A NEW DOMAIN
DESIGNING A MODERN GORILLA EXHIBIT
activity to accompany “The One and Only Ivan”
A NEW DOMAIN – DESIGNING A MODERN GORILLA EXHIBIT
Concept:
This comprehensive activity contains 4 segments that are designed to be flexible for your classroom schedule and time
availbility. During this multi-part activity, students will integrate team work, natural history research, reading, visual arts
skills, writing skills, public speaking skills, and engineering/mathematic skills to design a gorilla exhibit, build a model of the
exhibit, and develop conservation and educational components for the new exhibit. We have provided a rubric for the
primary activites within this packet.
Part 1A andor Part 2 can be used as completely independent activities while
other add-ons support these stand alone activities for a more indepth lesson
with extensive teamwork opportunities.
Objectives:
Students will understand:
 The connection of The One & Only Ivan to real world examples
 The importance of these animals, plants, & habitats in the world
 The care & consideration placed into exhibit design for wild animals to
include teamwork, research, & engineering (career development)
 How the zoo is involved in conservation of the Western Lowland Gorilla
 How students and guests can participate in WPZ conservation efforts of
the Western Lowland Gorilla
Students will:
 Participate in classroom discussions
 Develop and refine research and brainstorming skills
 Work as a team to complete a goal
 Construct a scale model based on student design
 Create conservation education materials
Time needed:
Stand Alone Activities:
*Part 1 A: 30-55min
or
*Part 2: 45-90min
Additional add-on activities noted below
Materials needed:
-1 copy of Background Information
(located at end of packet) per team
-paper and poster board for sketching
-art supplies for drafting and design
- recycled materials for model building
 PART 1: DESIGN / STAND ALONE ACTIVITY OPTION (2+hrs-4.5hrs if completed together)
o
*(30-55 minutes) 1A: DESIGN / Main Activity- can be a stand alone activity if minimal time is available
o
(50-90 minutes) 1B: REVISE / additional to build upon part A- includes research opportunities
o
(25-40 minutes) 1C: REVISE / additional to build upon part A- includes additional problem solving
opportunities
o
(30-60 minutes) 1D: FINALIZE / additional to build upon parts A, B, & C- includes opportunity for
Engineering & Mathematic NGSS standards
 *PART 2: EDUCATE / STAND ALONE ACTIVITY OPTION (45-90 minutes)
 PART 3: BUILD / CONTINUES UPON PART 1 & 2 (1-2 classes with optional take-home assignments)
 PART 4: PRESENTATION / CUMMULATIVE ACTIVITY FOR PARTS 1A, 1, 2, OR 1-3 (10-15minutes per team)
Large format graph paper allows for additional mathematic & engineering NGSS & Common Core standards to be met.*
5500 Phinney Ave. N., Seattle, WA 98103 | ph 206.548.2500 fax 206.548.1536 | www.zoo.org
*Depending on your group dynamics, ages, etc., you could choose to work as a whole group, in small groups, or individually.
Consider that in designing an exhibit at the zoo we always have teams in order to gain various individuals’ opinions and
expertise. If you choose to have students work in small groups, each child could make his or her own copy of the draft
design to have something to take home, but collaborate on ideas while in the classroom.
WPZ will be writing a blog about class participation in The One and Only Ivan activities.
We would love to hear from you!
Please send any class participation photos, photos of students* with their exhibit models, photos of students and their
conservation posters, student and teacher quotes, etc to [email protected]
*WPZ requires a photo releases from the guardian’s of each student who’s photo is submitted.
Common Core Standards
4th Grade: CCSS.ELA-LITERACY.RI.4.1, CCSS.ELA-LITERACY.RI.4.2, CCSS.ELA-LITERACY.RI.4.3, CCSS.ELA-LITERACY.RI.4.4,
CCSS.ELA-LITERACY.RI.4.5, CCSS.ELA-LITERACY.RI.4.6, CCSS.ELA-LITERACY.RI.4.7, CCSS.ELA-LITERACY.RI.4.9, CCSS.ELALITERACY.RI.4.10, CCSS.ELA-LITERACY.RF.4.3, CCSS.ELA-LITERACY.RF.4.4, CCSS.ELA-LITERACY.W.4.2, CCSS.ELALITERACY.W.4.7, CCSS.ELA-LITERACY.W.4.8, CCSS.ELA-LITERACY.W.4.9, CCSS.ELA-LITERACY.SL.4.2, CCSS.ELALITERACY.SL.4.4, CCSS.ELA-LITERACY.SL.4.5, CCSS.ELA-LITERACY.SL.4.6, CCSS.ELA-LITERACY.L.4.1, CCSS.ELA-LITERACY.L.4.2,
CCSS.ELA-LITERACY.L.4.3, CCSS.ELA-LITERACY.L.4.4
5th Grade: CCSS.ELA-LITERACY.RI.5.1, CCSS.ELA-LITERACY.RI.5.2, CCSS.ELA-LITERACY.RI.5.3, CCSS.ELA-LITERACY.RI.5.4,
CCSS.ELA-LITERACY.RI.5.5, CCSS.ELA-LITERACY.RI.5.6, CCSS.ELA-LITERACY.RI.5.7, CCSS.ELA-LITERACY.RI.5.9, CCSS.ELALITERACY.RI.5.10, CCSS.ELA-LITERACY.RF.5.3, CCSS.ELA-LITERACY.RF.5.4, CCSS.ELA-LITERACY.W.5.6, CCSS.ELALITERACY.W.5.7, CCSS.ELA-LITERACY.W.5.8, CCSS.ELA-LITERACY.W.5.9, CCSS.ELA-LITERACY.SL.5.1, CCSS.ELALITERACY.SL.5.2, CCSS.ELA-LITERACY.SL.5.3, CCSS.ELA-LITERACY.SL.5.4, CCSS.ELA-LITERACY.SL.5.5, CCSS.ELALITERACY.SL.5.6, CCSS.ELA-LITERACY.L.5.1, CCSS.ELA-LITERACY.L.5.2, CCSS.ELA-LITERACY.L.5.3, CCSS.ELA-LITERACY.L.5.4
Part 3 includes additional standards:
4th & 5th Grade Common Core: MP.2, MP.4, MP.5, 3-5.OA
4th & 5th grade NGSS: 3-5-ETS1-1, 3-5-ETS1-2
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PART 1: DESIGNING A DREAM GORILLA HABITAT
This activity contains 4 segments that are designed to be complimentary to eachother, however Part 1A may be used as an
independent activity if time is limited.
1A: MAIN ACTIVITY (30-55 MINUTES)- Can be a stand alone activity if minimal time is available
1B: ADDITIONAL TO BUILD UPON PART A (50-90 MINUTES)- includes research opportunities
1C: ADDITIONAL TO BUILD UPON PART A (25-40 MINUTES )- includes additional problem solving opportunities
1D: ADDITIONAL TO BUILD UPON PARTS A, B, & C (30-60 MINUTES )- includes opportunity for engineering & mathematic
NGSS standard inclusion. Can be done at home/independently if students sketch a rough draft individually.
