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Dear Educator, Niabi Zoo, located in Coal Valley, Illinois, is part of the Rock Island County Forest Preserve. The ground covers 38 acres, with an additional 200 acres set aside for native flora and fauna preservation. Niabi, an Oswego Indian word means “young deer spared from the hunter’s arrow”. A fitting name, Niabi is home to a variety of animals. Niabi Zoo takes pride in the quality animals and experience we provide for our communities! Our education department is committed to providing top quality educational programming. It is our goal to help spread the message about the importance of caring for our earth by leaving healthy ecosystems for our families and future generations. Niabi Zoo is a great place to visit and we want to make your experience as educational as possible. The purpose of this material is to encourage students and teachers to explore the animal kingdom while learning about conservation efforts to protect our ecosystems. Zoos provide an opportunity to learn about animals, but more importantly, to develop positive attitudes and curiosity about nature. Niabi Zoo hopes to create an adventure that encourages our visitors to leave this experience with a greater appreciation for all living things! After completing this guide, we ask that you complete and return the attached evaluation form. We would love to hear your comments and appreciate any suggestions for improvement! Sincerely, Education Department Niabi Zoo
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Teacher Guide- Niabi Zoo
Grades 1 and up Objectives: 1. Students will be able to explain why zoos exist. 2. Students will be able to identify regions of the world and animals found there. 3. Students will be able to list characteristics of various classes of animals. 4. Students will be able to define animal enrichment. 5. Students will be able to discuss differences between various ecosystems. 6. Students will be able to list career opportunities available at a zoological park. IL State Learning Standards that could be applied with this material: English Language Arts: 1A, 1B, 1C; 2A; 3A, 3B, 3C; 4A, 4B; 5A, 5B, 5C Goal 1 (Reading): 1A, 1B, 1C Vocabulary, animal stories, compare and contrast reading Goal 2 (Literature): 2A Fact or fiction Goal 3 (Writing): 3A, 3B, 3C Creative writing, animal fact cards, research paper, worksheets Goal 4 (Listening & Speaking): 4A, 4B Class discussion, student reports Goal 5 (Research): 5A, 5B, 5C Research, organize and report information Science: 12A, 12B Goal 12 (Concepts & Principles): 12A, 12B Conservation efforts and status, ecosystems, habitats Social Science: 16E; 17A, 17C Goal 16 (History): 16E Local zoo history, environmental history Goal 17 (Geography): 17A, 17C Culture & demographics, relationship between humans and animals
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Niabi Zoo Evaluation Form
Packet/ Kit
Please take a few minutes to complete this form and return to the Education Department. We appreciate your input to help us provide quality educational programs and materials! Please return evaluation form to Niabi Zoo, Kohler Education Center. All returned evaluation forms will be entered for a drawing! Which packet/kit did you use:
Scavenger hunt Notebook tour Zoo Trunk
Zoo Activity Packet Creature Feature Kit
Please specify title: ____________________________________
Name: _____________________________________________
Address: ____________________________________________
____________________________________________
Please rate the following by circling the appropriate number:
1= Unsatisfactory, 4= Excellent
Information provided was useful? 1 2 3 4
Subject material was age appropriate 1 2 3 4
Would you recommend this packet/ kit to others 1 2 3 4
If used in correlation with a field trip to Niabi Zoo:
Packet/ kit corresponded with the field trip 1 2 3 4
Pre and post activities were relevant 1 2 3 4
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Table of Contents Educator Letter………………………………………………………………………..2 Objectives/ Learning Standards…………………………………………………3 Evaluation Form………………………………………………………………………4 Table of Contents……………………………………………………………………..5 About Niabi Zoo……………………………………………………………….………6 Fun Facts About Niabi Zoo!...............................................................7 Vocabulary Sheet…………………………………………………………..…………8, 9 Why A Zoo?.........................................................................................10, 11, 12, 13 Species Survival Plan…………………………………………………………..……14, 15 Animal Enrichment……………………………………………………………..…..16, 17, 18 Animal Classifications………………………………………………………….…..19, 20, 21 Animals at Niabi Zoo………………………………………………………..………22 Australian Animals…………………………………………………………..………23 Asian Animals…………………………………………………………………..……..24 African Animals…………………………………………………………………..…..25, 26, 27 North & South American Animals………………………………………..…….28, 29 Illinois Ecosystems……………………………………………………………..…...30 Prairies…………………………………………………………………………….……..31 Forests…………………………………………………………………………….………32 Wetlands…………………………………………………………………………..…….33 Rivers & Streams………………………………………………………………..…….34 Lakes & Reservoirs……………………………………………………………..…….35 The Food Chain………………………………………………………………….…….36, 37 Conservation Status Categories………………………………………….………38, 39 Zoo Careers……………………………………………………………………….…….40, 41, 42 Pre Field Trip Activities…………………………………………………….………43 What I Know About Zoos worksheet…………………………………….…….44 Animal Investigators worksheet………………………………………….……..45, 46 Food Chain activity…………………………………………………………………..47 What Is A Reptile worksheet……………………………………………….…….48 What Is A Big Cat worksheet……………………………………………….…….49 What Is A Bird worksheet………………………………………………………… 50 Post Field Trip Activities..………………………………………………………… 51, 52 Fact or Fiction worksheet…………………………………………………….……53 Day As A Zoo Keeper worksheet…………………………………………….…. 54, 55 Classifying Animals…………………………………………………………….…… 56, 57 Zoo Quiz & Answer Sheet…………………………………………………………. 58, 59 Do I Live At Niabi Zoo worksheet……………………………………………… 60, 61
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About Niabi Zoo….. History In 1957 Gordon McLain purchased 40 acres of land, located just off Route 6 in Coal Valley, Illinois. It took almost 2 years to clear and construct the first buildings. In 1959, Mr. McLain opened the gates to the public. The McLain’s Wild Animal Farm was a family owned and operated venture. Mrs. Charles Deere-Wiman purchased the farm in January 1963 for $72,000. In May of 1963, she deeded the farm and an additional 200 acres to the County of Rock Island. She stipulated that if for any reason the zoo were to close, the county should preserve the land with its natural flora and fauna. The zoo was named Niabi, which means “young deer spared by the hunter” in the Osage Indian language. The zoo grounds covers 40 acres, with an additional 200 acres set aside for native flora and fauna preservation. Niabi is home to over 1000 animals representing over 160 species. Over 220,000 visitors a year makes Niabi Zoo one of the largest attractions in the Quad Cities. The zoo grounds offer playgrounds, a train ride, a carrousel, and picnic areas. Niabi Zoological Society The original support group for Niabi Zoo was called Friends of Niabi. Their charter registered with the state of Illinois lists their intentions:
“ To bring together those who are interested in the continual development of Niabi Zoo; to provide, improve and expand the zoological displays at Niabi Zoo; to stimulate the public interest in contributing to the continued improvement of the zoo in developing and maintaining a high educational level of zoological displays therein; and provide funds through charitable contributions, and other means at its disposal for the continuing education of children of all ages by providing them with the best zoological displays and to otherwise foster and promote the best interests of Niabi Zoo.”
The name of the group was changed to its present name when the Friends of Niabi, the Citizens Advisory Board, and members of the Forest Preserve merged. An executive board govern the society. Committees are set up to help run special interest programs and activities.
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Fun Facts About Niabi Zoo!
Zoo grounds cover 40 acres, and there are an additional 200 acres set aside for native flora and fauna preservation!
Niabi is home to over 1,000 animals which represents more than 160 species!
Niabi is an Oswego Indian word means “young deer spared from the hunter’s arrow”!
Niabi Zoo is the 3rd largest zoo from Chicago to Omaha, Nebraska!
Niabi Zoo started in 1959 as a Wild Animal Farm!
You can adopt an animal at Niabi Zoo!
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Vocabulary Sheet
Adaptation: A special feature of a living thing that makes it better suited to its particular way of life.
