Disney's Chimpanzee Educators Guide

e d u c ato r ’s g u i de
grades 2 - 6
ON BLU-RAY COMBO PACK AUGUST 21, 2012
EDUCATOR’S GUIDE l GRADES 2 - 6

Meet Oscar — Where Everyday is an Advemture!
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..
Further Explore The Wonderful World Of CHIMPANZEE!

The CHIMPANZEE Educator’s Guide includes over 100 pages of lessons and activities targeted to
grades 2 through 6. The lessons are aligned to National Science Education Standards and integrate
interactive elements, including ready-to-go PowerPoint presentations to help engage your class.
Additional educational resources, including audio and video clips from the film, are available at
disney.com/chimpanzee.
The guide introduces students to a variety of topics, including:

• Animal Adaptations • Studying Chimpanzees in Africa
• Habitats and Ecosystems • Protecting Chimpanzees
• Animal Behavior, Tool Use and Communication • Making a Positive Difference for Wildlife Worldwide
Buy CHIMPANZEE through August 27, 2012

in connection with and Disneynature will make a donation to
the Jane Goodall Institute to protect
chimpanzees today and tomorrow. Learn
more at disney.com/chimpanzee.
Educator’s Guide Objectives

• Increase students’ knowledge of chimpanzees and the African rainforest
habitat through interactive, interdisciplinary and inquiry-based lessons.
• Enrich students’ viewing of the Disneynature film CHIMPANZEE and inspire
appreciation for the wildlife and wild places featured in the film.
• Promote life-long conservation values and science-based skills through outdoor
activities, nature exploration and discovery.
• Empower you and your students to create positive changes for wildlife in your
school, community and world.
• Lessons Align to National Standards.
© 2011 Disney Enterprises, Inc.
ON DISNEY BLU-RAY COMBO PACK & HD DIGITAL AUGUST 21, 2012

DiSnEynAturE ChimpAnzEE EDuCAtOr’S GuiDE
table of Contents
StAnDArDS ALiGnmEnt ChArt.............................................4–5 LESSOn 12..............................................................................................................................73
WELCOmE tO thE WOrLD OF ChimpAnzEES........... 6 What Sounds Do Chimpanzees Make?
KWL ChArt ACtiVity........................................................................................... 7 (Grades 2-3)
tEAChEr’S BACKGrOunD inFOrmAtiOn............8–19 LESSOn 13............................................................................................................................. 76
LESSOn 1................................................................................................................................. 20 How Do Chimpanzees Use Sound To Communicate?
What Makes A Chimpanzee Special? (Grades 4-6)
(Grades 2-3) LESSOn 14.............................................................................................................................80
LESSOn 2.................................................................................................................................25 How Do Chimpanzees Spend Their Day?
How Are Chimpanzees Adapted To The Rainforest? (Grades 2-3)
(Grades 4-6) LESSOn 15............................................................................................................................. 85
LESSOn 3................................................................................................................................. 30 How Do Chimpanzees Interact With Each Other?
Where Do Chimpanzees Live? (Grades 4-6)
(Grades 2-3) LESSOn 16............................................................................................................................ 90
LESSOn 4................................................................................................................................ 34 HOT TOPIC – What Clues Do Chimpanzees
How Are Chimpanzees And The Rainforest Connected? Leave Behind? (Grades 2-3)
(Grades 4-6) LESSOn 17............................................................................................................................. 93
LESSOn 5................................................................................................................................ 39 HOT TOPIC – How Do Scientists Study Chimpanzees?
Who Are Chimpanzees’ Neighbors? (Grades 4-6)
(Grades 2-3) LESSOn 18......................................................................................................................... 100
LESSOn 6................................................................................................................................ 43 What Is The Difference Between A Monkey And An Ape?
Who Shares The Rainforest With Chimpanzees? (Grades 2-3)
(Grades 4-6) LESSOn 19.......................................................................................................................... 103
LESSOn 7.................................................................................................................................55 How Do Scientists Classify Primates?
What Do Animals Eat In The African Rainforest? (Grades 4-6)
(Grades 2-3) LESSOn 20..........................................................................................................................116
LESSOn 8............................................................................................................................... 60 How Does Habitat Loss Affect Chimpanzees?
How Is Energy Transferred Through The African (Grades 2-3)
Rainforest Food Web? (Grades 4-6) LESSOn 21..........................................................................................................................120
LESSOn 9............................................................................................................................... 64 How Can Recycling Electronics Protect Chimpanzee Habitat?
Why Do Chimpanzees Use Tools? (Grades 2-3, 4-6) (Grades 4-6)
LESSOn 10............................................................................................................................ 67 LESSOn 22......................................................................................................................... 123
What’s In A Face? HOT TOPIC – How Can I Help Wildlife In My Backyard?
(Grades 2-3) (Grades 2-3)
LESSOn 11.............................................................................................................................. 70 LESSOn 23.........................................................................................................................126
How Do Chimpanzees Communicate Without HOT TOPIC – How Can People Make A Difference
Making Noise? (Grades 4-6) For Chimpanzees? (Grades 4-6)
FinAL prOjECt......................................................................................................... 132
GLOSSAry......................................................................................................................... 133
rESOurCE GuiDE.................................................................................. 134-135
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
© 2011 Disney Enterprises, Inc. 3

nAtiOnAL StAnDArDS ALiGnmEnt ChArt pArt 1
FPO
Indicates that the standard is met by completion of the lesson extension.

•
nAtiOnAL StAnDArDS ALiGnmEnt ChArt pArt 2
Indicates that the standard is met by completion of the lesson extension.

•
hOW tO uSE thiS GuiDE
This Chimpanzee Educator’s Guide introduces key concepts
from the Disneynature film CHIMPANZEE through an
exciting series of engaging, standards-based activities for
students in grades 2-6. Lessons can be completed
The African rainforests are home to a diverse chronologically or independently. Each activity incorporates a
array of wildlife, including chimpanzees. variety of learning styles and subject areas and sets the
stage for additional learning.
The activities in this guide include:
t his Disneynature CHIMPANZEE Educator’s

Guide introduces you and your students to the
extraordinary world of chimpanzees, their unique
habitat, remarkable behaviors and complex social world.
• Detailed lesson plans and student materials
• Correlations to National Science, Social Studies,
Music and Art Standards
You will learn that chimpanzees are endangered, that they • Correlations to Common Core English/Language
face many challenges in the wild, and that scientists and Arts and Math Standards
others are making great strides to help these amazing • Optional extensions that provide additional
creatures survive. Most importantly, you will discover fun learning opportunities
and engaging ways that you and your students can take • Additional resources for teachers and students
action to create a more positive future for chimpanzees
as well as wildlife in your own backyard, schoolyard and • Outdoor options that promote nature exploration
community. and discovery
• “Connect with Nature” student activities and action
The goals of this Guide are to: steps that support wildlife and connect students to
• Promote life-long conservation values through nature in their backyard, schoolyard or community
outdoor activities that encourage nature exploration
and discovery SAFEty OutDOOrS
• Provide fun, creative environmental activities that Connecting children to nature means taking them outdoors
encourage your students to help people, wildlife and into the beauty of nature. In order to ensure a safe experience,
the planet we suggest you walk the outdoor area the day before to
• Inspire you and your students to create positive look for any potential safety hazards. Be aware of any plants
changes for chimpanzees and other wildlife species that might cause skin irritation such as poison ivy. The goal
in your school, community and world is to have a fun, immersive, safe experience outdoors.

KnOW, WAnt tO KnOW, LEArnED
(KWL) ASSESSmEnt tOOL
OBjECtiVES prOCEDurES
The assessment tool is designed to help you, the educator, 1. Before conducting any of the provided lessons,
conduct a modified Know, Want to Know, Learned (KWL) lead a class discussion about chimpanzees using the
assessment with students so that you will be able to: following questions:
• Determine the students’ knowledge, attitudes and n What do you know about chimpanzees?
behaviors about chimpanzees before viewing the n What questions do you have about chimpanzees?
film and participating in the provided lessons. n How do you feel about chimpanzees?
• Adapt teaching styles and content to address the n What can you do to protect chimpanzees?
gaps in students’ knowledge, attitudes and behaviors
2. You may choose to have the students answer these
about chimpanzees. questions individually in a KWL chart, in small groups,
• Assess the change in the students’ knowledge, attitudes or as a class using a flipchart or whiteboard.
and behaviors about chimpanzees after viewing the
3. Save students’ responses to the questions for use after
film and participating in the provided lessons.
completing the lessons.
4. After conducting the lessons from the Educator’s Guide
and viewing the film, lead another class discussion using
the same questions as in the formative assessment.
n What do you know about chimpanzees?
n What questions do you have about chimpanzees
and can you answer the questions posed in the
pre-assessment?
n How do you feel about chimpanzees?
n What can you do to protect chimpanzees?
n What did you learn about chimpanzees?
Compare the students’ responses before
and after the lessons. Teachers should
expect to see an increase in the students’
depth of understanding of chimpanzees
reflected in a larger vocabulary, more
detailed information and clear actions
that they can take to protect chimpanzees.
Attitude and behavior changes are
the Final project and its accompanying rubric always more difficult to achieve, but
is another form of assessment included in
this curriculum. Find it on page 127. hopefully if the film and the lessons
inspire students, they may feel and act
differently afterwards.

tEAChEr’S BACKGrOunD inFOrmAtiOn
Why Are Chimpanzees important?
C himpanzees are a lot like us:
It’s easy to see why people are
fascinated by these highly
social and intelligent creatures. They
cultural differences – characteristics
that were once thought to be limited
to humans. They use medicinal plants
to treat illness and injuries. And despite
to habitat loss and illegal hunting.
Current trends indicate that African
ape populations will decline by an
additional 80% in the next 30 to
live in communities. They feel and their smaller stature, a full grown 40 years.
express a variety of emotions like chimpanzee is six times stronger than You can help: Simple
sadness, excitement, anger and a human! activities like recycling
happiness. They create close bonds Chimpanzees are endangered: cell phones and
with family and friends…in short Just 100 years ago, roughly 1 million purchasing sustainable
they’re a lot like us! chimpanzees lived in the lush products can help
Chimpanzees are amazing: They rainforests of equatorial Africa. Today, create a more positive
use simple tools and display distinct only 1/10 remain, primarily due future for chimpanzees.
CLASSiFyinG ChimpAnzEES: prosimians, monkeys And Apes…

FROM KINGDOM TO SPECIES What’s the Difference?
Prosimians include tarsiers, lemurs, lorises and bushbabies.
Supports Lessons: They are the most primitive of the living primates and
• What Is The Difference Between A Monkey therefore can look quite different from monkeys and apes.
And An Ape? (Grades 2-3) Prosimians are primarily tree dwellers with strong hind
• How Do Scientists Classify Primates? (Grades 4-6) legs, shorter arms and hands designed for leaping and
Taxonomy is the science of categorizing and identifying clinging to vertical branches. They are typically active at
living things based on natural relationships. The Linnaean night and usually have large eyes. Prosimians have long
taxonomic system groups organisms into a specific snouts with a well developed sense of smell.
kingdom, phylum, class, order, family, genus, and species Apes differ from monkeys in several ways. Monkeys have tails.
based on similarities in ancestry, form and bone structure. Apes do not. Monkeys are usually smaller than apes, walk on
how Do Scientists Classify Chimpanzees? all fours with palms down and have relatively smaller brains.
Kingdom ..............Animalia Family ...............Hominidae Due to their different skeletal structure, apes have a more
upright posture. Since their arms are longer than their legs,
Phylum ...............Chordata Genus.............................. Pan
apes walk on the knuckles of their hands. Apes also have
Class ..................Mammalia Species .............. troglodytes larger and more developed brains than monkeys.
Order ......................Primata (common chimpanzee) Chimpanzees are classified as great apes in the family
Chimpanzees belong to the order Primata, which includes Homindae along with gorillas, bonobos and orangutans.
prosimians, monkeys and apes. While diverse, all primates Because chimpanzees and bonobos share some physical
share some traits like color vision, increased brain and behavioral traits that are different from other great
development, hands that can grasp, opposable thumbs apes they are both classified in the genus Pan. Finally the
and forward facing eyes. genus is broken down into species. The most common

way to list the scientific or taxonomic name of an organism Chimpanzees can be found in 24 countries within tropical
is to list the genus and species. The scientific name for the Africa – a region that runs along the equator (an imaginary
chimpanzee is Pan troglodytes. line dividing the northern and southern hemispheres) and
Bonobo: the Other Chimpanzee 23.5 degrees latitude to the north and to the south. The Tropic
Before 1926 scientists thought the bonobo, Pan paniscus, was of Cancer and Tropic of Capricorn are latitude lines (imaginary
just a smaller version of the chimpanzee Pan troglodytes. lines that run from East to West) that mark the northern
Today, they are considered two separate species due to their and southern boundaries of the tropics. The consistently
physical and behavioral differences. Bonobos are more warm temperatures, intense sunlight, heavy rainfall (at
slender than chimpanzees. They also have a smaller head, least 100 inches per year) and 12-hour days found in this
broader nose and hair on the head that parts down the middle. region provide the conditions that rainforests need to grow.
Chimpanzees: At home in the rainforest
WELCOmE tO thE AFriCAn rAinFOrESt: Like humans, every animal needs a habitat or home where
HOME OF THE CHIMPANZEE they can find food, water, cover and a place to raise young.
While humans can live in a variety of habitats, animals are
Supports Lessons:
usually designed to live in a specific habitat. Chimpanzees
• Where Do Chimpanzees Live? (Grades 2-3) are well designed for rainforest living. In turn, the rainforest
• How Are Chimpanzees And The Rainforest Connected? provides them with all that they need.
(Grades 4-6)
To a chimpanzee, the rainforest is like one big grocery
• Who Are Chimpanzees’ Neighbors? (Grades 2-3) store! Shrubs, ferns, grasses and trees provide tasty fruits,
• Who Shares The Rainforest With Chimpanzees? nuts, seeds and flowers. Insects and small animals roam
(Grades 4-6) the rainforest floor or reside in the trees ready to be
• What Do Animals Eat In The African Rainforest? captured and eaten. At night, trees become “bedrooms”
(Grades 2-3) providing a secure place to sleep that is well out of a
• How Is Energy Transferred Through The African predator’s reach.
Rainforest Food Web? (Grades 4-6) When a chimpanzee is sick, the rainforest serves as its
Africa’s rainforests are magical places – hot, humid and pharmacy. Wildlife researchers (scientists who study
humming with life. Colorful birds and bats rest high in the wildlife) have observed chimpanzees swallowing “leaf
trees. Crocodiles hide in dark pools. Tiny antelope, pygmy pills” to treat illnesses. The rainforest even serves as
hippos and even elephants wander though the dimly lit their “hardware store” providing them with sticks, rocks,
understory. This is the remarkable home of the chimpanzee. branches and leaves needed to fish for ants, probe for
termites, crack nuts or scoop water from streams.
Africa: Big And Diverse
Chimpanzees are only found in Africa – the world’s Chimpanzee neighbors:
Living Life Among the Layers
second largest continent. This immense land mass covers
11,668,545 square miles; that’s over three times larger Chimpanzees share their home with a variety of “neighbors”
than the continental United States! Africa is made up of 53 – other animal species that live among the four levels of
countries. Some are well known like South Africa, Egypt the rainforest:
and Kenya. Others are less familiar like Djibouti, Eritrea, • The rainforest floor is humid and so shady that few
Togo and Guinea-Bissau. Due to its immense size, location plants grow. However, the rainforest floor teems
and diverse geography, Africa’s environments range from with life. Insects like ants, beetles and termites,
deserts, vast savannas and mountain peaks, to the tropical along with millipedes, lizards, snakes and scorpions
rainforests that chimpanzees call home. live among the leaf litter or hide in huge buttress

roots. Larger animals like pygmy hippo, rainforest that keeps the rainforest in balance. Decomposers like
elephant, bongo, honey badger, duiker and leopard dung beetles, termites, ants and millipedes break down
roam the open floor in search of food. dead plants and animals. This nourishes the soil and keeps
• The understory consists of shrubs and trees that grow the rainforest floor clean. Butterflies and bees spread pollen,
about 10–30 meters (about 30–100 feet) above the helping plants grow. Herbivores like bongo and red river
ground. The dim light keeps trees from growing too hogs fertilize the rainforest with their waste. They, along
thickly and flowers rarely bloom. Ferns and woody with insects, become prey (food) for large and small
vines called “lianas” thrive here, along with animals predators (animals that eat other animals) like snakes, tree
like fishing owls, tree hyraxes, mangabeys and tree pangolins, crowned eagles, fishing owls, African golden
pangolins. Chimpanzees climb the understory by day cats and leopards. Predators keep animal populations from
in search of fruit and at night to sleep. growing too large and exceeding the rainforest’s carrying
capacity – the maximum number of animals an ecosystem
• The canopy layer rises like a giant green roof
can support.
forming a thick layer of leaves and branches 30
meters (100 feet) over the rainforest floor. This layer Chimpanzees and other fruit-eaters like fruit bats, duiker
receives a lot of sunlight that helps leaves, fruit and and putty-nosed monkeys help the rainforest grow by
seeds grow. More animals live here than anywhere dropping fruit and seeds as they eat or dispersing the seeds
else in the rainforest, including fruit bats, hornbills, in their dung (scat) as they travel through the rainforest.
colobus and Diana monkeys. These canopy dwellers This ensures a constant food supply for themselves and
are so well suited to life above the rainforest floor other plant-eating species. Without them, these plants and
that some never come down to the ground! animals and ultimately the rainforest itself, would disappear.
• Emergents are giant trees that grow through the
canopy layer. At 40 meters or more (130 to 200+ ChimpAnzEE ADAptAtiOnS:
BUILT FOR LIFE IN THE RAINFOREST
feet) these towering trees are well adapted to sun
and wind, with small leaves, umbrella shaped Supports Lessons:
crowns, tall, slender trunks and buttress roots up
to 10 meters (30 feet) wide! Animals like eagles, • What Makes A Chimpanzee Special? (Grades 2-3)
insects, birds and butterflies climb to this level to • How Are Chimpanzees Adapted To The Rainforest?
find food and sun or to escape predators. (Grades 4-6)
• Why Do Chimpanzees Use Tools? (Grades 2-3 and 4-6)
A Delicate Balance:
Everything in the rainforest is Connected Heat, humidity, insects and predators…life in a tropical
All living and non-living things within the rainforest, including rainforest isn’t easy! Fortunately, chimpanzees have a
plants, animals, rocks and soil, make up the rainforest variety of physical and behavioral adaptations that help
ecosystem. Plants (producers) change sunlight and them thrive in their rainforest home.
nutrients from the soil into food for herbivores (animals Size and Weight: Chimpanzees have sturdy bodies with
that eat plants). Herbivores become prey for carnivores strong bones and powerful muscles. Like other apes, they
(meat eaters) and omnivores (animals that eat both plants lack a tail. An adult male stands about 100 centimeters
and animals). When animals die, their bodies decompose (40 inches) tall and weighs 35–65 kilograms (80–145
and replenish the soil so new plants can grow. pounds). Females are slightly smaller, standing around 91
Sharing the rainforest: Working together centimeters (36 inches) tall and weighing 32–50 kilograms
to Keep the rainforest healthy (70–110 pounds). Despite their smaller stature, a full grown
Every plant and animal in the rainforest has a niche (role) chimpanzee is six times stronger than a human!

