COMMONWEALTH OF AUSTRALIA€¦ · the Paris Zoo many other zoos sprang up in cities throughout the world . Today there are over 40 zoos with a history that stretches over the last

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TEACHER'S NOTES

CONTENTS AND ACTIVITY SEQUENCE

Page

INTRODUCTION ii

History and Function of Modern Day Zoos ii

Objectives of the Module iv

GETTING STARTED 1

Introduction 31 .

Brainstorm 42 .

Obtain Backgound information 8Resource Sheets 1 - 9 10

3.

Analyse Existing Enclosures 20Resource Sheets 10 - 18 22

4.

Assess the Product 32Resource Sheet 19 34

5.

See the Need for Change 36

THE DESIGN PROCESS 39

Relating "Getting Started" to "The Design Process" 40Background Information 42Optional Activity 44

1 .

Define the Problem 462 .

Brainstorm 473 .

Analyse and Research 50Resource Sheets 20 - 21 52

4.

Look at Alternative Solutions 54Resource Sheets 22 - 23 56

5 .

Design the Product 58

6.

Make an Interim Evaluation 60Resource Sheet 24 62

7.

Construct the Model 64

8.

Evaluate the Product 67

RESOURCES 68

More Zoo Technology Projects 69

Equipment and Materials for Technology • •7 1

Print and Audiovisual References 72

OUR ZOO, . .A NEW LOOK i

TEACHER'S NOTES

History and Function of Modern Day Zoos

The word 'Zoo' is relatively new dating back about 150 years, but the idea of keepinganimals in captivity can be traced back to well over 1000 B .C . For instance in the 12thCentury the Emperor of China established a 1500 acre garden of intelligence to househis exotic animals and on the other side of the world the Emperor of Mexico amassedsuch a collection of animals that 300 keepers were required to care for their needs .

More recent history has demonstrated that establishing collections of animals became apopular practice amongst rulers. i n 1752 the Emperor of Austria set up a collection ofanimals that remained essentially a private concern until after World War 1 when theEmpire collapsed .

Exotic animals did influence public life as well . The arrival of a giraffe in 1825 had agreat impact on Viennesse fashion and parties were held in honour of the giraffe .

Henry I established a Royal Menagerie which in future years formed the basis of theLondon Zoo and remnants of Louis 14th's menagerie became the starting point of aParis Zoo .

The Paris Zoo became the first zoo designed for public attraction and wide pathwayswere featured throughout to allow easy viewing access of animals . With the advent ofthe Paris Zoo many other zoos sprang up in cities throughout the world . Today thereare over 40 zoos with a history that stretches over the last 100 years .

Reminders of the zoos of the past are still visible in many zoos today where some oldconcrete cages with steel bars remain. Not only did these enclosures lack imaginationbut they failed to address the needs of the animal and did little to educate the publicabout the habitat and true behaviour of the animal .

Zoo authorities in past years have often stated that education, research and recreationwere justification for the establishment of their zoos . Unfortunately in many cases notmuch attention was given to these ideas . Zoos were often little better than funfares,more concerned with amassing a diversified collection of animals with the view tomaking money . Thankfully, this is generally no longer the case, with contemporaryreputable zoos identifying four major purposes that are closely interlinked . These areconservation, education, recreation and research .

ii OUR ZOO . . . A NEW LOOK

TEACHER'S NOTES

Conservation, a purpose totally lacking in earlier zoos, would have to be considered ofparamount importance . Indeed earlier zoos often worked against this concept as theygreedily removed multitudes of wild animals from their natural environment . Thedemise of zoo animals brought about the removal of more animals from the wild torestock zoos . Gerald Durrell's description of the zoo of the future would add credenceto this viewpoint that conservation must be a main consideration of zoos .

"The zoo is a stationary ark that offers many of the world's threatened animalswith their strongest hope of survival" .

It is current zoo practice to exchange animals and offer breeding programmes to saveendangered animals - such as the Golden Lion Tamarins - with the view tore-introducing some of these threatened species into their natural environment . Sadlythis is not possible where their habitats have almost disappeared .

Education has become formalized within many zoos over the past twenty years . Zooeducation staff write resource materials for use by schools and the general public .Visitors are able to learn much about an animal's behaviour and its environment whenthe animal is housed in a natural setting and information is presented in an interestingor novel way . Education is an important medium for promoting conservation . In thewords of one Melbourne Zoo Educator,

"We will conserve only what we loveWe will love only what we understand!"

Recreation has always been a strong motivation for zoo visitors . Zoos enhance thisfunction by providing attractive garden surroundings, comfortable public facilities andattractive displays that assist in moulding positive attitudes towards wildlife andprovide the medium for much informal learning .

Research is an important function and the resources offered by zoos encouragestudents from many disciplines to utilize this facility . Students involved in architecture,art and media studies, animal behaviour, biology and veterinary science use zoofacilities .

The zoo of tomorrow will have an increasing responsibility to conserve endangeredanimals and educate the public about the significance of this . Technology will beinstrumental in providing stimulating, non-threatening environments which enablezoos to breed strong healthy stock whilst providing an unforgettable exciting sensoryexperience for the zoo visitor . Technology indiscriminately used has contributedgreatly to the destruction of the animals' habitats . Technology used wisely can assist inredressing this balance by strengthening "The Stationary Ark" .

OUR ZOO . . . A NEW LOOKIII

TEACHER'S NOTES

OBJECTIVES OF THE MODULE

The module uses the local zoo as a focal point for acquainting children with atechnological design process . It emphasises the use of first hand, problem-solvingexperiences to involve children in obtaining knowledge, using skills anddeveloping attitudes associated with the design, evaluation and construction ofpieces of zoo technology .

By completing these activities, children will

1 . become comfortable with the term technology and begin to recognise therelevance of technology to everyday life ;

2. focus on existing technology at their local zoo to participate in real lifeproblem-solving situations;

3. realise that their ideas can be practical contributions in effectively influencingand controlling their environment;

4. participate effectively as team members whilst utilising individual strengths forthe benefit of the project ;

5. design, communicate, construct, test and evaluate their ideas ;

6. develop an understanding and acceptance that problems do not have a singlesolution and that they are able to respond to their environment in many waysand at many levels ;

7. develop confidence and competence in selecting and handling materials andequipment ;

8. realise that utilising expertise in the community will assist them in providingacceptable solutions .

iv OUR ZOO . . . A NEW LOOK

TEACHER'S NOTES

STARTED

Page

Introduction 3

1 .

Brainstorm 4

2.

Obtain Background information 8Resource Sheets 1 - 9 10

3.

Analyse Existing Enclosures 20Resource Sheets 10 - 18 22

4.

Assess the Product 32Resource Sheet 19 34

5.

