NATIONAL SCIENCE EDUCATION STANDARDS Pre/Post...

Pre/Post AssessmentUse this assessment to discover howmuch your students already knowabout marine animal husbandry andtraining before you begin this unit, andlater as a conclusion to your study.

� Design a reinforcement system foryour school or class.

� Train a classmate to turn in a circle.

� Choose an animal and design a habitat and a care program for it.

� Observe an animal and create atraining program for it.

� Give an example of how a trainer,veterinarian, or animal care specialist uses math skills.

� Choose one husbandry procedureand write the steps you would taketo teach an animal the trainedbehavior.

NATIONAL SCIENCE EDUCATION STANDARDS

SeaWorld and Busch Gardens education programsand publications support National Science EducationStandards. The Marine Animal Husbandry andTraining Teacher’s Guide for grades 7–12; includesconnections to the following standards:

Life Sciences Standards� Characteristics of organisms� Organisms and environments� Life cycles of organisms

Personal and Social Perspectives Standards� Types of resources� Changes in environments� Science and technology in local challenges

History and Nature of Science Standards� Science as a human endeavor

Science as Inquiry Standards� Abilities necessary to do scientific inquiry� Understanding about scientific inquiry

Unifying Concepts and Processes� Systems, order, and organization� Evolution and equilibrium� Evidence, models, and explanation� Form and function� Change, constancy, and measurement

National Research Council. National Science EducationStandards. Washington, D.C.: National Academy Press, 1996.

CoversFront (clockwise from top center): A beluga whale (Delphinapterus leucas) interacts with a SeaWorld animal keeper; a lab technologist prepares agar culture plates; Asian small-clawed otter (Aonyx cinerea); a SeaWorld animal keeper bottle-feeds a Pacific walrus (Odobenus rosmarus divergens) calf.Back (clockwise from upper left): A SeaWorld trainer reinforces a killer whale (Orcinus orca); an animal keeper offers lettuce to a Florida manatee (Trichechus manatus latirostris); a SeaWorld trainer uses a target to shape the behavior of aCalifornia sea lion (Zalophus californianus), an animal keeper hand-feeds a sea otter (Enhydra lutris).ISBN 1-893698-38-6Printed in the United States of America

©2007 Sea World, Inc. All Rights Reserved.Published by the SeaWorld Education Department500 SeaWorld Drive, San Diego, California, 92109-7904

Permission is granted by SeaWorld for classroom teachers to make reprographic copies of worksheets for noncommercial use. Thispermission does not extend to copying for promotional purposes, creating new collective works, or resale. For more informationwrite or call the SeaWorld Education Department.

To the TeacherThe Marine Animal Husbandry and Training Teacher’s Guide for grades 7–12 was developed at SeaWorld to help you teach your students—in an active, hands-on way—about marine animal husbandry and marine mammal training, and how these fields contribute to species and ecosystem conservation. Our goal is to integrate science, mathematics, art, and language.SeaWorld curriculum supports the National Science Education Standards.

The brief background information in this Guide was written for you, the teacher. It will helpyou do these activities with your students. We suggest you also refer to some of the materialslisted on page 24 for more in-depth information. SeaWorld strives to provide teachers with up-to-date information and activities that motivate students to appreciate and conserve wildlife,the oceans, and the natural world.

Marine Animal Husbandry and Training

7–12 Teacher’s Guide

A SEAWORLD EDUCATION DEPARTMENT PUBLICATION

CONTENTSPre/Post Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . inside front coverGoals and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Animal Husbandry at SeaWorld . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Marine Mammal Training at SeaWorld . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Benefits of Husbandry and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Do You Want to Work With Animals? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Animal Rescue and Rehabilitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Husbandry Hints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Reinforcer Roundup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Train a Person . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Good Health Is Not a Fluke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Penguins In the U.S.A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Husbandry Notebook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Number Munching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Observation Notation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Matchmaker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Bacteria Blast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

©2007 Sea World, Inc.2

SeaWorld Teacher’s Guide

Goals of the Marine Animal Husbandry and Training UnitStudents will interpret the contributions of animal husbandry and training to thefield of zoology and recognize that such contributions help us to conserve speciesand ecosystems.

ObjectivesAfter completing the SeaWorld Marine Animal Husbandry and Training unit, thestudent will be able to...1. Describe some reinforcers used to train animals at SeaWorld.2. Describe how a trainer uses a target as a training tool.3. Give one example of how a trained behavior can be shaped.4. Explain why SeaWorld trains animals.5. Evaluate how training benefits animal husbandry.6. Discuss how animal husbandry furthers human understanding of an animal’s

basic biology and physiology.7. Share their learning experience with family and friends.