Eyes, Ears and Nose: A chimpanzee’s ability to see, smell will stand or walk short distances bipedally on two legs, like we
and hear is similar to ours. Forward facing eyes give them do. This type of locomotion is useful when they want to see
stereoscopic (3-D) vision and the ability to judge depth as over tall grass and carry objects. In the trees, chimpanzees
they climb through the trees. Color vision helps them find travel by walking on top of limbs or brachiating.
favorite foods like fruits and flowers. A chimpanzee’s nose is Behavioral Adaptations:
small and flat. Their large human-like ears stick out from the using tools And Cultural traits to Survive
sides of their head, making it easier to hear distant sounds. Chimpanzees have a highly developed nervous system
Teeth: Humans and chimpanzees have 32 teeth, designed and large brain. Their capacity for learning and ability to
for eating both plants and meat. A chimpanzee’s teeth are problem-solve, display emotion, manipulate their
slightly larger than ours. Male chimpanzees have extra-long surroundings and demonstrate complex social behaviors
canines for fighting off predators and other males. show a level of intelligence that is more like ours than any
Hair and Skin: A chimpanzee’s body is covered in black other species. Chimpanzees use tools and demonstrate
hair that, like protective clothing, shields them from rain, cultural diversity – traits that scientists once thought were
heat and biting insects. This hair often thins or turns gray limited to humans. Using tools like sticks to fish insects from
as they age just like ours! Except for some hairs on their nests, crumpled leaves to soak up drinking water and leafy
chin, a chimpanzee’s face, ears, fingers, palms, soles and twigs to brush away flies has allowed chimpanzees to fully
toes are covered with bare skin that changes from pink to use their environment in a way that is second only to humans.
black as they grow from infant to adult. Scientists have also discovered that chimpanzees living in
Arms and Legs: A chimpanzee’s arms are typically one and different parts of Africa have distinct customs or cultural
a half times longer than their body length. These long, strong traits that are passed along from one generation to the
arms are one of a chimpanzee’s most distinguishing next by learning rather than instinct. For example, chimpanzees
features. The length and strength of their arms, the flexibility in West Africa use stones as hammers to crack open nuts – a
of their shoulder joints, elbows and wrists and shape of their behavior that has not been observed among chimpanzees in
hands help chimpanzees brachiate (swing from branch to Central or East Africa. Researchers have discovered almost 40 of
branch) with ease. Short, powerful legs aid in climbing and these group specific behaviors relating to tool use,
help them travel long distances across the ground. communication, grooming rituals and diet preferences.
Hands and Feet: Chimpanzees have hands that are very
ChimpAnzEE COmmuniCAtiOn:
much like ours with sensitive fingertips, nails rather than CONNECTING THROUGH GESTURES,
claws, fingerprints, and four fingers plus an opposable EXPRESSIONS AND SOUNDS
thumb. Opposable thumbs allow chimpanzees to pick up
and hold objects. A chimpanzee’s hands and fingers are Supports Lessons:
longer but their thumbs are shorter than ours. These • What’s In A Face? (Grades 2-3)
modifications assist with brachiation. Chimpanzees have • How Do Chimpanzees Communicate Without
feet that are shaped like our hands, with an opposable big Making Noise? (Grades 4-6)
toe that acts like a thumb. This allows chimpanzees to grip
• What Sounds Do Chimpanzees Make? (Grades 2-3)
branches with both their hands and feet as they climb.
• How Do Chimpanzees Use Sound To Communicate?
Chimpanzee Locomotion: (Grades 4-6)
Getting Around By Land And By tree
Chimpanzees are built to move both on the ground and Like humans, chimpanzees use a variety of gestures, body
through the trees. Over ground they typically knuckle walk, postures, facial expressions and sounds to convey
or walk on the flat soles of their feet and the knuckles of their information, establish social bonds and express emotion.
hands with fingers curved under. Occasionally, chimpanzees

non-Verbal Communication: • Play: A mouth slightly open with the top lip over teeth
Speaking Without Words and in a relaxed position means all is calm, let’s go play!
Did you know that most of our communication takes place • Fear: The open “fear grin” displayed by a frightened or
without speaking? Whether smiling, slouching or shaking nervous chimpanzee is similar to the nervous smiles
hands, non-verbal communication like facial expressions, given by humans in a tense or stressful situation.
body postures and hand gestures allow both humans and
chimpanzees to express emotion, strengthen family and • Anger: A clenched mouth and compressed lips signal
community bonds and communicate messages. hostility. The display face is a hostile expression
showing teeth in a wide open mouth with facial hairs
Some chimpanzee gestures and expressions resemble
ours. Frightened chimpanzees reach out to touch or hug erect and is used during attacks or displays of aggression.
each other. Members of a chimpanzee community will Verbal Communication:
greet long-lost friends with hugs, kisses or a bout of play. Speaking With hoots, Grunts And Screams
However, some chimpanzee expressions are quite different Like your dog or cat (or even you!) chimpanzees use
and therefore more difficult for us to read. Lip smacking different sounds or vocalizations to communicate. Intra-party
may indicate a tasty snack to us but to a chimpanzee is a calls are used within a group, while distance calls are used to
sign of eagerness or intent. The big toothy grin that signals communicate between groups when they are separated in the
happiness to humans indicates intense fear in chimpanzees. rainforest. These long distance calls are used to indicate
Social grooming (removing dirt, dried skin and debris from danger or food and can be heard up to two miles away!
the hair of another chimpanzee) may look strange to us, While a chimpanzee’s unique voice box does not allow them to
but is an important bonding activity within chimpanzee actually speak, some sounds like screaming and laughing
families and communities.
closely resemble ours. Others like the pant hoot are exclusive
Non-verbal communication allows chimpanzees to to chimpanzees. Each chimpanzee has their own pant hoot
establish their social status without the need to fight and that loudly and distinctively identifies one individual from
risk injury. A male chimpanzee may charge, scowl, hand
another. This allows other chimpanzees to recognize who is
slap, stomp, drag branches and hurl rocks to intimidate
making the call. Pant hoots indicate excitement and may be
other males and proclaim dominance. Subordinates will
approach with submissive signals such as crouching, used in a variety of situations such as finding fruit trees,
bobbing, bowing, extending their hand to a dominant responding to other distant pant hoots or during joyous times
chimpanzee’s mouth, and showing their back to show they like reunions. The pant hoot is just one of 32 different calls
are not a threat. The dominant male will then allow them to used by chimpanzees to communicate feelings such as anger
move closer and gently touch their backs, arms or hands. (waa bark), puzzlement (huu) and distress (a scream,
These gestures calm a stressful situation by showing that whimper or hoo).
everyone clearly understands the established social structure. Buttress Drumming:
making Faces using roots to touch Base in the
With their large eyes and flexible lips, chimpanzees, like humans, rainforest
reveal many feelings and moods through facial expressions. While foraging through the rainforest for food, male
These range from puckered lips that indicate worry to a relaxed chimpanzees sometimes keep in contact by banging their
smile that signals contentment. Chimpanzees are sensitive to hands and feet on large buttress roots of trees. This
the facial expressions of others in their group and constantly drumming produces a bass drum sound that can be heard
monitor faces, including eye movement to determine their for almost 1 kilometer (a little over a half a mile). By
moods and intentions. Common expressions include: knowing where the males are located, the community can
meet in the evening to build their sleeping nests together.

ChimpAnzEE BEhAViOr: especially among males.
A LOOK INTO THEIR UNIQUE LIVES The highest ranking
male is the alpha male. Alpha males may maintain their
Supports Lessons: status for 3 to 10 years and only a few reach this top rung
• How Do Chimpanzees Spend Their Day? (Grades 2-3) of the social ladder. Alpha status is gained by intimidating
• How Do Chimpanzees Interact With Each Other? others through dramatic dominance displays that may
(Grades 4-6) feature stamping, slapping, charging, bristling hair (called
pilo-erection), throwing objects, dragging branches and
Chimpanzees reside in communities. They use tools.
other threatening gestures. Subordinate males let the alpha
They engage in local politics, play with their friends and
know they are not a threat through submissive behaviors
occasionally fight with the neighbors. Sound familiar?
like bowing, crouching and whimpering. These obvious
In some ways, chimpanzees behave a lot like us!
gestures keep actual attacks to a minimum. But there is
Chimpanzee Society: Fluid And Complex more to being an alpha male than just power. In fact, some
Chimpanzee populations live in communities of 15 to 120 alpha males are not necessarily the largest and strongest in
individuals. Each community consists of males and females the community. Some males employ teamwork rather than
of varying ages that share a territory. A territory can range muscle to reach the top by using complex political
from 6–95 square kilometers (4–120 square miles), depending scheming and forming alliances to gain alpha status. The
on the amount of food available within its borders. Male alpha male keeps the peace in the community by settling
chimpanzees stay in one community their entire lives. disputes, controlling access to females and maintaining the
However, females will sometimes leave their mothers and social order. Although females rank lower in social status
join new communities when they reach adulthood. Although than males there is a social hierarchy among them as well.
chimpanzees are highly social, males in particular are very Rather than intimidation, females depend on personality,
protective of their territory. Groups of related males, age and respect from lower ranking females to achieve alpha
including fathers, brothers and cousins will patrol borders, female status. Unlike males, females can also inherit their
spy on and even wage war with neighboring communities! status from their mothers.
A chimpanzee community is known as a fission-fusion From Fruit to nuts:
society. This means that the larger community continually Finding Food in the rainforest
breaks into smaller groups that change in size and Chimpanzees are omnivores like us, meaning they eat both
composition. Individuals in each group may vary in age plants and animals. Fruit makes up about 60% of their diet
and gender. Some groups form temporarily around a and young, tender leaves are a favorite afternoon snack.
common purpose such as finding food, while others are However they also eat a wide variety of seeds, flowers, nuts,
long lasting and based on strong relationships. The most stems, tree resin, honey and bark. Menus vary with the
common group is a mother and her dependant offspring season and can include as many as 20 different types of
who are together constantly. Sometimes two or more plants in a single day or up to 300 varieties in a year!
females and offspring will meet, eat, rest and play together. Chimpanzees spend spend 6 to 8 hours daily foraging for
Occasionally individuals will leave the community for food. Every morning, feeding parties disperse throughout
several days and return. Adult males will sometimes forage their territory in search of fruiting trees. When they come
alone or join other males to hunt or patrol. At nightfall, across a tree laden with fruit they announce their discovery
groups will often gather in the same area to sleep. with a loud pant hoot that attracts other community
Social Dominance: members to share in the feast.
jostling For the top Of the Social Ladder Along with plants, chimpanzees enjoy dining on insects like
In chimpanzee societies, there is a definite hierarchy, termites and ants. Within some communities, individuals use

sticks or long blades of grass to probe or “fish” for these tiny treetop vantage point chimpanzees can see potential
snacks from their nests and mounds. Just like your family predators in time to react. Nests are built by bending large
may pass along favorite recipes, chimpanzees will pass branches and breaking and interweaving smaller ones to
favorite feeding strategies like probing for insects or cracking create a soft, round tangle of branches, twigs and leaves.
nuts with rocks from one generation to the next. Occasionally, Chimpanzees usually build fresh nests in the trees each night
groups of males will also hunt small mammals like bushpigs, and occasionally build day nests on the ground. Mothers and
birds, small antelope or monkeys. These hunts are usually their offspring are the only individuals that share a nest.
well coordinated with hunting groups organized somewhat Growing up Chimpanzee
like a football team. Some chimpanzees block the prey’s
Female chimpanzees give birth to a single infant (twins are rare)
escape while others chase it into an ambush. If successful, every 5 to 6 years. A newborn chimpanzee weighs 1.3–1.8
the hunters will usually share some of the meat with other kilograms (3–4 pounds) and is born helpless. Within a few
group members. Meat, including insects, makes up about days it is able to travel by clinging to its mother’s stomach
5% of a chimpanzee’s diet. and by 5 to 7 months old it is strong enough to ride on her
Keeping Clean, Calm And Connected back. By the time a young chimpanzee reaches 4 years of
through Social Grooming age, it will travel mostly by walking. A young chimpanzee
Grooming is a very important social behavior. Individuals will continue to sleep in their mother’s nest and nurse until
use their fingers, lips, or teeth to clean dirt, flaking skin, they are 4 to 5 years old – about the time another sibling
burs, seeds, insects and parasites from their own hair or comes along. A young chimpanzee requires maternal care
from the hair of others in their community. Grooming until they are 8 or 9 years old but will stay closely bonded
helps keep skin healthy and strengthens relationships with their mother throughout its life. Because of this
between family and community members. In fact, many extended childhood, most chimpanzee mothers raise
researchers believe that when it comes to chimpanzees, only 3 or 4 offspring during their lifetime.
group or “social grooming” is the most important social Childhood: A time For Learning
behavior there is! Chimpanzees have such a long childhood because, like
human children, they have a lot to learn! Unlike most
Social grooming is the chimpanzee equivalent of chatting
species that rely on instinct, chimpanzees must learn all of
with family or friends. Chimpanzees will use grooming to
the behaviors and skills they will need to survive as adults.
calm each other, make up after a quarrel, get something they
That means that every day is a school day for young
want, make friends or to simply show their affection. When chimpanzees! Chimpanzee youngsters learn the same way
the dust settles after a chimpanzee reunion, they will often that human children learn – by observing and imitating
sit down and groom each other. Grooming sessions can their mothers, siblings and other adults through trial and
include as many as 10 individuals of varying ages and will error and through instruction. Chimpanzees are one of the few
often include a mother and her offspring, ranging from infants non-human species that have been observed deliberately
to adults. Adult males of all ranks will take turns grooming teaching skills to their young. Through these methods,
each other as well. This interaction strengthens the alliances young chimpanzees learn the rules of chimpanzee society,
needed to protect territory and gain social status. A grooming how to behave and interact with other chimpanzees, and
session can last a few seconds, minutes or even hours! basic skills like nest building, finding food and making tools.
nest Building: preparing For Life through play
Building Beds in the trees Like human children, young chimpanzees spend much
While you may prefer that your bed be placed firmly on the of their day playing. They chase each other around trees,
floor, chimpanzees build nests and sleep in trees! From this tickle, wrestle, fight, run, spin and play hide-and-seek.

Sometimes they play by themselves, making up activities Commercial Logging: Selling the
and using branches, leaves or rocks as toys. While it all rainforest For timber And Fuel
looks like fun and games, they are also learning important Commercial logging has opened vast areas of remote
behaviors and skills they will need later in life. Through tropical rainforests to clear cutting. This erodes soil, damages
play, young chimpanzees become strong and agile and streams and can turn lush rainforests into deserts. In
learn how to navigate quickly through the rainforest. They addition, because desirable trees are dispersed throughout
discover how to get along with others and how to interpret the rainforest, logging companies are constantly making
and react appropriately to certain expressions and body new roads. These roads separate large portions of the
postures. Sometimes adult chimpanzees play too, either rainforest and can lead to wide-scale habitat destruction.
with youngsters or with other adults. When play becomes In addition to cutting down trees, loggers will often hunt
especially boisterous, chimpanzees even laugh! chimpanzees and other forest animals to feed themselves
and their families. Roads built to transport logs also provide
thrEAtS tO ChimpAnzEES illegal hunters with easy access into the rainforest. These
commercial hunters supply urban restaurants and
Supports Lessons:
international markets with chimpanzee, gorilla and
• How Does Habitat Loss Affect Chimpanzees? antelope meat, which are considered delicacies in some
(Grades 2-3) areas and can be sold for a high price at market. Logging
• How Can Recycling Electronics Protect Chimpanzee trucks make it easy to transport this meat into larger cities.
Habitat? (Grades 4-6) Commercial mining:
Chimpanzees are in danger! Just 100 years ago, roughly Chimpanzee habitat is Losing Ground
1 million chimpanzees lived in the lush rainforests of Like logging, mining for coltan (a metal used in cell phones
equatorial Africa. Today. only 1/10 remain. This decline is and other electronic devices) and other rare minerals
primarily due to habitat loss and illegal hunting. has had a tremendous impact on chimpanzees and
habitat Destruction: other rainforest species. About 80% of the world’s coltan
Chimpanzees homes Are Shrinking Fast reserves are located in the Democratic Republic of Congo
In Africa, rainforests are logged for timber, mined for minerals – which is also home to chimpanzees, bonobos, gorillas
and cleared for crops and grazing land. As their rainforest and many other rare species.
homes disappear, chimpanzees and other species are Mining destroys rainforests and streams, threatening both
forced to live in smaller areas that no longer provide the wildlife and indigenous people. It opens previously
space and food they need to survive. The rainforests that inaccessible rainforests to tens of thousands of miners who
remain are often surrounded by communities and farms. set-up camps, hunt animals for food and profit, and
The close proximity makes it easier for chimpanzees illegally sell orphaned apes.
to raid farmers’ crops, increasing conflicts with people.
the Bushmeat trade:
Increased human contact also exposes chimpanzees to hunting Chimpanzees into Extinction
life-threatening diseases like pneumonia, polio, chicken For centuries, the indigenous people of Africa’s rainforests
pox and influenza. Even the common cold can be deadly hunted chimpanzees and other wildlife species for food,
to chimpanzees. taking only what they needed to survive. However, due
Africa’s human population is growing fast. As the number to increased urban populations, demand from urban
of humans increases, the competition between people restaurants and international markets, the opening up of
and chimpanzees for living space and rainforest resources rainforests by logging companies, and increased access to
continues to grow. guns, hunting for bushmeat (meat from wildlife species)

has gone from a subsistence practice to large scale make good pets. Once purchased, owners often find they
commercial trade. While laws exist in many areas, they are do not have the space, finances or time to properly care
difficult to enforce. Chimpanzees are now being hunted at for them. Cute infants quickly become large, powerful,
an unsustainable rate and many experts believe it is unpredictable adults capable of inflicting deadly injuries.
currently the greatest threat to chimpanzees and other Pet owners are then faced with the nearly impossible task of
rainforest species. finding an appropriate home for an unmanageable chimpanzee
The bushmeat crisis has a human toll as well. The that may live to be 50 to 60 years old. Although zoos may
unprecedented loss of wildlife threatens indigenous and try to take them into their care, chimpanzees raised by
rural populations who depend on wildlife for their humans often lack the appropriate social behaviors and
communication skills needed to live with other chimpanzees,
livelihood and for food. Bushmeat hunting also exposes
making the transition into a group of chimpanzees difficult.
people to diseases that can travel between humans and
chimpanzees like ebola and polio. Medical research: Using chimpanzees to
benefit human health
Snare injuries And the pet trade: In the past, due to their physiological, genetic and
By-products Of Bushmeat
behavioral similarities with humans, many chimpanzees
Even when chimpanzees are not targeted by hunters, they were used in biomedical research. These studies have
can be injured or killed by wire snares set for other species. contributed to our understanding of certain diseases
A snare trap is a simple noose that tightens over part of an such as AIDS, and to the development of treatments and
animal’s body as it tries to pass through. Because snare vaccines for diseases like yellow fever, polio and hepatitis.
traps catch anything that passes, chimpanzees are Recently, though, the United States government decided
accidentally caught in these traps. Those that survive often to reduce the number of chimpanzees used in biomedical
suffer permanent injuries to their hands and feet, making it research. In 2000, Congress established the creation of a
difficult for the chimpanzee to find food, climb trees, carry national sanctuary system for chimpanzees formerly used
their babies and escape predators. In some areas, up to in biomedical research. Here they can live out their lives
50% of the chimpanzee population suffers from with other chimpanzees in spacious natural surroundings.
permanent snare injuries.
Orphaned chimpanzees are another by-product of the prOtECtinG ChimpAnzEES:
bushmeat trade. When hunters kill adult chimpanzees, their SAVING CHIMPANZEES THROUGH
young are often captured and sold illegally. It is estimated SCIENTIFIC STUDY, COMMUNITY
INVOLVEMENT AND EDUCATION
that 9 out of 10 of these infants die before reaching their
final destination. The luckiest of the survivors may end up at one Supports Lessons:
of the 19 Pan African Sanctuary Alliance (PASA) sanctuaries • What Clues Do Chimpanzees Leave Behind?
within or nearby their country of origin. In the future, these (Grades 2-3)
orphans may be reintroduced to their rainforest home.
• How Do Scientists Study Chimpanzees? (Grades 4-6)
the plight Of Chimpanzees
in the united States • How Can I Help Wildlife In My Backyard? (Grades 2-3)
Private pet ownership: The harsh realities of • How Can People Make A Difference For
chimpanzees as pets Chimpanzees? (Grades 4-6)
Surprising as it may seem, owning a chimpanzee is currently Chimpanzees are endangered due to habitat loss, bushmeat
legal throughout most of the United States. While most and human encroachment. Although the threats facing
would-be pet owners have the best of intentions, they quickly chimpanzees may seem daunting, people from around
discover that chimpanzees, like other wild animals do not the world are working together to save them.

