout the importance logging.It is also captured asa pet.It is hunted for of primate conservationto the ecosystem. Different food in Zaire. ways of managing forests topreserve plant diversity WHAT IS BEING DONE'? would provide more food for chimps. Scientists and Trade of DeBrazza's monkeyamong participating managers should be trained aboutusing chimpanzees countries is str.ctly regulated bytne CITES treaty.It is from captive breeding programs in limited medical illegal to hunt or trap thismonkey in Ethiopia and other research. Export controls, such as those of CITES, can countries The monkey is protectedon the Dia Reserve be better monitored. Morepublic support of centers in Cameroon. that reintroduce chimps to their wild habitat is neces- WHAT SHOULD BE DONE'? sary. Wild populations of chimpanzeescan be better Larger areas of habitat shouldbe protected since during monitored to provide informationabout management times of drought the monkeymigrates to look for water. Since the protected habitatis fragmented. during COLOBUS MONKEY migration the monkey is suscep:ale to hunting off the STATUS: ENDANGERED reserve LOCATION/HABITAT This monkey is found in woodedgrasslands and forests DIANA MONKEY of Central Africa STATUS: ENDANGERED WHY ENDANGERED? LOCATION/HABITAT Habitat is being destroyed as an increasing African Diana monkeys can be foundin tne upper levels (high population needs food. Cotobus were heavily hunted for canopy) of forests in the Africancountries of Sierra their fur in the 19th and early20th centuries, colobus Leone to Southwest Ghana coats were a fad during theroaring 1920's WHY ENDANGERED'? WHAT IS BEING DONE? Their forest habitat is destroyecby logg.ng Tne A reserve has been established in Kenya Trade of monkeys are eaten as food, killed fortheir fur and as colobus among countries is strictly regulated by the pests because farmers think theyeat crops in areas that CITES treaty. grow coffee and cacao (the tree thatproduces choco- late)

is 19 ENDANGERED/THREATENEDANIMAL PROFILEi

WHAT IS BEING DONE? living terrestrial mammal. Itscurrent range in North The Ivory Coast in Africa hasest.::blished Tai National America is limited to tundra andforest regions in Alaska Park and banned hunting ofDiana monkeys. In Liberia, and Northern Canada andvery limited areas in Minne- females who have youngor are pregnant are protected. sota, Wisconsin ,nd Michigan.They prey on everything WHAT SHOULD BE DONE? from mice to moose, but theirmajor food source is Larger areas of habitat shouldbe preserved. All hunting caribou. should be banned. The local farmers and hunters WHY ENDANGERED? should be educated about the value of this primate. Wolves are end,angered in Reserves and other protected the continental United States areas requir3better due to habitat destruction controls. and past extermination programs to control predators. Wolvesare traditionally viewed as evil and destructiveto livestock and agricul- FRANCOIS' LEAFMONKEY ture.

STATUS: ENDANGERED WHAT IS BEING DONE? LOCATION/HABITAT Rep. Wayne Owensintroduced HR 3378 bill which This monkey livesin the moist forests of Vietnam and requires the National Park Serviceto reintroduce the China. wolf within three years. The reintroduction of wolvesto WHY ENDANGERED? Yellowstone National Park hasbeen extensively studied. Its forest habitat wasdestroyed by logging and bombing WHAT SHOULD BE DONE? during the Vietnamwar. The monkeys are also Reintroduction of wolves intoprotected habitat (ie. overhunted as food. national parks) and a changein the common perception of wolves as "evil" WHAT IS BEING DONE? are two important steps towardwolf conservation. Better Hunting is prohibited by lawin China. supervision of livestock and WHAT SHOULD BE DONE? reimbursement for lossesis Protected reserves need to be established in Vietnam also part of the solution. and China. The local populationsof both countries need training on how to protect andconserve this primate and its habitat.If scientists in Asia study in other countries andwestern scientists study the leaf-monkey's habitat, more informationabout protection could be developedfrom the shared research.

GRAY WOLF STATUS: ENDANGERED LOCATION/HABITAT The gray wolf hadone of the largest natural ranges ofany

16 o ENDANGERED/THREATENEDANIMAL PROFILES

GRIZZLY BEAR HANUMAN'S LANGUR STATUS: ENDANGERED STATUS: ENDANGERED LOCATION/HABITAT LOCATION/HABITAT The grizzly bear is foundon the tundra and rainforest This monkey live::: in the forests,scrubby lands, culti- islands of Canada and Alaska, andin mountains such as vated fields and even in villages andtown centers of the Rockies of the western UnitedStates and Canada. Asian countries suchas northwest India, Bangladesh WHY ENDANGERED? and Sri Lanka. When land was cleared for cattle ranching, much of the WHY ENDANGERED? grizzly's habitat was destroyed. Thisbear is hunted as Farmers hunt the primatebecause it eats their crops. In big game and to control its preyingon livestock. The the poverty-stricken countries of thismonkey's range, grizzly's habitat in Canada is being drilled for oil and people eat them as food. gas. Poor land use management in Albertadestroys bear habitat. WHAT IS BEING DONE? Trade of Hanuman's languris strictly regulated by the CITES treaty.

WHAT SHOULD BE DONE? More protected habitat suchas national parks should be established. Some are proposedin Nepal and India. Hunting should be better controlled.

54$ HARTMANN'S MOUNTAIN ZEBRA STATUS: THREATENED

LOCATION/HABITAT

.1. This species of zebrais native to rocky, dry mountainous or hilly areas of Southwest Africa. WHY ENDANGERED? .14 Zebras were killed by farmers whoviewed them as competition for their domestic livestock.This species has a very limited range. WHAT IS BEING DONE? WHAT IS BEING DONE? This species is listed in CITES Trade of grizzly bears Appendix II and national among participating countries is parks provide protectionin the wild. The Washington strictly regulated by the CITEStreaty. The bear is Park Zoo is one of only fourzoos which exhibit this protected in national parksin the United States. species. The Zoo also participates in theSpecies WHAT SHOULD BE DONE? Survival Plan for Hartmann'smountain zebra which Strong local, regional andnational support is needed for includes captive breeding the long-term survival of the grizzly bear in the 48 states. WHAT SHOULD BE DONE? Better law enforcement needsto be funded. The The reserves should be expandedto allow for popula- province of Alberta in Canada needs better land-use tion growth. Illegal hunting and killing laws that take into account grizzly by farmers must habitat. be prevented.

17 2 1 BEST COPY AVAILABLE ENDANGERED /THREATENED ANIMAL PROFILES.

HUMBOLDT PENGUIN JAGUAR STATUS: ENDANGERED STATUS: ENDANGERED LOCATION/HABITAT LOCATION/HABITAT This relatively warm water penguin is found on the Jaguars live in tropical forests, swamps and savannahs offshore islands on the western coast of South America from Mexico to South America. They eat a variety of near the country of Peru. mammals, reptiles and fishThey are now nearly extinct WHY ENDANGERED? in Mexico, Central America, Uruguay and Argentina. Humboldt penguins like to dig out their nests in com- WHY ENDANGERED? pacted bird droppings called guano. Enormous Jaguars are endangered because of habitat loss and quantities of guano have been hauled away from the hunting by humans. They are hunted for their fur and islands and sold as fertilizer. Therefore, their nesting persecuted as a predator. habitat has been destroyed. Penguins are sometimes WHAT iS BEING DONE? eaten as food. When the warm current called El Nino Although listed in CITES Appendix I, jaguars are still moves closer to shore, less fish is available as food for killed for their pelts. The first jaguar reserve was the penguins. established in Belize in the 1980s with funds from the WHAT IS BEING DONE? World Wildlife Fund. Guards have been set up to protect the penguins' WHAT SHOULD BE DONE? nesting habitat. The government of Peru manages the More reserves are needed, the fur trade must be amount of guano that can be hauled off the islands eliminated and the local human population needs more Penguins are now protected from hunting and more conservation education. Predator management must be research is done on how to encourage breeding in zoos improved and the population dynamics of jaguars in the and other programs. The Metro Zoo participates in the wild should be researched. Little is known about Species Survival Plan for the Humboldt penguin. jaguars because of the difficulty of studying these WHAT SHOULD BE DONE? secretive, nocturnal animals in remote hostile habitats. The laws protecting the nesting areas can be better enforced. More information should be collected on the existing wild populations. The local population should be educated on how to better conserve the penguins and their habitat.

18 0 r) ENDANGERED /THREATENED ANIMALPROFILES

LION MALAYAN SUN BEAR STATUS: ENDANGERED STATUS: ENDANGERED LOCATION/HABITAT LOCATION/HABITAT Lions are found in open and lightly wooded grasslands, Malayan sun bears live in the tropical and subtropical called savannahs, of Central and East Africa. forests of Southeast Asia. They make their homes in WHY ENDANGERED?. trees and eat fruit, insects, honey, rodents and plants. Lions are hunted as big game and because they kill WHY ENDANGERED? grazing and browsing animals such as antelope, zebras, The population is declining due to habitat destruction. buffalos, hippopotamus and giraffes. Theyare poi- WHAT IS BEING DONE? soned by livestock owners. The rapidly expanding This species is listed in CITES Appendix I. human population in Africa is taking over land, food and water resources. WHAT SHOULD BE DONE? Tropical fos est habitat must be preserved for this WHAT IS BEING DONE? species. National parks and preserves have been setup in Africa. MANDRILL WHAT SHOULD BE DONE? The parks should be better monitored to prevent STATUS: ENDANGERED (EXTREMELY) poaching. The local population should be educated The mandrill is considered to be among the most about the value of preserving species like the lion. A threatened monkeys in Africa. sustainable development program for Africa should be LOCATION/HABITAT developed to allow for wildlife and humans to livein the Mandrills are found in the rainforests of southern same habitat. Cameroon, Gabon and the Congo in ;ince. WHY ENDANGERED? The rainforest habitat is being destroyed by farming, logging and road bi iildingThe rapidly expanding African population causes increasing pressure on the habitat and kills this monkey as food. WHAT IS BEING DONE? Several protected reserves have been established in Gabon. WHAT SHOULD BE DONE? The reserves that are protected should be changed into national parks. Larger protected areas should be established. Local personnel who manage the reserves should be educated about conservation measures 4 ' t

-4,1

19 23 ENDANOEREDITHREATENED ANIMAL PROFILES

ORANGUTAN WHAT IS BEING DONE? STATUS: ENDANGERED (EXTREMELY) The polar bear population is stable due to a 1973 agreement between Arctic nations which restricts LOCATION/HABITAT hunting, protects habitat and promotes cooperative The orangutan lives only in the lowlands and hilly areas research. of tropical rainforests on the islands of Sumatra and Borneo. WHAT SHOULD BE DONE? The development of the Arctic should be limited to WHY ENDANGERED? prevent pollution and habitat damage Wildlife refuge., They live in a relatively small area and their rainforest must be maintained as off limits to mineral exploration. habitat is being destroyed. WHAT IS BEING DONE? RED PANDA The CITES treaty prevents the trade of orangutans in the countries who signed it. The Zoo participates in a STATUS: THREATENED Species Survival Plan for the orangutan. LOCATION/HABITAT WHAT SHOULD BE DONE? Red pandas live in bamboo thickets and mountain Protected reserves and parks should be established on forests on the southeastern slopes of the Himalayas. the islands of Sumatra and Borneo. The population of The have an omnivorous diet of bamboo, plants, berries, these two countries and concerned world citizens fruits, birds, eggs, rodents and insects. should look for solutions to rainforest destruction. WHY ENDANGERED? The population of red pandas is declining due to deforestation and development of land for agriculture WHAT IS BEING DONE? The panda is listed in CITES Appendix II and China has taken some steps toward preserving the species The popularity of the giant panda has brought favorable attention to this species as well. The Zoo participates in the Species Survival Plan (SSP) for this species WHAT SHOULD BE DONE? POLAR BEAR Red pandas live in remote, rugged areas, and little is STATUS: THREATENED known about the existing wild population. More re- LOCATION/HABITAT search is needed and, of course, adequate habitat Polar bears live on the edges of the Arctic ice cap. should be preserved They prefer ice which is periodically fractured by wind and sea currents where seals are abundant. Seals are RED-HANDED TAMARIN their primary food source which is supplemented by fish, STATUS: THREATENED small rodents, plants and berries. LOCATION/HABITAT WHY ENDANGERED? The red-handed tamann lives in tropical forests of the The population has stabilized, but polar bears are still Amazon basin found in Brazil, Surinam, Guyana and considered vulnerable because of increasing human French Guiana. Their diet consists of fruit, flowers, development and pollution of the Arctic (i.e.oil spills). insects, lizards and frogs Damage to the limited number of suitable denning sites for pregnant females is the most critical threat to the bears.

20 24 ENDANGERED/THREATENED ANIMAL PROFILES

WHY END/-. :GERED? vationists around the world are trying to apply pressure They are increasingly threatened by the destruction of on Madagascar to preserve its last disappearing tropical forests. rainforests. Research about the interaction between WHAT IS BEING DONE? lemurs and their habitat is being done The Zoo The exportation of primates was banned in many South participates in a Species Survival Plan for the red-ruffed American countries in the 1970s. lemur. WHAT SHOULD BE DONE? WHAT SHOULD BE DONE" The destruction of tropical forest habitat for short-term Protected reserve boundaries should be expanded economic gain must be stopped. Reserves should be when possible. A new reserve lust for the red-ruffed set aside to protect primate habitat in the Amazon. lemur should be established and more surveys should be done on existing populationsIf money can be found RED-RUFFED LEMUR to hire more guards and if penalties for lemur killing were made harsher, the lemur could be better pro- STATUS: ENDANGERED tected LOCATION/HABITAT This lemur is found only in the rainforests of Madagas- RING-TAILED LEMUR car. STATUS: THREATENED WHY ENDANGERED? LOCATION/HABITAT The Madagascar rainforest is being destroyed for This primate is founo in the oectuous forests and farming and logging. The last reserve for this primate scrubby areas of Madagascar was released from protection. The rapidly expanding population kills the lemur for food WHY ENDANGERED? Most of the rainforest on the is:and of Madagascar is WHAT IS BEING DONE? being destroyed by farming art logging The trees that The international CITES (treaty regulates trade of the red- are replanted are not sultab!e for lemurs This primate ruffed lemur. In Madagascar, the lemur is now legally also eaten for food by a rapid y increasing human protected from hunting, trapping and trading. Conser- population

21 25 ENDANGERED/THREATENED ANIMAL PROFILES'

WHAT IS BEING DONE? WHAT IS BEING DONE? The CITES treaty regulates trading of the ring-tailed All the small cats are now protected by the CITES treaty. lemur. Some protected reserves have been established. WHAT SHOULD BE DONE? Conservationists around the world are trying to apply The population of the bush country should be educated pressure on Madagascar to preserve its fast disappear- on conservation methods. Reserves should be estab- ing rainforests. Research about lemurs is being done. lished to protect the serval's habitat. WHAT SHOULD BE DONE? The boundaries of reserves should be more clearly SIAMANG outlined. Funds for police protection of the lemurs STATUS: ENDANGERED should be found. The local population should be informed about conservation projects that are realistic LOCATION/HABITAT with their circumstances. This primate is found in the rain and monsoon forests of the Malay Peninsula and Sumatra. SERV:- WHY ENDANGERED? Their forest habitat is being destroyed for farming and STATUS: ENDANGERED other human activities. Siamangs are hunted as food LOCATION/HABITAT and commerce. This small cat is found in open grasslands near water WHAT IS BEING DONE? holes in the bush country of Africa. An association of zoos, the AAPZA, has begun the WHY ENDANGERED? process for developing a Species Survival Plan to breed When the CITES treaty was successful in controlling the siamangs in captivity. killing of the large cats like jaguars for WHAT SHOULD BE DONE? their fur, pressure increased on killing Protected areas of siamang habitat should be established as preserves. smaller, beautifully patterned cats.It is hunted as a livestock pest in the farming areas of East end South Africa.