EXHIBIT DESIGN OVERVIEW
Forty years ago and more, exhibits tended to be cages made generally of bars (or wire) and concrete. At that time, one
exhibit style for many animals did work for zoos, because the animals’ needs were not taken into consideration. The
exhibits were easy to clean and relatively few keepers were needed because exhibits could be easily hosed down and
scrubbed out. Beginning in the 1970’s, zoos began to create more naturalistic exhibits (WPZ’s African Savanna was one of
the pioneer naturalistic exhibits). These exhibits served several purposes: They provided animals with more space and
catered to the animals’ needs – such as providing trees to climb, water to swim in and wide open spaces for movement,
depending on the animal’s natural behavior. The naturalistic exhibits also help teach visitors more about where the animals
are naturally found, thereby allowing visitors to put their understanding of animals into context. Naturalistic exhibits
require more staff to build and maintain than the old concrete box style.
The design ideas that guides the building of the exhibit model should illustrate creative solutions to the challenge.
A zoo exhibit should:
 Meet the animal’s/species’ needs to survive and thrive
 Efficiently accommodate zoo staff job tasks
 Realize education and conservation outcomes related to the species
Page 3
PART 1A: BRAINSTORMING & VISION
(30minutes- 55 minutes)
OBJECTIVES AND INDICATORS
Students should be able to:
 Describe what components they have chosen for their exhibit and why, based upon knowledge obtained in prior
activities as well as in ‘The One and Only Ivan’
o
Complete a chart of exhibit components with rationale
 Work effectively as a team to create a rough draft exhibit sketch
PROCEDURES
Prep:
Read aloud to students:
“Forty years ago and more, exhibits tended to be cages made generally of bars (or wire) and concrete. At that time, one
exhibit style for many animals did work for zoos, because the animals’ needs were not taken into consideration. The
exhibits were easy to clean and relatively few keepers were needed because exhibits could be easily hosed down and
scrubbed out. This is the first type of ‘domain’ that we encounter when introduced to Ivan the Gorilla in ‘The One and
Only Ivan’ while he is at the Big Top Mall in Tacoma, Washington.
As people began to learn more about wildlife, priorities began to change from that of using animals for entertainment
to efforts in research and conservation. Beginning in the 1970’s, zoos began to create more naturalistic exhibits (WPZ’s
African Savanna and Gorillas were one of the first pioneer naturalistic exhibits). These exhibits served several purposes:
They provided animals with more space and catered to the animals’ needs – such as providing trees to climb, water to
swim in and wide open spaces for movement, depending on the animal’s natural behavior. Observing animals in a
more naturalistic habitat allowed for additional observation and research of a species natural instincts and habits,
furthering our knowledge of these animals. The naturalistic exhibits also help teach visitors more about where the
animals are naturally found, thereby allowing visitors to put their understanding of animals into context. Naturalistic
exhibits require more staff to build and maintain than the old concrete box style. Exhibit design, maintenance and
education staff are all involved in building naturalistic exhibits.”
"I did then what I knew how to do. Now that I know better, I do better."- Maya Angelou
 (5-10 minutes) Before giving the students additonal information, give them the opportunity to dream/fantasize about
their dream gorilla habitat. “Now is your chance to design a better domain for gorillas like Ivan!”
Ask student to create a written list of the exhibit components that they would include within their gorilla habitat and
why.
o
Discuss as a class what components they have chosen: they can name only a few or all, depending on the
group, interest, time frame etc.

Make sure they mention why those components would be in their habitat

Students can add to their written list during the classroom discussion as new ideas are brought to
their attention
 (5 minutes) Creating appropriate wild animal exhibits requires the effective teamwork of multiple individuals and input
from numerous sources. Begin by separating your classroom into groups of 3-4. If you feel that your students may need
a little structure to work effectively together, please see the ‘Team Roles’ handout.
Page 4
 (10-15 minutes) Once in a group, ask students to brainstorm, together, their ideal gorilla exhibit. Have students create
a collective chart describing the elements of their exhibit and why each element is included. For example:
Exhibit includes:
Deep moat on all sides
Trees
o
Why we included this:
Prevent animals from escaping
For animals to climb
Students should also keep in mind to include areas for keepers to work in, spaces to hold animals when
they are not on exhibit, viewing areas for visitors and other needs related to a zoo exhibit.
 (10-15 minutes) When their chart is complete, have students make a preliminary, rough draft, illustration of their
exhibit designs using drawings and written descriptions.
o
Students should expect that their exhibit design may change throughout the process: Do not spend too
much time on rough drafts.
 (optional 10 minutes) Time allowing; quickly have each team present
their rough draft to the classroom.
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PART 1B: NEW INPUT/ AN ANIMALS PERSPECTIVE
(50 minutes to 90 minutes)
Now that students have a basic design of their dream exhibit, it’s time to introduce additional information! This is a very
common occurrence and expected during exhibit design at zoos.
OBJECTIVES AND INDICATORS
Students should be able to:
 Explain why animals’ needs are important in exhibit design
 Name the 5 basic needs (food, water, shelter, space, air)
 Describe at least two ways in which modern zoos meets the animals’ needs
 Explain how knowing an animal’s natural history is important in exhibit design
PROCEDURES
Prep:
Print 1 copy of ‘An Animal’s Perspective: background information’ per team. You may also print the provided Gorilla
informational sheet if time & research opportunities are limited. Read aloud the following: “Zoologists and wildlife
biologists study animals and other wildlife and how they interact with their ecosystems. They study the physical
characteristics of animals, animal behaviors, and the impacts humans have on wildlife and natural habitats. Zoologists and
wildlife biologists need a bachelor’s degree for entry-level positions, but a master’s degree is often beneficial for
advancement. A Ph.D. is necessary for independent research and for university research positions.”
 (30-55 minutes) Ask teams to read through ‘An Animal’s Perspective’ and research the natural history of the Western
Lowland Gorilla, including information about:
o
Native Habitat
o
Physical needs / Basic needs
o
Current status (threatened, endangered or otherwise listed?)
o
Diet
o
Social structure
o
Reproduction/life cycle, etc.

(5-10min) SHORT CUT: If your class is under time constraints and/or does not have the ability to
research independently in the library or online, we have included a basic fact sheet about this
species within this packet for your convenience
 (5-10 minutes) After an appropriate amount of research time, ask teams to discuss the following:
o
Now that you know more about your animal, do you want to update your original dream exhibit? Why or
why not?
o
Why are animals’ needs important in exhibit design?
o
Was there anything in particular that you learned about this species that makes you want to dramatically
change a component of your exhibit?
 (5 minutes) Ask students to update their collective chart describing the elements of their exhibit to reflect any changes.
 (10 minutes) Once teams have had an opportunity to discuss and update their charts, facilitate a classroom share-out
of conclusions from team discussions.
