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Education Poster

Conservation is an integral part of our mission at Zoo Atlanta.

Accredited zoos play an important role in the conservation of wildlife and wild places around the globe. As collaborators, zoos work with government agencies, non-profits, conservation organizations, universities, and others to help address regional and global threats to biodiversity and find solutions to mitigate population declines. 

Through innovative approaches and expertise in the field, zoos play a crucial role in saving species.  
In the last 50 years, North America has lost nearly 3 billion birds. This staggering number accounts for more than one in four birds that have been lost to environmental and human impacts. Climate change has played a role in species declines as well as light pollution, city skyscrapers along migration routes, loss of natural resources, and threats like outdoor cats.  

Birds are a valuable part of the ecosystem and play a key role as indicators of biodiversity. Bird populations are highly sensitive to environmental changes, so they are often among the first to show signs when something is wrong. As an integral part of the food chain, birds keep insect and rodent populations in check. Many bird species are also seed dispersers, allowing plants to distribute across wide ranges.

At Zoo Atlanta, we are interested in the decline of bird populations and understanding how we can intervene most effectively to save species. In partnership with Birds Canada, Zoo Atlanta recently installed a Motus tower as part of the Motus Wildlife Tracking System. Through this technology, we are now connected to an international collaborative research network that can use radio telemetry data to facilitate research and education on the ecology and conservation of migratory bird species.

Conservation action must be collaborative and based in science. It requires asking questions and investigating the answers to help formulate solutions. Effective conservation action follows the same iterative process as scientific inquiry; programs adapt and change as more is learned about the outcomes of conservation work. 

Follow the conservation process on this year’s Education Poster to better understand how Zoo Atlanta and our partners use broad-based technology to understand bird populations and make threat assessments that will help drive solutions. 

Download Poster (PDF)

There are many ways to get involved in conservation to make a positive difference for wildlife and their habitats! We hope this poster will enhance your curriculum and inspire your students to take conservation action. To learn more about conservation projects at Zoo Atlanta and to learn how you and your students can get involved, visit our Conservation page.

Use the poster to connect to your curriculum! View our past poster designs and curriculums to further your learning in the classroom. 

  • Next Generation Science Standard (NGSS): 3-LS1-1  
  • Georgia Standard of Excellence (GSE): SKL1a, S1L1, S2L1, S3L1, S4L1, S7L1 

There has been a significant decline in bird populations over the last 50 years due to environmental and human impacts. It is difficult to get an accurate count of bird populations due to the vast distances that migratory birds travel.   

Use this year’s Education Conservation Poster to connect students to conservation science and find out how STEM technology is helping scientists better study migratory species. Data collection adds pieces to the puzzle as conservationists seek answers.   

Start by showing students this screenshot of data from motus.org.   

A map showing thousands of bird migration paths in North America

Students should ask questions about anything that sparks curiosity. Students begin by describing their observations and recording questions in STEM journals. Some students may be familiar with bird species, while others may recognize the outline of the continental United States map. Accept all observations and questions as a starting point for conversation or student-led research. You can prompt students’ thinking by asking them to jot down the answers to the questions “What do you notice?” and “What do you wonder?”

Once students have had an opportunity to record observations and questions about data, explain that the map shows the recorded routes of multiple species of birds that have passed through Motus stations found in the Southeastern United States.  

A Motus station is an automated radio telemetry station designed to listen to specific types of radio transmitters used to track wildlife.

A Motus station has three main parts:  

  1. Receiver: This is the computer that records and stores the radio data.
  2. Antennas: There are several types of antenna designs. They are 'tuned' to listen to a narrow range of frequencies. Each antenna gets its own coaxial cable and, depending on the receiver type and listening frequency, its own 'dongle', or USB devices that listen to a specified frequency range (i.e., software-defined radio). 
  3. Power supply: This provides power to the receiver. Most off-grid stations use solar power, but AC power is most reliable. The number one reason for a station to malfunction is a power failure. 

How does Motus work? 

Researchers attach lightweight nano tags to birds, bats, and large insects like butterflies or dragonflies. A network of over 1,500 receivers, strategically placed, detect signals from the tags. When a tagged animal passes within range, the animal’s unique signal is stored. The data is collected and uploaded to a central database that is accessible to researchers and the public.  

An infographic from MOTUS

Graphic source: https://motus.org/resources/infographics-and-signage/ 

Student research: Using an approved website, students should be asked to research the life cycles of a bird, bat, or large insect listed under the species tab on motus.org. Students should research the size, region, diet, and population of species. A sketch of the species should be included in STEM notebook or journal. Students should be encouraged to take the role of a researcher by asking questions about the species being researched.

