Lion Country Safari - School Programs

The Enrichment Workshop is a classroom curriculum, combined with a zoo visit, which emphasizes animal behavior. The 1/2-hour workshop uses the immersion technique and gives students the opportunity to put their new understanding of animal behavior to practical use.

This workshop has both pre- and post-visit classroom activities which can be adjusted for the appropriate age level.
These activities are designed to enhance each student's
knowledge of the topic to be covered.

Objective:
To relate the idea of enrichments to humans.
To relate the idea of enrichments to animals in captivity.

Lesson:
Give each student a blank piece of paper and ask each of them to draw his/her picture in the middle of the paper. Now, ask them to imagine what they would do if they didn't have all of the things that keep us occupied (books, games, toys, computers, TVs, other people, etc.). Explain that all of those things are enrichment for us. Just like people, animals like to have things to keep them busy, too. Different animals enjoy different enrichments, just like different people will like different activities or hobbies. Now, have the students draw some of their favorite enrichments in their pictures to show what they like. Tell them that they will help to make enrichments for some of the zoo animals on their visit to Lion Country Safari.

Objective:
To relate the idea of enrichments to humans.
To distinguish different types of enrichments.
To relate the idea of enrichments to animals in captivity.

Lesson Preparation:
Design a daily/weekly calendar for students to list their activities schedule.

Lesson:
Students should be able to list all their activities for the previous day/week. Have the students circle the activities they favor. These activities provide stimulation for them. Similarly, animals need stimulation to remain both physically and mentally active. Have the students separate their favorable activities list into physical activities and mental activities. Ask students how these lists relate to animals and their care.

Objective:
To understand that different animals respond to stimulation differently.

Useful Vocabulary:
Stimulation, Senses, Interpretation, Environment, Perspective, Olfactory, Visual, Auditory, Tactile, Palatable, Mental, Behavior.

Lesson Preparation:
Gather natural history information on different types of animals and how they interpret the environment using their senses. Collect pictures of different animals to present to the students.

Lesson:
Present the students with a variety of animal pictures or have them think of different animals (reptiles, mammals, birds, amphibians, fish...) for examples. Have the students write down the animals notable senses and how the animals use them. What enrichments would stimulate these animals to increase their activity levels? Compare different animals with their suggested enrichments. Would all the animals be stimulated by the same enrichments?

Sunshine State Standards
Grades: Pre-K - 2nd
Science F: Processes of life
SC.F.1.1.1 Content Standard:
Knows the basic needs of all living things.
SC.F.1.1.4 Content Standard:
Understands that structures of living things are adapted to their function in specific environments.
SC.F.2.1.2 Content Standard:
Knows that there are many different kinds of living things that live in a variety of environments.

Science G: How living things interact with their environment
SC.G.1.1.1 Content Standard:
Knows that environments have living and nonliving parts.
SC.G.1.1.2 Content Standard:
Knows that plants and animals are dependent upon each other for survival.
SC.G.1.1.3 Content Standard:
Knows that there are many different plants and animals living in many different kinds of environments.
SC.G.2.1.1 Content Standard:
Knows that if living things do not get food, water, shelter, and space, they will die.
SC.G.2.1.2 Content Standard:
Knows that the activities of humans affects plants and animals in many ways.

Science H: The Nature of Science
SC.H.1.1.4 Content Standard:
Knows that people use scientific processes including hypotheses, making inferences, recording and communicating data when exploring the natural world..
SC.H.1.1.5 Content Standard:
Uses the senses, tools, and instruments to obtain information from his or her surroundings.
SC.H.1.1.7 PBC Content Standard:
Knows that proper safety precautions should be followed during scientific investigations.
SC.H.3.1.1 Content Standard:
Knows that scientists and technologists use a variety of tools (e.g., thermometers, magnifiers, rulers, and scales) to obtain information in more detail and to make work easier.

Grades: 3rd - 5th
Science F: Processes of life
SC.F.1.2.2 Content Standard:
Knows how all animals depend on plants.

Science G: How living things interact with their environment
SC.G.1.2.1 Content Standard:
Knows ways that plants, animals, and protests interact.
SC.G.1.2.2 Content Standard:
Knows that living things compete in a climatic region with other living things and that structural adaptations make them fit for an environment.
SC.G.1.2.5 Content Standard:
Knows that animals eat plants or other animals to acquire the energy they need for survival.
SC.G.2.2.2 Content Standard:
Knows that the size of a population is dependent upon the available resources within its community.
SC.G.2.2.3 Content Standard:
Knows that changes in the habitat of an organism may be beneficial or harmful.

