Learning Outside the Classroom Manifesto

When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils personal, social and emotional development Ofsted report Learning Outside the Classroom, published October 2008 Learning Outside the Classroom Manifesto The Isle of Wight Zoo is delighted to support the Learning Outside the Classroom Manifesto, which was launched by the Secretary of State for Education and Skills on 28 November 2006. The Manifesto is a movement or joint undertaking that many different stakeholders have helped to create and to which anyone can sign up. We support the Manifesto because we believe it will help to ensure that all children and young people have a variety of high quality experiences outside the classroom environment, as an essential part of their learning and development. The Isle of Wight Zoo recognises the value of Learning Outside the Classroom and supports the Manifesto s vision and aims. We have therefore already endorsed the Manifesto along with over 330 other organisations, schools and individuals by becoming a signatory. As the role of the Manifesto is to make a difference, the Isle of Wight Zoo also pledged our support by making public the actions we are taking or intend to take to deliver high quality learning outside the classroom. We have pledged to provide exemplary learning opportunities that enable students to better understand the natural world and to provide an enjoyable and inspiring learning experience for students of all ages and abilities; To read the full pledge in its original context please visit the website of the Learning Outside the Classroom Manifesto at : www.lotc.org.uk EVERY CHILD MATTERS Your visit can be support the following Every Child Matters outcomes: Enjoying and Achieving; learning by experiencing live exotic animals Making a positive contribution; developing a caring attitude towards wildlife and the natural world Economic well-being: raising aspirations by finding out about careers involving working with animals

How to find us Essential Information How to contact us Write to: Education Officer, Isle of Wight Zoo, Yaverland Seafront, Sandown, Isle of Wight PO36 8QB Telephone: 01983 403883 (choose education dept. option) Email: education@isleofwightzoo.com Opening hours 2012 11th February - 31st March 1st April - 30th September 1st October - 31st October Winter Weekends (weather permitting) 10am to 4pm 10am to 6pm 10am to 4pm 10am to 4pm Educational Group Admission Rates 2012 Children/ students 5.50 Teachers Free Coach driver Free IOW schools receive a concessionary discount of 10%. There is no additional charge for pre-booked education sessions. Coach parking is free but the car park is pay and display for all other vehicles.

Educational Visits Trained education staff at the Isle of Wight Zoo have been enthusing young people for the natural world and giving expert insight into conservation issues for many years. We recommend that you pre-book an education session as part of your visit. There is no additional charge for these. Feedback from teachers tells us that children who take part in education sessions get much more from their visit. Education sessions are linked to specific National Curriculum criteria. Education Sessions If you book a general education session your group will receive a talk/tour of your choice - either the Big Cats or Primates. This will be pitched at an appropriate level for your pupils. Special topics Alternatively you may prefer a taught session on a particular topic. We are always happy to provide such sessions as long as we are given sufficient notice of your learning objectives. Please also let us know if any of your pupils have specific needs. Assessment for Learning Our education team use a mixture of open and closed questioning throughout sessions to check pupil understanding. Each session ends with a plenary to assess learning and/or to develop further ideas or concepts. We are happy to adapt assessment processes to meet your needs. Please discuss this with the Education Officer. In busy periods we divide the day up into 6 education sessions, each lasting about 45 minutes. They are at 10am, 11am, 12 noon, 2pm, 3pm and 4pm. Very large groups will be divided up into smaller groups, each of which will have a talk/tour as long as there are sufficient sessions available on that day. For the rest of their visit, the children will be free to explore the rest of the zoo with their teachers (this should not be treated as free time - children must be closely supervised at all times).