22 2 6 ENDANGERED/THREATENED ANIMAL PROFILES

SIBERIAN TIGER WHAT SHOULD BE DONE? STATUS: ENDANGERED Further study to determine the snow leopard's current and past status is needed; the causes for concern LOCATION/HABITAT should be determined for each region. Existing mea- Siberian tigers live in the rocky mountain woodlands of the Soviet Far East and North Korea. They live on a sures to protect the leopard should be evaluated and improved. Ecologically sound economic development variety of wild mammals and fish and have been known for local people will help the snow leopard. A viable to kill domestic livestock. Currently there are more animals in zoos than in the wild. captive population also needs to be established and cooperation and consensus fostered among the WHY ENDANGERED? countries involved. Siberian tigers are declining due to logging of their forest habitat and hunting both for their fur and to eliminate their threat to domestic animals. WHITE-CHEEKED GIBBON WHAT IS BEING DONE? STATUS: ENDANGERED They are listed in CITES and protected in Russia but LOCATION/HABITAT reserves are small and populations are isolated. The This primate is found in the rain and monsoon forests of Zoo participates in the Species Survival Plan (SSP) for Laos, Vietnam and southern China. the Siberian tiger. WHY ENDANGERED? WHAT SHOULD BE DONE? The forest habitat has been rapidly destroyed by Zoo breeding is an important part of the effort to save logging, rubber farming and in the recent wars in this species from extinction. southeast Asia. The rapidly expanding Asian population kills this ape for food, medicine (the Chinese consider SNOW LEOPARD the gibbon as a cure for epilepsy) and captures it as a pet sold for profitThere is absolutely no protection for STATUS: ENDANGERED the gibbon in Laos and Vietnam LOCATION/HABITAT WHAT IS BEING DONE? The snow leopard lives in Central Asian mountainous The international CITES treaty regulates trade of the areas above timberline from 6,000 to 18,000 feet white-cheeked gibbon. Protection of this primate is a elevation.It preys on wild sheep, musk deer, hares, top priority in China. The Chinese have established rodents, birds and some domestic stock. protected reserves and have passed strict laws prevent- WHY ENDANGERED? ing the export of the gibbon. It is killed by humans for fur trade profit and protection of WHAT SHOULD BE DONE? livestock, Human encroachment is threatening its Protected parks and reserves should be established in habitat and competing for its food supply. Indochina. Stronger laws should be passed to prevent WHAT IS BEING DONE? hunting of the gibbon and to protect the habitat. More The snow leopard isk,ed in CITES Appendix I and information should be collected about the gibbon steps have been taken to limit the pelt trade. In India population and how it interacts with its habitat. Long and Nepal national parks have been established; an term breeding programs should be established that will effort has been made to rehabilitate habitat, protectprey eventually release gibbons back into a proiected wild species and educate local populations. The Zoo habitat. The citizens of the Asian countries with gibbon participates in the Species Survival Plan (SSP) for this habitat should be introduced to conservation measures species. that they can realistically accomplish.

2327 The Zoo and EndangeredAnimals As managers of captive breeding programs for endangered animals and as educators about animals and theirhabitats, zoos play an important role insaving endangered species. comparatively recently by However space is limited on the modern ark, the zoo.Zoos breeders of wild animals. are not the keys to long-termanimal survival. You and I are Wild animals such as the when we undertake steps to protect threatened habitatssuch Asian wild horse, as tropical rainforests and nativenorthwest forests. Przewalski's horse, bred in the 1920's without attention What is the Role of the Long-Term Planning to lineage, developed Modern Zoo? Zoos and Aquariums accred- problems associated with No longer is the primary goal ited by the American Associa- inbreeding: increased of a zoo to offer light entertain- tion of Zoological Parks and mortality of the young and ment to the public. Since the Aquariums (AAZPA*) partici- skeletal deformities. Today's mid 1960's, zoos, botanical pate in a long term captive breedi .y programs plan gardens and research centers breeding program, the matings, arranged with "the have become custodians for Species Survival Plan (SSP), care of royal marriages,' and the progeny, the next genera- for selected endangered monitor locations of animals tions, of some plants and species. The strategy uses throughout their lifetime. animals no longer able to knowledge of social and Record-keeping begins at survive in the wild. The focal behavioral needs of individuals birth for zoo-born animals. point of a zoo conservation and complex scientific Institutions cooperate in program is a controlled long calculations to pre-plan an bringing together "good' s.riN - term captive animal's family tree and so matches between animals breeding provide for the genetic needs that may live on different program that of its species. It is important to continents. Today more than can supply remember that the end goal of 80 percent of mammals animals and managing captive populations displayed in North American plants for is to return to a wild habitat, zoos are captive born and 50 recovered representatives that are as percent are second genera- habitats. similar in behavior and tion captives, that is, born In North genetics as possible to their from captive parents. America, about 150 wild-born ancestors. Studbooks zoos including Breeding Programs At this time, close to 100 Washington Park The basis of captive animal studbooks are kept primarily Zoo, participate breeding programs is the in Europe and North in such studbook that keeps records America: 45 are maintained breeding on and traces the ancestry of by North American institu- pro- each animal. Such recxds tions, 49 by European and 4 grams. have been widely used by the in other places. International livestock industry but only studbooks are coordinated

Refer to Alphabet Soup for more information 2&

24 THE ZOO AND ENDANGERED ANIMALS

through the Zoological Society of Challenges of Captive incompatible and cannot be housed London that also uses regional Braading Programs together without fighting or moping. representatives to supply current Some animals reproduce frequently Th. Old and the Naw population information. Washington and easily in captivity and others not One obvious inconvenience of the Park Zoo keeps the North American at all. Lions, baboons and fallow studbook system is transportation. studbook on Asian elephants and, in deer have few problems reproduc- A breeding strategy may match an the near future, on the Francois' leaf-ing in captivity. Gorillas, rhinoceros animal with a mate at the opposite monkey. Traditionally, studbooks and cranes have difficulty. Species end of the continent. However, represented "charismatic like the Douc langur from Vietnam, developments in the storage of megavertebrates," the large, the monkey-eating eagles from the tissues that contain genetic material- "lovable' mammals such as tigers, Philippines, and river otters have pollen, seeds, sperm, eggs, zygotes elephants and chimpanzees familiar never reproduced in captivity. and embryos and the technique of to zoo patrons. Frequently, animals Problems are not easily identified: artificial insemination may increase such as these are "keystone" perhaps a zoo environment is not the convenience of planned species, that is, they influence the ideal but field studies, providing breeding. At the very least, the species composition of their data of behavior and needs in the stress of transportation on live (and ecosystem to a greater extent than wild in order to design a close-to- lively) animals will be reduced. In predicted by their low numbers in a the-wild "habitat,' may not exist for addition, a more varied gene pool habitat. This trend is changing as many species. Without information can be maintained without the studbooks are developed for birds, about animal habits, zoos cannot limitations of physical space. reptiles and amphibians. tell what to change. It may happen, also, that pairs of rare animals are

29 25 THE ZOO AND ENDANGERED ANIMALS

Success Stories the modern zoo Ark offer only limited the same problems recognized in Without captive breeding programs space for animals in need. One zoo domestic animal husbandry exist in these species probably would have director said, there are just not endangered species management: become extinct in the wild: the enough "staterooms" on the Ark. How should species be chosen for mouse deer, European bison, wild There is only space for a tiny inclusion? How many founders, the Asian (Przewatski's) horse, Nene fraction of the thousands of species initial wild-caught animals, are goose from Hawaii, the Swinhoe necessary to preserve genetic pheasant and the golden lion variation? What size of a population tamarin. The final success of for any one species should be controlled breeding of wild animals maintained in order to maintain is releasing them back into the wild. variation in the gene pool? How or The golden lion tamarin of South should exchanges between wild and America is an example of the loop captive populations occur? How completed. The National Zoo should captive-bred individuals be Conservation and Research Center reintroduced to a habitat containing in Washington, D.C. has had many wild individuals? And the final captive births of golden lion tama- question, when can a Species rins since 1976. Some have been Survi /al Plan be terminated? sent to the Rio de Janeiro Primate Zoos Save Endangered Center to be released in the wild Animals through Habitat habitat of Poco d'Anta Biological Education Reserve, one of the only two Zoos can offer only limited refuge to remaining areas of original tamarin animals in need. For this reason, habitat. the primary role of the modern zoo is Some game parks and reserves, as a hub for conservation education. unconnected to zoos, also breed Natural-looking habitats for animals endangered animals. The profit are built not only for an animal's motive has proven to be an impor- comfort and to encourage breeding tant incentive. to these captive but to help visitors better understand breeding programs. Reserves now the relation between wildlife and its breed and manage some endan- that are presently threatened. As habitat. Washington Park Zoo's gered animals as a source of food more and more habitat is destroyed, Penguinarium is a good example of and other commercial products: the more and more species will require a "habitat" exhibit. saiga antelope of Russia, the eland refuge. The primary tenet of anima! Zoo visitors who are informed about of the African savannah, the conservation, as previously men- animals will hopefully become hippopotamus and the Siamese tioned, is that saving the habitat of concerned about the disappearance crocodile. species is the best way to save the of their natural habitat.If this Limitations and the Future species itself. concern can be translated to the Programs The study of captive animal man- personal action, then the zoo's Both the original Ark of Noah and agement is in its infancy. Some of efforts are successful. Protection for Endangered Animals Outside the Zoo institutions and government agencies in the United States and around the globe collect animal information and develop policies to protect animals and plants on ucts, refused to sell endangered the brink of extinction. Threats to the environment and its plants and animals and joined inhabitants are global and require international coopera- CITES. As markets like this drop tion. Here is a brief summary of what is being done to out, traders find it more and more protect animal habitat, to reduce trade in endangered difficult to find buyers. animals and animal parts and to collect and manage CITES has been responsible for data on captive animals. drastically reducing commerce in furs of large cats such as cheetahs INTERNATIONAL EFFORTS and jaguars.It has also successfully brought the ivory trade under CITES Treaty some control although destructive An international treaty of coopera- trade in rhinoceros horn is not yet tion, the Convention on International reduced. Trade in Endangered Species of Wild Fauna and Flora, CITES, is an Wild and Zoo Animal Re- ambitious attempt to counter the search and Data Management increasing threat of global trade Surveys of wild populations of in wild plants and animals. In animals and plants, especially in 1987, 30,000 species of areas of encroaching human animals and plants brought populations, are collected and made millions of dollars to available in the Red Data Books of traders. The CITES treaty the International Union for the does not attempt to Conservation of Nature and Natural prohibit trade but to Resources (IUCN'). This infOrmation regulate it which is used to determine how animals makes ratification of and plants are categorized for the the treaty more CITES lists. appealing to Zoos use a computerized record member nations. At keeping system, called the Interna- this time 95 nations tional Species Inventory System have agreed to this (ISIS') to keep track of their animals. treaty. Recently, Records are maintained on birds, Singapore, a mammals, reptiles and amphibians notorious trading in 180 participating zoos, aquari- center for wildlife ums, private collections and and wildlife prod- research centers.

'Refer to Alphabet Soup for more details

27 31 ENDANGERED ANIMALS OUTSIDE THE ZOO

Habitat Protection: Nature Conservancy, Audubon listing critical habitat necessary for Parks, Wildlife Refuges and Society, National Wildlife Federation species survival and by outlining Reserves and the Royal Society for the long term species recovery plans. Many countries have set aside Protection of Birds are some of the In mid-1990, USFWS listed 329 protected land for parks, wildlife international and national citizen mammals, 232 birds, 107 reptiles refuges and other reserves. Al- groups that support a variety of and 19 amphibians as endangered though more than two million square conservation projects around the or threatened. For an update on this miles exist globally as protected world. Important purposes of these list, contact the USFWS at the habitat, that is still only 3 percent of organizations are to study ecosys- address listed in the Resources the total land area of the world. tems, habitat and individual species section of the Teacher Information Scientists are discovering that many and to educate the public about Packet. of these reserves are too small to threats to endangered species and The National Marine Fisheries support healthy populations of some about protection measures neces- Service in the U.S. Department of animals. Isolated land segments sary. Addresses of these and local Commerce has authority compa- may bring changes such as organizations are provided in the rable to the USFWS for the protec- increased light, drier air and more Resources section of the Teacher tion and conservation of most predators to the habitat. Information Packet. marine life. Habitat Restoration NATIONAL AND REGIONAL State of Oregon Wildlife Law Preserving natural habitat is more EFFORTS and Agency and more difficult as untouched Federal Wildlife Laws In 1987, the Oregon Endangered lands shrink with expanding human The Endangered Species Act' of Species Act was passed. Protection population. Recent efforts in Costa 1973 gave the United States a far- of threatened and endangered Rica have begun to restore de- reaching law for the protection of animals on state-owned land was graded cattle ranch land to its plant and animal species facing assigned to the Oregon Department previous rainforest habitat compo- extinction. Primary responsibility to of Fish and Wildlife (ODFW). This nents. Programs like this one are administer this act rests with the agency provides the guidelines for rare for several reasons. Returning U.S. Fish and Wildlife Service. listing an animal as threatened or land to its original form is difficult The Marine Mammal Protection Act endangered, conducts investiga- and expensive. In addition, exper- (1972), the Migratory Bird Treaty Act tions of native wildlife species and tise and technology in this field often (1918) and the Eagle Protection Act develops conservation programs for does not exist or is limited.If the (1940) protect specific groups of listed animals. In June, 1990, there process of habitat restoration gains animals. The Lacey Act (1900), with were seventeen endangered and resources and trained staff, there strict penalties for violating pro- twelve threatened species on the might be hope in a few generations tected species, is often used to State's list. Mammals include for the overgrazed rainforests of prosecute commercial traffickers in several species of whales, the gray Central and South America. animals, plants and their products. wolf, kit fox, sea otter and wolverine. Conservation Organizations Federal Wildlife Agencies Birds include the bald eagle, Many private organizations, depen- northern spotted owl and two types The United States Fish and Wildlife dent on grants and citizen dona- of falcons For a complete list, Service (USFWS*) of the U.S. tions, work to protect equally contact this department at the Department of the Interior protects endangered habitat and inhabitants. address listed under Resources. wildlife by listing threatened and The World Wildlife Fund (WWF), endangered species (in conjunction Greenpeace, the Sierra Club, the 'Refer to Alphabet Soup for more details with the CITES international lists), by

3.") 28 What You Can Dothat the ZooCannot .To Teachers... other? The way you live may make garbage, poisons and animals. The news from different fronts some animals extinct because the Much of what we buy and Lnen research, media, literary and way you live may destroy the places throw away came out of some political all communicate the where wild animals live. What is it animal's habitat. And that habitat same depressing message. The about the way we live, you ask? didn't stay the same after it was wild places and the wild creatures The Bad News plundered for its riches. Both the that live there are fast disappearing. GARBAGE: Well for one landfill and the river our poisons But the news can be less depress- thing...garbage. Each one of us pour into are also animal habitat. ing if we use it as a call to Indi- throws away about 3 112 pounds of When the habitat is destroyedor vidual action.It is important to tell garbage every day. That adds up to polluted, so are the animals who students that they do not have to fly 1277 pounds every year for each lived there. down to Brazil in order to protect the person in the United States. All that tropical rainforests. They do not BUYER BEWARE: There are laws stuff we throw away came from have to become conservation that try to protect animals and plants somewhere else and will go some- biologists in order to protect whales that are in danger of extinction but where else. Where it came from and elephants. Protection for the people who enforce the laws may be the habitat of some endan- can't be everywhere. In one animals and habitat starts inour year, gered animals And after the ground homes, our schools and in our daily over 800,000 wild birds were is dug up to make aluminum for that lives. The information below is brought into the United States and can or i:,`ter the trees are cut down sold as pets. And the number is geared to students. Pleasecopy for to make paper, it's not the same each one. The classroom post-Zoo also enormous for exotic reptiles, place. The animals can't find visit activity called Be on the like tropical snakes and lizards. enough food, water and shelter Animals' Team uses this information There are still places that sell things when all that is left is a huge open to encourage personal solutions to made from endangered animals- pit or tree stumps. Further, when the extinction crises facing wildlife ivory, tortoiseshell and fur. Between your garbage goes to a "dump', a and habitat. 1979 and 1987, Hong Kong im- landfill, it takes over land thatonce ported 3900 tons of elephant ivory. was the home for a community of More than 400,000 elephants died For Students... plants and animals. for their tusks. Read these pages because you POISONS: We take poisons for The Good News care about wild animals and their granted. We keep them around the YOU CAN MAKE A DIFFERENCE: homes. house to spray bugs and weeds, to You may live half way around the What You Can Do that the clean floors and bathrooms and world from the tropical rainforests Zoo Cannot then we dump them down the drain but you are still connected by what The zoo can teach you about But the spray you use kills more thanyou buy, how you eat and what you endangered animals but thezoo the harmful bugs and the cherrical6 throw away. You don't have to hope cannot change the way you live. you dump down the drain go into the that somebody somewheresaves The zoo can show you about wild same lake, stream or river you swim, the animals...saves their habitats. places but the zoo cannot boat and fish in. That is what save the You are the somebody andyou wild places better than you. What environmentalists mean when they have to "just do it.' Wemay be a does the way you live and saving say, "there is no away." large cause of the problem of wild places have to do with each HABITAT GOODBYE: There isan endangered animals but weare also easy-to-see connection between the solutions.

29 33 WHAT YOU CAN DO THAT THE ZOO CANNOT.