See the Need for Change 36

OUR ZOO . . . A NEW LOO K

2 OUR ZOO . .

TEACHER'S NOTES

A NEW LOO K

TEACHER'S NOTES

INTRODUCTION

Children have a wealth of knowledge and experience relating to animals and their enclosures .As a teacher, you know how to draw on these experiences by encouraging children to sharetheir ideas with their peers .

To facilitate learning you need to provide realistic problem-solving situations whereby thechildren work as a team in recognizing a need and identifying a problem to be solved . Reallife problem-solving situations enhance the intellectual, practical, personal and socialdevelopment of the child .

Using the local zoo as a focus will enable you to integrate all subject areas and begin todevelop technological literacy and skills .

"Getting Started" introduces the children to some of the latest zoo technology, its underlyingconsiderations and philosophies . Through brainstorming, gathering background informationand analysing and assessing existing products the children will become aware of the need forchange to existing technology within the zoo . Once the children have identified a genuinearea of interest that they perceive as requiring change they will then be able to enter thetechnological design process .

"Getting Started" provides you with a 5-step guide to helping children see the need for changeat the local zoo :-

1 .

Brainstorm : Using the zoo as a focus, children look at the changing technology .

2.

Obtain background information : Children identify the main considerations in designingan enclosure .

3 .

Analyse existing goods: Children record the diversity and characteristics of existingenclosures .

4 .

Assess the product : Children look at existing enclosures and assess their effectiveness .

5 .

See the need for change : Children use the information gathered to identify a need forchange .

Having identified one or several areas where change is required, the children are then ready todefine a problem to solve, entering the first step in the design process .

OUR ZOO-ANEW LOOK3

Objectives

A. Children will be introduced to the idea of zoo technology .

B. Children will contribute ideas on zoo technology during a brainstormingsession .

Teaching Ideas

Introduce this session by a discussion of technology within the classroom, e.g., traceback the stages of the design of the chair, development of lighting or writing implements .Some of the following questions could be asked .

•

What material was used before plastic was invented?

•

What material was used before that?

•

Trace the chair back to its origin .

Further questions could be related to how the design of a chair has changed over alltime .

Using the local zoo as a focus, look at changing technology .

How have the following changed? Enclosures, paths, sign-posting, cafeteria and fencing .A suitable video about zoos would provide stimulus for discussion . This will assistchildren in developing an understanding of existing technology within zoos .

At this stage it could be suggested to the children that they will be later involved in usingtechnology to develop an area of their own interest related to the zoo .

Brainstorming will assist in developing the necessary language and ideas to stimulateinvestigations. Introduce the next session by asking the focus question. What memorieshave you of past visits to the local zoo? Further ideas could be generated through the useof videos, film strips or slides .

TEACHER'S NOTES

1 . BRAINSTORM

OUR ZOO . . A NEW LOO K

TEACHER'S NOTES

Suggested Activities

•

Teacher selects an artefact within the classroom and through discussion the classidentifies the stages of its development .

e .g . lighting : campfiregas lampneon light

•

Children could research one of the following looking at changes in design andmaterials used . A cricket bat, chair, desk, writing implements and school buildingmaterials .

•

Brainstorm children's memories of a local zoo,

torches

->

oil lamp -4

candlekerosene lamp

-4

incandescent lightfluorescent light

a

laser light

Focus Questions

What memories do you have of past visits to the zoo?

What type of people work at the zoo?

How does the environment change around the zoo?

What people use the zoo?

Why do we have zoos?

What types of building materials have you seen at the zoo?

Children could write the key words from the brainstorming session onseparate small cards and with teacher guidance group these cards intocategories . The list on the next page gives some examples of keywords generatedby children .

•

Children could write down an investigation they would like to pursue . Childrenshare these ideas .

OUR ZOO . . . A NEW LOO K 5

TEACHER'S NOTES


OUR ZOO . .

TEACHER'S NOTES

BUILDINGSEnclosuresNocturnalCanteenPicnic AreaSouvenir ShopAviaryParking AreaAdministrationEducation CentreHospitalToiletsMerry-Go-Round

GROUNDSLawnsPlay AreasDifferent Environments - Dry/TropicalPathsWildlife ParkLookoutsLakes

PEOPLECaretakerCashierCanteenZoo KeeperFeedersGardenersEducation OfficerFriends of ZooVisitorsVetZoologistDocents

An Example Of Ideas Students Contributed FromA Brainstorming Session

SAFETYNot FeedingNoiseWallsSignsFencesHygieneAnimal Safety

HOW THE PEOPLEUSE THE ZOOLook and Study AnimalsShoppingOutingsAnimal NurserySightseeingStrollsGamesPicnicsPhotographyResearchEducationConservation

A NEW LOO K 7

8

2. OBTAIN BACKGROUND INFORMATION

Objective

Children will identify the main considerations in designing an animal enclosure for thezoo .

Teaching Ideas

The children should have identified areas within the Zoo which interested them .However for expediency it is best to select the topic of "enclosures" in order todemonstrate the need to collect background information . A variety of stimulus pictureswith set focus questions are used to encourage children to identify factors that govern theconstruction of enclosures .

Here are some factors to keep in mind for discussion with the children .

The Visiting Public

Viewing areas for adults, children and handicapped people .

Safety

Strength of materials, alarms, double doors, types of materialsneeded.

The Environment Use of natural and artificial materials to reflect the animal'snatural environment and to be aesthetically appealing to thepublic.

Animal Welfare

Safety, movement, privacy, health, shelter, feeding, exercising,providing a stimulating environment where necessary .

The Keepers

Safety, food preparation, space, alarm systems, ease of cleaning,accessibility to sick animals .

TEACHER'S NOTES

OUR ZOO . . ANEW LOOK

TEACHER'S NOTES


•

Teacher to read to children selected parts of the chapter "Accidents and otherIncidents" from the book The Noah's Ark Syndrome . These stories relate to actualevents highlighting some of the faults and problems of poor enclosures .

Resource Sheets 1 - 7

•

Children working in groups look at the seven sketches and through discussion anduse of focus questions become aware of the factors that govern the construction ofenclosures . Children form opinions of the enclosures by listing good and badpoints. Teacher records on the chalkboard the different factors for considerationidentified by the class . Children to be given a copy of these for future reference.Discuss .

Resource Sheets 8 - 9

•

Selecting an animal of their choice, the children are to draw an enclosure thatprovides one of the following :

(I)

An aesthetically pleasing environment for animals and visitors .

(II)

Adequate viewing facilities for adults, children and physicallyhandicapped people .

(III) Shelter, privacy and exercise facilities for animals .

(IV) Keeper accessibility to enclosures for cleaning and for feeding animalswhile providing maximum safety where necessary .

The children's drawings can be displayed for the class to assess and discuss .

References

Chinery, Michael, Animals in the Zoo. (Collins, Glasgow, 1973) .

Jenkins, C.F.H .,

The Noah's Ark Syndrome. General Printing, Perth 1977 (AvailablePerth Zoo, Labouchere Road, South Perth) .