Amphibian: A cold-blooded vertebrate that lives partly in water and partly on land.
“Bald”, referring to Bald Eagle: “Marked with white”
Birds: An animal with feathers and wings.
Camouflage: The way animals hide by blending in with their surroundings.
Carnivore: A mammal with specially shaped teeth that feeds mainly on meat.
Diurnal: Active during the day, but inactive during the night.
Ecosystem: A collection of living things and their environment.
Ecotherm: An animal whose temperature varies with it’s surroundings.
Endangered: At risk of extinction.
Extinction: The permanent disappearance of a species.
Habitat: The natural home of a species.
Herbivore: An animal that eats only plant food.
Hibernation: A resting state somewhat like very deep sleep, which occurs in some animals in winter.
Invertebrate: An animal without a backbone.
Mammal: A warm-blooded animal with hair that feeds its young on milk.
Marsupial: A mammal that develops inside its others pouch.
Migration: A journey by an animal to a new habitat.
Nocturnal: Active at night, but inactive during the day.
Omnivore: An animal that eats both plant and animals.
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Predator: An animal that kills and eats other animals.
Prehensile: Able to wrap around and grasp objects.
Prey: An animal that is killed and eaten by another animal.
Primate: A mammal with flexible fingers and toes and forward-pointing eyes.
Reptile: A cold-blooded vertebrate with scaly skin.
Ruminant: A plant-eating mammal with a three or four chambered stomach.
Species: A group of living things that can breed together in the wild.
Vertebrate: An animal with a backbone.
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Why A Zoo? Many people think that zoos exist to show off various animal species that exist in the wild. While zoos are a fun place to visit, there is much more to them than just displaying wild animals. Zoos are a place of education, research, and conservation. “… The diversity of the exhibits and collections is a visible manifestation of the diversity of the natural world and of the zoo world’s evolveing role in conservation. Evidence of this evolution is demonstrated by the fact that the traditional definition of “wild animals” versus “captive animals” is no longer really valid. IN TODAY’S WORLD THERE ARE ONLY CAPTIVE ANIMALS! Some are captive in state-of-the-art zoos where husbandry and management programs have insured, or are being developed to insure, both the individual’s well-being and the long-term survival and genetic health of the total captive population. Some are captive in well-managed “wild” sanctuaries and protected habitats that are large enough to support genetically viable populations and keep them relatively secure from stochastic events such as hurricanes, earthquakes, forest fires, ect. Some, unfortunately are captive in “wild habitats” that are either too small to support a genetically viable population, too poorly managed or funded to supply adequate resources, or too poorly protected to prevent the poaching of ivory, rhino horns, tiger bones, rare orchids, etc. for the illegal black market. The zoo world’s role in the conservation strategy to preserve species, habitats, and ecosystems has, of necessity, evolved to the point where the old boundaries of “captive breeding and management” versus “wildlife management” are blurred or non-existent. This blurring of traditional boundaries is the result not only of a dramatic expansion of the scope of interests, disciplines, and activities of zoo professionals, but of the evolving recognition that individual zoos and the world zoo community have both the ability and the responsibility to serve as conservation entities that go far beyond just providing collections for the entertainment and enlightenment for their visiting public. Acting collaboratively with a roster of thousands of zoologists, veterinarians, reproductive physiologists, geneticists, educators, nutritionists, conservation biologists, and other relevant disciplines, the world zoo community in uniquely qualified to fill this conservation role. It is a fact that change in public attitudes comes about primarily as a result of the public’s awareness of the need for change. Zoos are in the position of having a unique opportunity to inform and educate, and thereby influence local, regional, and world awareness and attitudes on conservation issues. It is estimated that worldwide, over 600 million people visit these institutions annually. The effect of this influence can already be seen in the modification of the individual practices and, perhaps more importantly, in the influence an informed public has on the decisions made by government and private policy makers.
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A more immediately recognizable conservation role in the zoo world’s efforts in formal public education programs and in captive breeding and species survival programs (SSP’s). Many of these SSP’s will ultimately provide the genetic base from which to restock populations back into their native habitat. Today zoo professionals work not only in their individual zoos, but also as part of inter-zoo teams on collaborative regional projects and as part of large multi-disciplinary, long-term efforts on international projects- such as black-footed ferret project in North America, a Sumatran tiger project in Indonesia, a hornbill workshop in Singapore, a primate project in Thailand or Vietnam, or a Siberian tiger project in the Russian Far East. Perhaps the best indicator of the changing role of zoos in conservation is that zoo professionals are often found working in the wild side-by-side with more traditional field and wildlife biologists. Last, but not least, for many of the world’s species that have simply run out of living space in their native habitats, the zoos of the world may well serve as essential temporary sanctuaries—providing the husbandry and management to preserve genetic diversity until safe, natural habitats once again exist. It is from these zoological sanctuaries that the gene pools for reintroduction or re-enforcement of “wild” populations will spring.” Taken from “The Zoo Book: A Guide to America’s Best” by Allen W. Nyhuis.
The Collective Impact of America’s Zoos and Aquariums
Each day millions of visitors enjoy their local zoos and aquariums. While they know the benefits of their particular institution, these visitors may not know their hometown zoo or aquarium is part of a powerful, caring industry with enormous collective impact.
AZA-accredited zoos and aquariums draw 142 million visitors each year — more attendance than the NFL, NBA and Major League Baseball combined.
Two million households in America — some five million people — are zoo or aquarium members, providing over $96 million in support.
Annually, almost 58,000 volunteers invest over three million hours of their time, supporting virtually every aspect of zoo and aquarium operations.
With their incomparable commitment to conservation education in living classrooms, zoos and aquariums teach more than 12 million people each year, and dedicate $52 million annually to education programs.
More than nine million students visit and enjoy onsite education programs at zoos and aquariums each year — over three and a half million receive them free of charge.
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Teachers are educated as well. Annually, almost 85,000 teachers profit from training workshops, special membership opportunities and effective teaching materials.
Virtually every group imaginable is reached through zoo and aquarium education efforts. Nine million people take advantage of onsite programs for families, seniors, pre-schoolers and countless others.
And the public trusts the conservation message of zoos and aquariums. In a recent Pew Charitable Trust poll, the public ranked zoos and aquariums among the most powerful and trusted sources on the environment today.
Zoos and aquariums are dedicated to the highest standards of animal care. On a given day, more than 800,000 animals are cared for, with many of those being the last representatives of an endangered species.
Many endangered species survive because of zoos and aquariums. The AZA’s Species Survival Plan® (SSP) — a long-term breeding and conservation plan — provides many species with an insurance policy against extinction.
Zoos and aquariums take conservation action all over the world.
Effective wildlife conservation is rooted in science.
Zoos and aquariums are powerful tourism generators for their communities. They enhance their local economies each year by attracting 142 million visitors, employing 32,400 workers, investing over $1.3 billion in operating budgets, and spending $194 million on outside services.
Each year, zoos and aquariums change and improve. From 1992 through 1997, they invested over $911 million on improvements that make better experiences for visitors and wildlife.
Zoos and aquariums employ more than 32,400 people nationwide, and create over twice that many jobs in their communities — from vendors they hire, to employees hired by the hotels, restaurants and retail stores that serve their visitors. Zoo and aquarium employees take home over $400 million a year in wages spent in local communities.
Economically, zoos and aquariums earn their own way. Of every dollar they receive, 79 cents comes from earned revenue and donations, and only 21 cents comes from public funding.
And zoos and aquariums invest public monies wisely. While they receive only $278 million in public funding, they earn and return over $1.3 billion in operations that benefit visitors and wildlife.
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Collectively, zoos and aquariums have an enormous social, cultural, educational and economic impact on the American public.
Please note:
In the following paper, the phrase "zoos and aquariums" refers only to those zoos and aquariums that are accredited members of the AZA. For more information about accreditation and for a list of currently accredited members, please visit the Accreditation Department.