RECYCLE: In this decade, trees the right questions before you buy. rainforest must be burned for the don't have to be cut down, ore Pet stores sell exotic animals like business of beef. Some types of doesn't have to be dug up and oil rainforest parrots and imported tuna, those usually in cans marked doesn't have to be pumped out of soakes and lizards. Before you buy, "light,' are caught in giant nets that the ground in order to have paper, ask some questions. Where is this also destroy dolphins. In recent aluminum and fuel. We can recycle. animal from? Was it caught in the years more than 6.5 million dolphins You can save the lives have been killed in of four trees by tuna nets. recycling your daily :_vlsoftae-,--.-- -' - .._. r.,.....,t . TAKE ACTION: There newspaper for one N , --.---.:, ..-.., \ AV '-'\ are a lot of things you year. And trees in a can stop doing in forest are one of the order to save animal most important animal 7/ habitats and animals. habitats in the world. But there are also a lot Glass, oil, aluminum '3- -NI ----_---1 of things you can start. and other metals, and ,, Here's a short list to plastics can all be give you some ideas: recycled and so lessen 1. Construct an the stress on animal -animal "habitat' to habitats. attract birds and "JUST SAY NO" TO animals. Pier trees POISONS AND and other vegetation. POLLUTION: There are ways to wild? For every parrot in a pet store, Build bird houses. clean houses without toxic chemi- at least four others died at capture 2. Learn as much about animals and cals. There are places like hazard- or from rough handling while being where they live as you can. Watch ous waste dumps to get rid of oil, shipped thousands of miles. Don't nature programs, read books, join a bug sprays and other toxic wastes add to the problem of removing local or national conservation without throwing them into the wild-caught animals from their organization. Ask your teacher for landfill. Products like baking soda homes. Don't buy or collect wild the list of organizations that came can replace more harmful cleaning animals. with this Zoo tour packet. agents like oven cleaners and Learn about the "hidden' costs of cleanser with chlorine. Read a book 3. Adopt an endangered animal. some common foods tuna fish like 50 Simple Things Kids Can Do Most zoos and the World Wildlife and fast food hamburger meat are to Save the Earth for suggestions of Fund would be happy to tell you how two you could question. Much of replacements for dange:ous to do this. the beef used in fast food hamburg- chemicals. 4. Tell your friends and family how ers comes from places that were they can save animals. You may be WHAT YOU BUY IS WHAT YOU once rainforest but have been just the right teacher. SAVE: As we've mentioned before, burned and destroyed to become we're connected to the rainforests, range land for cattle.It takes 55 5. Write letters to government to the polar ice cap, to the deserts square feet of tropical forest to representatives and organizations to of the world and to the animals that produce one hamburger. Unfortu- let them know how you feel about live there. Everything has a price. nately, the soil in the burned land is actions they need to take to save Spending money makes you a so poor that it will only support cattle endangered animals and their consumer, a shopper. Learn to ask for a few years. Thel more habitats Resources

General Reference Books and Articles Myers, Norman. 1984. Gala, an Atlas of Planet Man- Bendiner, Robert. 1981. The Fall of the Wild- The Rise agement. Doubleday, New York. of the Zoo. E. P. Dutton, New York. A guidebook and atlas formanaging the earth's re- Ehrlich, Paul and Anne. 1981. Extinction - The Causes sources for long term survival of humans and nature. and Consequences of the Disappearance ofSpecies. Nilsson, Greta. 1986 Endangered Species Random House, New York. Handbook. Animal Welfare Institute. Onecopy is free to educators. Day, David1981. The Doomsday Book of Animals- A Write Animal Welfare Institute, P. 0. Box2650, Washing- Natural History of Vanished Species. TheViking Press, ton D. C. 20007 New York. Threats to Biodiversny. 1989. Scientific American261: A beautifully illustrated and well-writtenbook which 108-116 charts 300 years of animal extinction from1680 to the present.

Durrell, Lee. 1986. State of the Ark. Doubleday,New York. An atlas which takes a complete lookat the living planet including ecosystems, habitats andspecies; describes strategies for conservation andprospects for survival. The EarthWorks Group 1990 50 SimpleThings Kids Can Do to Save the Earth. Andrewsand McNeei, Kansas City. A guide book to environmentalact:on for children with Other Sources of Activities lots of experiments, facts and funthings to do, a great Ranger Rick's Nature Scope 1988Endangered resource for the classroom SpeciesWild & Rare National Wildlife Federation. The EarthWorks Group 1989 50 SimpleThings You A excellent curriculum on endangeredspecies with Can Do to Save the Earth. Earthworks Press, Berkeley, classroom and outdoor activities for gradesK-2, 3-5 and CA 6-7. Good resource list and backgroundinformation. A guide book to environmental action forindividuals with Project WILD an emphasis on lifestyle changes and the cumulative Western Regional Environmental Council impact of individual actions. Salina Star Route Hoage, R. J1982. Animal Extinction What Everyone Boulder, CO 80302 Should Know Proceedings of the firstNational Zoologi- An interdisciplinary, supplementaryenvironmental and cal Park Symposium for the Public. conservation education program emphasizing wildlife. This book takes a detailed look at allaspects of extinction from strategies for survival to the implications for Audiovisual Materials humankind Places to took for films and videos ofendangered MacEachern, Diane 1990 Save OurPlanet 750 species include Everyday Ways You Can Help Clean Up the EarthDell Local county Educational Service Districts(ESD's) Publishing, New York. Portland State Film Library A detailed guide to environmentallyresponsible living at Public Libraries home, at work, at school and in thecommunity: Excel- lent resource lists of publications andorganizations OMSI Science Store video rental

31 35 RESOURCES

Portland Public Schools (PPS) Educational Media KNOWZONE: WILDLIFE FOR SALE Grades 6-12 Look under the following subject heading for relevant This 29-minute videotape explores the illegal trade in materials: protected wildlife. Visits Singapore for a behind-the ANIMALS-HABITATIONS scenes look at this destructive, lucrative business. ECOLOGY 1987. EXTINCT ANIMALS SAVING OUR WILD ANIMALS Grades 2-5 A filmstrip and 2 cassettes which profile endangered RARE AND ENDANGERED SPECIES animals and discuss strategies for protection. 1978. WILDLIFE CONSERVATION TALES OF ENDANGERED WILDLIFE Grades 3-5 Also look under names of specific animals, for example, Six filmstrips and 6 cassettes which present stories Wolves, Elephants, etc. about endangered animals in North America. Includes Selected Titles from PPS Catalog whooping crane, alligator, bighorn sheep, buffalo, bald ANOTHER AFRICA: WILDLIFE AND PEOPLE IN eagle and gray wolf. 1976. CONFLICT Grades 6-12 THREATENED SPECIES Grades 3-8 A 25-minute videotape which explores the competition A kit with color slides, cassette and script. Profiles between farmers and wildlife in Kenya. 1986. endangered species and describes human impact on THE BIG CATS: ENDANGERED PREDATORS Grades wildlife. Produced by the Washington Park Zoo. 1977. 6-10 VANISHING ANIMALS OF NORTH AMERICA Grades 6- A 22- minute videotape which looks at the big cats in 10 their natural environment and warns against the danger Five filmstrips and 5 cassettes that look at animals now of extinction. Also includes information on captive extinct and ongoing efforts to preserve endangered breeding programs. 1978. species. 1975. BRIGHTEST AFRICA Grades 6-10 VANISHING FROM THE EARTH Grades 6-10 This 30-minute videotape tours the Ake ley Hall of African Three filmstrips and 3 cassettes which explore the Mammals at the American Museum of Natural History. issues of rare and endangered animals and efforts to 1987. protect them. 1986. ECOLOGY! WANTED ALIVE Grades 7-12 Other Titles to Look for: A 10-minute 16mm film showing the plight of endan- National Geographic Videos: gered animals and the impact of pollution, biocides and Africa's Stolen River hunting. 1973. African Wildlife ENDANGERED ANIMALS: WILL THEY SURVIVE? Among the Wild Chimpanzees Grades 7-12 Land of the Tiger A 24-minute film identifying the most endangered Man-Eaters of India species and the human role in disturbing the natural Polar Bear Alert balance. Highlights efforts to save endangered animals Rainforest in the U. S. and Africa. 1976. The Rhino War ENDANGERED SPECIES DATABASE Grades 6-12 Save the Panda Contains database files for Apple II + /e /c on all U. S. Search for the Great Apes endangered mammals, extinct animals from 1600 to the The Wilds of Madagascar present, and some of the most critically endangered Life on Earth videos species world wide. 1987.

32 RESOURCES

Organizations Oregon Department of Fish and Wildlife This is not a complete list nor an endorsement of P. 0. Box 59 specific environmental and wildlife conservation Portland, Oregon 97207 organizations; many other groups are actively working to Maintains a list of Oregon threatened and endangered protect the Earth. species and produces a newsletter called Wild Flyer, a The Audubon Society publication of the Nongame and WatchableWildlife 5151 NW Cornell Road Program. Portland, Oregon 97210 Tropical Forests Forever (503) 292-6855 P. 0. Box 69583 The oldest conservation group in America, the Audubon Portland, Oregon 97201 Society works to protect wildlife and wildlife habitat. (503) 285-6797 This local group is "dedicated to the conservation and sustainable development of tropical forests through increasing awareness, information, education and action.' They meet regularly and produce a bimonthly newsletter.

Sierra Club 730 Polk Street San Francisco, California 94109 Greenpeace (415) 776-2211 1611 Connecticut Avenue, NW The Sierra Club uses legislative, legal, administrative Washington, D. C. 20070 and electoral means to promote conservation. Recent (202) 462-1177 protects include the Arctic wildlife refuge, toxic waste An environmental and wildlife conservation organization regulations and global warming which focuses on ocean ecology World Wildlife Fund National Wildlife Federation 1319 Eighteenth Street, NW 1412 Sixteenth Street, NW Washington, D. C. 20036 Washington, D. C. 20036-2266 (202) 293-4800

An organization which promotes conservation education A private international organization which seeksto for the wise use of natural resources andprotection of protect wildlife and wild lands especially rainforests. the global environment. The Xerces Society The Nature Conservancy 10 SW Ash Street 1234 NW 25th Portland, Oregon 97204 Portland, OR 97210 (503) 222-2788 (503) 228-9561 The Xerces Society is a national organization dedicated The Nature Conservancy seeks to protect the Earth's to the conservation of invertebrates (insects and other rare plants, animals and natural communities by creatures without backbones). They put out a newslet- acquiring land through purchase, donation and legisla- ter and have publications for sale. Much of their tion. literature is about endangered butterflies.

33 Glossary drasti- Acid Rain a critical level or whose habitats have been so Rain that forms from the reaction of pollutants such as cally reduced that they are in immediate danger of sulfur and r itrogen compounds with water vapor in the extinction. atmosphere. The resulting acidic vapor can damage Environment forests, aquatic organisms, crops, buildings and other All the external physical, chemical and biological factors things. to which an organism is subjected.

Adaptation Extinction A behavior, physical feature, or other characteristic that The dying out of plant or animal species and subse- helps an animal or plant survive and make the most of quent disappearance from the Earth except possibly in its habitat. For example, the white fur of a polar bear the fossil record. keeps the animal hidden in its Arctic habitat. Decomposer Biocide An organism that lives by breaking down dead organ- Any toxic substance used to reduce vegetation (herbi- isms and releasing minerals into the environment. cide), fungi (fungicide), arthropods (pesticide or insecticide) or to eliminate other forms of life. Biocides Food Chain are usually non-discriminatory in that they eliminateall A chain of living organisms through which energy is types of that form of life, both "beneficial" and "non- passed by one organism feeding on another. beneficial." Food Pyramid Biome A model showing the relative mass of producers, One of the life zones Into which the Earth's land surface herbivores and carnivores necessary to sustain the next can be divided. Each is characterized by specific mass higher in the pyramid (and thus less in numbers). vegetation adapted to a particular climate. Food Web Carnivore A combination of food chains which connects all the An animal (or sometimes plant) that feeds on animals. living things within an ecosystem.

Conservation Habitat The protection and management of animals, plants and Area where an animal or plant lives and finds nutrients, habitats. water, shelter and living space

Deciduous Herbivore Referring to trees, those that annually shed their leaves. An animal that feeds on plants

Ecology Omnivore Interrelationships of living things to one another and to An animal which eats both plant and animal materials: their environment or the study of these relationships. Poach Ecosystem To hunt, kill or collect a plant or animal illegally The interacting system of a biological community and its Predator non-living environment. An animal that preys on other animals for food. Endangered Prey Animals or plants whose numbers have been reduced to An animal hunted or killed for food by another animal.

34 GLOSSARY

Producer geographical areas or habitats Green plants whichare able to manufacture food or are thinly scattered from over a more extensive range. non-living substances. Taxonomic Range Relating to the study of the The area in which orderly classification of an animal travels in thescope Of plants and animals accordingto their presumed natural feeding and other normalactivities. relationships. Rare Threatened Animals with small worldpopulations that are not at An organism thatis believed likely to become present endangered orvulnerable, but are at risk endangered because thesize of its population is decreasing. These animals are usuallylocalized within restricted

35 Alphabet Soup Glossary of Animal Breeding and Information Programs, Agencies and Laws

AAZPA conservation laws. conservation organizations, such as The American Association of Commentators on CITES have noted the World Wildlife Fund and the Zoological Parks and Aquariums that one reason so many nations Sierra Club, and scientific and (AAZP) is a professional organiza- have agreed to this treaty is that it educational institutions. tion for zoos and similar facilities. does not come down squarely on In partnership with several United The association provides ethical the side of either trade or protection. Nations organizations and the World guidelines and coordinates the However, as more habitat is Wildlife Fund, IUCN published the conservation efforts of zoos in North threatened from encroaching human World Conservation Strategy. This America. population and poverty, it has important conservation document CITES become increasingly difficult to connects conservation efforts to the The Convention of International maintain the delicate balance needs of humanity by the theme of Trade in Endangered Species of between trade and preservation. sustainable development. This type Wild Fauna and Flora treaty (CITES) of development caters to human ISIS has been signed by the United needs without depleting renewable International Spec es Inventory States and about 95 nther nations. resources so that the future can be System (ISIS) is a computerized CITES uses a relatively simple secured. record keeping system for zoo system of import and export permits animals.It is housed at the Minne- The Red Data Books of IUCN collect to regulate animals and plants listed sota Zoo but maintains records on scientifically based data about on one of three appendices. birds, mammals, reptiles and species and ecosystems. This Appendix I, those most in need of amphibians at 180 participating information is used to assess the protection, cannot be traded for zoos, aquariums, private collections severity of different problems and commercial purposes at all. Ex- and iesearch centers in the U.S., determine options for solutions amples of species on this appendix Canada, Europe, South America andbased on sustainability which is include all apes, lemurs, the giant New Zealand. ISIS provides appropriate to the local setting. panda, the great whales, giant complete information on the ODFW salamanders and some orchids and collections at member zoos. cacti. Appendix II species, which Within the Nongame Wildlife Species in each collection, numbers might become endangered if trade Program of the Oregon Department arid genealogy of individuals, is not regulated, include species, of Fish and Wildlife (ODFW) is a breeding histories and ages are all such as monkeys, cats, porpoises, program that addresses the needs available. This information makes it birds of prey, crocodiles and of threatened and endangered possible for zoos to manage their orchids. Trade in species on this list animals. Oregon's Threatened and collections more efficiently. is controlled by permits issued by Endangered Species Program, the exporting country. Appendix III IUCN established in 1989, was preceded species do not have to meet the The International Union for the by actions emerging out of the 1987 more rigorous criteria for listing on Conservation of Nature and Natural Oregon Endangered Species Act. Appendices I and II.This last Resources (IUCN) or World Conser- The Program has established a appendix enables a country, vation Union (WCU) based in watchlist of almost 100 species that concerned about the status of a Switzerland is active in over 120 face declining numbers or threat- species occurring within its borders, countries around the globe. Mem- ened habitat. This list is in addition to enlist the support of other bers include government agencies, to the 29 mammals, birds, reptiles, countries in enforcing domestic some of the more famous private amphibians and fish currently listeo

36 40 ALPHABET SOUP

as threatened and endangered. Species Survival Plans. Worldwide, cannot be harmed and pursued, The Nongame Wildlife Programalso between 50 and 60 species have an hunted, traded or transportedin works to protect and improve SSP. Species at the Washington interstate or foreign commerce habitat, to increase knowledge of Park Zoo participating in thisplan without special permission. nongame species, to help sick and are: the Humboldt penguin, the red- CRITICAL HABITAT injured animals and to provide ruffed lemur, chimpanzee,orangu- The Act also calls for the public information to Oregon tan, red panda, Asian elephant, conservation of "critical habitat* citizens. To keep current withnew snow leopard, black rhinoceros and necessary for the survival of threatened developments, subscribe to their Siberian tiger. or publication called "Wild Flyer.* endangered species. A procedure USFW similar to that used for listing SSP The United States Departmentof species is used to list critical A Species Survival Plan(SSP) is Fish and Wildlife (USFW),a branch habitats. The two listing procedures developed by AAZPA member of the United States Departmentof often parallel each othersince the institutions to conducta captive the Interior (USD1), worksto con- survival of a species is dependent breeding program. Effortsare serve wildlife in three ways. Its upon the existence of suitable concentrated on thosespecies in considerable authority is basedon habitat. the most danger and which have the the Endangered Species Actof RECOVERY best potential for captivebreeding. 1973. Plans to restore threatenedpopula- Species in this breedingprogram LISTING tions to the point where theyare no are maintained in the hope that Through rule-makingprocedures, longer in danger of extinctionare sometime in the future their chances species are added or deletedfrom another part of the Fish and Wildlife of survival in the wild willimprove. the list of threatened andendan- Service's effort. Acquisition ofland, Chimpanzees, Siberian tigers,red gered species. Animals andplants research, captive breeding and pandas, ruffed lemurs and slender which qualify for inclusionon the list special management techniques snouted crocodiles are examples of are classified as protected and may be included in a species species now being managed recovery plan. cooperatively by several zoos with

37 MIDDLE SCHOOL STUDENT ACTIVITYPACKET THREATENEDAND ENDANGEREDSPECIES

Most of the activitiesin this packetare based on a field trip At the Zoo, students to the Zoo. are instructed to collectand record data from observations of animals and exhibits. Zoo-collecteddata are intended for later analysis and follow-up discussionin the classroom.Build in classroom time in order to complete the activities.Collecting data that "goes nowhere" does not encourage carefulobservations and understanding of the underlying issues of threatenedand endangered animals and habitats.

