Disney's Chimpanzee Educators Guide
Disney's Chimpanzee Educators Guide
Disney's Chimpanzee Educators Guide
grades 2 - 6
ON BLU-RAY COMBO PACK AUGUST 21, 2012
D
isneynature takes moviegoers deep into the forests of Africa with CHIMPANZEE, a new True
Life Adventure introducing a lovable young chimpanzee named Oscar in a story of family bonds
and individual triumph. Oscar’s playful curiosity and zest for discovery showcase the intelligence and
ingenuity of some of the most extraordinary personalities in the animal kingdom.
The world is a playground for little Oscar, who’d rather make mayhem than join his parents for an
afternoon nap. When Oscar’s family is confronted by a rival band of chimpanzees, he is left to fend for
himself until a surprising ally steps in and changes his life forever. Directed by Alastair Fothergill
(AFRICAN CATS and EARTH) and Mark Linfield (EARTH), CHIMPANZEE swings onto Blu-ray Combo
Pack & HD Digital August 21, 2012.inrs Earth Day, April 20, 2012..
ACKnOWLEDGEmEntS
Creating such a comprehensive Educator’s Guide Bettinger applied her years of experience working The specific photo images needed for the facial
takes the energy, innovation, talent and hard with chimpanzees both in zoos and in the field to expressions and non-verbal communication lessons
work of many specialists. ensure the accuracy of all information. Allyson Atkins, were shared with us through the support of the
Dr. Jill Mellen and Kim Sams (Conservation Initiatives) Jane Goodall Institute’s Debby Cox and amazing
At the Walt Disney Company, Disneynature’s Paul reviewed and commented on the final draft to photography of Andy Nelson. Chimp Haven
Baribault and Catherine Stephens presented the ensure a quality product. graciously shared images and footprints of their
Disney’s Animal Kingdom Education Team with the chimpanzees.
opportunity to take on this exciting project. Dr. Liz The holistic approach to this Educator’s Guide
Fogel brought all the right partners together in a joyful could not have happened without the special talents Dr. Stephen Ross, the Chimpanzee Species Survival
way to create a multi-disciplinary Educator’s Guide of the following subject matter experts: Drs. Carol Chair under the auspices of The Association of Zoos
that benefits classroom teachers and zoo educators. Henry, John Hoge, Linda Labbo, John Olive, Michael and Aquariums, discussed his important research on
Orey and Deborah Tippins from the University of people’s knowledge, attitudes and behaviors about
At Disney’s Animal Kingdom, Laurie Cummins Georgia, and Dr. Wayne Nelson from Southern Illinois chimpanzees with our Disney’s Animal Kingdom team.
developed the brilliant lessons and activity sheets University. A review team consisting of Betty Carvellas
with the amazing assistance of Nadine Kocanjer. Kris
Whipple told the complete story of chimpanzees
(Educator Lead for the National Academy of Sciences
Teacher Advisory Board), Charlene Dindo, Steven
Kathy Lehnhardt
using interpretive language and examples through Dracht and Michael Koehler brought their expertise Curator of Education,
the Teacher’s Background Information. Dr. Tammie and understanding of science and math to the Guide. Disney’s Animal Kingdom
FPO
TakIng aCT
Ion!
What You Can Do To Help Protect Chimpan ees
Chimpanzees need your help too! here are some ways you can make a
difference for chimpanzees as well as the wildlife in your own backyard.
• See CHIMPANZEE opening week and Disney Nature will make a • Tell your friends and family about the value of chimpanzees,
donation in your honor to the Jane Goodall Institute to protect the threats they are facing and what they can do to help.
chimpanzees today and tomorrow. • Learn more about chimpanzees and
• Recycle old cell phones, batteries, computers and electronics. their habitat needs. See Disneynature
CHIMPANZEE in theaters, read books,
Tell others how recycling these items helps protect chimpanzees
and check out the websites listed in this
and their habitats.
guide. Subscribe to wildlife conservation
• Research the products that you buy to ensure they do not magazines and watch nature shows on
harm chimpanzees or their habitats. Seek out products that television and in theaters!
are sustainably grown or made from recycled materials. • Create habitats for local wildlife too! Plant
• Contribute to wildlife organizations that protect chimpanzees. a native tree, grow a butterfly garden,
Organize a bake sale, raffle or environmental festival to raise hang a bird house, add a birdbath or
money and awareness about conservation issues facing chimpanzees. construct a pond to make a difference for
wildlife in your backyard or schoolyard.
• Visit your local AZA-accredited zoo. Find out what they are doing Visit: http://www.nwf.org/Get-Outside/Outdoor-Activities/
to help the animals under their care. Garden-for-Wildlife/Schoolyard-Habitats.aspx to learn more.
LESSoN
What Makes A Chimpanzee
1 Special?
Grade Level: 2-3 | Subject Areas: Science, Math | Time Frame: 1 hour
Background Information: Chimpanzee Adaptations: Built for Life in the Rainforest (pages 10-11)
chimpanzees have long arms for climbing but they EXTENDING THE LESSoN: SCIENCE
also prohibit swimming. This would make living in Option 1: Use the interactive cards from Lesson 6 to discuss
the ocean impossible. different types of rainforest animal adaptations. Identify
• Describe any similarities between the physical what body structures help each of these animals survive in
adaptations of chimpanzees and people. the rainforest and create a chart to compare these
Chimpanzees and people have the ability to walk adaptations. Encourage students to use some of these
upright, have color and 3D vision, a good sense of adaptations to draw or build their own imaginary rainforest
hearing and smell, large brains, hair covering their animal. Each student should present their animal to the
body, opposable thumbs and fingernails. class and explain where the animal spends its time, how it
• Which is greater, a chimpanzee’s height or arm span? moves, communicates, catches food and avoids predators.
Compare this to your measurements and explain
any differences. A chimpanzee’s arm span is about CoNNECT WITH NATURE
one and a half times its height while people have an Take a class trip to a local AZA-accredited zoo or aquarium
arm span that is about equal to their height. This to learn more about animal adaptations. Instruct students
difference is the result of adaptations! Chimpanzees to choose their favorite animal to observe. Students should
use their long arms to climb and swing through take a picture of their animal and record any adaptations
trees. Chimpanzees also “knuckle-walk” on all fours their animal has using a data sheet or journal. Upon
with their fingers curled under and their knuckles returning to the classroom, use students’ pictures and field
supporting their weight. notes to compare the types of adaptations they observed.
• How do a chimpanzee’s handprint and footprint Engage students in a class discussion to connect an
compare to yours? Using your knowledge of organism’s adaptations with its environment.
chimpanzee adaptations, explain any differences.
A chimpanzee’s handprint and footprint are much
larger in size! Also, the fingers are longer and the
thumb is shorter. Long fingers and a short thumb
allow chimpanzees to grab branches while moving
through the treetops.
Chimpanzee Hand
Your Hand
Chimpanzee Foot
Your Foot
______________________________________
_________________________________________
____________________________________________
LESSoN
How Are Chimpanzees Adapted
2 To The Rainforest?
Grade Level: 4-6 | Subject Areas: Science, Math | Time Frame: 1 hour
Background Information: Chimpanzee Adaptations: Built for Life in the Rainforest (pages 10-11)
• How did the distance and angle measurements Option 3: People are learning to use plant and animal
you made using activity sheet 2B compare to the adaptations to make products we use every day. For
measurements taken by other students in your example, scientists have copied the structure of burrs
class? Explain why there might be differences. What to make Velcro and shark skin to make swimsuits for
could be done to improve the overall accuracy of competitive swimmers! This field of study is called
these measurements? Variability always exists when biomimicry. Encourage students to learn more about the
people take measurements or conduct experiments. topic of biomimicry and explore how animal and plant
Since no two people are alike, they may measure adaptations might be useful in human life. Working in
the same distance slightly differently. Precise pairs or small groups, have students create and present a
measuring tools (such as rulers in millimeters) and proposal for a new invention that incorporates one plant
the use of a consistent, pre-decided measuring or animal adaptation.
technique (agreeing to measure to the nearest CoNNECT WITH NATURE
millimeter, using a ruler to mark a straight line,
Take a class trip to a local AZA-accredited zoo or aquarium
not working too quickly, etc.) are two ways to
to learn more about animal adaptations. Instruct students
improve accuracy.
to choose their favorite animal to observe. Students should
EXTENDING THE LESSoN: take a picture of their animal and record their animal’s
PHySICAL EDUCATIoN, MATH, adaptations using a data sheet or journal. Upon returning
SCIENCE AND LANGUAGE ARTS to the classroom, use students’ pictures and field notes to
Option 1: Each student should measure their arm span discuss the types of adaptations they observed.
and record this on a data sheet. Then, take the class LESSoN RESoURCES
outdoors to a playground with monkey bars. Have students
test their brachiating abilities! Use a stopwatch to time how For Students
long it takes to travel from one side of the monkey bars to • Biomimicry Institute. What could nature teach us?
the other (students could also try skipping bars to see how 19 July 2011.
this impacts travel time). Create a class graph comparing http://www.biomimicryinstitute.org/case_studies.php
arm spans to the amount of time measured to cross the For Teachers
bars. Compare students’ findings to the brachiating • Animal Simulation Laboratory. Brachiation Simulation.
ability of chimpanzees. Discuss how adaptations impact The University of Manchester. 19 July 2011.
these results. http://homepage.mac.com/wis/ASL/Projects/
Option 2: All apes have the ability to brachiate, but only Brachiation/index.html
gibbons are considered true brachiators because they are
able to fully rotate their shoulders, ANSWER KEY: Activity Sheet 2B
similar to the propeller on an
airplane. Have students research < ABC = obtuse, ~ 103 degrees
the adaptations of gibbon species < BCF = obtuse, ~ 125 degrees
and compare these adaptations to < CFG = actue, ~ 80 degrees
chimpanzees. < FGH = obtuse, ~ 142 degrees
< GHJ = obtuse, ~ 115 degrees
< HJL = obtuse, ~ 129 degrees
< JLM = obtuse, ~ 137 degrees
1.5 meters = 3 centimeters.
Which angle is greatest?
< FGH
_________
Which angle is smallest?