Vocabularyapproximations — a series of small stepsused in shaping.behavior — the way an animal acts.communicate — to convey information.conditioned reinforcer — a positivestimulus that an animal learns is favorable through close association with a primary reinforcer.husbandry — the science and practice ofbreeding and caring for animals.learning — the process by which a changein behavior occurs as a result of experience.Least Reinforcing Scenario (LRS) — the consequence that follows undesiredbehavior, combined with the trainer’s sig-nal for the animal to emit calm behavior.The scenario has two components: (1) noreinforcement of the undesired behavior,and (2) the trainer’s relaxed signal for the animal’s calm behavior.marine mammal — a mammal adaptedto live in the marine environment and

dependent upon the ocean for food.pairing — associating a new stimuluswith a familiar one; a way of training ananimal to respond to a new stimulus.reinforce — to strengthen the occurrenceof a behavior by delivering a positivestimulus or consequence.reinforcer — a stimulus that strengthensbehavior.response — a behavior that results froma change in the environment.shaping— the step-by-step process oftraining complex behavior.stimulus — environmental change thatbrings about a response from an animal.stranded animal — an animal that is outof its element due to adverse physical orenvironmental conditions.target — a focal point that directs an animal toward a position or direction.

Marine Animal Husbandry and Training 7–12

©2007 Sea World, Inc. 3

Animal Husbandry at SeaWorld

SeaWorld experts watch and learn.A dedicated team of curators, biologists,veterinarians, medical technologists,educators, animal care specialists, andtrainers make up SeaWorld’s zoologicalstaff. SeaWorld bases its animal husbandryon a comprehensive preventive medicineprogram. Direct animal observation isthe most useful diagnostic tool. Stafftake time every day to observe andrecord each animal’s behavior andappetite. Unusual changes in an animal’sbehavior often are the first indication of the need for medical attention.

Nutritional needs are met.SeaWorld parks care for hundreds ofmarine mammals and thousands of birds,fishes, and invertebrates. Animal carespecialists prepare food under strict sanitary conditions. More than 6,350 kg(7 tons) of food daily is hand fed at thethree SeaWorld parks. Added vitaminsupplements ensure that each animal’snutritional requirements are met.

Routine tests are part of the program.Animals are given regular physicalexams, including blowhole cultures and blood and urine analysis. From thisinformation veterinarians usually candetect health concerns early, begin treatment, and prevent serious illnesses.

Each animal has a health history.Zoological staff maintain completehealth histories on SeaWorld’s animals.Health histories include test results andperiodic measurements. Information isentered into a computer database so itcan be stored, collated, and reviewed.

Habitats are healthy.Large, naturalistic habitats are designedfor the animals’ well-being. Water iscontinually filtered and monitored forcleanliness and salinity. It is chilled orwarmed according to the needs of theanimals in the habitat.

X-rays are helpful in the diagnosis of ill orinjured mammals, such as this common dolphin (Delphinus delphis). Stranded on alocal beach, the dolphin was rescued bythe SeaWorld animal care team.

A SeaWorld aquarist examines green sea turtles hatched at SeaWorld.



Marine Mammal Training at SeaWorld

Marine mammals learn through operant conditioning.Operant conditioning is a type of learningin which behaviors are altered by theconsequences that follow them. When ananimal performs a particular behavior andthe consequences of that behavior are insome way reinforcing to that animal, theanimal is likely to repeat that behavior. Areinforcer lets the animal know when ithas performed the desired behavior andencourages the animal to repeat desiredbehaviors. Animal training at SeaWorldis based on reinforcing desired behaviorswith a variety of rewards.

How do SeaWorld trainersreinforce the animals?A reinforcer can be any-thing that the animal mayperceive as favor able. Aback scratch, a toy, a fish,or a favorite activity are allexamples of reinforcers.

Learning occurs in steps.Most complex behaviorscannot be learned all atonce, but develop in steps.This step-by-step learningprocess is called shaping.When children learn to ridea bicycle, most begin on a tricycle, go on to ride atwo-wheeler with trainingwheels, and eventually master a largerbicycle, maybe even one with multiplespeeds. Each step toward the final goal of riding a bicycle is reinforcing. The animals learn complex behaviorsthrough shaping. Each step in thelearning process is called anapproximation. An animal may be

reinforced for each successiveapproximation toward the final goal ofthe desired trained behavior.

Signals communicate desired behavior.In a show, the trainer may request manydifferent behaviors of an animal. Theanimal is trained to differentiate, or discriminate, among the situations. How does an animal know when to do a particular behavior? Through pairinga visual, auditory, or tactile signal withbehavior the animal has already learned.The signal is paired with the stimulusthat originally elicits the response.

What about unwantedbehavior?What happens if an animaldoes not respond, orresponds with undesiredbehavior after a trainer’srequest? At SeaWorld,incorrect behavior is followed by the LeastReinforcing Scenario (LRS). The LRS has two parts. Thefirst part is a consequencefor incorrect behavior. Thisoccurs when the trainerdoes not reinforce the animals for the incorrectbehavior. The second partis a stimulus providing anopportunity for reward:

for two to three seconds the trainer isrelaxed and attempts no change in theenvironment. This brief time period is astimulus to the animal to remain calmand attentive. Following an LRS, theanimal is reinforced for calm, attentivebehavior. The animal may also receivean opportunity to perform anotherbehavior that will result in reinforcement.