Take a trip to the Zoo: Book a Wild Walk program today! Students can learn more about how now animals are adapted to survive in their habitats and the unique roles that animals play within their ecosystems

  • NGSS: 2-LS4-1, 3-LS3-1, 3-LS4-3    
  • GSE: S3L1b, S7L4, SZ5a  

Class brainstorm: Migration is difficult and dangerous. What are some obstacles and challenges birds face when they migrate? 
Migration is the regular movement that certain animals make between regions throughout the year. Birds migrate for different reasons. Not all birds migrate, but some travel thousands of miles between summer breeding grounds and wintering grounds. Birds need a steady food supply, and many bird species avoid harsh climates.    
To protect migratory birds, scientists need to understand where birds go and how they interact with their environments during each season. Looking at the yearly cycle, we can see where birds are going and how long they are staying. Motus tracking provides important data for conservation scientists.

Here’s how it works:

  • Tracking Migratory Routes: Motus provides detailed information about the routes and stopover sites that migratory birds use during their journeys.  
  • Understanding Habitat Use: Researchers are able to map where birds spend their time throughout the year.  
  • Researching Bird Behavior: Motus data can answer questions about the timing and duration of migration, the impact of human activities on birds, and other aspects of bird behavior.  
  • Informing conservation efforts: Motus data can be used to guide conservation actions, determine habitat management practices, and prioritize areas of importance.   

Motus is helping birds by gathering essential data that give conservation planners the information they need to advocate for land and other environmental protections that will help birds to survive and thrive!

This map shows the geographic ranges of magnolia warblers during their annual cycle. Students can view an animated map that shows distribution through the year here.  

A graphic showing the distribution of the Magnolia Warbler

Graphic source: https://www.stateofthebirds.org/2016/resources/species-abundance-maps/magnolia-warbler/ 

Create a connection between your students and wildlife and wild places while supporting your classroom curriculum and the Georgia Standards of Excellence in Science by bringing your class to Zoo Atlanta for a Zoo Challenge. 

  • NGSS: K-ESS3-3   
  • GSE: S1L1, S3L2, S4L1b

The original tracking method utilized in the United States since the early 1800s is a “Mark and Recapture” process called bird banding. Birds are caught; details like age, sex, length, and weight are recorded; a band with a unique number is attached to one leg; and the bird is released back into the wild. If the bird is caught again, details are recorded at the next location. This video explains how bird banding works. For more information about the history and practice of bird banding as a method for gathering data that are utilized for research and management of birds, click here. 

Because bird banding requires the recapture of birds to gather continuous data, it is somewhat unreliable due to a relatively low recapture rate. In contrast, the Motus network can identify tags that utilize radio transmitters to track tagged animals as they fly in proximity to a Motus tower.

Biologists attach small temporary radio transmitter backpacks on migratory birds and install Motus towers along migratory bird paths around the world to collect data on individuals and species as they travel past the different towers.  Data are shared across organizations to understand population trends regionally and globally.

Through collaboration with partners around the world, avian scientists utilize the technology of the Motus Wildlife Tracking Systems to gather and share data that captures population assessments across geographic ranges and globally. They can then interpret the data to identify locations where birds are found, and in turn work to identify threats impacting these habitats.   

Click the link below to see thrush migrations in Spring 2016:

View thrush migrations

This graphic shows the complexity of pinpointing causes for bird populations in decline. 

A graphic showing the life cycle of birds and migration

Graphic source: https://www.trgt.org/woth-motus-project 

Design a food web model to show the connections between thrushes and their ecosystem. 

Students can observe Zoo animals firsthand and learn more about Zoo Atlanta’s many conservation initiatives on a Self-Guided Field Trip. Plan a field trip to Zoo Atlanta

  • NGSS: 2-LS4-1, MS-LS2-2, HS-LS2-8   
  • GSE: S7L4, SEC3  

As more birds are tagged with radio transmitters and additional towers are installed, it will become easier for organizations to look for trends in data regionally, globally, and by species to better understand where declines are taking place and what threats bird species may be facing. Additional data are referenced including weather and climate patterns, natural resources, and other environmental and human impacts on the ecosystem. Compare the migration of the black-capped chickadee with the American robin. The purple shows the year-round range in North America. Which species can find food in the same place all year round? The American robin moves to find food in different seasons. 

A graphic comparing chickadees and robins

Graphic source: https://motus.org/wp-content/uploads/2025/03/MigrationPresentation22Nov2019.pdf 

Look at the American robin's annual migration cycle. Consider a human-related threat and a stewardship action that might impact its survival during winter, migration, and summer.

Example: During migration, spring and fall, the American robin travels great distances through unfamiliar places. They will be tired and thirsty. Clean water in a birdbath, turning off outdoor lighting at night, and locking up cats can protect American robins passing through.  

Here are the four major routes traveled during spring and fall migration. These are called flyways. Which flyway are we in? 

A graphic showing flyaways

Graphic source: https://www.fws.gov/media/migratory-bird-flyways-north-america  

Would you like to learn more about wildlife by observing some ambassador animals in your classroom this school year? Our ZooMobiles can bring the Zoo to you! For more information and to reserve your program, click here. 

  • NGSS: K-ESS3-3, HS-LS2-7,    
  • GSE: S2E3, S5L4, S4L1c  

Once data have been analyzed to identify hazards, people must come up with possible solutions.  

