Conservation Connection
5th-8th
Introduction:
The theme of this self-guided experience is conservation. Before visiting the zoo, the students will learn the
connections and interactions between abiotic and biotic components in an ecosystem and the potential impact of
humans on those components. During this self-guided tour students will learn about and observe animals that have
been impacted by humans, other organisms, or environmental factors. Students will make connections
demonstrating how their daily lives affect animals. Students will learn how precious our natural world is and what
the zoo is doing to protect it.
Objectives:
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Students will be able to identify abiotic and biotic components in an ecosystem
Students will be able to explain how changes to abiotic and biotic components will affect an ecosystem
Students will be able to explain that every animal has a role or niche in an ecosystem that affects the rest
of the ecosystem
New York State Learning Standards in Science:
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Standard 4 (Key Idea 5)
 Intermediate
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Standard 4 (Key Idea 6)
 Intermediate
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describe the flow of energy and matter through food chains and food webs
Commencement
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compare the way a variety of living specimens carry out basic life functions and maintain
dynamic equilibrium
describe the importance of major nutrients, vitamins, and minerals in maintaining health
and promoting growth and explain the need for a constant input of energy for living
organisms
explain factors that limit growth of individuals and populations
explain the importance of preserving diversity of species and habitats
explain how the living and nonliving environments change over time and respond to
disturbances
Standard 4 (Key Idea 7)
 Intermediate
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describe how living things, including humans, depend upon the living and nonliving
environment for their survival
describe the effects of environmental changes on humans and other populations
Commencement
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describe the range of interrelationships of humans with the living and nonliving
environment
explain the impact of technological development and growth in the human population on
the living and nonliving environment
explain how individual choices and societal actions can contribute to improving the
environment
Teacher Background Information
Conservation and environmental stewardship are at the core of our mission here at the Utica Zoo.
Within the Zoo, we strive to impart awareness of the environment and an appreciation for wildlife
to our visitors. As a partner in the Species Survival Plan (SSP) administered by the Association of
Zoos and Aquariums, the Zoo also cares for and breeds species that, without human intervention,
would face certain extinction.
Plants and animals have adapted to changes in the environment for millions of years. However,
today's changes are happening faster and on a larger scale than in the past, which makes it difficult
for plants and animals to adapt. Changes can affect the types of plants that can grow in an area.
Animals' food supplies, water, life cycles, breeding habits, and ranges will be affected too.
Some animals will adapt to changing conditions or move elsewhere, but others could have trouble
surviving. Some unwelcome invaders (invasive species) could benefit from changes by expanding
their range or being able to survive in new places.
All these changes will affect the way ecosystems function, and changes to ecosystems affect
people, too. That's because we rely on ecosystems to provide us with many services, like clean
water, food, and medicines.
An ecosystem can be any group of living and nonliving things interacting with each other; they can
be as large as the Sahara Desert or as small as a vernal pool. It is made up of abiotic factors and
biotic factors. Abiotic factors are non-living chemical or physical factors in the environment, such
as soil, pH, forest fire, etc. Abiotic, meaning not alive, affect living organisms. Environmental
factors such as habitat (pond, lake, ocean, desert, etc.) or weather such as temperature, cloud
cover, rain, snow, hurricanes, etc. are abiotic factors.
Biotic factors are created by a living thing or any living component within an environment in which
the action of the organism affects the life of another organism, for example a predator consuming
its prey. Biotic, meaning of or related to life, are living factors. Plants, animals, fungi, and bacteria
are all biotic or living factors.
Every living organism in an ecosystem has a role, or job, called a niche. A niche is determined by
how organisms obtain energy and how they interact with other organisms. Typically, there are
three main roles organisms can play: producer, consumer (primary, secondary, tertiary), and
decomposer; having biodiversity among each niche helps to create a stable ecosystem.
Over time there are species that are lost to extinction (extinction is usually due to the species
inability to adapt to changing conditions) due to natural processes. However, today we are losing
species at an alarming rate because of the human impact. We are forcing organisms to adapt at a
much faster rate than ever before due to practices like deforestation, habitat fragmentation,
degradation, and fossil fuel consumption.
Introducing the Topic – Pre Visit Activity
Review the definitions of ecosystem and niche. Have the students brainstorm various plants,
animals and other components that make up an ecosystem. Be sure to include some abiotic
factors such as the sun. Next assign each student one of the components and have them write it
on a notecard. Then have them create a circle in an open space. Create a relationship web,
starting with the student who has the sun, by giving them a ball of yarn. Have that student hold
onto the end and toss it to a student who has a component that is affected by the sun. Continue
this until everyone is holding a piece of yarn (have each student explain their relationship with
the person they chose to throw the yarn to).
Now start to introduce change to the web. Have a student with an abiotic component affected
by climate pull on their string. Discuss what happens and what it might represent. Then add
another person with an abiotic factor affected by climate pulling at the same time. Then have a
student with a biotic component drop their piece of the string. Discuss what the students notice
and the potential effects on the rest of the web.
If there is time you could have the students come up with different scenarios to try and discuss
how each affects the web. This would be a good time to introduce the terms: deforestation,
habitat fragmentation, habitat loss.
Discuss the impact of changing factors. If a single factor is changed, perhaps by pollution or
natural phenomenon, the whole system could be altered. For example, humans can alter
environments through farming or irrigating. While we usually cannot see what we are doing to
various ecosystems, the impact is still being felt throughout every string of the web.
At the Zoo Activity
While at the Zoo have students visit each exhibit and identify the animal in each exhibit.
Tell the students that while they are at the Zoo they will be collecting data on the conservation
status of the Zoo’s collection. Inform the students that each animal has a graphic or sign that will
show how that animal is doing in the wild and the reasons for their status. As the students go
around the zoo have them complete the Conservation Connection Activity Sheet. They will be
going on a conservation scavenger hunt throughout the Zoo and will be able to find all the
information they need on the signs. (Chaperones: please guide students through activity as
needed)
Name_____________________________
Date____________________
Conservation Connection
As you tour the zoo, try to find two animals that are critically endangered, two that are
endangered, and two that are vulnerable. Observe the animals in their exhibits and determine
their place in the food chain (herbivore, carnivore, omnivore, etc.) Then use the exhibit sign to
figure out why they are endangered (habitat loss, poaching, etc.) and why they are important to
their ecosystem.
Find two animals that are listed as vulnerable:
1. ___________________________________________
 Are they an omnivore, carnivore or herbivore? __________________
 Why are they vulnerable? ___________________________________
2. ___________________________________________
 Are they an omnivore, carnivore or herbivore? __________________
 Why are they vulnerable? ___________________________________
Find two animals that are listed as endangered:
1. ____________________________________________
 Are they an omnivore, carnivore or herbivore? __________________
 Why are they endangered? __________________________________
2. ____________________________________________
 Are they an omnivore, carnivore or herbivore? __________________
 Why are they endangered? __________________________________
Find two animals that are listed as critically endangered:
1. _____________________________________________
 Are they an omnivore, carnivore or herbivore? ___________________
 Why are they critically endangered? ____________________________
2. _____________________________________________
 Are they an omnivore, carnivore or herbivore? ___________________
 Why are they critically endangered? ____________________________
Extension: Discuss why each animal is important to its ecosystem. What other biotic factors does
it affect?