A bottlenose dolphin responds to a signal given by a trainer.



Benefits of Husbandry and Training

Mammals assist in theirown care.Animal husbandry isclosely intertwined withtraining. Training helpsanimal care specialists and veterinarians form a complete picture ofeach animal’s health.Marine mammals atSeaWorld are trained to assist in their own care. They present body parts for examina tion,measurement, and blood sampling by veterinarians and giveurine samples whenasked by trainers.Veterinarians and trainers also are able to perform delicate procedures, such as radiography and ultrasonography.

Breeding programs are successful.Trained husbandry procedures enableSeaWorld veterinarians, animal care specialists, and trainers to study marinemammal reproductive biology includinggestation, nutritional needs, and growthrates. This firsthand knowledge has ledto successful breeding programs withmarine mammals such as killer whales,bottlenose dolphins, and Commerson’sdolphins. Of the bottlenose dolphins atSeaWorld, more than half were bornhere, and several were second-generationbirths. SeaWorld’s killer whale breedingprogram is the most successful in theworld with more than 20 healthy calvesborn at SeaWorld parks.Other species that have successfullypropagated at SeaWorld include belugawhales, Pacific walruses, Pacific white-

sided dolphins, sea otters, Asiansmall-clawed otters, harbor seals,California sea lions, sharks, rays,African cichlids, four-eyed fish,red-eared sliders, blue-eyed shags, penguins, flamingos, and endangerednene geese and green sea turtles.

Visitors are educated and entertained.Through the years, millions of peoplehave visited zoological parks such asSeaWorld. Here, people learn aboutmarine animals and ocean ecosystems.Through observing animals on displayas well as in shows, visitors are not onlyentertained, but also educated. Theunique opportunity to observe and learn directly from these live animalsincreases public awareness of wildlife.A primary objective of SeaWorld andBusch Gardens is to provideopportunities for people to have first-hand experiences with animals speciesthey might not otherwise encounter.

Veterinarians and trainers can perform delicate procedures on trained animals. This killer whale will be reinforced for cooperating as dental X-rays are taken.



Do You Want to Work With Animals?

The marine sciences offer students anocean of opportunities.A career in marine mammal husbandryor training offers the unique and excitingopportunity to work directly with thesefascinating animals. Related fieldsinclude veterinary medicine, marinewildlife research, and wildlifemanagement and conservation.Students interested in pursuing careersin these areas should plan on attendingcollege. Depending on their careerchoice, they might pursue a degree inzoology, biology, botany, chemistry,

engineering, geology, physics, or psy-chology. High school students shouldtake courses in algebra, biology, calculus,chemistry, computer science, and physics.

SeaWorld hires animal experts.SeaWorld parks hire husbandry, health,and behavior experts in four areas:• The Mammal Department maintains

and transports marine mammals.Positions include animal care specialist, veterinarian, and medicaltechnologist.

• The Fish Department collects andcares for SeaWorld’s collection ofsharks and other fishes, invertebrates,and reptiles.

• The Bird Department collects andcares for SeaWorld’s birds, includingpenguins, flamingos, parrots, and thewaterfowl collection.

• The Animal Training Department isresponsible for the daily care andmaintenance of animals in show andpresentation areas. They develop andtrain both marine mammal and birdbehaviors performed in animal shows.

We still have questions.The fields of marine animal care andmarine mammal training continue tochange as animal care specialists andtrainers learn more and more aboutthese unique animals. We still do nothave all of the answers to the questionsthat intrigue us. Animal experts atSeaWorld are working at the forefrontof their fields. Hence our knowledge is relatively new and ever-changing.Long-term studies in marine animalbiology and behavior will continue toprovide new insights.

A career in marine mammal husbandry offersthe opportunity to work directly with marinemammals. Here a SeaWorld animal carespecialist bottlefeeds an orphaned Pacificwalrus (Odobenus rosmarus divergens) pup.



Animal Rescue and Rehabilitation

SeaWorld rescues stranded animals.SeaWorld rescues hundreds of strandedanimals every year. Those that undergosuccessful rehabilitation and are fit toresume life in the wild are released.Stranded animals are a valuable sourceof information and study. By observingand treating stranded animals, expertscan study animal diseases. Animal careexperts gather husbandry informationfrom studies of ananimal’s diet andmetabolism. Thisother wise unavailableinformation could helpin the event of a naturalor human- caused disaster or to helpendangered species.