Checking in When you arrive Coaches can set down passengers adjacent to the entrance then proceed to the coach parking area. When you arrive at the zoo please report to reception, in the main entrance. It is often easier if the children wait outside with school staff while the group leader comes in and pays. Education Sessions If you have booked an education session the Education Officer will meet your group at the zoo entrance. Exploring the zoo After your education session you are free to explore the exhibits with your pupils at your own pace. Please note that children must be closely supervised at all times. We regret that they are not permitted to wander around the zoo in small groups without a teacher. Experience has shown us that unsupervised children unfortunately sometimes behave inappropriately around the animals and can disturb other visitors. Zoo at Home Zoo at Home is an inside area that houses a variety of small companion and endangered mammals, as well as reptiles, amphibians and invertebrates. It aims to raise awareness about pet ownership and to build respect for animals. Inside Zoo at Home zoo staff are sometimes available to bring animals out for a closer look and maybe even to touch (depending on the species). Hand washing facilities will be available here. You are very welcome to take your children into this zone but we respectfully request that you visit in small groups rather than a whole class in one go.

Toilets Facilities There is one toilet block with hand-washing facilities (including disabled facility), located in Lemurland. Shop The gift shop is located adjacent to the exit. You do not need to book a time to visit the shop. Our friendly retail staff are very patient with young customers and stock a wide range of pocketmoney souvenirs. All profits from the shop go towards the care of our animals and the support of our conservation projects in India and Madagascar. Catering Hot and cold drinks, meals, snacks and ice creams are available at the cafe or at satellite catering stations depending on the season. Ice creams can be pre-ordered when you book your visit if you prefer. Picnic facilities There are picnic benches available throughout the zoo that you are welcome to use. We regret that we do not have storage facilities for lunchboxes. Play Equipment Please observe the age guidelines for all play equipment. The swing unit is recommended for ages 1 to 3 years. The multi-play unit is recommended for ages 4 to 11 years. Please ensure that your pupils are closely supervised when using the play equipment. The number of pupils using the equipment at any one time must be sensibly controlled by the teacher in charge of your group. Petting Farm ZooLittle Farm has some domestic animals that the children can stroke if you wish them to. Education tours do not usually visit this area but you are very welcome to take your children there after your session. There are dispensers for antibacterial gel inside and outside the barn. There are also hand washing facilities here.

Before you visit Classroom ideas A zoo visit can support many areas of the curriculum. Here are a few ideas for classroom activities to prepare for the visit and to extend the children s learning on their return. Locate the IOW Zoo on a map. Plan how you could travel from your school to the zoo. Calculate the distance you will travel. Find out where the zoo s species would live in the wild (a species list is included with this pack). Locate those places using an atlas or the internet. Find out which of the zoo s species are endangered and why (useful resource - www.iucnredlist.org). Choose one of the zoo s species and find out how it lives in the wild. Discuss how the zoo might meet that animal s needs e.g. for accommodation, food, social interaction, mental stimulation. Use secondary sources to find out how animals move. Use secondary sources to investigate and compare animals senses. Discuss the role of zoos. Should animals be kept in captivity? This topic can elicit some very powerful persuasive writing in literacy lessons. Listen to Carnival of the Animals by Camille Saint-Saens. Discuss how the composer describes movement using music. After your visit Discuss the role of zoos again. Has anyone modified their initial view? Design an enclosure that will meet the needs of a chosen animal. Make an enrichment device to keep a pet mentally stimulated. Draw or paint a chosen animal. Add it to a class display of a habitat (e.g. jungle) or a zoo scene. Make a paw from modelling clay. Press it into sand to create pug prints. Or cut a paw print stamp from a potato and print a trail. Write to the High Commissioner of India to ask him what his government is doing to prevent tigers from becoming extinct. Address: India House, Aldwych, London WC2B 4NA Make a passport or fact file for a chosen animal. Compose a piece of music based on one of the animals you saw at the zoo We would be delighted if you would be willing to share any other ideas with us - we may be able to include them in future teacher guides. We are also happy to display examples of children s work in the zoo. You can send these to the Education Officer.