What can humans do to help migrating birds?

  • There are many ways we can help to conserve birds. Learn how we can be ‘bird-friendly’ at school, home, and in our communities; and share with others. Here are some ways you can support native wildlife.
  • Students may develop a plan to make a rest stop for migrating birds to eat, drink, and rest safely on their journey. Challenge students to design a school garden improvement that is helpful to birds. You can learn more about native plants that help birds thrive in Birds Georgia’s “Nurturing Nature with Natives” coloring book. 
  • At night, close your blinds and turn off outdoor lights to reduce light pollution, which can confuse migrating birds.
  • Make your windows bird-safe: Prevent collisions by applying window film, exterior screens, or paint to your windows.
  • Keep habitats healthy by picking up litter and reducing your consumption of single-use items like straws, plastic bags, and disposable drink containers.
  • If you have a cat at home, consider keeping it inside, or use a “catio” to allow your cat to spend time outside in an enclosed area. Outdoor cats kill billions of birds, reptiles, and other wildlife every year. They are one of the biggest threats to native species.
  • Students can learn about how to mitigate threats to birds and design posters to spread awareness. Small everyday actions can make a big difference for wildlife. 
  • Celebrate birds' important roles in our ecosystem and encourage others to get involved in community science projects that support bird conservation, such as participating in the Great Backyard Bird Count.
  • Keep wildlife wild by admiring wild animals from a safe distance. Do your research before intervening if you think a wild animal needs help. If you find injured or potentially orphaned wildlife, read this information provided by the Georgia Department of Natural Resources and Birds Georgia before intervening.
  • For more ideas about how you and your students can help birds, click here.   
  • Share what you learn about protecting wildlife, and tell others about the conservation actions you’re committed to taking. When posting on social media, don’t forget to use #OnlyZooATL to share with us, too!  
  • Read about other animal success stories in endangered species recovery.
  • Students can track the success of their conservation actions by researching their own questions utilizing the scientific inquiry process:

Download Poster Template (PDF) 

Avian conservation organizations work collaboratively with partners and stakeholders to adapt conservation plans based on results and the current state of the population and ecosystem. This adaptive management strategy allows scientists to make changes over time, often years, to adapt to the ever-changing needs of the species and habitat. You and your students can play a role in conservation of animals and their habitats. Many individual actions can add up to collective success

Past Education Posters

Explore Zoo Atlanta’s past Education Posters and Curriculums below!

Research in Action

Conservation in Action

Research in Action

Conservation in Action

Inquiring Minds at Zoo Atlanta

Past Education Poster Curriculums

ANIMAL OBSERVATION

Next Generation Science Standard: 3-LS1-1

Georgia Standard of Excellence: SKL1a, S1L1, S2L1, S3L1, S4L1, S7L1, SZ4.a

Use this year’s Education Poster to learn about an exciting STEM career.

a sloth hangs upside downblue-throated macaw with another one in the background blurredAn hourglass tree frog sitting on a leaf.

Start by looking at animal images with students. Encourage students to make observations based on the photos. Students will draw a T chart in a science journal or STEM notebook. The left side will list student observations based on the photo. The right side of the T chart should be filled with student questions:

Students create a list of questions on the right side of the chart based on what is unseen or unknown about photos. Prompt students by asking, “What do you think the animal is doing?” Allow students to share observations with a buddy or the group. Point out clues in the pictures that show the physical features of the animal and habitat, as well as provide clues about social dynamics.

Once students have practiced with the class, they can practice observing an animal in their habitat. Encourage students to draw a picture (or take a photo) of the animal and the habitat, observe a few behaviors, and write any special notes or observations. Students can observe animals in the classroom, a birdfeeder, an aquarium, or even on a webcam like Zoo Atlanta’s Gorilla Cam. Students should be able to create questions based on observations.

This activity allows students to observe animal behaviors like an animal welfare scientist. You may notice welfare scientists observing animal behavior when you visit the Zoo. They can be seen inputting data on tablets throughout the day. Behavioral studies have been completed on many individuals, including fossa, elephants, gorillas, giraffes, golden lion tamarin, tawny frogmouths, milky eagle owls, blue-throated macaws, alpacas, and many others.

Students can observe Zoo animals in person on a Self-Guided Field Trip. Plan a field trip to Zoo Atlanta!

OBSERVATION DATA

NGSS: 2-LS4-1, 3-LS3-1, 3-LS4-3

GSE: S1L1, S5L2a

Students can practice data collection while they observe animal behaviors at school or home.

Simple experiments can be designed in the classroom so students can practice collecting behavioral data. A classroom window with an outdoor view is a great way to spark curiosity. Gather three identical cups and carefully conceal a handful of peanuts (or a tasty birdseed treat) beneath one, leaving the other two cups empty. Show students the three cups and ask which cup they think the squirrels will check first. Place the three cups outside the window where students can watch. Students should observe squirrels multiple times at different times of day to collect many data points and create hypotheses or new questions to test.