Saving Chimpanzees Starts • Global Position System (GPS) units and Geographic
With Science: Studying Wild Information Systems (GIS) software allows
Chimpanzees And habitats conservationists to accurately map chimpanzee
Protecting chimpanzees starts with studying them in the populations, travel patterns and human activities
like logging.
wild. Understanding their behaviors and habitat needs help
• Satellite imagery helps researchers monitor habitat
scientists make more effective conservation decisions.
changes and human activities. Because the images
Much of what we know about the life of chimpanzees are taken from the air, satellites are especially helpful
living in the rainforest has been learned through scientific in monitoring remote areas.
observation in the wild. Occasionally, wild chimpanzees • Analyzing hormones and DNA in urine and dung
allow researchers to observe them up-close. More often, samples provides information about a chimpanzee’s
chimpanzees have to be tracked and observed from a health and reproductive status.
distance. Despite their noisy nature, finding chimpanzees Chimpanzee research And Discoveries
in lush rainforests can be difficult. Luckily, they leave a Two scientists that served as technical advisors on the filming
lot of clues behind like knuckle prints, wadges (chewed of CHIMPANZEE are Dr. Jane Goodall and Dr. Christophe
food remains), simple tools, dung and sleeping nests. Boesch. Most of what we know about chimpanzees today
These clues help us track chimpanzees and provide is due to the work of these eminent primatologists.
insight into their daily lives.
As one of the most famous primatologists in the world,
research tools Of the trade Dr. Jane Goodall has spent decades studying chimpanzees
Scientists once used little more than binoculars, pencils in Tanzania. She was the first to discover that chimpanzees
and notebooks to study animals in the field. Today they hunt animals, eat meat and use tools like sticks and
are equipped with a wide array of technological tools: leaves. She opened our eyes to the complexities of
Helping Chimpanzees In The United States

Accredited zoos: providing Care best possible environment for these amazing animals. Although the
While raising Awareness SSP program is primarily involved with chimpanzees in accredited
Currently 269 chimpanzees live in 34 United States zoos that are facilities, they are ultimately interested in the health and well-being
accredited with the Association of Zoos and Aquariums (AZA). of all chimpanzees, including those living outside accredited zoos
These facilities are dedicated to excellence in animal care, and in the wild.
conservation, education and science and meet the highest Accredited Sanctuaries: providing permanent
standards in animal health, husbandry and welfare. Chimpanzees Care For retired And unwanted Chimpanzees
within these facilities serve as animal ambassadors for their wild Here in the United States, some unwanted chimpanzee pets are
counterparts by raising awareness and appreciation and inspiring fortunate to find homes in accredited sanctuaries. North American
conservation action. Many AZA-accredited facilities participate in Primate Sanctuary Alliance (NAPSA) facilities provide permanent care
conservation projects that protect wild chimpanzees and their and housing for nearly 470 chimpanzees that have been retired from
African habitats. medical research and the entertainment industry or are no longer
Chimpanzees living at accredited zoos are cooperatively managed wanted as pets. These facilities have the space, resources and
as part of the Chimpanzee Species Survival Plan (SSP). Together, knowledge to provide their primate residents with the special
SSP Coordinators, zoos and field professionals work to provide the care and environments that they need.

chimpanzee communication, emotions, social behaviors and Conservationists are also training farmers in sustainable
relationships. farming practices. Techniques like mixing crops with shade
Today, Dr. Goodall spends most of her time promoting trees, rotating crops, and using natural fertilizers help to
chimpanzee conservation. The Jane Goodall Institute (JGI) reduce erosion and replenish nutrient-poor soils. This
continues her research in Tanzania and is a global leader in prevents farmers from having to regularly cut down
chimpanzee conservation. “Roots & Shoots” is JGI’s global rainforest trees to create new crop fields. Conservation
environmental and humanitarian youth network. groups are also helping local communities establish
Primatologist Christophe Boesch (Technical Advisor for sustainable livelihoods like ecotourism that promote
CHIMPANZEE) is the Director of the Department of rainforest preservation.
Primatology at the Max Planck Institute for Evolutionary Here are a few examples of conservation projects that are
Anthropology. For over 20 years, Christophe Boesch protecting chimpanzees, while helping local people:
has studied chimpanzees living in the Taï National Park • Disney Worldwide Conservation Fund (DWCF) is
of the Ivory Coast (where parts of CHIMPANZEE were an annual awards program focused on the study and
filmed). His research, publications and documentaries protection of the world’s wildlife and ecosystems. Since
have expanded our knowledge about chimpanzee culture, 1998, it has supported a variety of conservation programs
inter-community relationships and behavior. Christophe
focused on protecting chimpanzees while helping local
Boesch’s work prompted him to establish the Wild
communities. Here are two sponsored projects:
Chimpanzee Foundation, a conservation organization
that protects wild chimpanzees and their habitats. n Kibale Community Fuel Wood Project: Kibale
Creative Solutions: Creating A National Park in Western Uganda is home to the
Brighter Future For Chimpanzees densest primate population in Africa. Tragically the
Conservation issues are complex and must be addressed park is being cut down for firewood. This project
using scientific study, creative problem solving, education helps people living on the park’s borders grow native
and local community involvement. Conservationists know trees for fuel and build fuel efficient cooking stoves
that to be effective, programs must support and balance that use 32% less fuel. Because they produce less
the needs of local people as well as wildlife. smoke, these stoves are also healthier to use.
In Africa, some wildlife organizations are helping people and n Village Enterprise Fund – Budongo Forest Project:
chimpanzees by seeking ways to reduce the competition helps people living along the edges of Uganda’s
between chimpanzees and local farmers. When rainforests Budongo Forest which is home to over 600
are cut, mined and farmed they can no longer provide chimpanzees. This project helps local communities
enough food for chimpanzees, driving them to eat develop sustainable livelihoods like raising livestock
crops grown along the rainforest’s edge. Like humans, instead of selling bushmeat, while reducing their
chimpanzees find some crops like sugar cane and cacao dependency on rainforest resources.
especially appealing and will take these foods from • The Jane Goodall Institute (JGI) supports chimpanzee
farmers. As a result, farmers will sometimes injure or even research, community conservation and education
kill chimpanzees to protect their food and their livelihood. efforts that protect chimpanzees and their habitats.
Helping farmers grow crops that are less appealing to
chimpanzees like peppers and tea, encouraging farmers to • The Disneynature Tchimpounga Natural Reserve
grow crops away from the rainforest’s edge, and planting Project in Congo. In honor of every moviegoer who
“green corridors” of native trees to re-connect rainforests sees CHIMPANZEE opening week, Disneynature will
are some of the ways conservationists are helping make a donation to the Jane Goodall Institute to protect
chimpanzees and farmers co-exist. chimpanzees today and tomorrow.

• The Wild Chimpanzee Foundation (WCF) enhances
n This donation will allow JGI to set up a management the survival of chimpanzees and their habitats through
plan for key conservation areas in the newly expanded education, conservation and research. The Educating
Tchimpounga Natural Reserve and allow the hiring of Communities Through Interactive Theater project
additional park rangers and supplies and signs needed attempts to reduce poaching and human-chimpanzee
to protect this newlysecured area. conflict through interactive theater performed by
n JGI will also expand its education program to increase professional groups and school children. The Ymako
the awareness of school-aged children in Pointe Noire Teatri (Our Cousins of the Forest) production showcases
and villages adjacent to Tchimpounga about the plight the striking resemblance between humans and
of chimpanzees in Congo. The rainforest will become chimpanzees and the challenges of sharing the rainforest.
a living classroom, and these programs will inspire African Sanctuaries
students to appreciate and care for their local The Pan African Sanctuary Alliance (PASA) has developed
rainforests and their chimpanzee residents. 19 sanctuaries across the continent to care for the growing
n The Disneynature program will also provide food numbers of orphaned chimpanzees, bonobos, gorillas and
and medicine for chimpanzees at JGI’s Tchimpounga other endangered primates. Here, rescued orphans live in
Chimpanzee Rehabilitation Center, which is the natural social groups and learn survival skills within a safe,
largest chimpanzee sanctuary in Africa. Originally semi-wild setting. In some cases, when suitable habitat is
designed to provide sanctuary for 30 chimpanzees, available, they may even be reintroduced back into the wild.
JGI is currently caring for more than 150 chimps that
rely on JGI for food, medicine, and care.
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.

LooKING AT CHIMPANZEES
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)
VOCABULARY: WHAT YOU NEED

Adaptation, arm span • Movie trailer from
www.disneynature.com/chimpanzee
STUDENTS WILL BE ABLE TO… • Amazing Apes! PowerPoint
• Define the term adaptation • Activity Sheet 1A: Comparing Hands
• Describe why adaptations are important for an • Activity Sheet 1B: Comparing Feet
organism’s survival • Activity Sheet 1C: How Do You Measure
• Give at least three examples of chimpanzee Up To A Chimpanzee?
adaptations and explain how these adaptations • Measuring tape, rulers or yard sticks
help chimpanzees survive in the rainforest for students
• Use simple measurements to make comparisons
between adaptations of chimpanzees and people
LEARNING ACTIVITIES WRAP UP

1. Preview the film CHIMPANZEE using the movie trailer 5. Follow-up your class discussion with these questions:
on www.disneynature.com/chimpanzee. Ask students for • Define the term adaptation in your own words and
their observations after watching the trailer: Where do explain why an adaptation is important for an
chimpanzees live? What do chimpanzees look like? organism’s survival. An adaptation is a trait that
allows an animal to survive in its environment.
How might the chimpanzees spend their day?
Without adaptations, organisms would have
2. Introduce the term adaptation. Show the class a picture difficulty finding food, water and shelter, may not
of a chimpanzee or watch the movie trailer again. be able to escape predators or defend themselves.
Ask students to identify what body parts might help Ultimately, without adaptations, an organism may
a chimpanzee survive in the rainforest. Review these not be able to survive in its environment.
adaptations with the class using the Amazing Apes! • Provide three examples of chimpanzee adaptations
PowerPoint. and describe how these adaptations help a
chimpanzee survive. Chimpanzees have many
3. Discuss the form and function of a chimpanzee’s hands amazing adaptations. Students should list at least
and feet. Have students compare their own handprint three examples from the adaptations provided on
and footprint to a chimpanzee’s using activity sheets pages 10 and 11 of the background information
1A and 1B. and connect these adaptations to their purpose (for
4. To further investigate chimpanzee adaptations, gather example, chimpanzees have strong, muscular arms
students into small groups and distribute rulers or for climbing and moving through trees).
measuring tape to each group. Students should work • Explain what would happen if a chimpanzee was
placed in a different ecosystem, such as the ocean,
together to take measurements of their arms, legs,
desert or arctic tundra. Chimpanzees are adapted to
hands and height and record these measurements the rainforest and would not be able to survive in
using activity sheet 1C. Have students compare their most other ecosystems. For example, chimpanzees
measurements to other students’ measurements. would not be able to withstand the extreme
Discuss reasons for similarities and differences. climates of the desert or arctic. Similarly,

LESSoN LooKING AT CHIMPANZEES
1 What Makes A Chimpanzee Special? (2 of 2)
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.
Prominent ears, forward facing eyes, a flattened

nose and a large, flexible mouth are all adaptations
that help a chimpanzee survive in the rainforest.
Like people, chimpanzees enjoy playing together.

Play is an important behavioral adaptation.

1 What Makes A Chimpanzee Special?
ACTIVITy
SHEET 1A
for grades 2–3
Comparing Hands
Trace your hand next to this life-sized drawing
of an adult chimpanzee’s hand!
How do they compare?
Chimpanzee Hand
Your Hand

ACTIVITy
SHEET 1B
for grades 2–3
Comparing Feet
Trace your foot next to this life-sized drawing
of an adult chimpanzee’s foot!
Chimpanzee Foot
Your Foot

ACTIVITy
SHEET 1C
for grades 2–3
How Do you Measure Up
To A Chimpanzee?
Chimpanzees have special adaptations that make them built for the life in the rainforest.
Use a ruler or measuring tape to compare yourself to this adult female chimpanzee.
Long arms help a chimpanzee climb, swing and move through

the trees. A chimpanzee’s arms are longer than its legs.
Measure your arms and legs in centimeters.
Arms:_________________ Legs: __________________
Which is longer? _____________________________
A large arm span helps a chimpanzee reach between

branches. A female chimpanzee’s arm span is about
136 centimeters.
How big is your arm span in centimeters?
______________________________________
Chimpanzees have large palms, long fingers and

short thumbs to grasp branches. A chimpanzee’s
hand is about 23 centimeters long from the wrist
to the finger tips.
How long is your hand in centimeters?
_________________________________________
Chimpanzees usually walk with their knuckles on the

ground. But standing, an adult chimpanzee is about
100 centimeters tall.
How tall are you in centimeters?
____________________________________________

CHIMPANZEES’ ADAPTATIoNS
LESSoN
How Are Chimpanzees Adapted
2 To The Rainforest?
Grade Level: 4-6 | Subject Areas: Science, Math | Time Frame: 1 hour

Adaptation, ape, arm span, brachiation, • Movie trailer from www.disneynature.com/
monkey, primate chimpanzee
• Amazing Apes! PowerPoint Presentation
STUDENTS WILL BE ABLE TO… • Brachiation video clip
• Define the term adaptation and list at least
• Activity sheet 2A: How Are Chimpanzees
three examples of chimpanzee adaptations
Adapted To The Rainforest?
• Describe the concept and purpose of
• Activity sheet 2B: Help The Chimpanzee
brachiation in chimpanzees
Brachiate Through The Rainforest!
• Explain how chimpanzee adaptations make
• One ruler with metric units and one
them specially designed for life in the rainforest
protractor for each student

1. Preview the film CHIMPANZEE using the movie trailer 6. To end the lesson, bring the class together and lead a
from www.disneynature.com/chimpanzee. Ask students discussion using the following questions:
for their observations after watching the trailer: What • Define the term adaptation in your own words and
type of ecosystem is home to chimpanzees? Describe provide at least three examples of chimpanzee
a chimpanzee’s physical appearance. List at least adaptations. An adaptation is a trait that allows an
three different things you see the chimpanzees doing animal to survive in its environment. Chimpanzees
throughout the day. have many amazing adaptations. Students should
2. Introduce the term adaptation. Ask students to identify list examples from the adaptations provided on
the adaptations they think would be most useful for a activity sheet 2A.
chimpanzee living in the rainforest. • Explain the term brachiation and how it helps
3. Share the Amazing Apes! PowerPoint presentation with chimpanzees move through the rainforest.
the class. Review the terms primate, ape, monkey, arm Brachiation occurs when an animal uses its
span and brachiation. arms to swing from one point to another. Since
4. Have students use information from the PowerPoint chimpanzees spend a large amount of time in the
presentation to complete activity sheet 2A. As a class, trees, brachiation helps them move among the
compare the chimpanzee adaptations featured in treetops by swinging from branch to branch.
the PowerPoint presentation and activity sheet to the • Predict what would happen if a chimpanzee was
students’ initial predictions. Were their predictions placed into a different ecosystem. What would
supported? happen if an animal adapted to a desert or tundra
5. Show students the provided clips of chimpanzee ecosystem was placed into the tropical rainforest?
brachiation. Discuss why brachiation is an important Chimpanzees are adapted to life in the rainforest,
adaptation for life in the rainforest. Distribute activity so they would not survive in another ecosystem.
sheet 2B and instruct students to use a ruler and Similarly, an animal adapted to an ecosystem like
protractor to help the chimpanzee brachiate through the desert or tundra would not survive in a warm,
the rainforest. humid environment like the tropical rainforest.

LESSoN CHIMPANZEES’ ADAPTATIoNS
2 How Are Chimpanzees Adapted To The Rainforest? (2 of 2)
• 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
_________

LESSoN CHIMPANZEES ADAPTATIoNS
2 How Are Chimpanzees Adapted To The Rainforest?
ACTIVITy
SHEET 2A
for grades 4–6
How Are Chimpanzees
Adapted to the Rainforest?
Chimpanzees are built for life in the rainforest. Fill in the blanks to describe how
each adaptation helps a chimpanzee survive in its rainforest environment.
EARS EYES
• Large Ears: _______________ • Color Vision: _________________
__________________________ _____________________________
__________________________ _____________________________
__________________________ • Forward Facing Eyes: ________

___________________________
ARMS _________________________
• Long, Strong Arms: _____ ________________________

_______________________
_____________________
NOSE
_____________________ • Good Sense of Smell:
• Brachiation: __________
____________________
___________________
____________________
_________________
____________________
__________________
____________________
_____________________
CHEST
•
_____________________
Broad, Muscular Chest:
__________________
HANDS ____________________
• Large Palm, Long Fingers _____________________
& Short Thumb:___________
_____________________
___________________________
__________________________
____________________________ FEET
____________________________ • Grasping Feet: __________
• Nails: _______________________ ___________________________
______________________________ ___________________________
______________________________ ___________________________
______________________________ ___________________________

ACTIVITy
SHEET 2A
for grades 4–6
How Are Chimpanzees
Adapted to the Rainforest?
ANSWER KEy
EARS EYES
• Large Ears: Provide a great • Color Vision: Helps a chimpanzee
sense of hearing. A chimpanzee find food, especially fruit, and notice
can hear sounds over long small details in their environment.
distances. • Forward Facing Eyes: This creates
binocular vision. Binocular vision
helps a chimpanzee accurately
ARMS
• Long, Strong Arms: judge distance.
These help a chimpanzee
climb and move through NOSE
the trees. • Good Sense of Smell: By
• Brachiation: Allows a using their sense of smell,
a chimpanzee can find
chimpanzee to swing
between tree branches food, connect with others
and gain information
using their arms. about its habitat.
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.

ACTIVITy
SHEET 2B
for grades 4–6
Help The Chimpanzee
Brachiate Through The Rainforest!
1. The chimpanzee can only swing a distance of 1.5 meters each 3. Continue drawing straight lines to move the chimpanzee through
time. Use a ruler to measure the scale. How many centimeters the rainforest. Each time, use a ruler to measure the distance
equal 1.5 meters? 1.5 meters = _________ centimeters. between points. Points do not have to connect in alphabetical order
2. Begin at the start point (A). Use a ruler to choose the next best and you cannot retrace steps along the path. End at the finish
connection point for the chimpanzee, keeping your scale in mind. point (M).
Draw a straight line to this point. 4. Estimate each angle along the chimpanzee’s path as acute, right
or obtuse. Use a protractor to measure these angles and check
your predictions. Which angle is greatest? _________
Which angle is smallest?_________
FPO
SCALE
1.5 meters =
_______centimeters

WELCoME To THE AFRICAN RAINFoREST
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)

Continent, country, state, city, map • World Map
STUDENTS WILL BE ABLE TO… • Globe
• Explain the difference between a continent • Activity Sheet 3A: United States Maps
and a country • Activity Sheet 3B: Where Do Chimpanzees Live?
• Locate the continent of Africa on a world • Safety scissors
map and globe • Crayons or colored pencils for each student
• Compare and discuss the size of various • Computers with internet access
geographical land masses using a world map
and globe
• Identify how many maps of the United States
can fit inside the continent of Africa
This young chimpanzee
• Name at least three countries where is smashing pieces of fruit
chimpanzees live into a food wadge.
LEARNING ACTIVITIES backgrounds, a wide variety of ecosystems and very

1. Show the class a world map and a globe. Name and unique plant and animal species, including chimpanzees.
identify each continent on earth. Have students create 6. Arrange the class into small groups and have them
their own definition of a continent using inferences independently research which countries in Africa are home
from the map and globe. to chimpanzees (one great resource is the International
2. Discover together the characteristics that define a Union for Conservation of Nature’s Red List:
continent and how a continent differs from a country, http://www.iucnredlist.org/apps/redlist/details/15933/0).
state or city. Ask students to provide examples for each Construct a class list with their findings.
of these three categories. 7. Distribute activity sheet 3B: Where Do Chimpanzees Live?
3. Point out the continent of Africa. Ask students to predict to the class. Have students use the master list to color in
how large Africa is in relation to other continents on the African countries where chimpanzees are found.
earth. Which continent do they think is the largest? • Chimpanzees are historically found in the following
Which continent is the smallest? Students should use countries*: Angola, Benin (now regionally extinct),
the world map to support their predictions. Burkina Faso, Burundi, Cameroon, Central African
4. Distribute activity sheet 3A: United States Republic, Congo, The Democratic Republic
Maps to each student. Students should of the Congo, Côte d’Ivoire, Equatorial
cut out each of the four United States Guinea, Gabon, Gambia (now regionally
maps and place as many maps as can extinct), Ghana, Guinea, Guinea-Bissau,
fit inside the African map on activity Liberia, Mali, Nigeria, Senegal, Sierra Leone,
sheet 3B: Where Do Chimpanzees Live?. Sudan, Tanzania, Togo and Uganda.
Students will conclude that three United * Note: although chimpanzees are
States maps fit into the African continent. present in all of these countries,
5. Explain that the continent of Africa is only 12 countries have chimpanzee
a very diverse place, home to many populations numbering over
countries, people from many different 1,000 individuals.

LESSoN WELCoME To THE AFRICAN RAINFoREST
WELC
3 Where Do Chimpanzees Live? (2 of 2)
WRAP UP EXTENDING THE LESSoN:

8. Discuss students’ completed activity sheets using the SoCIAL STUDIES
following questions: Option 1: Disneynature CHIMPANZEE was primarily filmed
• Explain the difference between a continent and a country. in two countries: Ivory Coast and Uganda. Gather the class
Continents are large land masses that cover the into small groups and have each group research one of the
earth’s surface. Countries are marked by political many different cultures found within these two countries
boundaries and have some form of government. (there are over 60 different ethnic groups in the Ivory
Countries are found on continents. Coast and over 40 different ethnic groups in Uganda!).
• Place the following in size order from largest to Students should discover the language, traditions, values and
smallest: city, continent, state, country. beliefs of the culture and share their findings with the class.
Continent, country, state, city. CoNNECT WITH NATURE
• What can you learn about continents and countries See Disneynature CHIMPANZEE to witness the amazing
using a geographic map? From a geographic map, world of chimpanzees and to learn more about the
you can tell the borders, size and location of a tropical rainforests they call home.
continent or country.
• Using the globe and world map, deduce which LESSoN RESoURCES
continent is the largest and which continent is the For Students and Teachers:
smallest. Asia is the largest continent. Australia is • The IUCN Red List of Threatened Species. Pan
the smallest continent. troglodytes. International Union for the Conservation
• Based on the number of United States maps that of Nature and Natural Resources. 18 July 2011.
fit into the continent of Africa, draw conclusions http://www.iucnredlist.org/apps/redlist/details/15933/0
as to the size of the entire continent of Africa. • Google Maps. Google Maps. Google. 18 July 2011.
The continent of Africa is the second largest in <http://maps.google.com/maps?hl=en&tab=wl>
the world.
• Has this activity changed your view on the sizes
of different countries and continents? Write one
paragraph to explain why or why not. Students’ ANSWER KEY: Activity Sheet 3B
answers will vary.
• Name at least three countries where chimpanzees
are found. Answers will vary; a full list of countries
is provided in Step 7 of this lesson.
Historically, chimpanzees were found in approximately

23 countries across Africa.

ACTIVITy
SHEET 3A
United States Maps
for grades 2–3
Cut out the United States maps below and see how many you can
fit inside the continent of Africa on Activity Sheet 3B.
See Disneynature CHIMPANZEE to witness the amazing world

of chimpanzees and the diverse continent they call home.

ACTIVITy
SHEET 3B
Where Do Chimpanzees Live?
for grades 2–3
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.
= countries where chimpanzees live

of chimpanzees and the tropical rainforests they call home.