< CFG
_________
EARS EYES
• Large Ears: _______________ • Color Vision: _________________
__________________________ _____________________________
__________________________ _____________________________
ARMS _________________________
_____________________
NOSE
_____________________ • Good Sense of Smell:
• Brachiation: __________
____________________
___________________
____________________
_________________
____________________
__________________
____________________
_____________________
CHEST
•
_____________________
Broad, Muscular Chest:
__________________
HANDS ____________________
• Large Palm, Long Fingers _____________________
& Short Thumb:___________
_____________________
___________________________
__________________________
____________________________ FEET
____________________________ • Grasping Feet: __________
______________________________ ___________________________
______________________________ ___________________________
______________________________ ___________________________
CHEST
• Broad, Muscular Chest:
A broad, muscular chest
HANDS
• Large Palm, Long Fingers gives a chimpanzee
the strength to swing
& Short Thumb: These allow
and climb.
a chimpanzee to wrap their hands
fully around a branch, giving them
a better grip when moving FEET
•
through the trees.
Nails: Fingernails and toenails
• Grasping Feet: These act
almost as a second set of
protect the tips of the fingers and toes. hands. A chimpanzee’s flexible
They also increase the sense of touch. toes and an opposable big toe
Fingernails help a chimpanzee pick up help it pick up and hold objects.
small objects and feel details like texture.
FPO
SCALE
1.5 meters =
_______centimeters
LESSoN
3 Where Do Chimpanzees Live?
Grade Level: 2-3 | Subject Areas: Science, Geography | Time Frame: 1 hour
Background Information: Welcome to the African Rainforest: Home of the Chimpanzee (pages 9-10)
Cut out the United States maps below and see how many you can
fit inside the continent of Africa on Activity Sheet 3B.
1. Research the countries in Africa where chimpanzees are found. Make a list of these countries.
2. Use colored pencils or crayons to shade in the countries where chimpanzees live.
LEARNING ACTIVITIES
1. Using a globe and world map, introduce the terms 4. Review students’ initial inferences. Were students
latitude and longitude. Explain that the major latitude surprised by the size of the African continent? What
lines include the equator, the Tropic of Cancer and the else can students learn about Africa from a world map?
Tropic of Capricorn. Locate these on the map. Discuss size, location and topography.
2. Point out the continents on the world map. Discuss what 5. Distribute activity sheet 4B to the class. Students should
characteristics define a continent and how it differs from label the equator, the Tropic of Cancer and the Tropic of
a country, state or city. Encourage students to make Capricorn. Have students color the area inside the solid
inferences as to the size of the continents. Which line yellow to represent the tropical rainforest and color
continent do they think is the largest? Which do they the area inside the dashed line blue to represent where
think is the smallest? chimpanzees live. Any areas where chimpanzees and
3. Have students find the continent of Africa. Ask them to rainforest habitat overlap will be green.
make predictions about the size of the African continent. 6. As a class, use the completed map to make a set
Distribute activity sheet 4A: United States Maps to the diagram. The set diagram should include the countries
class. Students should cut out each of the four United where rainforests are found, countries where chimpanzees
States maps and place as many of these maps as can fit are found and countries where rainforest habitat and
inside the map of Africa on activity sheet 4B: How Are chimpanzee populations overlap. Discuss why
Chimpanzees And The Rainforest Connected?. The class chimpanzees might live in the rainforest and what
should conclude that three United States maps fit into makes rainforests special.
the continent of Africa.
Cut out the United States maps below and see how many you can
fit inside the continent of Africa on Activity Sheet 4B.
= tropical rainforest
= where chimpanzees live
= where chimpanzees live and where
the tropical rainforest is found
= tropical rainforest
= where chimpanzees live
= where chimpanzees live and where
the tropical rainforest is found
LESSoN
Who Are Chimpanzees’
5 Neighbors?
Grade Level: 2-3 | Subject Areas: Science, Language Arts, Art | Time Frame: 1 hour
Background Information: Welcome to the African Rainforest: Home of the Chimpanzee (pages 9-10)
the physical environment (hot, wet, large trees, etc.) • Fredericks, Anthony D. and Jennifer DiRubbio
and be able to give examples of food, water, shelter (Illustrator). Under One Rock: Bugs, Slugs, and
and a place to raise young. other Ughs. Nevada City, CA: Dawn Publications,
• Explain why every living thing is important in a 2001. ISBN: 1584690276.
habitat. Predict what would happen if just one • Rainforest Alliance. Virtual Treehouse. 19 July 2011.
living thing was removed. Students’ answers will http://rainforest-alliance.org/multimedia/treehouse
vary but should include the role each living thing • Ward, Jennifer and Jamichael Henterly (Illustrator).
has in the habitat and how they are connected to Forest Bright, Forest Night. Nevada City, CA: Dawn
other organisms. Students should understand that Publications, 2005. ISBN: 1584690674.
removing even one plant or animal species will For Teachers:
greatly impact all other species in the ecosystem.
• Barrett, Katharine and Carolyn Willard. Schoolyard
EXTENDING THE LESSoN: Ecology: Teachers Guide for Grades 3–6. Berkeley,
SCIENCE AND ART CA: Lawrence Hall of Science – University of
Option 1: Have students turn the classroom into a California, 1998. ISBN: 0924885355
chimpanzee’s rainforest home. Each student should draw, • Council for Environmental Education. ProjectWild.
paint or color a picture of one of the organisms in the 19 July 2011.
story. Place the students’ illustrations on a bulletin board http://www.projectwild.org/resources.html
or hang on the classroom walls to create a life-sized • International Year of the Forests. Celebrating Forests
forest habitat. for People. United Nations Department of Public
Option 2: Have students write a short story about a day in Information. 19 July 2011.
the life of an animal that lives near their school. Students http://www.un.org/en/events/iyof2011/
should include at least one example of each of the four • World Wildlife Fund. The Importance of Forests.
habitat components and describe how the animal depends 19 July 2011. http://wwf.panda.org/about_our_
on these during a day. earth/about_forests/importance/
CoNNECT yoUR CLASS WITH NATURE
Enrich habitats in your area or on school grounds! With
permission, organize a tree planting, create a butterfly
garden, place a bird bath or hang a birdhouse to provide
wildlife with food, water, shelter and a place to raise young.
LESSoN RESoURCES
For Students:
• Fredericks, Anthony D. and Jennifer DiRubbio
(Illustrator). Around One Cactus: Owls, Bats, and
Leaping Rats. Nevada City, CA: Dawn Publications,
2003. ISBN: 1584690526.
• Fredericks, Anthony D. and Jennifer DiRubbio
(Illustrator). Near One Cattail: Turtles, Logs, and
Leaping Frogs. Nevada City, CA: Dawn Publications, The rainforest provides chimpanzees with food, water,
2005. ISBN: 1584690712. shelter and a safe place to raise their young.
An Incredible Journey
You have traveled a long way. You took a big plane and flew over the ocean to a different continent
called Africa (have students spread their arms and pretend to fly).
You are in a place with many trees. It is hot and everything is wet. Red, squishy dirt covers the
ground. Leaves crunch under your feet (have some students make squishing sounds while others make
crunching sounds). You start walking down a muddy trail. There is a large puddle ahead. Then, you
realize it is actually a footprint! It looks like a giant pancake. It must be from a very big animal with
huge legs and feet.
The large trees around you are like towers. The trees reach so high they almost block the sun (have
students reach high towards the sky). The trunks spread across the ground like tentacles (have students
crouch low and weave their arms back and forth to imitate tentacles). “What could these big roots be
for?” you wonder.
Plants that look like green feathers tickle your ankles. Whoops! You almost trip on a fallen log. You bend
down to take a closer look. The log feels cool and damp (have students crouch down and touch the floor).
It is covered in white mushrooms. Under the log is a millipede. It is as big as a ruler! Beetles are
rolling dung into tidy balls (have students pull their legs in to their chests and curl into tight balls).
Soon, a blue lizard appears. It climbs onto a tree stump nearby.
“What was that?” You hear a whish and then a whoosh (have students make these noises). You catch
a peek of brown fur. The animal was about the size of a pig. But it has disappeared into the trees.
A spider‘s web sparkles in the sun (have students hold their hands out and wiggle their fingers to
imitate sparkling). It looks like it has a big zipper down the middle! Then, you notice large vines
crawling towards the sky (have students reach upwards like they are climbing a vine). Bright green
fruit is hanging down from the vines. Above, there is a black and white bird sitting on a tree limb.
The bird looks like it has a plate on its head! Monkeys with long tails leap between the tree branches
(have students leap around on all fours).
Even higher in the trees, you see a nest. But this is not a bird’s nest. It belongs to some other kind of
animal. “Who could have made such a large nest?” you think. “It is big enough to hold someone my
size!” Then you hear it. The call you have been waiting for. It starts out low: whoo-ooh-whoo-ooh. Then
it gets faster. Whoo-ooooh! Whoo-oooh! until the sound is so loud you have to plug your ears. It is a
chimpanzee! Then there are more calls. There is a whole group of chimpanzees nearby (have students
make this call together)! As rain starts to fall, you smile (have students pat their laps at different
speeds and volumes to mimic the sound of rain). You have found exactly what you were looking for.
You have found the place where chimpanzees live.
duiker
fig fruit blue monkey
leopard chimpan ee
hornbill
Look for wildlife in your backyard and make your very own field guide! Then
go exploring with family or friends to see how many different species you can find.