This report is based upon 1997 data and is updated with current data where possible.
Taken from the American Zoological and Aquarium website: www.aza.org
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Species Survival Plan
The American Zoo and Aquarium Association's (AZA's) Species Survival Plan® (SSP) program began in 1981 as a cooperative population management and conservation program for selected taxa in zoos and aquariums in North America. SSPs were developed to manage the breeding of captive animal populations in order to maintain healthy, self-sustaining populations that are both genetically diverse and demographically stable. Since its inception the SSP has evolved to become a more holistic cooperative conservation program encompassing a wide variety of activities such as research, public education, fund raising, field projects and reintroduction. The mission of the program is to help ensure the survival of selected wildlife species into the future and to provide a link between zoo and aquarium animals and the conservation of their wild counterparts.
The mission of the American Zoo and Aquarium Association's (AZA's) Species Survival Plan program is to help ensure the survival of selected wildlife species.
The mission will be implemented using a combination of the following strategies:
• Organize scientifically-controlled managed breeding programs for selected wildlife as a hedge against extinction
• Cooperate with other institutions and agencies to ensure integrated conservation strategies
• Increase public awareness of wildlife conservation issues, including development and implementation of education strategies at AZA-member institutions and in the field
• Conduct basic and applied research to contribute to our knowledge of various species
• Train wildlife and zoo professionals • Develop and test various technologies relevant to field conservation • Reintroduce captive-bred wildlife into restored or secure habitat as
appropriate and necessary.
What is an SSP?
The Species Survival Plan program began in 1981 as a cooperative population management and conservation program for selected species in zoos and aquariums in North America. Each SSP manages the breeding of a species in order to maintain a healthy and self-sustaining population that is both genetically diverse and demographically stable.
Beyond this, SSPs participate in a variety of other cooperative conservation activities, such as research, public education, reintroduction and field projects. Currently, 106 SSPs covering 161 individual species are administered by the
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American Zoo and Aquarium Association, whose membership includes accredited zoos and aquariums throughout North America.
How are species selected?
A species must satisfy a number of criteria to be selected for an SSP. Most SSP species are endangered or threatened in the wild, and have the interest of qualified professionals with time to dedicate toward their conservation. Also, SSP species are often "flagship species," well-known animals which arouse strong feelings in the public for their preservation and the protection of their habitat. Examples of "flagship species" include the giant panda, California condor, and lowland gorilla.
New SSPs are approved by the appropriate AZA Taxon Advisory Group (TAG), which manages conservation programs for related groups of species (apes, raptors, freshwater fish, etc.) or by the AZA Wildlife Conservation and Management Committee (WCMC).
How are SSPs administered?
Each SSP has a qualified species coordinator who is responsible for managing day-to-day activities. Management committees composed of elected experts assist the coordinator with the conservation efforts for the particular species, including population management, research, education, and reintroduction. In addition, each institution holding an SSP animal has a representative who attends SSP meetings and coordinates relevant SSP activities at their institution.
The overall program is administered by the AZA Conservation and Science Department in Silver Spring, MD, in consultation with the WCMC. Non-member institutions may participate in SSPs, but must adhere to AZA's Code of Professional Ethics and have appropriate facilities and expertise to care for the animals.
What is an SSP Master Plan?
An SSP master plan outlines the goals for the population. It designs the "family tree" of a particular managed population in order to achieve maximum genetic diversity and demographic stability. Breeding and other management recommendations are made for each animal with consideration given to the logistics and feasibility of transfers between institutions, as well as maintenance of natural social groupings. Often, master plans include recommendations not to breed animals, so as to avoid having the population outgrow the available holding space.
Information taken from American Zoo and Aquarium Association website.
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Animal Enrichment
Animal enrichment improves or enhances zoo environments for animals, stimulating them to investigate and interact with their surroundings. We enrich animal environments by making changes to structures in their enclosures, presenting novel objects and smells for them to investigate and explore, and by changing how we present food to them. Doing all of these things alleviates boredom by giving animals more choice of activity.
It encourages them to forage, hunt and handle their food in ways that are natural to them in the wild. The traditional method of feeding zoo animals out of a feed pan does little to stimulate complex feeding behaviors. Enrichment keeps zoo animals active and interested in their environment.
For these reasons, enrichment improves animal welfare. It also enhances the public's experience of animals. And, for the endangered species we breed in the zoo, enrichment can help reduce stress and promote successful reproduction.
We try to maintain the highest standards of animal welfare, where animals are healthy, active and exhibit a wide diversity of behaviors. Enrichment is becoming part of daily animal care on par with feeding and cleaning.
Enrichment is provided in a variety of ways, such as:
• Exhibit design: provides a variety of substrates, levels, and complexities.
• Training: interaction with the keeper and proper training allows an animal to choose to participate. This is also useful in gaining the animal’s trust and allows the keeper close, visual observations of that animal.
• Olfactory: a keeper can introduce natural predator or prey scents, in addition to novel smells or pheromone scents.
• Auditory: taped sounds or vocalizations can simulate things that an animal may hear in the wild.
• Food related: this is the most widely used form of enrichment. Keepers can present food in a variety of ways such as in a simple puzzle feeder, hidden throughout the enclosure, scattered about the enclosure, or buried in a substrate. To get the food, the animal must use natural foraging behaviors and/or mentally solve the puzzle.
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• Novel objects: various items placed in an animal’s enclosure allow the animal to mimic behaviors exhibited in the wild or could challenge them. These items could include burlap bags, sheets, boomer balls, chew toys, or a hammock.
• Often, novel objects will be combined with food related enrichment. For example, burlap bags may be filled with hay and treats and tied closed. The animal would then have to get into the bag and sort through the hay to get to the treats.
• Research: Participation in a research projects offers mental stimulation. (i.e., foraging skills research with giant pandas, cognitive research with orangutans)
What is done at Niabi Zoo for animal enrichment? Animal enrichment is something that is done every day for the animals. This is a daily responsibility of the zookeepers. Each animal area of the zoo has an enrichment calendar. Animals are scheduled for a different enrichment activity each day of the week. Zookeepers observe the animals once they are given their enrichment activity to watch their behaviors and how they react to the enrichment. When doing enrichment activities, our zookeepers have to do a lot of work before they ever give anything to the animal. First they research the animal and learn everything they can about their natural histories. They also look at the history and behaviors of the animals that we have here at the zoo. They specifically look at adaptations to the wild and natural behaviors in the wild. They want to come up with activities that will encourage natural behaviors for the animals. Zookeepers will talk to other zoos to see what enrichment activities they are doing and they also work with AZA (American Zoological and Aquarium Association) for enrichment ideas and research. Zookeepers have a special form to fill out when they give the animals enrichment.
Monkey Brownies 3 cups mashed banana 2 TBS baking powder 4 eggs (raw) 2 tsp. baking soda 1/2 cup Linatone l cup nuts
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l cup milk or water l cup raisins 4 cups monkey chow dust l/4 cup honey *optional: may replace honey with yogurt or molasses. Blend bananas, eggs, oil, milk or water. Stir together remaining ingredients and pour in blended mixture. Combine. Pour batter into well oiled baking pan. Bake at 350' for about 35 minutes.
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Animal Classifications Mammals Mammals are animals that raise its young on milk. Most mammals are covered with hair or fur, and most have specialized teeth that help them to cut or chew their food. Compared to other vertebrates (animals with backbones), mammals have highly developed nervous systems, and they show an intelligence and resourcefulness that few other animals can match. Mammals
include some of the most familiar members of the animal kingdom, such as cats, dogs, elephants, and whales, and also human beings—a species that now dominates life on earth.
With the exception of three highly unusual mammals called monotremes, all mammals give birth to live young. Some young mammals are completely helpless when they are born, while others are relatively well developed. Despite these differences, all young mammals initially rely on their mothers for food, and stay with them until they are ready to fend for themselves. This close link between mother and offspring produces strong family ties, and allows young mammals to learn by copying their parents' behavior.