Copy the charts in the Zoo activities for arts and other subjects. your students before their field trip.A few A few of the activities activities suggest someclassroom prepa- are designed for classroom use either before ration in order to collectdata at the Zoo. or after your Zoo visit. We hope thatyou will take some Classroom preparation isindicated in the class time to use these. "Directions.* Take a fewminutes to review the broad range of includedactivities. The On the first page of theteacher's guide for topic of threatened andendangered each activity, you will finda list of the animals is multi-disciplinary;you can use specific Oregon ComprehensiveCurricu- the Tour Packet to teachnot only science lum Goals addressed bythat activity. and math but social studies,art, language

O Metro Washington Park Zoo1991 This educational material may be copied by teachers forinstructional use only

4t)G. Table of Contents STUDENT ACTIVITY PACKET

YOU AT THE ZOO 3 Introduction to what you can expect at the Zoo and what you might expect fromyour class

CLASSROOM ACTIVITIES Make Habitat a Habit! 4 Students design a 'habitat' for a chosenanimal Caught in the Web 8 The food chain, as a basis of animaland plant interactions is introduced Going for the 21st Century- from the Brink of Extinction First Annual Award . 13 Students research reasons for animalendangerment in order to givea speech Be on the Animals' Team...WhatYou Can Do to Win A "Trivia" type game that 15 connects protecting habitat and animalswith personal actions. Thisgame is suggested for after your Zoo visit

Where in the World?. A map activity . 19

Who's Afraid of the Wolf? . . 23 Values and decisions made toreintroduce the gray wolf Maneaters . 29 Conflict with tigers...... between human and animal needs

AT THE ZOO ACTIVITIES

Compare the Bears . . 33 Connection between animal adaptationsand habitat Elephant Family 35 Food requirements of elephantsare calculated Beauty has a Price 37 Human demand for exotic productsimpacts animals Animals at Risk Reasons for animal endangerment 39 "Hang Out" with the MonkeyKids 42 Observations of primate breedinggroups Whom the Monkey KidsLive...or How to Make the Zooa Horn. A study of the Zoo "habitat' . 46

What is Wet and has Trees?...theRainy Forest in Your Backyard:. 51 A comparison of food chains and pyramids in the tropical rainforestand the temperate Cascade forest

2 You at the Zoo The Zoo is a rich and stimulating environment in which students easily can be distracted. Research in zoos and muse- they sometimes forget in the excitement of the moment. The on-site activities of the packet ums indicates that children often are direct students to collect blocks of data that are overwhelmed by unfamiliar sights and to be interpreted at a later date. Don't collect sounds as well as by what they perceive data just to collect data. For data collection and later interpretation to be successful, to be "freedom" from a typical, more students must be alert, prepared and stay on structured classroom setting. When this task. Discuss with them what kinds of informa- happens, their attention becomes fo- tion they are looking for and where to find it. A Teacher's Guide accompanies each data sheet cused on the novelty of the experience and will provide you with this information. and little learning about the actual exhib- Remind students that making observations and its takes place. collecting data is time consuming. They can complete most of the activities if they try to limit Help your students have an enjoyable and productive their distractions. Keep your expectations high visit and make your own job easier by preparing your and your students will meet them. class for their visit. Discuss the following: 3. Your Chaperones Can Help 1. The Physical Environment The Zoo requires one chaperone for every five The Zoo is often crowded with other classes students. Use their assistance. Invite your and groups of active, noisy children. Exhibits chaperones to read the background information that are indoors sound noisier because of the and teacher's guide for Zoo activities and to confined space. Besides live animals on familiarize themselves with the widespread display, each exhibit has stimulating pictures, locations in the Zoo for endangered animals. signs and perhaps interactive components. Zoo maps are available on site. Encourage Your students will find out more if they look at your assistants to ask leading questions in the components that complement the animal order to focus students on the observations displays. Many of the activities in this Student required. Activity Packet can be completed both by 4.Students and Endangered Animals viewing the animals and by reading the labels Remind students of the rarity of the animals and signs. Games at some exhibits are very they will study in this packet. Let us remind one popular with visitors and are utilized best by another that: small groups. Most live animal viewing areas are adequate for large groups, but small "Animals connect people to the whole of life. It enclosures such as dens and aquariums are will be a poorer world if the time ever comes when children have to ask... utilized best by one to six students at a time ...what was a snow leopard? 2. Student Accountability a Humboldt penguin? Talk to your students about appropriate a chimpanzee? behavior for a learning field experience. a black rhinoceros? Although most students know how to behave, a Siberian tiger? a gray wolf?- 'paraphrased from a quote by Frank VI Lane

44 3 CLASSROOM ACTIVITY Make Habitata Habit! Directions 1. Read this definition of a habitat The natural area where an animal or plant lives andfinds everything it needs to stay alive and keep healthy.

2. What is "everything' an animal or plant needs? Make a list below of 3. Your teacher has divided up the the same "things' three different habitats provide for the animals and class into smaller groups. With your plants that live there. Compare a desert, tide pool or Arctic tundra toa group, choose one of the following temperate forest like one in the Oregon Cascade Mountains. animals for which to design a habitat. Make a list of the specific requirements for your chosen animal. You may need to look up information in an encyclopedia or other books with animal facts. Ants Crickets Caterpillars Ducks or other birds Pond life (water bugs, etc.) Earthworms Ladybugs Slugs Spiders Sow bugs Squirrels Moles Tadpoles Mice 4. Make a habitat "blueprint.' The blueprint should be an actual plan that other groups in your class can follow to put together a "habitat" for the animal your group chose. Indicate the size of the "habitat' and placement of habitat essentials (plants, water, etc.) This habitat can be an inside "habitat' to house animals in the classroom or an outside "habitat' to attract and nurture local creatures.

FOR EXAMPLE: You may have chosen a spider and decide to build a classroom "terrarium' for it. Or you may decide to attract birds to a space on the schoolgrounds that you want to turn into a "habitat." TEACHER'S GUIDE Make Habitata Habit! CLASSROOM ACTIVITY 1.0 Concepts: 1.5, 1.11, 1.14, 1.23 2.0 Processes: 2.1, 2.2, 2.3, 2.5, 2.10, 2.15 3.0 Manipulative Skills: 3.1, 3.2 (A Step Further) 4.0 Interests: 4.3 Objectives Make students aware of the complicated interrelationships of a habitat. Design and/or set up a "habitat' for some common invertebrates, local species of birds or small mammals.

Encourage understanding of the differences between an artificial zoo or classroom "habitat" and a natural habitat.

Encourage understanding of the uniqueness and irreplaceability of natural habitats; habitats need to be protected since they can't be replicated. Directions 1. Have yot.'r students read the simple deiinition of a habitat at the top of their activity page. Empha- outdoors area that will provide an 4. Have groups present their habitat size that a natural habitat is self- artificial "habitat' for the chosen design to the rest of the class. sustaining. animal. 5. Class discussion: 2. After students spend a few Emphasize that a blueprint needs to a. What are some differences minutes making individual lists of the be definite. After all, a carpenter between their design or a zoo- components of three habitats, let can't build a house from a vague, designed habitat and a natural one? them share these with the rest of the casually drawn picture of the final (Two important differences are that class and brainstorm others structure. the wild habitat is self-sustaining 3. Divide the class into several You may want to recommend that all and has relationships among groups. Have each group choose a groups design an outside habitat. inhabitants that may be missed inan comm( i local creature from the list In this case, take a "mini" field trip artificial environment.) given tc students for which to design around the school grounds. Groups b. Initiate discussion on the a habitat. The end product is a pick out a site, take measurements complexity of artificial habitat drawing or a blueprint of this inside and soil samples and note other design. What might be missing? cage home or specially designated characteristics to be considered in How can you tell something is their habitat design. missing?

5 46 REST COPY AVAILABLE TEACHER'S QUIDE

A Step Further Wildlife Federation will review it and Portland's Audubon Society and the 1. Beyond Habitat: make recommendations to certify Oregon Department of Fish and a.Introduce terminology for the area as an official Backyard Wildlife will send you plans of systems larger than a habitat: ecosystem and biome (vegetation zone). Use the activity Where in the World to show different zones around the world. b. Have student groups "adopt' a zone. The end product is a scrap- book showing types of conditions that make units, such as a tropical rainforest or savannah distinctive. 2. Backyard or Schoolyard Habitat If you want a constructive longer term project that is beneficial to the wildlife in your area, consider this: a.The National Wildlife Federation will help you set up a "wild' habitat in your backyard or schoolyard. For

information and a list of books about L this Wildlife Habitat Program, write to: National Wildlife Federation

Backyard Wildlife Habitat Program V -1; T 1412 16th St. NW

Washington, D.C. 20036 . . Once your class makes an actual Wildlife Habitat for the fee of $5.00. different bird house designs and plan for their own backyard or b. Local Agencies Have Plans for nest specifications. Many can be schoolyard area, the National Bird Shelters. made from recycled materials such - as milk cartons. Discuss how bird houses are designed differently to attract and shelter birds with 4 different adaptations. .11

47 Habitat andEndangeredSpecies Habitatthe naturalarea where an animal or plant lives andfinds everything it needs to stayalive and keep healthy. Animals in thewild have habitat needs similarto humans. Both wildlifeand Zoo "Habitat" ganisms, a variety of porous and human animals Strictly speaking, the home require food, resilient land surfaces and developed in the Zoo water, shelter andspace. or in the enough nesting boxes to induce classroom for the comfort of The arrangement squabbling which appearsto of these captive animals is not a habitat. stimulate mating hormones. four factorsconstitutes a The captive wildlifecannot find The Zoo home that visitors enough food or water without habitat. Habitatsvary in see is often only part of the continual human intervention. general physical design for an animal. There conditions, Current zoological trends design are "behind-the-scenes" such as rainfall,temperature zoo homes that simulate thewild holding and feedingareas habitat of the animal(s) in and the ratio ofdaylight to accessible only tozoo keepers residence. Similarity in darkness and inmore spe- physical that contribute to theanimals' appearance between natural well-being. cific components.However, and Zoo habitat may be Habitat and Endangerment all share primarily for the benefit of one feature. Wild The key to saving endangered visitors. Some of the visible habitats are species is not to providea self-sustaining. appearance, of course, also simulated "habitat* in the Zoo contributes to the animals' well but to find ways to being. However, other factors conserve the wild habitat. Increasing not as easily observed human To compare habitats, it are more is often helpful population with its need forfood, to look at a list of particulars: important. water and shelter is destroying The Penguinarium water was designed wildlife habitat atan alarming food to look like the offshore Pacific rate. Since most animalsare shelter islands near Peru. Rocksand adapted to a specific habitat, to play wave action simulate the wild they also are destroyed. to rear young habitat. But what ismore to provide cover Reconciling human needswith important to encouraging air animal habitat needs isa penguin breeding are environ- type and amount ofvegetation primary goal ofconservationists temperature mental controls suchas air who promote sustainable general or micro climateconditions temperature (kept to about 18 development. For example, alternating seasons degrees Celsius), air quality sustainable development inthe light and dark periods (filtered), cool unt,atda, filtered tropical rainforests would altitude city water (13 degrees Celsius), amount of space consider ecological andlong dehumidifiers holding the term relationships alongwith relative humidity to 38 percent, social and economicneeds of ultraviolet light to kill microor- the human population.

7 48 TEACHER'S GUIDE Caught in the Web CLASSROOM ACTIVITY

1.0 Concepts: 1.1, 1.3, 1.6, 1.11, 1.12, ENERGY SOURCE 3. Each student randomly picks a 1.14 2.0 Processes: 2.5 Sun name out of the box. This is the 4.0 Interests: 4.3 BIRDS student's lob title' in the food web. 5.0 Values: 5.6 Crested wood partridge Have students write their name/job Objectives Rhinoceros hornbill title large enough to wear on the Make students aware of the MAMMALS nametag attached with two strings. connection of plants and animals to each other in a food web. Bearded pig 4. WEBBING Bornean gibbon This part can be done as a paper/ Demonstrate how an impact on Orangutan pencil activity but more preferably one member of a web impacts all Clouded leopard as a group "hands-on* activity. members and their connections. Malay civet a. Form students into a circle.If Directions Slow loris the class is larger than 20, you might 1. Gather the string or yarn and stiff People want to divide the class in half and paper for name tags. REPTILES do it twice. 2. Write each name on the follov g Flying draco lizard b. Start with whatever food web list of Borneo rainforest food web Reticulated python component you choose, plant or components on paper. Throw the animal. AMPHIBIANS names into a box. c. Use yarn or string to physically Wallace's flying frog connect the first 'unit' such as a tree INSECTS to anything it depends on or that Raja Brooke's birdwing butterfly depends on it, such as parasitic PLANTS ferns, other tropical plants, snakes, rattan (palm) farmer/rancher etc. Durian (fruit tree) d. Connect these end-members Rafflesia (parasitic plant) to other units in the group until all Dipterocarp (hardwood tree) are related one way or another. c. 5. IMPACTS ON THE FOOD WEB Impact the food web by cutting down trees, eliminating various types of plants and animals with a forest fire, or by some other means. Each time one member feels a string connection move, he/she must move or drop any other connected strings. After each impact, instruct students to notice which and how mai y other connections are 'shaken- ',y the removal of that one mer.oer in the web.

49 TEACHER'S GUIDE

Background Information 3. OTHER ECOYSTEMS AND Impacts differ depending on Read the accompanying information BIOMES where a product originates. For called Food Webs and Food Students may be interested in example, imported beef from Pyramids for graphic representa- developing webs of life or food webs cleared tropical rain forest hasa tions of the Borneo rainforest food for other ecosystems or biomes (see different (and probably greater) web and others. impact on links in the web A Step Further ,, .'s '\'\:*\\\%_ 1. LIFE WEB

Add the non-livingcompo- %.".. . , -' -44,....--. _. nents to the food web to , .:: make a life web. Write these ...'-.Ar---a bo- names on a different color of 1%.-st 7 paper. Put all the names back into ...17'.... i i A1 11 the box and have students draw a ., I) again. Repeat theactivity, but this led) time include necessities suchas .. soil, rain, air quality, carbon dioxide ; 'i : 1I in air and others from the listbelow. aiAlsows

9 50 Food Webs andFood Pyramids Background Information Any life form can becategorized by what The food pyramid, similar toa food web, gives more quantifi- it eats and what eats it.Six terms are able information. The bottom used in this activity and ininterpreting Itaco,S,V; -44 of a pyramid contains large Zoo-based data collection: consumer, numbers of energy-producing producer, herbivore, carnivore, omnivore water into energy. Animals eat pints. Above them area the plants, carnivoresprey on smaller number of herbivores, the plant eaters and other then a still smaller number of carnivores may prey on them. primary carnivores, thena Decomposers, such as smaller number of secondary bacteria, fungi end some carnivores, then the final insects, break down and consumers: omnivore or transform plant and animal matter into t"g1P444k soil. A web is extremely complicated in a woodland or coral reef teeming with life. Butany carnivore. Animals at the web must be simplifiedin bottom of the pyramidare order to make a graphic usually the smallest but most representation. Here is a abundant members of the simplified group of compo- community while those at the and decomposer. Anelaboration of nents for a temperate forest top are the largest. One million these terms can be foundon the labels food web as an alternativeto out of the nearly one andone in the Cascades exhibit. the Borneo rainforest web in half million of identified animal A producer makes itsown food. the activity. species are insects. Thereare Sun only about 4100 known A consumer dependson other life forms for food. Human species of mammals. Partridge An herbivore eats only plants. Caterpillar An carnivore eats only meat. Thrush An omnivore eats plantsor meat. Fox A decomposer breaks downdead Weasel plant and animal matter intosoil. Mole Mouse A food chain or web chartsthe Rabbit flow of food and energy Earthworm through a community or Snail ecosystem. Plants use Plants sunlight to combine atmos- Soil (with beetles and pheric gases, soil nutrientsand other decomposers)

10 51 CLASSROOM ACTIVITY ...... ^ ...... Borneo Rain Forest Food Web ...... ' - X .... .-,11 t.'17,`. -.(4-,:-4.- '*-- ' -'-;;"4". -211u...... - ...... :,..*...... -' .,.'...- ,. . ,".1,. ,./ .- ' N.-- troy .", ...... - ..- / i . -1X-fr....-..., , ..... 44- $,, or:- ..: ;,, SI i i i ,. .' ! /.. -7-ii".:: _, ...a.. . 4,-i,V..;:;..:. ',b't Vbe4Stirtqi, .: 1V ...... I gt A ;:::: 4.',:* ' 44116 1.(11" . ." ...... - do I ...... 4-:.. .i- , - .., ---. . .. - !riso...... e ....-- -.:^ i ... . - .-/ ...... ". 7 r) (decomposers) N...... -.....--- ...... / .....-...... ' 53 C Cascade Forest Food Web ...... ,J NV ...... , .Z t 1 ...... * A.* --ax , e -: \ i .\ t. i 1 pos1Prov 4, '2' eittof '^^421. Cf _ 61111,0111,1" ...... - ...... 5 4 BEST COPY AVAILABLE 55 TEACHER'S GUIDE "Going for the 21stCentury from the Brink of Extinction" First Annual Award CLASSROOM ACTIVITY

1.0 Concepts: 1.1, 1.2, 1.6, 1.11 Directions 2.0 Processes: 2.15 animal from this list. Based on 4.0 Interests: 4.1, 4.4 1. Gather the following materials: research, students, assuming the 5.0 Values: 5.2, 5.5 role of their chosen animal, will write 6.0 Interactions: 6.1, 6.2, 6.3, 6.4, 6.5 For animal research: a short speech with these elements Objective encyclopedia covered: 1.) why they (the species) Research and communicate by Animal Profiles from Teacher are endangered or threatened, 2.) role-playing specific threats to Information Packet what steps have been taken to save endangered species and actions For the awards: themselves from extinction, and 3.) taken to lower their odds of extinc- colored paper, foil, string what more should be done to give tion. 2. Put tne list of 30 animals from themselves a greater chance at long Goal Endangered/Threatened Animal term survival. Final product: An awards ceremony Profiles in the Teacher Information 4. Make up the awards with your in which students assume the role of Packet on the blackboard. Have class. Cut out circles, one smaller an endangered animal that they enough copies of the Profiles than the other. Glue two pieces of have researched. Each student available for student research. ribbon between the two circles. "species" will receive an award 3. Instruct students to research an Print the name of the species labeled: "Back from the Brink!" chosen and label: Back from the Brink!

fr 5. Design the awards ceremony with your class.if they want a mini- Academy Awards type extrava- ganza, here is the opportunity. fe.,,4 6. Students, acting in the role of their 11,7 chosen animals, make presen- tations at the "Back from the Brink' awards ceremony. You can be the "Master of Ceremonies." Each student relates his/her story based on research and acnepts a ribbon. Background Information Mention to studentsthat we do have models of efforts thathave worked to bringsome plants and animalsaway from the brink of extinction. Refer to Protectionof Endangered Ani- mals Outside the Zoo and The Zoo and Endangered Animals in the gr r1' Teacher Informa- tion Packet. Write to the World Wildlife Fund formore information about the animals on the list.