LESSoN
Who Shares The Rainforest
6 With Chimpanzees?
Grade Level: 4-6 | Subject Areas: Science, Art | Time Frame: 1 hour
Background Information: Welcome to the African Rainforest: Home of the Chimpanzee (pages 9-10)
LEARNING ACTIVITIES Coast). Students should use the clues on their card to
1. Ask students to close their eyes and imagine they are in determine where the organism lives and place their
a tropical rainforest in Africa. What type of weather could plant or animal into the appropriate rainforest layer on
they expect? What sounds would they hear? What smells the rainforest background. Have students compare this
completed rainforest with their original ideas of an
fill the air? What types of plants and animals might they
African tropical rainforest.
see? Tell students this lesson will allow them to explore
the tropical rainforest homes of chimpanzees. 4. Introduce the term habitat and the four requirements of
any habitat. Ask students for an example of a habitat
2. Project the rainforest background image from activity
found within each layer of the rainforest. Explain how
sheet 6A onto a wall or interactive white board. Explain
some animals find everything they need in one place –
how the rainforest is divided into four layers: the
for example, a spider’s web provides food, water and
rainforest floor, the understory, the canopy and the
shelter. Other animals like chimpanzees have a much
emergent layer. Divide the class into four groups with larger habitat. Chimpanzees use all layers of the
each group researching one of the layers. Students rainforest to find what they need to survive. Ask students
should identify the height at which each of these layers to find examples of a chimpanzee’s habitat needs within
occurs in meters and then label their layer on the the rainforest they have created. Students should
rainforest background at the front of the room. mention examples of food, water, shelter and a place to
• Students should determine the rainforest floor raise young.
occurs between 0–10 meters, the understory occurs 5. Review the term ecosystem with the class and explain
between 10–30 meters, the canopy occurs between how an ecosystem is different from a habitat. Just as
30–40 meters and the emergent layer occurs above chimpanzees depend on their habitat, the rainforest
40 meters. ecosystem is equally important to their survival. Discuss
3. Distribute one card to each student (all of the organisms the non-living things in the rainforest ecosystem that a
depicted are found in the Taï National Forest in the Ivory chimpanzee needs to survive.
6. Introduce the term niche to the class and ask students to EXTENDING THE LESSoN:
find specific examples of important niches within the SCIENCE AND MUSIC
rainforest on each of their animal cards. Write the different Option 1: Create an ecosystem journal for an area near your
types of rainforest niches on the board and explain the school! Record the types of food, water and shelter available.
importance of each. Students should conclude that all Study this ecosystem and complete a journal entry each
interactions are vital to the health of the tropical rainforest. week to learn how these resources change over time. Be
WRAP UP sure to observe the relationship between these habitat
elements and the other living and non-living things found
7. Use these questions to further your discussion on the there. Compare students’ observations to the ways that
rainforest habitat, ecosystem and niche: chimpanzees depend on the rainforest home for survival.
• Describe the layers of a tropical rainforest. Give at Option 2: Split students into small groups to write and
least one example of an animal that lives in each of perform a rainforest rap. Rap songs often use a couplet
these layers in an African rainforest. Answers will rhyming scheme (two written lines linked together in the
vary but students should be able to explain the same end rhyme). Students should use this rhyming
differences in each layer. scheme to describe how chimpanzees use all four habitat
• Explain the difference between a habitat and an elements and interact with at least three other plant or
ecosystem. A habitat is the area where an animal animal species in the tropical rainforests of Africa. During
finds food, water, shelter and a place to raise young. the groups’ performance, some members may choose to
An ecosystem is a collection of habitats, and includes provide a background beat using small hand drums, plastic
the interaction of all living and non-living things. buckets, coffee cans or oatmeal containers. Other group
• How would chimpanzees be affected if one of the members can also layer in sound effects by imitating the
four habitat elements was removed from the sounds of a rainstorm, other rainforest animals or
rainforest? Students should conclude that removing chimpanzee calls.
one portion of a habitat can greatly impact
CoNNECT WITH NATURE
chimpanzees. For example, taking away even one
species of tree could reduce the amount of food Keep ecosystems healthy for wildlife in your area! With
available for chimpanzees, making survival difficult. permission, organize a class outing to pick up litter, plant
• Explain the term niche in your own words. Give at native flowers and trees, or start a school compost
least two examples of different niches found within program. Check out Disney’s Friends for Change – Project
the tropical rainforest environment. Answers will Green website for more ideas (http://disney.go.com/
vary but students should be able to define niche as projectgreen/).
the role an organism plays in its environment. LESSoN RESoURCES
Examples might include pollinator, seed disperser,
For Students
decomposer, insect control, prey or predator.
• African Wildlife Foundation. Wildlife Gallery. 25 July
2011. http://www.awf.org/section/wildlife/gallery
fold here
I feast on twigs, leaves, grasses, fruit
and insects. I help to spread seeds
and control bug populations. I have
to be careful of predators such as
African golden cats and eagles.
TREE HYRAX
cut here
GREEN MAMBA
cut here
fold here
to spend my time in trees less than
30 meters tall. Here I can find fruit,
seeds, nuts, leaves, mushrooms and
insects to eat. I avoid predators like
eagles and leopards by moving lower
or higher into the trees.
RED-CAPPED MANGABEY
cut here
cut here
fold here
important nutrients back into the ground
in our waste. Our bodies are built for
digging, so we also do a great job of
mixing up soil, and adding fresh dirt
to the rainforest floor. We try to avoid
lizards, frogs, birds and chimpanzees.
TERMITES
cut here
BUTTERFLY
cut here
fold here
up to 10 meters tall. My tan coat also
helps me camouflage on the ground so
I can hunt for rodents and small deer.
My job is to keep animal populations
balanced, but I still have to avoid other
predators such as leopards.
AFRICAN GOLDEN CAT
cut here
fold here
snakes, rodents, birds and insects.
My role in the rainforest is to keep other
animal populations balanced. I am
strong and will quickly defend myself
against other animals, even some that
are much bigger than me.
HONEY BADGER
cut here
DIANA MONKEY
fold here
day looking for food like leaves, fruit,
flowers and seeds. I avoid predators
like eagles, leopards and chimpanzees.
Seeds in my dung are sometimes planted
and grow into new trees.
cut here
fold here
my muscular trunk can pluck a blade
of grass or knock down a large tree,
I shape the rainforest. I also clear paths
and dig water holes that are used by
other animals. As the largest land animal,
I have no predators.
FOREST ELEPHANT
cut here
cut here
PYGMY HIPPOPOTAMUS
fold here
the water. At night, I hunt for my
favorite foods such as fish, birds, turtles
and small mammals. As a baby, I avoid
large birds, fish and other crocodiles.
As an adult, I help keep animal
populations balanced.
DWARF CROCODILE
cut here
cut here
fold here
populations, making me an important
bug zapper in the rainforest. To avoid
predators like lizards, frogs, bats
and birds, I dig and hide in burrows.
I also rely on my tough exoskeleton
to keep me protected.
EMPEROR SCORPION
cut here
Keep ecosystems healthy for wildlife in your area! With permission, organize a
class outing to pick up litter, plant native flowers or start a school compost program.
LESSoN
What Do Animals Eat In The
7 African Rainforest?
Grade Level: 2-3 | Subject Areas: Science | Time Frame: 1 hour
Background Information: Welcome to the African Rainforest: Home of the Chimpanzee (pages 9-10)
• Predict what would happen if one living thing was taste some rainforest foods! Encourage discussion
removed from the rainforest food chain. How would around the role of people in the rainforest food web.
this impact other organisms? Removing even one
living thing from the food chain would break the CoNNECT WITH NATURE
chain. Organisms would not have food to eat and Visit an AZA-accredited zoo to learn more about rainforest
could eventually starve. This could remove another food chains! Choose a rainforest animal and research what
portion of the food chain and affect even more the animal likes to eat as well as its natural predators. If
organisms in the habitat. All living things depend possible, interview an animal caregiver to find out how
upon each other to survive. the animal’s prepared diet compares to what it eats in
the rainforest.
oUTDooR ACTIVITy
Take the class outdoors and have students identify examples LESSoN RESoURCES
of producers, consumers and decomposers near their For Students:
school. Have students draw or take photos of these • American Museum of Natural History. Interactive
organisms and use their images to construct food chains Game on Forest Biodiversity. 19 July 2011.
upon returning to the classroom. <http://www.amnh.org/ology/index.php?channel=bi
EXTENDING THE LESSoN: odiversity#features/dzangasangha?TB_iframe=true&
SCIENCE AND SoCIAL STUDIES height=480&width=750>
Option 1: Create a classroom food web! Use string or yarn • EcoKids. Chain Reaction: Build the Food Chain!
to connect food chains together to create an African Earth Day Canada. 29 August 2011.
Rainforest Food Web. Discuss the differences between <http://www.ecokids.ca/pub/eco_info/topics/frogs/
food chains and food webs as a class. chain_reaction/play_chainreaction.cfm>
Option 2: In addition to producers and consumers, every • Kid’s Corner. The Food Chain Game. Sheppard
ecosystem must have decomposers (living things that help Software. 29 August 2011.
break down rotting materials). Decomposers are important <http://www.sheppardsoftware.com/content/
because they return energy back into the ecosystem. Split animals/kidscorner/games/foodchaingame.htm>
students into small groups and have each group research
an important rainforest decomposer such as mushrooms,
worms, dung beetles, millipedes and cockroaches. Each
group should present their findings to the class. Discuss
how the rainforest ecosystem would be different if there
were no decomposers.
Option 3: Have a “Rainforest Fare” tasting party with
the class. Bring in different items such as chocolate, vanilla,
bananas, coconut and cinnamon and allow students to
cut here
cut here
cut here cut here
cut here
cut here
cut here
cut here
cut here
cut here
cut here cut here
cut here
cut here
cut here
cut here
Spend time outdoors in nature! Look for examples of food chains in a habitat
near you. Then, share what you’ve learned with friends or family.
LESSoN
How Is Energy Transferred Through
8 The African Rainforest Food Web?
Grade Level: 4-6 | Subject Areas: Science | Time Frame: 1 hour
Background Information: Welcome to the African Rainforest: Home of the Chimpanzee (pages 9-10)
LEARNING ACTIVITIES card, starting from their source of energy. Have the class
1. Label three corners of the board as sun, dung and fill in the circles and draw in the corresponding arrows
decomposing plant matter. Explain that most levels of on activity sheet 8A.
the African rainforest ecosystem begin with one of these 6. Repeat for secondary consumer, tertiary consumer and
three things. decomposer cards. At each level, students should draw
an arrow starting from their card and pointing towards
2. Introduce the term producer to the class. Write fruit and
anything that receives energy from consuming that
plants on the board. Explain that these are two examples
organism.
of rainforest producers and are found at the bottom of
many food chains. 7. Explain why the diagram on activity sheet 8A is called
a food web and how this differs from a food chain.