 (optional 10 minutes) Time allowing; ask students to quickly sketch the new exhibit components into their rough draft
Page 6
PART 1C: NEW INPUT/ A KEEPERS PERSPECTIVE
(25 minutes to 40 minutes)
Once again your team receives additional input that may encourage them to update their gorilla habitat design!
OBJECTIVES AND INDICATORS
Students should be able to:
 Explain how knowing an animal’s natural history is important in exhibit design Describe what keepers need in order to
take proper care of the animals while being safe and efficient
o
Identify at least three needs (vs. wants)
 Name three important things keepers need to accomplish their jobs
o
May include tools, knowledge, safety equipment, adequate space etc.
 Explain the role a zookeeper plays in exhibit design
PROCEDURES
Prep:
Print one copy of ‘A Keepers Perspective: Background Information” per team & read aloud the following “Animal care
(keepers) and service workers provide care for animals. They feed, water, groom, bathe, and exercise exotic animals based
upon their needs. Keepers are employed in a variety of settings, including kennels, zoos, stables, animal shelters, veterinary
clinics, and aquariums. Most animal care and service workers learn on the job. Still, many employers prefer to hire
candidates who have experience working with animals. Some positions require formal education. Many zoo keepers get
their ‘foot in the door’ thru various volunteer positions like Woodland Park Zoo’s “Zoo Crew” middle school program:
http://www.zoo.org/zoocrew”
 (10-15 minutes) Provide Background information to students to review and ask teams to discuss:
o
o
o
Now that you know more about your keepers, do you want to update your original dream exhibit? Why or
why not?
Why keepers’ needs are important in exhibit design?
Was there anything in particular that you learned that makes you want to change a component of your
exhibit?
 (5 minutes) Ask students to update their collective chart describing the elements of their exhibit to reflect any changes.
 (10 minutes) Once teams have had an opportunity to discuss and update their charts, facilitate a classroom share-out
of conclusions from team discussions
 (optional 10 minutes) Time allowing; ask students to quickly sketch the new exhibit components into their rough draft
Page 7
PART 1D: FINALIZING YOUR EXHIBIT DESIGN
(30minutes-60minutes)
OBJECTIVES AND INDICATORS
Students should be able to:
 Work effectively as a team to create a final exhibit sketch
 Describe what components they have chosen for their exhibit and why, based upon knowledge obtained in prior
activities as well as in ‘The One and Only Ivan’
o
Complete a chart of exhibit components with rationale
 Explain why animals’ needs are important in exhibit design
o
Name the 5 basic needs (food, water, shelter, space, air)
 Describe at least two ways in which modern zoos/Woodland Park Zoo meets the animals’ needs
 Explain how knowing an animal’s natural history is important in exhibit design
 Describe what keepers need in order to take proper care of the animals while being safe and efficient
o
Identify at least three needs (vs. wants)
 Explain the role a zookeeper plays in exhibit design
PROCEDURES
Prep:
Quick review of Part 1A, 1B, 1C to answer any lingering questions or concerns
 (30-60 minutes) Ask students to work collaboratively to complete a FINAL sketch of their exhibit
Page 8
o
Students should be aware of visual scale of exhibit components
o
Final sketch should look professional with minimal erase lines, permanent lines drawn, color, and
appropriate scale
PART 2: EDUCATION SIGNS AND CONSERVATION ELEMENTS
(45 minutes-90 minutes)
INTERPRETIVE, EDUCATION AND CONSERVATION ELEMENTS
In addition to exhibit features, signage and programs can contribute to the success of the exhibit in meeting educational
goals and in connecting the public to conservation issues and solutions related to the species and/or biome. Students
should include these elements in their presentation and into the physical design where appropriate.
OBJECTIVES AND INDICATORS
Students should be able to:
 Describe at least three things that they think is important for visitors to know about the Western Lowland Gorilla
 The importance of these animals, plants, and/or habitats in the natural world
 Explain why the public should be involved in conservation efforts for the Western Lowland Gorilla
 Explain how visitors can participate in conservation of the animals, plants and/or habitats displayed in the exhibit
o
Recycle small electronics
o
Support WPZ Conservation Efforts (Coins for Conservation, visit the zoo, donate to Mbeli Bai Study)
o
Public Transportation/Climate Change
PROCEDURES
Prep:
If research time is unavailable, we have provided fact & info sheets about the Western Lowland Gorilla and WPZ’s
Conservation efforts within this packet for convenience. This project also lends well to homework/extended completion
time.
(15-30 minutes) Ask students to research Western Lowland Gorilla conservation status and threats & current
conservation efforts
o
Students may already have gotten enough information during their initial research for Part 1B if
completed for this activity
 (30-60 minutes) Ask students to create a poster (size of teacher’s choice) that includes the following either visually or
written:
o
at LEAST 3 facts about the Western Lowland Gorilla that they feel are important for visitors to know
o
explaination of why the public should be involved in conservation efforts for the Western Lowland Gorilla
o
at least 1 ‘action item’ that they would like visitors and students to take away from their Gorilla exhibit
experience: This is an answer to the question, “What can I do to help?”
 (additional option time) You may decide to allow students to take this project home for additional time and
consideration before submitting.
Page 9
PART 3: BUILDING THE MODEL
(1-2 classes)
MODEL EXHIBIT BUILDING
The physical exhibit model should clearly illustrate features of the exhibit that are designed to accommodate the species in
question and illustrate the appropriate bioclimatic zone(s). There should be thought and ingenuity in the use of materials.
In the spirit of resource conservation, we strongly recommend that students think ‘outside the box’ and are challenged to
use recycled materials and content for their Gorilla Exhibit model. You’ll be surprised at the resourcefulness and creativity!
OBJECTIVES AND INDICATORS
Students should be able to:
 Explain what a scale model is and how to construct one
 The uses for scale models and why they are produced
 Estimate the size of their model exhibit based upon the scale model
PROCEDURES
Prep:
A day or two prior to this activity, ask students to gather recycled content for creating physical models of their exhibit
design: cardboard, toilet paper rolls, buttons, water bottle caps, scrap construction paper, tissue paper, etc.
Read aloud the following: “Modeling is an important step in the engineering process. Before beginning work on a new
project, engineers develop models of what they want the product to look like. Models serve as examples both for those
involved in development as well as customers.”