1.Discuss with the class some common elements in bringing different species back from extinction. Is there alesson here that can be appliedto List of Plant andAnimal Species thatare other species equallythreat- Making a Comeback ened? alligator masked bobwhite (bird) 2. Comeback Stories American bison musk ox Arabian oryx Students who are comfortable northern sea otter bald eagle with researchinginformation in osprey (bird) golden eagle periodicals can look forthe peregrine falcon success stories of some of the brown pelican polar bear cougar following plants andanimals. pronghorn antelope eastern bluebird All these animalswere on the saguaro cactus elephant seal brink of extinction andhave snowy egret elk been protected withsome trumpeter swan success. European bison vicuna golden lion tamarin whimbrel (bird) gray whale whooping crane Hawaiian goose wild turkey Hawaiian monk seal wood duck koala bear TEACHER'S GUIDE Be on the Animals'Team What You CanDo to Win CLASSROOM ACTIVITY (recommended post-Zoo)

1.0 Concepts: 1.6. 1.11 3. Take time with your class to look 4.0 Interests. 4.1 some of the common reasons for 5.0 Values: 5.6 through the following references: animal and plant endangerment 6.0 Interactions: 6.1, 6.2, 6.4, 6.5 a. 'Book: 50 Simple Things You from the list in "Background Informa- Objectives can Do to Save the Earth. tion.' Write the problem and Make the connection that personal b. 'Book: 50 Simple Things Kids personal actions (solutions)on the actions can reduce threats to can Do to Save the Earth. board. You will need to generate endangered species and their enough problem/solution cards for habitats. c. *Book: Save Our Planet, 75 Everyday Ways You Can Help Clean the game to combine with the Stimulate creative solutions to Up the Earth. twenty-one cares you prepared problems of endangered animals earlier. and habitats. d. Teacher Information Packet: What You Can Do that the Zoo S. Have the class make two-sided Goal Cannot, written for students cards (the same size as theones Final product: a "Trivia" typegame you prepared) from the blackboard 4. Brainstorm with your class with problem/solution cards whichis list. On one side write thereason for different actions that eachone of played by teams of students. animal/plant endangerment. On the them and you can take to reduce Directions or other write the personal solutions eliminate threats to endangered/ they came up with for that particular 1. Collect the following materials: threatened animals. Read to them problem. paper, scissors, and stiff paper (cardstock). 6. Combine the class 2. Prepare game cards prepared cards withyours ahead of class: in a box. Place all cards a. Cut out 3' X 2' cards. solution-side down. Tell the class that the solutionson b. On side one write a your cards and theirs may problem or reason for overlap but any redun- endangerment. On side dancy should only reinforce two write one or several of personal actions for all. the given solutions. Lists are in "Background Information" section of this activity. Set these cards aside until "game time." 'See Resources list in the Teacher Information Packet

1S TEACHER'S GUIDE

7."Game Time" A. COMMON REASONS FOR ANIMALAND. a. Divide the class into two teams. The PLANT ENDANGERMENT object of this game is to come up with For information on reasons for extinction, read personal solutions to animal/plant endanger- the Teacher Information Packet. ment and, as a team, to guess the name of 1. Animal/plant habitat is destroyed or frag- an endangered animal. As each team mented from logging, farming, urban growth. member gives a 'correct" answer, the team 2. Animals or plants can't adjust to encroaching is given one letter in the name of an endan- human activity. gered or threatened animal (see examples 3. Animals/plants are eaten as food. in "Background Information."). The team must guess the animal as teams members 4. Animals/plants are killed for profit. give solutions. Whichever team guesses EXAMPLES: fur from many wild cats, elephant their animal first, "wins.' tusks, tortoiseshell b. Rules: A member of Team A draws a 5. Animals/plants are captured as pets or kept card from the box and passes it to a Team B in collections. member to read the problem. Only the EXAMPLES: chimpanzees, parrots, cactus, Team A member who drew the card may butterflies, snakes answer with a solution. Team B then draws 6. Animals are used in biomedical research. a card and Team A tries to give a solution. 7. Animals are destroyed by humans in Teams alternate questions and answers until predator control efforts. one team wins. EXAMPLES: coyotes, wolves, tigers The teacher is the final judge of the accept- 0. Animals/plants are killed by pollution of ability of solutions to the problems of habitat. endangerment. 9. Animals are hunted for sport. This game Is designed not Each time a team member gives to test students' knowl-an acceptable solution to the 10. Animals/plants are stressed and destroyed edge but to introduce or by an expanding human population that uses remind them and you ofpresented problem, the team the many personal ways receives one random letter in the more land, water and other resources. you can contribute to the name of an endangered animal. 11. Human-introduced animals and plants drive continuation of habitat and the animals and plants The whole team may participate in out native species. who live there. guessing the animal. A missed EXAMPLES: starlings introduced into North answer/solution receives no letter. The correct America and pigs and chickens introduced on solution to the problem is read to both groups. the Hawaiian Islands The other team then draws a card for a turn. B. SUGGESTED ENDANGERED ANIMAL Background Information NAMES FOR TEAM WINS This section includes: Look through the Animal Profiles and other lists A. Common Reasons for Animal and Plant of endangered and threatened animals in the Endangerment Zoo in the Teacher Information Packet. B. Suggested Endangered Animal Names for Here are a few examples: Asian elephant, Team Wins Humboldt penguin, chimpanzee, snow leopard. C. Problem/Solution Cards for Teacher Prepara- For younger students, you may give extra points tion for each team member that saw the animal at the Zoo.

16 t-j9 TEACHER'S GUIDE

C. PROBLEM /SOLUTION CARDS FOR TEACHER PREPARATION Remember some problems have more thanone solution 1. Problem: Trees are cut down to makegrocery bags. Solution(s): Recycle bags. Take cloth bags or boxes to supermarkets foryour own groceries. 2. Problem: Some fast food places use tropical beef in theirhamburgers. Solution: Find out where the beef comes from andgo to the paces that don't use beef from land that was once rainforest. Solution:Write to the manager of that restaurant and explain whyyou are no longer patronizing this restaurant.

3. Problem:Fishing for Yellowfin tuna catches porpoises. Solution:Buy only white (albacore) tuna fish not light tuna fish. 4. Problem: Zoos have limited space and resources to protect andbreed endangered animals. Solution(s):Find out about the zoo's animal adoptionprogram in order to help buy food (so zoo can keep more animals). Habitat preservation is the best way tosave endangered species. Problem: Helium balloons are eaten accidentally bysea turtles and whales who then die. Solution: Don't release or let go of any helium balloons.If some organization you know aboutis doing a balloon launch, let them know about the potential harm oflong-drifting balloons.

ODOM Am1304 ClOtio) 5;1 0on" -43.6

6. ProblemPlastic six-pack rings kill animals. Solution: Snip all six-pack rings and don't litter withthem. 7. Problem: Cars and fossil-fuel burning factoriespour carbon dioxide, a greenhouse gas that may be warming up the world's climate, into tne air. Solution Make sure emission control on your automobile isfunctioning properly Solution: Plant trees, which absorb carbon dioxide.

Problem Air pollution destroys animal and planthabitats. Solution: Look for ways to conserveenergy and not burn as much polluting fossil fuel. 9. Problem: One issue of The Oregonian requires 410 tons of paper. The loss of forests is the singleargest contributor to animal extinction. Solution. Recyle newspapers. If all Oregonian subscribers recycled. 2000 treesa bay would be saved.

17 60 TEACHER'S GUIDE

10. Problem: Insecticides, "bugkillers,' destroy all insects, even the "helpful" ones such as ladybugs. Solution: Use organic methods to handle garden pests. Spray withnon- poisonous products. 11. Problem: Products suchas nail polish, cosmetics and motor oil when poured down the drainor thrown in landfills, eventually seep into the rivers and ground wateraround you. Solution: Use other safe productsthat are not poisons. Solution: Dispose of toxic (environmentally damaging) productson hazardous waste collection days. Call Metro or your disposal servicefor more information. 12. Problem: Cities destroymany places that would have been habitat for birds. Thereare often not enough trees or grasses in cities for birds tonest. Solution: Build a bird house or two in a protected corner ofyour yard. 13. Problem: People buy ivoryas presents. Hundreds of thousands of elephants have been killedfor their tusks. Solution: Don't buy or acceptpresents made out of ivory.

14. Problem: Pet owners putflea collars and use other dangerous poisons (pesticides)on their dogs and cats. Solution: Bathe your pet frequently to drown fleas. Use a flea combwith small teeth to trap the fleas. 15. Problem: Animals are sometimes injured by litter suchas cigarette butts, plastic wrappers Solution: Drop litter in trashcans and Styrofoam. not on the street or around thecountryside. 16. Problem: Rainforestsare being cut down at the estimated rate of about 100 acresper minute. They are home to over half the world's plant andanimal species. Solutions: Talk to friends, parents, teachers, and toeveryone you know about the importance important habitat. of saving this Organize a letter writing campaign to your congressionalrepresentatives to ask them rainforests. to help protect

17. Problem: Americans buy2 million batteries a year. Most of them are made to bethrown away and they contain toxic chemicals. Solution: Buy rechargeablebatteries. 18. Problem: Turning the heatup uses more energy which pollutes the environment oneway or another. Solution: Turn down the thermostat in winter and put ona sweater. 19. Problem: Car exhaust (fumes) contain invisiblegases that add to the greenhouse earth. warming and pollution of the Solution: Take public transportationor ride a bicycle. 20. Problem: Schools buy more books than anyone else in thecountry. Very few are printed Solution: Write to your textbook on recycled paper. publishers and ask them to printon recycled paper. 21. Problem: You want to read more about endangered species andother important environmental Solution: Go to the library and issues. find out what is availableabout these topics.

18 CLASSROOM ANDZOO Where inthe World? (A vegetationzone map) \s, ZOO EXHIBITS TO VISIT: Big Cats, Bears,Penguins, Primates, Elephants, Africa, AlaskaTundra Match the pictures of endangered animals totheir homes on the map.

C:7

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N.-...c...:. ."../..".._ _ ..(.1%., ....- ,.-,:.-....,,,,,,,,d.,,, :: ...vs-nes/v., wv....".,:w.,,,, . :.,.."'":

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.SH..e..":::.1..:.::',....,',. .:,'%s, Z.',',s. s Tundra Chaparra' Evergreen forests Deserts

Temperate forests Trootca! forests

Grasslands/Savannahs Mouma,ns CLASSROOM AND ZOO ...... Where in the World? ..... *7 (A vegetation zone map)

i ZOO EXHIBITS TO VISIT: ; i Big Cats, Bears, Penguins, r 1 ; Primates, Elephants, Africa, ; ; Alaska Tundra A Match the pictures of endangered animals to their homes on the map.

Tundra

Evergreen forests ./

Temperate forests

Grasslands/Savannahs

Chaparral

Deserts

Tropical forests Mountains ".,

......

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1 1 i 1 I. 63 20 CLASSROOMAND ZOO Where inthe World?

Match the pictures ofendangered animals to their homeson the maps

21 64

BEST COPY AVAILABLE TEACHER'S GUIDE Where in the World? CLASSROOM AND ZOO ACTIVITY

1.0 Concepts: 1.1, 1.6, 1.11, 1.14 BACK IN THE CLASSROOM Packet under World Map of Vegeta- 2.0 Processes: 2.4 4.0 Interests: 4.4 Have the students color the vegetation Zones/Biomes. 6.0 Interactions: 6.1, 6.2, 6.4 tion zones on each map and label Background infornistion Objectives them. Cut out each animal and Detailed background information for place it in the correct location on the Review the variety of vegetation this activity can be found in the zones or biomes found on the Earth. map. Teacher Information Packet under Place endangered animals in the Use the Endangered/Threatened Vegetation Zone/Biome Information. appropriate vegetation zones and Species Inventory and Location at A Step Further continents. the Zoo located in the Teacher This activity can be expanded into a Identify biomes where endangered Information Packet. Mark on the classroom project by making a animals are concentrated. map where each of the 32 selected world map on the bulletin board. endangered species is located. Directions Have students draw or cut out Make copies of the blank vegetation In which life zone are endangered magazine pictures of endangered zone maps and the animal pictures animals concentrated? species to pin on the big map. for each student. This activity can The majority of endangered animals To study the features of each be done before or after your visit to at the Zoo come from tropical vegetation zone, have students the Zoo. If you do it before, have forests. This is no surprise because research and create a little 'di- students research the location of the greatest diversity of living things orama' of each biome. each animal pictured. is found in tropical forests and An understanding of the different AT THE ZOO tropical forests are being destroyed vegetation zones is erl lanced by at an alarming rate. Instruct students to find the pictured showing films about each biome. animals and find each animal's Answer Key Check the Resources in the Teacher location on the range map included The answer key for this activity can Information Packet for ideas and in the exhibit labels. be found in the Teacher Information sources.

22 65 CLASSROOM AND ZOO Who's Afraid of the Wolf?

ZOO EXHIBIT TO VISIT: Alaska Tundra

Once upon a time, the wolf was a symbol of our fear of nature, our struggle against it; now it has become a symbol of our fear for nature, the environment that is all of ours. Erik Zimen, The Wolf, a Species in Danger

Visit the Alaska Tundra exhibit to collect data about wolves. How many wolves in a pack?

What is the maximum range of a wolf pack in Alaska?

How much land does each wolf require?

What is the relationship between wolves and caribou?

How are wolves beneficial to caribou herds?

Find one more fact about wolves and write it down.

Area of Yellowstone National Park: 3468 square miles (8983 square km) If each wolf needs 10 square miles (26 square kilometers), how many wolves could survive in the park?

If each pack has 10 members, how many packs in the park?

23 CLASSROOM AND ZOO .

Read the article about reintroducing the wolf to YellowstoneNational Park. How does each of these groups feel about reintroducingthe wolf: pro-wolf anti-wolf neutral Renee Askins the Wolf Fund ranchers elk, bison, deer William Penn Mott wolves the author

How do you think other people not mentioned in thearticle might feel? Why? A park ranger in charge of managing the park

A hotel manager who runs a lodge for touristsin the park

A park visitor who plans on camping

An elk hunter outside the park

What are the advantages and disadvantages ofreintroducing the wolf? to the park to the elk, bison and deer populations to the visitor to the hotel manager to the rancher to the wolves

Will the wolves stay in Yellowstone?