3. Introduce the term decomposer to the class. Discuss the Students should infer that a food web shows the transfer
importance of decomposers in the ecosystem. Explain of energy between trophic levels in an ecosystem.
that fungus is one example of a decomposer in the Discuss the importance of each niche as it relates to
rainforest and add this example to the board. energy transfer.
4. Introduce the terms primary consumer, secondary 8. Explain that animals can also be grouped based on the
consumer, tertiary consumer and decomposer. Explain types of food they eat. Introduce the terms herbivore,
how these roles describe an organism’s niche in their omnivore, carnivore and detritivore and have students
environment. Then, distribute one food web card to label each living thing on activity sheet 8A.
each student. The organisms on these cards are all 9. To illustrate how each living thing is connected, remove
found in the Taï National Forest in the Ivory Coast. different organisms from the food web or introduce
5. Ask all students who are holding a primary consumer events that could upset the food web such as floods
card to read their card out loud and tape it to the board. or fire. Discuss how this would affect other organisms.
Each student should draw an arrow pointing to their Students should conclude that every organism in the
African rainforest food web is equally important and the ecosystem; herbivores keep plants trimmed
depends upon each other for survival. and are food for carnivores; and carnivores keep
populations balanced. All living things depend upon
WRAP UP others to survive.
10. Use the following questions to encourage class • What changes occur when organisms disappear
discussion: from an ecosystem? The class should conclude that
• Describe how a food web differs from a food chain. the disappearance of one organism can impact
What can you learn from a food web? A food chain other organisms in an ecosystem.
shows how energy is transferred between one
organism to another. Many food chains compose oUTDooR ACTIVITy
a food web. From looking at a food web, you can Take the class outdoors and have students identify
learn how living things are connected and how examples of producers, consumers and decomposers near
energy flows through an ecosystem. You can learn their school. Students should also look for examples of
which organisms are producers, consumers and animals that are herbivores, omnivores, carnivores and
decomposers. You can also learn if an organism is detritivores. Have students draw or take photos of these
an herbivore, omnivore, carnivore or detritivore by organisms and use their images to construct a food web
looking at a food web. upon returning to the classroom.
• Gather students into small groups to define the EXTENDING THE LESSoN:
terms producer, consumer, decomposer, herbivore, SoCIAL STUDIES
omnivore, carnivore and detritivore in their own
Option 1: Have students build a personal food web
words. A producer is an organism that makes its own
using their favorite foods or a list of the food items they
food, while a consumer must eat other organisms
eat in one day. Students should identify all producers,
for food. A decomposer breaks down old or rotting
consumers, herbivores, omnivores and carnivores in their
plant matter and returns these nutrients back into the
personal food web.
environment. Herbivores only eat plants, omnivores
eat plants and meat, carnivores only eat meat and Option 2: Many of the foods we eat every day come from
detritivores eat decomposing matter. rainforests around the world, so in a way, we are part
of the rainforest food web too! Have students research
• How are the terms producer, consumer and
different food products such as bananas, coffee, chocolate,
decomposer different from herbivore, omnivore,
peppers, vanilla and sugar that all come from the rainforest.
carnivore and detritivore? The terms producer,
Then, have a “Rainforest Fare” tasting party for the class to
consumer and decomposer describe the role or
celebrate the rainforests that give us these amazing foods!
niche an organism has in an environment. The
terms herbivore, omnivore, carnivore and detritivore CoNNECT WITH NATURE
describe what an organism eats. Visit your local AZA-accredited zoo to learn more about
• Compare the number of herbivores, omnivores rainforest food webs. Choose an animal that is from the
and carnivores in this African rainforest ecosystem. rainforest and take notes on the types of food it likes to eat.
Propose explanations for this ratio. There are more Also, find out if the animal has any predators in the wild.
herbivores than omnivores or carnivores. This is If possible, interview a zoo educator or animal caretaker
because an ecosystem needs more herbivores to to find out how the animal’s zoo diet compares to what it
feed the carnivores. might eat in the rainforest.
• Create a supporting statement for why every living
thing is important and how they are connected to
each other in the African rainforest ecosystem. Every
living thing has an important role to play in the Want to further your
rainforest. Plants are food for many animals, but classroom conservation work?
animals often spread seeds and help new plants Visit Disney.com/planetchallenge TODAY!
grow. Decomposers return nutrients back into
LESSoN
9 Why Do Chimpanzees Use Tools?
Grade Level: 2-3, 4-6 | Subject Areas: Science | Time Frame: 1 hour
Background Information: Chimpanzee Adaptations: Built for Life in the Rainforest (pages 10-11)
LESSoN
10 What’s In A Face?
Grade Level: 2-3 | Subject Areas: Science, Art | Time Frame: 1 hour | Background Information:
Chimpanzee Communication: Connecting through Gestures, Expressions and Sounds (pages 11-12)
PLAYFUL SCARED
Express how much you care for chimpanzees! Tell your friends
and family about the amazing world of chimpanzees.
LESSoN
How Do Chimpanzees Communicate
11 Without Making Noise?
Grade Level: 4-6 | Subject Areas: Science | Time Frame: 1 hour | Background Information:
Chimpanzee Communication: Connecting through Gestures, Expressions and Sounds (pages 11-12)
Scared
Happy
Dominant
A submissive
chimpanzee presents
the back of his hand Submissive
to show he is not a
threat to a higher
ranking chimpanzee.
CHIMPANZEE
BEHAVIOR
PREDICTION RESULT
Express your concern for wildlife and wild places! Write a letter to your local
government official asking them to support laws that preserve
natural habitats and protect endangered species such as chimpanzees.
LESSoN
What Sounds Do Chimpanzees
12 Make?
Grade Level: 2-3 | Subject Areas: Science | Time Frame: 1 hour | Background Information:
Chimpanzee Communication: Connecting through Gestures, Expressions and Sounds (pages 11-12)
Begin the game by explaining that you are the alpha chimpanzee and they must listen to your calls to
travel safely through the rainforest. Start the students moving by patting your lap to make a drumming
sound. This should bring the students closer to you. Explain that you are drumming to
bring the group together. Everything seems safe in the rainforest at the moment. Drumming
Next, make a scream noise. Students should stop in place. Tell the class that the
scream is a warning. In the distance, you hear drumming from another chimpanzee
group. You might be in their territory! Everyone should freeze until you feel it is
safe to start moving again.
Begin drumming again to let the class know it is once again safe to cross the
forest. Students should continue walking slowly towards you. They should
be on the lookout for danger from the rival chimpanzees.
m
Screa
Loudly make a food grunt. Students should safely run towards you. Explain that this
is a food call and you have found some ripe fruit in the rainforest. Everyone should
join you to share in the meal.
Once students have crossed about 3/4 of the field, quickly make a scream. Students
should immediately stop. Explain that the rival chimpanzee group heard your food grunt
Food grunt
too and they are moving very close now. There could be danger around any tree!
ing
Your chimpanzee group should stand very still to avoid conflict with another group. Drumm
After several seconds, let them know their method worked! The rival chimpanzees
have moved on and it is safe again. Start drumming softly. Students should slowly
start walking towards you again. Increase the volume of the drumming to bring
the group closer together.
When students have almost reached you on the other side of the field, food grunt
once more. Students should begin safely running and reach the other side of the field.
The chimpanzee group has been reunited with its alpha leader. Everyone should
pant hoot together to celebrate their success.
Pant hoot
LESSoN
How Do Chimpanzees Use Sound
13 To Communicate?
Grade Level: 4-6 | Subject Areas: Science, Music | Time Frame: 1 hour | Background Information:
Chimpanzee Communication: Connecting through Gestures, Expressions and Sounds (pages 11-12)
LEARNING ACTIVITIES to critically listen to the calls. Ask them to explain the
1. Introduce the term communication to the class and ask differences they hear in each sound and how these
students to give examples of how people use sound to differences change the meaning for chimpanzees.
communicate (such as greeting, warning, fear, comfort, As a class, practice imitating each of the chimpanzee
vocalizations and drumming patterns.
happiness). Write these examples on the board.
6. Discuss how vocalizations and drumming relate
2. Split the class into small groups. Have students close their to chimpanzee behavior. How might a group of
eyes and imagine a sound a person makes to express chimpanzees behave in response to a pant hoot, food
emotion. Examples could include sighing, laughter, grunting, grunt, whimper or scream? How does drumming keep
crying, stomping or clapping. Students should not use the group together?
words during this activity. Then, have students open their 7. Divide the class into small groups. Give each group
eyes and take turns making the sound they imagined. 10 minutes to create their own short message using
Other members in the group should guess the emotion. chimpanzee vocalizations. Students should first write
3. Bring the class back together and discuss how each down their message in English and then translate this
group did in the activity. Explain that like people, message into “chimpanzee” using the sounds they have
chimpanzees also have sounds they use to express learned about in this lesson. Have each group act out their
emotion. A sound made by a chimpanzee using its message using their new chimpanzee language. The rest
mouth and throat is called a vocalization. Chimpanzees of the class should try to decode each group’s message.
also use drumming to communicate in the rainforest.
WRAP UP
4. Play each of the chimpanzee sound files for the class. 8. Lead a wrap up discussion using the questions below:
After listening to each audio clip, use the background
• Explain in your own words why vocal communication
information to discuss what the sound means in
is important. Students should demonstrate a strong
chimpanzee society. Have students record their answers
understanding of the role vocal communication
on activity sheet 13A: How Do Chimpanzees Use Sound
plays in chimpanzee behavior and society. Vocal
To Communicate? communication and drumming can be used to keep
5. Play each sound again. This time, have students use groups together, warn of potential predators, scare
the behaviors they wrote down on activity sheet 13A rival groups and express a variety of emotions.
• Compare how people and chimpanzees use sound rattles and simple hand clapping rhythms can imitate
to communicate. Explain any similarities or chimpanzee drumming on trees. Have students explore
differences. Students should conclude that both the kinds of sounds that can be made by striking the cans
people and chimpanzees use sound to communicate with alternating fingers and different parts of their hands in
emotion, stay connected and warn of danger. multiple places on the drums. Also, encourage students to
However, the ways that people and chimpanzees create various patterns of rhythm using fast or slow beats.
communicate are different. For example, both You may have to demonstrate and play along with the
chimpanzees and people use sounds but people group to ensure a steady beat. Help students create a new
also have a spoken language that includes words and drumming “language” using repeated patterns to express
phrases to express complex meanings. People also words or phrases. Have students take turns teaching the
have different languages, communicate in writing class “words” from their new language. To play short clips
and use technology such as cell phones, e-mail and of African drumming and rhythm for students, visit the
video conferencing to communicate. Rhodes University International Library of African Music:
• Compare the first and second group activities. Which http://www.ru.ac.za/ilam/products/cds/musicofafricaseries.
set of sounds (human or chimpanzee) were harder CoNNECT WITH NATURE
to understand and why? Students’ answers will vary.