 (5 minutes) Discuss scale models
o
Have you ever built or seen a model car or airplane? They look just like real cars and airplanes, only much,
much smaller. These are what you call scale models because they are an exact smaller copy of the real
object. Scale models are often built as a hobby, but engineers and architects build scale models as part of
the design process when creating objects or structures.*
o
Developing a model is a crucial step in every definition of the engineering design process. These smallscale models are built to simulate the real larger objects or structures. Experiments are conducted on
these prototypes to test how well they work and determine if the design is safe and effective before
building the real-sized structure. It is much easier, safer and less expensive to make design corrections on
a model rather than the real object.*

o
Page 10
For example, if an aerospace engineer was in charge of designing a new satellite to orbit Jupiter,
she and her team would build a scale model of the satellite and run experiments on the model
before building the real satellite. However, if she skipped the design process of building and
testing a model and the satellite did not work properly, she would suffer the consequences of
wasting millions of dollars of NASA's funding. As an engineer, it is extremely important to
understand the significance of creating a scale model.*
Though we will not be creating a model to run tests and experiments on, creating a model of a potential
new exhibit at a zoo is an important step in exhibit design to allow for feasibility studies (can you really fit
everything into ‘that’ space), gather feedback from peers, and have a visual component to ‘sell’ to donors
and fundraising personnel.

Scale Model: A small but exact copy of something.

Scale: The size of a picture, plan, or model of a thing compared to the size of the thing itself.
 (5 minutes) Class review & discussion prior to beginning the modeling process:
o
What is a scale model?
o
How can you depict an object without the actual object?
o
Why are scale models useful?
o
Where are they used?
 (time varies based upon teacher preferences: we recommend 2 class periods with optional homework time)
Ask each student or group of students to create a three-dimensional model of their zoo exhibit using recycled materials
and art supplies such as cardboard, cardstock, modeling clay, craft sticks, etc.
o
o
Students should pay special attention to scale and accuracy in building their models. Ask students to
estimate the size of their ‘real world’ exhibit based upon the completed scale model and fill in the
following.

“Based on my scale model showing ___centimeters (length) by ___centimeters (width), a life size
exhibit of these measurements would be ___meters (length) by ___meters (width). I determined
this by multiplying the scale model measurements by ___.”

a 1:100 ratio should be a good starting point for new modelers as it’s a quick conversion.
Using the same multiplication principal in the statement above, ask students to complete a simple chart
of at least 10 scale model exhibit components showing what their life size measurements would be.
Exhibit component
Tree
Scale model
measurement
8cm
Multiplication ratio to
Life-size measurement
covert scale to life-size
1:100 (8 x 100)
8 meters
(8x 100= 800cm. 100
centimeters per meter so
800m/100= 8m)
Waterfall
15cm tall
1:100
15m tall
Hill
4cm tall
1:100
4m tall
Food dish
.5cm diameter
1:00
.5m diameter
Recommended Resources:
*https://www.teachengineering.org/view_activity.php?url=collection/wpi_/activities/wpi_build_a_scale_model/build
_a_scale_model.xml
The Wikipedia entry for "scale model" contains several good links to modeling
concepts:http://en.wikipedia.org/wiki/Scale_model
Page 11
PART 4: EXHIBIT PRESENTATION
(10-15minutes per team)
PRESENTATION OF COMPLETED EXHIBIT WITH RATIONALE
The group presentation about the exhibit should be engaging and organized. Students should share responsibility
throughout the presentation and be able to answer questions about their exhibit model. The presentation should include
information on their processes as well as details about their physical model and interpretive elements.
OBJECTIVES AND INDICATORS
Students should be able to:
 Describe their exhibit and individual components in detail as a group
 Be able to provide rationale for all exhibit components
 Effectively Answer questions about their exhibit design or educational materials
PROCEDURES
Prep:
Ask student to consider & include the following statement within their classroom presentation: “If I was going to work in a
zoo or in a conservation field, I would choose to work as a…..”
 (10-15minutes per team of students or per student) Classroom Presentation
o
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Student teams should effectively divide talking points/exhibit features so that each individual has an
opportunity to speak in front of the classroom
Zoo Exhibit Model Project Rubric
Scoring
1
 Exhibit model does not
provide an appropriate
solution.
 Has no apparent
application of critical
Exhibit Model
thinking.
Concept
 Has no clear goal.
 Few/limited types of
sources consulted.
 Has significant factual
errors, misconceptions, or
misinterpretations.
2
3
 Exhibit model provides a
weak but appropriate
solution.




 Exhibit model is well
thought out and
constructed logically to
provide an appropriate
Has application of critical
solution.
thinking that is apparent.
 Reflects application of
Has no clear goal.
critical thinking.
Several sources of
 Has clear goal that is
different types consulted.
related to the topic.
Has minor factual errors
 A variety of sources
or misinterpretations.
consulted.
 Is accurate.
 Materials are overused or  Materials loosely
 Materials creatively used
underused and do not
illustrate the main
to clarify and illustrate
contribute to the main
concept.
the main concept.
concept.
 Exhibit model has a focus  Exhibit model
 Exhibit model is
but includes elements
demonstrates a clear
Exhibit Model
unfocused and
that stray from the focus.
focus; designed in an
Physical
haphazard.
organized and thoughtful
 Design reflects limited
Design
manner.
 Design does not reflect
consideration of the
an understanding of the
species’ natural history
 Design reflects
species’ natural history
and behavioral
understanding of the
and behavioral
characteristics.
species’ natural history
characteristics.
and behavioral
characteristics.
Interpretive/
Education/
Conservation
Elements
Presentation
Page 13
 Interpretive content
sparse and adds little to
achieve exhibit goals.
 Interpretive content
present; supports exhibit
goals.
 Poor use of vocabulary
and word choice.
 Low-level use of
vocabulary and word
choice.
 Presentation appears
 Presentation does not
sloppy and/or unfinished.
capture audience
attention.
 Presentation has no clear
organization.
 Presentation is loosely
organized.
 Interpretive content
thorough and integrated;
designed to effectively
achieve exhibit goals.
 High-level use of
vocabulary and word
choice.
 Presentation captures
audience attention.
 Presentation is organized
and clearly implemented.
AN ANIMALS PERSPECTIVE: BACKGROUND INFORMATION
 In order to provide a good exhibit for an animal, it is important to know that animal’s natural history. Does the animal
live in water or on land? At what level does it dwell, eat, etc. (underground, ground level, in trees etc.) What time of
day is it active? Only by knowing this information can you provide for the animal’s needs, and make sure that you can
maintain the animal in its exhibit.
o
Example: Meerkat exhibit – Meerkats dig tunnels. In order to ensure they stay in their exhibit, you need
not only walls and traditional enclosure means, but also something under the exhibit (such as wire,
concrete or other barrier) to ensure they cannot dig out. (In Rhode Island the mesh under the exhibit
wore out and prairie dogs started popping up all over the zoo.)
o
Example: In the WPZ’s old Night Exhibit (closed in 2009) we had a reverse lighting cycle. This allowed the
animals to maintain their natural behavior cycles (being active when it is dark and resting when it is light)
while still being up and active for visitors to see.
 All animals have five (5) basic needs that must be satisfied for the animal to survive and reproduce (ensuring the
survival of its genes). Food, water, air, shelter and space
o
All of these things must be in usable form. For example, ice is made of water, but since it is frozen, it is not
useable by most animals and is not able to satisfy their basic need for water. When designing an exhibit,
each of these needs must be satisfied.
o
How do we ensure that the needs are met without breaking the illusion of the naturalistic exhibit? (Food
and water dishes may be hidden, or the animals may drink out of water features on exhibit.)