Science H: The nature of science
SC.H.1.2.1 Content Standard:
Knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experiments.
SC.H.1.2.2 Content Standard:
Knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results.
SC.H.1.2.4 Content Standard:
Knows that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.
SC.H.1.2.6 PBC Content Standard:
Understands that doing science involves many different kinds of work and engages a diverse group of people.
SC.H.3.2.4 Content Standard:
Knows that through the use of science processes and knowledge, people can solve problems, make decisions, and form new ideas.
SC.H.3.2.5 PBC Content Standard:
Understands that technology extends the ability of people to do things better or more easily and to do some things that could not otherwise be done at all.

Grades: 6th - 8th
Science F: Processes of life
SC.F.1.3.7 Content Standard:
Behavior is a response to the environment and influences growth, development, maintenance, and reproduction.

Science G: How living things interact with their environment
SC.G.1.3.4 Content Standard:
The interactions of organisms with each other and with the non-living parts of their environments result in the flow of energy and the cycling of matter throughout the system.
SC.G.2.3.4 Content Standard:
Humans are part of an ecosystem and their activities may deliberately or inadvertently alter the equilibrium in ecosystems.

Science H: The nature of science
SC.H.1.3.1 Content Standard:
Scientific knowledge is subject to modification as new information challenges prevailing theories and as new theory leads to looking at old observations in a new way.
SC.H.1.3.4 Content Standard:
Accurate record keeping, openness, and replication are essential to maintaining an investigator's credibility with other scientists and society.
SC.H.1.3.5 Content Standard:
A change in one or more variables may alter the outcome of an investigation.
SC.H.3.3.7 Content Standard:
Computers speed up and extend people's ability to collect, sort, and analyze data; prepare research reports; and share data and ideas with others.

Grades: 9th - 12th
Science G: How living things interact with their environment
SC.G.1.4 Content Standard:
The student understands the competitive, interdependent, cyclic nature of living things in the environment.
SC.G.2.4 Content Standard:
The student understands the consequences of using limited natural resources.

Science H: The nature of science
SC.H.1.4 Content Standard:
The student uses the scientific processes and habits of mind to solve problems.
SC.H.3.4 Content Standard:
The student understands that science, technology, and society are interwoven and interdependent.