Studies help conserve wild populations.In the protected environment of amarine zoological park,scientists can examine aspects of marine mammal biology that are difficult

or impossible to study in the wild.Physiological, reproductive, and growthrate data gathered at SeaWorld areinstrumental in the study of wildpopulations and may be helpful in futureconservation efforts. These data areshared with other marine animal expertsand the public worldwide.

Husbandry HintsUse the cards on pages 8–10 to help your students get started exploring the husbandry ofsome marine animals. Here are some ideas for ways to use these cards in your classroom:

• Use the cards to help you prepare lesson plans and lead class discussions.

• Copy and cut apart the cards. Distribute a set of cards to each cooperative learninggroup or to each student. Or, distribute a different card to each group or to each student.

• Visit the school library to learn more about these animals.

A SeaWorld veterinarian implants a primary wing feather on aCalifornia brown pelican (Pelecanus occidentalis), enabling it to fly. Eventually, the pelican will grow a new primary feather.

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ACTION



Reinforcer Roundup

OBJECTIVESThe student will list types of reinforcersused at school and then design a systemof reinforcement.

MATERIALS� paper� pens or pencils

BACKGROUNDIn animal training, a reinforcer lets the animal know when it has performed the desiredbehavior and encourages the animal to repeat desired behaviors. The reinforcer tells theanimal, “Yes, you have done that well.” When an animal responds with a behavior thatis close to what the trainer wants, the trainer delivers a reinforcer. As a result, the animalincreases the frequency, intensity, and duration of that particular behavior.Often new reinforcers can be conditioned by pairing something unfamiliar to the animals,such as a toy, with a known positive reinforcer. Eventually, through repeated pairing,the unfamiliar stimulus (toy) takes on positive characteristics and becomes a new reinforcer. We call it a conditioned reinforcer.

1. Lead a discussion about the rewardsand conditioned reinforcers studentsat your school get for correct behaviorsuch as above-average schoolwork,good conduct, sports participation,extracurricular participation, andspecial achievements. Which rein-forcers work best? What do studentslike best?

2. Have students design their own rein-forcers and reinforcement system forthe school and share it with the class.Have the rest of the class analyzeeach student’s ideas. Would theywork? Why or why not? Discuss howthe rewards might vary for studentsof different ages and cultures.

3. Try some of your students’ ideas inyour classroom. Give the plan a trialperiod and discuss the results inclass. Discuss why the systemworked or failed.

DEEPER DEPTHSAsk the students to brainstorm andtry various types of reinforcers ontheir pets (or siblings and parents)at home.A tail fluke rub-down is a reinforcer for this

killer whale.

ACTION



Train a Person

OBJECTIVESThe student will understand and applythe principles of operant conditioning toshape the behavior of a classmate.

MATERIALS� targets (pole, broomstick, yardstick, etc.)

BACKGROUNDTo train an animal it often is helpful to lead the animal through a behavior in small steps.SeaWorld trainers use their hands as focal points. When a behavior takes place fartheraway, a tool called a target is used as an extension of the hand. A target directs an animaltoward a position or direction. How is an animal trained to follow a target? Trainers touchthe target gently to the animal and reinforce the animal. This is repeated several times.Next the target is positioned a few inches from the animal. Trainers wait for the animal totouch the target. The animal has learned that when it touches the target, it gets reinforced,so it moves toward the target and touches it. Eventually the animal follows the target.

1 . Discuss as a class some physicalbehaviors people can teach to others.(Juggle, throw a ball, turn in a circle, typewith ten fingers, do somersaults, respondto a whistle.) Some learned responsesare conscious efforts, such as typingor turning somersaults. Others maybe subtle. What happens when youstare at a person for a long time? Orstand too close to a person? Or turnaway from a person who is talking?

2. Have students pair up and decide ona behavior they want to shape. Eachpair may choose a different behavioror the class may all choose the same.Decide who will be the “trainer” andwho will be the “learner.”

3. Student pairs should choose one ormore reinforcers. Trainers also needto define a target and steps needed toachieve the final behavior. Trainersshould NOT talk to the learnersabout the final desired behavior orthe steps to be taken to reach it.

4. Have students practice for an actualtraining session the next day or nextclass period. Bring any extra trainingmaterials, such as objects used fortargets, from home.

5. Student pairs work together for 15minutes. Gather trainers to discussproblems they are having. Learnerscan meet to discuss problems too.

6. Trainers try again. Ask for volunteersto demonstrate learned behaviors.Ask the class to identify reinforcers.Do some work better than others?Which behaviors were successful?

DEEPER DEPTHSHave students try training a siblingor parent at home without tellingthem what they are trying to do.Can behavior be changed?



ACTION

Good Health Is Not a Fluke

OBJECTIVESGiven a husbandry procedure, studentswill detail shaping steps for teaching thenecessary trained behavior.