Mellanby, Jean,

Wonder Why Book of Animals at the Zoo . (Transworld Publishing,London, 1980) .

Thomas, Ron,

The Zoo . (Macmillan Publishing, South Melbourne, 1987) .


STUDENT ACTIVITY SHEET

IN

10

OUR ZOO . . . ANEW LOOK


OUR ZOO . . . A NEW LOOK 11

12


OUR ZOO . . . A



14






African Lion

Wombat



Malayan Tree Bear

Spider MonkeySouth Africa

17

4 FA


Cape Hunting Dog (Africa)

18

Rhinoceros

OUR ZOO . . . A NEW LOOK

Arabian Camel

Freshwater crocodile

l

L

L

OUR ZOO . . A NEW LOO K 19

TEACHER'S NOTES

3 . ANALYSE EXISTING ENCLOSURES

Objective

Children will visit the zoo to record the diversity and characteristics of the existingenclosures .

Teaching Ideas

ideally children should have the opportunity to gain first hand experiences in viewing therange of existing enclosures at their local zoo . If additional information is required thencontact should be made with the Zoo's education officer prior to your visit . if first handexperiences are not possible audio visual materials, newspaper cuttings and bookresources can be used to provide the necessary background .

The following questions will stimulate discussion prior to the zoo visit, and help childrenfocus on useful aspects during the visit :

5 .

6 .

7 .

8.

9 .

10 .

What types of enclosures exist?

What materials are they made of?List types of animals found in enclosures .How do enclosures vary in terms of . . . .(a)

Their size?(b) Where they are placed?(c) The environment in and around the enclosure?

What are the similarities and differences between enclosures?

Which enclosures do you consider to be old and which new?What natural features are included in the enclosures?

Are the animals clearly visible to the public?

Are the enclosures easy to find?

Do enclosures cater for children, adults and handicapped people byproviding . . .(a)(b)(c)(d)(e)(f)

adequate viewing areas,easy access,clear name plates,safety,shelter,the opportunity to get close to some animals?

11 .

Are the animals . . .(a)

well protected from the sun, visitors and dangerous materials?(b) housed in a stimulating environment?(c) given sufficient space to move?

20 OUR ZOO . . . ANEW LOOK

TEACHER'S NOTES


•

Children to read newspaper articles, view slides or videos to examine existingenclosures . (Resource Sheets 10 - 17)

Use these and the focus questions provided in the teacher's notes to generateaspects for noting during the visit to the zoo .

•

VISIT THE ZOO

Take photographs or video of selected enclosures . A map is useful for the childrento mark in the name and number of animals in existing enclosures .

Estimate the sizes of enclosures and compare to the viewing spaces or standingareas of visitors e .g. Less than 4 square metres, between 4 square metres and 9square metres, more than 9 square metres . A worksheet like that shown inResource 18 can be used to observe and record the shapes within enclosures .

Classify enclosures according to the materials used, for the floor plan, fencingmaterials and movement of animals .

Use a compass to take bearings from one spot to another e .g. What object is 135degrees from the elephant or crocodiles' enclosures?

Draw a selected enclosure to scale .

OUR ZOO . . . ANEW LOOK 21

41

A

Zoo elephantTrieiagets at , i~ ol

i

j

keeper Mark True Picture: Tom Dann .

Trait Zoo keepers Bob Woods (left) and Mark True lead -Iricia to her new home .

Tricia packstrunk for new

homeWITH a wave of its trunk,Tricla, the Asian ele ant,yesterday signal) ap-proval for its new quartersat Perth Zoo .

Led by two zookeepers, the 27-year. oldand Inspected the350,000 enclosure and

then lifted its trunk to acrowd of enthralledonlookers.

The star performance bythe Jumbo prima donnawas the centre ofattraction, upstaging thePremier, Mr Burke, whohad Just opened Tricia'snew home.

EnclosureThe spacious enclosure

with a 2.S-metre deep poolsurrounded in rocks andtrees, replaces thecramped concrete boxwhereth

Tricia was kept ine paskThree stalls built from

jarrah posts salvaged from

the Freemantle woolstores, will house Triciaand two young femaleelephants from Malaysia .

The president of the zooboard, Mr John Roberts,said that the enclosure metall the environmentalneeds of Asiatic elephantsand was the first stage ofan area to be called WildAsia.

Me enclosure hasalready beenacknowledged as one ofthe best in the world, hesaid

"The partnership ofcooperation between theState Government, privateenterprise and the publicthrough the Great ZooAppeal has made itpossible .'

The appeal had raisednearly $291,000 towards atarget of $3 million for zooredevelopment - JanetNewman

22



Tricia, Perth Zoo's 27-year.oldelephant is in her new home.

Loping slowly around theenclosure in today's rain, she 'seemed to find it strangelydifferent to the stark, smallerconcrete pen 100 metres away -her home for 24 years.

The PBS Elephant Reserve, tm

part of the Wild Asia section ofPerth zoo's redevelopment, isbeing officially opened today byPremier Brian Burke.

Tricia's $350,000 new home -the world's biggest for a zoo ofPerth's size was designed to meetall the needs of Asiatic elephants,two more of which will joinTricia late nest year .

Oodles of elbow room, largerocks for scratching, a sand-pit forTricia's greatest delight - rollingand throwing sand on her back, ajungle swimming pool and talltrees to shade the ground andcool her feet.

A $500,000 appeal to raisefunds towards the $2.5 milliontotal cost of redevelopment hasso far raised nearly $291,000 .Donations can be sent to theGreat Zoo Appeal, Perth Zoo,Labouchere Road, South Perth .

Photos and articles courtesy of The West Australian .

MOMMMOMMus

Photos and articles courtesy of TheWest Australian .

Words : Elisabeth PyePictures: Kerry Edwards

The booming shrieks andcalls of the Siamangs are wellknown to Perth Zoo visitors .

But for the last few weeks,these creatures from the Gib-bon family have been hiddenfrom public view.

Ringo and Star have beenwaiting for the completion oftheir new home - a hugeweld-mesh enclosure whichsimulates their natural habi-tat, a tropical rain forest.

W

9I

OR

The Siamangs have lived ina small concrete cage sincethey arrived at the Perth Zooin 1969 as a personal giftfrom the Sultan of Jahore.

Their new home was fund-ed by the Great Zoo Appeal .

March 87

a

4414

k -i



24


i

THE HANDFRIENDSHIP.

The South Perth zoo has received from the SirColin MacKenzie Sanctuary, Healesville, Victoria,three short-tailed pademelons (resembling quokkas),two of which have joeys in their pouches .

Other animals which havearrived from the sanctuaryare: A pair each of black-tailed wallabies and straw-necked ibis, three Tasmanianwater hens, two pairs of whiteibis and three dingoes.