Reptiles
Reptiles are animals with tough, dry skin covered with horny scales. Some of the most widespread living reptiles are turtles, lizards, snakes, crocodiles, and alligators. Reptiles are vertebrates—animals that have a backbone. While they share
characteristics common to other vertebrates—fish, amphibians, birds, and mammals—reptiles display a unique combination of characteristics that distinguishes them from other vertebrates. Like amphibians, modern reptiles are cold-blooded, or ectothermic. This means that they are unable to produce their own body heat, so they rely on the sun for warmth, and much of their behavior is directed toward regulating their body temperature. Like birds, most reptiles hatch from eggs that are laid on land, covered by a protective shell. Reptiles breathe air with lungs, as do most mature amphibians and all birds and mammals. And like amphibians and mammals, most reptiles, with the exception of turtles, have teeth. Reptile skin, with its tough, horny scales, is unique in the animal world. It is neither moist and permeable, like that of amphibians, nor feathered, like that of birds, nor covered with hair, like that of mammals.
Reptiles inhabit nearly every corner of the planet, including most of the world’s oceans. They are found in a broad range of habitats, from the bottom of ponds and lakes to the tree lines of high-elevation alpine regions. However, they are
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especially abundant and diverse in the tropics and in deserts. The single factor that limits their geographic distribution is their inability to generate their own body heat. For this reason, no reptiles are found in icy Antarctica or the polar oceans, and few live within the Arctic Circle.
Amphibians
Amphibians are animals with moist, hairless skin through which water can pass in and out. Nearly all amphibians live the first part of their lives in water and the second part on land—a double life reflected in the name amphibian, which comes from the Greek words amphi, meaning “both,” and bios, meaning “life.” Amphibians were the first animals with backbones to adapt to life on land. They are the ancestors of reptiles, which in turn gave rise to mammals and birds.
Scientists recognize more than 4,000 species of amphibians, all of which are members of one of three main groups: frogs and toads, salamanders, or caecilians. Frogs and toads are the most abundant of all amphibians, numbering more than 3,500 species. Frogs have smooth skin and long limbs. Toads, in contrast, have warty skin and short limbs.
There are about 360 known species in the salamander group, which also includes newts and mud puppies. Members of this group have long, slender bodies ending in tails. Some salamanders live entirely on land, whereas others never leave the water, and still others spend some time in the water and some on land. Caecilians, with about 160 species, are the rarest of amphibians. They have no limbs and look much like earthworms. Most live underground and spend their time burrowing in the soil, but a few are aquatic.
Birds
Birds are animals with feathers and wings. Birds are the only animals with feathers, although some other animals, such as insects and bats, also have wings. Nearly all birds can fly, and even flightless birds, such as ostriches and penguins, evolved from flying ancestors.
Birds are members of a group of animals called vertebrates, which possess a spinal column or backbone. Other vertebrates are fish, amphibians, reptiles, and mammals. Many characteristics and behaviors of birds are distinct from all other animals, but there are some similarities. Like mammals, birds have four-chambered hearts and are warm-blooded—having a relatively constant body temperature that enables them to live in a wide variety of environments. Like reptiles, birds develop from embryos in eggs outside of the mother’s body.
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Birds are found worldwide in many habitats. They can fly over some of the highest mountains on earth as well as both of the earth’s poles, dive through water to depths of more than 250 m (850 ft), and occupy habitats with the most extreme climates on the planet, including arctic tundra and the Sahara Desert. Certain kinds of seabirds are commonly seen over the open ocean thousands of kilometers from the nearest land, but all birds must come ashore to raise their young.
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Niabi Zoo Animals Mammals Aoudad or Barbary Sheep Zebu Dromedary Camel American Elk Vietnamese Pot Belly Pig Pygmy Goat Nubian Goat Domestic Sheep Common Zebra Red Wolf African Lion Bobcat Leopard North American Porcupine Two-toed Sloth Binturong Black & White Colobus Cotton-Top Tamarin Marmoset White Handed Gibbon Birds Australian Black Swan Canada Goose Cinnamon Teal Duck Domestic Duck Mandarin Duck Domestic Goose Egyptian Goose Green Winged Teal Duck Mute Swan Ringed Teal Duck Sacred Ibis Whooper Swan Bald Eagle Red-Tailed Hawk Rough Legged Hawk Barred Owl Great Horned Owl Turkey Vulture King Vulture Jackson’s Hornbill Wrinkled Hornbill Lilac-Breasted Roller Common Mynah Australian Crested Dove Fan-Tailed Pigeon Green-Winged Dove Chukar Helmeted Guineafowl Lady Amherst Pheasant
Silver Pheasant African Grey Parrot Blue & Gold Macaw Blue-Crowned Hanging Parrot Blue-Fronted Amazon Green-winged Macaw Military Macaw Scarlet Macaw Severe Macaw Moluccan Cockatoo Peach-Faced Lovebird Red Lory Black Capped Lory Sulpher Crested Cockatoo Sun Conure Ostrich Black Swan Edward’s Pheasant White-Crested Kalij Common Peafowl Southern Green Pheasant Masked lapwing Crested Pigeon Goffin’s Cockatoo Salmon-Crested Cockatoo Dusky-Headed Conure Red-Fronted Parakeet Eclectus Parrot Budgerigar Nanday Conure Rosella Red-Rumped Parrot Plum-Headed Paraket Alexandrine Parakeet Rose-Ringed Parakeet Grey Parrot Green-Cheeked Conure Turacos Common Waxbill Nutmeg Mannikin White-Rumped Munia Zebra Finch Orange Bishop Wattled Starling Reptiles Boa Constrictor Amethystine Python Burmese Python Ball or Royal Python California King Snake Texas Longnose Snake Egyptian Spiny-Tailed Lizard
Leopard Gecko Madagascar Day Gecko Prehensile-Tailed Skink Blue-Tongued Skink Curly-Tailed Lizard African Fat-Tailed Gecko Timor Monitor Water Monitor Leopard Tortoise Central Asian Tortoise Keeled Box Turtle Three Toed Box Turtle Ornate Box Turtle Veiled Chameleon Poison Dart Frog Tree Frog * With any living thing, animals are subject to change.
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Australian Animals A large proportion of Australia’s native animal species exist nowhere else in the world. One striking aspect of the native mammal life in Australia is the absence of representatives of most of the orders found on other continents. In contrast to other continents, Australia has a preponderance of marsupials (mammals that raise their young in a marsupium, or abdominal pouch), with some 144 original species (10 became extinct after 1788). Australia is also noted for its comparatively abundant presence of monotremes, which are egg-laying mammals.
The platypus, a zoological curiosity, is a semi aquatic, furred mammal with an elongated snout resembling a duck bill; the legs of the adult male platypus are equipped with poisonous bony spurs for defense. The platypus is found in eastern and southern Australia, including Tasmania. The other monotreme is the spiny anteater, or echidna, which is found throughout Australia as well as New Guinea.
The best-known marsupials of Australia are the kangaroos, which include about 50 species. Kangaroos are herbivores. They dwell in many areas of the country, and some have become so accustomed to humans they can be considered tame. The large red or gray kangaroo may stand as high as 2 m (7 ft) and can leap up to 9 m (30 ft). The wallaby and kangaroo rat are smaller members of the kangaroo family. The phalangers are herbivorous marsupials that live in trees, including the ringtail possum. The koala, also a tree-dwelling marsupial, is found in the wild only in the eucalyptus forests of eastern Australia. Other well-known marsupials are the burrowing wombat, bandicoot, and pouched mouse. The carnivorous Tasmanian devil, principally a scavenger, is found only on the island of Tasmania.
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Asian Animals The great variety of wildlife in Asia includes many species that are unique to the continent. Asia’s wildlife generally can be classified by the particular vegetation zones they inhabit.