MATERIALS� paper� pencils

BACKGROUNDRoutine physical examinations and laboratory tests may help detect illnesses in marineanimals. Examinations may require samples of urine, feces, mucus, or blood. For exam-ple, tests run on blood samples can tell if the animal is fighting an infection (high whiteblood cell count). Blood samples from killer whales are routinely taken from the bloodvessels on the underside of the tail flukes. Trainers have shaped whale behaviors toinclude a fluke presentation; that is, the whale rolls onto its back and places its flukes onthe stage area. Veterinarians then take a sample.

1. Discuss the behaviors of killer whales.Then, review training information(see pages 4 and 12). What tools dotrainers commonly use? How do they“tell” a killer whale that a behaviorwas done correctly?

2. Have students form pairs or smallgroups. Students will detail the stepsnecessary to train a killer whale topresent its tail flukes and allow a veterinarian to draw a blood sample.What training tools would they use?Would trainers need to link a seriesof behaviors? How would a trainer“tell” a killer whale to stay still?

3. After adequate time, ask studentgroups to present results. Does eachgroup link the same behaviors? Doeseach group use the same reinforcers?Discuss differences.

This killer whale has been trained to present its tail fluke for a blood sample. Here a SeaWorldveterinarian draws blood for routine analysis.



ACTION

Penguins in the U.S.A.

OBJECTIVESGiven information about the natural history of a species of marine animal,the student will design a zoologicalenvironment.

MATERIALS� graph paper � pencils or pens� Husbandry Hints cards on

pages 8–10

1. Students may work alone or in learning groups.Have students choose an animal from theHusbandry Hints cards on pages 8–10. Allow students time to research and discuss their animal’s habitat and natural behavior.

2. Students design an exhibit that is as close to theiranimal’s natural habitat as possible. Remind themto consider husbandry parameters, including...

• substrate (groundsurface)

• air• water• temperature• food• habitat cleaning• caring for the animals• breeding• research• training

3. Finally, students diagram their plan anddescribe it in an essay.

DEEPER DEPTHSVisit a zoologicalpark or aquarium andcompare the animalhabitats there to thestudents’ designs.

This emperor penguin(Aptenodytes forsteri) chick was hand-reared by SeaWorldaviculturists, who simulated a parent penguin’s feeding behavior.

ACTION



Husbandry Notebook

OBJECTIVESThe student will observe and recordcare of an animal and then organize abook of daily husbandry procedures.

BACKGROUNDAs part of the comprehensive preventive medicine program, zoological staff compilerecords and daily observations of an animal’s husbandry, health, and behavior. Zoo and aquarium husbandry manuals include sections on housing, management, behavior,social organization, reproduction, nutrition, and health. For example, the nutrition sectionmay include food variety, food quantity, and feeding times. The behavior section mayinclude the animal’s daily activity cycle (sleeping, resting, eating, moving). The healthsection may include dates of previous tests, dates for upcoming tests, and so on.

1. Students may work individually orin pairs. (Suggestion: pair students sothat those without pets can partner withstudents who have pets.) First, theyselect a pet or other animal to observe.Discuss elements of a husbandrynotebook.

2. If students select an animal in a zoological facility you will need toarrange for weekly or biweekly facility visits. You also will need toarrange for animal care specialists toprovide students with husbandryinformation during these visits.

3. Use index cards to define categoriesor “chapters” in the husbandry notebook. Students will write data on these cards while observing (andcaring for, when applicable) theirselected animals. Cards may belabeled “feeding times,” “exerciselog,” “bath schedule,” etc. Class may

decide on categories together or students may decide independently.(See Background above for ideas.)

4. Allow enough time (two or threeweeks) for feeding, bathing, andexercise cycles to become routine.Students use index cards to record all available information for each category, making additional noteswhen necessary.

5. After observations and recordinginformation, students organize thedata into a notebook, adding a tableof contents and an index. Did students identify other categoriesduring the study that they hadn’tanticipated? Have them add thesecategories to the notebook.

6. Have students share notebooks withclassmates. How does pet husbandrycompare to animal husbandry in azoological facility?

MATERIALSper student or student pair:� 3” x 5” index cards� spiral notebook� pencil� animal to observe



ACTION

Number Munching

OBJECTIVESThe student will create and use simplealgebraic equations to calculate typesand weights of food needed to feed acollection of marine mammals.

MATERIALS� Number Munching funsheet on

page 17 (one per student)� pencils� calculators (optional)

BACKGROUNDZoo curators often order animal food in large quantities, stocking at least a one-monthsupply. Storing frozen food provides the flexibility to feed a variety of foods throughoutthe year, not just when they are seasonally available. In determining how much food toorder, curators take into account the number of animals and each animal’s average foodintake. Based on a daily food consumption of 6,350 kg (7 tons), SeaWorld parks purchaseabout 196,850 kg (217 tons) of seafood a month.

1. Curators are responsible for thehealth and well-being of the animalsin their care. Discuss sources ofseafood, shipping methods thatreduce spoilage or contamination,and storage facilities for keepingstock on hand.