In addition to the basic needs of the animal(s), many other needs that must be taken into consideration.
 An animal’s temperature needs are very important in exhibit design. Is the animal warm or cold blooded? What is its
normal temperature range and can it acclimate to Seattle’s weather or do artificial temperature accommodations need
to be made (heated rocks, air-conditioning, etc.)?
 What natural components does the animal rely on in the wild? For example, does it climb trees, live in water or need
access to water for breeding (capybara – a South American rodent that breeds only in water).
o
When designing the WPZ African Savanna exhibit, designers needed to consider that these animals came
from along the equator where it is warm year round. Within the exhibit you will find accommodations to
the animals’ needs, such as heated rocks for the hippos and lions & “caves” for the patas monkeys).
The animal’s health and well-being is critical in the design of an exhibit, and part of ensuring the animal’s safety and health
requires guaranteeing that the animal can be safely kept within its enclosure. One must understand the animal’s natural
history in order to know what kind of barriers to provide.
 Hippos are very strong, near sighted, and very territorial. In the wild they are largely nocturnal, spending most of their
days resting in the water and at night leaving the water to graze on shore. Given all of these facets of the hippos’
natural history, they need a space that provides water and land access, does not allow people too close to them, and
provides strong barriers the hippos cannot knock over. They do not need wide moats as they are not jumpers and they
cannot climb so they do not need barriers against climbing.
Animal enrichment: In order to ensure the animals are physically and mentally fit, enrichment is provided for many of the
animals. Enrichment includes anything that stimulates the animal and encourages healthy natural behaviors. Enrichment
items may include such things as feeder puzzles, buried food, hidden food, moving objects around in the exhibit,
introducing other smells (for example, taking logs that have soaked in the hippo pool and putting them in the lion exhibit).
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A KEEPER’S PERSPECTIVE: BACKGROUND INFORMATION
Keepers are vital for keeping the animals safe and fed and ensuring their needs are met. In zoos of the past, keepers were
not necessarily experts in zoology, biology and/or animal care. They were often people who loved animals, but did not
know a lot about the animals for whom they cared and knew little about the animals’ natural histories. In the “olden days”
of zoos, animal care was not always the highest priority. If an animal did not survive or did not breed, it did not matter, new
animals would just be captured from the wild as needed. As people began to learn more about wildlife and began to care
more about maintaining wild populations, more attention and effort was given to taking care of zoo animals and ensuring
their health and well-being.
As zoos have changed over time, so have keepers. Animal keepers are now experts in a wide variety of animal sciences.
They study the natural behaviors of the animals in their care and do everything they can to ensure the animals are safe, fed
well-balanced and appropriate diets, and that the animals’ lives are as enriched as possible.
Safety concerns:
 Exhibits need to be designed so that not only the animals are safe, but also the people working in animal areas.
 Hallways around exhibits need to be wide enough so a person can pass by an animal area without an animal being able
to reach the person, or other barriers need to be provided, such as walls that the animals cannot reach through.
 If there is a solid wall the animal can’t reach through, it may also be difficult for the keeper to see the animal to check
on its health or difficult for the keeper to see if the animal is in the area if the keeper needs to enter the exhibit area.
 Locks are a very important part of a keeper’s life. The locks need to be sturdy but also easy to access. Keepers will often
devise safety methods that will ensure the safety of the animals and the keepers.
 Color coding methods such as color coded locks help inform keepers. Red locks in the day exhibit indicate a “hot” or
venomous animal. Colored locks may also indicate which exhibit is occupied and which is empty - but keepers still
always need to check before entering an area.
Office/computer space:
Nowadays record keeping is a vital part of a keeper’s life. Records indicate an animal’s diet, its health history (medications,
health concerns, past conditions) etc. Therefore having office space where the keepers can maintain records is important. If
that office space (or other accommodations such as restrooms) are far away from the animal areas:
 The keepers waste vital time going to the records areas (or to the bathroom), which may require them to lock
everything up, or take the animals inside while they are gone.
 If they need quick access to check medication levels or diet info – they do not have that on hand at the time needed.
Kitchen:
In many cases, a kitchen is necessary (in some, just a water source and counter space will suffice, in others a full kitchen is
required). Fresh, accurately prepared diets are very important. The Commissary provides food for all the animal areas and
does most of the prepping. Keepers may need to, however, prepare some specific portions of a diet or add specific vitamins
or nutrients. Therefore they need a clean, healthy place in which to do this – stainless steel prep areas and sinks for
washing dishes (separate from areas where fecal matter will be cleaned) are important for prepping healthy diets.
Meeting spaces:
Animal staff members rely on each other’s knowledge and expertise to keep the animals healthy. It is also important that
keepers and other animal management staff have the opportunity to meet and share zoo wide information as well as safety
and health issues etc. Therefore centrally located meeting areas are important.
Page 15
Break areas/keeper spaces:
Keepers need to be able to take breaks during the day – staff members generally get two 15-minute breaks and a ½ hour
lunch break each day.
 Break areas near an animal unit allow the staff to make the most of their breaks – if their break area is 5-10 minutes
from their work spaces, the keepers will have little or no break by the time they reach the break area.
 To some it may seem like luxury, but the simple basics of microwaves, lunch tables, refrigerators (not ones with animal
foods in them) are important so staff can also have healthy meals (keeps them happy and energized for their work).
 Lockers are provided for keeping changes of clothes so dirty, smelly or somehow infected clothes do not have to go
home. Laundry facilities may be necessary for keepers’ items or for animal needs.
Tools:
The right tools for the right jobs need to be easily accessible to staff. This includes the requirement for storage space that is
easily accessible to staff but out of reach of animals.
 Tools may include items to help maintain the cleanliness of the space, items to repair materials in keeper areas, items
to train animals, items to protect keepers, etc.
 One of the orangutans once got a broom that was used to sweep their enclosure. The keepers use food rewards to
encourage the orangutans to return any items they should not have, including cameras and other things dropped from
the boardwalk by visitors. The orangutan that had the broom broke it into small pieces and returned it to the keeper
one piece at a time in order to get more treats.
Well-designed exhibits:
There are many aspects to any exhibit that may seem minor, but can become very significant if not done correctly.
 Door design depends on the animal and the purposes of the door. In our feline house, the doors for small cats were
designed to swing in, so they could act as a barrier between the keeper and the animal if necessary.
 Drainage in exhibits is very important. The drains need to be placed properly so they do not clog, and so keepers don’t
have to constantly push the water up to the drain. Water flowing down a steep slope can also carry lots of materials
that may block the drain.