The remote mountainous region of Vietnam adjacent to the border with Laos has yielded some remarkable discoveries of animals previously unknown by scientists. A new species of cattle-like animal, the sao la (vu quang), was discovered in 1993, only the fourth discovery of this kind in the 20th century.
Asia’s domesticated animals include water buffalo, which are harnessed to plows and carts. Cattle are also used for hauling, especially in India, which has the world’s largest cattle population. Most people in India do not eat beef because they belong to the Hindu religion, which considers cows sacred. Pigs are a major source of protein in China, although they are considered unclean in the Islamic countries, which include Pakistan, Afghanistan, and most countries of the Middle East. Sheep are kept across vast areas of semiarid Russian Asia, and reindeer are farmed in the north. People throughout the dry areas of the Middle East use camels.
The bird life of Asia is varied and includes several rare species. In the mountains of northern India lives the lammergeier, a huge bird similar to the vulture, that can obtain a wingspread of almost 3 m (10 ft). Peacocks and birds of paradise are found in the rain forests of Southeast Asia.
Other animals you will find in Asia: Orangutan, Giant Panda, Reindeer, Marmots, Gazelles, Oryx, Hyenas, Peacocks, Cobra, Vipers, Crocodiles Asian Elephants, White Handed Gibbon.
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African Animals
Africa teems with animals of all shapes and sizes. The continent has thousands upon thousands of species of mammals, fish, reptiles, amphibians, birds, and insects. Many of these animals are linked in an intricate food web. For example, hippopotamuses deposit large amounts of nutrients in bodies of water where they rest and defecate; these nutrients support abundant growth of plants, insects, and other smaller creatures that in turn provide food for species higher in the food chain. Other animals are linked in symbiotic relationships, such as between big game animals and birds known as oxpeckers. These birds eat the ticks that pester the large animals.
Continental Forests
African tropical forests offer many niches and habitats for different species. With a wide array of different types of food resources available year-round, they allow large numbers of species to coexist.
Different habitats occur at different heights of the forest. Each of these habitats harbors a distinct set of animal species. The ground layer is strewn with nutrient-rich organic litter, providing a rich environment for many arthropods and insects, as well as creatures that feed on them, such as moles and rats. The forest canopy supports numerous species of mammals, including many kinds of monkeys and flying squirrels. Species of birds, reptiles, bats, and insects also abound. The forest floor tends to be less diverse, although its wildlife includes some of the largest and most fascinating species in Africa, including elephants, lowland and mountain gorillas, and okapis, giraffe-like animals found in the Congo Basin. Other species include duikers, bushbucks, forest pigs, giant pangolins (a type of armored anteater), and drills and mandrills (two species of baboon).
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Different areas of the African tropical forest vary in species diversity: For example, the relatively undisturbed forests of Gabon are more diverse than those in Nigeria, where there have been major human impacts on forest ecosystems. Overall, Africa’s forests appear to support less biodiversity than the larger, more heterogeneous forests of the Amazon and Southeast Asia.
Savanna
The savannas offer a narrower range of habitats than the forested regions, but nevertheless support exceedingly rich animal populations. The savannas of eastern and southern Africa are renowned for their big game animals, huge herds of herbivores, and abundant bird species. West African savanna regions tend to have less diverse fauna and smaller animal populations, primarily because of long-standing pressures from hunting and loss of habitat. Many species are adapted in particular ways to their environment. Giraffes, for example, have long necks and therefore can graze on vegetation higher than other animals can reach. Because rainfall and food supply are highly seasonal, numerous species are migratory.
Africa is famous for its huge herds of savanna animals. In areas such as the Serengeti Plain in northern Tanzania, herds of herbivores, several thousand zebras or gnus (wildebeests) strong, can stretch for miles. Besides gnus, the savannas support a rich variety of other antelopes, from huge elands to tiny duikers; others include hartebeests, impalas, topis, oribis, kobs, and waterbucks. These animals provide the main food source for carnivores, including lions, leopards, cheetahs, and hyenas. Other species of large herbivores include elephants, black and white rhinoceroses, African buffaloes, giraffes, and hippopotamuses. Many smaller animals, including baboons, several species of monkeys, and a multitude of small carnivores and rodents, are also found.
Africa’s savannas harbor rich bird life. With more than 1,000 bird species, Kenya has one of the most diverse bird populations in the world. Birds of prey, including numerous hawks, eagles, and falcons, feed on smaller birds and other fauna, while vultures seek out carrion as a source of food. Brightly colored rollers, kingfishers, and bee-eaters are commonly seen in the air. Larks and pipits are widespread in the grasslands, as are flycatchers, bulbuls, babblers, warblers, and swallows. Other distinctive birds of the region include the crowned-crane, guinea fowl, ground hornbill, and marabou stork. Some species congregate in huge flocks, among them flamingos and red-billed queleas. The quelea is considered a pest by farmers because of the damage it does to crops.
Savanna regions are also rich in reptile life. Nile crocodiles, as well as other smaller crocodile species, inhabit waterside environments. Various lizards abound, among them large Nile monitors and smaller species of chameleons and geckos. The savannas have many types of snakes, the most feared of which
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are various species of vipers, as well as cobras and mambas. The rock python is the largest snake, being known to attain a length of 8 m (25 ft).
Desert & Semi Desert
Animals in arid environments must adapt to conditions such as water shortages, high temperatures, and a high risk of food scarcity. Some species adapt by migrating to other climes, while others are able to survive for prolonged periods without water. Sizes of animal populations vary from area to area, depending on food abundance; and from time to time, due to unpredictable and scarce rainfall.
Rodent species, including the Nile rat, jerboa, gerbil, and hare, are common in arid and semiarid regions. Several species of gazelles are also found. Rodents and gazelles serve as prey for fennecs, other foxes, jackals, and hyenas. Ostriches, the world’s largest birds, are also found in arid and semiarid regions. Other birds restricted to the deserts and their fringes include sand grouse and coursers.
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North & South American Animals North America: The native wildlife of North America was once numerous and diverse, but the spread of human settlement has resulted in contracting habitats and diminishing numbers. In general, the fauna of North America is similar to that of the northern areas of Europe and Asia. Notable large mammals include several kinds of bear, the largest being the grizzly; bighorn sheep; bison, now only in protected herds; caribou; moose, called elk in Europe; musk-ox; and wapiti. Large carnivores include the puma and, in southernmost regions, the jaguar; the wolf and its smaller relative, the coyote; and, in the far north, the polar bear. One species of marsupial, the common opossum, is indigenous to the continent. A few of the many reptiles are poisonous, including the coral snake, pit vipers such as the rattlesnake and copperhead, and the Gila monster and beaded lizard of the southwestern United States and Mexico, the only poisonous lizards in the world. A great variety of finfish and shellfish live in the marine waters off North America, and many kinds of fish are found in its freshwater rivers and lakes.
South America: South America, Central America, the lowlands of Mexico, and the West Indies may be classified as a single zoogeographic region usually called the Neotropical Region. Fauna is characterized by variety and a singular lack of affinity with the fauna of other continents, including North America north of the Mexican Plateau. Found throughout are families of mammals absolutely confined to the region, including two unique species of monkey, bloodsucking bats, and many unusual rodents. The region has only one kind of bear, the spectacled bear; no horses or related animals, aside from one species of tapir; and no ruminants, except lamoids (members of the camel family), which include alpacas, llamas, and vicuñas. Also characteristic of the continent are jaguar, peccary, giant anteater, and coati. Birds display still greater isolation and singularity. About 23 families and about 600 genera of exclusively Neotropical
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birds occur, as well as the greater part of other important families, such as those of the hummingbirds (500 species), tanagers, and macaws, together with a great variety of sea fowl. The largest birds include the rhea, condor, and flamingo. Reptiles include boas and anacondas; iguanas, caimans, and crocodiles are found in many areas. Freshwater fish are varied and abundant. Regional exclusiveness also characterizes insects and other invertebrates. On the whole, South American fauna is more local and distinct than that of any continent other than Australia; probably more than four-fifths of its species are restricted to its zoogeographic boundaries. The Galápagos Islands are the habitat of reptiles and birds that are unknown elsewhere, including the Galápagos giant tortoise, Darwin's finches, and the Galápagos penguin.