LESSoN How Are Chimpanzees And

4 The Rainforest Connected?
Grade Level: 4-6 | Subject Areas: Science, Geography | Time Frame: 1 hour

Continent, country, equator, latitude, longitude, • Globe and World Map
Tropic of Cancer, Tropic of Capricorn, • Activity Sheet 4A: United States Maps
tropical rainforest • Activity Sheet 4B: How Are Chimpanzees
And The Rainforest Connected?
STUDENTS WILL BE ABLE TO… • Two different colored crayons or colored
• Compare the size of various geographical pencils (blue and yellow) for each student
land masses using a world map and globe
• Locate the equator, Tropic of Cancer and
Tropic of Capricorn on a world map and globe
• Explain the difference between a continent
and a country
• Label specific points of latitude on a map of
the African continent
• Identify the tropical rainforests of Africa
• Name at least three countries where
chimpanzees live
• Make connections between tropical rainforest For chimpanzees, the rainforest is the equivalent of a grocery store,
habitat and chimpanzee distribution pharmacy and hardware store all in one!
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.

4 How Are Chimpanzees And The Rainforest Connected? (2 of 2)
WRAP UP notice about the area where chimpanzees live?

7. Use the following questions to guide your classroom Why do you think chimpanzees are found here?
discussion: Much of the chimpanzee’s habitat overlaps with
the location of tropical rainforests. This means that
• Describe in your own words the importance of
most chimpanzees in Africa are found in the tropical
latitude and longitude lines. Latitude and longitude
rainforest. Tropical rainforests are very special
lines help people locate a specific point on earth’s
surface. ecosystems with a warm climate, lush vegetation,
tall trees, abundant rainfall and a wide diversity of
• Explain the difference between a continent and a
species. Rainforests are an ideal place to live
country. Continents are large land masses that
because chimpanzees can find everything they
cover the earth’s surface. Countries are marked by
need to survive including a large variety of food
political boundaries and have some form of
items, sources of water and large trees for shelter.
government. Countries are found on continents.
• Rank the seven continents by size from largest to EXTENDING THE LESSoN:
smallest. Which continent is the largest and which is SCIENCE AND SoCIAL STUDIES
the smallest? Asia (largest), Africa, North America, Option 1: Explain that activity sheet 4B represents the
South America, Antarctica, Europe, Australia (smallest). general range of chimpanzees. However, much of this
• Based on the number of United States maps that fit habitat is being used by people so chimpanzees are now
into the continent of Africa, draw conclusions as to the only found in some areas of this range. Have students
size of the entire continent of Africa. The continent research and plot the current range of chimpanzees and
of Africa is the second largest in the world. Africa is compare this to their original map. As a class, discuss and
about three times as large as the United States. make predictions around why these changes have occurred.
• Has this activity changed your view on the sizes Option 2: Divide the class into small groups and assign
of different countries and continents? Write one each group one country in Africa to research independently.
paragraph to explain why or why not. Students’ Have each group create a travel brochure, poster or
answers will vary. commercial to highlight this country. Students should
• What does the area inside the solid line represent on include cities to visit, places to stay, information about
the map and why is it only found in certain locations? native people and culture, favorite foods, important
The solid line represents the distribution of tropical landmarks and monuments, National parks and unique
rainforests across the continent of Africa. Tropical wildlife. Then, organize a classroom cultural day for
rainforests are only found near the equator, between students to present their projects to their peers.
the Tropic of Cancer and the Tropic of Capricorn.
CoNNECT WITH NATURE
• Name at least three countries where chimpanzees are
found. In cases where chimpanzees are only found in See Disneynature CHIMPANZEE to witness the amazing
a portion of a country, predict why this might be the world of chimpanzees and to learn more about the tropical
case. Answers will vary, but see the answer key for a rainforests they call home.
complete list of countries. Students should consider LESSoN RESoURCES
how the climate and topography of each country
might change chimpanzee distribution. For example, For Students and Teachers:
physical barriers such as mountains, large lakes or • IUCN Red List: The IUCN Red List of Threatened
deserts may prevent chimpanzees from living in an Species. Pan troglodytes International Union for the
entire country. People also play a role in chimpanzee Conservation of Nature and Natural Resources. 18
distribution. In large urban areas, chimpanzees will July 2011. http://www.iucnredlist.org/apps/redlist/
not find the things they need to survive. details/15933/0
• Compare the distribution of tropical rainforests to the • Google Maps. Google Maps. Google. 18 July 2011.
area where chimpanzees are found. What do you <http://maps.google.com/maps?hl=en&tab=wl>

4 How Are Chimpanzees And The Rainforest Connected?
ACTIVITy
SHEET 4A
United States Maps
for grades 4–6
Cut out the United States maps below and see how many you can
fit inside the continent of Africa on Activity Sheet 4B.

of chimpanzees and the diverse continent they call home.

ACTIVITy
SHEET 4B
How Are Chimpanzees And
for grades 4–6
The Rainforest Connected?

1. Label the equator, the Tropic of Cancer and the Tropic of Capricorn.
2. Color the area inside the solid line yellow to represent the tropical rainforest.
3. Color the area inside the dashed line blue to represent areas where chimpanzees live.
= tropical rainforest
= where chimpanzees live
= where chimpanzees live and where
the tropical rainforest is found

of chimpanzees and the tropical rainforests they call home.

ACTIVITy
SHEET 4B
How Are Chimpanzees And
for grades 4–6
The Rainforest Connected?

ANSWER KEy
= 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

Ecosystem, environment, habitat, organism, • Notebook paper or journals for each student
rainforest • Blank drawing paper
• Crayons, markers, non-toxic paint or colored
STUDENTS WILL BE ABLE TO… pencils
• Define the terms rainforest, habitat,
• Activity sheet 5A: An Incredible Journey
ecosystem and niche
• Activity sheet 5B: Field Guide To African
• Explain how a habitat is different from an
Rainforest Wildlife
ecosystem
• Compare a habitat near their school to the
African rainforest
• Describe the importance of every organism
in its environment
LEARNING ACTIVITIES • Students should check the following boxes on

1. Take the class outdoors to explore an environment near activity sheet 5B: African elephant, mahogany tree,
their school. Distribute notebook paper or a journal to mushrooms, ferns, giant millipede, dung beetle,
each student. Using all senses except taste, students agama lizard, duiker, zipper-web spider, fig fruit,
should make and draw or record observations about hornbill, blue monkey and chimpanzee.
the area around them. 5. After reading, have students draw a picture of the
2. Discuss students’ initial findings. Have students circle rainforest habitat described in An Incredible Journey.
any observations in their journal that describe sources 6. Use a T-chart to compare the habitat elements and
of food, water, shelter and a place for animals to raise species found near the school to the African rainforest
young. Explain that these four elements make up an habitat. As a class, discuss similarities and differences
organism’s habitat and many habitats make up an between organisms and how living things depend upon
ecosystem. Based on their findings have students predict each other in an ecosystem.
what animals might live there. Have students draw a
WRAP UP
picture of the habitat found near their school.
3. Explain that unique habitats exist all over the world. 7. Lead a wrap up discussion using the questions below:
Read activity sheet 5B: An Incredible Journey to the class. • Name the four elements of a habitat. A habitat must
Encourage students to act out portions of the story using include sources of food, water, shelter and a place
the provided teacher prompts. Students should conclude for animals to raise their young.
that this is a rainforest habitat in Africa. • Explain how a habitat is different from an ecosystem.
4. Distribute activity sheet 5B: Field Guide To African A habitat is the area where an animal finds food,
Rainforest Wildlife. Re-read An Incredible Journey and water, shelter and a place to raise young. An
as each organism is described, have students mark the ecosystem is the arrangement and interactions
corresponding picture on activity sheet 5B (some of all living and non-living things in an area.
organisms pictured on the field guide are not in the • Describe the African rainforest in your own words.
story). Students should infer that African rainforests are Be sure to include all four habitat elements. Answers
complex and home to many types of wildlife. will vary but students should include descriptions of

5 Who Are Chimpanzees’ Neighbors? (2 of 2)
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.
(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.

(Illustrator). On One Flower: Butterflies, Ticks, Want to further your
and few more Icks. Nevada City, CA: Dawn classroom conservation work?
Publications, 2006. ISBN: 1584690879. Visit Disney.com/planetchallenge TODAY!

5 Who Are Chimpanzees’ Neighbors?
ACTIVITy
SHEET 5A
for grades 2–3
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.
What an incredible journey!
Go on an incredible journey right in your own backyard! Explore an area near

your home or school and draw pictures or take photographs of the plants and
animals that you find. Then, use books or the internet to identify the wildlife near you!

5 Who Are Chimpanzees’ Neighbors?
ACTIVITy
SHEET 5A
for grades 2–3
Field Guide to African
Rainforest Wildlife
Listen to the story “An Incredible Journey” again.
Make a check mark next to each organism as it is described in the story.
Rainforest Field Guide
African elephant mushrooms

mahogany tree
giant millipede dung beetle

ferns
agama li ard butterfly ipper-web spider
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

Canopy, emergent layer, ecosystem, forest floor, • Projector or interactive white board
habitat, niche, rainforest, understory • Activity Sheet 6A: Who Shares The Rainforest
With Chimpanzees?
STUDENTS WILL BE ABLE TO… • Interactive Cards: A Chimpanzee’s Rainforest
• Identify and describe the different Neighbors
rainforest layers
• Computers with internet access or rainforest
• List the four components that make up a books for students to research materials
habitat and explain how habitat differs
from ecosystem
• Define the term niche and list at least two
examples of different niches in the rainforest
• Describe how the tropical rainforest
provides chimpanzees with everything
they need to survive
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 Who Shares The Rainforest With Chimpanzees? (2 of 2)
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
Want to further your

classroom conservation work?
Visit Disney.com/planetchallenge TODAY!

LESSON WELCOME TO THE AFRICAN RAINFOREST
6 Who Shares The Rainforest With Chimpanzees?
ACTIvITy
SHEET 6A Who Shares The Rainforest
for grades 4–6
With Chimpanzees?
Use the information on the back of your Primate Identification Card

ACTIVITy
SHEET 6B
for grades 4–6
A Chimpanzee’s Rainforest Neighbors
Cards 1 – 3
My small body allows me to be a great

climber, but I spend most of my time in
trees less than 20 meters tall. At night
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
The green scales all over my body

help me camouflage into bushes and
small trees no more than 30 meters
fold here
tall. I use my fangs and venom to catch

animals such as lizards, birds and mice.
I also have to avoid predators such as
birds and other snakes. My role is to
keep animal populations healthy.
GREEN MAMBA
cut here
My long fingers and flexible arms and

legs make it easy for me to climb,
jump and balance at any level of the
fold here
rainforest. But, I spend most of my time

in trees over 30 meters tall. I eat leaves,
fruit and shoots. Seeds are spread in
my dung which helps new plants grow.
I am always watching out for eagles,
chimpanzees and leopards.
RED
RED COLOBUS
COLOBUS

ACTIVITy
SHEET 6B
for grades 4–6
Cards 4 – 6
My strong arms and legs allow me to

easily walk, jump and climb through
all levels of the rainforest. But, I prefer
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
I am built for life in the rainforest. My

slender, arched body and long hind
legs help me move through the dense
fold here
brush. I spend the night looking for food,

especially fruit that has fallen to the
ground. The fruit seeds are passed in my
dung, so I help re-plant the rainforest. I
try to avoid predators such as leopards,
crocodiles and large snakes.
YELLOW-BACKED DUIKER
cut here
I am the largest antelope in the

rainforest. My horns keep me
protected and my striped coat helps
fold here
me blend in with tall plants and bushes.

I am a gardener of the rainforest. As I
eat leaves, flowers and twigs, I trim back
plants so that new ones can grow. I
just have to be careful of predators
like leopards.
BONGO

ACTIVITy
SHEET 6B
for grades 4–6
Cards 7 – 9
We find food and make our nests in

fallen logs and trees. As nature’s
recyclers, we eat wood and return
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
I fly from flower to flower in search of a

sugary liquid called nectar. Along the
way, I collect pollen and transfer it to
fold here
other flowers. This makes it possible for

new flowers to grow. When I’m not flying,
I like to rest in sunny spots near the
ground. My colors helps me hide from
predators like birds, spiders and lizards.
BUTTERFLY
cut here
My strong legs are perfect for climbing

and my spotted coat helps me
camouflage into the thick rainforest
fold here
brush. This means I can look for food

on the ground and climb into trees that
are less than 10 meters tall. As a top
predator in the rainforest, I help keep
other animal populations healthy and
balanced.
LEOPARD

ACTIVITy
SHEET 6B
for grades 4–6
Cards 10 – 12
My short but powerful legs make it

possible for me to hunt for animals like
tree hyrax, monkeys and birds in trees
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
My large bill is quite impressive. On

top of my bill is a hollow ridge called a
“casque”. It acts as a microphone to
fold here
make my calls louder. I live in trees that

are 30–40 meters tall. I still have to be
careful of crowned eagles. I eat fruit
and insects, so I help spread seeds
and keep bug populations balanced.
AFRICAN PIED HORNBILL

cut here
My strong legs, razor sharp beak and

powerful talons help me capture prey
such as monkeys, hyrax and duikers.
fold here
As a skilled hunter, it is my role to help

keep other animal populations balanced.
Although I can hunt at any level of the
rainforest, I will only build my nest in very
high trees over 40 meters tall. I have
few predators.
CROWNED EAGLE

ACTIVITy
SHEET 6B
for grades 4–6
Cards 13 – 15
Like my name states, I love to eat honey!

But my short, muscular body and quick
speed also help me hunt for lizards,
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
Our day is spent flying between plants

that are 10-40 meters tall in search
of nectar. In the process, we spread
fold here
pollen to help new plants grow. Many

animals eat our honey and honey
comb, including honey badgers and
chimpanzees. But we also have to
watch out for predators such as
spiders, birds and wasps.
HONEY BEES
cut here
My arms, legs and hands are perfect

for climbing trees between 30-40
meters tall. Here, I try to hide from
fold here
predators such as leopards, eagles and

chimpanzees. I can also find my favorite
foods such as fruit, seeds and leaves.
The leftover seeds in my dung help to
plant new trees in the rainforest.
DIANA MONKEY

ACTIVITy
SHEET 6B
for grades 4–6
Cards 16 – 18
My black and white fur helps me

camouflage into the tops of trees that
are 30 meters tall or more. I spend the
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.
BLACK AND WHITE COLOBUS
cut here
My wings are long and narrow. This

helps me fly long distances without
tiring. I am most active at night when I am
fold here
looking for fruit to eat. Fruit seeds are

passed in my dung so I help plant new
trees. During the day, I join a large
group of other bats to rest in trees
between 30–40 meters tall. My
predators include eagles and owls.
STRAW-COLORED FRUIT BAT
cut here
I am an excellent climber but I spend

most of my time in rainforest layers
between the ground and 10 meters
fold here
tall. I use excellent vision and a sticky

tongue to find ants and termites.
Since I eat insects, I help control bug
populations in the rainforest. I just have
to be careful of birds and snakes,
two of my main predators.
AGAMA LIZARD

ACTIVITy
SHEET 6B
for grades 4–6
Cards 19 – 21
I use my excellent sense of smell and

good eyesight to find food such as
leaves, tree bark, twigs and fruit. Since
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
My short legs and stocky body make it

easy to move through tall grasses and
thick bushes, but I cannot climb trees.
fold here
Instead, I look for food on the ground.

My favorites include plant roots, fruit,
insects and animal carcasses. I just
have to watch out for large predators
like leopards.
RED RIVER HOG
cut here
When compared to other hippos, my

body is better built for land. My legs
are longer, my toes have less webbing
fold here
and my back is sloped to help me move

through the rainforest. I eat grasses,
ferns and fruit. My dung provides plants
with the nutrients they need to grow. My
size makes leopards my only predator.
PYGMY HIPPOPOTAMUS

ACTIVITy
SHEET 6B
for grades 4–6
Cards 22 – 24
My thick skin and tough scales keep

my body protected but I spend most
of my day hidden in burrows beneath
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
I use my powerful back legs to roll animal

poop, called “dung,” into balls. These
dung balls are food for me and my
fold here
offspring. Rolling these dung balls

helps to clean up the ecosystem, making
me a janitor of the rainforest. I stay busy
cleaning up all that dung, but I also have
to watch out for predators like birds,
frogs and lizards.
DUNG BEETLE
cut here
As a recycler of the rainforest I spend

the day eating rotten leaves, flowers,
twigs and fruit that fall to ground. My
fold here
dung helps return important nutrients

back into the soil. I release a smelly liquid
and use my hard outer shell, called an
exoskeleton, to protect myself against
predators like lizards, frogs, scorpions,
bats and birds.
AFRICAN MILLIPEDE

ACTIVITy
SHEET 6B
for grades 4–6
Cards 25 – 26
I use my large pinchers and venomous

stinger to catch food, especially
termites. This controls insect
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
I am built for life in the rainforest. My

flexible fingers, grasping thumbs,
powerful arms and strong legs make
fold here
me great at climbing. During the day,

I may travel up and down the trees
searching for food on the ground as
well as further upwards. At night,
I build a nest and sleep in trees
between 30-40 meters tall.
CHIMPANZEE
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.

CHIMPANZEE BEHAVIoR
LESSoN
What Do Animals Eat In The
7 African Rainforest?
Grade Level: 2-3 | Subject Areas: Science | Time Frame: 1 hour
VOCABULARY: WHAT YOU NEED:

Consumer, food chain, producer • Interactive Cards: African Rainforest Food
Chain Cards
STUDENTS WILL BE ABLE TO… • Activity Sheet 7A: African Rainforest
• Identify the order of feeding relationships in Food Chains
a food chain • Glue sticks and safety scissors for each
• Define the terms producer and consumer student
• Create and interpret African rainforest food
chains showing consumers and producers
LEARNING ACTIVITIES Set 1: Plants ➞ termites ➞ chimpanzee ➞ leopard

1. Ask students to list what they ate for breakfast or lunch. Set 2: Flowers ➞ butterfly ➞ spider ➞ hornbill
Why is it important to eat? What does eating help us do? Set 3: Plants ➞ termites ➞ tree hyrax ➞ crowned eagle
Students should determine that eating food gives us energy Set 4: Plants ➞ termites ➞ agama lizard ➞ green mamba
to play, go to school, work, sleep, etc. Explain that every Set 5: Plants ➞ millipede ➞ toad ➞ dwarf crocodile
living thing, including people, needs energy to survive. Set 6: Flowers ➞ honey bees ➞ honey badger ➞ leopard
2. Introduce the term food chain to the class. Explain that 6. Bring students back together. Have each group present
food chains show how living things get food (or energy) their completed rainforest food chain to the class. Ask
in their habitat. Food chains start with a producer and the class to identify any overlaps in their food chains
end with a top consumer. (tree hyrax eat both termites and plants; leopards eat
3. To illustrate this idea, complete several food chains on the tree hyrax, golden cats and chimpanzees). Students
board using the students’ lists. One example could be: should conclude that in most cases, living things eat a
sun ➞ plants ➞ turkey (from a turkey sandwich) ➞ variety of food items in their habitat so more than one
people. food chain is possible. Explain that overlapping food
chains create a larger food web.
4. Explain that students will now find out what animals eat
in the African rainforest by using the same process to WRAP UP
create rainforest food chains. Divide the class into six 7. Wrap up the lesson using these questions:
small groups. Distribute one set of rainforest food chain • Describe what you can learn from a food chain. A food
cards to each group. chain shows what living things eat and how energy
5. Using the clues on the cards, have students cut out and moves from producers to consumers in a habitat.
glue their rainforest food chain in order from producer • List the producers and top consumers of the African
to top consumer rainforest habitat. Plants are the main producers.
and answer the The top consumers are leopards, dwarf crocodiles
questions on activity and crowned eagles.
sheet 7A. Each group • Explain the terms producer and consumer in your
should construct own words. A producer is an organism that makes
one of the following its own food. A consumer must eat other organisms
food chains: for food. A decomposer breaks down old or rotten
food and returns nutrients back into the environment.

LESSoN CHIMPANZEE BEHAVIoR
7 What Do Animals Eat In The African Rainforest? (2 of 2)
• 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


7 What Do Animals Eat In The African Rainforest?
INTERACTIVE
CARDS 7A
for grades 2-3
Food Chain Cards
Cut out each set of cards. Make rainforest food chains by using
the clues that connect the cards together in each set.
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

INTERACTIVE
CARDS 7A
for grades 2-3
Food Chain Cards
Cut out each set of cards. Make rainforest food chains by using
the clues that connect the cards together in each set.
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

ACTIVITy
SHEET 7A
for grades 2–3
African Rainforest Food Chain
Create an African rainforest food chain!
Cut out and glue each plant or animal card in order from Producer to Top Consumer.
1. Who is the producer in the food chain?
2. Where does the producer get its energy from?
3. Who are the consumers in this food chain?
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.

CHIMPANZEE BEHAVIoR
LESSoN
How Is Energy Transferred Through
8 The African Rainforest Food Web?