Ideas for Activities During your Visit There are many activities that the children can carry out at the zoo, before or after your booked education session. Your children could: collect facts from the interpretation signs and write their own quiz or guidebook; Sketch animals; Use small viewing frames made from card to view a section of an animal (an eye perhaps, or an interesting pattern) and draw just that part to create an abstract image; Look carefully at the animals to inspire the generation of a collection of powerful vocabulary to be used on your return to school; Observe the animals carefully and try to work out how they communicate - do they use sounds, body posture, movement? Find the animal whose birthday is closest to their own; Watch other visitors and observe how they behave around the animals; In small groups (each with an adult) use sketches, a digital camera or video camera to create a storyboard of their visit, thinking through carefully which images they will need to collect to tell the full story. (This would make a good assembly.) You will find some photocopiable activity sheets at the back of this pack.

Species List At the IOW Zoo our collection currently includes the following mammal species: Indian tiger Panthera tigris tigris African lion Panthera leo Jaguar Panthera onca Ring-tailed lemur Lemur catta Black and white ruffed lemur Varecia variegata variegate Red ruffed lemur Varecia rubra Black lemur Eulemur macaco macaco White-fronted brown lemur Eulemur albifrons Mongoose lemur Eulemur mongoz Black spider monkey Ateles chamek Brown capuchin Cebus apella African crested porcupine Hystrix africaeaustralis Madagascan Giant Jumping Rat Hypogeomys Antimena Bennett s wallaby Macropus rufogriseus Degu Octodon degus European red fox vulpes vulpes We also have a variety of reptile and invertebrate species. Please understand that animals may be added to or removed from the collection from time to time.

Teacher Information The Animal Collection at the Isle of Wight Zoo This section aims to enable you to answer some of the questions that the children may ask. There is additional information about each species and about individuals on the interpretation sign at each enclosure. Only two of our animals were wild born - Mongoose lemur McLovin was caught many years ago by illegal trappers in Madagascar, and the fox is an orphaned cub that our keepers have hand-raised and that has become humanised. The zoo s work is funded entirely from our income (entrance, shop, cafe and adoption scheme). We receive no outside grants or funding. The Big Cats We have three species of big cat: tigers, lions and jaguars. Most of the cats are either surplus stock from other zoos or are rescue cats, mainly from circuses. Big Cat Behaviour resting big cats spend 17 to 22 hours a day resting/sleeping. This is normal behaviour pacing some cats pace more than others. It is not considered abnormal and is not an indicator of stress (we monitor all our animals carefully for signs of stress). They are patrolling their territories and keeping an eye on what is going on around them (cats are very curious). A few can also be quite vocal when doing this. Husbandry Tigers and jaguars are naturally solitary, so most will not share enclosures with others. (Exceptions: white tigress Zena shares with her sister Zia, tabby tiger Diamond shares with his sister Aysha all four of these tigers were hand raised and it has affected their temperaments; they are much more laid back). The male lion brothers, Snoopy and Charlie Brown, live together. It is natural for related male lions to live together. Lioness Nahla refuses to share with them, so she now lives next door where they can communicate and see each other but conflict can be avoided. The big cats are fed fallen stock which is purchased from an abattoir. They are fed daily, with one rest day to mimic natural feeding patterns. Each cat eats approximately 10kg meat per day. We are very fortunate that veterinary care is now undertaken by our own vet. We have our own treatment room/operating theatre on site. We have no physical contact with the big cats unless they are tranquillised for medical treatment. We are currently part-way through a programme to build new naturalistic tiger enclosures. These are to house our existing animals. Each enclosure costs between 100,000 and 150,000 to build.