Sample table

Time First cup overturned Squirrel notes Other observations/questions
9:48 a.m. Left Same squirrel (missing part of tail) chose the left one yesterday Are squirrels right or left-handed?
1:09 p.m. Middle Unknown squirrel Nervous squirrel

In this experiment, the squirrel is like a game show contestant, choosing from three different doors that have unknown prizes behind them. Squirrels volunteer to participate because they are actively using their senses and get rewarded with a treat. Anything that makes an animal’s environment more stimulating is called enrichment. Animal welfare scientists at Zoo Atlanta study how enrichment impacts the wellbeing of animals.

Would you like to observe some animals in your classroom this year? Our ZooMobiles can bring the Zoo to you! For more information and to reserve your program, click here. 

MEASURING WELLNESS

NGSS: K-ESS3-3

GSE: S3L2, S4L2, S1L1

Imagine sitting in your kitchen and finding out you were going to live in there. You can’t go outside. With plenty of fresh food and water, a person could survive, but would you be healthy? If the food is healthy, your body might be healthy, but you would probably feel bored and unhappy. Your total health includes physical (body) health, mental (emotional) health, and social health. People and animals need all three to be healthy. Physical health includes nutrition, exercise, and sleep. Mental health includes your emotions and how you manage stress. Social health includes your relationships and how you interact with others. We can think about total health as a balanced triangle.

SEL connection activity: Print or draw an equilateral triangle divided into thirds. Label the three sections physical health, mental health, and social health. Students write or draw a picture of something they do to support each type of health. Students should write an improvement goal for each of the sections.

Zoo welfare scientists ask questions about an animal's physical health, natural behaviors, and how animals are interacting with their environment. You may notice some strange items in certain habitats like bags with hay and branches sticking out, wheels, and wooden boxes that look like puzzles. These are enrichment. Enrichment is anything that makes an animal’s environment more stimulating.

an elephant engages with enrichment items in the African Savanna habitat

Looking at a picture of part of the elephant habitat at Zoo Atlanta, you may notice a wall that is full of holes. This enrichment wall allows elephants to use the dexterity of their trunks to search for treats hidden in buckets on the other side.

Take a trip to the Zoo, book a Wild Walk program today! Students can observe habitat enrichments in person and find out how they support animal wellbeing. 




BLANK POSTER TEMPLATES

NGSS: 2-LS4-1, MS-LS2-2, HS-LS2-8

GSE: S1L1, S2L1, S4L1, S5L2

At Zoo Atlanta, an accredited member of the Association of Zoos and Aquariums (AZA), observing and monitoring the health of all animals is taken seriously. “Members of the Association of Zoos and Aquariums (AZA) believe that the wellbeing of the animals in our care is both our moral responsibility and foundational to AZA’s mission. To support this belief, AZA members commit their diverse expertise to continuously advance and share knowledge, tools, and actions that promote the wellbeing of animals. We aspire to be globally trusted leaders in enhancing the wellbeing of animals.” To learn more about animal wellbeing, visit the AZA Animal Wellbeing page here: aza.org/about-animal-wellbeing

Students can explore the STEM career of an animal welfare scientist by researching their own questions utilizing the scientific inquiry process.

Download Poster Template (PDF)



ALL ABOUT THE GOLDEN LION TAMARIN

Next Generation Science Standard: 3-LS1-1  |  Georgia Standard of Excellence: SKL1a, S1L1, S2L1, S3L1, S4L1, S7L1 

Use this year’s Education Conservation Poster to see the engineering design process in action, as Zoo Atlanta partners with Associação Mico-Leão-Dourado (AMLD) biologists in Brazil to help an endangered primate called the golden lion tamarin. Take students through the design process, using the Zoo Atlanta page and the poster infographic.  

Start by looking at the top, center image of the poster. You will see a group of tamarins resting together on a tree branch. Allow students to make observations about the group of tamarins. After observing the poster picture, allow students to make inferences such as, “I think they live in groups because they all look like they are hanging out together.” Students should ask questions about what sparks curiosity. Questions can be recorded in science journals or STEM notebooks.   

Golden lion tamarins are named for their thick golden manes, which resemble those of African lions.  They are small primates with long tails. Weighing just over one pound, these squirrel-sized primates are very sociable, living in family groups of five to 10 individuals. Tamarins are arboreal, meaning they live in trees, avoiding predators that walk on the ground.  

Explore the basic needs of golden lion tamarins. Check out the diet and habitat requirements on Zoo Atlanta’s animal pages.  See some up-close images and video clips of tamarins. Students should observe physical characteristics and behaviors, drawing pictures or writing observations in their science journals. Students can complete a sketch of a rainforest habitat and label items that meet the animals’ basic needs for food, water, and shelter. The rainforest is Earth’s oldest living ecosystem. Students should add other animals or plants that live in the rainforest and think about their relationship to tamarins. For example, large snakes, raptors, and cats are considered predators, and the tamarin would be the prey.   