Go outside and listen for examples of vocal communication
• What are some challenges for chimpanzees near your school or home. Take a tape recorder, MP3
communicating in the rainforest? How do the player, digital camera with video capabilities or a video
different types of chimpanzee sounds help camera. Find at least three different animals to observe and
overcome these challenges? Chimpanzees live in try to record each one vocalizing. When you return to the
dense rainforests and travel throughout the day. classroom, present your findings to the class; see if they
Because of this, their sounds must be loud enough can guess the animals you observed just by listening!
to hear above the noise of other animals and over
long distances. Several sounds, including the pant LESSoN RESoURCES
hoot and drumming can be heard throughout the For Students and Teachers:
rainforest. These help groups stay together. They • International Library of African Music. Music of Africa
also can help groups know if they are entering rival Series. Rhodes University. 27 July 2011. http://www.
territory long before they see another chimpanzee. ru.ac.za/ilam/products/cds/musicofafricaseries
EXTENDING THE LESSoN:
MUSIC AND SoCIAL STUDIES
Option 1: Humans have played drums and other percussion
instruments for thousands of years as an important part of
religious ceremonies, peace talks, community celebrations,
music making, as a way to express emotion and for
long-distance communication. Divide the class into small
groups and assign each group a different continent. Students
should research at least three different cultures that use
drumming on that continent. Have each group create a
poster or PowerPoint presentation to share with the class.
Option 2: Use small drums or encourage the class to make
their own drums using a variety of arts and crafts materials.
Coffee cans and oatmeal containers work great as small
hand drums, plastic eggs and toilet paper rolls can be filled
with rice to create shakers, paper plates can be stapled
together and filled with lima beans to make tambourines,
Chimpanzees live and travel in groups. Chimpanzees use
washers or bottle tops can be strung together to make sounds to keep groups together.
Pant hoot
Food grunt
Whimper
Scream
Drumming
Go outside and listen for examples of vocal communication near your school or home! Record
the animal sounds you hear and test your friends. Can they guess the animals just by listening?
Food is nearby
Food grunt or tastes great
Sadness
Whimper or distress
Extreme fear
Scream or anger
Bringing group
Drumming together or
marking territory
LESSoN
How Do Chimpanzees
14 Spend Their Day?
Grade Level: 2-3 | Subject Areas: Science, Language Arts | Time Frame: 1 hour
Background Information: Chimpanzee Behavior: A Look into Their Unique Lives (pages 13-15)
Chimpanzees are
extremely social animals.
They spend their day
eating, resting, grooming
and learning from others
in their group.
STORY WORDS
family learn play wrestle tickle hug safe
STORY WORDS
nuts rock crack tools walk rainforest
STORY WORDS
eat fruit wadge cuddle nap
LESSoN
How Do Chimpanzees Interact
15 With Each other?
Grade Level: 4-6 | Subject Areas: Science | Time Frame: 1 hour
Background Information: Chimpanzee Behavior: A Look into Their Unique Lives (pages 13-15)
Option 1: Have each student choose one of the chimpanzee ALPHA MALE ALPHA FEMALE
roles featured in this lesson (alpha male, alpha female, OTHER FEMALE OTHER FEMALE
submissive male, submissive female, juvenile or infant) OTHER MALE YOUNG CHIMPANZEE
between flowers, crows calling to each other or two 1. What behaviors are happening in this scene? Grooming, playing, caring for young and resting.
2. Why is grooming important? Grooming is important because it builds relationships between chimpanzees.
squirrels chasing each other up a tree. Ask students to It also helps keep their skin and fur free of pests.
compare the interactions they see near their school to the 3. Why is playing important? Playing helps build bonds between individuals and teaches important social
skills for living in chimpanzee society. Playing also strengthens muscles and helps chimpanzees learn how
chimpanzee interactions they learned about in this lesson. to climb, swing, and move through the rainforest.
LESSoN RESoURCES
For Students
• Lessons for Hope. The ABC’s of Chimpanzee ANSWER KEY: Activity Sheet 15B
Behavior. Jane Goodall Institute. 18 July 2011.
SKIT 3: Chimpan ee Tool Use
http://www.lessonsforhope.org/abc/index.asp
CHIMPANZEE RoLE CLASSMATE’S NAME CHIMPANZEE RoLE CLASSMATE’S NAME
• Rockwood, Leigh. Chimpanzees are Smart. ALPHA MALE ALPHA FEMALE
New York, NY: Rosen Publishing Group, 2010. OTHER FEMALE OTHER FEMALE
• Boesch, Christophe and Hedwige Boesch-Achermann. submissive male, who then gave up his rock hammer.
• Goodall, Jane. The Chimpanzees of Gombe: OTHER MALE - GROUP 1 OTHER MALE - GROUP 1
Patterns of Behavior. Cambridge, MA: Belknap Press, OTHER MALE - GROUP 1 ALPHA MALE - GROUP 2
LESSoN
HoT ToPIC: What Clues Do
16 Chimpanzees Leave Behind?
Grade Level: 2-3 | Subject Areas: Science, Language Arts | Time Frame: 1 hour
Background Information: Protecting Chimpanzees: Saving Chimpanzees through Scientific Study,
Community Involvement and Education (pages 16-19)
LEARNING ACTIVITy 4. Distribute activity sheet 16A to the class. Tell the class
1. Brainstorm a list of clues that might tell students an that their fellow chimpanzee researchers want to know
animal has passed through an area. They should if chimpanzees have been in this rainforest. Students
mention footprints, leftover food (such as chewed up or should look for chimpanzee clues in the image and
missing leaves, fruit or scraps of meat), animal dung and decide whether they think a chimpanzee has or has
an animal’s home (such as a nest, web, burrow or den). not passed through this area. Have students write a few
short sentences to explain the significance of each clue
2. Take the class outdoors and give each student a piece of
and convince researchers of their findings.
string. They should use the string to make a sample site
by creating a closed loop around a portion of the • Students should identify the following chimpanzee
schoolyard. Then, students should look for animal clues clues: a chimpanzee nest, a termite mound and
and identify what kind of animal(s) might have left these “fishing” stick, cracked nuts and a rock hammer,
clues inside the sample site. They may also find animals, eaten fruit/wadge, dung and footprints.
such as spiders, ants or beetles during this time! If WRAP UP
students are unsure of an animal or an animal clue, they
should use a wildlife field guide to help them identify 5. Use the following questions to lead a wrap up discussion:
their findings. Have students sketch their sample site, • Name at least three clues that tell scientists an animal
label “clues” they find in the site and record their has passed through or inhabited the area. Footprints,
observations on a piece of paper or in a journal. Be sure to scraps of food, dung and a home or shelter are all
include the student’s name, date and time of observations, clues that scientists look for when trying to decide if
and the order in which the clues were found. an animal has passed through an area.
3. Return to the classroom and discuss students’ findings. • Did any of the animal clues from around your school
Then, explain that scientists use the same types of clues surprise you? Did you find clues from an animal that
to study chimpanzees. In the rainforest it is often hard you did not know was there? These are open-ended
to see a chimpanzee, but chimpanzees leave behind questions so students’ answers will vary.
many clues such as leftover food, called a wadge, nests • Compare the types of clues you found around your
and dung. Scientists use these clues to better understand school to the clues that chimpanzees leave in the
how and where chimpanzees spend their time. rainforest. Describe any similarities and differences.
Students should determine that the animals they on which wildlife organization you would like to
tracked and the clues they found may be different support. Make posters to advertise the fundraiser,
(for example, the types of food left behind or the come up with a slogan to include on the posters and
type of nest they found are different from the clues donate a portion of the profits to this organization.
that a chimpanzee would leave behind). However,
students should conclude that all animals leave LESSoN RESoURCES
behind clues and we can learn about the world For Students:
around us by taking time to look for them. • Dendy, Leslie and Linda Garrow (Illustrator). Tracks,
• Were there any other animal clues in the rainforest Scats and Signs. New York, NY: Cooper Square
scene on activity sheet 16A? What can you learn Publishing LLC, 1996. ISBN: 1559715995.
from these clues? There are a bird’s nest, a feather • Lynch, Wayne. The Scoop on Poop! Markham,
and a spider web. These clues tell us that other ON, Canada: Fifth House Books, 2001. ISBN:
animals also live in this rainforest with the 1894004590.
chimpanzees. • Nail, Jim and Hyla Skudder (Illustrator). Whose
• Imagine you are a scientist studying chimpanzees Tracks are These? A Clue Book of Familiar Forest
in the rainforest. Besides the clues we talked about Animals. Lanham, MD: Roberts Rinehart Publishers,
in this lesson, what are some other ways you might 1996. ISBN: 1570980780.
be able to study chimpanzees (think about using • Selsam, Millicent E. and Marlene Hill Donnelly
other senses)? Scientists also listen to and record (Illustrator). Big Tracks, Little Tracks: Following
vocalizations, observe chimpanzee groups from Animal Prints. New York, NY: HarperCollins
a distance and use cameras to learn more about Publishers, 1998. ISBN: 0064451949.
these amazing animals.
For Teachers:
EXTENDING THE LESSoN: • Barrett, Katharine and Carolyn Willard. Schoolyard
LANGUAGE ARTS AND SCIENCE Ecology: Teachers Guide for Grades 3–6. Berkeley,
Option 1: Encourage the class to do an independent CA: Lawrence Hall of Science – University of
research project on a scientist who studies primates, called California, 1998. ISBN: 0924885355
a primatologist, such as Dr. Jane Goodall or Christophe • Broda, Herbert W. School-yard Enhanced Learning:
Boesch. Students should create a biography that features Using the Oudoors as an Instructional Tool, K–8.
information on when and where their chosen primatologist Portland, ME: Stenhouse Publishers, 2007.
was born, went to school, what type of primate(s) they ISBN: 1571107290.
study and any significant achievements. Students should
then share their findings with the class.