Tiger Species information There is only one species of tiger, but it is further subdivided into eight subspecies, three of which are extinct. The largest subspecies is the Siberian. Our tigers are Indian tigers (sometimes called Royal Bengal). We have one white tiger (Zena). She can be found in the Kanha exhibit. She is not a snow tiger (snow tigers do not exist), nor is she Siberian. She is an Indian tiger with a genetic abnormality on a recessive gene that renders her cells incapable of producing pigments for normal tiger colouration. There are no wild white tigers they are not able to hunt effectively because they have insufficient camouflage. Tigers are carnivores. They mainly eat hoofed animals e.g. deer. Of course deer can run fast, but tigers are not built for speed: a male tiger can weigh 40 stone! So tigers have developed an ambush hunting strategy. Their stripes help to break up their outline (called disruptive camouflage) as they move through the forest. They need to get quite close to their intended prey (within about 10 metres) if they are to have any chance of successfully making a kill. Their success rate averages about 1 in 20, although there is much variation between individuals. Each tiger s stripe pattern is unique, like our fingerprints. Their stripes go right down to their skin. If you shave a tiger (not to be recommended they wouldn t like it!) their skin has the same pattern. Wild tiger lifespan is about 10 to 15 years, with females generally living longer than males because they are involved in fewer disputes over territory. In reality most don t make old age; they are killed by poachers before they get old. In zoos they tend to live quite a bit longer because even when they get old and slow we still feed them, and of course they have veterinary treatment if needed. Tigers used to be found throughout Asia (estimated population 100 years ago was 100,000 tigers). Now they are just found in a few places. More than half the world s population of wild tigers are found in India. The latest census estimates that India has 1411 tigers. So that indicates that there are less than 3000 wild tigers in total. This dramatic decrease is as a result of habitat loss, prey depletion and of hunting (for skins and for body parts to make traditional Chinese medicine).

Lion Mainly found in Africa (a small population of Asiatic lions remains at Gir in India). They are not jungle animals, hence they have no spots/stripes. Lion habitat is mainly savannah grasslands. They are social animals, living in prides. A pride consists a group of females that are related to each other, and one or more males who are also related to each other (but not to the females). Hence it is not unusual for two brothers to live together as ours do. Lionesses do most of the hunting, working cooperatively to take down large prey. The role of the males is to protect the pride from other groups of male lions. Only males have a mane. Mane growth is controlled by testosterone, which also controls muscle development. Females choose to mate with males that have large manes, thus ensuring strong healthy cubs. The Isle of Wight Zoo also has a male white lion called Casper. This is a colour variation of the African lion. White lions do sometimes occur naturally in the wild. There is currently a small population in the Timbavati region of South Africa, although most were captive bred and reintroduced into private reserves. The cubs are very white when born, but they become tawnier in colour as they grow. The adults remain much paler than lions with normal colouration. They are not albinos but, like white tigers, have a heritable condition called leucism. Jaguar Jaguars are found in South and Central America. Their preferred habitat is forest. Jaguars spots help to camouflage them when they are hunting. Some of our visitors think our jaguars are leopards, and they certainly have similar markings, with spots arranged in circles (called rosettes). However, with jaguars, some of the rosettes have little dots inside, whereas leopards do not have these dots. Size for size, jaguars have the most powerful bite of all the big cats. They can kill prey by biting right through the skull with their strong canine teeth. They are also able to crack open the shells of tortoises and turtles and have even been known to kill caiman (members of the crocodile family).