2. Distribute Number Munching fun-sheets and pencils. Students work ingroups or individually. Before theybegin, discuss any questions.(Depending on the level of your students,you may give them equations or createthem together.)

3. Students present and discuss theirresults and problem-solving methods.

DEEPER DEPTHSVeterinarians prescribe vitamins ona per-pound-of-food-intake basis.One multivitamin is given withevery 2.3 kg of food. How manymultivitamins should you order?

ANSWERS

For example, to calculate the total weightof herring for one month...

n = days in the monthhk = daily amount of herring

for 1 killer whalehs = daily amount of herring

for 1 sea lionhw = daily amount of herring

for 1 walrushb = daily amount of herring for

1 bottlenose dolphinhT = total amount of herring for

one 31-day month

hT = n (2hk + 13hs + 2hw + 9hb)

For a 31-day month...

herringT = 4,511 kg herringsquidT = 1,442 kg squidsmeltT = 6,231 kg smeltsalmonT = 434 kg salmonclamsT = 558 kg clams

©2007 Sea World, Inc. All Rights Reserved.

Name

Number MunchingCongratulations! You are the new curator for XYZ Zoo. Your zoo has 2 killer whales, 13 California sea lions, 2 Pacific walruses, and 9 bottlenose dolphins.

Your assistant has just given you the average food quantity given to each animaleach day (see chart below).

In one hour, Mr. Guppy from the Fantastic Frozen Fish Company, a leading distributor of high-quality fish, is calling for next month’s order. What will you tell him?

herring squid smelt salmon clams

killer whale

California sea lion

Pacific walrus

bottlenose dolphin

FOOD TYPE (PER DAY)

Create algebraic equations that will help you solve this problem.

23 kg 7 kg 32 kg 7 kg –

3 kg 1 kg 5 kg – –

10 kg 3 kg – – 9 kg

4.5 kg –8 kg1.5 kg –



ACTION

Observation Notation

OBJECTIVESThe student will observe an animal and design a training program thatincorporates the observed behaviors.

MATERIALS� pet animals, either at school or home� Observation Notation funsheet on

page 19 (one per student)� pencils� watches

BACKGROUNDTrainers base animal performances on behaviors that animals frequently exhibit. Animalbehaviors usually are adaptations for survival. Walking, breathing, swimming, jumping,flying, eating, and making sounds all are examples of behavior. But it is impossible toexpect a dolphin to fly or a parrot to swim. Developing a performance requiresobservation and accurate records of animal behavior.

1. Have students choose an animal toobserve, either at home or in theclassroom. This animal must be readily observable and at least a littleactive. (A hibernating snake is not agood choice.)

2. Use the Observation Notationfunsheet on the next page to recordanimal behaviors. Students can usethe symbols provided for recordingbehaviors, create their own symbols,or use a combination of the two.Students should observe an animal in time blocks of at least 15 minutes.(Write in four symbols per hour timeblock provided on the funsheet.)

3. After observing an animal for a week,have students study its behavior andsuggest a training program incorpo-rating the observed behaviors. Could

some activities be extended into newbehaviors, such as a dog standing andwalking a short distance on its hindlegs? Students present their results.

SeaWorld aquarists document sharkfeeding behavior and food intake.

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ACTION

Matchmaker

OBJECTIVESThe student will diagram the breedinghistory of a sample zoological bottlenosedolphin population and apply this infor-mation to make husbandry decisions.

MATERIALS� Matchmaker funsheet on page 21

(one per student)� pencils

BACKGROUNDTo conduct successful animal breeding programs, zoological staff create “studbooks,”comprehensive records of animal births, deaths, and inter-institutional transfers.Studbooks record mating histories and provide data for captive breeding managementincluding which animals are related so they will not be bred. Inbreeding damagesgenetic strength. Studbook data also may be used to analyze the demographics(statistical characteristics) of zoological populations including the size and density ofcurrent zoological populations, which animals reside at what locations, and specificbreeding ages. Bottlenose dolphin females become sexually mature between5 and 12 years; males at 10 to 12 years.

1 . As a class, discuss the importance ofkeeping animal breeding histories.What types of data might be recorded?(Data could include age of the animal, itslocation, and the names of the animal’smother and father.) How do zoologicalstaff use this information? Whatproblems might arise if thisinformation was not available?

2. Distribute copies of the Matchmakerfunsheet on the next page. Read theintroduction to Scenario 1 as a class.Discuss the format of the breedingdiagram. This diagram is essentiallythe same as a family tree.

3. Students complete Scenarios 1 and 2.4. As a class discuss students’ answers.

In Scenario 2, was there only onebreeding option, or more than one?Was one option a better choice?

ANSWERS

Coconut Betty ?

Bob

Ginger

CrackerSammy

Dolly

Junior

Sammy Jerry Fred

Mango Jack

2. It’s best to breed Ginger with either Jack or Coconut.

1.