I Above. One of the black-tailed wallabies forgets its shy-ness as it accepts a tit-bit fromzoo attendant Evan Loach .

The zoo has received fromthe Adelaide Zoo three eachof Amherst pheasants, silverpheasants and Reeves pheas-ants and a pair each of Guin-ea fowls and pea fowls .This month the zoo will

send to the Ahmedabad Zoo,

India, a pair of black swans, agrey kangaroo and an emu .

It expects to receive in ex-change three langur monkeys,a lion-tailed monkey and twopairs of Indian porcupines .

The zoo will send to the Al-ipone Zoo, India, two pairs ofred kangaroos, a pair each ofmagpie geese and blackswans and six quokkas ; and tothe New Delhi Zoo two pairseach of red kangaroos, eurosand black swans, a pair ofgrey kangaroos and six quok-kas .


Photos and articles courtesy of TheWest Australian .

This Bab Isy Photos and articles courtesy of The WestValuable

Australian .The South Perth Zoo's zebrapopulation has risen fromlive to six with the birth ofthis female foal. A zooofficial said yesterday thatzebra foals were valuable .They were greatly soughtafter in Australia becauseCommonwealth quarantineregulations prohibited theimportation of zebras .

I"

I

11


OUR ZOO . . . A N E W LOO K 25

Resource Sheet 14

4

i

4

V

ue Sidney Hopkinsonrids near the spot where

he dragged Elmas Giliauskasfrom the claws of the bearsat the South Perth zoo yes-terday . The safety railing be .side him is three feet highal :f two feet from the hears

Photos and articles courtesy of The West Australian .


0 UD Z 0 O . . . A N EVV LDOK 27


28 OUR ZOO . . . A NEW LOO K



VIEWING AREA

PLAY EQUIPMENT


ENCLOSURE

OUR ZOO . .


A NEW LOO K

ENVIRONMENT

STUDENT'S CHOICE

31

32

P

TEACHER'S NOTES

4. ASSESS THE PRODUCT

ObjectiveChildren will look at existing enclosures and assess their effectiveness - an introduction toproduct evaluation .

Teaching Ideas

As a result of their zoo visit, the children will have observed a variety of enclosures andwill already have begun to form opinions as to their effectiveness . The next stage is forthem to evaluate one enclosure analytically . Encourage them to report their findings tothe class. Note the power of the consumer to contribute to technology - throughsystematic performance testing or general consumer input .

At this stage, provide a range of enclosures for the children to assess . Using examplesfrom the zoo visit, try to include enclosures of recent design, enclosures which haveundergone some change, and those which could be described as very old 'designs' .


TEACHER'S NOTES

Suggested Activity

•

Children to select an enclosure they wish to evaluate .

•

Some children may wish to devise a checklist of their own . If not they can use theone provided in Resource Sheet 19 .

•

Children working in groups present a report . Use can be made of informationgained from previous activities such as sketches, photographs and brochures fromthe zoo excursion, newspaper articles, notes on filmstrips or videos and anyadditional research .


PUBLIC

Can animals be viewed at different levels?

What types of viewing areas are provided?

Does this allow ease of viewing for children? - handicapped people?

Is there information clearly visible?

How detailed and informative is it?

Is access easy? Are stairs/paths/viewing areas safe?

MATERIALS

Are enclosures made of artificial materials?

What type of materials is used for fences?

What type of material is used for floors?

What type of material is used inside and outside vegetation?

What type of material is used for play equipment?

What type of material is used for pools?

What maintenance is needed?

Are the materials used durable - (wear well)? (strong)?

How expensive are the materials?

Are there cheaper materials which could be used?

Estimate quantities of materials used for:-fencesperimeterareaglassetc .


COMMENTS

35

TEACHER'S NOTES

5. SEE THE NEED FOR CHANGE

ObjectiveChildren will use the information gathered to identify a need for change andimprovement.


Teaching Ideas

Before the children are able to begin the design process they must have a clearly statedproblem to solve .

The group presentations of the previous activity will have demonstrated that many of theenclosures could be greatly improved . Types of problems children may have observedcould include lack of privacy, poor viewing areas for the public, lack of shelter, difficultyin cleaning enclosures and a non-stimulating environment .

In this final step of "Getting Started", encourage the children to summarise their findingsfrom the previous activity by writing down three or four main features of their enclosurewhich they see need changing . At the completion of the activity the children should beready to formulate a specific problem which will lead to the design and modelconstruction of an animal enclosure of their choice .

TEACHER'S NOTES


• Children work in their groups and record on a large sheet of paper all the featuresof the existing enclosure design that they would like to alter or innovations theywould like to include. Limitations might necessitate each group selecting three tofour features from the list which they consider to be of prime importance . Their"new look enclosure" to be built later will include these identified areas .

•

SCENARIO INTRODUCED TO CLASS .

If you were the Director of the Zoo with plenty of money to spend and you wishedto implement a major project immediately, which enclosure would you improve?Students to write a statement of intent and present to the class . For example . . .

"The Tiger enclosure makes it difficult to view the animal and we aregoing to design an enclosure which incorporates improved viewingareas."

Children in groups write statements of intent to include three or four features theywould Iiketo see changed .

OUR ZOO . . . A NEW LOO K37

X


TEACHER'S NOTES

T E DESIGN PROCESS

Page

Relating "Getting Started" to "The Design Process"40


Background information 42

Optional Activity 44

1 . Define the Problem 46

2. Brainstorm 47

3. Analyse and Research 50

Resource Sheets 20 - 21 52

4. Look at Alternative Solutions 54

Resource Sheets 22 - 23 56

5 . Design the Product 58

6. Make an Interim Evaluation 60

Resource Sheet 24 62

7. Construct the Model 64

8. Evaluate the Product 67

RELATING "GETTING STARTED" TO"THE DESIGN PROCESS"

•

The five topics in "Getting Started" have enabled you and your children toidentify and analyse areas within a zoo which need changing .

• The eight steps in the next section, "The Design Process", guide you and yourchildren through the design process in meeting the needs for change identifiedin "Getting Started" .

TEACHER'S NOTES

TEACHER'S NOTES

This diagram shows the relationship between "Getting Started" and the major steps of the DesignProcess .

Getting Started1 . Brainstorm

2 . Obtain background information

3 . Analyse existing enclosures

4. Assess the product

5. See the need for change

The final product

8. Evaluate the product

t

7. Construct the model

6. Make an interimevaluation

5. Design the product


111 . Define the problem

2. Brainstorm

3. Analyse andresearch

14. Look at alternative

solutions

41

42

TEACHER'S NOTES

BACKGROUND INFORMATION

This section provides the children with the opportunity to solve a problem that is appealing andmeaningful to them . In "Getting Started", the children analysed existing animal enclosures as away of recognising a need for change. Now, they are guided through the design process indefining and solving a problem to meet that need for change .