Carnivore, consumer (primary, secondary and • Interactive Cards: A Chimpanzee’s Rainforest
tertiary), decomposer, detritivore, ecosystem, Neighbors (pages 46-54)
energy, food chain, food web, herbivore, niche, nSelect the following animals from this larger
omnivore, producer, trophic level set of cards: elephant, colobus monkey,
yellow backed duiker, fruit bat, termites,
STUDENTS WILL BE ABLE TO… African pied hornbill, chimpanzee, African
• Construct a rainforest food web golden cat, tree hyrax, crowned eagle,
• Explain how a food web depicts the transfer leopard, millipede and dung beetle
of energy through the African rainforest • Activity Sheet 8A: The Rainforest Food Web
ecosystem • Chalkboard and chalk or whiteboard and
• Define the term niche and describe the niches erasable markers
depicted in the African rainforest food web • Pen or pencil for each student
• Predict how specific changes in the food web • Tape
could have an overall affect on the African
rainforest ecosystem
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

8 How Is Energy Transferred Through The African Rainforest Food Web? (2 of 2)
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

8 How Is Energy Transferred Through The African Rainforest Food Web?
ACTIVITy
SHEET 8A
for grades 4–6
The Rainforest Food Web
1. Use the clues on the selected Rainforest Neighbors Cards to 3. Label each trophic level as: producer, primary consumer,
draw arrows showing how energy moves through the food web. secondary consumer, tertiary consumer or decomposer.
2. Each arrow should start from the food source and point 4. Label each organism as: herbivore, omnivore, carnivore
towards the organism gaining energy. or detritivore.
Spend time exploring the outdoors near your school or home.

Make a list of the wildlife you see and what each living thing needs
to survive. Use your list to create a food web for a habitat in your area.

8 How Is Energy Transferred Through The African Rainforest Food Web?
ACTIVITy
SHEET 8A
for grades 4–6
The Rainforest Food Web
ANSWER KEy
Spend time exploring the outdoors near your school or home.

Make a list of the wildlife you see and what each living thing needs
to survive. Use your list to create a food web for a habitat in your area.

BEHAVIoRAL ADAPTATIoNS
LESSoN
9 Why Do Chimpanzees Use Tools?
Grade Level: 2-3, 4-6 | Subject Areas: Science | Time Frame: 1 hour

Adaptation, tool, tool use • Activity Sheet 9A: Which Tool Works Best?
• “Tool” items: rocks, sticks, twigs and leaves
STUDENTS WILL BE ABLE TO… • “Food” items: hard-to-crack nuts (Brazil nuts,
• Replicate how chimpanzees learn and walnuts, chestnuts, acorns, etc.), raisins
teach each other in their society and jar lids filled with water
• Explain why the use of tools is an important • Empty paper bowl for each student
chimpanzee adaptation
• Make sure the outdoor space has plenty of
• Compare and contrast how people use rocks, sticks, twigs and leaves for students to
tools and how chimpanzees use tools collect. If not, collect them and place them on
the ground in the outdoor area.
NOTE: If nut allergies are a concern, replace
the nuts with a hard candy or filled lollipop.
LEARNING ACTIVITIES discuss the activity. Direct students to compare and

1. Define the term tool with the class and ask each student contrast human and chimpanzee tool use.
to make a list of the tools they use daily, along with how WRAP UP
they learned to use the tool and who taught them.
7. Use the following questions to lead a wrap-up discussion:
2. Explain that like people, some animals, including Questions for Grades 2-3:
chimpanzees also make and use tools. Using tools is an
important adaptation that helps chimpanzees survive in • What tools did you choose to use outside?
Why did you pick these? Tool choice could be
their environment. Today, the class will be putting their
based on size, shape, flexibility, etc. and will vary
tool-making skills to the test to learn about chimpanzee
among students.
tool use.
• How did you learn to use a certain tool? Students
3. Take the class outside into the space you have prepared.
may say they learned through trial and error or
Divide the class into small groups of four.
by watching other classmates successfully
4. Distribute a clipboard with activity sheet 9A to each complete a task.
group. Give each group a handful of nuts, some raisins, • How successful were you at completing the tasks
a jar lid filled with a thin layer of water and a bowl. using the tools you found outside? Students’
Instruct students to search for tools that will help them answers will vary.
complete the tasks found on the activity sheet. Remind
• Compare and contrast human and chimpanzee tool
students that their tools must be found within the
use and learning. Explain any similarities and
schoolyard and come from nature.
differences. Just like we often learn from watching
5. Give students time to complete activity sheet 9A. Since our parents or friends, young chimpanzees watch
chimpanzees learn from each other in the wild, it is also others in their group to learn how to use tools. Also,
okay if students work together or ask other groups for both chimpanzees and people have the ability to
ideas when solving the tasks. address a challenge using tools. Although the types
6. Bring students back to the classroom. Review the of tools we use may be different, some of the goals,
background information on chimpanzee tool use and such as obtaining and eating food are the same.

LESSoN BEHAVIoRAL ADAPTATIoNS
9 Why Do Chimpanzees Use Tools? (2 of 2)
Questions for Grades 4-6: CoNNECT WITH NATURE

• Building upon the knowledge you’ve gained from Chimpanzee communities across Africa use different types
this lesson, explain why tool use is an important of tools to achieve specific goals. Divide the class into small
adaptation in chimpanzees? Tool use is important groups and have each group complete their own research
because it allows chimpanzees to access and eat project on chimpanzee tool use in one of these countries:
food that may otherwise be out of reach. Tools are Ivory Coast, Tanzania, Uganda or Republic of Congo. Students
also important for cleaning hair and soothing wounds. should then present their findings to the class and discuss
• Compare and contrast human and chimpanzee tool any similarities and differences.
use and learning. Explain any similarities and
differences. Just like we often learn from watching LESSoN RESoURCES
our parents or friends, young chimpanzees watch For Students
others in their group to learn how to use tools. • Jane Goodall Institute of Canada. Chimp Behaviour:
Also, both chimpanzees and people can look at a Tool Use. Jane Goodall Institute. 18 August 2011.
challenge and come up with a way to address the http://www.janegoodall.ca/about-chimp-behaviour-
challenge using tools. Although the types of tools tool-use.php
we use may be different, some of the goals, such • Trivedi, Bijal. Chimps Shown Using Not Just a Tool
as obtaining and eating food are the same. but a “Tool Kit”. National Geographic News, 6 Oct.
• Think of the most complex tool used by humans 2004. Web. 18 August 2011.
and the most complex tool used by chimpanzees. http://news.nationalgeographic.com/
Compare and contrast their use and sophistication news/2004/10/1006_041006_chimps.html
levels. Students’ answers will vary. Discuss which For Teachers
tool is most complex overall and why. • Boesch, Christophe and Hedwige Boesch-Achermann.
• Chimpanzees rely on tools in their daily life for a The Chimpanzees of the Taï Forest: Behavioural
variety of uses. Think of five ‘tools’ that you use daily Ecology and Evolution. New York, NY: Oxford
that you could not survive without and explain how University Press, USA, 2000. ISBN: 0198505078.
you use them. Students’ answers will vary. • Goodall, Jane. The Chimpanzees of Gombe:
EXTENDING THE LESSoN: SCIENCE Patterns of Behavior. Cambridge, MA: Belknap
Press, 1986. ISBN: 0674116496.
Option 1: Modify this activity by using different food items
such as chocolate candies, marshmallows, pretzel sticks, • Wrangham, Richard W., W.C. McGrew, Frans B. M.
honey, grapes and rice. Provide students with utensils such deWaal and Paul G. Heltne. Chimpanzee Cultures.
as a pasta ladle, chopsticks, a drinking straw, toothpicks Cambridge, MA: Harvard University Press, 1996.
and a whisk (do not give students a fork, knife or spoon).
Have students try to successfully pick up and transfer the
provided food items into a dish using only the provided
utensils. Have students record the tool that worked best for
each food item. As a class, discuss which tools were most
successful. Older grades should graph their results.
Option 2: In recent years, scientists have learned that other
animals also make and use tools to solve complex
problems! Divide students into small groups and have
them research animals such as crows, ravens, sea otters,
elephants and octopi that have been observed using tools.
Encourage students to share their findings with the class.
This young chimpanzee is using a rock hammer to crack open nuts.

LESSoN BEHAVIoRAL ADAPTATIoNS
9 Why Do Chimpanzees Use Tools?
ACTIVITy
SHEET 9A
for grades 2–6
Which Tool Works Best?
1. Read each task below. 3. The tools you select must be already on the ground
2. Look outside around your school for tools that and come from nature. Do not pick flowers or leaves
might help you complete these tasks. or break off living branches to use as tools.
4. Record which tool worked best to help you complete
your task.
TASK 1: ANT FISHING

Chimpanzees love to eat ants! They use special tools to “fish” for and catch ants.
Your task is to find a tool that will help you move all of the raisin “ants” into the bowl.
What tools did you try?________________________________________________________________

What tool was most successful and why? ___________________________________________________
_________________________________________________________________________________
TASK 2: NUT CRACKING

Chimpanzees in the Ivory Coast are very good at cracking nuts with special tools!
Your next task is to find a tool that will help you crack all of the nuts without smashing them.
What tools did you try? _______________________________________________________________

_________________________________________________________________________________
TASK : COLLECTING WATER

Chimpanzees make special tools to collect water. Your task is to find a tool that will help you move the water
from the jar lid into the bowl. Remember, you must use a tool, and cannot simply pour the water into the bowl!
What tools did you try? _______________________________________________________________

_________________________________________________________________________________
Learn more about chimpanzee tool use by seeing

Disneynature CHIMPANZEE in theatres!

CHIMPANZEE CoMMUNICATIoN
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)

Facial expression • Activity sheet 10A: Chimpanzee Facial
Expressions
STUDENTS WILL BE ABLE TO… • Small mirrors, drawing paper and crayons for
• Explain the importance of non-verbal each student or a digital camera and printing
communication in chimpanzee society capabilities
• Determine similarities and differences
between human and chimpanzee facial
expressions

1. As a class list and discuss some examples of human feelings. 7. Encourage students to think about the importance of
2. Pair students up. Without sharing their choice out loud, facial expressions through discussion:
have each student pick one feeling from the list. Give • Explain in your own words why facial expressions
students 30 seconds to decide how they might are important. Students should demonstrate
communicate this feeling to their partner without understanding that facial expressions are an
talking or making noise. important form of non-verbal communication.
3. One student from each pair should turn to their partner Chimpanzees often use facial expressions to
and make a face that best represents their selected communicate their feelings to other chimpanzees.
feeling. Their partner should guess what feeling is being • Looking at the “Just Face It!” bulletin board, what
expressed. Then, have pairs reverse roles. Again, their similarities and differences do you notice between
partner should guess the feeling using only facial clues. human and chimpanzee facial expressions? Answers
4. Discuss as a class how facial expressions help people will vary but students should point out that some
understand each other. Explain how animals like facial expressions are different. For example, a
chimpanzees use facial expressions to communicate “smiling” face might mean that a person is happy
their feelings. Encourage students to make predictions but it might mean that a chimpanzee is scared.
around the importance of facial expressions in • Besides facial expressions, what other ways do you
chimpanzee societies. think chimpanzees communicate with each other?
5. Show the class pictures of chimpanzees. Students should Group your responses into communication you can
analyze what each chimpanzee facial expression might hear and communication you can see. Compare
mean by assigning one picture to each of the following these to the ways that humans communicate.
categories: sad, scared, playful or happy. Review their Students’ answers will vary.
responses using the answer key.
6. Using a digital camera or small mirrors and drawing EXTENDING THE LESSoN:
paper, have students create self-portraits demonstrating ART AND SoCIAL STUDIES
the same facial expression categories they discussed for Option 1: People from different cultures throughout Africa
chimpanzees (sad, scared, playful or happy). Use these create intricate and beautiful masks that represent their
self-portraits and the chimpanzee photographs to create personality or family history. Many masks are inspired by
a “Just Face It!” bulletin board that compares human and animals found in the rainforest. Have students choose one
chimpanzee facial expressions. of the animals from their rainforest scene that they feel

LESSoN CHIMPANZEE ADAPTATIoNS
10 What’s In A Face? (2 of 2)
best represents them. Using paper plates, string and

crayons or markers, help students create masks of their
chosen rainforest animals. ANSWER KEY: Activity Sheet 10A
CoNNECT WITH NATURE

Express how much you care for wildlife! Tell your friends
and family how amazing chimpanzees are and encourage
them to learn more about ways they can make a difference
for these animals and their rainforest home.
LESSoN RESoURCES
For Students:
• Jane Goodall Institute Center for Primate Studies.
Facial Expression Game. University of Minnesota/ HAPPY SAD
Jane Goodall Institute. 18 July 2011.
http://www.discoverchimpanzees.org/activities/
ident-a-chimp-expressions.php
Face Matching Game. University of Minnesota/
face_matching.php
PLAYFUL SCARED

Like people, chimpanzees use a wide range of facial expressions Visit Disney.com/planetchallenge TODAY!
to communicate with others in their group!

LESSoN CHIMPANZEE CoMMUNICATIoN
10 What’s In A Face?
ACTIVITy
SHEET 10A
for grades 2–3
Chimpanzee Facial Expressions
Look at each chimpanzee image. Decide which emotion the
chimpanzee is expressing: sad, scared, playful or happy.
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:

Body posture, communication, dominant, facial • How Do Chimpanzees Communicate Without
expression, non-verbal, submissive, verbal Making Noise? PowerPoint
• Activity Sheet 11A: How Do Chimpanzees
STUDENTS WILL BE ABLE TO… Communicate Without Making Noise?
• Explain the difference between verbal and • Classroom computer connected to a projector
non-verbal communication or video screen
• Identify various chimpanzee facial
expressions and body postures
• Compare non-verbal communication in
humans and chimpanzees
• Describe the importance of non-verbal
communication in chimpanzee society
LEARNING ACTIVITIES 4. Show students the second half of the PowerPoint

1. Brainstorm a list of ways that different animals featuring zoomed-out versions of each image to check
communicate. Encourage students to also think about their predictions. What was the chimpanzee expressing
ways people communicate with each other. Record this in each image? How does this compare to your original
predictions? Have students record their findings on
list on the board and sort words into two categories:
activity sheet 11A.
verbal and non-verbal communication. Ask students to
explain the difference between verbal and non-verbal WRAP UP
communication. 5. Use these activities and questions to discuss non-verbal
2. Have students act out some of the following words using communication in chimpanzees:
non-verbal communication: happy, playful, sad, scared, • Explain in your own words the difference between
dominant (when an animal says “I want my way!”) or verbal and non-verbal communication. Students’
submissive (when an animal says to another “I am not a answers will vary but they should determine that
threat, I do not want to fight you.”). Similar to a game of verbal communication involves noise, sound or
charades, the student acting should not use any words language. Non-verbal communication cannot
or sounds to express their emotion. Ask the rest of the be heard, but instead involves facial expressions,
class to guess which emotion they are showing. body postures and actions.
3. Like people, chimpanzees communicate using facial • Compare non-verbal communication in humans and
expressions and body postures. But, these emotions chimpanzees. How is it similar and how is it different?
may look different when comparing chimpanzees to Both humans and chimpanzees rely heavily on
people. Show students the How Do Chimpanzees non-verbal communication to express emotion. Some
Communicate Without Making Noise? PowerPoint. types of non-verbal communication, such as a sad
Using each close-up image, students should predict face, look similar in chimpanzees and humans.
what the chimpanzee is expressing: happy, playful, sad, Other actions such as showing teeth can mean
scared, dominant or submissive. Have students record different things – in chimpanzees it can mean fear;
their predictions using activity sheet 11A. in people it can express happiness.

11 How Do Chimpanzees Communicate Without Making Noise? (2 of 2)
• Imagine you are a chimpanzee living in the rainforest. LESSoN RESoURCES

Explain how you would use facial expressions and For Students:
body posture to communicate with other chimpanzees
throughout your day. Describe how and why your
Facial Expression Game. University of Minnesota/
expressions would change if you encountered a family
member, a friend and a rival chimpanzee. Students
should create a descriptive short story that depicts
ident-a-chimp-expressions.php
changes in non-verbal communication. Chimpanzees
greeting a family member or friend would show • Jane Goodall Institute Center for Primate Studies.
happy or playful expressions. A chimpanzee faced Face Matching Game. University of Minnesota/
with a rival may either show anger or submission. Jane Goodall Institute. 18 July 2011. http://www.
Refer to the background information for detailed discoverchimpanzees.org/activities/face_matching.php
information on chimpanzee communication. • Lessons for Hope. The ABC’s of Chimpanzee
Behavior. Jane Goodall Institute. 18 July 2011.
EXTENDING THE LESSoN: http://www.lessonsforhope.org/abc/index.asp
SCIENCE AND LANGUAGE ARTS
For Teachers:
Option 1: Take the class outside or visit your local
• Boesch, Christophe and Hedwige Boesch-Achermann.
AZA-accredited zoo. Instruct each student to choose one
The Chimpanzees of the Taï Forest: Behavioural
animal to observe for at least 5 minutes. During this
Ecology and Evolution. New York, NY: Oxford
observation time, they should sit quietly and watch the
University Press, USA, 2000. ISBN: 0198505078.
animal’s behaviors. Students should use a notepad or
journal to record any examples of non-verbal • Goodall, Jane. The Chimpanzees of Gombe:
communication they observe and predict the meaning of Patterns of Behavior. Cambridge, MA: Belknap Press,
this non-verbal communication. Encourage students to 1986. ISBN: 0674116496.
look for other animals in the area that might be a friend, a • Wrangham, Richard W., W.C. McGrew, Frans B. M.
potential mate or even a threat to the animal they chose. deWaal and Paul G. Heltne. Chimpanzee Cultures.
After completing their observations, have students Cambridge, MA: Harvard University Press, 1996.
compare the types of non-verbal communication used by
animals near their school or in the zoo to chimpanzees.
ANSWER KEY: Activity Sheet 11A
CoNNECT WITH NATURE
Express your concern for wildlife and wild places! Write a
CHIMPANZEE
BEHAVIOR
PREDICTION RESULT
letter to your local government official asking them to
Sad
support laws that preserve natural habitats and protect
endangered species such as chimpanzees.
Playful
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.

11 How Do Chimpanzees Communicate Without Making Noise?
ACTIVITy
SHEET 11A
for grades 4–6
Data Sheet
1. Look at each chimpanzee image. Predict what the chimpanzee 2. Look at the zoomed-out version of the chimpanzee
is trying to communicate. Choose from: happy, sad, scared, image. Based on this image, what was the chimpanzee
playful, dominant or submissive. trying to communicate? Was your prediction correct?
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:

Call, communication, drumming • Audio files of chimpanzee calls and drumming
• Computer with speakers or files downloaded
STUDENTS WILL BE ABLE TO… onto an MP3 player
• Define the terms call, communication • Large open field or outdoor school yard
and drumming (a gymnasium will work in inclement weather)
• Describe four different chimpanzee sounds • Activity Sheet 12A: Game Instructions
and explain their meaning
• Compare the sounds that chimpanzees make
to sounds that people use to communicate
LEARNING ACTIVITIES is a “yellow light” and students should begin to

1. Explain how people and chimpanzees use sound to reunite, taking small, slow steps across the field.
communicate. Chimpanzees make calls using their • When frightened or scared, chimpanzees will scream
mouth and throat. They also use body parts such as – the equivalent of a “red light” in this game. When
their fingers and hands to make drumming sounds to students hear a scream, they should immediately
communicate. stop and stand in place. They cannot move until
2. Listen to the chimpanzee sound clips. Have the class the alpha chimpanzee gives an “all clear” by either
practice imitating these calls and drumming patterns. drumming or making a food grunt.
Use the background information to discuss the meaning • A pant hoot is used in times of extreme excitement
of each sound in chimpanzee society. and entire groups of chimpanzees will often pant hoot
3. Take the class outside and ask them to pretend they are loudly at the same time. In this game, everyone
chimpanzees from the same group living in the should pant hoot once all students have reached the
rainforest. The chimpanzee group has spent all day alpha chimpanzee on the other side of the field.
searching for food, but as a result they have been 4. As the teacher, assume the role of the alpha chimpanzee.
separated from their leader, the alpha chimpanzee. Stand on one side of the field and have the class stand
The group must now listen for the calls of the alpha across from you on the other side. Instruct them to listen
chimpanzee in order to be reunited. Demonstrate each for your calls, as you will be leading them towards food
sound and review the meaning of each of these sounds and away from danger. Follow the directions on activity
before beginning the game: sheet 12A to lead students through the game. Once
• The food grunt is a sound that chimpanzees make all students have made it safely to the other side of the
when they have found their favorite foods and field, everyone should
are excited – other chimpanzees will hurry quickly pant hoot together to
towards a chimpanzee making a food grunt. In this signal that the group
game, a food grunt is a “green light”. When students has been reunited and
hear a food grunt, they should quickly but safely the game is over.
make their way across the field. This chimpanzee is calling
• When traveling through the rainforest, chimpanzees to others in his group.
Like people, chimpanzees
will sometimes drum on the base of large trees to use sound to express
gather their group together. In this game, drumming many different emotions.