Name

Matchmaker


Scenario 1You are the director of XYZ Zoo. During the past 20 years, your zoological staff hasrecorded the following bottlenose dolphin (Tursiops truncatus) breeding histories.Now you would like to diagram this information.

Using the chart below, fill in the boxes on the breeding history diagram. Use single-lined boxes for females, and double-lined boxes for males. The two oldest femalesare placed in the top single-line boxes. Use the “parents” column to complete thediagram. Bottlenose dolphin females begin breeding between 5 and 12 years; malesat 10 to 12 years. (NOTE: You may not be able to fill in all of the boxes. Breeding historiessometimes are incomplete.)

Scenario 2You and your zoological staff want to breed Ginger. Which male(s) will you choose?

name studbook ID# gender age mother/father location

Dolly 12 F 3 4/32 Dolly’s World

Fred 38 F 5 6/5 XYZ Zoo

Cracker 22 F 16 4/? XYZ Zoo

Coconut 32 M 15 unknown Ocean Land

Mango 6 F 25 unknown XYZ Zoo

Bob 35 M 6 4/? Ocean land

Betty 4 F 27 unknown XYZ Zoo

Jerry 26 F 17 6/5 XYZ Zoo

Jack 5 M 28 unknown XYZ Zoo

Ginger 30 F 8 22/28 XYZ Zoo

Sammy 28 M 12 unknown Wetworld Park

Junior 39 M 3 26/28 XYZ Zoo

Betty Mango



ACTION

Bacteria Blast

OBJECTIVESUsing simple microbiology techniques,students will inoculate, culture, andidentify common bacteria.

BACKGROUNDMicroscopic organisms such as single-cell bacteria thrive in many places. Some bacteriaare beneficial. For example, Escherichia coli live in the large intestines of humans andhelp metabolize food materials missed by the upper digestive tract. Some other bacteria are harmful. Bacterial infections cause diphtheria, tuberculosis, typhoid fever,tetanus, and other diseases. Bacteria also lives in plaque, the film that forms on teeth.Early microbiologists such as Louis Pasteur and Hans Christian Gram used simplemethods for identifying different bacteria types. Bacteria appear in the general shapesof rods, spheres, or spirals. Shapes may be identified under a microscope, by growingcultures or by special coloring called gram stains. SeaWorld zoological staff conductroutine tests to assess animal health. Tests include culturing water samples and blowhole mucus to identify and, if necessary, treat bacterial or fungal infections.

1. As a class, discuss bacteria. What is it?Where is it found? How does it helphumans? How can it be harmful?

2. Distribute agar plates, but don’t openthe lids. Discuss agar. (Agar, a seaweed-based medium, provides food for bacteria.)

3. Have students open lids and inoculatethe plate by gently rolling an indexfinger over the agar. Students closelids and label each with their name,the date, and time of day.

4. Set agar plates in a warm spot in theclassroom (not in direct sunlight). Orplace in an incubator set at body temperature, 37°C (98.6°F).

5. Students check plates after 24 and 48hours. When growth appears, havestudents remove a small sample forstaining. Follow directions given inthe gram stain kit.

6. Compare growth patterns or shapeswith those on page 23. Can studentsidentify their cultures?

MATERIALSper student pair:� nutrient agar plate (available through

most biological supply catalogs)� compound microscope per class: � bacteria gram stain kit� incubator (optional)

DEEPER DEPTHSObtain kits for blood typing, test-ing pH, thin layer chromatography,and electrophoresis.

Name

Bacteria Blast


Use the bacteria growth patterns or shapes below to identify bacteria under a compound microscope. Draw a picture of your bacteria sample in circle D.

A. Gram stain appearance of gram-positive spheres, Streptococci.(color: purple)

B. Gram stain appearance of gram-positive spheres, Staphylococci.(color: purple)

C. Gram stain appearance of gram-negative rods, Escherichia coli.(color: pink)

D.

(color: )



BibliographyBaldwin, Robert F. “Doctoring the Exotic.” Sea Frontiers 37 (1), 1991, pp. 30–35.*Byrum, Jody and Patricia Schick. A World Beneath the Waves. Whales, Dolphins, and Porpoises.

San Diego: SeaWorld , Inc., 2006.*Byrum, Jody. Pinnipeds from Pole to Pole. Seals, Sea Lions, and Walruses. San Diego:

SeaWorld, Inc., 2000.Chance, Paul. Learning and Behavior. Third Edition. Pacific Grove, California: Brooks/Cole

Publishing Co., 1994.Cherfas, Jeremy. Zoo 2000. A Look Beyond the Bars. London: British Broadcasting Corp., 1984.*Coats, Judith. Flightless Birds of the Southern Hemisphere. Penguins. San Diego: SeaWorld,

Inc., 2001.Dierauf, Leslie A., ed. CRC Handbook of Marine Mammal Medicine: Health, Disease, and

Rehabilitation. Boca Raton, Florida: CRC Press, Inc., 1990.Gratzek, John B. and Janice R. Matthews, eds. Aquariology. The Science of Fish Health

Management. Morris Plains, New Jersey: Tetra Press, 1992.Heitzman, Ray. Opportunities in Marine and Maritime Careers. Revised edition. Lincolnwood,

Illinois: National Textbook Company, 1999.International Marine Animal Trainers Association. Soundings. Quarterly magazine.