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Illinois Ecosystems
All organisms need a few basic things to survive: food, water, shelter, and space. A habitat is the place where individual organisms or species live. An ecosystem is a community of plants, animals, and other organisms that interact with each other and the physical environment. Together they form an ecological unit which is largely self-contained. Each individual depends on other members of the system in order to survive.
The subtle balance that ecosystems require in order to function properly is often impacted by a variety of natural and human influences including: destruction of habitat, habitat fragmentation, pollution, and introduction of non-native species. When ecosystems change, either naturally or as the result of human intervention, the survival of certain organisms within the system can be affected.
According to the Illinois Critical Trends Assessment Project (CTAP), there are five major natural ecosystems in Illinois: Prairies, Wetlands, Forests, Rivers and Streams, and Lakes. Two other human-made ecosytems, urban areas and agricultural areas, are also prevalent in Illinois. Many smaller, more specific ecosystems can be found within larger ones.
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Prairies
Illinois may be called the Prairie State, but very little of the state's original prairie remains. This loss of habitat has caused the disappearance of many
native prairie species from Illinois, including the bison, black bear, and whooping crane. An additional 127 prairie species are threatened or
endangered in Illinois.
Prairies, as the picture suggests, consist mainly of grasses and wildflowers; few trees or shrubs are found there. In 1820, at least 60% of Illinois' land area, mainly in the northern part of the state, was grasslands of one type or another. Prairie land makes very good farm land, however, and by the end of the nineteenth century, farmers had plowed and planted much of Illinois' original prairie. Industrialization and the growth of cities like Chicago took care of much of what remained, and today 99.99% of the original prairie is gone.
The high-quality prairie that has survived--only 2,352 acres--is generally fragmented into small packages of a few acres or less, often scattered along highways and railroads. Far-ranging prairie species, such as the bison or black bear, could never survive in so diminished a habitat, and many species of birds, plants, and insects also require larger patches of prairie in order to survive. In all, 18 prairie species have been extirpated since the European settlement of Illinois and 127 more species are considered threatened or endangered.
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Forests
Surprisingly for a state known as the Prairie State, Illinois was once nearly 40% wooded. Forests dominated the extreme southern counties and coexisted with
prairies in most other counties. Today more original forest remains than original prairie, though sadly there's little of either.
In 1820, 38% of Illinois was covered by forests, with near complete coverage in the southernmost counties. After the European settlement, much forest land was cleared for agriculture and within a century less than 8% of the original forest remained. Today, less than 1% survives. The importance of forests for biodiversity cannot be emphasized enough, as forests account for over 75% of the wildlife habitat in the state.
Fortunately, the forested area of the state is actually growing. Beginning in the 1940's, the focus of Illinois agriculture shifted from animal husbandry to row-crop production, which is less land-intensive. The abandoned grazing pastures soon witnessed an invasion of woody species, including shrubs and trees. These so-called second-growth forests have spread to fill nearly a third of the area of Illinois' original forest.
Unfortunately, these second-growth forests, are quite fragmented compared to the original forest, and the smaller habitats have made survival difficult for native Illinois species. Add to this the invasion of exotic species and a host of plant diseases, and it's no surprise that Illinois forests are home to nearly 200 threatened and endangered plant species--over half the threatened and endangered plant species in the whole state. The changing composition of the forests has negatively impacted vertebrates as well, because four out of five mammals and three out of five birds need forested land for at least part of their lifecycles.
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Wetlands
Like its other natural ecosystems, Illinois' wetlands have suffered greatly since European settlement, when they covered some 20% of the state's area. They
represent under 3% of the state today. The importance of wetlands is twofold: in addition to being home to numerous rare species, wetlands play a crucial role in
regulating water levels during times of heavy rain or runoff.
Wetlands are the most underappreciated of Illinois' ecosystems. Swamps, marshes, bogs, and other types of wetlands were long considered unattractive and a risk to human health. Many were drained to make way for farmland or urban development. The number of acres of wetlands fell from over eight million before European settlement to only 918,000 today. Of these, only 6,000 acres are of high quality and undisturbed.
In recent years, however, ecologists have touted the many benefits of wetlands, and their reputation has improved greatly. Wetlands filter and purify the water that flows through them, trapping sediments that would otherwise cloud our streams and river. Wetlands are nature's sponge, absorbing excess water from rain and snowmelt, and thus reducing the risk of flooding. Finally, wetlands slow the flow of water over land, keeping erosion in check.
Not least, wetlands are home to many of our most precious plants and animals. Fully 64% of the threatened and endangered species in Illinois as of 1993 use wetlands in some way, including 8 of the 9 threatened and endangered mammals, 30 of the 42 threatened and endangered birds, all five threatened and endangered amphibians, 9 of 13 threatened and endangered reptiles, and 12 of 30 fishes. Put differently, nearly one-fifth of all wetland species are considered threatened or endangered.
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Rivers and Streams
Illinois is home to over 26,000 miles of flowing water, its very borders carved
by the mighty Mississippi, Ohio, and Wabash rivers. Refreshingly, the quality of our rivers and streams has improved over the past twenty years, though
problem areas persist.
Unlike forests or prairies, which may be destroyed to make way for human development and agriculture, river and stream habitats aren't generally subject to great changes in size. Water quality, not quantity, is the most significant variable in these habitats, and fortunately it has improved over the last twenty years. The content of trace metals in our rivers and streams has plummeted as has the discharge of sewage and factory waste. Some toxins continue to accumulate, however, most notably pesticides, phosphorous, and nitrate nitrogen.
Despite the importance of water quality issues, physical changes do occur in rivers and streams, sometimes to the great detriment of the ecosystem around. Human damming of rivers is the most obvious example, but rechanelling and dredging can also wreak havoc on a river's natural inhabitants.
Perhaps as much as pollution or physical changes, though, the introduction of non-native species, such as the zebra mussel, into Illinois's waterways, has upset the natural balance of the ecosystem. It is estimated that one-fifth of all fish, one-third of all amphibians and reptiles, over half of freshwater mussels, and one-fifth of crayfish have been extirpated or driven into threatened or endangered status in Illinois rivers and streams.
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Lakes and Reservoirs
Unlike its neighbors to the north, Illinois is not known as a land of lakes. Save
for a sprinkling of glacial lakes in the northeast corner of the state, most of Illinois' still-water reservoirs are man-made. Of course, one of those sprinkles in
the northeast corner is Lake Michigan, the world's sixth-largest lake.
Humans have a particular interest in the quality of lake habitats, because lakes are by far our most important source of drinking water. In 1991, 70% of Illinois' public water supply was drawn from lakes, with Chicago and its suburbs alone pulling 1.1 billion gallons from Lake Michigan. Lakes are also an important source of food--fish--and Lake Michigan in particular supports large commercial and sprot-fishing industries.
The principal threats to lake ecosystems are exotic species and pollution. The former exert great competitive pressures on native species, while the latter can slowly poison them, either directly or by sapping much needed oxygen from the lake. Pollution can take the form of eroded soils that silt up lakes, plant fertilizers or nutrients that wash in with these soils, and industrial wastes and sewage that are dumped into the lakes. Fortunately, industrial dumping has fallen considerably over the last two decades.
The upshot of all these pressures is most evident in Lake Michigan, where one in seven native fish species has been extirpated or suffered a severe population crash.