 Switch cages allow a keeper to move the animals around safely. If you have the exact number of spaces necessary for
the number of animals you have, what do you do if an animal is sick and needs to be separated from the others? Some
animals, like giraffes or grizzly bears, cannot necessarily be taken to the hospital; keepers and vets need to be able to
separate one from the others. What if animals cannot go out on exhibit but you need to rotate them around to clean?
 The bushmaster’s exhibit at Woodland Park Zoo had to be modified shortly after its completion due to safety concerns.
When this exhibit was first designed, there was a small ledge right over the door that was part of the wall camouflage.
The snake used to crawl up onto the small ledge. This was very dangerous – imagine having a venemous snake dangling
over your head! The exhibit had to be modified to prevent this behavior.
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WESTERN LOWLAND GORILLA
INFORMATIONAL FACT SHEETS
to accompany “The One and Only Ivan” activities
Classification and Range
The western lowland gorilla belongs to the family Pongidae, which includes
four species of great apes: gorilla, chimpanzee, bonobo (formerly called
pygmy chimpanzee) and orangutan.
There are three recognized subspecies of gorilla: western lowland gorilla
(Gorilla gorilla gorilla), eastern lowland gorilla (Gorilla gorilla graueri) and
mountain gorilla (Gorilla gorilla beringei). The western lowland gorilla lives
in six countries across west equatorial Africa: southeast Nigeria, Gabon,
Cameroon, Central African Republic, Congo and Equatorial Guinea.
Habitat
All gorillas live in primary and secondary tropical rain forests. Different subspecies range throughout
various altitudes, from sea level to 12,500 feet (3,790 m).
Arm Span (fingertip to fingertip)
GORILLA TAXONOMY
Adult male: Approximately 8 feet (2.4 m)
Phylum: Chordata
Adult female: Approximately 6.5 feet (2 m)
Class: Mammalia
Order: Primates
Weight
Adult male weight: 350-600 pounds (157-273 kg)
Adult female weight: 150-300 pounds (66-136 kg)
Family: Hominidae
Genus: Gorilla
Species: G. gorilla gorilla
Life Expectancy
Estimated at 30-35 years in the wild. Average life span is 35-45 years in zoos, with the record being
54 years.
Diet
In the wild: Trees and herbaceous vegetation including leaves, shoots, stalks, stems, vines, bark, fruits
and berries, and occasionally invertebrates such as termites.
At the zoo: Vegetables, fruits, leaf eater biscuits, browse (cut branches from a variety of trees,
herbaceous plants, alfalfa, ferns, clover), non-fat milk and yogurt, and a vitamin and mineral
supplement.
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Reproduction
All subspecies of female gorillas sexually mature in the wild between the ages of 7 to 8 and in captivity
approximately 5-1/2 years old. Males sexually mature in the wild between 8 to 9 1/2 years old and in
captivity as early as 6-1/2. Males are not considered fully mature until about 15 years old. Gorillas do
not have a distinct breeding season. Gestation lasts from 250 to 270 days. In the wild, female gorillas
usually deliver their first offspring at 10 1/2 years old and at four year intervals thereafter. One infant
is normally produced and twins are rare.
Life Cycle
At birth, infants weigh 4-5 pounds (1.8-2.3 kg) and have sparse hair covering their pink-gray skin. At
about nine to 10 weeks, they begin to crawl on their own and soon walk on all four limbs. A white
patch of hair appears on the rump of gorilla infants at about the same time they begin to walk. The
white patch helps the mother keep track of the infant and assists other group members in identifying
the gorilla as an infant. The rump patch begins to disappear at about age 3, the same age that weaning
usually begins. Females remain with their natal group until about age 8 or 9, then join an unrelated
group or a solitary male. Males remain with their natal group until about age 12, then begin to go off
on their own. Solitary males try to attract females from other groups to form their own group.
All in the Family
GORILLA FASCINATING
A family group includes one dominant silverback male, several
FACTS
adult females, adolescents, juveniles and infants. The group may

Gorillas build a nest every night
also include one or two subordinate silverbacks. All adult males
out of plant material to sleep in
are silverbacks. Although gorillas are normally not aggressive,
and a day nest for their midday
they can exhibit certain aggressive actions when disturbed. Adult
rest!
males perform elaborate displays, including chest beating,

Adult male gorillas eat about 70
running sideways and tearing up vegetation to frighten off an
pounds (32 kg) of food per day.
intruding male or other threat. Males also use these displays as a
Adult females eat about two
show of dominance within the group. Adult females can become
thirds of that amount!
aggressive when defending their infants, or while helping each

Gorillas can make up to 22
other drive off rowdy, young adult males. The silverback is the
vocalizations such as grunts,
peace keeper and stops occasional squabbles between females.
laughs, hoots, barks and
screams, each with its own
Vegetarians with Muscles
specific meaning!
Gorillas are incredibly powerful, the largest great ape in the world.
Regardless of their imposing appearance, they are in fact quite shy, gentle animals. Gorillas are
virtually vegetarian and forage throughout the day in search of a variety of plants to consume. The hair
of the western lowland gorilla is grayish-black and usually reddish on their head (particularly
prominent in adult males). At about age 10, males begin to grow the distinctive silver-white saddle of
hair on their back, which in western lowland gorillas continues to extend down the rump and thighs as
the male gets older. Mountain gorillas have darker, longer hair.
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Location at the Zoo
Woodland Park Zoo has three gorilla groups in total, two of which can be viewed at any time in the
zoo's Tropical Rain Forest. Head to the Our Gorillas tab of this fact sheet to see which individuals can
be found in each group.
Conservation Connection
All gorillas are endangered. The estimated population of wild western lowland gorillas is about
110,000 and the estimated population of eastern lowland gorillas is 10,500. Mountain gorillas are the
most endangered and number about 650. The primary reason gorillas are endangered is because of
habitat destruction caused by logging and agricultural expansion. The bushmeat trade, facilitated by
logging, has become an immediate threat to the western lowland gorilla population, particularly in
Cameroon. Additionally, infection from the Ebola virus has recently become a great threat, killing many
gorillas.
Woodland Park Zoo participates in the Association of Zoos & Aquariums' (AZA) Species Survival Plan
(SSP) for gorillas. We have helped diversify the captive gene pool with our breeding efforts. The zoo
also works to educate the public about gorillas and this is the first step to gorilla conservation.
Primary Threats
The primary threats to Western lowland and Cross River gorillas are poaching, habitat loss and
fragmentation, and the Ebola virus. Where Ebola outbreaks occur, mortality rates in gorillas are as high
as 95% and it is thought that all protected areas with populations of animals are at risk of being
affected.
Timber harvest has increased in their range in the past 2-3 decades, and with it roads have been built
in areas previously inaccessible to hunters, resulting in disastrous impacts on gorilla populations.
These threats are thought to be worsening rather than improving, and are exacerbated by a very low
reproductive rate.
Cross River gorillas are further threatened by potential inbreeding and loss of genetic diversity
associated with small population size as well as encroachment by human settlement.
How You Can Help!