The Primates We have 7 species of lemur and two species of monkey at the IOW Zoo. Lemurs All wild lemurs are found naturally only on the island of Madagascar. They are threatened mainly by habitat loss. Ringtailed lemurs out group of ringtails is not a breeding group because their bloodline is exhausted (the males have been vasectomised to prevent unwanted births). Lemur society is matriarchal, with each female having her own position in the hierarchy, and all females rank above all the males. Brown lemurs these are our oldest lemurs. They are too old to breed. Black & white ruffed lemurs have very loud territorial calls. They are classified as being critically endangered. Red ruffed lemurs are very similar to black and white ruffs, except that they are a beautiful chestnut brown. One of ours was hand-raised. Mongoose lemurs These are part of a European breeding programme. Black lemurs ours are part of a European breeding programme. Males are black and females are brown. Grey mouse lemurs - These enchanting little lemurs are nocturnal. They are part of a European Breeding programme and arrived here from Prague Zoo in the Czech Republic in 2009. This species is not always on public view. Monkeys spider monkeys we have two groups. Spider monkeys come from South America. They live in the forests and are well-adapted for climbing. They have no thumbs their long fingers hook over branches as they move swiftly through the trees. Their big toes look like thumbs. Their tails are prehensile and are used as an extra limb. brown capuchin monkeys this is a bachelor group. Brown capuchins are also a South American species that live in forests. They are very clever, and will use tools to open nuts etc. They have very expressive faces. Nocturnal Zone Madagascan giant jumping rats these are part of a global breeding programme managed by Durrell Conservation Trust (Jersey Zoo). Our jumping rats are descendants of the individuals collected by Gerald Durrell which feature in his wonderful book The Aye-aye and I.

Conservation at the IOW Zoo Breeding Programmes Zoos do not work in isolation but act cooperatively alongside each other. Collaboration and co-ordination are essential if captive populations are to be successfully maintained without the need to take individuals from wild populations. Animals in separate zoos must be managed as part of one single population, and this population must be kept genetically and demographically healthy. Most of our breeding groups of animals are managed via European breeding programmes. For more information about captive breeding try the following internet resources: www.eaza.net follow links to animals then to breeding programmes www.biaza.org.uk/public/pages/conservation In situ Conservation Projects The IOW Zoo funds two conservation projects in the field. These are managed on our behalf by our conservation partners: the Madagascar Fauna Group (www.savethelemur.org) and Global Tiger Patrol (www.globaltigerpatrol.org). Madagascar One of the major problems for wildlife in the island of Madagascar, including lemurs, is habitat loss due to destructive and unsustainable agriculture techniques such as slash and burn or tavy. Whole areas are cleared of trees and shrubs, leaving the land susceptible to soil erosion on a massive scale. More than 90% of Madagascan forest has been totally destroyed. The IOW Zoo funds an agroforestry station at Ivoilina, Madagascar, where farmers, villagers and agriculture students are trained to use sustainable farming techniques. Interspersing crops with trees helps to retain the soil, so reducing the need for further land clearance. As the trees grow, they also provide valuable habitats for arboreal species of animals. Cutting down trees leads to soil erosion. Planting using agroforestry techniques.

India The IOW Zoo funds an award-winning* project in India through the conservation charity Global Tiger Patrol. The project is situated at Kudremukh and Badhra National Parks, within the Western Ghats of Karnataka state, India. The scientist managing the project is Dr Ullas Karanth, an internationally-respected scientist and tiger conservationist. *This project won the BIAZA award for Best Field Conservation Project in the small collections category in 2011. SUPPORTING LOCAL ADVOCACY ADVOCACY FOR TIGER CONSERVATION The objectives of the project are: Conservation Education and Awareness Building This is building local support for the park and reducing hostility towards tigers. It involves the entire community, from children to government agencies. Establishing an Information Network to Support State Wildlife Protection This involves the local people in supporting efforts to reduce illegal activities such as poaching and trespass. To reduce HumanHuman-Wildlife Conflict through Voluntary Resettlement The Indian government funds resettlement for people who wish to move out of National Parks. Our project provides advocacy for these people, making sure that they get the support they are entitled to and that their lives improve as a result of a move. Resettlement is voluntary - no one is forced to move, but many people choose to in order to live a safer distance from tigers in settlements with facilities such as electricity. Girish (far right) training young villagers in conservation skills. Kudremukh

Your name: Choose an animal. Take a closer look! Common name: Scientific name: Does it have fur, hair, feathers, scales or bare skin? Are its eyes on the front or the side of its head? If it has a nose, what shape is it? If it has a beak is it straight or curved? Does it have any teeth? How many legs does it have? How many fingers does it have? Has it got claws? Does it have a tail? Estimate how tall it is: Estimate how long it is: What colour is it? Does it have a pattern on its body? What shape are its ears? How does it move? Draw your animal here.

