How could a biomimetic-inspired exhibit design improve an animal exhibit, either for the animals and/or for the people using it? This activity is designed to start your students in recognizing themselves as scientists and thinking critically about problem-solving. The goal is to teach concepts through discovery and to encourage using scientific thought processes. As with all lessons provided, please feel free to adapt them according to your students’ abilities. You may find it more successful to lead activities and discussions as a whole group as opposed to having your students’ work in small groups. Certain scientific vocabulary may or may not be appropriate for your students’ level of understanding. Take these ideas, make them your own and your students will have a greater chance at success.

How can nature inspire a design for more effective medical equipment to be used in providing veterinary care? This activity is designed to start your students in recognizing themselves as scientists and thinking critically about problem-solving. The goal is to teach concepts through discovery and to encourage using scientific thought processes. As with all lessons provided, please feel free to adapt them according to your students’ abilities. You may find it more successful to lead activities and discussions as a whole group as opposed to having your students’ work in small groups. Certain scientific vocabulary may or may not be appropriate for your students’ level of understanding. Take these ideas, make them your own and your students will have a greater chance at success.

What types of behaviors might elephants exhibit if they are threatened? What types of behaviors might elephants exhibit if they are at play? This activity is designed to start your students in recognizing themselves as scientists and thinking critically about problem-solving. The goal is to teach concepts through discovery and to encourage using scientific thought processes. As with all lessons provided, please feel free to adapt them according to your students’ abilities. You may find it more successful to lead activities and discussions as a whole group rather than using individual Research Plan sheets. Certain scientific vocabulary may or may not be appropriate for your students’ level of understanding. Take these ideas, make them your own and your students will have a greater chance at success.

The goal of this program is to get your students to answer one question — can the reintroduction of a wetland dependent
animal, such as the trumpeter swan, increase the level of conservation both for the habitat and the
species? Of course this one question leads to a million other questions and that is the purpose of the lessons.
plans. We have tried to develop lessons based on some smaller questions that would eventually lead the student
back to the larger problem they are trying to solve. Each

This evolution plug in was designed for teachers and informal educators to conduct with their students at an orangutan exhibit . The students will learn basic natural history information about orangutans, how to conduct basic behavioral research.

How has animal care in zoos improved by including behavioral training into a keeper’s duties? This activity is designed to start your students in recognizing themselves as scientists and thinking critically about problem-solving. The goal is to teach concepts through discovery and to encourage using scientific thought processes. As with all lessons provided, please feel free to adapt them according to your students’ abilities. You may find it more successful to lead activities and discussions as a whole group rather than using individual Research Plan sheets. Certain scientific vocabulary may or may not be appropriate for your students’ level of understanding. Take these ideas, make them your own and your students will have a greater chance at success.

How would an ethogram for your pet compare to an ethogram of a wild animal? This activity is designed to start your students in recognizing themselves as scientists and thinking critically about problem-solving. The goal is to teach concepts through discovery and to encourage using scientific thought processes. As with all lessons provided, please feel free to adapt them according to your students’ abilities. You may find it more successful to lead activities and discussions as a whole group as opposed to having your students’ work in small groups. Certain scientific vocabulary may or may not be appropriate for your students’ level of understanding. Take these ideas, make them your own and your students will have a greater chance at success.