Gorilla Quest - Behind the Scenes at the Buffalo Zoo

Objectives:
1)  Students will enhance their research skills by using the Internet to gather information about gorillas in the wild.

2)  After gaining knowledge about gorillas in the wild, students will answer the question "What are the roles of zoos?" within the context of why gorillas are kept in zoos.

3)  Using the information gathered, students will generate a list of what a zoo must provide when caring for gorillas.

4)  Students will verify/evaluate their list of zoo requirements for the care of a gorillas via a videoconference with the Buffalo Zoo.

5)  Students may use the information and knowledge gathered to engage in an extension activity exploring

    a)  Zoo habitat design
    b)  Career opportunities related to zoos
     c)  role of zoos in species preservation and breeding of endangered species
      d)   Advocacy for

            i.  zoos
           ii.  care & preservation of endangered species
          iii.  global preservation of natural habitats.

Background
The Buffalo Zoo is currently home to seven Western Lowland gorillas:  Omega, a silverback male born in the wild and captured in 1960; Rich, a younger silverback born in 1981; Kwizera, born in 1982, and Becky, adult females; Sidney, born April 6, 1997, daughter of Kwizera and Omega; Timmy, born May 2, 1997, son of Becky and Omega; and Lily, born in 2001, daughter of Becky and Omega.  Rich came to the zoo in 1987.  After a period of living separately, Rich was introduced into a habitat with Kwizera, Sidney, and Timmy in late February of 2002.  A video cam in the gorilla enclosure allows zoo researchers to observe Rich's transition into the company of other gorillas and their reception of him.

Activity Description
In the pre-conference activities, students use a variety of Internet resources including video clips, printed articles, and listening activities to gain knowledge about gorillas in the wild.  Students then engage in brainstorming followed by small-group discussion to determine the role(s) that zoos serve in the worldwide community.  Focusing on the question of gorilla care, students generate a list of requirements a zoo would need to satisfy in order to care for a gorilla.

The videoconference component of the program allows students to see the gorillas in their compound.  A zoo educator discusses the various components of the gorilla compound in relation to the natural habitat.  This is done in an interactive format, using the information generated by the students prior to the conference.  With a kit of materials provided by the zoo, the students will use their senses of touch and smell to enhance their "gorilla experience."

The educator also shows students the work done to care for the gorillas that is not seen by a zoo visitor:  the role of handlers, keepers, veterinarians, nutritionists, and other zoo personnel.  The videoconference provides feedback to the students regarding the ideas they have generated about the functions of the zoos, and what is involved in caring for a gorilla.  At this point, the project can end, or be used to launch an extension activity.

Time Required
This project is extremely time-flexible and can be expanded in several phases to suit subject-specific goals of the teachers.  The only set time component is the videoconference, which is 45 minutes in length. 

Please note:  An outline of the videoconference agenda is available prior to the videoconference.  This enables the classroom teacher to request emphasis in certain areas, if desired.

Three sample time formats are described below.

Sample One:  one day project

Phase one - research
     The goal of this phase is to familiarize the students with basic characteristics of gorillas and their behaviors in the wild.  Students may work independently, in small groups, or as a class, depending on the student and teacher needs.  Teachers may have students practice listening skills and note taking by reading an informational article aloud to the class and/or students may explore a multimedia library of suggested resources which includes articles, photographs, and video clips.  A whole-group summarization and record-keeping activity is suggested to ensure all students have comparable information available to them for the next phase.  Suggested Time:  1 - 1.5 hours

Phase two - "Why Zoos?"
     After finding out about gorillas in the wild, students are asked to consider what purposes are served by having gorillas (and other animals) in zoos.  Students may have pre-existing beliefs and opinions about the functions of zoos.  Teachers are encouraged to be sensitive to a variety of opinions without endorsing any particular view. Suggested format is first:  whole-group brainstorming to generate a list of ideas recorded for all to refer to; second:  small-group consensus on three to five main functions of zoos; third:  whole-group sharing and summary.  Suggested Time:  30-45 minutes (total time 1.5 - 2.5 hours)

Phase three - Taking Care of a Gorilla
     Based on the work of the first two phases, students are to generate a list of ways a zoo could meet the needs of a gorilla in its care.  Suggested format is a small-group role-play in which students assume the task of a committee charged with designing a brand new gorilla exhibit for a zoo that has not previously housed gorillas.  Each committee is encouraged to consider physical habitat, health and nutritional needs of the gorilla, the social-emotional-behavioral traits of gorillas, upkeep of the gorilla and the facility (day-to-day and long term).  Each group designs its own plan and/or list of ideas.  Suggested Time:  1 hour (total time 2.5 - 3.25 hours)

Phase Four - Videoconference with the Buffalo Zoo
Time:  45 Minutes (total time 3.25 - 4 hours)

Sample Two:  three days, approximately 45 minutes per day

• Day zero-assigned homework:  reading an article about gorillas (optional)
• Day one-research

The goal of the research is to familiarize the students with basic characteristics of gorillas and their behaviors in the wild.  Students may work independently, in small groups, or as a class, depending on the student and teacher needs.  Information gathering is done via the listed Internet resources and previous night's assigned reading (if given).  See suggestions in Sample One, phase one.

• Day two-"Why Zoos?" and Taking Care of a Gorilla

Students determine 1) the functions served by zoos, and 2)  what a zoo must provide in order to care for a gorilla.  See suggested format ideas  in Sample One, phases two and three.

• Day three - videoconference with Buffalo zoo

Sample Three:  five days, approximately 45 minutes per day (see activity descriptions in Sample One)

Day one and two:  Research
Day three:  "Why Zoos?"
Day four:  Taking Care of a Gorilla
Day five:  Videoconference with Buffalo zoo