Questions from Zoo Atlanta Animal Pages: 

Q: What is the diet of golden lion tamarins? 
A: Golden lion tamarins are omnivores. They eat a variety of fruits, insects, other invertebrates, small vertebrates and eggs. 

Q: What is the lifespan of a golden lion tamarin? 
A: Ten years in the wild, but much longer in zoos. The record is 31 years.  

Fun fact: It is rare for tamarins to have just one baby. Tamarins usually have twins. This adaptation helps strengthen population numbers.   

 Looking for more? Register for a Virtual Wild Walk or Wild Walk program. The following grade level topics are available now!  

Grades PreK-5: Animal Adaptations 
Run, jump, crawl and climb – animals have amazing adaptations to move, hide and stay alive. Tour the Zoo and observe animals in action to learn what makes them unique and maybe even similar to us. GSE: CD-SC3; SKL2; S1L1; S2L1; S3L1; S4L1; S5L2 NGSS: K-LS1; 1-LS1; 2-LS4; 3-LS4; 4-LS1; 5-PS3 

Grades 6-8: We’re All Connected 
From the mighty oaks to the tiny terrapins, we are all connected on this Earth. During your tour, learn about the different roles that animals play in their ecosystems, and find out why biodiversity is so important. GSE: S6E4; S7L4; S8P2 NGSS: MS-LS2; MS-LS4 

ENDANGERED 

NGSS: 2-LS4-1, 3-LS3-1, 3-LS4-3  |  GSE: S4L1d, S7L1 

In the 1970s, it was estimated that only about 200 golden lion tamarins were living in the wild. There were two reasons for this. Because of their small size and distinctive look, which many people find adorable, golden lion tamarins have been captured for the exotic pet trade for many years. Exporting tamarins is illegal, but it still happens.   

The most devastating cause for population decrease is extreme habitat loss. The Atlantic Coastal Forest has been cleared for agriculture since the 1500s. After so many years of deforestation, only 2% of the original forest remains. In addition, a major highway divides the forest. The tamarins cannot safely cross. These highways create isolated patches, making it impossible for tamarins to move around to find food or a mate. Conservationists knew that a creative solution was needed. 

Classroom debate idea: Golden Lion Tamarin or Golden Retriever?  

Students gather evidence and examples to argue their viewpoint. Include animal behavior and animal needs as evidence.  

Students write a persuasive paragraph or essay for or against owning a pet golden lion tamarin.  

Class discussion: How do your choices impact wildlife and people?   

In addition to the variety of programs offered at Zoo Atlanta that enhance your students’ science knowledge, we can bring the Zoo to you! From adaptations to classification, we have you covered! Learn all about wildlife and wild places without leaving your classroom. Our ZooMobile Outreach connects students to animals and conservation while complementing your classroom curriculum. All programs are aligned with the Georgia Standards of Excellence and include live animal encounters and engaging activities. ZooMobile Outreach programs are designed for Pre-K to 12th grade. Make the most of the Zoo’s visit by booking up to three 45-minute programs for up to 60 students. 

Grades 9-12 – Endangered Species will enhance any environmental science class’s understanding of biodiversity and the issues facing wildlife and wild places. Students will engage in real-world conversations about biodiversity, learn how they can make a difference, and will have the opportunity to meet an animal ambassador that faces many threats in the wild. 

We look forward to seeing you at the Zoo this school year and hope that we can bring the Zoo to you! For more information and to reserve your program, visit https://zooatlanta.org/program-type/zoo-mobile-outreach/. 

THE PLAN

NGSS: K-ESS3-3  |  GSE: S3L2, S4L2, S1L1   

Ask students, “How can we connect two habitats with a busy highway running through them?”   

Because golden lion tamarins seldom leave their treetop homes, they needed a special type of wildlife crossing. Look at the top right picture on the Education Conservation Poster. What do you notice? The wildlife crossing is covered with soil and trees to look like an extension of the forest. It is called a forest corridor. The plan was to connect the broken habitats. Local government and communities are additionally working to restore some of the forest.  

Take a trip to the Zoo without getting on a bus! 

Learn more about wildlife crossings in the Hope for Habitats Virtual Zoo Challenge! Students learn how habitats are being connected close to home and how simple changes make a big difference to wildlife.  Featured species are terrapins and hedgehogs.  

When you cannot visit the Zoo, connect with us and enrich your curriculum virtually. Harnessing technology as the vehicle, connect your students to animals, careers, conservation, and all things Zoo Atlanta through a Virtual Field Trip. Aligned with the Georgia Standards of Excellence (GSE) and the Next Generation Science Standards (NGSS), options are available for engaging students in STEM concepts as they learn about Zoo Atlanta’s animal ambassadors and conservation initiatives. 

All programs are facilitated by a Zoo Atlanta Educator through an online platform and include standards-based curriculum to supplement the program. Programs are designed for classes of up to 30 students. Programs may be adaptable to other grade levels with advance notice at time of booking.  