There are many versions of the technological design process . One which is suitable forchildren is given here and forms the basis for the sequence of activities which follow .

1 .

Define the Problem to Meet the Need for Change

Here the children state clearly what they intend to do . The problem selected is based ontheir previous research and will lead to a design and construction activity .

2 .

Brainstorm the ProblemIf changes or new items are to be designed - the children brainstorm all the factors thatneed to be considered e .g. skills, size, colour, cost, materials .

3.

Analyse and Research

•

identify sources of additional information .•

Identify necessary skills required for construction .•

Prepare questionnaires to obtain user feedback .•

Develop skills for the recording and analysis of data .

4 .

Seek Alternative Solutions

•

Here the children list possible alternatives found from their research . Would there besimpler, less expensive solutions? List all alternatives found from research .

•

Which alternatives best suit the needs of the group and the audience?•

What are the costs of all alternatives?

5 .

Design the Product (plan, sketch, draw)

•

At this stage, sketches of the new or improved item are made .•

Consider scale drawings and plans .•

As a group arrive at a suggested scale - not too large, not too small .•

Prepare detailed specifications .

6 .

Make an Interim Evaluation

•

Does the design appear to be efficient? Cost-effective?•

Does the plan meet the initial requirements suggested by the group?•

Is the project feasible?•

Have all problems been addressed?•

Are changes needed?


7.

Construct the Model or Prototype•

The making of the prototype - according to group or individual specification .•

Materials need to be collected and distributed .•

Advice from "experts" . Children should be aware of all the resources available tothem .

•

Trial, modify .•

Does it do its job?•

Trialling with other groups of individuals - allow others to test/use the model .•

Is the item "fool-proof'?•

Safety aspects - are they all taken care of?•

Modifications and tests are made until fully satisfied .

8 .

Evaluate the Solution•

Does it work?•

Does the solution meet the identified need?•

Have all considerations been met?•

Prepare a checklist or evaluation questionnaire to ascertain its appeal to others .•

If it matches the requirements - was it effective?•

How effective was the design process? (Children can analyse each stage and assess .)

TEACHER'S NOTES

OUR ZOO . . . ANEW LOOK43

TEACHER'S NOTES

OPTIONAL ACTIVITY

Introduction to the Design Process by a "Birthday Party"

It may be worthwhile introducing the children to the entire design process at this stage, and todevelop the realisation in them that they can be effective designers and planners. The"Birthday Party activity below allows you to guide the children through the steps of the design

process using experiences all can relate to - the organisation of a party. Use the chart of the

Design Process on page 41 to acquaint children with the steps as they go .

On the other hand, if time is limited or if you feel that the children are ready to proceeddirectly to the problem of designing and constructing their new animal enclosure, the partyactivity can be left out and the children proceed to the main activity . Encourage children tothink about the types of materials they will need for the construction of their enclosure andbegin to collect suitable materials from now .

1 .

identify the Problem - organising a "Birthday Party"

2 .

Brainstorm

•

Where is the party?•

When will it be?•

Who is invited?•

How much will it cost?•

What type of food will there be?•

What sort of games will be played?

Analyse and Research

•

Who can help with the party?•

Where shall we buy the party food?•

Who can lend or hire the equipment i .e. furniture, glassware?•

Will there be enough money, room, food and furniture for the planned party?

4 .

Seek Alternative Solutions

•

Will we need to purchase food from other shops with cheaper prices?•

Will we be borrowing or hiring the suitable furniture at the cheapest price? Will it benecessary to =her other places for acquiring the furniture?

•

Are there too many names on the party list? Will we need to cross some off to makemore room or make the party more affordable?

•

Are their different, more appropriate ways to celebrate the birthday (a picnic, a visit tothe zoo?)

5 .

Decide the Final Solution

•

A commitment is made to the exact number of people attending, the type of food, theexact cost , etc .

6.

Evaluate the Arrangements

•

is the person having the party pleased about the organization?•

Are the parents happy about the arrangements?


7.

Proceed with the solution

•

Send out the invitations .•

Buy the goods .•

Make the food .•

Organize the helpers and transport .•

Arrange the decorations .•

Prepare the room for games .

8 .

Evaluate the Solution

•

Did everyone have fun at the party?•

Do the invitations have the correct information on them?•

Was there enough food?•

Would it be worth having another party next year?•

Would you organize the party in the same way or differently next time?

If possible have a class party so that the evaluation is real .

Specialists could be invited to explain how they are involved in the design process . e.g .draftsperson, housewife, architect, model railway clubs, teachers preparing a lesson or sportscarnival, journalist, furniture builders, model makers, landscape designers, police force,advertising personnel . Excursions to meet specialists may be possible .

TEACHER'S NOTES

,o Gray is invited to a birthday partyon Thursday, 22ndyuty at 4 pm .

The party witf be he td at44 Broome St. ulv[t Jfawthorn.

Q.S-V P. by 2nd iu(y


TEACHER'S NOTES

1 . DEFINE THE PROBLEM

objectives

A.

Children will develop the realisation that everyone can be a designer .

B . Children will come to the understanding that as technologists they need toclearly define in a written format the main features to be considered whenconstructing their "new look enclosure" .

Teaching Ideas

Children have now been exposed to many varied experiences through zoo excursions,discussions about enclosures and viewing audio visual materials . They have been madeaware of the many considerations and the underlying philosophies behind the design andconstruction of enclosures . Viewing the latest technology of enclosure design shouldhave enabled students to formulate their own opinions of acceptable enclosure designsfor the zoo of the future .

Opportunity should now be given for students working in groups to choose or create anenclosure which incorporates the latest technology and considers the needs of the manytarget groups . The immediate task requires students to write a statement specifying theinnovations they wish to include in the enclosure they will construct later .


•

Children to view the video, Zoo 2000 - Part 3 "The Technological Zoo" anddiscuss the latest technology. Teacher to blackboard the latest technology . Iftime permits Zoo 2000 - Part 4 "Better Bred Than Dead" addresses someconservation issues and how enclosure designs may assist in enhancingbreeding programmes .

•

The grouts to include new technological features into their existing listcompilec in the previous lesson . (See the final stage of "Getting Started" .)

•

Children may prefer to modify their previous group statement of intent toincorporate new ideas .

ReferencesVideo :

Zoo 2000 Part 3 -

The Technological Zoo.Video :

Zoo 2000 Part 4

Better Bred Than Dead .

This video is available from BBC Enterprises, Suite 101, 80 William Street, Sydney NSW2011, fax (02) 358 5440, telephone (02) 358 6411 .

4 6 OUR ZOO . . . A NEW LOO K

TEACHER'S NOTES

2 . BRAINSTORM

Objective

Children will brainstorm all the factors that need to be considered in the design of their"new look enclosure" .

Teaching Ideas

From their problem-statement, the childrenpick out features as the basis for brainstorming .For example, take this problem statement andbrainstorm on a class basis .