CoNNECT WITH NATURE
Organize a school fundraiser to help endangered
chimpanzees! As a class, research different
organizations that are working to protect
chimpanzees in the wild such as Jane Goodall
Institute (JGI), Wild Chimpanzee Foundation
(WCF), and Pan African Sanctuary Alliance
(PASA). Discuss how and why each organization
is working to protect chimpanzees. Then, vote
Look for animal clues such as leftover food, feathers, webs or footprints
in your backyard. Draw or write about your findings in a nature journal!
LESSoN
HoT ToPIC: How Do Scientists
17 Study Chimpanzees?
Grade Level: 4-6 | Subject Areas: Science, Language Arts, Math | Time Frame: 1 hour
Background Information: Protecting Chimpanzees: Saving Chimpanzees through Scientific Study,
Community Involvement and Education (pages 16-19)
• Where did the chimpanzees choose to rest and how • Assume the entire area shown on the map is the
did the scientist find these spots? The chimpanzees chimpanzees’ home range. Use the map scale to
chose to rest in the upper left region of the calculate the size of the chimpanzees’ home range in
rainforest. Scientists found these resting spots by square kilometers. The chimpanzees’ home range
looking for chimpanzee nests high in the trees. is about 10.5 km2 [ 9.5 cm x 11 cm = 104.5 cm2 ➞
104.5 cm2 x 0.5 km / 5 cm (the map scale) =
• Explain what scientists can learn from sampling
10.45 km2 ].
an animal’s dung. Scientists can learn a lot about
an animal based on its dung. The dung can tell oUTDooR ACTIVITy
scientists what the animal ate, if it is male or female Take the class outdoors to look for animal clues around
and if a female is pregnant. the school! Split the class into small groups and assign
• What examples of chimpanzee tool use did the each group a different area of the schoolyard to explore.
scientists record in their journal? The scientists found a Students should search for any animal clues in their area
rock that had been used to crack open nuts as well of the schoolyard and create their own scientific field notes
to record their findings. Upon returning to the classroom,
as leftover “fishing” sticks used to catch ants. Both of
compare the clues that chimpanzees leave behind to clues
these are great examples of chimpanzee tool use.
students’ found near their school. Use a T-chart to describe
• Describe in your own words what GPS technology any similarities and differences.
is and how scientists use it to study animals. GPS
• Technology in the Classroom: If your school has
stands for Global Positioning System and it is a set access to handheld GPS devices, distribute one GPS
of satellites that collect and record your location unit to each small group. Have students create
anywhere on Earth. Scientists can use GPS to mark waypoints to mark the animal clues. Then, have each
an animal’s current location or where it has been small group switch their GPS with another group.
based on clues. From these data points, scientists Students should try to locate other groups’ animal clues
can create a map of an animal’s home range using the GPS waypoints collected by their classmates.
and track an animal’s movements through its
environment over time. EXTENDING THE LESSoN:
SCIENCE AND SoCIAL STUDIES
• How could GPS technology help scientists protect Option 1: After scientists collect field data, they often
chimpanzees in the wild and ensure their survival for share their findings with the public. Break the class into
future generations? Because scientists can use GPS small groups and have each group create a list of interview
data to determine a chimpanzee’s home range, it questions. Have students conduct a mock interview using
helps them know what areas of a rainforest need to the information found in the scientific field notes and
be protected for future generations. chimpanzee range map. Students should summarize and
• What potential errors could exist in this data? How report findings from this interview by following the format
could you improve on the scientist’s method for of who, what, where, when and how to create their own
finding and analyzing chimpanzee clues? Students’ newspaper, magazine article or news broadcast. Have
answers will vary. students share their completed projects with the class.
Option 2: Much of what we know about chimpanzees
• List the coordinates of the two GPS points that are
is thanks to primatologists such as Jane Goodall and
farthest apart on the map. Calculate the distance Christophe Boesch who have spent their lives studying
between these two points in kilometers. The two these animals in the wild. Have students research and
points that are farthest apart are at the following write a two-page biography on either Jane Goodall or
coordinates: (5º46’03” N, 7º07’02” W) and Christophe Boesch. Students should include information
(5º46’09” N, 7º08’09” W). Considering a scale of 5 on their person’s early life and values, what inspired them
centimeters = 0.5 kilometers, the distance between to become primatologists, the path they took to become
these two coordinates is about 1.33 km [13.25 cm x a primatologist (schooling, previous research experience,
0.5 km/5 cm (the map scale) = 1.325 km]. mentors, etc.) and any significant discoveries they have made.
Field Observations
Location: Taï National Forest, Ivory Coast
Date: August 14, 2011
GPS Point 1 - Coordinates: 5º46’03”N, 7º07’02”W Time: 8:02 AM
Observations: We are in search of the largest chimpanzee group in this
area. Here we have found a group of chimpanzee tracks. There are
footprints and knuckle prints from at least 8 individuals.
Field Observations
Location: Taï National Forest, Ivory Coast
Date: August 14, 2011
GPS Point 6 - Coordinates: 5º46’02”N, 7º07’09”W Time: 12:15 PM
Observations: Crumpled up leaves are all over the ground. Some of the
leaves are wet and look like they’ve been dipped in water. Half-eaten
and smashed up fruit covers the area.
Field Observations
Location: Taï National Forest, Ivory Coast
Date: August 14, 2011
GPS Point 11 - Coordinates: 5º46’09”N, 7º08’09”W Time: 3:35 PM
Observations: There is a chimpanzee nest high in the trees. It looks like
the nest is a few days old, but is quite large - big enough for a mother
and baby.
Look for animal clues such as leftover food, feathers, webs or footprints in your backyard.
LESSoN
What Is The Difference Between
18 A Monkey And An Ape?
Grade Level: 2-3 | Subject Areas: Science | Time Frame: 1 hour
Background Information: Classifying Chimpanzees: From Kingdom to Species (pages 8-9)
LEARNING ACTIVITIES vision, have five fingers, five toes and an opposable
1. Introduce the term primate to the class. Show students thumb (there are a few exceptions), a reduced
pictures of different primates using the following images sense of smell and live in social groups.
from activity sheet 19A: Primate Identification Cards*: • Describe at least two differences and two similarities
• Monkeys: Rhesus macaque, blue monkey, black between monkeys and apes. A complete list of
and white colobus monkey, cotton-top tamarin, similarities and differences can be found on the
uakari monkey answer key for activity sheet 18A. One of the
easiest differences for students to remember is
• Apes: white-cheeked gibbon, orangutan,
that monkeys have tails while apes do not.
chimpanzee, white-handed gibbon, gorilla
*Note: students will not need to identify scientific name or EXTENDING THE LESSoN: SCIENCE
home continent for this activity. Option 1: The prosimian group of primates are different
2. Explain that scientists often classify animals into groups from monkeys and apes and include animals such as
based on similar characteristics, such as common lemurs, tarsiers and lorises. Have students form small
ancestors or shared physical features. Monkeys and apes groups and research one type of prosimian by using books
are two groups of primates. from the library or reputable sites on the internet. Have
3. Discuss the similarities and differences between each group present their findings to the class. Together,
monkeys and apes using the background information. compare prosimians to monkeys and apes and discuss
Have students complete activity sheet 18A to compare their similarities and differences.
these two groups of primates. CoNNECT WITH NATURE
WRAP UP Encourage students to learn more about one of the monkeys or
apes featured in this lesson. Students should independently
4. Use the following questions to lead a wrap up discussion:
research one of these animals to find out the animal’s
• Create your own definition for the terms primate, full name, where it is found
monkey and ape based on what you learned in this (countries, continent and
lesson. Students’ answers will vary but should ecosystem), whether it is a
include the traits and characteristics discussed in monkey or ape, two unique
this lesson. physical characteristics, diet
• List three things that primates have in common. and three fun facts. Have each
Primates are a diverse group of animals that share student present their findings
the following characteristics: mammals, have large to the class through a poster
brains compared to body size, binocular and color or PowerPoint presentation.
LESSoN RESoURCES
For Students: ANSWER KEY: Activity Sheet 18A
• Kalman, Bobbie and Heather Levigne. What is a
Primate? New York, NY: Crabtree Publishing
Company, 1999. ISBN: 0865059500.
• National Primate Research Center. Primate
Factsheets. The University of Wisconsin. 18 July 2011.
http://pin.primate.wisc.edu/factsheets/
• Silverman, Maida and James Spence (Illustrator).
The Golden Book of Monkeys, Apes and Other
Primates. Racine, WI: Western Publishing Company
Inc., 1991. ISBN: 0307158586.
• Wexo, John Bonnett. The Apes. Mankato, MN:
Creative Education Publishing, 1986.
ISBN: 0-88682-265-3.
For Teachers: • deep chest • arms are the same length • eyes that
• wide chest or shorter than legs face forward
• O’Neil, Dennis. Primates Overview. Palomar • color vision • four fingers and a
thumb on each hand
• fingernails
• have a tail
• smaller brains
Community College. 19 July 2011. • no tail
• arms are longer than legs • larger brains
http://anthro.palomar.edu/primate/prim_1.htm
• O’Neil, Dennis. The Primate Order. Palomar
Community College. 19 July 2011. http://anthro.
palomar.edu/primate/table_primates.htm
• Rowe, Noel and Wayne Rowe. Pictorial Guide to the
Living Primates. Charlestown, RI: Pogonias Press,
1996. ISBN: 0964882515.
• Sleeper, Barbara. Primates: The Amazing World of
Lemurs, Monkeys, and Apes. San Francisco, CA:
Chronicle Books, 1997. ISBN: 0811814343.