OBSERVATION AND DATA COLLECTION

NGSS: 2-LS4-1, MS-LS2-2, HS-LS2-8  |  GSE: S7L4, SEC3 

Zoo Atlanta partners with Associação Mico-Leão-Dourado (AMLD), an organization that has worked for over 30 years to protect golden lion tamarins in their natural habitat. Two groups of golden lion tamarins from Zoo Atlanta were reintroduced to the wild in Brazil during the reintroduction program that ran from 1984 – 2000.   

The reintroduction of tamarins, along with construction of forest corridors, has increased the golden lion tamarin chances for success. But how do we really know if the plan is working? With the plan implemented, data must be collected to find out if the tamarins are moving between areas and making use of the corridors. Some wildlife corridors in other parts of the world have cameras to see which animals cross, but it is more difficult with the tamarins. They travel through the closed canopy, about 10 to 30 meters off the ground, and are very difficult to spot. 

Radio telemetry is a technology that allows AMLD biologists to observe, and sometimes help, tamarins. Tamarins are fitted with a special, lightweight collar that “beeps” a signal at a frequency that cannot be heard by tamarins or people. This allows biologists to track movement and find the families. When a yellow fever outbreak hit in 2016, this technology saved many tamarins. Without radio transmitters, it could take up to two months to locate golden lion tamarin families. Because the monkeys were already being tracked, swift action was able to be taken. Golden lion tamarins are the first non-human primate species to be vaccinated against yellow fever.  

Learn more about radio telemetry by visiting 

 https://www.savetheliontamarin.org/glt-hero-tracking    

At Zoo Atlanta, observation and monitoring the health of all animals is taken seriously. Students can practice observational skills and learn about the research tools found at the Zoo by participating in a Zoo Challenge. Complete an ethogram observational study with gorillas or flamingos. Check out the page to find out more!  

THE FUTURE

NGSS: K-ESS3-3, HS-LS2-7,  |  GSE: S2E3, S5L4, S4L1c 

Dedicated conservation efforts by Brazil and organizations like Zoo Atlanta have been successful in bringing golden lion tamarins back from the brink of extinction. The population has grown from 200 individuals to about 2,500. Within the wild population, about a third are descendants of golden lion tamarins raised in human care. In 2003, the species was downgraded from critically endangered to endangered. Brazil has set aside land for forests, and the once unknown primate is now featured on the new 20 Reais (currency) note. Ecotourists can travel the forests, looking for flashes of gold in the trees while experiencing the biodiversity of the Atlantic Coastal Forest of Brazil.  

Zoo Atlanta works to protect wildlife and wild places around the world. You can read about 11 different projects supporting everything from tiny bees to elephants on our Conservation Projects page. You can help by visiting the Zoo, or you or your class may want to sponsor an animal. Choose from seven species on our Animal Sponsorship page.  

Helping wildlife doesn’t necessarily require a significant investment of time or resources. Below are some easy, free ways to help protect wildlife and their habitats. 

  • Choose to reuse: Join a social media group or download the free Buy Nothing ™ app to participate in a local gift economy through the Buy Nothing™ Project. Learn more here.  
  • Keep wildlife wild: Admire wildlife from a safe distance and do your research before intervening if you think a wild animal needs help. 
  • Leave No Trace: When you spend time in nature, leave it just as clean (or even cleaner) than you found it by making sure you only dispose of things in trash, recycling, or compost bins. Learn more about the Leave No Trace principles here. 
  • Skip the straw: Unless you need one for medical purposes, declining plastic straws is an easy way to reduce your ecological footprint. Learn more about the impact of plastic pollution here. 
  • Share what you learn – Whether it’s online or in-person, share what you learn about wildlife and tell others about the conservation actions you’re committed to taking. When posting on social media, don’t forget to use #OnlyZooATL to share with us, too! 

Read about other animal success stories in endangered species recovery.   

https://www.endangered.org/12-conservation-success-stories-for-endangered-species-day/ 

Learn more when you book a 9th – 12th ZooMobile.  Students will play a game of Conservation Jenga that focuses on threats to habitats, learning what actions can be taken to turn things in a positive direction. Students will be provided scenarios and discuss positive or negative outcomes on topics like eco-tourism. Grades 9-12 Endangered Species will enhance any environmental science class’s understanding of biodiversity and the issues facing wildlife and wild places. 


BASIC NEEDS 

Next Generation Science Standard: K-LS1-1 | Georgia Standards of Excellence: SKL1, S1L1  
What is that thing and what does it do? All research starts with a question. If you knew nothing about elephants, what would you guess an elephant’s trunk does? How do elephants’  trunks help them survive? How do their trunks make them alive? Using observation, we know that a trunk is a tool that allows elephants to meet their basic needs. Trunks can pick up items and carry food into their mouths for eating. Trunks suck up water and shoot it into the elephants’ mouths for drinking. Trunks are also strong enough and agile enough to pick leaves off branches or move heavy logs out of the way.   

Ask students to pretend they are elephants and have them design their own trunks. Knowing that they need to meet their basic needs, what would they use to replicate the functions of an elephant trunk? Search Zoo Atlanta’s YouTube page to watch videos of the elephants using their trunks and engaging with their habitat. Extend the lesson by putting the students’ designs to the test.   