"The Tiger enclosure makes it difficult toview the animals".

We are going to design an enclosure that incorporates :-(a)

A number of small viewing areas . . .(b)

Special access to people in wheelchairs and small children . . .(c)

Viewing areas at different levels . . .. . .while maintaining a natural environment .

Key factors which can be selected from this statement are 'tiger enclosure', 'smallviewing areas', 'special access', 'different viewing levels', 'natural environment.'Children can use these features as the basis for brainstorming ideas which they canincorporate into a design of the "new look enclosure" . Brainstorming ideas based onthese features are listed on pages 48 and 49 .

Once children have participated in brainstorming the tiger theme they should be able towork in their groups selecting key words from their statement of intent and brainstormtheir own topic .

Selected Activities

•

Guide the class through a brainstorming session using the tiger example above .Discuss whether all these considerations would improve the tiger enclosuredesign .

•

Children in groups to list key factors from their own problem-statement andbrainstorm their topic .


Tiger Enclosure

r,~

Small Viewing Areas

Special Access

RampsLiftsEscalatorsMoving walkwaysGradient of pathwaysLength of pathwaysZebra car to transport invalids/aged .

48

TEACHER'S NOTES

A LIST OF POSSIBLE IDEAS FROM THE .CLASS BRAINSTORMING

The number of animalsSpecies of animalCommunicationGeographical region in which it is foundTerritorialitySize of animalActivity levelsAgeSexSize of enclosureNatural and artificial materialsHeight of fencesStrength of materials/safetyCost of materialsPrivacyShelterFeeding machinesAlarm systemsEase of cleaning for Zoo KeepersEase of feeding for Zoo KeepersIndustry and commerce e.g. glazing,Artificial and natural vegetation

TunnelsCavesPeriscopesTree housesBridge walkwaysLiftGlazingAudio Visual PresentationGraphic displaysSeats with shady areas


Different Viewing Levels

Low Levels

Caves(crouching down)

TunnelsViewing animals swimming below water level

Middle Levels

Pathways(standing)

Peep-holesMoving walkways

High Levels

Treehouse(looking down)

Lift wellsPeriscopesBridgesHigh platformsContouring of land

Natural Environment

LairsPool sGrassed areasSandy areasSheltered areasRocky AreasTreesClimbing logsWaterfalls

0 .0

rs

TEACHER'S NOTES

TEACHER'S NOTES

3 . ANALYSE AND RESEARCH

Objectives

A.

Children within their groups will exercise their decision making powers toeliminate brainstormed ideas that would not enhance the overalleffectiveness of their enclosure design .

B .

Children will research the brainstormed ideas on a team basis and poolfindings .

50

Teaching Ideas

Encourage the children to choose ideas from their brainstormed list that will be mosteffective in creating the best possible design for their "new look enclosure" . Children willneed to be selective since it may be impractical to include all the original ideas withoutcreating a cluttered look . Also, you might point out that in everyday life it would not beeconomically feasible . Emphasise that choices are subjective and there are notnecessarily right or wrong answers .

Once the children have decided on their final lists the group needs to allocate sections ofthe list for members to research individually or in sub-groups .

OUR ZOO_ ANEW LOOK

V

TEACHER'S NOTES

OUR Z 0 0


•

A questionnaire could be designed by the children to collect other people sideas and suggestions for improving the enclosure .

• Children within their groups select from the brainstorming list the featurrks twould most enhance the effectiveness of their enclosure design, Use shoesmade of libraries for appropriate resources . Resource Sheets 20 & 21 ara ufor focussing the children's library research .

•

Each individual or sub-group presents their research to the group . Areasthe classroom could be set aside for groups to display their findings . Timealso be set aside for the groups to present their research or for the class to 0and discuss the findings .

References

Bed i Ramesh, Indian Wildlife. (William Collins Sons and Co . Ltd ., London, 1984) .

Cajacob T. and Burton T. Close to the Wild, Siberian Tigers in a Zoo . (Carolrhoda BookInc., Minneapolis, 1986) .

Cook D . and Pitt V . A Closer Look at Great Cats . (Hamish Hamilton, London, 1975? .

Deschamp, P and Tognolini, J . Questionnaire Design and Analysis. (Research Branch,Education Department of W.A., 1983) .

Macdonald D. (Edit.), The Encyclopaedia of Animals . (George Allen and Unwin,London, 1984) .

Moon, Cliff, Tigers in the Wild . (Wayland Publishers, Ltd, England, 1984) .

Simon N, Tigers. ().M. Dent and Sons Ltd ., London, 1979) .

Torgersen D. A . Lion Prides and Tiger Tracks. (Children's Press, Chicago, 1982) .

A NEW LOO K

WRITING A RESEARCH PAPER

Where possible include information about the following in your paper . It will help you whenthinking of an appropriate design for your enclosure .

COMMUNICATION

How does the animal make use of visual, auditory, chemical and/or tactile communication?What kinds of signals does it use most often?

TERRITORIALITY

Is the animal territorial in nature? If so, how large is the average territory? Is it defended forfood, mates, and/or raising young?

SOCIALITY

Is the animal solitary or social? If the animal is social, what kinds of social groups does it form?

ACTIVITY LEVELS

How much time does the animal in the wild spend engaged in feeding, nest building, and otheractive behaviours?

LOCOMOTION

How does the animal move? Does it normally spend its time in the trees, on the ground, or inunderground burrows?

FEEDING HABITS

Does the animal normally feed continuously or infrequently?

ACTIVITY CYCLE

Is the animal diurnal, nocturnal or crepuscular?

52




RESEARCH AND PLANNINGWhat do you know about your animal?

a)

List some of its characteristics .

Does it run, climb, jump, swing . . . . ?

b)

What considerations are to be considered when planning its environment?

Safety, shelter, privacy, space, natural habitat . . . ?

c)

Will you include night quarters?

Visitors wish to get up close .

a)

How can you ensure that this will happen?

b)

What safety precautions will need to be taken?

c)

Any safety considerations?

Have you thought about the keeper?

a)

Where will the food be prepared?

b)

Does the floor of the enclosure need a slope?

c)

How will the enclosure be cleaned?

d)

Will you have a spare lock-up cage to isolate each animal if necessary?

Do you need to test materials?

a)

What materials will you use? Where? How?

b)

Are these strong enough?

Other Ideas . . . ?


TEACHER'S NOTES

4 . LOOK AT ALTERNATIVE SOLUTIONS

ObjectiveChildren will identify, sketch and/or test materials that could be used in their final design .

54

Teaching IdeasDuring this stage of the design process, your role is to encourage children to seek asmany alternatives as possible for the enclosure design, based on their previous research .

This might include asking the children to sketch individually or in their sub-groups somepossible designs for a particular factor . For example, one aspect of the tiger enclosurewas the viewing levels .