24 TEACHER'S GUIDE Who's Afraid of the Wolf? CLASSROOM AND ZOO ACTIVITY

1.0 Concepts: 1.6,1.11 nriT,VaISZIORMWDMIMMONM,Vig'....='.:=8:00.$:=WW.TiMMIZSIZZ 2.0 Processes: 2.15 4.0 Interests: 4.1 5.0 Values: 5.1, 5.2, 5.6 6.0 Interactions: 6.1,6.2, 6.5 Today ObPictivor people still Examine and evaluate the values believe that and decisions involved in reintro- wolves are ducing the gray wolf to a national fierce and park. attack humans, ..,_ .. i Directions although in fact Begin with a class discussion to ..7_,- ...i R / , I 411. lfr./;4 they rarely do. This identify pre-existing attitudes and .' '. r ideas about wolves. Questions you ly,9,1-! fear goes back may wish to include are: hundreds of years Has any of us seen a wolf in the to the time when Europe was covered with huge forests wild? that people had to cross to travel from town to town. The Wnr do wolves eat? forests contained plenty of wolves as wellas other wild How dangerous are they to animals... humans? Naturally, the people were afraid andmany Can you think of some stories or stories were told about the dangers of the forest. fables which contain wolves? Malcolm Penny, Endangered Animals How are the wolves portrayed? Where does our opinion of wolves originate? range of a wolf pack in Alaska is AT THE ZOO Wolves were once found throughout 13,000 square kilometers or 5200 Copy the data sheet for each North America, Europe and Northern square miles. Each wolf requires student or group and prepare Asia. In North America this area has 26 square kilometers or 10 students to discuss their shrunk to Alaska and Northern square miles of land. Canada and a very few places in the Caritou are an important continental U.S. Suitable wolf food source for wolves and the habitat exists in many places the wolves follow the caribou herds. wolves once roamed. To preserve Wolves prey on old and restore wild areas and encour- and sick animals in age the wolf's survival, some people the herd and ensure the advocate reintroducing the wolf. findings back in the classroom. survival of the healthiest Some of the best wolf habitat is Vis;t the Alaska Tundra exhibit at animals. found in large national parks. The the Zoo to collect more data about BACK IN THE CLASSROOM parks were created to preserve and wolves. Follow this data collection and maintain an area in its natural state. If this environment traditionally According to the labels at the gray discussion with the article about included the wolf, should the wolf be wolf exhibit, wolves live in packs of Yellowstone National Park. Share reintroduced to restore the park to 10 or more members. The maximum the following facts with the students to introduce the article. its true natural condition?

25 68 TEACHER'S GUIDE

Answer Key pro-wolf anti-wolf neutral

Renee Askins X the Wolf Fund ranchers elk, bison, deer William Penn Mott wolves the author

The groups mentioned in the article have fairly clear ence of wolves in the park and may feel positions on wolf reintroduction. The article favors a unsafe camping. Others may be drawn by the positive point of view concerning the wolf, thus the opportunity to see or hear signs of wolves in anti-wolf arguments are not stressed. Challenge the the wild. students to identify this bias in the article. To find out An ELK HUNTER outside the park: Hunters more about other perspectives, assign them to groups may view the wolves as competition for game animals. Or they may value the wolves' role in of students and have them resear...th and build a case maintaining a healthy elk population. Some for their side. hunters may consider it an opportunity to hunt The article does not tell us how other groups wolves once they leave the park. might feel. Possible responses are: WOLF REINTRODUCTION A PARK RANGER in charge of managing the One of the trickiest aspects of reintroduction is park: Wolves may be viewed as a manage- the fact that the wolf population will probably ment problem by some. Yellowstone must grow if it is successfully re-established. As the manage its existing grizzly bear population number of wolves increases migration out of very carefully to prevent negative encounters the park is the logical outcome. Management between bears and visitors. Others may wish of wolves outside the park becomes a more to fulfill the park's mission of restoration and complicated and controversial issue. preservation and bring the wolf back. A The controversy over wolf reintroduction has variety of opinions probably exists among park been going on in Yellowstone for decades. staff. The Park Service has done a study of this A HOTEL MANAGER who runs a lodge for issue, but no plan has been implemented. In tourists in the park: The tourist industry in the the end the issue boils down to what should a park will probably react the same as public park be? Should it be a perfectly preserved opinion in general. The presence of wolves natural ecosystem or should the needs of park may attract or drive away business depending visitors and nearby residents take priority? on attitudes.If visitors favor the reintroduction, Some kind of compromise between these two the tourist industry probably will, too. sides is usually the outcome. A PARK VISITOR who plans on camping. Visitors may be concerned about the pres- CLAStROCIA ACTIVITY She Wants to Bring Backthe Wolves By Michael Ryan Reprinted from Parade, May 13, 1990 If you drive down to Yellowstone National Park behind where the state university had organizeda conference Renee Askins, expect to spend a lot of time pulledover on wolves. She stood on the stage of a large lecture hall, at the side of the road. before an audience containing dozens of ranchers. "Did you see that'?" she demanded on one wintry day Wolves are a sensitive issue for ranchers; theyargue racing back to my Jeep, her face flushed with enthusi- that nothing will prevent the animals,once released in asm. I scanned the sere landscape and saw only barren Yellowstone, from crossing park boundaries and preying land, some lonely trees and a frosty river. "Look,over on livestock. "I'm not raising my sheep to feed your there,' she again demanded. "Can't you see it?" It took wolves," one man told her heatedly, and othersrose binoculars and a great deal of patient explainingon her repeatedly to criticize her. But Askinsnever lost her part, but finally I saw it, in the mid-branches ofa bare rasekmmmoznmmvavm:rmr.amemmsm,awmamtts cottonwood tree: a bald eagle, America's symbol, perched regally above its domain. "Wolvesare extraordinary

How on earth, I asked myself, had she picked itout in all they challenge us to of Montana's vastness as she raced down the roadat 50 accept wildness." mph. WASZISM:a.*::::3=4:S1:::::CK:.VOMIWOMEVOSIMMUMS.MtalKOK As we rolled along, she stopped again and again. "Did calm demeanor. "This is an issue of change,' she told you see that? Did you sea that?" She found the bald them. "It will involve sacrifice for both sides." eagle's mate in another tree, a herd of mule deer There are good reasons to return wolves to Yellowstone. browsing low in a valley, a bighorn sheepon a preci- They were once an important part of the park'secosys- pice. Later, deducing the presence ofa coyote, she let tem, feeding mainly on sick and old herds of elk, bison out an ear-piercing cry; the coyote, hidden in the woods and deer, keeping their population in delicatebalance. on a steep hillside, answered her note for note. At the turn of the century, however, most of theregion's Renee Askins is a young woman with a mission thatonly wolves were exterminated by shootingor poisoning. seems strange until she explains it: to bring wolves back Today, a visitor here in the dead of winter isstruck by to Yellowstone. "This is my life," she said after we pulled the herds of bison and elk rooting through thedeep into Mammoth Hot Springs in the north end of thepark. snow, foraging for any vegetation they can find. Return- "I've spent years on it. There's such despair about the ing the wolf to this habitat could eliminate suchscenes. environment that people need a tangiblesuccess. `Wolves are extremely shy of humans,' Askins main- Maybe if we can put wolves back into Yellowstone,we tains, quoting scientific evidence. She concedes can clean up acid rain next.' wolves sometimes will attack domestic animals, but normally Wolves. Many of us grew up believing they are the only when deprived of their natural prey. Whenthey see most brutal of beasts: capable of attacking children, people, they flee. furious when in packs, cowardly when alone,deserving But why would a 31-year-old biologist witha master's of our contempt and our bullets. But to spenda few degree from Yale in wildlife ecology devote herlife to days in Yellowstone with Renee Askins is to learna few this wild beast? Renee Askins began to studythe wolf new truths about these much maligned animals and a when she was a student at Kalamazoo Collegein lot about a courageous youngwoman who thinks she Michigan, but her passion for the animal began can single-handedly help save one of nature's marvels when she was doing a project at a wolf-reseach from humans and save us from our fears. facility. A female in the pack of captive wolves had beenunable to The first time I saw Askins was in Bozeman, Montana, protect her pups from other animals. "The park'sdirector

27 7 0 CLASSROOM ACTIVITY

walked in with a tiny little ball of fur, 2 days old, handed contribute to the survivorship of the group,' shesays. it to me and said, 'Here. Raise her," recalls Askins. "The intaraction, the play, the hunting, the vocalizations, Askins named the pup Natasha. For the next few th ssions. Wolves are extraordinary they months, the reseacher became the young wolf's link to challenge us to accept wildness.' the world. "She was bottle-fed every couple of hours in It was a short journey fromthat project to working full- the early stages," says Askins. "I had to getup all time on the idea of reintroducing the wolfto Yellowstone. through the night. She was always vocal always As president of The Wolf Fund, Askins speaksand nudging, whimpering and interacting. She liked to sleep raises money for her project, and she hasengaged the right on my heart I think the pulse really calmed her.' interest of William Penn Mott, former director ofthe But Askins never lost sight of the wolf's independence National Park Service, in the issue of wolfrecovery. It is and the limits to their relationship. far from settled, but if Renee Askins hasher way and if "People think she felt I was her mother," Askinssays. "I the U.S. government agrees, she calculatesthat several don't think that was true for one minute. Shewas an "breeding pairs' could be moved down to Yellowstone independent life. I used to have this fantasy that,every from Alberta, Canada, at a cost of about$350,000 for day, when I was keeping this journal about what each of the first few years until theyare fully established. Natasha did, she would want to write aboutme: 'Today, The ecology of the park, which mankinddisrupted close the girl did this, this and this." to a century ago, would return to something likewhat nature intended. She soon was given three other wolfpups and two sheepdog pups to raise together. "The onlyway they'd It was a cold afternoon, andwe went out on cross- go to sleep was if they had something to suck on," country skis into Yellowstone's Lamar Valley.Suddenly, Askins recalls. "I slept on the floor, and eachone had a Renee Askins stopped and pointed toa hillside covered finger or toe." As she continued to study thewolves, in aspen. "You see what I mean?' she asked,her Askins was stunned by the eyes gleaming. "This is the perfect wolf complexity of their commu- habitat nications: "The fact that they are family groups, that all pack members

2a 71 CLASSROOM AND ZOO Maneaters

Read this news story carefully andanswer the followingquestions using information from the article. Changes How many tiger attacks happenedbetween 1967 and 1978? How many tiger attacks have happenedsince 1978? What kind of habitat do tigers like?

What kind of habitat do tigers not like?

How has the habitat changed in recentyears?

Taking Sides Here is a chart with the names of all the individuals mentioned in the story. Puta check in the column you think matches their position in the conflict. pro-tiger neutral anti -tiger Arjan "Billy" Singh i

government officials 1

Shiv Shanker I Ashok Singh Rupinder Singh farmers tigers

How does Arjan Singh explain the changes in tiger behavior?

How does Rupinder Sigh explain the changes in tiger behavior?

How does Ashok Sigh explain the changes in tiger behavior?

Who is right?

Solutions What would you recommend to solve the problem ofman-eatini tigers?

7 2 24 CLASSROOM ACTIVITY Indian tigers stalkingman spark dispute By William Claiborne, LA Times-Washington Post Service Reprinted from The Sunday Oregonian, June 5, 1983

PALIA, India Man-eating tigers that roam the jungle ported to be in deteriorating condition because of the along the Indian-Nepalese border have plunged the abrupt change in environment. frightened farmers and concerned wildlife conservation- The survivor of an attack on March 9, Shiv Shenker, 60, ists into a bitter controversy over a government cam- a night watchman, said in an interview that he was paign to destroy the wild beasts or trap some of them for guarding a wheat field when a tiger grabbed him by the zoos. thigh and began to drag him away. The farmers say the tigers have lost their instinctive fear `I knew I was going to die, so I hit at the tiger,' Shanker of man and have acquired a taste for human blood, and said, displaying a scar on his leg. He said a kerosene as a result are terrifying the countryside in this remote lantern tipped over and started a fire. The tiger, after part of the Indian state of Uttar Pradesh. Since 1978, snarling and lashing its tail menacingly for a while, let 105 people have been killed by tigers, the most.recent him go and went away. on March 22, when the body of a forest worker was found with an arm and a leg missing. Singh and several area farmers agreed that the 60 tigers in the 200-square-mile Dudwa National Park increasingly The government, according to the conservationists, has have stayed outside of the preserve during the past five bowed to local political pressure without regard for the years and have become more agressive toward future of the fabled jungle cats who since 1971 have humans. In the previous 16 years, there had been only been protected by a ban on shooting by hunters. two or three reported man eatings. At the center of the dispute is Arjan "Billy" Sigh, 66, a The park director, Ashok Singh, said one reason is an hunter-turned-conservationist who has led a campaign increase in sugar-cane acreage adjacent to the park. to have wayward tigers humanely lured back to their Previously it was bordered by grass fields, which were protected preserve in Dudwa National Park here and to not suitable habitat for the tigers and which tended to create an encroachment-free buffer zone around the keep them contained in the preserve. But the encroach- tigers' habitat. ment by farmers planting cane closer to the park's edge The controversy surrounding Singh has been height- has enlarged the tigers' preferred habitat and has drawn ened by attempts by some government officials to them closer to areas populated by humans. blame 22 man-eating cases on a zoo-born tigress that Rupinder Singh, a prosperous farmer whose cane fields the conservationist brought here from Britain as a cub, have gradually been expanded closer to the park's raised at home and then introduced into the jungle in an perimeter, acknowledged in an interview that the experiment designed to increase the world's dwindling c.anging environment had altered the tigers' behavior. tiger population. But he said the government has a responsibility to Singh, one of India's best known wildlife experts, proved protect the local citizenry. by comparing markings that his tigress, Tara, was not "You see, they are no longer afraid of man. It used to be the man-eater shot by park officials in November 1980 that they would run away from you. Now, they feel that after killing five people, and he has since led the battle dogs and humans are easy catching,' said the farmer, against destroying tigers or condemning them to who has allowed the park officials to install a baited trap captivity to appease public outcry over man-eating in his cane fieis to capture tigers. cases. Arjan Singh, 1, ieanwhile, is battling attempts to rill or trap "The human, under normal circumstances, is not the suspected man-eaters. He is also seeking to overturn an tiger's prey species. What we have done is to force the Indian Borad for Wildlife ban on introducing to the tiger to turn on man by denigrating his habitat, and then wilderness tigers or leopards that have been reareo in we say there is no other way to solve this problem captivity. except to destroy the tigers," Singh said. Singh, who still monitors the movements of Tara anr4 Seven tigers branded as man-eaters have been killed in who last month watched from an observation bli:4 while the past five years, and one was trapped and sent to a the tigress and her cubs ate at a water buffalo staked zoo in Lucknow last month after being identified as out as bait, said he believes the ban on reintroduction having killed three people and attacked a fount Three and the labeling of Tara as a man-eater were designed tigers sent from the wild to the Lucknow zoo have died to discredit his experiments. in captivity, and the one sent there last month is re-

30 7 TEACHER'S GUIDE Maneaters CLASSROOM ACTIVITY

1.0 Concepts:1.1, 1.2, 1.6, 1.11 conflict between human needs and animal 2.0 Processes: 2.3, 2.5 needs. 4.0 Interests: 4.1 There is also a conflict between the points of view of 5.0 Values: 5.1, 5.2, 5.6 6.0 Interactions: 6.1, 6.2, 6.5 different groups of people involved. By leadingstu- dents through an examination and discussion of the Man-eating tigersare bound to information and issues presented in the article, itshould spark some student interest. be possible to give students a bettersense of the The article from The Oregonian difficulties in solving this kind of conflict. Theyshould of June 5, 1983, is loaded with also realize that it is not always possible tosay one side information about a situation is right ane he other is wrong. Some of the questions which is typical of the kind on the student worksheet should produce disagreement that often develops among the students as to "right' and "wrong'answers. around endangered These will provide good opportunities for discussingthe species. impact of values upon our perception ofa situation. There is Inaddition to having the students read the article and a complete the worksheet, some geography andmath work can be done to give studentsmore background for their discussions. Have them usea good atlas or encyclopedia to make maps of India showing where the story took place. This might be extended to a short study of India and its people. Using informa- M=MWMM:==M=MOKM tion from Man-eating the article, tigers that roam have them calculate the jungle along the how many Indian-Nepalese border square miles of have plunged frightened space is available for each tiger in the park. Then have farmers and concerned them use an atlas to find the area and populationof widlife conservationists intoa India and calculate a similar figure for thehuman population. These numbers are technically bitter controversyover a not compa- rable, but can be used to lead studentsto an under- government campaign to standing of the competition for space (habitat)that is destroy the wild beastsor trap part of the conflict in the story. some of them for zoos.

31 7 4 TEACHER'S GUIDE

Answer Key How has the habitat changed in also acknowledges that a changed How many tiger attacks happened recent years? (Farmers have environment has changed the tigers' between 1967 and 1978? (2 or 3) changed some of the open grassy behavior.) How many tiger attacks have areas into sugar cane fields.) How does Ashok Sigh explain the happened since 1978? (105) With this information it will be changes in tiger behavior? (Ashok What kind of habitat do tigers like? possible to discuss how the says the increase in sugar cane (The article does not state specifi- changed behavior of tigers is relatedacreage around the park has cally what tigers like but does to a change in their habitat. allowed the tigers to move from the mention jungle and the fact that park into areas closer to humans.)

pro-tiger neutral anti-tiger

Arian 'Billy Singh X

government officials X X X

Shiv Shanker X

Ashok Singh X

Rupinder Singh X

farmers X

tigers X

sugar cane fields were places tigers How does Arjan Singh explain the Who is right? (All three of these would go.It is possible to conclude changes In tiger behavior? (Arjan explanations have some validity and that tigers like places with dense says the tigers have been forced to although they may sound like they vegetation in which to hide.) turn on man because the tigers' disagree they are all basically What kind of habitat do tigers not habitat has been degraded. The saying the same thing. The real like? (They do not like the open news story uses the word "denigrat- disagreement arises from the values grassy areas that used to surround ing" which students may need help of the individuals and what they their jungle reserve.) with.) want done about the tigers. They How does Rupinder Sigh explain are all "right' and that is the crux of the changes In tiger behavior? the problem. Finding a solution will (Rupinder says the tigers are no be difficult because it will be difficult longer afraid of man but he to provide a solution that agrees with the values of all parties.)