The effort to save endangered species requires cooperation and support at the international, national,
regional and individual levels. You can help in this cause. Join and become active in a conservation
organization of your choice. Don't buy products made from wild animal parts. Reduce, reuse, recycle!
Visit our How You Can Help page to find out ways you can support conservation programs at the zoo.
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Woodland Park Zoo GORILLAS
GROUP ONE
PETE, Adult Male
Born: Wild-born in 1968. Father of Jumoke and Alafia. Grandfather of Nadiri, Naku and Akenji.
Weight: 410 pounds (186 kg)
History: A member of the original Woodland Park Zoo group, Pete is the group leader. As an older male with much
parenting and leadership experience, he provides a lot of stability for the group.
Distinguishing features: Red hair on head and silver back, asymmetrical facial features, deep-set eyes, "frowning"
expression
AMANDA, Adult Female
Born: Wild-born in 1970. Mother of Ngozi and Calaya.
Weight: 218 pounds (98.9 kg)
History: Raised at the Toronto Zoo, Amanda moved to Woodland Park Zoo in 1994. She gave birth to Ngozi in March 1998
and Calaya in August 2002. She is an excellent mother.
Distinguishing features: Prominent silver back, small but muscular stature (especially in upper body), small, smooth face
with longer hair on her arms than Jumoke.
GROUP TWO
VIP (Very Important Primate), Adult Male
Born: January 26, 1979. Father of Ngozi, Naku, Akenji and Calaya.
Weight: 395 (179.2 kg)
History: Vip was the first captive-born gorilla in the Netherlands, eventually moving to the Franklin Park Zoo in Boston. In
1996 he moved here and became the leader of this group. Because he has no breeding relative in North America, his
offspring are especially valuable to the captive gorilla population. Vip is an excellent father and takes great interest in his
offspring. He has sired five daughters while at Woodland Park Zoo.
Distinguishing features: Very low brow ridge (which makes him look agitated), extremely large head, very black hair with a
striking silvery back. The toes on both feet are often curled.
JUMOKE, Adult Female
Born: May 9, 1985 at Woodland Park Zoo. Daughter of Pete. Mother of Nadiri and Akenji.
Weight: 255 (116 kg)
History: Reared in Group 1, Jumoke was moved out to avoid inbreeding. She was unable to rear her first offspring, Nadiri.
She then proved to be a good mother to her second offspring (who now lives at another zoo), but surprised zoo staff by
refusing to rear her third offspring, Akenji.
Distinguishing features: Black back, taller than Amanda, has a higher, more pointed crest. Jumoke is a good tool user and is
very confident around Vip.
UZUMMA, Juvenile Female
Born: October 20, 2007 at Woodland Park Zoo. Daughter of Vip and Amanda
Weight: 100+ pounds (36.7 kg)
History: Uzumma is the third surviving offspring of Amanda and Vip. She is the youngest member of the group and is
tolerated by all other members.
Distinguishing features: When she was young, she was always close by mother Amanda's side, but now look for her to
show her independence.
Page 20
GROUP THREE
LEONEL, Adult Male
Born: February 20, 1978
Weight: 360 pounds (163 kg)
History: Leonel (Leo) was captive-born in Brownsville, Texas, and has been at several zoos. He came to WPZ from Zoo
Grandby in Canada. In December 2008, he moved here and is now the silverback of Group 3, which also includes Nadiri
Akenji. We hope he will sire offspring with both female.
Distinguishing features: A slightly small frame for an adult silverback gorilla. Often seen chewing a Kong-brand toy.
NADIRI, Adult Female
Born: February 12, 1996. Daughter of Congo and Jumoke. Half sister to Akenji.
Weight: 221 pounds (100 kg)
History: Jumoke was unable to raise Nadiri due to a traumatic delivery. Nadiri was hand-raised by zoo staff and gradually
introduced at 5-1/2 months old to her adoptive gorilla family. Nadiri is gentle and playful with Akenji. She is very important
genetically to the captive population of gorillas because she is the only living offspring of her father, Congo, who died two
weeks after Nadiri's birth.
Characteristics: Nadiri often plays with zoo visitors through the viewing glass.
AKENJI, Adult Female
Born: July 24, 2001 at Woodland Park Zoo. Daughter of Vip and Jumoke. Adoptive mother is Nina.
Weight: 180 pounds (81.7 kg)
History: Jumoke was unwilling to raise Akenji, so she was partially hand-raised by zoo staff. She was slowly introduced to
her adoptive gorilla family and formed close bonds.
Characteristics: She is the smallest member of the group. Very independent and confident.
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Woodland Park Zoo
Mbeli Bai Gorilla Study and Conservation Efforts
http://www.zoo.org/conservation/gorilla
Established in 1995, the Mbeli Bai Study has monitored large mammals visiting a naturally occurring 13-hectare large,
swampy forest clearing in the southwest of Nouabale-Ndoki National Park, Republic of Congo, with minimum levels of
disturbance. The Mbeli Bai study has provided unique insights into the social organization and behavior of the elusive
western gorilla. The continuous monitoring of individuals (over 400 gorillas) provides essential baseline life history data of
this critically endangered flagship species.
The Mbeli Bai Study was established with the goal of providing much needed information on the population dynamics and
demography of western gorillas. Long-term studies are essential because gorillas are long-lived mammals. The data
collected enables scientists to assess the vulnerability of populations to threats and predict their ability to recover from
decline, and therefore formulate effective conservation strategies. But the program has multiple roles besides the research
and conservation of western lowland gorillas. The project is also responsible for local capacity building, conservation
education and habitat and wildlife protection.
Conservation Action
POPULATION IN DECLINE
Western lowland gorilla populations have in recent years undergone a dramatic decline and the species is currently
classified as critically endangered. Commercial hunting for bushmeat, loss of habitat through increased logging activities,
and diseases such as Ebola hemorrhagic fever have all had an impact on the population, persisting throughout the region.
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CLUB EBOBO
The Mbeli Bai Study began Club Ebobo, a conservation education program in the schools surrounding the Nouabale-Ndoki
National Park in 1998. Activities have expanded and Club Ebobo is now conducted in four villages. Club Ebobo sessions are
held in French, Lingala, and recently in a pygmy language, on a monthly basis. Classes are separated with the younger
children doing more basic games and work, whereas older children engage in more conservation-oriented lessons. Local
teachers are also included in the conservation education through a training workshop where they learn to use an
environmental education activity book that includes 11 lessons designed to encourage creativity among students.
THE BAI OF AFRICA
“Bai” refers to swampy forest clearings that dot the landscape through Africa’s rainforests. Mbeli Bai is a clearing in the
Nouabale-Ndoki National Park in the Republic of Congo. Detailed studies are underway there on western lowland gorillas,
endangered forest elephants, sitatungas and forest buffaloes. Besides continuous bai monitoring, the Mbeli Bai Study aims
to understand the importance of forest clearings and determine the ecological factors (e.g., density of fruiting trees, aquatic
and terrestrial herbaceous vegetation) influencing gorilla and large mammal density and protection.