Rhesus macaque
Chimpanzee
LESSoN
How Do Scientists Classify
19 Primates?
Grade Level: 2-6 | Subject Areas: Science | Time Frame: 1 hour
Background Information: Classifying Chimpanzees: From Kingdom to Species (pages 8-9)
Family
fold here
Scientific Name
• Genus
• Species
CHIMPANZEE Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
ORANGUTAN Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
Family
fold here
Scientific Name
• Genus
• Species
JAPANESE MACAQ
UE Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
UAKARI Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
Family
fold here
Scientific Name
• Genus
• Species
RED-CAPPED MAN
GABEY Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
COLOBUS MONKE
Y Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
GORILLA Continent
Family
fold here
Scientific Name
• Genus
• Species
MANDRILL Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
WHITE-CHEEKED GIBB
ON Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
Family
fold here
Scientific Name
• Genus
• Species
GOLDEN LION TA
MARIN Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
cut here
Family
fold here
Scientific Name
• Genus
• Species
SIAMANG Continent
Family
fold here
Scientific Name
• Genus
• Species
cut here
Family
fold here
Scientific Name
• Genus
• Species
cut here
Family
fold here
Scientific Name
• Genus
• Species
Family
fold here
Scientific Name
• Genus
• Species
PROBOSCIS MONKE
Y Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
cut here
Family
fold here
Scientific Name
• Genus
• Species
Family
fold here
Scientific Name
• Genus
• Species
BONOBO Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
cut here
Family
fold here
Scientific Name
• Genus
• Species
Family
fold here
Scientific Name
• Genus
• Species
COTTON-TOP TAM
ARIN Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
1. Prepare a safe outdoor field or play space. Check for the find one piece of food in your remaining habitat.
presence of any medically significant plants such as nettles • Scenario 4: Villagers need a place to grow crops. They
or poison ivy before bringing the class outside. have burned down a large portion of the rainforest to use
2. Scatter 100–150 food tokens across the playing field. These will as farmland. Find food in your remaining habitat.
represent food during the game. • Scenario 5: The surrounding communities have built a road
3. If at any point during the game a student cannot find one piece through the center of the rainforest. This has divided the
of food, they are temporarily out. Explain that as a chimpanzee, rainforest again. Try to find one more piece of food within
their habitat did not have enough food to support their survival. your habitat.
Have these students bring any collected tokens with them and
10. Tell the class that people in the area have now noticed the
take a seat on the field sidelines.
damage they are causing to the rainforest and are starting to
4. Instruct students to spread out and choose any spot on the field.
take action. Remove rope #3 and read the scenario below.
Count and record the number of students at the start of the game.
• Scenario 6: The villagers have started collecting firewood
5. Students should pretend they are chimpanzees living in the
rainforest. Read Scenario 1 to the class. from trees that have already fallen to the rainforest floor.
Because of their actions, no new trees are being used for
• Scenario 1: You are a chimpanzee living in the rainforest.
firewood.
The rainforest provides you with everything needed to
survive. Walk around the field and pick up one token to 11. Have several students join back into the game from the
represent the food you found today. Once you have found sidelines, entering into the newly connected habitat. They
your food, sit down on the ground and rest. should bring their food tokens with them and scatter them
6. Record the number of students remaining after the first round on the ground. Students should walk around and collect one
of play. Discuss as a class whether it was easy or difficult to find food item each. Although the area has expanded, students still
food. cannot cross existing ropes. Record the number of students on
7. Using a jump rope, rope or piece of string, divide the playing the playing field.
field in half (see diagram for details). Read Scenario 2 to the class. 12. Read Scenario 7. Remove rope #2 and add more students back
• Scenario 2: A few months have passed. People have started into the game. Give them time to walk around the expanded
to cut down trees to use as firewood. This has divided the habitat and collect one food item each. Record the number of
rainforest into two separate habitats. Search for one piece of food students on the playing field.
in your habitat only. Do not cross over into another habitat. • Scenario 7: People have learned that they can plant trees
8. Any students who were not able to find food should take a seat in place of the ones they need to cut down. The local
on the sidelines. Then, record the number of students remaining community has planted several hundred trees in the middle
in the game. Together, discuss any challenges the students faced of the rainforest.
now that they were restricted to two separate habitats. 13. Read Scenario 8 and remove rope #4. Have students once
9. Read Scenarios 3-5. Each time, use a rope to divide the field (see again find food and record the number of students left on the
included diagram as a reference). Students cannot cross the rope playing field.
or travel to other parts of the field. After each round of play, record • Scenario 8: Local people have learned that burning
the number of students remaining in the game. Discuss what down the rainforest to grow crops is not friendly to the
happened as their habitat was fragmented and food supply
environment. Instead they have learned how to sustainably
became limited. How did shrinking or dividing the habitat make
grow crops in the shade of the existing rainforest trees.
the game more difficult? How did these changes affect the
chimpanzee population? What does this represent for 14. Read Scenario 9 and remove rope #5.
chimpanzees living in the rainforest that may be faced with • Scenario 9: The community has created an educational
similar challenges? program to teach others about chimpanzees. Now they
• Scenario 3: A local village has moved into a portion of the can use the road to spread their message to other towns
rainforest where chimpanzees live. This has divided the and villages around the rainforest. This will help protect
rainforest even further and pushed chimpanzees out. Try to chimpanzees and their habitats in this area.
15. Once there are no more rope barriers on the field, bring habitats impacted the game. What actions removed students
anyone who is left on the sidelines back into the game. With from the game? What actions allowed students to join back in
all students on the field, have them each search for one last the game? How does this relate to chimpanzees living in the
piece of food (there should be enough for every individual). rainforest? Did it become easier to find food and space when
Record the number of students on the field at the end of the ropes were removed? Explain why this might be. Describe how
game. Discuss how removing ropes and reconnecting the this game relates to protecting habitats for chimpanzees.
LESSoN
How Can Recycling Electronics
21 Protect Chimpanzee Habitat?
Grade
GradeLevel: 4-6 || Subject
Level:2-3 SubjectAreas:
Areas:Science, Arts || Time
Science,Math TimeFrame:
Frame:11hour
hour
Background
Background Information:
Information: Threats
Threats to
to Chimpanzees
Chimpanzees (pages
(pages 15-16)
16-19)
LEARNING ACTIVITIES: the metals used to create electronics come from the
1. Electronics are an important part of our everyday life! As African rainforest, when we recycle these electronics, we
a class, discuss how we use electronics such as cell are reducing the need for new materials. By using
phones, MP3 players, computers, televisions and video materials we already have, we can help protect
game systems to have fun, keep in touch with family and chimpanzees and the natural resources of the African
friends, learn new things and stay up-to-date on current rainforest.
events. 6. Show students the example poster and discuss a list of
2. Ask students what they do with electronics when they guidelines for creating an effective poster. Have students
are outdated, old or broken. Although many people work individually or in small groups to create their own
might throw old electronics away or keep them in a electronics recycling poster.
“junk drawer” at home, students might be surprised to 7. Invite other classes to visit your room to view students’
know that these items can be recycled! posters. Have students staff their posters and describe
3. As a class, discuss the purpose of recycling. Students the layout, materials and images they selected to their
should conclude that recycling helps prevent waste from peers. Students should explain how their design conveys
entering landfills and protects habitats by using existing the overall theme of their poster and share information
materials to make new items. on how recycling electronics helps to protect
4. Define the term natural resource as something people chimpanzees.
use that comes from nature. List examples of natural WRAP UP
resources, such as air, water, food, wood and metal.
Discuss where each of these resources might be found 8. Conduct a wrap up discussion using the statements and
in nature and how we use these resources. For example, questions below:
trees provide us with the wood we need to build homes • Define the term natural resource in your own words.
and plants provide us with the food we need to eat. In A natural resource is something that people use
the same manner, certain metals are used to create that comes from nature. Air, water, food, wood and
electronic devices we use every day. These metals are metal are a few examples of natural resources we
often found in the same African rainforests where use daily.
chimpanzees live. • Give one example of an action that people can take
5. Explain to students that recycling electronics is a great to help protect the chimpanzees’ rainforest habitat.
way to protect these rainforest habitats. Because some of Some of the materials used to make electronics
come from the rainforests where chimpanzees live. CoNNECT WITH NATURE
An easy action people can take to protect chimpanzees Contact the Department of Natural Resources in your state
and their habitat is to recycle their old electronics, to find out more about habitat restoration projects in your
such as cell phones, MP3 players, computers and area. With permission, organize a class field trip to
video game systems. Recycling electronics means participate in one of these projects. Wetland clean-ups,
we can use existing materials to make new dune grass plantings, or weeding for invasive species are
products, helping to reduce waste and protect all great ways to actively involve students in making a
the rainforest. difference for local habitats and local wildlife.
• Do you think there are any other items we use each
day that might affect habitats or wildlife? What can LESSoN RESoURCES
we do to lessen our impact? Everything we use For Students:
comes from and impacts habitats around the world. • Disney’s Friends for Change: Project Green. Disney’s
The food we eat, clothes we wear, beauty products Friends for Change: Take Action! The Walt Disney
we use, and many of the materials that make up Company. 19 July 2011.
our homes and cars all started from something in http://disney.go.com/projectgreen/takeaction.html
nature. Although we need many of these things to
survive, we can lessen our impact by wasting less, • EarthWorks Group. 50 Simple Things Kids Can Do to
choosing reusable items, recycling, and selecting Save the Earth. 19 July 2011.
sustainable items. http://www.50simplekids.com/
For Teachers:
EXTENDING THE LESSoN:
SoCIAL STUDIES AND SCIENCE • Cellular-News. Coltan, Gorillas and Cellphones.
19 July 2011. http://www.cellular-news.com/coltan/
Option 1: Hold an electronics recycling event at your
school to encourage students and their families to make a • Disney Worldwide Conservation Fund. Conservation
difference. Display the students’ posters at the event so Initiatives. The Walt Disney Company. 19 July 2011.
others can learn about the connection between cell phones http://conservation.wdwpublicaffairs.com/
and chimpanzees. Donate collected cell phones to a local • Gazelle Electronics Recycling. Gazelle Homepage.
police station, shelter, charity or cell phone recycling 8 Nov 2011. http://www.gazelle.com
organization. • National Wildlife Federation. Wildlife Conservation:
Habitat Loss. 19 July 2011. http://www.nwf.org/
Wildlife/Wildlife-Conservation/Threats-to-Wildlife/
LESSoN
HoT ToPIC: How Can I Help
22 Wildlife In My Backyard?
Grade Level: 2-3 | Subject Areas: Science, Language Arts | Time Frame: 1 hour
Background Information: Protecting Chimpanzees: Saving Chimpanzees through Scientific Study,
Community Involvement and Education (pages 16-19)
VOCABULARY: WHAT YOU NEED
Habitat, protect, wildlife • Activity Sheet 22A: How Can I Help Wildlife In
My Backyard?