Looking for more? Register for a ZooMobile program. Our “Beastly Basics” program explores the basic needs of animals as students discover different adaptations and characteristics that allow them to survive.

CLASSIFICATION 

NGSS: 2-LS4-1, 3-LS3-1   |  GSE: S2L1, S5L1, S7L1  

What is a mammal? In short, it is an animal that has fur or hair, often for protection from their environment. Elephants fit into this category and are the largest land mammals in the world. Though it can be hard to see, elephants have short wiry hairs along their bodies and patches of hair at the ends of their tails. Take a look at Zoo Atlanta’s African Elephant fact page for closer pictures of those hairs.   

Start a discussion with your class and compare different mammals to discover what features they have in common, or what makes a mammal a mammal. In addition to having hair or fur, mammals are also warm-blooded vertebrates (animals with a backbone) who give birth to live young and produce milk to feed their young. Younger students can create a chart to compare the life cycles of elephants and compare them to other species. Older students can create a chart with these comparisons to differentiate between mammals and the other four vertebrate classes: reptiles, birds, fish and amphibians. Zoo Atlanta’s animal pages can be used to learn more about different vertebrates.   

Additionally, while looking at the hairs on the pictures of the African elephants from the fact page, students can look for differences between the elephants pictured. Look at their tails, ears, tusks and trunks to find some differences and decide what advantages each has that might help them survive better than another animal of their species.   

Students can use what they learned to create a diagram that shows the differences in the types of body coverings of different animals. To bring your lessons to life, bring your students to the Zoo for our Zoo Challenge program, Creature Classification, where students will apply what they have learned to solve a classic case of “whodunit!” Or let the Zoo bring classification to you in “What Vertebrate am I,” a popular ZooMobile program!

ADAPTATIONS 

Next Generation Science Standards: 3-5-ETS1 | Georgia Standards of Excellence: S5L2  
Look at how an elephant’s trunk moves. It can extend and reach far and high as well as retract and hang down short, all without any bones! This is an incredible adaptation that allows elephants to reach areas other animals might not be able to reach to acquire food and at the same time, not step on their own trunks. This ability assists elephants in overcoming obstacles that could be in the way of their survival. The physical trunk is considered an inherited characteristic, or a trait that was passed down from the parents.

Where elephants find food is an example of an acquired characteristic, as knowledge of their habitat, where to find food, and how to evade predators, is passed down over time from individual to individual.   

Using this elephant research as an example, students can use Zoo Atlanta’s animal pages to choose an animal, identify inherited characteristics that aid in the species’ survival, and define a design problem hindering that species. Explore that species' basic needs and threats to aid in that process. Using that knowledge, create a unique solution to the original design problem. Be creative in the new adaptations!  

Learn more! Join Zoo Educators on a Wild Walk - a one-hour guided tour of the Zoo to see animals up close and in action. Make observations and learn about Zoo Atlanta’s research and conservation work.   

Interdependence 

NGSS: 3-LS4-3, MS-LS2-3, HS-LS2-6   |  GSE: S2L1, S4L1, S7L4, SB5, SEV1, SEV2  
African elephants play an important role in their savanna ecosystem by shaping landscapes and dispersing seeds. They are considered keystone species because of the important services they provide to other organisms that live within the savanna ecosystem.   

Ask your students to spend time learning more about African elephants and other African Savanna species. Once they have created a list of plants and animals, ask them to determine what role(s) each species plays within the ecosystem (predator-prey, mutualism, parasitism, etc.). Create a food web to illustrate the relationships between species. And then ask students to remove the African elephant from their ecosystem and make predictions about what will happen to the savanna ecosystem.  

Looking for more connections? Bring your students to the Zoo on a Self-guided Field Trip and utilize the Teacher Resource Explore Guides for your visit. Or sign-up for an Educator led Wild Walk or Zoo Challenge program.   
 
Structure and Function 

Next Generation Science Standards:  1-LS1-1, K-2-ETS1-2, 3-5-ETS1-2, MS-ETS1-2, HS-ETS1-1. HS-PS2-6| Georgia Standards of Excellence: SKP1, S2E3, S8P1, SZ4  
As illustrated through the research in the Education Poster, there is still much to learn about the structure and function of elephant trunks. The same is true of other species in nature – plants and animals. Nature is often the best problem solver and inspires solutions to everyday problems. For example, flamingo beaks inspired efficient water filters based on the structure and function of how flamingos can strain and filter water when they feed. What will elephant trunks inspire in the future?   

Have your students look to nature to make observations and inspire solutions to problems. Visit Georgia Tech’s Center for Biologically Inspired Design (CBID) site for teacher and student resources to begin looking at nature in new and wonderful ways. Introduce your students to the engineering design process and have them develop their own animal-inspired product. Have students practice developing solutions to real-world problems by using natural solutions. Students can work collaboratively to make a stronger design and perhaps, their design could inspire future research!  