Example 1 : Low viewing levels

Caves - Students might sketch caves of various shapes, consider the types of material tobe used in cave construction - logs, concrete, limestone, etc, consider the type of flooringin the cave, the texture and the colour, the positioning of the cave or caves within theenclosure .


TEACHER'S NOTES


•

In scrapbooks or on sheets of paper children sketch their ideas and writecomments next to each sketch explaining the types of materials to be used, size,strength of materials, shape and any other important considerations that need tobe explained. In many cases children should have a number of differentsketches representing one aspect of the enclosure design, e .g ., there may bethree or four sketches of the tiger's cave . Later children will select the very bestideas from their sketches . (Resource Sheets 22 & 23 provide some samplesketches)

•

If time permits, testing of construction material could be encouraged, e.g ., caves .What are possible materials which could be used to construct the caves? Whichwould make the coolest caves? The darkest caves? What are the advantagesand disadvantages of these materials?

•

Children may wish to make trial models to scale of their sketches, e.g ., pool,cave, treehouse, and test their effectiveness .


0 C N 0 0 D z m r- 0 0

4 2 m m--I

Sket

ch o

f Ti

ger

Encl

osure

Objective

Children will choose their best solution and present working drawings .

Teaching Ideas

Start by encouraging the children to meet as a group and pool all their ideas. Groupconsensus will dictate the final choices to be used in mind while group discussion anddecision-making takes place . A detailed plan on a large sheet of paper will be the finalproduct . The plan should be drawn to scale and should include an overall sketch of theenclosure showing top, side and front elevation . A description of the features of theirenclosure design should also be included .

58

5 . DESIGN THE PRODUCT

TEACHER'S NOTES

OUR ZOO . . A NEW LOO K


•

Children will pool their sketches and ideas. Following discussion, the group asa whole chooses the best ideas for the enclosure design to be included in thefinal solution .

•

Whole class revises drawings to scale . Encourage scale drawings wherepossible.

•

Children should include written specifications outlining the important features ofthe enclosures.

•

Drawings and specifications can be displayed in the classroom for comment .

Reference

YoungAustralian Atlas. (Education Department of Western Australia, 1987).

TEACHER'S NOTES


TEACHER'S NOTES

6 . MAKE AN INTERIM EVALUATION

Objective

A.

Children and teacher will evaluate jointly the feasibility of their plans for the"new look enclosure" .

B . Children will gather evaluation information, analyse it and present theirconclusions to other class members . As technologists' money, time andeffort is valuable, the children will need to appreciate the importance ofbeing selective in deciding which aspect to evaluate .

V

O

Teaching Ideas

Begin by discussing with the class the importance of evaluating their working drawingsprior to the construction of their model . The interim evaluation checklist (ResourceSheet 24) may be used as a guide . Children can tick the focus questions that do notrequire further improvements and make comments about the others . Encourage thechildren to modify the checklist to meet the needs of their own evaluation .Team-work is of vital importance . Encourage all members of the group to workproductively .



•

Begin by emphasising to the children the importance of evaluating their plansprior to construction .

•

Groups present their working plans for the class to analyse critically .

•

Class discusses the interim evaluation checklist . Children in groups to completethe questions on the interim evaluation checklist . (Use Resource Sheet 24 or amodified form if more appropriate .)

•

Groups consult the teacher about the feasibility of their planning, withdiscussion based on the evaluation of their design .

•

Opportunities may arise whereby specialists may be invited to evaluate groupwork and suggest modifications and resources to be utilized in the constructionof the models .

TEACHER'S NOTES


62


INTERIM EVALUATION CHECKLIST

ECONOMIC FACTORS

1 .

Do you have the ability to produce it?

2 .

How much will it cost? Is there any suggestion of a limited budget?

3 .

Are all the parts absolutely necessary?

4 .

Can you simplify the overall design?

5 .

Would it be possible to use cheaper materials?

6 .

Are special resources or personnel required?

7 .

What items do you need to purchase or collect?

8 .

Where are you going to do your work?

9 .

Does your design require a protective finish?

10 . Any other factors?

SAFETY AND AESTHETIC FACTORS

1 .

Is it the right size, colour, shape?

2 .

Will it blend with its surroundings?

3 .

Could its appearance be improved through the use of different materials?

4 .

Does it provide a stimulating, tranquil and protective environment for theanimal/visitor?

5 .

Does the keeper have an easy and safe access?

6 .

Can the enclosure be cleaned efficiently?

7 .

Other factors?


u

SOCIAL FACTORS

INDUSTRY AND COMMERCE


RESEARCH AND PLANNING

1 .

How will people react to it?

2 .

Is its viewing accessible to handicapped people, elderly and children?

3 .

Will the visitors learn more about the animal by viewing this enclosure?

4 .

Other factors?

1 .

Who can offer advice?

2 .

Where can materials be purchased?

3 .

Do specific parts of the model need to be professionally constructed?

4.

What latest technology is readily available?i .e. materials and expertise .

5 .

Where can your models be tested?

6 .

Can you get resources free of charge?

7 .

Other factors?

PLANNING FACTORS

1 .

What tasks are individuals doing?

2 .

Have you a time-line for completing different stages?

3 .

When is the model to be completed?

4 .

Who else can assist you?

5 .

Which materials are required?

6 .

Other factors?


TEACHER'S NOTES

7. CONSTRUCT THE MODEL

Objective

Children will use their working plans to participate in model construction .

Teaching Ideas

Children can now work in groups and make a model of their enclosure from materialsthey have collected and/or purchased . Trialling and modifying of individual modelcomponents may be necessary until the children are completely satisfied with their finalproduct. The yellow pages of the telephone directory will be invaluable in locatingpeople in industry and commerce who may be able to offer their expertise and/orresources to assist the students with their task . (For example seethe list on page 66)

64

Important

An important note about construction activities in the classroom :

The construction of the enclosure model is the major step in the design process and onewhich can take many hours of children's time and proceed over several weeks . A largevariety of tools and construction materials can be used and it is important that every childis given the opportuity to work effectively with these tools and materials . Research hasshown that many girls in your class may be unfamiliar with, and unpracticed in the useof, basic tools (hammers, screwdrivers, drills) and may be less confident in the selectionand use of some construction materials (for example, the selection of glues for specialpurposes).

It is therefore a good idea to plan some introductory tool-handling sessions for the wholeclass, paying particular attention to building up the confidence of the girls in tool-use . Avisit from the owner of the local hardware-store to discuss the different methods forjoining materials might also be worthwhile .


10


• Guest speakers involved with model making or excursions may be organized togenerate ideas . Students consult library for books about model construction andexperiment with various techniques .

•

Encourage the children to revise the allocated tasks of individuals and refer totheir working drawings and notes whilst constructing their models .

References to assist with model making

Danby, Hal . Make it Yourself. (Redwood Burn Ltd., Great Britain 1974) .