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The Food Chain: An ecosystem is a living community which depends on each member and its surrounding environment. The living part of an ecosystem is sometimes called a food chain. Every participant in an ecosystem has an important part to play and if one becomes more dominant than the others, the ecosystem can develop problems. We'll start with the producers. These are living things which take the non living matter from the environment, such as minerals and gases and uses them to support life. Green plants are considered producers and they are at the beginning of the food chain. Next are the consumers. These living things need the producers to be their food. Animals who eat plants are called herbivores. They are considered consumers and are next in the food chain. Animals and people who eat both animals and plants are called omnivores, and they are also part of the consumer piece of the ecosystem. Animals who eat other animals are called carnivores. They also are considered consumers and are a link farther along on the food chain since they need the herbivores for their food. Finally, the last part of the ecosystem is the decomposers. These are the living things which feed off dead plants and animals and reduce their remains to minerals and gases again. Examples are fungi, like mushrooms, and bacteria.
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The Food Chain
Producers
Consumers
Consumers
Consumers
Decomposers
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Conservation Status Categories
Taken from the IUCN Red List of Threatened Species
The IUCN Red List of Threatened Species provides taxonomic, conservation status and distribution information on taxa that have been globally evaluated using the IUCN Red List Categories and Criteria. This system is designed to determine the relative risk of extinction, and the main purpose of the IUCN Red List is to catalogue and highlight those taxa that are facing a higher risk of global extinction (i.e. those listed as Critically Endangered, Endangered and Vulnerable).
EXTINCT (EX) A taxon is Extinct when there is no reasonable doubt that the last individual has died. A taxon is presumed Extinct when exhaustive surveys in known and/or expected habitat, at appropriate times (diurnal, seasonal, annual), throughout its historic range have failed to record an individual. Surveys should be over a time frame appropriate to the taxon's life cycle and life form.
EXTINCT IN THE WILD (EW) A taxon is Extinct in the Wild when it is known only to survive in cultivation, in captivity or as a naturalized population (or populations) well outside the past range. A taxon is presumed Extinct in the Wild when exhaustive surveys in known and/or expected habitat, at appropriate times (diurnal, seasonal, annual), throughout its historic range have failed to record an individual. Surveys should be over a time frame appropriate to the taxon's life cycle and life form.
CRITICALLY ENDANGERED (CR) A taxon is Critically Endangered when the best available evidence indicates that it meets any of the criteria A to E for Critically Endangered (see Section V), and it is therefore considered to be facing an extremely high risk of extinction in the wild.
ENDANGERED (EN) A taxon is Endangered when the best available evidence indicates that it meets any of the criteria A to E for Endangered (see Section V), and it is therefore considered to be facing a very high risk of extinction in the wild.
VULNERABLE (VU) A taxon is Vulnerable when the best available evidence indicates that it meets any of the criteria A to E for Vulnerable (see Section V), and it is therefore considered to be facing a high risk of extinction in the wild.
NEAR THREATENED (NT) A taxon is Near Threatened when it has been evaluated against the criteria but does not qualify for Critically Endangered, Endangered or Vulnerable now, but is close to qualifying for or is likely to qualify for a threatened category in the near future.
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LEAST CONCERN (LC) A taxon is Least Concern when it has been evaluated against the criteria and does not qualify for Critically Endangered, Endangered, Vulnerable or Near Threatened. Widespread and abundant taxa are included in this category.
DATA DEFICIENT (DD) A taxon is Data Deficient when there is inadequate information to make a direct, or indirect, assessment of its risk of extinction based on its distribution and/or population status. A taxon in this category may be well studied, and its biology well known, but appropriate data on abundance and/or distribution are lacking. Data Deficient is therefore not a category of threat. Listing of taxa in this category indicates that more information is required and acknowledges the possibility that future research will show that threatened classification is appropriate. It is important to make positive use of whatever data are available. In many cases great care should be exercised in choosing between DD and a threatened status. If the range of a taxon is suspected to be relatively circumscribed, and a considerable period of time has elapsed since the last record of the taxon, threatened status may well be justified.
NOT EVALUATED (NE) A taxon is Not Evaluated when it is has not yet been evaluated against the criteria.
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Zoo Careers
With more than a hundred million people visiting zoos annually, all zoo and aquarium employees have the opportunity to educate the public about the critical need for the conservation of wildlife and wild lands. This responsibility assures an interesting and rewarding career, but the profession requires more than a commitment to conservation - it requires hard work.
Zoo and aquarium employment is not always glamorous. Much of the work requires physical strength, as well as the ability to make detailed observations and keep information up-to-date. It takes a special kind of dedication to provide care to captive animals that require attention 24 hours a day, seven days a week, come snow, rain, or shine.
The rewards for such efforts are great. Zoo and aquarium employees share in the knowledge that they are providing the best care for the creatures in their facility, as well as developing a forum for others to learn how they too can participate in the conservation of our planet's natural resources.
Director/Chief Operating Officer Executes policies as directed by the governing authority. Responsible for the institution's operation and plans for future development.
Assistant Director Assists the director and assumes charge in the director's absence.
Finance Manager/Director Manages the institution's finances, including payment of bills, purchasing, investments, and the preparation of financial statements.
General Curator Oversees an institution's entire animal collection and animal management staff. Responsible for strategic collection planning.
Animal Curator Manages a certain portion of an institution's animal collection; i.e., mammals, birds, fish, reptiles, etc.
Veterinarian Responsible for the healthcare program for the animal collection and the maintenance of health records.
Veterinary Technician Assists the veterinarian and provides care to the animals under the supervision of the veterinarian.
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Registrar Maintains computer records on the animal collection and applies for permits and licenses to hold or transport animals.
Curator/Coordinator/Director of Research Supervises research projects, serves as liaison between the institution and the academic community, and publishes articles in scientific journals.
Curator/Coordinator/Director of Conservation Oversees the institution's conservation activities, including field projects. Serves as liaison with government wildlife agencies and other conservation organizations.
Conservation Biologist/Zoologist Provides scientific and technical assistance in the management of the animal collection and assists in conducting various research or field conservation projects.
Head Keeper/Aquarist Supervises a section or department of the institution; provides training and scheduling for keepers.
Senior Keeper/Aquarist Provides primary animal care for a department.
Keeper/Aquarist Provides daily care to the institution's animals, including diet preparation, cleaning, general exhibit maintenance, and record keeping.
Operations Director/Manager Responsible for the daily operation of the institution's physical plant and equipment.
Curator of Exhibits Creates exhibits and assists in the design of graphics.
Curator of Horticulture Responsible for the botanical collection and its application to the animal collection, as well as daily maintenance of the institution's grounds.
Curator of Education Plans and implements the institution's education programs.
Public Relations/Affairs Manager/Director Promotes the institution, its mission, and its programs to the public via the media.
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Development Director/Officer Develops and manages fund-raising activities which can include writing grant proposals and attracting corporate sponsors, as well as soliciting private donations.
Marketing Director/Manager Creates advertising campaigns and other activities to increase public awareness of the institution.
Special Events Manager/Coordinator Develops and implements events to attract visitors throughout the year.
Membership Director/Manager Responsible for maintaining and increasing institution memberships for families and individuals and designing special events for members only. May also be in charge of "adopt-an-animal" programs to raise funds.
Gift Shop Manager Manages staff and all aspects of gift shop operation from buying products to designing shops.
Visitor Services Manager Supervises the staff and facilities that cater to the visiting public including concessions and restrooms.
Personnel Manager/Director Responsible for all personnel matters including payroll, insurance, and tax matters.
Volunteer Coordinator Responsible for recruiting and maintaining a staff of volunteers/docents. Duties include scheduling docents for on- and off-grounds activities and keeping docents abreast of new developments to relate to the public.
Docent/Volunteer Duties may include diet preparation, small animal care, teaching educational programs, leading group tours, and staffing special events.
Junior Keeper Some institutions offer a summer program for high school students who wish to volunteer in a zoo or aquarium setting. Duties are often similar to those of other volunteers, but they are supervised much more closely.
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Pre Field Trip Activities:
Behind each activity you will find state goals that can be applied to each activity.