32 75 AT THE ZOO Compare the Bears

ZOO EXHIBITS TO VISIT: Polar Bear, Sun Bear Compare Bear Habitats Draw a line to the bear that best fits each description.

sun bear which bear? polar bear lives in trees? lives where there are no trees? I?.-,- 1/---, stays on dry land? .: yi ) ; 1 abo e ,f 1 u. \sirtt ,.s.i i spends much time in the water? , ; P#1.4*,,,A:f tt. ,e- V eats mostly large animals? 4°.,:z,,.,-,' A 0 ;;; ,, 9,, ; eats mostly fruit, insects and small animals? rl

Can you list any other differences betweensun bear and polar bear habitat?

Compare Bear Adaptations Write down a description of each bear's acapMlionsand the survival advantage of each adaptation.

Adaptation sun bear j polar bear length of fur advantage size advantage color advantage feet advantage claws advantage other adaptation advantage

33 7 6 TEACHER'S GUIDE Compare the Bears CLASSROOM AND ZOO ACTIVITY

1.0 Concepts: 1.6, 1.8, 1.11 Information about habitat and The second section focuses on 2.0 Processes: 2.1, 2.5, 2.6, 2.7 6.0 Interactions: 6.4 adaptations can be collected at the adaptations which help each bear Zoo or researched at school before Objectives survive in its habitat. your visit. Compare the habitats and BACK IN THE CLASSROOM adaptations of polar AT THE ZOO Discuss the advantage of each bears and sun bears. Instruct students to make careful adaptation in each habitat. How do Identify the connections between observations of each species of these adaptations suit each bear to adaptations and habitat. bear. Answers can be found on its habitat? What if the sun bear and Directions labels if bears are not fully visible. polar bear traded places? Because The first section of the worksheet Copy the worksheet for each animals are adapted to specific directs students to notice differ- student before you visit the Zoo. environments, they are dependent ences between the bears' habitats. on specific habitat for survival.

Answer Key sun boar which bear? polar bear lives in trees? lives where there are no trees? stays on dry land? spends much time in the water? eats mostly large animals? eats mostly fruit, insects and small animals? lives in cold climate? ----- lives in a warm climate? 1 /

Background Information long strong claws help the bear smallest bears; small size makes Polar bears are active during the catch and kill its prey. tree-climbing easier. The black fur day and spend much of their time in Polar bear populations are now provides camouflage in the forest at the water. Their primary source of stable or growing thanks to an night when the bear is active. food is ring-necked seals which also international agreement to protect Smooth-soled feet help the sun bear live on the Arctic ice pack. Their the bears. Mineral exploration and grip trees as it climbs. Its sharp large size provides the power extraction in the Arctic could claws are used to dig for insects needed to hunt big animals and threaten the polar bear if the critical and catch prey. The sun bear's conserve warmth. White fur which and limited denning habitat for habitat is threatened as its tropical camouflages the bear on the ice pregnant females is disturbed. forest home is cut down. and snow makes it possible to Malayan sun bears live in the For more information look up each sneak up on prey. Polar bears use tropical forests of Southeast Asia. bear under Endangered/Threatened their big webbed feet to 'paddle in Their diet is mainly fruit, insects and Animal Profiles in the Teacher the sea and fur on the soles of their small animals which they pursue Information Packet. feet insulates them from cold. The during the night. Sun bears are the

(7 34 AT THE ZOO ElephantFamily

ZOO EXHIBITTO VISIT: Elephants

.., -)?

*-- ,like

,k-, ,t','k\ N /./..e.... 4 ., & , g..: \ ,f), : ,, ,,i, ( '

. i j ,--.. : . . . . _.

How many do you see? Bull* Cow Calf Total

Front yard

Indoors

Back Yard

Total

Add up all theelephants you seeat the Zoo. How muchfood and space wouldthese elephantsneed in the wild? If each adultelephant in the wildneeds an averageof 330 pounds(150 kilograms) of food a day, how much do allthe adult elephantsneed a day? # of adultelephants X330 pound/day = pounds/day Asian elephantsin the wild eata wide variety ofgrasses and the bark,roots, leaves and small branches of trees, shrubsand vines. Bamboo is an importantfood source.Elephants will also eat farmers'crops of bananasand sugar cane. If we estimate that each adultelephant in the wildneeds an averageof 290 square miles (750 square kilometers)of land, how muchdo all the adult elephantsneed? # of adultelephants X290 square miles= squaremiles ' Not all bulls produce tusks. Tusksare an inherited traitwhich appears insome elephant families and not in others. Because of ivory poaching, elephantswith tusks are rarein Asia. In this situation,the tuskless bulls have a better chance of surviving.

3 5 TEACHER'S GUIDE Elephant Family CLASSROOM AND ZOO ACTIVITY

1.0 Concepts: 1.13 is important to Asian elephants as side, it is 4 miles around.If you walk 2.0 Processes: 2.1,2.3, 2.6 an endangered species. There is a at 3 miles per hour, it will take 1 hour Objective good chance Asian elephants will and 20 minutes to walk all the way To observe elephant groups at the become extinct in the wild. By around. Zoo and calculate their food and raising them in zoos, we save the If 290 square miles is about 17 miles space requirements in the wild. species from extinction. on each side, it is 68 miles around. Directions A Step Further If you walk at 3 miles per hour it will Make a copy of the worksheet for To get students thinking about how take you about 24 hours or one full each student. big 290 square miles of land is, day. AT THE ZOO figure out how long it will take to 17 mix 4 sides Visit each viewing area at the walk around it. = 68 mi / 3 miles per hour elephant building: the outdoor yard If one square mile is a mile on each = about 24 hours in front, the indoor viewing room and the outdoor yard in back of the building. Instruct students to count and record how many of each kind of elephant they see. The results will depend upon the time of day and time of year since the elephant -..111117,1406.. keepers move groups of elephants during each day. BACK IN THE CLASSROOM Discuss the students' findings. To save endangered species we need to save family groups and enough habitat to support a viable population. Why is this a challenge for elephant conservation? What is the Zoo doing to save Asian elephants? Background information Bulls are always exhibited alone. Cows are always exhibited in groups. If a baby is present, it will . be with its mother and two or more additional cows. These extra cows are referred to as "aunties." Just as 1 in the wild, they help the mother feel more secure about protecting her calf. The fact that the Zoo has both bulls and cows and thus produces calves

36 70 AT THE ZOO Beauty hasa Price

ZOO EXHIBITS TO VISIT: Big Cats, Elephants, Africa Find the animal at the Zoo that matches each of these pictures.Write down the name of the animal and why it is hunted. Each picture is a hint for why it is hunted.

1. Animal -a

Why hunted?

.4'

2. Animal

Why hunted?

cr.. Tv. 3.Animal 0

Why hunted?

.iew

4.Animal

Why hunted?

.:.'t 5. Animal iii.i :,"....._

li:;,1.,. -P',. ..-...:-..;;;,..- Why hunted? Ph '. 1 .,':140'1 " ,,, , r. 4?,; 9 yi , t

) 11?1-,. , ( .,7%. .1.44 '1'.....}.5.' .1. : ...afig.,%, .1 A .,..

Did you find it difficult to tell the cats with spotted coats apart? Sodo experts! This is one reason that all the spotted cats are protected. It is very difficult to tell which speciesa coat came from once it is off the cat.

37 8 0 TEACHER'S GUIDE Beauty hasa Price CLASSROOM AND ZOO ACTIVITY

1.0 Concepts: 1.1, 1.6 reason an animal is hunted. During are protected by laws which prohibit 2.0 Processes: 2.1, 2.5, 2.6 5.0 Values: 5.6 your visit to the zoo instruct the hunting. For many animals, be- 6.0 interactions: 6.1, 6.2, 6.4 students to find the endangered cause of the high price offered for Objective animals with these features. Have exotic products, this protection is To identify animals which are the students write down each not enough. Poachers frequently endangered because of the human animal's name and why the animal is raid protected areas and illegally kill demand for exotic products. hunted for profit. Discuss and endangered animals. To protect Directions compare student results back in the these species, the illegal trade in classroom. Make a copy of the worksheet for animal products must be stopped as each student or group. Explain that Background Information well as habitat protected. each of these pictures shows a Endangered and threatened animals

Answer Key 1. Animal:Siberian tiger Why hunted?Tigers are hunted for their fur which is made into expensive coats. 2. Animal:snow leopard Why hunted?The snow leopard is hunted for its beautiful fur. Spotted furis sold to make very expensive fur coats. 3. Animal:jaguar Why hunted?Like other spotted cats, jaguars are illegally hunted for their fur. Note that it isvery difficult to identify which species a coat came from once it is off the cat. This is anotherreason that all spotted cats are protected. 4. Animal:elephant Why hunted?Elephants are killed for their tusks which are made into ivory jewelry and trinkets.The high prices offered for ivory encourage poachers to pursue elephants aggressively. Asianelephants are more endangered by habitat loss. 5. Animal:rhinoceros Why hunted?Rhinos are killed for their horns which are made into fancy dagger handles andtraditional Asian medicines. The rhinoceros is the most endangered of these 5 animals. ZOO EXHIBITS TO VISIT: Big Cats, Primates, Elephants, Atrica, Penguins AT THE ZOO LookANIMALS:becoming for each endangerd. snow of theseleopard, Mostanimals jaguar, animals at chimpanzee,the are Zoo endangered and identifyred-ruffed for as morelemur,many than reasonswhite-cheeked one asreason. you gibbon,can that orangutan, each is at risk.Asian Write elephant, the Animals at Risk name of each animal nextblack to every rhinoceros, reason it Humboldt is penguin Animals1. big are naturalyREASON vulnerable if they are: 3. 2.slow a top to reproducecarnivore Animals4. naturally1. hunted are found or poachedthreatened in a very for small profit by areahuman activity if they are: 3.2. captu,hunted ed as for a pestthe petto eliminatetrade or animal perceived research danger to humans or agriculture 5.4. competingliving in habitat with humansbeing damaged for t'ne sameor destroyed food supply by human use WhichOther one reason? reason do all the animals have in common? 82 83 . TEACHER'S GUIDE Animals at Risk CLASSROOM AND ZOO ACTIVITY

1.0 Concepts: 1.1, 1.11 BACK IN THE CLASSROOM 2.0 Processes: 2.1, 2.5, 2.6, 2.8 5.0 Values: 5.6 Look for recent books and magazine ... .-:-..,-=-_-/./--_-:---.------_:' 6.0 Interactions: 6.1, 6.2, 6.4 ...t., "-- ...... articles on endangered species to - %-:7.7- 3-:,-." Objectives update this information. Find out -,--...------..t.. -V.,'- ., -.-,:-:..e;,;,-c;,i,";:e'"-,...-., ------f.----z---,..!-__--- --4--'-- - Identify the reasons animals are more about specific problems endangered and what can be Connect animals to specific done to improve problems and circumstances. the situation for each animal. Directions Copy the Animals at Risk worksheet for each student or group. Discuss Answer Key each of the reasons listed with the According to Zoo students before your Zoo visit. Why signage and is each of these reasons a cause of observa- species decline? tions, Big: A large animal requires more these resources to survive. animals A top carnivore: There are naturally fewer animals at the top of any food pyramid. Slow to reproduce: Animals with a slow reproduction rate will recover slowly from population decline and reach the point of no return sooner. Found in small area:If the animal's natural habitat is very limited, any habitat loss is serious. AT THE ZOO Instruct students to look for the are endan- animals at the Zoo and identify why gered for the following reasons. each one is endangered. More Note that habitat loss is one factor reasons can be added to the chart if all these endangered animals have SNOW LEOPARD: Big; students find them. Caution in common. Endangerment reasons top carnivore; slow to students that because the status of for penguins are implied on the Zoo reproduce; hunted for fur; some endangered animals is signs and more completely ex- competes with humans for changing rapidly, information on Zoo plained in the Endangered/ part of the same food supply. signs may be incomplete. Threatened Animal Profiles in the Teacher Information Packet.

408 4 TEACHER'S GUIDE

JAGUAR: Big; top carnivore; slow to reproduce; hunted illegally for fur, shot as cattle killers; face habitat loss to agriculture.

CHIMPANZEE: Trapped for pet trade or research; habitat is being Background Information changed. Look in the Teacher Information RED-RUFFED LEMUR: Found in PacKet under What is Extinction/ small area; forest habitat on the Why are Species Endangered? island of Madagascar is being for more information about cut down for human uses. 90% '1/4t\ of the Madagas, 'r forest is reasons for endangerment. gone. Specific information WHITE-CHEEKED GIBBON: about each animal Small population; slow to can be found in the reproduce; habitat loss. Endangered/ ORANGUTAN: Big; slow to Threatened reproduce; found in small area; 4 Animal habitat loss to logging and agriculture. Profiles. ASIAN ELEPHANT: Big; slow to reproduce; forest habitat is being cut down and converted for agricul- .0 ture. African elephants are -;"I being seriously over-hunted for their tusks. RHINOCEROS: Big; slow to reproduce; severe poachingfor rhino horns; habitat is alsc being converted for humanuse. 95% of the rhinoceros population was lost between 1970 and , 1988. HARTMANN'S MOUN- . TAIN ZEBRA: Big; found in small area; hunted by farmers because they thought it competed with cattle for food. HUMBOLDT PENGUIN: Nesting habitat destroyed (guano extracted); killed by fishermen who see penguin as competition for fish; killed as food

41 8 5 AT THE ZOO "Hang Out" with the Monkey Kids

ZOO EXHIBITS TO VISIT: Primates Directions 1. Choose one kind of monkey or ape from each of the following three groups. 1 old world ape: orangutan, siamang, white-cheeked gibbon, chimpanzee 1 old world monkey: colobus, mandrill, Diana monkey, Hanuman's langur, Francois leaf-monkey 1 new world monkey: black-tailed marmoset, brown-headed tamarin, red-handed tamarin 2. Observe a "kid" monkey/ape, either an infant or juvenile, for no less than 5 minutes. Fill in the chart with your observations.If you witness a behavior not listed, write it under "Other."If you see only adults, note this on the chart.

42 86 AT THE ZOO Date and Time of Day: Your Name:Primate Kid Feeding box go on to the next boxes "Hang Out" with the Monkey Kids Moving Around Playing Fighting/Arguing Grooming Resting/Sleeping 0 No Where?What?Yes 0 ClimbingNo JumpingYes 0DNo Teasing withYes toys 0 ScreamingYesNo Hitting 0DNo Yes AdultSelf DNo WithAloneYes adult OtherHow? WalkingOtherSwinging OtherWrestlingChasingTickling 0 DraggingOther sameyounger age or OtherWith other kids 0 No Where?What?Yes 0DNo Climbing JumpingYes 0 Teasing0 YesNo with toys 0 No0 Hitting ScreamingYes 0DNo Adult0 Self Yes 0 No0 WithAlone adult Yes ______OtherHow? ______0 Other WalkingSwinging 0 Tickling0 Wrestling OtherChasing 0 Other Dragging youngersame age or 0 WithOther other kids ElLI NoYes Where?What? 0 YesNo JumpingClimbing 0 No withTeasingYes toys 0 HittingYes ScreamingNo 0 Adult SelfYesNo 0 AloneYes WithN- adult OtherHow?87 OtherWalkingSwinging El Wrestling OtherChasingTickling OtherDragging youngersame age or OtherWith other kids 88 TEACHER'S GUIDE "Hang Out" with the Monkey Kids CLASSROOM AND ZOO ACTIVITY

1.0 Concepts: 1.6 time, have the students look at the BACK IN THE CLASSROOM 2.0 Processes: 2.1, 2.5 label in the primate house that lists Discuss the following: 5.0 Values: 5.3 many of the differences between old 1. The Zoo thinks it is very important Objectives and new world monkeys. to have young monkeys and apes Collect information about primate here. Why would the Zoo think this behavior by observing the young of 2. Students fill in the Monkey Kids way? several species. Chart. They might take special notice of any behavior not on the 2. Did your classmates and the Zoo Compare Zoo primate behavior chart that resembles the behavior of primates you observed behave in with student behavior. their classmates similar ways? If so, how? What are Introduce one important function ILIII-. from their lists some types of behavior different of the modern zoo: breeding and from your classmates that you raising of endangered animals observed at the Zoo? in accordance with an 3. Do you think the monkeys international species survival and apes you observed program. would make good Directions pets? Why or why IN THE CLASSROOM not?