12 What Sounds Do Chimpanzees Make? (2 of 2)
WRAP UP create shakers, paper plates can be stapled together

5. Bring students back to the classroom and use these and filled with lima beans to make tambourines and simple
questions to start a follow-up discussion: hand clapping rhythms can imitate chimpanzee drumming
on trees. Have students explore the kinds of sounds that
• Explain the meaning of each sound you listened to
can be made by striking the cans with alternating fingers
in chimpanzee society. When would chimpanzees
and different parts of their hands in multiple places on the
use these sounds? Students should demonstrate a
drums. Also, encourage students to create various patterns
strong understanding of what each sound means in
of rhythm using fast or slow beats. You may have to
chimpanzee society and how these sounds might be
demonstrate and play along with the group to ensure a
used. For more details on chimpanzee communication,
steady beat. Help students create a new drumming
refer to the Background Information.
“language” using repeated patterns to express words or
• During the game, was it easy to understand what the phrases. Have students take turns teaching the class
alpha chimpanzee was communicating? What “words” from their new language.
happened if you misunderstood or didn’t follow
their direction? How does this relate to chimpanzees CoNNECT WITH NATURE
in the rainforest? Misunderstanding the directions of Spend time outside with a tape recorder, MP3 player,
an alpha chimpanzee caused students to be “out” digital camera with video capabilities or a video camera.
of the game. In the wild, this could mean that a Find an animal to study and record the different types of
chimpanzee is in danger because it did not listen to sounds that the animal makes. Then, present your findings
or find the other chimpanzees in its group. Students to the class; see if they can guess the animal you observed
should conclude that communication is extremely just by listening!
important in chimpanzee society.
• Compare communication in chimpanzees and
LESSoN RESoURCES
people. Explain any similarities and differences. For Students and Teachers:
Students’ answers will vary. • Gollub, Matthew and Karen Hanke (Illustrator).
The Jazz Fly. Santa Rosa, CA: Tortuga Press, 2000.
EXTENDING THE LESSoN: MUSIC
ISBN: 1889910178.
Option 1: Use small drums or have students construct • Scientific American. Chimps R Us – Speaking Chimp
their own drums using a variety of arts and crafts materials. Teaching Guide. Public Broadcasting Systems (PBS).
Coffee cans and oatmeal containers work great as small 19 July 2011. http://www.pbs.org/saf/1108/teaching/
hand drums, plastic eggs teaching2.htm
and toilet paper rolls can
be filled with rice to
Chimpanzees are very

social and use a variety
of calls and sounds to
communicate in the
rainforest.

12 What Sounds Do Chimpanzees Make?
ACTIVITy
SHEET 12A
for grades 2–3
Game Instructions
Use these instructions to guide you in playing the chimpanzee vocalization game. For additional rounds of play,
alternate scenarios and calls or choose different students to act as the alpha chimpanzee.
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:

Communication, drumming, emotion, food • Audio files of chimpanzee vocalizations and
grunt, pant hoot, predator, rival group, scream, drumming
vocalization, whimper • Computer with speakers or files downloaded
onto an MP3 player
STUDENTS WILL BE ABLE TO… • Activity Sheet 13A: How Do Chimpanzees
• Identify six types of vocalizations and Use Sound to Communicate?
drumming patterns used by chimpanzees
• Compare the different ways humans and
chimpanzees communicate
• Explain the importance of vocalizations and
drumming in chimpanzee society
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.

13 How Do Chimpanzees Use Sound To Communicate? (2 of 2)
• 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.

13 How Do Chimpanzees Use Sound To Communicate?
ACTIVITy
SHEET 13A
for grades 4–6
How Do Chimpanzees Use
Sound To Communicate?
1. Listen to each chimpanzee sound clip. Discuss each sound as 3. Work in small groups and use your notes below to translate
a class. Write down what each sound means to chimpanzees. a message into “chimpanzee.” Share this with your class to
2. Listen to each sound clip again. This time, describe the sound see if they can decode your chimpanzee message.
using words. Think about the volume, pitch and speed of the
sound. Write your observations in the Notes section below.
SOUND MEANING NOTES
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?

13 How Do Chimpanzees Use Sound To Communicate?
ACTIVITy
SHEET 13A
for grades 4–6
How Do Chimpanzees Use
Sound To Communicate?
ANSWER KEy
SOUND MEANING NOTES
Pant hoot Excited
Food is nearby
Food grunt or tastes great
Sadness
Whimper or distress
Extreme fear
Scream or anger
Bringing group
Drumming together or
marking territory

CHIMPANZEE BEHAVIoR
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)

Behavior, forest, learn, play, social, tool use, • Life as a Chimpanzee! PowerPoint Presentation
wadge on Chimpanzee Social Behaviors
• Activity Sheet 14A: A Day In The Life Of
STUDENTS WILL BE ABLE TO… A Baby Chimpanzee
• Define the term behavior and explain why
behaviors are important
• Describe at least three examples of
chimpanzee social behavior
• Compare a day in their life to a day in the
life of a young chimpanzee
LEARNING ACTIVITIES • List three examples of social behaviors in chimpanzees.

1. Ask students for examples of social animals, or animals Students’ answers will vary but should include at
that live in groups (examples include elephants, lions, least three examples presented in the background
bees, etc.). Explain that chimpanzees are very social and information, PowerPoint slides or “A Day In The Life
depend upon their family groups to survive. Review the Of A Baby Chimpanzee” story.
PowerPoint slides with the class. Discuss the purpose • Describe one similarity and one difference between
of each social behavior and why it is important in a day in your life and the life of a chimpanzee.
chimpanzee society. Similarities might include learning, parental care,
2. Distribute activity sheet 14A. Students should arrange the sharing food, playing and spending time with
six pictures in order and use the story words to create family. Differences might include who makes up
their own “A Day In The Life Of A Baby Chimpanzee” the family, what types of food they eat and where
story. Have students share their completed stories by the food comes from, how they play, how they
reading them in a small group setting. learn and what types of activities make up the
3. To make comparisons between humans and chimpanzees, day (for example, people might watch TV, play
have students write and illustrate a short story about a an instrument or learn by reading books, not just
day in their life. Students should include information on social interaction).
where they live, who cares for them, who is part of their • Why do you think social behaviors are important
family, from whom and what they learn and how they to chimpanzees? Social behaviors are important
spend the day. because they help chimpanzees express emotions
4. Compile both sets of stories describing a day in their and build important relationships with other
lives and a day in the life of a baby chimpanzee into a chimpanzees.
class story book. If possible, have students visit other EXTENDING THE LESSoN: MATH
classes to share this story book with their peers.
Option 1: Encourage students to draw a picture that
WRAP UP illustrates how each student spends their day. Students
5. Use these questions to lead a follow-up discussion: should draw a square and divide it into parts to show how
• Explain the term behavior in your own words. A behavior much time is spent eating, playing, learning or going to
is an action completed by one or more animals. school, resting and spending time with family or friends.

14 How Do Chimpanzees Spend Their Day? (2 of 2)
Compare this to a chimpanzee’s typical day, during which LESSoN RESoURCES

chimpanzees spend about 40% of their time resting (this For Students:
includes playing, grooming, napping, peacefully interacting
• Doudna, Kelly. It’s a Baby Chimpanzee! Edina, MN:
with other chimpanzees), 30% of their day feeding and
ABDO Publishing, 2008. ISBN: 1604531527.
30% moving (Oda-Matsumoto, A. and R. Oda. Activity
Budgets of Wild Female Chimpanzees in Different • Latta, Jan. Chimaka the Chimpanzee. Bronte, N.S.W,
Reproductive States. Journal of Ethology: 19, 17-21. 2001). Australia: True to Life, 2007. ISBN: 0980795834.
Discuss similarities and differences as a class.
CoNNECT WITH NATURE
As a class, take a walk outdoors and look for social animals
that are a part of the school environment (ants, squirrels
and birds are all easy-to-find examples of social animals).
Students should spend time observing an animal of their
choice to learn more about its behaviors and interactions
with other animals. Have students write about their
observations in a nature journal.
Chimpanzees are
extremely social animals.
They spend their day
eating, resting, grooming
and learning from others
in their group.

14 How Do Chimpanzees Spend Their Day?
ACTIVITy
SHEET 14A
for grades 2–3
A Day In The Life of
A Baby Chimpanzee (1 of 3)
STORY WORDS
family learn play wrestle tickle hug safe
Observe an animal that lives in your backyard

and write a story about how this animal spends its day!

ACTIVITy
SHEET 14A
for grades 2–3
STORY WORDS
nuts rock crack tools walk rainforest


ACTIVITy
SHEET 14A
for grades 2–3
STORY WORDS
eat fruit wadge cuddle nap


CHIMPANZEE BEHAVIoR
LESSoN
How Do Chimpanzees Interact
15 With Each other?
Background Information: Chimpanzee Behavior: A Look into Their Unique Lives (pages 13-15)

Adult, alpha, hierarchy, infant, interaction, • Life as a Chimpanzee! PowerPoint Presentation
juvenile, social, submissive, survival on Chimpanzee Social Interactions
• Activity Sheet 15A: Skits of Chimpanzee
STUDENTS WILL BE ABLE TO… Social Interactions
• Describe at least two examples of complex • Activity Sheet 15B: How Do Chimpanzees
social interactions in chimpanzees Interact With Each Other?
• Explain why social interactions are
important to chimpanzee survival
• Make comparisons between chimpanzee
social interactions and human social
interactions
LEARNING ACTIVITIES because chimpanzees live in groups. Chimpanzees

1. Share the Life as a Chimpanzee! PowerPoint with the build relationships with other individuals and social
class to introduce students to common chimpanzee interactions help to express these bonds. They also
social interactions. help young chimpanzees learn the proper way to
behave as adults in chimpanzee society.
2. Give students the opportunity to act out some of these
chimpanzee social interactions. Split the class into • Compare chimpanzee social interactions to the
groups and distribute one skit from activity sheet 15A ways people interact with each other. Describe any
to each group. Give students time to read through their similarities and differences. Similarities include:
assigned skit and decide how they are going to present greeting friends and family with hugs or kisses,
it to the class. taking part in playtime, sharing with each other,
3. Have the first group present their skit. Upon completing learning from our parents and caring for young.
the skit, the class should fill out the chimpanzee roles Also, both humans and chimpanzees have gestures
and answer the questions listed on activity sheet 15B. and interactions that vary among populations and
Discuss how their observations compare to the social cultures. Differences include: the number and types
interactions they learned about at the beginning of the of individuals that make up chimpanzee groups
lesson. Repeat until all four skits have been presented versus human families and the way chimpanzees
and activity sheet 15B is complete. patrol their territory.
• Predict what would happen if a young chimpanzee
WRAP UP
was separated from its family group. How would
4. Use these questions to expand upon your discussion of its social interactions be different without other
social interactions in chimpanzees: chimpanzees to learn from? Because chimpanzees
• List two examples of important chimpanzee social learn everything they need to know from their family,
interactions. Students’ answers will vary but should if a young chimpanzee was separated it would
include examples from the lesson or background not learn how to behave as an adult chimpanzee.
information. The young chimpanzee would not know how to
• Explain why social interactions are important in properly show emotions or understand its place in
chimpanzee society. Social interactions are important the chimpanzee hierarchy. Its interactions would be

15 How Do Chimpanzees Interact With Each other? (2 of 2)
different from normal chimpanzees. This is why it is

important for young chimpanzees to stay with their
group until adulthood. ANSWER KEY: Activity Sheet 15B
EXTENDING THE LESSoN: SKIT 1: Searching For Food In The Rainforest

LANGUAGE ARTS CHIMPANZEE RoLE CLASSMATE’S NAME CHIMPANZEE RoLE CLASSMATE’S NAME
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
YOUNG CHIMPANZEE INFANT

and write a short story from the perspective of this
1. What chimpanzee found the food? The younger male
chimpanzee. Compile all of the students’ stories into 2. What chimpanzee was able to eat first? The alpha male
one classroom book entitled “A Day in the Life of A 3. What did the alpha female do with her food and why? She shared her food with another female and her baby.
She shared food as a way of caring for her young and building a relationship with the other female.
Chimpanzee.”
SKIT 2: Relaxing – Chimpan ee Style
CoNNECT WITH NATURE
CHIMPANZEE RoLE CLASSMATE’S NAME CHIMPANZEE RoLE CLASSMATE’S NAME
Take students outdoors to observe wildlife near them! ALPHA MALE ALPHA FEMALE
Lead a short nature walk around the schoolyard and have OTHER FEMALE OTHER FEMALE
students look for examples of different animals’ social YOUNG CHIMPANZEE YOUNG CHIMPANZEE
interactions. These can be small: a butterfly traveling YOUNG CHIMPANZEE INFANT
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
• Rockwood, Leigh. Chimpanzees are Smart. ALPHA MALE ALPHA FEMALE
New York, NY: Rosen Publishing Group, 2010. OTHER FEMALE OTHER FEMALE
ISBN: 1435898400. SUBMISSIVE MALE YOUNG CHIMPANZEE

• Spilsbury, Richard and Louise A. Spilsbury. A Troop 1. What important chimpanzee behaviors were demonstrated in this scene? Chimpanzees using tools and teaching
of Chimpanzees. Chicago, IL: Heinemann-Raintree, their infants are the important behaviors depicted in this scene.
2. Describe the two different interactions that took place between each pair of female and infant chimpanzees.
2003. ISBN: 1403407467. One female is teaching her baby how to properly use tools to crack open nuts. The other female is cracking
open nuts and sharing them with her baby who is still too young to do this on his/her own.
For Teachers 3. Explain what happened between the alpha and submissive males. The alpha male has first choice over anything
that belongs to the group, including tools. In this interaction, the alpha used dominance displays to challenge a
• Boesch, Christophe and Hedwige Boesch-Achermann. submissive male, who then gave up his rock hammer.
The Chimpanzees of the Taï Forest: Behavioural SKIT 4: Territory Patrols

Ecology and Evolution. New York, NY: Oxford CHIMPANZEE RoLE CLASSMATE’S NAME CHIMPANZEE RoLE CLASSMATE’S NAME
University Press, USA, 2000. ISBN: 0198505078. ALPHA MALE - GROUP 1 OTHER MALE - GROUP 1
• 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
OTHER MALE - GROUP 2 OTHER MALE - GROUP 2

1986. ISBN: 0674116496. 1. What was the purpose of the drumming and vocalizations? The drumming and vocalizations were used to
announce each group’s presence and to maintain territory.
• Wrangham, Richard W., W.C. McGrew, Frans B. M. 2. Why did one group retreat? The group that retreated had fewer individuals and knew the other group was
larger because of the loud drumming and vocalizations. They chose to move away from the larger group
deWaal and Paul G. Heltne. Chimpanzee Cultures. because getting too close could mean danger.
Cambridge, MA: Harvard University Press, 1996.

15 How Do Chimpanzees Interact With Each other?
ACTIVITy
SHEET 15A
for grades 4–6
Chimpanzee Social Interactions Skits

Divide into groups and act out these skits based on common chimpanzee social interactions.
SKIT 1: Searching For Food In The Rainforest

NUMBER oF STUDENTS: 5-8 The chimpanzee group is searching for food. The other male
chimpanzee finds food and makes a food grunt. All other chimpanzees start to food grunt and come
over. When the alpha male comes over, all other chimpanzees move so he can take food first. After
the alpha male eats, the other male is allowed to eat. Then, the alpha female is allowed to take food.
The alpha female shares her food with one other female and an infant. The third female and the young
chimpanzees eat last.

NUMBER oF STUDENTS: 5-8 A group of chimpanzees is spending the afternoon relaxing
on the rainforest floor. The alpha female is being groomed by another female chimpanzee.
A group of three young chimpanzees are playing together – spinning, climbing and doing
somersaults. The second female chimpanzee is cuddling her infant. The alpha male is resting.

NUMBER oF STUDENTS: 5-8 The chimpanzee group is using rocks as hammers to
crack nuts on the rainforest floor. The alpha female is teaching her young chimpanzee to crack
nuts. The young chimpanzee is watching the alpha female to learn the best technique. The young
chimpanzee is trying different sizes and types of “hammers” before he finds the right sized rock
and cracks open a nut! The second female and other young chimpanzee are successfully cracking
open and eating nuts. A third female is cracking nuts and giving them to her infant who is too
small to crack nuts on its own. The alpha male sees that the submissive male has a better rock
hammer. The alpha male moves towards the submissive male and displays using body postures
and vocalizations. The submissive male quickly moves away and leaves the hammer for the alpha
male. The alpha male uses his new hammer to crack nuts.
SKIT 4: Territory Patrols

NUMBER oF STUDENTS: 5-8 Two groups of rival chimpanzees are traveling through
the rainforest (one group has 3 members, the other has 5 members; the groups should stay
on separate sides of the classroom). Both groups are patrolling their territory. The small group
announces their presence by drumming and vocalizing. The larger group responds with their own
distinct drumming patterns and vocalizations. After several exchanges, the smaller group retreats.

ACTIVITy
SHEET 15B
for grades 4–6
How Do Chimpanzees
Interact With Each other?
Watch your classmates perform each of the skits below and closely observe all of the chimpanzee interactions.
Then, fill in the names of the students who performed each role and answer the questions that go along with the skit.
SKIT 1: Searching For Food In The Rainforest

ALPHA MALE ALPHA FEMALE
OTHER FEMALE OTHER FEMALE
OTHER MALE YOUNG CHIMPANZEE
1. What chimpanzee found the food? _________________________________________________________

2. What chimpanzee was able to eat first? _____________________________________________________
3. What did the alpha female do with her food and why? __________________________________________
_____________________________________________________________________________________

YOUNG CHIMPANZEE YOUNG CHIMPANZEE
1. What behaviors are happening in this scene? _________________________________________________

2. Why is grooming important? _____________________________________________________________
_____________________________________________________________________________________
3. Why is playing important? _______________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Go outdoors to observe wildlife near you! Look for examples of

different social interactions and compare these to chimpanzees.

ACTIVITy
SHEET 15B
for grades 4–6
How Do Chimpanzees
Interact With Each other?
Watch your classmates perform each of the skits below and closely observe all of the chimpanzee interactions.
Then, fill in the names of the students who performed each role and answer the questions that go along with the skit.

SUBMISSIVE MALE YOUNG CHIMPANZEE
1. What important chimpanzee behaviors were demonstrated in this scene? ____________________________

_____________________________________________________________________________________
2. Describe the two different interactions that took place between each pair of female and infant chimpanzees.
_____________________________________________________________________________________
3. Explain what happened between the alpha and submissive males. __________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
SKIT 4: Territory Patrols

ALPHA MALE - GROUP 1 OTHER MALE - GROUP 1
OTHER MALE - GROUP 1 ALPHA MALE - GROUP 2

1. What was the purpose of the drumming and vocalizations? _______________________________________
_____________________________________________________________________________________
2. Why did one group retreat? ______________________________________________________________
_____________________________________________________________________________________
Go outdoors to observe wildlife near you! Look for examples of

different social interactions and compare these to chimpanzees.

PRoTECTING CHIMPANZEES
LESSoN
HoT ToPIC: What Clues Do
16 Chimpanzees Leave Behind?
Background Information: Protecting Chimpanzees: Saving Chimpanzees through Scientific Study,
Community Involvement and Education (pages 16-19)

Clue, dung, food wadge, sample site • String or yarn
• Blank drawing paper, lined paper and
STUDENTS WILL BE ABLE TO… clip board or a journal and a pencil for
• Identify the four basic clues that animals each student
leave behind when they have inhabited • Local plant and animal field guides or print
an area outs from internet resources about local
• Use clues to determine if a chimpanzee has flora and fauna
passed through or inhabited the rainforest • Activity Sheet 16A: Who Passed Through
• Define the terms sample site, dung, The Rainforest?
primatologist and food wadge
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.

LESSoN PRoTECTING CHIMPANZEES
16 HoT ToPIC: What Clues Do Chimpanzees Leave Behind? (2 of 2)
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
This chimpanzee is using a large stick to crack

open nuts. Empty nut shells are a clue that
chimpanzees have been in the area.

16 HoT ToPIC: What Clues Do Chimpanzees Leave Behind?
ACTIVITy
SHEET 16A
for grades 2–3
Who Passed Through
The Rainforest?
Look for chimpanzee clues in the image and decide whether a chimpanzee has or has not passed through this area.
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

Dung, field notes, food wadge, footprint, • Activity Sheet 17A: Scientific Field Notes
Global Positioning Systems (GPS) technology, • Activity Sheet 17B: Chimpanzee Range Map
home range, knuckle print, nest counting, • Colored pencils for each student
primatologist, range map, tracking, waypoints
STUDENTS WILL BE ABLE TO…
• Interpret scientific field notes
• Plot GPS waypoints on a graph and use
these to calculate chimpanzee home range
• List examples of at least three chimpanzee
clues and explain what can be learned from
these clues
• Describe how GPS technology helps
scientists study and protect chimpanzees
in the wild Groups of chimpanzees travel through the rainforest, leaving behind
clues such as leftover food, old nests and footprints.