STUDENTS WILL BE ABLE TO… • Drawing paper, crayons, markers or colored
• Describe five actions that positively pencils for each student
influence wildlife and habitat
• Share these positive ways to impact wildlife
with others
and include at least one action people can take to help • Pratt-Serafini, Kristin Joy and Rachel Crandell
protect wildlife. Share these posters and videos with other (Illustrator). The Forever Forest: Kids Save a Tropical
students and teachers at a school function, as part of an Treasure. Nevada City, CA: Dawn Publications, 2008.
environmentally-themed special event or post them online. ISBN: 1584691026.
CoNNECT WITH NATURE • Schimmel, Schimm. Dear Children of the Earth: A
Letter from Home. Minocqua, WI: NorthWord Press
Learn more about ways people are working to protect Inc., 1994. ISBN: 1559712252.
habitats and wildlife around the world by visiting Disney’s
For Teachers:
Friends for Change Website at http://disney.go.com/
projectgreen/changearoundtheworld.html. Volunteer as a • Broda, Herbert W. School-yard Enhanced Learning:
class to help protect or restore a native habitat in your area! Using the Oudoors as an Instructional Tool, K–8.
Wetland clean-ups, dune-grass plantings or weeding for Portland, ME: Stenhouse Publishers, 2007.
invasive plant species are just a few ways we all can make ISBN: 1571107290.
a difference for wildlife. • Cornell, Joseph Bharat. Sharing Nature with
Children: 20th Anniversary Edition. Nevada City, CA:
LESSoN RESoURCES Dawn Publications, 1998. ISBN: 1883220730.
For Students: • Grant, Tim. Teaching Green – The Elementary Years:
• Disney’s Friends for Change: Project Green. Disney’s Hands-on Learning in Grades K–5. Portland, ME:
Friends for Change: Take Action! The Walt Disney Stenhouse Publishers, 2005. ISBN: 0865715343.
Company. 19 July 2011. • Grant, Tim and Gail Littlejohn. Greening School
http://disney.go.com/projectgreen/takeaction.html Grounds: Creating Habitats for Learning.
• EarthWorks Group. 50 Simple Things Kids Vancouver, BC, Canada: New Society Publishers, 2001.
Can Do to Save the Earth. 19 July 2011. ISBN: 0865714363.
http://www.50simplekids.com/ • Louv, Richard. Last Child in the Woods: Saving Our
• Herzog, Brad and Linda Holt Ayriss (Illustrator). Children from Nature-Deficit Disorder. Chapel Hill,
S is for Save the Planet. Chelsea, MI: Sleeping Bear NC: Algonquin Books, 2008. ISBN: 1565126053.
Press, 2009. ISBN: 1585364282. • Sobel, David. Beyond Ecophobia. Great Barrington,
• Kelman, Marcy and Alan Batson. Disney Handy MA: Orion Society, 1999. ISBN: 0913098507.
Manny – Think Green. New York, NY: Disney Press,
2009. ISBN: 9781423117186.
LESSoN
HoT ToPIC: How Can People Make
23 A Difference For Chimpanzees?
Grade Level: 4-6 | Subject Areas: Science, Social Studies | Time Frame: 2 hours
Background Information: Protecting Chimpanzees: Saving Chimpanzees through Scientific Study,
Community Involvement and Education (pages 16-19)
LEARNING ACTIVITIES habitats, people and animals, and propose at least one
1. Review the background information with the class. Discuss the solution to solve this issue. Each small group should
complexities of protecting habitats and the importance of present their project to the class.
balancing people’s needs with the needs of wildlife. WRAP UP
2. Show students the two maps from activity sheets 23A - 23B. 7. Lead a wrap up discussion using the following
Ask students for their initial observations of these two statements and questions:
maps. What is the same in each? What is different?
• Create an argument for the importance of protecting
3. Present the scenarios and lead a class discussion using habitats and wildlife. What might happen if we do
activity sheet 23C. not conserve wildlife and their habitats? Answers
4. Discuss solutions to the challenges in each scenario. will vary but students should demonstrate a strong
Refer to activity sheet 22C for examples. understanding of the impact our actions have on the
5. Gather the class into small groups and assign one solution environment and the importance of protecting wild
to each group. The group should create a project proposal spaces for future generations. If we do not conserve,
that describes how this solution will help villagers, we could negatively impact ecosystems worldwide.
chimpanzees and the rainforest habitat. Proposals should • What are some challenges to protecting habitats and
include information on cost, whether it is a short-term wildlife? Protecting habitats and wildlife is a complex
or long-term solution, and any drawbacks or benefits. process and there is rarely one right and one wrong
Students should present their proposal to the class. answer. The needs of people, the needs of wildlife and
6. People Making a Difference in North America: Ask the requirements of an ecosystem, along with
students to brainstorm a list of issues facing habitats and economic costs and benefits, short-term and long-term
wildlife in North America, such as wetland destruction, solutions, and the impact on future generations must
water pollution and conflicts with animals such as all be considered when attempting to solve an issue.
bears. Gather the class into small groups and assign • How can communities positively impact wildlife?
each group one of these topics to research. Students Communities have the ability to make a difference
should identify the issue, explain how this issue impacts by working together to create solutions to issues in
PROS CONS
• There are very few jobs in the village.
• People do not have much money.
• Chimpanzees have a large rainforest habitat • Clothing and medicine are hard to find.
SCENARIO
1
to find food, water and shelter. • Most children only go to school through
• Chimpanzees rarely go into the village in the 5th grade.
search of food. • People illegally hunt wild animals in the
• The rainforest is full of many trees. rainforest for meat.
• There are fewer animals in the rainforest
because people are hunting them for food.
2
costing the farmers food and money.
• People no longer hunt wild animals in
• Farmers are beginning to retaliate against the
the rainforest.
chimpanzees.
• Children are staying in school longer and
• Chimpanzees are posing a danger to children
have the opportunity to go to college.
in the village because they are coming near
• The villagers are healthier and have better the school in search of food.
access to medicine.
• There are very few trees left in the rainforest.
1
means other people in the village would make money as well.
• If the tourism company runs tours in a way that does not hurt the rainforest or the animals that
live there, chimpanzees are not impacted. In addition, local people are more inclined to protect
the chimpanzees because their jobs depend upon them.
• Build a business in an area that does not impact the rainforest, such as on the other side of the
village. Instead of cutting down the rainforest, a different plot of land could be used.
• Construct large fences around the farmers’ crops to keep them protected from chimpanzees.
• Hire several watchmen to patrol the boundary between the rainforest and the village. These
watchmen can scare off (but not hurt!) any chimpanzees that try to enter the village.
SCENARIO
2
• Relocate farms that are next to the rainforest. Chimpanzees may not travel as far into the village
without food incentives.
• Plant trees along the rainforest boundary to help restore the chimpanzees’ habitat.
• Encourage farmers to plant other crops that chimpanzees do not like to eat, such as aloe
and chili peppers. Farmers can still sell these for profit but will not lose their crops
to chimpanzees.
131
ALL ABoUT CHIMPANZEES!
FINAL
PRojECT FINAL PRojECT:
All About Chimpanzees!
Grade Level: 2-3, 4-6 | Subject Areas: Interdisciplinary
This final project is designed to assess students’ understanding of the Disneynature CHIMPANZEE
curriculum. Individually or in groups, students should create a video, multi-media presentation, marketing
campaign, collage, persuasive essay or story board that tells a story about a chimpanzee’s life in the rainforest
using the Final Project Criteria below. Students may choose to use some of the resources available on the
www.disneynature.com/chimpanzee website, such as images, video clips and vocalization tracks, to
complete their final project. Students should be sure to include an action message that their audience
can take to protect chimpanzees or wildlife in their area.
Students should share their final projects with their class or school peers. Some creative ways of sharing
include: presenting in the classroom, hosting a “Celebrate Chimpanzees!” event, inviting other classes
to a project gallery, posting online or any other ideas that would encourage students to share.
BOOkS: WEBSItES:
1. Albee, Sarah. Chimpanzees. New York, NY: Gareth 1. Disney Worldwide Conservation Fund. Disney
Stevens Publishing, 2010. ISBN: 1433921186. Worldwide Conservation Fund. The Walt Disney
2. Bow, Patricia. Chimpanzee Rescue: Changing the Company. 18 July 2011.
Future for Endangered Wildlife. Richmond Hill, Ontario: http://conservation.wdwpublicaffairs.com
Firefly Books Ltd., 2004. ISBN: 1552979082. 2. Chimp Haven. Learn About Chimpanzees. 30 July 2011.
3. Dennard, Deborah and John McGee (Illustrator). http://www.chimphaven.org/kids-learn.cfm
Chimpanzees. New York, NY: Cooper Square 3. The IUCN Red List of Threatened Species. Pan
Publishing, LLC, 2003. ISBN: 1559718455. troglodytes. International Union for the Conservation
4. Doudna, Kelly. It’s a Baby Chimpanzee! Edina, MN: of Nature and Natural Resources. 18 July 2011.
ABDO Publishing, 2008. ISBN: 1604531527. http://www.iucnredlist.org/apps/redlist/details/15933/0
5. Feinstein, Stephen. Chimpanzee: Help Save This 4. Jane Goodall Institute of Canada. Chimp Behaviour:
Endangered Species. Berkeley Heights, NJ: Enslow Tool Use. Jane Goodall Institute. 18 August 2011. http://
Publishers Inc., 2007. ISBN: 1598450392. www.janegoodall.ca/about-chimp-behaviour-tool-use.php
5. Jane Goodall Institute Center for Primate Studies. Facial
6. Frost, Helen. Chimpanzees. Minneapolis, MN: Coughlan
Expression Game. University of Minnesota/Jane Goodall
Publishing, 2007. ISBN: 0736896085.
Institute. 18 July 2011.
7. Goodall, Jane. The Chimpanzee Family Book. New http://www.discoverchimpanzees.org/activities/ident-a-
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