Looking for more ways to connect and discover? Take a trip to the Zoo without getting on a bus and sign-up for “That Animal Does What?,” a Virtual Zoo Exploration program that explores research at Zoo Atlanta and the ways animals have inspired new technologies and breakthroughs in science.  

Life Cycles

Next Generation Science Standard: 3-LS1-1  

Georgia Standard of Excellence: SKL2, S5L1 

From eggs to adulthood, reptiles have quite an interesting life cycle. Use this year’s education poster to start a conversation about the life cycle of an eastern indigo snake. Start by looking at the top, right image of the poster. There you will see a newly hatched snake around a few oval-shaped eggs. How are these eggs similar to eggs that you have seen? How are they different? 

Have students make a sketch of the life cycle of a snake. Use the poster and Zoo Atlanta’s animal pages to see up-close images of the indigo snake and their eggs. From there, have students complete a sketch of the phases of development. Extend the lesson by having students compare the life cycle of a snake to the life cycles of birds, amphibians and mammals! 

Looking for more? Register for a Virtual Wild Walk! Our “Cycle of Life” program showcases the life cycles of various animals at Zoo Atlanta!  

Classification

NGSS: 2-LS4-1, 3-LS3-1 

GSE: S2L1, S5L1, S7L1 

What makes a reptile a reptile? For one, reptiles are covered in scales, which help protect them in their habitats. Compare the scales of the indigo snake to the body coverings of other animals. For a close-up picture of scales, check out Zoo Atlanta’s eastern indigo snake fact page. Have students closely look at the scales and compare and contrast them to the body coverings of other animals. 

From there, start a conversation with your students about all of the fascinating characteristics of the reptile class! Reptiles are a member of the vertebrate class, meaning that they have backbones. There are four other classes of vertebrates: fish, birds, mammals and amphibians. Each of these classes have unique characteristics. Have students create a diagram that indicates the characteristics of each of the five vertebrate classes. Use the animal pages from Zoo Atlanta’s website to find images and facts about each of the vertebrate classes! 

Students can use what they learned to create a diagram that shows the differences in the types of body coverings of different animals. To bring your lessons to life, bring your students to the Zoo for our Zoo Challenge program, Creature Classification, where students will apply what they have learned to solve a classic case of “whodunit!” Or let the Zoo bring classification to you in “What Vertebrate am I,” a popular ZooMobile program!  

Georgia Native Species & Interdependence

NGSS: 2-LS4-1, MS-LS2-2 

GSE: S7L4, SEC3 

Georgia’s diverse regions are home to a variety of animals specially adapted to the region in which they live. Several of these species have symbiotic relationships in which they depend on one another for survival.  

Eastern indigo snakes have a special connection to the gopher tortoise and can often be found in the burrows of the tortoise. In fact, the indigo snakes that are released back into the wild by Zoo Atlanta are released into gopher tortoise burrows! That way, the indigo snakes already have a ready-made home to move into! 

Visit Zoo Atlanta’s website to learn more about indigo snakes and their symbiotic relationships,   and watch our Zoo2You on the gopher tortoise! From there, have students determine what type of symbiotic relationship exists between gopher tortoises and eastern indigo snakes. Ask students to take on the role of Zoo exhibit designer and create habitat signage for both the gopher tortoise and the indigo snake to explain their relationship! For even more fun learning about the very special animals that call Georgia home, visit Zoo Atlanta for the “Discover Georgia” Zoo Challenge program.  

Food Webs

NGSS: 3-LS4-3, MS-LS2-3, HS-LS2-6 

GSE: S3L1, S4L1, SB5, SEV1, SEC1 

Ecosystems are dependent on a delicate balance of species. Unfortunately, due to habitat fragmentation, the wild populations of indigo snakes are dwindling. How does the indigo snake fit into that delicate ecosystem balance, and what would happen if there were no more indigo snakes?  

Have students visit Zoo Atlanta’s website to learn more about the indigo snake and what it eats. After researching the animal’s diet, have students create a food web and then present to the class on what would happen if indigo snakes were removed from the ecosystem. 

Human Impact on the Environment

NGSS: K-ESS3-3, HS-LS2-7 

GSE: S2E3, SZ4 

Eastern Indigo snakes have quite a varied diet of rodents, insects, amphibians, birds and even venomous snakes such as rattlesnakes, cottonmouth snakes, and copperheads. For this reason, they are quite beneficial in keeping backyard habitats safe from these venomous snakes. However, due to habitat loss and a general fear of snakes, indigo snake populations have been decreasing in the wild.  

Have students research the indigo snake on Zoo Atlanta’s website and do their own research to learn how the indigo snake’s habitat has become fragmented and their populations have declined due to the fragmentation, as well as general fear of snakes. Have students create a Fact Vs. Myth presentation on snakes to explain their importance in the ecosystem. Students can even create campaign posters and presentations to inform the public on the benefits of having snakes, including eastern indigo snakes, in their yards and present to their school community.