School Programs

Click on the link below to return to the list of available School Programs	Animal Activities-Enrichment Workshop The Enrichment Workshop is a classroom curriculum, combined with a zoo visit, which emphasizes animal behavior. The 1/2-hour workshop uses the immersion technique and gives students the opportunity to put their new understanding of animal behavior to practical use. This workshop has both pre- and post-visit classroom activities which can be adjusted for the appropriate age level. These activities are designed to enhance each student's knowledge of the topic to be covered. Meets Sunshine State Standards Grades: Pre-K -2nd Grades: 3rd - 5th Grades: 6th - 8th Grades: 9th - 12th Enrichment Classroom Activities: 1. Picturing Enrichments Objective: To relate the idea of enrichments to humans. To relate the idea of enrichments to animals in captivity. Useful Vocabulary: Enrichment, Exercise, Captivity, Interaction. Lesson Preparation: One sheet of paper and crayons or pencil for each student. Teacher-Guided Questions: What do you like to do at home? What do you like to do on the weekend? What kind of exercise do you do? What activities do you enjoy the most? Lesson: Give each student a blank piece of paper and ask each of them to draw his/her picture in the middle of the paper. Now, ask them to imagine what they would do if they didn't have all of the things that keep us occupied (books, games, toys, computers, TVs, other people, etc.). Explain that all of those things are enrichment for us. Just like people, animals like to have things to keep them busy, too. Different animals enjoy different enrichments, just like different people will like different activities or hobbies. Now, have the students draw some of their favorite enrichments in their pictures to show what they like. Tell them that they will help to make enrichments for some of the zoo animals on their visit to Lion Country Safari. 2. Activity Schedule Objective: To relate the idea of enrichments to humans. To distinguish different types of enrichments. To relate the idea of enrichments to animals in captivity. Useful Vocabulary: Enrichment, Stimulation, Exercise, Captivity, Interaction. Lesson Preparation: Design a daily/weekly calendar for students to list their activities schedule. Teacher Guided Questions: What classes do you have during the day? What activities are you involved in after school? What things do you do at night? What activities do you enjoy the most? Which activities are physical and which are mentally stimulating? Lesson: Students should be able to list all their activities for the previous day/week. Have the students circle the activities they favor. These activities provide stimulation for them. Similarly, animals need stimulation to remain both physically and mentally active. Have the students separate their favorable activities list into physical activities and mental activities. Ask students how these lists relate to animals and their care. 3. Animal Senses Objective: To understand that different animals respond to stimulation differently. Useful Vocabulary: Stimulation, Senses, Interpretation, Environment, Perspective, Olfactory, Visual, Auditory, Tactile, Palatable, Mental, Behavior. Lesson Preparation: Gather natural history information on different types of animals and how they interpret the environment using their senses. Collect pictures of different animals to present to the students. Teacher Guided Questions: What different senses do animals have? Why do animals have senses? Do some animals have better senses than others? For example, which senses are more important to a snake? A lion? A parrot? A dog? Lesson: Present the students with a variety of animal pictures or have them think of different animals (reptiles, mammals, birds, amphibians, fish...) for examples. Have the students write down the animals notable senses and how the animals use them. What enrichments would stimulate these animals to increase their activity levels? Compare different animals with their suggested enrichments. Would all the animals be stimulated by the same enrichments? Sunshine State Standards Grades: Pre-K - 2nd Science F: Processes of life SC.F.1.1.1 Content Standard: Knows the basic needs of all living things. SC.F.1.1.4 Content Standard: Understands that structures of living things are adapted to their function in specific environments. SC.F.2.1.2 Content Standard: Knows that there are many different kinds of living things that live in a variety of environments. Science G: How living things interact with their environment SC.G.1.1.1 Content Standard: Knows that environments have living and nonliving parts. SC.G.1.1.2 Content Standard: Knows that plants and animals are dependent upon each other for survival. SC.G.1.1.3 Content Standard: Knows that there are many different plants and animals living in many different kinds of environments. SC.G.2.1.1 Content Standard: Knows that if living things do not get food, water, shelter, and space, they will die. SC.G.2.1.2 Content Standard: Knows that the activities of humans affects plants and animals in many ways. Science H: The Nature of Science SC.H.1.1.4 Content Standard: Knows that people use scientific processes including hypotheses, making inferences, recording and communicating data when exploring the natural world.. SC.H.1.1.5 Content Standard: Uses the senses, tools, and instruments to obtain information from his or her surroundings. SC.H.1.1.7 PBC Content Standard: Knows that proper safety precautions should be followed during scientific investigations. SC.H.3.1.1 Content Standard: Knows that scientists and technologists use a variety of tools (e.g., thermometers, magnifiers, rulers, and scales) to obtain information in more detail and to make work easier. Grades: 3rd - 5th Science F: Processes of life SC.F.1.2.2 Content Standard: Knows how all animals depend on plants. Science G: How living things interact with their environment SC.G.1.2.1 Content Standard: Knows ways that plants, animals, and protests interact. SC.G.1.2.2 Content Standard: Knows that living things compete in a climatic region with other living things and that structural adaptations make them fit for an environment. SC.G.1.2.5 Content Standard: Knows that animals eat plants or other animals to acquire the energy they need for survival. SC.G.2.2.2 Content Standard: Knows that the size of a population is dependent upon the available resources within its community. SC.G.2.2.3 Content Standard: Knows that changes in the habitat of an organism may be beneficial or harmful. Science H: The nature of science SC.H.1.2.1 Content Standard: Knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experiments. SC.H.1.2.2 Content Standard: Knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results. SC.H.1.2.4 Content Standard: Knows that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions. SC.H.1.2.6 PBC Content Standard: Understands that doing science involves many different kinds of work and engages a diverse group of people. SC.H.3.2.4 Content Standard: Knows that through the use of science processes and knowledge, people can solve problems, make decisions, and form new ideas. SC.H.3.2.5 PBC Content Standard: Understands that technology extends the ability of people to do things better or more easily and to do some things that could not otherwise be done at all. Grades: 6th - 8th Science F: Processes of life SC.F.1.3.7 Content Standard: Behavior is a response to the environment and influences growth, development, maintenance, and reproduction. Science G: How living things interact with their environment SC.G.1.3.4 Content Standard: The interactions of organisms with each other and with the non-living parts of their environments result in the flow of energy and the cycling of matter throughout the system. SC.G.2.3.4 Content Standard: Humans are part of an ecosystem and their activities may deliberately or inadvertently alter the equilibrium in ecosystems. Science H: The nature of science SC.H.1.3.1 Content Standard: Scientific knowledge is subject to modification as new information challenges prevailing theories and as new theory leads to looking at old observations in a new way. SC.H.1.3.4 Content Standard: Accurate record keeping, openness, and replication are essential to maintaining an investigator's credibility with other scientists and society. SC.H.1.3.5 Content Standard: A change in one or more variables may alter the outcome of an investigation. SC.H.3.3.7 Content Standard: Computers speed up and extend people's ability to collect, sort, and analyze data; prepare research reports; and share data and ideas with others. Grades: 9th - 12th Science G: How living things interact with their environment SC.G.1.4 Content Standard: The student understands the competitive, interdependent, cyclic nature of living things in the environment. SC.G.2.4 Content Standard: The student understands the consequences of using limited natural resources. Science H: The nature of science SC.H.1.4 Content Standard: The student uses the scientific processes and habits of mind to solve problems. SC.H.3.4 Content Standard: The student understands that science, technology, and society are interwoven and interdependent.