About Western Lowland Gorillas
IN THE FIELD
All major life history (births, deaths, weaning, documenting of life stages) and transfer
events are noted and entered into a gorilla demographic database. This allows for
easy access to reports on group parameters and life history characteristics (such as
reproductive success and group dispersals) to be generated. Long-term data on the
large Mbeli gorilla population is now available to be analyzed to investigate the
resilience to threats such as habitat disturbance and disease as well as phenological
patterns.
AT THE ZOO
In 1979, Woodland Park Zoo was the first zoo to create and build a naturalistic
outdoor exhibit for gorillas, a model other zoos around the world now emulate. The
zoo has long been a participant in the Western Lowland Gorilla Species Survival Plan,
successfully raising nine gorillas to adulthood since the late 1970s. WPZ gorilla keeper
Hugh Bailey traveled to Mbeli Bai in 2005 to spend a month assisting researchers and
observing Club Ebobo’s educational programs. Today, three separate western lowland
gorilla troops inhabit the exhibit at the zoo.
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Gorilla SSP (Species Survival Plan) information
http://www.gorillassp.org/
Expert design of artificial environments for captive gorillas is a difficult process but one that is tremendously important to
advance the care of the species. As we learn more about the optimal housing of apes, exhibit designs evolve, and hopefully
improve over time.
There is no golden rule regarding the appropriate
space requirements for captive gorilla enclosures.
Multiple factors affecting the quality of the space
likely have significant influences on how gorillas
perceive the quantity of space. Gorillas should be
housed in large, complex, environmentally
enriched enclosures. Outdoor access should be
provided to all gorillas whether on exhibit or off
exhibit. As newer exhibits are being planned,
considerations for multiple habitats or exhibit
clusters are recommended. Exhibits with multiple
habitats, fully integrated with holding buildings
that interconnect each habitat, as well as night
quarters, shifts, squeezes, and dayrooms, are
necessary to fulfill the concept of a "life-care
complex" for an ever-expanding population of
gorillas within a singly managed facility.
Visual barriers, access to privacy, climbing
apparatus, vegetation, nesting material, and
manipulable objects are important in reducing
stress, social conflict, and boredom. The size of
these multiple habitats may vary depending on
available space in the facility.
G.g. gorilla, Disney's Animal Kingdom
(© Disney's Animal Kingdom®,
photo by Rebecca Phillips)
The space needs to be sufficient to allow for the number, age and sex ratio of the animals assigned to the area with
emphasis on the social dynamics of these individual troop members. Keeper staffing levels, and the flexibility of the space
to allow for multiple shift doors, feeding chutes, sleeping platforms, etc...also need to be taken into account when deciding
if space needs are adequate and suitable to meet the needs of the diversity of the animals in these specific habitats.
The use of live and dead plant materials is generally considered to be the most useful furniture in outdoor enclosures.
Vegetation provides shade/cover, display and foraging items, browse/food elements and nesting materials, and allows for
visual cover from other animals, thus promoting species-appropriate behavior conducive to the apes' well-being. Various
rock outcrops, artificial or natural topographic features, and deadfall trees can be arranged in a manner to encourage
natural movements and locomotion patterns within the exhibit and to simulate the daily foraging behaviors of wild
gorillas. The placement of exhibit furniture, and the planting of islands and climbers, teamed with barrier and view
conditions, can create a dynamic outdoor environment for both apes and visitors.
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Although it has been noted that gorillas are primarily terrestrial primates, given the opportunity, they will climb and use
trees. Artificial climbers provide for some of the range of locomotion and behaviors displayed in natural trees. Wide,
comfortable crotches for perching and well-placed branches for climbing can be designed into the form of artificial trees.
However, some of the more subtle qualities, including flexibility, shade, manipulation, destructibility, and food source, may
not be provided by artificial trees. Combinations of climbing structures, artificial and dead trees, vines, ropes, and wooden
constructions may promote a wider array of behavioral options for expanding vertical and horizontal dimensions to
habitats. Gorillas make and use nests on a daily basis in the wild; therefore, this opportunity is an important aspect to
provide in a captive environment.
Enrichment:
Environmental enrichment is a husbandry principle that seeks to enhance animal care by providing stimuli that
encourage natural behavior and promote psychological well-being. Through the use of environmental enrichment, the
concepts of variability, choice, and environmental control are maximized within great ape facilities. Environmental
enrichment for gorillas covers a wide variety of topics, which can be broken down into two broad categories: social
(relationships with other gorillas, relationships with caretakers) and physical (living space, diet, browse, substrate, and
manipulable, nonfood objects). Examples of social enrichment include housing with other gorillas and providing
opportunities for interaction with keepers. Examples of physical enrichment include novel presentation of food items,
variation in living spaces, and provision of objects for play or interaction. Environmental enrichment is truly effective when
it increases the choices available for individuals and includes diversity and change. The amount of control that an individual
animal is able to exercise over its environment, both social and physical, is directly proportional to the number of
behavioral choices that it can utilize within its environment. Individuals that possess a sense of control based on positive,
species-typical activities are more behaviorally competent than those that do not. In a social setting, enrichment is a
powerful force to give each member of a group the maximum amount of choice, and therefore control, possible.
Appropriate enrichment techniques can serve as the social catalyst that promotes positive and constructive interactions
among individuals.
Gorillas are primarily herbivores, though they have been reported to consume some insects in the wild. Their primarily
herbivorous diet may be essential for health. Elevated cholesterol concentrations may lead to premature cardiovascular
disease, which is reported to be the leading cause of mortality in captive adult gorillas. Mimicking the nutritional
composition of the high fiber, low sugar diet of free-ranging gorillas will promote healthier gorillas. Feeding gorillas animal
products, including dairy and eggs, is not recommended as they may
promote obesity and increase cholesterol concentrations. The only exception to
this would be when hand-raising gorilla infants. At those times human infant formulas supplemented with omega fatty
acids are recommend for use over cow’s milk.
Successful diets fed to captive gorillas may consist of the following components: 7% fruits, 57% leafy green vegetables, 4%
root vegetables, 17% other vegetables and 15% high-fiber primate biscuits. The fruit portion of the diet may be reserved for
training. Since fruits and primate biscuits are the most calorie dense items, feeding them to animals individually will help
control caloric intake, especially for overweight individuals. Some zoos with obese animals may consider completely
eliminating fruit from the diet of gorillas. Browse material is not readily available year-round at northern-climate zoos, so
the amount of vegetable material used for forage may be provided at comparatively higher levels than zoos in more
temperate climates. Although current diets may contain fruit and vegetable produce equaling about 50% of total food
offered, it is suggested that the proportion of fruit in diets be reduced, and vegetable produce increased. Vegetables appear
to contain a more suitable nutrient composition than fruits for lowland gorillas, and also provide an economic alternative to
fruit.
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