1. Make copies of the Hang 1 Out with the Monkey Kids chart for each student. 2. Instruct students to keep a list

of the different types of behavior A they observe in their class or in their school for one full day. To get them .\\ started, give them the general categories on the data collection sheet with this activity: Feeding, Moving around, Playing, Fighting/

Arguing, Grooming and Resting/ r Sleeping. Students should bring this list to the zoo with them. " ;1`:"kM` AT THE ZOO 1. Instruct students to choose one monkey and/or ape from each of the three groups.If you have

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44 TEACHER'S GUIDE

Answer Key "'112" - BACK IN THE CLASSROOM - 1. The Zoo finds it important to keep , V4.44_ breeding groups of primates because most primates, except for humans, are extremely endangered 4.taYttr .r,&A in their natural habitat. Zoo populations may be the last survivors of certain species such as the orangutan and the white-cheeked gibbon. The Zoo participates in Species Survival Plans (see The Zoo and Endangered AnimalsandAlphabet Soup)for these primates: chimpanzees, orangutans and ruffed lemurs 1:; i: and shares information on other l, V species with other zoos.

2. Comparing student and primate a l'I't ",'.. :11 4 behavior can lead to a discussion of Pi, I ourselves as primates. Acknowl- 'r1 edging ourselves as animals gives . t. us another key to understanding the r natural world and to acting in ways necessary to continue the survival of tr. animal species.

3. Contrary to the popular media, Background Information they observed and were taught to primates, such as chimps, orangu- An African biologist, Baba Dioum, understand. tans and gibbons, do not make said, "In the end, we will conserve Of the different types of biomes or good pets. Cute babies grow into only what we understand, we will vegetation zones on the globe, the powerful and uncontrollable adults understand only what we are rainforests are the most endan- that can't be housebroken. Remind taught.' The "babies" of most gered. Most primates live in tropical students of the size, strengtn and species, but primates in particular, rainforests in both the new and old wild behavior of the adults. One seem to appeal to humans, young world. The relatively large size and reason for depletion of wild stocks of and old. Making careful observa- tree dwelling habits of primates many primates is because people tions of the appealing primate make them among the best indica- think that they will make "cute pets. infants and adolescents should tors of the health of the forests in bring an appreciation of their In collecting young primates in the which they live. Non-human wild, the mothers and other family behavior and social structure. The primates are one of the most members often are killed. hope is that this generation of endangered groups of animals in students will look for ways to pstect the world. those appealing youngsters that

as 45

DES COPY AVAILABLE AT THE ZOO Where the Monkey Kids Live or How to Make the Zoo a Home

ZOO EXHIBITS TO VISIT: Primates Directions 1. Choose the Zoo home of one . . monkey/ape from each of the following three groups: 1 old world ape: orangutan, siamang, white-

`L. :.cheeked gibbon, chimpanzee 1 old world monkey: \.; colobus, mandrill, Diana mon- tr:.x . key, Hanuman's langur, ." -0..f Francois' leaf-monkey 1 new world monkey: black-tailed marmoset, brown- headed tamarin, red-handed tamarin s, 2.Visit your three primate e choices and fill in the chart. is Information can be gathered both from observations of the "habitat," (Zoo home), and from the labels.

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46 91 AT THE ZOO YourPrimate Name: Kid Home Food Where the SizeNumber of space of primates/ MonkeyToys Kids Live Date and Time of Day:ArtificialNatural or Light Shelter Inside or Outside Food? (lengthNumber? x width x height) What kind? placesSleeping Is there both? How much? (lengthspaceEstimate x size width x height) material?makingNest- between?Open passage Food? Number? What kind? placesSleeping Is there both? How much? (lengthspaceEstimate x size width x height) materialsmakingNest- between?Open passage Food? Number? What Kind? placesSleeping Is there both? 92 How much? (lengthspaceEstimate x width size x height) material?makingNest- between?Open passage 93 TEACHER'S GUIDE Where the MonkeyKids Live or How to Make the Zooa Home CLASSROOM AND ZOO ACTIVITY

1.0 Concepts: 1.1,1.2,1.6,1.11 I 46. 2.0 Processes: 2.1,2.3,2.5,2.13 5.0 Values: 5.5 6.0 Interactions: 6.4 Objectives Observe the components of a Zoo "habitat containing primates. c 1"

Predict primate behavior in a Zoo 4,._ habitat slightly changed from the one observed. . ,....,:....,:,...... ,\,..,...... _., s-r- Understand the relationship ...... A. , -, _.> ,... between changes in the natural . habitat and the continued survival of primates. Directions - 'ir IN THE CLASSROOM - , Make copies of the chart, Where the i. ..-- . Monkey Kids Live, for each student. ' ...7...... Have the students practice estimat- _-- , . A ing distances and calculatingspace 1, ,p_. ..-4-, f.-,z. with the length x width x height *-1: --,- Z',; -C41--- formula. .:" s'izre-j-dielpilq- , ,c,- AT THE ZOO Ai- 1. Instruct students to choose the ,:::t , i Zoo homes of one monkey and/or ..., , -vt. ,.. ,i, - , .,:. ape from each of the three groups. 2. You may want to limit their .7i --..." choices to the same primates they observed in Hang Out with the Monkey Kids. Observations of the SA, sam p. primates and Zoo homes provide a more in-depth study.

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40 94 TEACHER'S GUIDE

BACK IN THE CLASSROOM impact the continued survival of same size group? 1. Read or paraphrase for students animal species. Squabbling over food might result. the following. Answer Key The young and weak might be You've now observed behavior of BACK IN THE CLASSROOM deprived of food and become sick some young primates in their Zoo Scenarios other than the ones listed and die. "habitat and the "habitat" itself. Try below may also have validity. s....movement between inside to "guess" or, as scientists call it, What might happen if... and outside is prevented? "make inferences" about monkey/ 1. ...another 5 adults are added Stimulation would be reduced. If ape behavior and health if condi- to the same space? primates were confined inside, tions in the Zoo "habitat changed. would their ability to adapt to Monkeys and apes are extremely 2. Use the following questions as temperature changes be affected? social and link themselves in discussion or paper and pencil If they never came inside, perhaps extended families.If unrelated adult activity. their behavior would not change at monkeys are added, the social What might happen if... all (this depends on student system already in place would be 1....another 5 primate adults are observations of the differences in disturbed, at least temporarily, until added to the same space? the inside and outside Zoo homes). a new equilibrium is established. 2....5 more juveniles are added? 7. ...apes/monkeys are put in 3. ...climbing and swinging Math Extension: You may suggest isolation? that your students calculate how structures are removed? Since most monkeys and apes are 4....little variety in food is much space per primate existed extremely social, an isolated primate offered? before these adults are added. may develop abnormal behavior. 5. ...less food is available for the Students may estimate the square Solitary pet chimps that are then same size group? footage of the Zoo "habitat" (entered introduced to zoo troops exhibit 6. ...movement between inside on the chart of Zoo data) and divide atypical behavior. and outside is prevented? by the number of individuals. 8. ...5 individuals are removed 7. ...apes/monkeys are put in 2. ...5 more juveniles are added? randomly every year? isolation? Would more young monkeys put If the zoo population were large 8....5 individuals are removed extra pressure on the caretaking enough to reproduce 5 babies every randomly every year? adults? year, the population would remain 9....all males are removed from 3. ...climbing and swinging stable and not grow. However, if the family group? structures are removed? less young were born, eventually the 3. Make a comparison between zoo Many monkeys and some apes live zoo population might die out. habitat changes and natural habitat in the understory of rainforests. 9....all males are removed from changes. They find food, water and activity the family group? What changes in primate behavior above the forest floor. Their eating, Since the orangutan male does not and health in a natural habitat might sleeping and playing habits would usually live in a family group, this happen if some of the same change if they no longer climb unit might not be affected. In other conditions as in the "what if and swing. units, would the behavior of the scenarios occurred? Have students 4. ...little variety in food is remaining females and young compare changes in natural habitats offered? change? This question can lead to to changes in Zoo "habitats.' Their health and interest in food may interesting speculation about sex Discuss how changes in habitat be affected. roles in primates 5. ...less food is available for the

4995 TEACHER'S GUIDE

Background Information The Zoo home or "habitat" of the monkeys and apes was not acci- dental.It was planne i to be home to a specific number of residents and to provide shelter, food, water and activity. Please let students know that some feeding and holding areas are not visible to the public.If zoo populations of animals such as primates are to remain healthy and happy enough to breed, their "habitat" must be secure and comfortable. The good health and suc- - cessful breeding of Zoo primates are testimony to the success of primate homes. Wash- observations of potential stream? ington Park Zoo "habitats" and changes in the natural habitat ...the forests next to the stream natural habitats have many com- within such easy reach of were logged? residents of the Northwest and ...otters were hunted for their mon elements. the impact on the animals (and fur or as pets? Most of us will not have an plants) in those habitats. 2. Primate Habitats opportunity to observe A Ship Furth*r Have students generate a list changes in exotic natural 1. Habitat Changes Closer to of some human-controlled habitats that are stressing Home changes in the natural habitats populations of animals and Discuss otters (or squirrels or of primates. You may want to making their long term survival other local fauna) that live in start by making a map uncertain. But students can the Cascade forests. Set the showing geographical location observe animal behavior in a scene with a healthy and of many of the Zoo species. comfortable Zoo habitat, active population of otters who Use the Animal Profiles in the imagine changes of that eat fish, frogs and insects and Teacher Information Packet to habitat and infer resulting live near mountain streams. find specific reasons for the changes in animal behavior. It What would happen if... endangerment of the Zoo is hoped that this exercise will ...the stream became polluted? primates. encourage more careful ...a ski resort diverted the

50 06 AT THE ZOO What is Wet and has Trees?

the Rainy Forest in Your Backyard! 1 Directions 1. Visit either the tropical rainforest animals or the Cascade forest animals (you will be assigned to one). Note that these Zoo tropical rainforest animals do not live in thesame rainforests in the wild but on different continents. 2. Fill in the chart by watching the animals and by reading the labels. Youmay need to finish the last column "Human Use/impact?" back in class.

97 51 AT THE ZOO S ZOO EXHIBITS TO VISIT: Cascade, Artic Tundra . . . the Rainy ForestCASCADEWhat in TEMPERATE Youris Wet FOREST Backyard! and AND WETLANDShas Trees? ANIMALS atNot Zoo present BeaverAnimal Cascades?Still live in What do I eat? What eats me? Human Use/Impact Red-leggedRainbowOtter Trout Frog GrayCrayfishMallard wolf Duck GrizzlyWater ouzel bear . You,CutthroatCaddisHarlequin yourself fly troutducklarvae - 1-10 . .a.(1111.. ' - . .-,.....,,....-- . 4 ---_ .: I: ::'::...:: .4-. ..':' : %: .: : ' : ':.: . %:: : . " ... ' ...... ' - , .rN-.4:, ' :4.7;I'llii ' : .-7. --7:-:. ::. . . . ; '/A0. . ..' r: . ,.. -; -.... :.. ,: . . .., . .... ) 7.:1;" ...:.:'.:::::.....:..:::". -7-. ....' :Cr ) .--- 9J tirciaiNall) ..:.-..:::.,:...:... ''''', '- 99 , <1 - AT THE ZOO These rainforestthe animals Rainy are found in differentForest rainforestsWhat onin different Youris continents Wet inBackyard! the wild.and has Trees? TROPICAL RAINFOREST ANIMALS ZOO EXHIBITSat ZooNot TO presentVISIT: Felines, Africa Rain forest, Primates, Zoo grounds (peacock), Bears, Elephants Animal WhereRainforest? is the What do I eat? What eats me? Human Use/Impact JaguarPeacockFruit Bat __ Geoffrey'sPythonRing-tailed cat lemur SunbearQuetzalSiamang GibbonElephant _ _ ...... mis.... 1 0 1 0 1 AT THE ZOO the Rainy ForestWhat in Youris Wet Backyard! and has Trees? FOOD PYRAMIDS CARNIVORE OMNIVORE HERBIVORE 11 Tropical Rainforest Cascade Temperate Forest 3 TEACHER'S GUIDE What is Wet and has Trees? the Rainy Forest in Your Backyard! CLASSROOM AND ZOO ACTIVITY

1.0 Concepts: 1.1, 1.5, 1.11, 1.12 remind students that the rainforest Pyramidchart for each student. 2.0 Processes: 2.1, 2.5, 2.14 animals studied here are found in 5.0 Values: 5.6 2. With the class, review concepts of 6.0 Interactions: 6.4 rainforests on different continents. food webs, food pyramids, decom- Objectives 2. The last column on the chart, poser, producer, herbivore, omni- Compare more familiar forest entitled, "Human Use/Impact?" vore and carnivore. Use the animals of the Cascades to more cannot always be filled in from Zoo- Glossary in the Teacher Information exotic tropical rainforest animals. gathered information. Students can Packet and the Caught in the Web Encourage student understanding do more research or discuss activity. that diffe rent plants and animals in answers back in class. 3. Instruct students to fill in the the two forests occupy similar BACK IN THE CLASSROOM "Food Pyramid" chart.Fill in the positions on a food web. Part 1: Food Web Plant and plants and animals from the black- Understand that both forest Animal Lists board at their correct level on the habitats are endangered by similar 1. Point out to students that most of pyramid. threats to their animals. the animals on their Zoo lists are 4. Remind students that the pyramid from the top of the food chain (see Directions shape has a "mathematical" Caught in the Web activity for more IN THE CLASSROOM purpose as well as a visual one. For information). Make a copy of either the rainforest example, in the actual forests, there animal chart or Cascade forest 2. Brainstorm with the whole class are a greater number of plants than animal chart for each student. other plants and animals, lower on herbivores and more herbivores AT THE ZOO the food chain such as insects, than carnivores. reptiles and amphibians, that live in 1. Divide the class into two groups. 5. Compare the pyramids for the both forests. Write these with the One will collect data about Cascade Cascade forest and tropical Zoo animals list on the blackboard. forest animals and the other about rainforest. Discuss which plants and See Answer Key for animal and tropical rainforest animals. Remind animals have similar functions in plant lists. students that animals in both groups each place. are found in the exhibits listed at the Part 2: Food Pyramid top of their activity page. Also 1. Make a copy of the "Food

55 104 TEACHER'S GUIDE

Part 3: Impact on the Forest Habitats Answor 'Coy 1. Have students research (or you can lead a class Plants and Animals for tropical rain forest and Cascade discussion) about how the animals on their lists are used forest. by people. (Includes those from Zoo lists) 2. Students should have the Cascade forest food CASCADE TEMPERATE FORESTS/WETLANDS pyramid and the tropical rainforest pyramid in front of algae wolf them. alligator lizard deer 3. Class discussion: What is the impact on people who beaver harlequin duck use a fr,rest product and on the forest itself of various big-leaf maple cutthroat trout "what if?" scenarios. Continue to compare both impacts caddis fly larvae water ouzel and results between the two types of forests. Refer to cattails rainbow trout the pyramids to answer the following questions. Stu- common garter snake black bear dents should be specific about what plant and/or animal diatoms tadpoles on each pyramid would feel the effects of changes douglas fir crickets above, below or on its same level. mallard ducks frogs mollusks What on the Cascades food pyramid and the tropical otter squirrels rainforest food pyramid feels the impact if... red-legged frog water weeds ...trees, vines and understory plants are cut down? people ...bears or large cats are killed for "pest" control? ...herbicides are sprayed in new forests? TROPICAL RAINFORESTS These animals and plants are from different rainforests ...most of the insects die off? on different continents. ...none of the fruit-bearing trees have fruit one year? chameleon elephant ...people disappeared from the forests? fern fig vine ...not much rain fell several years in a row? fruit bat geoffrey's cat jaguar mahoghany tree ...the fish died out? mango tree orchid ...the forests were thinned out? palm tree parrot ...twice as many roads were cut into the forests? peacock python 4. Class discussion/conclusion: How are the two ring-tailed lemur siamang habitats similar? Are the two habitats impacted in people quetzal similar ways? What are some ways to protect each aerial plants vines habitat? tayra peccary forest hog jungle eagle tree frogs sloth snakes: fer de lance bushmaster pangolin giant armadillo invertebrates: ants, termites, spiders, scorpi- ons, flatworms, snails, velvet worms, earth worms, leeches Note: an estimeted 155,000 different species of plants live in the tropical rainforests.

56 105 TEACHER'S GUIDE

Background Information Many of us are concerned would visitors from Oregon Where is the first place you remem- about the often reported threat and Washington feel the same ber when you hear about to the exotic Amazonian way if the only place they rainforest without realizing that could see beavers, otters, "rainforest?". . .the jungles of our own Cascade forest is bears, muskrats, cutthroat South America, the wilds of islands similarly threatened. As the trout and native squirrels were with funny names like Madagascar forest habitats fall, so do the in zoos in New York, Detroit, and Borneo? All these places have animals that live there and London and Hong Kong? form an integral part of the rainforests but there are others Use the classroom activity, complexity of these environ- Caught in the Web for more closer to home the rainforests of ments. Perhaps many zoo background information about western Washington state, western visitors are "immune' to the food webs. For different Canada and Alaska. These fact that soon there may be methods of habitat and animal rainforests aren't tropical but they more of some types of tropical protection, refer to Protection rain forest animals in zoos than for Endangered Animals are thick with plants and trees and in the shrinking tropical Outside the Zoo and the shelter a variety of animals that are rainforest habitat itself. But Animal Profiles in the Teacher also found in the Cascades temper Information Packet. ate forest a mere 60 miles away from Portland.

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