1. Ask students to imagine they are a primatologist studying 4. After students have completed their range maps, discuss
chimpanzees in the rainforest. What methods would the field notes and maps as a class:
they use to study these animals? What challenges might • What clues did the scientist use to determine that
they face? Explain to the class that because the rainforest chimpanzees were in the area? The scientist used
is dark and vegetation can be very dense, animals like clues such as footprints, knuckle prints, leftover
chimpanzees are not always easy to see. However, food, dung samples and nests.
scientists can learn about chimpanzees using clues they • Of these clues, which ones did the scientist find
leave behind. most often? Which clues were found least often?
2. Review the background information with the class. Make a bar graph to depict these results. Food
Discuss the terms footprint, knuckle print, dung and clues were found most often, while dung was
food wadge. Introduce the concepts of tracking, nest found least often.
counting, home range, range map, waypoints, field • Where did the chimpanzees spend their time
notes and GPS technology. feeding? What can you infer about this area based
3. Distribute activity sheet 17A to each student. Students on the food clues that the chimpanzees left behind?
will be interpreting animal clues and GPS data to The chimpanzees spent their time feeding on the
learn more about chimpanzees and their home range. lower right side of the rainforest. Because food like
Students should plot the GPS coordinates found in the figs, nuts and ants are all found in this location,
Scientific Field Notes on activity sheet 17B. Each type of we can infer that the area has a great variety of
clue (i.e. food, nest, tracks or dung) should be plotted in plant and animal life. This must be a place in
a different color. Have students fill in the key accordingly. the rainforest that offers a range of foods that
chimpanzees prefer.

17 HoT ToPIC: How Do Scientists Study Chimpanzees? (2 of 3)
• 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.

17 HoT ToPIC: How Do Scientists Study Chimpanzees? (3 of 3)
CoNNECT WITH NATURE

Organize a school fundraiser to help chimpanzees! ANSWER KEY: Activity Sheet 17B
Research different organizations working to protect
chimpanzees in the wild, such as Jane Goodall Institute
(JGI), Wild Chimpanzee Foundation (WCF) or the Pan
African Sanctuary Alliance (PASA). Then, vote on which
wildlife organization you would like to support and donate
a portion of the funds to this organization.
LESSoN RESoURCES
For Students
• Atkins, Jeannine and Paula Conner (Illustrator).
Girls Who Looked Under Rocks. Nevada City, CA:
Dawn Publications, 2000. ISBN: 1584690119.
• Dendy, Leslie and Linda Garrow (Illustrator).
Tracks, Scats and Signs. New York, NY: Cooper
Square Publishing LLC, 1996. ISBN: 1559715995.
• Lynch, Wayne. The Scoop on Poop! Markham, ON,
Canada: Fifth House Books, 2001. ISBN: 1894004590.
For Teachers
• Boesch, Christophe and Hedwige Boesch-Achermann.
The Chimpanzees of the Taï Forest: Behavioural
Ecology and Evolution. New York, NY: Oxford
University Press, USA, 2000. ISBN: 0198505078.
• Goodall, Jane. The Chimpanzees of Gombe:
Patterns of Behavior. Cambridge, MA: Belknap Press,
1986. ISBN: 0674116496.
• Goodall, Jane. Jane Goodall: 50 Years at Gombe
– A Tribute to Five Decades of Wildlife Research,
Education and Conservation. New York, NY: Stewart,
Tabori and Chang, 2010. ISBN: 1584798785.
• Goodall, Jane. My Life with the Chimpanzees.
New York, NY: Aladdin Paperbacks, 1988.
ISBN: 0671562711.
• Robbins, Martha M. and Christophe Boesch. Among
African Apes: Stories and Photos from the Field.
Berkeley, CA: University of California Press, 2011.
ISBN: 0520267107.

17 HoT ToPIC: How Do Scientists Study Chimpanzees?
ACTIVITy
SHEET 17A
for grades 4–6
Scientific Field Notes (1 of 3)

Interpret the animal clues and GPS data to learn more about chimpanzees and their home range.
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.

Observations: We have come across some leftover food. These look like
chewed up bits of fig fruit. Chewed up food is called a “wadge.”

Observations: We have come across an entire pile of nutshells. There
must be at least 150 empty shells scattered on the ground. This is a
great clue!

Observations: We have found more coula nut shells on the ground,
as well as half-eaten leaves from the many trees around us.
Chimpanzees must be near!

Observations: An ant hill has been disturbed and there are plenty of
sticks on the ground. It looks like chimpanzees have been fishing for
driver ants in this area.
From the Field Notebook of L. Dede
Start your own nature journal! Keep track of the types of

plants, animals and animal clues you find in your backyard.

ACTIVITy
SHEET 17A
for grades 4–6

Field Observations
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.

Observations: Chimpanzee dung – always a good sign! We can test dung
to learn all sorts of things about an animal. Based on the seeds in this
dung, it looks like this chimpanzee has been eating a lot of fruit today.

Observations: More chimpanzee tracks! It looks like the group of eight
are headed northwest, deeper into the rainforest.

Observations: Another dung sample! We will collect this and take it back
to the field station. We can test to see if the chimpanzee that left this
dung was male or female. If it is female, we can also test to see if she
is pregnant!

Observations: Figs and other fruits are smashed and squished all over.
The juices and sweet parts are gone. Just a messy pile of seeds
and wadges remain.


ACTIVITy
SHEET 17A
for grades 4–6

Field Observations
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.

Observations: More nests! It looks like these were built last night.

Observations: There are three more large chimpanzee nests high in the
trees. This is a great sign - chimpanzees must be nearby.

Observations: This is a popular chimpanzee resting spot! We found
one last nest in an Ebony tree at least 30 meters tall.

Observations: This set of footprints and knuckle prints are fresh. The
mud is still wet beneath our feet. These tracks show the chimpanzees
moving south.
August 14, 2011 - 5:17 PM
We are heading back to the field station now! A storm is
approaching. But we’ve collected a huge amount of data
today. Chimpanzees are definitely living in this area!


ACTIVITy
SHEET 17B
for grades 4–6
Chimpanzee Range Map

Plot the GPS coordinates found in the Scientific Field Notes. Plot each clue according to the key below.
Look for animal clues such as leftover food, feathers, webs or footprints in your backyard.

CLASSIFyING CHIMPANZEES
LESSoN
What Is The Difference Between
18 A Monkey And An Ape?
Background Information: Classifying Chimpanzees: From Kingdom to Species (pages 8-9)

Ape, monkey, primate • Activity Sheet 18A: What Is The Difference
Between A Monkey And An Ape?
STUDENTS WILL BE ABLE TO… • Activity Sheet 19A: Primate Identification Cards
• Define the terms primate, monkey and ape
• Describe at least two similarities and two
differences between monkeys and apes
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 CLASSIFyING CHIMPANZEES
18 What Is The Difference Between A Monkey And An Ape? (2 of 2)
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

18 What Is The Difference Between A Monkey And An Ape?
ACTIVITy
SHEET 18A
for grades 2–3
What Is The Difference Between
A Monkey And An Ape?
Monkeys and apes are animals called primates. They have some things in common, but they also can
be very different. To compare monkeys and apes, use the words below to fill in the set diagram.
• deep chest • arms are the same length • eyes that

• wide chest or shorter than legs face forward
• color vision • four fingers and a • fingernails
thumb on each hand • have a tail
• smaller brains
• arms are longer than legs • larger brains
• no tail
Visit a local zoo to learn more about monkeys & apes!

Then, share what you learned with your friends & family.

CLASSIFyING CHIMPANZEES
LESSoN
How Do Scientists Classify
19 Primates?
Background Information: Classifying Chimpanzees: From Kingdom to Species (pages 8-9)

Ancestry, ape, class, family, form, genus, habitat, • Computer and classroom projector
kingdom, Linnaean classification, monkey, order, • Activity Sheet 19A: Primate Identification
phylum, primate, prosimian, species, structure Cards (fold and cut out each card)
• Primate Classification Chart (project the
STUDENTS WILL BE ABLE TO… image on a chalkboard/erasable white board)
• Describe the purpose of a classification system • Computers with internet access
• Classify and identify primates from around
the world
LEARNING ACTIVITIES students’ new groups on the board. Discuss as a class

1. To encourage students to begin thinking about how how these groups are different from the first groups
scientists group animals, distribute the Primate they created.
Identification Cards to the class, giving one card to 6. Complete the Primate Classification Chart. As a class,
each student. Using the primate picture on their card, decide the correct labels for kingdom, phylum, class
students should infer which primates are most closely and order. Students should use the information they
related. Have students arrange themselves into groups to researched on the Primate Identification Card to fill in
reflect these predictions. Discuss as a class why students their primate’s family, genus and species name on the
choose to group themselves this way and write their classification chart. As a visual, students may also tape
initial groups on the board. their card to the board beneath their primate’s
2. Introduce the term classification to the class. Discover completed classification branch.
together through discussion that classification can be
WRAP UP
complex since animals that look similar may not always
be related. Also, classifications often change as we 7. Conduct a wrap up discussion using the questions below:
learn more about the natural world. Teach students that • Explain in your own words the purpose of taxonomy.
animals are often grouped using the Linnaean Create a supporting statement for why classifying
classification system. Explain the levels kingdom, phylum, animals is useful to scientists. Students should conclude
class, order, family, genus and species to the class. that classification systems are used to categorize
3. Have each student research the primate on their card animals based on similar structures, forms and ancestry.
using the websites at the end of this lesson. Students • Compare the different levels of a classification
should decide whether their primate is a prosimian, system. How do they change as you move from
monkey or ape and identify the primate’s family, genus kingdom to species? Kingdom is the broadest level
and species. of classification and contains the widest variety of
4. Together, ask students to detect which level of organisms. Each level becomes more specific as you
classification is shared by all of the primates on their move from kingdom to species. The species level
cards. Students should infer that all of these animals contains only one type of organism.
belong to the order primata. • Based on your observations and research, generate
5. Have students re-classify themselves using the primate three rules that must apply to an animal for it to be
on their card. Students should first group by prosimian, classified as a primate. Students should include at
monkey or ape, then by family and genus. Write the least some of the following primate characteristics:

19 How Do Scientists Classify Primates? (2 of 2)
must be a mammal and a vertebrate; have a large CoNNECT WITH NATURE

brain compared to body size; binocular and color Learn more about the primate featured on your card by
vision; five fingers, five toes and an opposable thumb doing a school report. Then, present your report to the
(although there are a few exceptions); reduced sense class. Be sure to tell your family and friends about the
of smell; live in social groups. amazing world of primates!
• Compare and contrast the different species in each
family. Predict why animals may look different even LESSoN RESoURCES
though they are in the same family. Students’ For Students:
answers will vary but they should conclude that • Great Apes and Other Primates. Differences Among
each type of primate is specially adapted to its Prosimians, Monkeys and Apes. Smithsonian
lifestyle and habitat. National Zoological Park. 27 July 2011.
http://nationalzoo.si.edu/Animals/Primates/Facts/
EXTENDING THE LESSoN: Primateness/Differences/
SCIENCE AND LANGUAGE ARTS
• Kalman, Bobbie and Heather Levigne. What is a
Option 1: Fossils show that primates have been on Earth Primate? New York, NY: Crabtree Publishing
for at least 50 million years. Encourage students to research Company, 1999. ISBN: 0865059500.
some of these amazing primate ancestors in small groups. • National Primate Research Center. Primate Factsheets.
As a class, create a fossil timeline by hanging pictures of The University of Wisconsin. 18 July 2011.
each primate ancestor in sequential order using string or a http://pin.primate.wisc.edu/factsheets/
clothesline. Discuss how form and function have changed • Silverman, Maida and James Spence (Illustrator). The
over time. Golden Book of Monkeys, Apes and Other Primates.
Option 2: Humans are primates too! Visit the Racine, WI: Western Publishing Company Inc., 1991.
Smithsonian Museum of Natural History’s website at ISBN: 0307158586.
http://humanorigins.si.edu/education to learn more • Wexo, John Bonnett. Apes. Evanston, IL: Zoobooks/
about our human ancestors. Wildlife Education, 2001. ISBN: 0937934038
Option 3: Have each student write a descriptive “Primate For Teachers:
Poem” to describe the physical characteristics of the • Human Origins Research. What Does It Mean to
primate on their card. Students may also choose to Be Human? Smithsonian National Museum of
illustrate their poems. Display their poems on a bulletin Natural History. 27 July 2011.
board or have a classroom poetry reading to share http://humanorigins.si.edu/education
students’ writings with their peers. • O’Neil, Dennis. Primates Overview. Palomar
Community College. 19 July 2011.
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.

Two chimpanzees playing together in the rainforest.

19 How Do Scientists Classify Primates?
ACTIVITy
SHEET 19A
for grades 2–6
Primate Identification Cards
Prosimian, monkey, or ape?
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
PHILIPPINE TARSIER Continent

ACTIVITy
SHEET 19A
for grades 2–6
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
WHITE-HANDED GIBBON Continent

ACTIVITy
SHEET 19A
for grades 2–6
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

ACTIVITy
SHEET 19A
for grades 2–6
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
RING-TAILED LEMUR Continent

ACTIVITy
SHEET 19A
for grades 2–6
Family
fold here
Scientific Name
• Genus
• Species
GOLDEN LION TA
MARIN Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
PYGMY MARMOSET Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
SIAMANG Continent

ACTIVITy
SHEET 19A
for grades 2–6
Family
fold here
Scientific Name
• Genus
• Species
RUFFED LEMUR Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
VERVET MONKEY Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
RHESUS MACAQUE Continent

ACTIVITy
SHEET 19A
for grades 2–6
Family
fold here
Scientific Name
• Genus
• Species
PROBOSCIS MONKE
Y Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
MOHOL BUSHBABY Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
OLIVE BABOON Continent

ACTIVITy
SHEET 19A
for grades 2–6
Family
fold here
Scientific Name
• Genus
• Species
BONOBO Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
BENGAL SLOW LORIS Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
GEOFFROY’S SPIDER MONK

EY Continent

ACTIVITy
SHEET 19A
for grades 2–6
Family
fold here
Scientific Name
• Genus
• Species
COTTON-TOP TAM
ARIN Continent
cut here
Family
fold here
Scientific Name
• Genus
• Species
BLUE MONKEY Continent

LESSON CLASSIFYING CHIMPANZEES
ACTIVITY
SHEET 19B
for grades 4–6
Primate Classification Tree
Use the information on the back of your Primate Identification Card
to classify each primate into one of the categories below.

LESSON CLASSIFYING CHIMPANZEES
ACTIVITY
SHEET 19B
for grades 4–6
Primate Classification Tree
ANSWER KEY

114
LESSoN THREATS To CHIMPANZEES
20 How Does Habitat Loss Affect Chimpanzees? (2 of 2)
problems for chimpanzees. A great action that LESSoN RESoURCES

people of all ages can take is to start educational
For Students:
programs and teach others about respecting and
caring for chimpanzees and their rainforest home! • Malnor, Carol, Bruce Malnor and Anisa C. Hovemann.
Earth Heroes: Champions of the Wilderness.
• Do you think there are any other items we use
Nevada City, CA: Dawn Publications, 2009.
each day that might affect habitats or wildlife? What
ISBN: 1584691167.
can we do to lessen our impact? Everything we
use comes from and impacts habitats around the • Malnor, Carol, Bruce Malnor and Anisa C. Hovemann.
world. The food we eat, the clothes we wear, the Earth Heroes: Champions of Wild Animals. Nevada
beauty products we use and many of the materials City, CA: Dawn Publications, 2010.
that make up our homes and cars all started from ISBN: 1584691239.
something in nature. Although we need many of • McDaniel, Jequita and Van Jon Zyle. Mardy Murie
these things to survive, we can lessen our impact by Did!: Grandmother of Conservation. Lanham, MD:
wasting less, choosing reusable items, recycling and Taylor Trade Publishing, 2010. ISBN: 1589795652.
selecting items that are produced without harming • Nivola, Claire A. Planting the Trees of Kenya: The
the environment. Story of Wangari Maathai. New York, NY: Farrar,
Straus & Giroux, 2010. ISBN: 0374399182.
SoCIAL STUDIES AND SCIENCE • Winter, Jeanette. Wangari’s Trees of Peace: A
True Story from Africa. San Diego, CA: Harcourt
Option 1: Encourage students to research how habitats
Children’s Books, 2008. ISBN: 0152065458.
in their area have changed over time. Students should
use photographs or create maps to show the land as it For Teachers:
appeared 300 years ago, 150 years ago and now. Infer • Goodall, Jane. Jane Goodall: 50 Years at Gombe
how changes to the land have impacted nature. As a class, – A Tribute to Five Decades of Wildlife Research,
brainstorm actions that students can take to benefit this Education and Conservation. New York, NY: Stewart,
habitat. Encourage them to make a difference for wildlife Tabori and Chang, 2010. ISBN: 1584798785.
by completing at least one of these actions. • National Wildlife Federation. Wildlife Conservation:
CoNNECT WITH NATURE Habitat Loss. 19 July 2011. http://www.nwf.org/
Wildlife/Wildlife-Conservation/Threats-to-Wildlife/
Learn more about ways people are working to protect
Habitat-Loss.aspx
habitats and wildlife around the world by visiting Disney’s
Friends For Change Website at http://disney.go.com/
projectgreen/changearoundtheworld.html. Then, volunteer
as a class to help protect or restore a native habitat in your
area! Wetland clean-ups, dune-grass planting or weeding
for invasive plant species are just a few ways we all can
make a difference for wildlife.

Visit Disney.com/planetchallenge TODAY! The rainforest habitat provides chimpanzees
with everything they need to survive.

20 How Does Habitat Loss Affect Chimpanzees?
ACTIVITy
SHEET 20A
for grades 2–3
Habitat Game:
Instructions For Teachers (1 of 2)
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.

20 How Does Habitat Loss Affect Chimpanzees?
ACTIVITy
SHEET 20A
for grades 2–3
Habitat Game:
Instructions For Teachers (2 of 2)
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.
Reference Diagram for Game:

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)

Natural resource, recycle • Recycle Electronics! Poster
STUDENTS WILL BE ABLE TO…

• Define the terms natural resource and
recycling
• Describe how recycling electronics can
protect chimpanzee habitat
• Connect every day actions to our impact
on wildlife
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

21 How Can Recycling Electronics Protect Chimpanzee Habitat? (2 of 2)
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:
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/

21 How Can Recycling Electronics Protect Chimpanzee Habitat?
ACTIVITy
SHEET 21A
for grades 2–3

LESSoN
HoT ToPIC: How Can I Help
22 Wildlife In My Backyard?
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
LEARNING ACTIVITIES: difficult to complete? What changes could make

1. Discuss the importance of protecting wildlife and completing these actions easier? Actions that are
habitats with students. Why is helping wildlife important? limited by time, space or money may be the most
How can protecting habitats also protect wildlife? What difficult to complete, so encourage students to think
are some things you already do to help nature? creatively when problem-solving these challenges.
For example, planting a tree may not be an option
2 Have students complete activity sheet 22A. Ask students
if students do not have a yard. However, growing
to explain how the actions in each of the five correct
flowers in a porch planter or window box still
responses positively impact wildlife and nature.
achieves the same goal – it provides wildlife with
3. Brainstorm additional actions students can take to natural sources of food and shelter.
protect wildlife and habitats in their area. Record this list
on the board and discuss each action as a class. • How could you encourage others to protect wildlife
and wild places? A wide variety of responses are
4. Distribute drawing paper and art supplies to the class.
acceptable here. Examples include: telling others
Each student should illustrate one of the actions and
about the importance of helping wildlife, inviting
compile their pictures together into a class book titled
friends and family to complete one of the actions
“How can I help wildlife in my backyard?”
discussed in this lesson or starting a wildlife club at
5. Share this book with other classes in the school through school. Any of these will help students encourage
an interactive storytelling session. Have each student others to protect wildlife and wild places.
describe how their action helps wildlife and explain the
illustration they created. EXTENDING THE LESSoN:
SCIENCE AND ART
WRAP UP
Option 1: Create a wildlife action board! Have each
6. Lead a wrap up discussion using the following student pledge to complete one action to help wildlife and
statements and questions: photograph themselves completing this action. Display
• Explain why you think it is important for people students’ pledges and photographs on a classroom or
to protect wildlife and natural habitats. This is an school bulletin board. Encourage other classes to join in
open ended question; all positive responses are and add their pledges and photographs to the board.
acceptable. Option 2: Have students create a poster or short
• In your opinion, what wildlife-friendly actions are promotional video to encourage others to help protect
easiest to complete? Answers will vary. wildlife and wild places. Posters or videos should be
• Are there any wildlife-friendly actions that are more catchy, explain why conserving wildlife is important

22 HoT ToPIC: How Can I Help Wildlife In My Backyard? (2 of 2)
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.

Wildlife everywhere needs our help! Simple actions can Visit Disney.com/planetchallenge TODAY!
help us protect beautiful habitats around the world.

22 HoT ToPIC: How Can I Help Wildlife In My Backyard?
ACTIVITy
SHEET 22A
for grades 2–3
How Can I Help Wildlife In My Backyard?

Circle five pictures below that show the best ways kids can help wildlife.
Hang a birdhouse in Plant flowers

Blow bubbles.
your backyard. or a tree.
Visit a zoo or Throw trash Help pick up litter to

aquarium to learn on the ground. keep habitats clean.
more about animals.
Keep a journal. Draw

Eat ice cream.
pictures of the plants and
animals you find outdoors.
Draw a picture of something else
you can do to help wildlife.