Chicago, Illinois (all issues).Luoma, Jon R. A Crowded Ark: The Role of Zoos in Wildlife Conservation. Boston: Houghton

Mifflin Co., 1987.Miller, Louise. Careers for Animals Lovers and other Zoological Types. Second edition.

Lincolnwood, Illinois: National Textbook Company, 2000.*Nuzzolo, Deborah. Dolphin Discovery. Bottlenose Dolphin Training and Interaction. San Diego:

SeaWorld, Inc., 2003.*Parham, Donna. To the Rescue! The SeaWorld/Busch Gardens Animal Rescue and Rehabilitation

Program. San Diego: SeaWorld, Inc., 2005.Pryor, Karen. Don’t Shoot the Dog. The New Art of Teaching and Training. Revised edition.

New York: Bantam Doubleday Dell Publishers, 1999.*Rake, Jody. Behind the Scenes. Animal Training at SeaWorld, Busch Gardens, and Discovery

Cove. San Diego: SeaWorld, Inc., 2003.Ridgway, Sam H., ed. Mammals of the Sea. Biology and Medicine. Springfield, Illinois:

Charles C. Thomas, 1972.Ridgway, Sam. The Dolphin Doctor. Second edition. San Diego: Dolphin Science Press, 1995.Taylor, David. Vet on the Wild Side: Further Adventures of a Wildlife Vet. New York: St. Martin’s

Press, Inc., 1991.Thomas, J. and D.K. Odell. Strategies for Pursuing a Career in Marine Mammal Science. Seattle,

Washington: The Society for Marine Mammalogy, 2002. (You’ll find the most up-to-dateedition online at www.marinemammalogy.org/strat.htm)

Western, David and Mary C. Pearl, eds. Conservation for the Twenty-first Century. New York:Oxford University Press, 1989.

*Wlodarski, Loran. Wild Careers! Working With Animals. Orlando: SeaWorld, Inc., 2002.*Wlodarski, Loran. The Story of Manatees. Siren’s Song. Orlando: SeaWorld, Inc., 2003.

* These books available through SeaWorld. Call 1-800-25-SHAMU and press 46 for order information.

Want more information?Visit the SeaWorld/Busch Gardens Animals database at SWBG-Animals.org . Still havequestions? Email us at [email protected] .SeaWorld has books, teacher’s guides, posters, and videos available on a variety of animalsand topics. Call 1-800-25-SHAMU then press 46 to request an Education DepartmentPublications catalog, or shop online at our e-store at SWBG-EStore.com.

SeaWorld San Diego(800) 237-4268500 SeaWorld DriveSan Diego, CA 92109-7904

SeaWorld Orlando(800) 406-22447007 SeaWorld DriveOrlando, FL 32821-8097

SeaWorld San Antonio(210) 523-3606 10500 SeaWorld Drive San Antonio, TX 78251-3001

Discovery Cove(407) 370-12806000 Discovery Cove WayOrlando, FL 32821-8097

Busch Gardens Tampa Bay(813) 987-5555P.O. Box 9157Tampa, FL 33674-9157

Busch Gardens Williamsburg(757) 253-3000One Busch Gardens Blvd.Williamsburg, VA 23187-8785

Marine AnimalHusbandry and Training7–12 Teacher’s GuidePART OF THE SEAWORLD EDUCATION SERIES

Research/WritingJudith CoatsDonna Parham

Technical AdvisorBrad AndrewsDaniel K. Odell, Ph.D.Mike ScarpuzziMike ShawWendy Turner

Education DirectorsJudy JenkinsAnn QuinnWilliam StreetJoy Wolf

Editorial StaffTiffany GolotaDeborah NuzzoloPatti Schick

IllustrationsNoelle PhillipsSeaWorld San Diego

Creative Services

PhotosMike AguileraBob Couey

SeaWorld and Busch Gardens

Based on a long-term commitment to education andconservation, SeaWorld and Busch Gardens strive toprovide an enthusiastic, imaginative, and intellectuallystimulating atmosphere to help students and guestsdevelop a lifelong appreciation, understanding, andstewardship for our environment. Specifically, ourgoals are ...

� To instill in students and guests of all ages an appreciation for science and a respect for all livingcreatures and habitats.

� To conserve our valuable natural resources byincreasing awareness of the interrelationships ofhumans and the environment.

� To increase students’ and guests’ basic competenciesin science, math, and other disciplines.

� To be an educational resource to the world.

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