Your name: It all makes sense! Animals rely on their senses to find food, to avoid predators and to know who is in their territory. In many species one sense is more highly developed than the others. Animals may be particularly good at seeing, smelling, hearing or feeling vibrations, depending on their lifestyle. Phew! What a pong! Animals such as lemurs that have a long pointed nose often have a good sense of smell. Look carefully at a lemur s nose and draw a picture of one in this box. Are you listening? Many animals can move their ears to face different directions. This helps them to pinpoint where a sound is coming from. Ears come in many shapes and sizes. Draw some different ones here. I can see you... Big cats can see seven times better than us, especially when it is almost dark. A special layer of reflective cells helps the eye use every bit of light that enters it. Can you draw a tiger s eye? What colour is it? Good vibrations Although most spiders have 8 eyes, many do not see well. Tiny hairs detect vibrations caused by the movement of their prey. Draw a close-up view of a spider s hairy leg.

Zoo detective quiz 1 2 Name a species of animal that eats fruit and leaves.... Name three of our rescue cats.... 3 4 What is the lifespan of a spider monkey?... Who officially opened the Ranthambore exhibit?... 5 In which country is the IOW Zoo Agroforestry station conservation project?... 6 Name a species of animal that is critically endangered.... 7 8 Name a species of animal that is nocturnal.... Which animal has the scientific name Panthera onca?... 9 What colour are female black lemurs?... 10 11 12 Name an animal whose birthday is in September.... Name a species of animal whose natural habitat is rainforest.... Name a species of animal that is carnivorous....

Zoo detective quiz Answers 1. green iguana, lemurs, spider monkey, porcupines, tortoises 2. Three from: Lola, Chandru, Chiquita, Tequila, Rajiv 3. 33 years 4. Nigel Marven 5. Madagascar 6. Black & white ruffed lemur 7. porcupine, Madagascan giant jumping rat, Madagascan tree boa, leopard gecko, White s tree frog. 8. Jaguar 9. Brown and grey 10. Charlie, Snoopy, Nahla, Millie 11. Jaguar, spider monkey, brown lemur, brown capuchin monkey, some tarantula species, some gecko species, green iguana, 12. Tiger, lion, jaguar, fox, snakes These answers are correct as in January 2012. However, please bear in mind that there are changes to the collection from time to time.

Your name: What do you think? The needs of animals and humans are of equal importance. We should not destroy animal habitats for our own benefits. agree disagree 1 2 3 4 The needs of humans are more important than the needs of animals. We should preserve our natural world so future generations can enjoy them. If we have photographs and films of animals it doesn t matter if they become extinct. I would not want to live in a world with no wildlife. It is wrong to keep animals in captivity. They should all be released into the wild. Souvenirs are not made from endangered species because it is against the law, so I don t need to worry about what I bring back from my holiday. Zoos play an important role in conserving animals. People are entitled to do what they want with their own land. Tourism is very good for conservation. Humans have been very selfish in the way they have treated animals in the past. It is very important to stop tigers becoming extinct but it doesn t matter quite so much about frogs. I can t make any difference to the problems facing the planet simply by changing to a greener lifestyle. We should be trying to solve mankind s problems first, before we start to worry about animals. It doesn't matter to me if more animals become extinct. In Britain we have cut down most of our forests to create farming land and to build roads and cities. People who live in rainforests should be allowed to do the same. There are lots of different species in the world - a few less won t make any difference. This activity sheet is adapted from a worksheet in the Animals teachers pack produced by the Natural History Museum, London

There are ten different animal-themed stamps dotted around the zoo. Fill in the spaces in this passport by stamping a different picture in each one.