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

Environment, habitat, protect, wildlife • Activity Sheet 23A: Map Of Village –
Scenario 1
STUDENTS WILL BE ABLE TO… • Activity Sheet 23B: Map Of Village –
• Explain the complexities of protecting habitat and wildlife Scenario 2
• Identify how people can have both negative and • Activity Sheet 23C: Discussion
positive impacts on the environment Questions
• Discuss the challenges of balancing the needs of
people and local wildlife
• Propose solutions to real-life wildlife issues
• List at least two ways students can make a difference
for wildlife near their community
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

23 HoT ToPIC: How Can People Make A Difference For Chimpanzees? (2 of 2)
their area. Communities have the power to influence LESSoN RESoURCES

companies and governments to take action. For Students:
• Compare the wildlife issues facing people and WETLAND DESTRUCTION:
chimpanzees in Africa to wildlife issues in North • Idaho Public Television. Dialogue for Kids – What is a
America. Describe any similarities and differences. wetland? Idaho State Board of Education. 19 July 2011.
Students’ answers will vary. http://idahoptv.org/dialogue4kids/season6/wetlands/
• What are two things you can do to help wildlife wetland.cfm
living near your community? Students can do • Ranger Rick. What is a Wetland? National Wildlife
many things to help wildlife near their community! Federation. 19 July 2011. http://www.nwf.org/Kids/
Students may have a wide variety of answers. Ranger-Rick/People-and-Places/Whats-a-Wetland.aspx
Planting trees, teaching others and supporting • United States Environmental Protection Agency.
ecotourism are all solutions that might come America’s Wetlands. United States Department of
from this lesson. On a more basic level, hanging Commerce. 19 July 2011. http://water.epa.gov/type/
birdhouses, putting out a bird bath, planting native wetlands/wetlands.cfm
flowers and trees, learning more about animals and WATER POLLUTION:
spending time observing nature are all ways that • Environmental Education for Kids! Water Facts and
students can help wildlife near them. Conservation Tips. Wisconsin Department of Natural
Resources. 19 July 2011. http://dnr.wi.gov/org/caer/
EXTENDING THE LESSoN: ce/eek/earth/conserve.htm
SCIENCE AND SoCIAL STUDIES
• United States Environmental Protection Agency.
Option 1: Many villages in Africa are governed by the Water Sense Program. United States Department
village elders. Without their support, changes cannot be of Commerce. 19 July 2011. http://www.epa.gov/
made in the village. Ask a panel of teachers from your watersense/kids/index.html
school to act as the Kazinga Village elders. Have each HUMAN-BEAR CONFLICT:
group of students present their project proposal to the
• Environmental Education for Kids! The Black Bear.
elders. The panel should vote on whether the proposal
Wisconsin Department of Natural Resources. 19 July
is accepted or denied based on the following: benefits
2011. http://dnr.wi.gov/org/caer/ce/eek/critter/
the project will have on people, chimpanzees and the
mammal/bears.htm
rainforest; costs associated with the project; long-term
• MassWildlife. Living with Black Bears. Massachusetts
viability of the project; and overall creativity. Have students
Division of Fisheries and Wildlife. 19 July 2011.
create new maps showing how the accepted projects
http://www.mass.gov/dfwele/dfw/wildlife/living/
positively impacted the village of Kazinga.
living_with_bears.htm
Option 2: Communities throughout Africa are working For Teachers:
to protect chimpanzees and other great apes. Encourage
• Disney Worldwide Conservation Fund. Projects
students to explore the current ways that people are
Working to Protect Chimpanzees in Africa.
working to protect these amazing animals by visiting
The Walt Disney Company. 18 July 2011.
Disney Worldwide Conservation Fund’s (DWCF) Google
http://sites.concept3d.com/dwcf/widget/v2.0/#
Earth site: http://conservation.wdwpublicaffairs.com/
• World Wildlife Fund. Community Conservation:
ContentDrillDown.aspx?DisplayItem=6c7235cb-a0b4
Empowering People to Conserve Natural Resources.
-44de-a058-121c55c1cde6.
PDF. 19 July 2011. http://www.worldwildlife.org/what/
CoNNECT WITH NATURE communityaction/people/phe/WWFBinaryitem7525.pdf
Encourage your class to make a difference! Help students
put one of their proposed solutions in North America Want to further your
into action. For ideas on how to make a change in your classroom conservation work?
community, visit Disney’s Friends for Change – Project Visit Disney.com/planetchallenge TODAY!
Green: http://disney.go.com/projectgreen/takeaction.html.

23 HoT ToPIC: How Can People Make A Difference For Chimpanzees?
ACTIVITy
SHEET 23A
for grades 4–6
Map of Village – Scenario 1

• There are very few jobs in the village. • Chimpanzees have a large rainforest habitat to find food,
• People do not have much money. water and shelter.
• Clothing and medicine are hard to find. • Chimpanzees rarely go into the village in search of food.
• Most people only go to school through the 5th grade. • The rainforest is full of many trees.
• People illegally hunt wild animals in the rainforest
for meat.

ACTIVITy
SHEET 23B
for grades 4–6
Map of Village – Scenario 2

• A company has cut down a large part of the rainforest to create • The rainforest habitat cannot support the chimpanzees
a tea plantation. that live here.
• Almost everyone in the village has a job. • Chimpanzees are traveling into the village to steal
• People have money to buy food and raise chickens, goats farmers’ crops.
and sheep for meat. • Farmers are beginning to retaliate against the chimpanzees.
• People no longer hunt wild animals in the rainforest. • Chimpanzees are coming too close to homes and schools,
• Children are staying in school longer and have the opportunity posing a danger to the villagers.
to go to college. • There are very few trees left in the rainforest.
• The villagers are healthier and have better access to medicine.

ACTIVITy
SHEET 23C
for grades 4–6
How Can People Make A

Difference For Chimpanzees?
Discussion Questions (1 of 2)
Use the following questions to discuss the maps and scenarios with students:
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.
• The rainforest habitat cannot support the

• Almost everyone in the village has a job.
group of chimpanzees that live here.
• People still grow some of their own food
• Chimpanzees are now traveling into the
but also have money to buy livestock such
SCENARIO village and stealing farmers’ crops. This is
as chickens, goats, cows and sheep.
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. Identify the pros and cons in each scenario above:

2. What major change happened between Scenario 1 and Scenario 2? How did this change affect the Bindu Forest
Reserve? In Scenario 2, Zerka Tea Company constructed a tea plantation in part of the rainforest reserve. Many of the trees
in the rainforest were cut down to create the tea plantation. However, since people have more money to buy food they are
no longer hunting illegally in the rainforest, so some native wildlife is actually protected.
3. Describe how this change impacted the villagers. The tea plantation had both positive and negative impacts for the
villagers. It created jobs for most people in the town, so people have more money, better food, education and healthcare.
However, it also has created a problem of chimpanzees coming too close to the village. Farmers’ crops are being raided by
chimpanzees who are losing their fear of people, so they are getting to close to homes and schools. This could be
dangerous for people, especially children, in the village.

23 HoT ToPIC: How Can People Make A Difference For Chimpanzees
ACTIVITy
SHEET 23C
for grades 4–6
How Can People Make A

Difference For Chimpanzees?
Discussion Questions (2 of 2)
Use the following questions to discuss the maps and scenarios with students:
4. What impacts did the construction of the tea company have on chimpanzees in the rainforest? Where are the
chimpanzees choosing to spend their time in Scenario 2? The tea plantation negatively impacted chimpanzees. The
chimpanzees lost a large portion of their rainforest home and sources of food and shelter. This has forced the chimpanzees
to move closer to people in search of food. For chimpanzees, a farm is the perfect place to find food (it’s like a free buffet
restaurant!). However, when chimpanzees eat food that a farmer relies on to feed their family or sell for profit, this can
cause conflict. Because this is like losing money, farmers will sometimes retaliate against the chimpanzees for their actions.
5. As a class, propose possible short-term and long-term solutions to the challenges represented in each scenario.
The table below contains examples of possible solutions.
POSSIBLE PROPOSED SOLUTIONS

• Create an environmentally friendly tourism business that will allow people to visit the rainforest
and see chimpanzees in the wild. This process would take about 10 years but would create jobs
as educators, chimpanzee trackers and tour guides for the tourism company.
SCENARIO • When people visit the area, they might also spend money on food, crafts and souvenirs. This
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.
Final Project Criteria

The final student project should demonstrate the following:
Chimpanzee Content Connections: 5 PoINTS EACH = 25

• Project fully demonstrates an understanding of chimpanzee characteristics;
• Project fully demonstrates examples of the communication abilities of chimpanzees;
• Project fully demonstrates a variety of chimpanzee social interactions;
• Project fully demonstrates knowledge of the chimpanzee’s habitat;
• Project fully demonstrates examples of threats facing the endangered chimpanzee;
• Project fully demonstrates that the student has completed lessons and learned the content in the Chimpanzee Educators Guide.
Actions That Benefit Chimpanzees And other Wildlife: 10 PoINTS EACH = 30

• Project fully demonstrates that students understand that their actions can help chimpanzees and other wildlife;
• Project fully demonstrates that scientific research helps people make the best choices to ensure chimpanzee survival;
• Project identifies at least two actions that students or their families can take to help chimpanzees.
Project Quality: 5 PoINTS EACH = 15

• Project demonstrates clear evidence that students were involved in all of the following: inquiry, design, research, implementation,
documentation.
• Project is complete and displays all criteria.
• Overall project presentation is original, creative and artistic and shows quality attention to detail.

GLOSSARY
Adaptation a trait that helps an Drumming the act of a chimpanzee Niche the role each living thing has
animal survive in its environment using the buttresses (exposed roots) of in its habitat
Alpha male the highest ranking male a tree to create loud sounds; a form of Non-verbal communication
chimpanzee in a group non-verbal communication the use of facial expressions, body
Alpha female the highest ranking Dung animal waste; scat language and behaviors to send
female chimpanzee in a group Ecosystem the interaction of all living messages or communicate
Ape a group of large bodied, tailless and nonliving components found Omnivore an animal that eats plants
primates characterized by a high level within a given area and animals
of intelligence, including bonobos, Emergent layer the tallest trees in the Primate a group of mammals that
chimpanzees, gorillas, orangutans rainforest, occuring above the canopy includes prosimians, monkeys and apes
and gibbons Equator an imaginary line that Primatologist a person who studies
Arm span the distance from one separates the Earth’s northern and primates
hand to the other, measured at the southern hemispheres Producer an organism that is able to
fingertips, when arms are raised Facial expression the use of facial make its own food (i.e., plants, algae)
parallel to the ground at shoulder height movements or positions to convey an Prosimian a group of small primates
Behavior an action completed by one emotional state; a form of non-verbal that include tarsiers, lemurs, lorises
or more animals communication and bushbabies
Body posture a type of non-verbal Food chain the way energy is Range the area where an organism
communication that may express a transferred from producers to consumers naturally lives
variety of emotions such as dominance Food web an interconnected network
or submission Social interactions between organisms
of feeding relationships and how organisms live together
Brachiation a type of movement Forest an area with many trees and
where an animal uses its arms to swing Submissive willingness to submit or
other plants relinquish power to another individual
from one holdfast to another
Global Positioning Systems (GPS) Sustainable a method of harvesting
Canopy the upper layer of the technology a system of navigational
rainforest, formed by tall, mature trees or using a resource so that the resource
satellites that can provide accurate is not depleted or permanently
Carnivore an animal that eats meat data on an object’s location damaged
Classification a scientific process Habitat a place where plants and Tool use the use of objects to
used to categorize living things based animals find everything they need perform tasks
on similar structures, forms and to survive
ancestry; the seven main ranks of the Tropic of Cancer an imaginary line
Habitat loss the damage or reduction located at 23.5° north of the equator
Linnean classification structure include of space in a habitat or ecosystem
Kingdom, Phylum, Class, Order, Family, Tropic of Capricorn an imaginary
Genus, and Species Herbivore an animal that eats plants line located at 23.5° south of the
Chimpanzee community a large Hierarchy a social ranking of equator
social group of chimpanzees made up individuals where some are higher or Tropical rainforest an area of dense
of adults, juveniles and infants lower than others tree cover near the equator, with a
Consumer an organism that does not Latitude imaginary lines used to warm and wet climate characterized by
make its own food; primary consumers measure the distance north or south a high level of biodiversity.
eat producers, secondary consumers from the equator Understory the level of the rainforest
eat primary consumers, and tertiary Longitude imaginary lines used to that grows under the canopy
consumers eat secondary consumers measure the distance east or west from Vocalization a sound produced by
Continent one of seven great the prime meridian an animal through its nose, throat, or
landmasses on earth Mining the extraction of materials lungs which is used to communicate
Country geographical region with a from the earth with other animals
government and political borders Monkey the group of primates Wadge a clump of discarded material
Decomposer a living organism at the containing the highest number of that is created when chimpanzees
base of the food web that breaks down species, including New World Monkeys extract the juices from the food that
dead animals and plants (South and Central America) and Old they eat
World Monkeys (Africa and Asia) Wildlife Researcher a person who
Detritivore an organism that eats
decomposing matter Natural resource an item used by studies living organisms such as algae,
people that comes directly from nature fungus, plants, or animals
Dominant an individual that is higher such as air, water, wood, coal and
in rank or more powerful than another metallic ore

RESOURCE GUIDE fOR StUDEntS
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-
York, NY: North-South Books, 1997. ISBN: 1558588035. chimp-expressions.php
8. Greenberg, Daniel A. and Christina Wilsdon. Chimpanzees. 6. Jane Goodall Institute Center for Primate Studies. Face
Pelham, NY: Benchmark/Cavendish-Marshall Matching Game. University of Minnesota/Jane Goodall
Corporation, 2009. ISBN: 0761443414. Institute. 18 July 2011. http://www.discoverchimpanzees.
9. Kalman, Bobbie and Hadley Dyer. Endangered org/activities/face_matching.php
Chimpanzees. New York, NY: Crabtree Publishing 7. Lessons for Hope. The ABC’s of Chimpanzee Behavior.
Company, 2005. ISBN: 0778719052. Jane Goodall Institute. 18 July 2011.
10. Kalman, Bobbie and Heather Levigne. What is a http://www.lessonsforhope.org/abc/index.asp
Primate? New York, NY: Crabtree Publishing Company, 8. National Primate Research Center. Primate Factsheets.
1999. ISBN: 0865059500. The University of Wisconsin. 18 July 2011.
11. Latta, Jan. Chimaka the Chimpanzee. Bronte, N.S.W, http://pin.primate.wisc.edu/factsheets/
Australia: True to Life, 2007. ISBN: 0980795834.
12. McDonnell, Patrick. Me… Jane. New York, NY: Little,
Brown and Company Books for Young Readers, 2011.
ISBN: 0316045469
13. Murray, Julie. Chimpanzees. Edina, MN: ABDO
Publishing, 2002. ISBN: 1577657132.
14. Rockwood, Leigh. Chimpanzees are Smart. New York,
NY: Rosen Publishing Group, 2010. ISBN: 1435898400.
15. Silverman, Maida and James Spence (Illustrator). The
Golden Book of Monkeys, Apes and Other Primates.
Racine, WI: Western Publishing Company Inc., 1991.
ISBN: 0307158586.
16. Spilsbury, Richard and Louise A. Spilsbury. A Troop of
Chimpanzees. Chicago, IL: Heinemann-Raintree, 2003.
ISBN: 1403407467.
17. Trivedi, Bijal. Chimps Shown Using Not Just a Tool but
a “Tool Kit”. National Geographic News, 6 Oct. 2004.
Web. 18 August 2011. http://news.nationalgeographic.
com/news/2004/10/1006_041006_chimps.html
18. Wexo, John Bonnett. The Apes. Mankato, MN: Creative
Education Publishing, 1986. ISBN: 0886822653.

RESOURCE GUIDE fOR tEACHERS
BOOkS: WEBSItES:
1. Boesch, Christophe and Hedwige Boesch-Achermann. 1. Disney Worldwide Conservation Fund. Projects Working
The Chimpanzees of the TaÏ Forest: Behavioural to Protect Chimpanzees in Africa. The Walt Disney
Ecology and Evolution. New York, NY: Oxford University Company. 18 July 2011.
Press, USA, 2000. ISBN: 0198505078. http://sites.concept3d.com/dwcf/widget/v2.0/#
2. Goodall, Jane. The Chimpanzees of Gombe: Patterns 2. Jane Goodall Institute. Jane Goodall Institute Home.
of Behavior. Cambridge, MA: Belknap Press, 1986. 31 July 2011. http://www.janegoodall.org
ISBN: 0674116496. 3. Roots & Shoots. Roots & Shoots Home. Jane Goodall
3. Goodall, Jane. In the Shadow of Man. New York, NY: Institute. 31 July 2011. http://www.rootsandshoots.org
Mariner Books/Houghton Mifflin Company, 1988. 4. Boesch, Christophe and Hedwige Boesch. About
ISBN: 0395331455. Chimpanzees. Wild Chimpanzee Foundation. 30 July
4. Leach, Michael. The Great Apes: Our Face in Nature’s 2011. http://www.wildchimps.org/wcf/english/files/
Mirror. New York, NY: Sterling Publishing Co. Inc., 1996. wissen.htm
ISBN: 0713724889. 5. Boesch, Christophe and Hedwige Boesch. Chimpanzee
5. Nichols, Michael. The Great Apes: Between Two Worlds. Awareness. Wild Chimpanzee Foundation. 23 August
Washington, D.C: National Geographic Society, 1993. 2011. http://www.wildchimps.org/wcf/english/files/
ISBN: 0870449478. awareness.htm
6. Robbins, Martha M. and Christophe Boesch. Among 6. Chimp Haven. Chimp Haven. 30 July 2011.
African Apes: Stories and Photos from the Field. http://www.chimphaven.org/index.cfm
Berkeley, CA: University of California Press, 2011. 7. Animal Simulation Laboratory. Brachiation Simulation.
ISBN: 0520267107. The University of Manchester. 19 July 2011. http://home
7. Rowe, Noel and Wayne Rowe. Pictorial Guide to the page.mac.com/wis/ASL/Projects/Brachiation/index.html
Living Primates. Charlestown, RI: Pogonias Press, 1996. 8. ChimpCARE. About Chimpanzees. 31 July 2011.
ISBN: 0964882515. < http://chimpcare.org/
8. Sleeper, Barbara. Primates: The Amazing World of 9. O’Neil, Dennis. Primates Overview. Palomar
Lemurs, Monkeys, and Apes. San Francisco, CA: Community College. 19 July 2011.
Chronicle Books, 1997. ISBN: 0811814343. http://anthro.palomar.edu/primate/prim_1.htm
9. Wrangham, Richard W., W.C. McGrew, Frans B. M. 10. O’Neil, Dennis. The Primate Order. Palomar
deWaal and Paul G. Heltne. Chimpanzee Cultures. Community College. 19 July 2011.
Cambridge, MA: Harvard University Press, 1996. http://anthro.palomar.edu/primate/table_primates.htm
11. Pan African Sanctuary Alliance. PASA Home. 31 July 2011.
http://pasaprimates.org/
12. Scientific American. Chimps R Us – Speaking Chimp
Teaching Guide. Public Broadcasting Systems (PBS).
19 July 2011.
http://www.pbs.org/saf/1108/teaching/teaching2.htm

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e d u c ato r ’s g u i de

EDUCATOR’S GUIDE l GRADES 2 - 6

Further Explore The Wonderful World Of CHIMPANZEE!

The guide introduces students to a variety of topics, including:

Buy CHIMPANZEE through August 27, 2012

Educator’s Guide Objectives

ON DISNEY BLU-RAY COMBO PACK & HD DIGITAL AUGUST 21, 2012

© 2011 Disney Enterprises, Inc. 3

Indicates that the standard is met by completion of the lesson extension.

Indicates that the standard is met by completion of the lesson extension.

t his Disneynature CHIMPANZEE Educator’s

© 2011 Disney Enterprises, Inc. 6

© 2011 Disney Enterprises, Inc. 7

CLASSiFyinG ChimpAnzEES: prosimians, monkeys And Apes…

© 2011 Disney Enterprises, Inc. 8

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© 2011 Disney Enterprises, Inc. 13

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© 2011 Disney Enterprises, Inc. 16

Helping Chimpanzees In The United States

© 2011 Disney Enterprises, Inc. 17

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© 2011 Disney Enterprises, Inc. 19

VOCABULARY: WHAT YOU NEED

LEARNING ACTIVITIES WRAP UP

© 2011 Disney Enterprises, Inc. 20

Prominent ears, forward facing eyes, a flattened

Like people, chimpanzees enjoy playing together.

© 2011 Disney Enterprises, Inc. 21

© 2011 Disney Enterprises, Inc. 22

© 2011 Disney Enterprises, Inc. 23

Long arms help a chimpanzee climb, swing and move through

Arms:_________________ Legs: __________________

Which is longer? _____________________________

A large arm span helps a chimpanzee reach between

Chimpanzees have large palms, long fingers and

Chimpanzees usually walk with their knuckles on the

© 2011 Disney Enterprises, Inc. 24

VOCABULARY: WHAT YOU NEED

LEARNING ACTIVITIES WRAP UP

© 2011 Disney Enterprises, Inc. 25

© 2011 Disney Enterprises, Inc. 26

__________________________ • Forward Facing Eyes: ________

• Long, Strong Arms: _____ ________________________

• Nails: _______________________ ___________________________

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VOCABULARY: WHAT YOU NEED

LEARNING ACTIVITIES backgrounds, a wide variety of ecosystems and very

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WRAP UP EXTENDING THE LESSoN:

Historically, chimpanzees were found in approximately

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See Disneynature CHIMPANZEE to witness the amazing world

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Arms:_ Legs: __

__________________ • Forward Facing Eyes:

• Long, Strong Arms: _ ____________________

• Nails: _ _____