Discuss the term Endangered with the students. Teach them the other levels of conservation status… Extinct, Endangered, Threatened, Least Concern. Go through the list of Niabi Zoo animals and determine which animals are endangered. (1A; 4A; 12A, 12B; 17A, 17C)
Read students books about zoos. Books to consider: “Dear Zoo: A Lift-the-Flap Book” by Rod Campbell, “Zoo” by Gail Gibbons, “If I Ran The Zoo” by Dr. Seuss, “Never, Ever Shout In A Zoo” by Karma Wilson. (1B; 4A)
Have students complete Part 1 of the “What I Know” worksheet. (3A, 3B, 3C)
Call on students to become investigators before visiting Niabi Zoo. Have them complete the “Animal Investigator” worksheet. (3A, 3B, 3C; 5A, 5B, 5C)
Have students select one animal. Using that animal, have students create a food chain that shows where their animal fits in. Students will have to research the diets of various animals to make sure their food chain is accurate! Have students make a food chain… see attached worksheet. (1C; 3A, 3B, 3C; 5A, 5B, 5C; 12A, 12B)
Have students develop 3 research questions based on wild animals. Collect and redistribute questions. Using research methods have students answer the questions. Ask several students to report their information to class! (1C; 3A, 3B, 3C; 4A, 4B; 5A, 5B, 5C; 12A, 12B)
Have students complete the “What Is A Reptile?” worksheet. (3A)
Have students complete the “What Is A Big Cat?” worksheet. (3A)
Have students complete the “What Is A Bird?” worksheet. (3A)
Discuss animals on different continents of the world. Use maps when discussing geography, along with climate and natural habitats found on those places in the world. How have animals adapted to the environment in which they live? (3A, 3B, 3C; 4A, 4B; 5A, 5B, 5C; 16E; 17A, 17B)
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What I Know About Zoos
Name: __________________________________________ Part 1: Complete before visiting Niabi Zoo. I think I know that zoos_______________________________
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Part 2: Complete after visiting Niabi Zoo. I know that zoos____________________________________
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Animal Investigator
Name: ________________________________
Animal I am investigating: _________________________________________________ Use 3 sources to find information: Source # 1: ______________________________________________ Source # 2: ______________________________________________ Source # 3: ______________________________________________ Write 3 things you learned from these sources… 1. _______________________________________________________
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3. _______________________________________________________
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Food Chain Plants make food for all living things and use the sun’s energy to grow. When animals eat plants, they get energy. You also get energy from eating food. Your food may be plants or animals. A food chain shows how energy is passed from one living thing to another. All food chains start with plants. You can make your own food chain. You will need:
• 8 ½in. by 11 in. sheets of paper or construction paper • Crayons or markers • Pencils • Tape • Pictures of plants and animals
1. Cut a few pieces of paper in half the long way. 2. Find a picture of a plant or draw one. Tape it to one of these strips of paper. 3. Loop the ends of the strip of paper together and add tape to make a closed circle. You now have the first link in your food chain. 4. Find or draw a picture of something that can eat your plant. Tape it to another strip of paper. Put one end of the strip through the first link and tape the ends to make another closed circle. Now your food chain has two links. 5. Find or draw a picture of something that eats the animal that is eating your plant. Make a third loop. Follow the directions in Step 4. 6. Keep going. Here are some food chain ideas for you to start with: Grass—prairie dog—rattlesnake Acorn—gray squirrel—red-tailed hawk Flower—beetle—skunk—great horned owl Mayfly—sunfish—wood stork—alligator
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What Is A Reptile?
Name:_________________________________________________
A reptile is a cold blooded animal that has dry scaly skin, a vertebrate (has a backbone), breaths air through lungs. Reptiles include snakes, lizards, turtles, alligators and crocodiles. Circle the pictures of the animals that are REPTILES!
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What Is A Big Cat? Name: ___________________________________________
Circle the animals that are a Big Cat!
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What Is A Bird?
Name: _____________________________________
Circle the animals that are birds.
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Post Field Trip Activities:
Behind each activity you will find state goals that can be applied to each activity.
Discuss endangered and threatened animals with students. Choose an animal to research. Is this animal endangered, threatened, or not threatened? Why? What can be done or is being done to revive the species population? Develop a class project directed towards conservation efforts and carry out the project. (1C; 3A, 3B, 3C; 4A, 4B; 5A, 5B, 5C; 12A, 12B; 16E; 17A, 17C)
Have students make a homemade “Zoo Book” about their trip to Niabi Zoo! (3A, 3B, 3C) Have students use their “Animal Investigators” worksheet to create animal fact cards. These cards should contain true or false facts on various animal(s) studied. Use 3x5 index cards. Add creativity by having students draw pictures or cut out pictures and glue to the cards. (3A, 3B, 3c; 4A, 4B; 5A, 5B, 5C; 12A, 12B) Have students complete the last part of the “What I Know” worksheet. Have each student tell the class what their fact they know about Niabi Zoo, or zoos in general! (3A, 3B, 3C; 4A, 4B) Have students choose an animal and write a riddle about that animal. The riddle should give clues to guess Who Am I? Also have students draw a picture of their chosen species. Once cards are complete, read cards aloud and have students choose the animal described. (3A, 3B, 3C; 4A, 4B; 5A, 5B, 5C) Have students write a paragraph telling which animal was their favorite and why. Include in the paragraph a fact about that animal that you did not know before visiting the zoo! Have students read their paragraph to the class! (3A, 3B, 3C; 4A, 4B) Have students choose an animal they did not see at the zoo and research it further. Have them find information and pictures and put it together to present their findings to the class. This will give students a chance to learn about many species of animals. (3A, 3B, 3C; 4A, 4B; 5A, 5B, 5C; 12A, 12B) Have students complete the “I Want To Be A Zoo Keeper” worksheet. (3A) Have students complete the “Fact or Fiction” worksheet. (2A; 3A; 17A, 17C)
Have students take the “Zoo Quiz”!
Have students put together a book which includes 1) a fictional story about an animal of their choice 2) pictures to go along with the story. Choose several students to read their stories to the class. (3A, 3B, 3C; 4A, 4B)
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Have students complete the “Do I Live At Niabi Zoo?” worksheet. (3A)
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Fact or Fiction? Name ___________________________________________________
Fill in box with facts about zoos.
Fill in box with myths about zoos.
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Day As A Zoo Keeper
Name:___________________________________
Make a list of 5 things you MUST do as a zoo keeper. Write down how you would get them done, and anything else you might want to do to take proper care of the animals! 1. _______________________________________________
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2. _______________________________________________
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3. _______________________________________________
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4._______________________________________________
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5. _______________________________________________
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Classifying Animals
Name: _____________________________________
Cut out pictures and glue them in the correct category below.
Mammals Birds
Amphibians Reptiles
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Zoo Quiz Name: ____________________________________________ 1. How many elephants are at Niabi Zoo? 2. Does Niabi Zoo have giraffes? 3. What are 4 classifications of animals found at Niabi Zoo? 1. 2. 3. 4. 4. Name three careers available at a zoo. 1. 2. 3. 5. What was your favorite animal at Niabi Zoo? Why?
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Zoo Quiz Name: ____________________________________________ 1. How many elephants are at Niabi Zoo? Two: Babe and Sophie 2. Does Niabi Zoo have a giraffes? No, but stay tuned for giraffes in 2006. 3. What are 4 classifications of animals found at Niabi Zoo? 1. Mammals 2. Birds 3. Reptiles 4. Amphibians 4. Name three careers available at a zoo. Refer to zoo career sheet for answers 5. What was your favorite animal at Niabi Zoo? Why?
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Do I Live At Niabi Zoo? Name:____________________________________________ Circle the animals that you saw at Niabi Zoo.
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Do I Live At Niabi Zoo?
Name ____________________________________________ Circle the animals that you saw at Niabi Zoo.