Janitch, Valerie Fun with Puppets and Soft Toys. (Kay and Ward, London, 1974) .

Pluckrose, Henry, (Ed), Model Ideas . (Evans Brothers Ltd ., London, 1979) .

Sattler, Helen Roner, Kitchen Carton Crafts . (World's Work Ltd . Co., Great Britain, 1971) .

Shaw, David, The Boy's Book of Handicrafts . (Ward Lock Ltd ., London, 1976) .

Wrigley, Elise, Wooden Toys. (Frederick Warne Pub . Ltd ., England, 1977) .

TEACHER'S NOTES


Possible List of Contributors from Business and industry

Phone Numbers can be found in the "Yellow Pages" Telephone Directory .

Products

Uses In Technology Project

Protective Coating-Acoustic Materials-

Plastics Fabrications-Advertising

ArtistsNewspaperT.V .RadioMarket researchSigns

- Electronic- Metal/wood

NeonPlastic/foam

BrochuresAerial

- BannersAir Pollution Control

Alarm systemAluminium fabricationAquarium suppliersLandscape ArchitectsArchitectural Model MakingArtificial Grass and LawnArtificial Plants and FlowersAutomatic ControlsBacteriologistWaste Reduction and Disposal

EquipmentCork MerchantsBalsa WoodParticle BoardBoxes and cartons or FibreBuilding - designersBuilding - PrefabricatorsCanvas - Awnings - BlindsCaulkingChemical Cleaners

66

TEACHER'S NOTES

Cleaning Contractors. . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . .

Walls, pavements, plaques, enclosuresNight quarters/insulation/soundproofing nocturnal house.Various artefacts, viewing areas .

e- Promotional materials

Nocturnal house/preparation rooms/night quarterSafety and securityFrames - modelsAquatic modelsTechniquesModel makingEnvironment designEnvironment designSprinklers/timers/signsControl of germs

Litter/pool cafeteria-food/rubbishBuilding materialBuilding materialBuilding materialModel makingPlans and drawings

Shade/protectionWaterproofing pools/wallsClean areas/remove stainsClean areas/remove stains

Also look for other products in the index in the front of the directory


TEACHER'S NOTES

EVALUATE THE PRODUCT

Objective

Children will evaluate the final product and suggest any modifications that would furtherimprove the design .

0 06

Teaching Ideas

This is the final stage in the design process - the evaluation of the children's model interms of the original need statement described in "1 . Define the Problem" on page 47 .Encourage the children to display the model for either the rest of the school or a parentnight. If appropriate, a competition could be held to judge the "best" model, with thechildren themselves designing evaluation forms and criteria to be used by other childrenor parents .


•

Use an evaluation form devised by either children or teacher to evaluate theeffectiveness of the models .

•

Invite an expert to the class to evaluate the models .

•

Each team to evaluate their own models and write a report to be presented tothe class explaining what they have attempted to achieve and what they couldconsider altering next time .


68

TEACHER'S NOTES

RESOURCES

Page

More Zoo Technology Projects 69

Equipment and Materials for Technology"""' 71

Print and Audiovisual References""".""""" 72


MORE ZOO TECHNOLOGY PROJECTS

1 . Take a zoo item, e.g ., barbed wire, broom, feeding bottle, name plate, rope, steel bar,footpath and trace it back to its source, identifying all the technologies involved as yougo. Can you improve on the design?

2 .

Develop a "way out" machine or gadget which will . . . .. . . entertain your animal. . . feed your animal. . . clean your animal. . . warm your animal

3 .

Aim to hide barriers that separate groups of animals from one another and from visitorsthrough :-

A.

LandscapingB.

Moatsor

C.

Natural objects

4.

Can you simulate a tropical climate with lighting, thunder and rainfall, misting?

5 .

Create a device which will produce ripples across pond water or waves in a largeaquarium .

6 . Select an enclosure which needs increased shade and develop louvres over the roof(skylight) to darken it. Would shade-cloth be suitable? How effective is perspex? orakronite?

7 .

What management/architectural modifications would be necessary to open the zoo to thepublic 24 hours of the day?

8 .

Using artificial materials build an animal enclosure . Test the materials for durability .Paint all features so as to create a natural environment .

9 .

Stereo sounds by speakers hidden in trees, rocks etc . of jungle noises would make the"big cat" enclosure more authentic . Produce a 10 minute tape to enlighten visitors of areal jungle mood .

10 . Select one of the following themes :-

A .

jungleB .

MountainC.

DesertD.

SavannaE .

Antarctic

Design an open new-look enclosure .

11 . Stimulate animals both physically and mentally through a varied and realisticenvironment .

TEACHER'S NOTES

OUR ZOO . . . A NEW LOOK9

12 . Construct a model of the zoo's futuristic transport system . Include monorail cars,chairlifts, escalators, lifts, bridges and viewing platform areas .

13 . Develop games which would educate visitors about the moving, feeding and/or seeingability of an animal .

14 . How can food be presented to animals so as to stimulate the animal's natural huntinginstincts?

15 . Choose an animal that is potentially dangerous and develop improved safety devices forvisitors, keeper and animal .

70

TEACHER'S NOTES


TEACHER'S NOTES

EQUIPMENT AND MATERIALSFOR TECHNOLOGY

Generalboxes - wood, cardboardstring - cotton, nyloncotton reelscellophane - clear, colouredbalsa wood; wood blocksdowelglassaluminium foilwire - steel, coppernuts and boltsscrews and nailsplasticinetape - sticky, masking, etc .cork, strawssandpaper - variouspieces of cloth, fabricpaper clips, pinsspring clothes pegsmeccano setadhesives - balsa cement, contact glue, araldite, pastenewspaperglad wraprubber bandsscissorswashersfishing linetiles - plastic, ceramicbuttonspop sticksfoam spongesegg cartonsanimal modelscarpetplasticwood offcuts/pineboardmatchestooth pickssponge/wettexsawdustcotton reels

Toolsrulershammersawwrench - crescentpliersscrewdriverset squareshacksawvicechiselscissorsfilehanddrill and bitssteel ruletinsnipsstanley knivessoldering iron

Modelling Dough Recipe

1/2 cup of table salt1 cup of flour1/2 cup of cold water

Mix salt and flour and cold water .Knead well, store in plastic bag in the fridge .Once moulded it can be dried at 90°C for several hours then painted .

Containersjam and honey jarsice-cream, yoghurt and

margarine containersbags - paper and polythenecans - various sizespaper cupsplastic detergent bottlesmilk cartonsalfoil dishespill cups


FinishersThe general range of 'finishers' used inArt/Craft activities will be useful .Dough recipe (see below)

71

Documents

COMMONWEALTH OF AUSTRALIA€¦ · the Paris Zoo many other zoos sprang up in cities throughout the world . Today there are over 40 zoos with a history that stretches over the last