Book a FREE* activity for your students
Sessions are 45 minutes (unless otherwise stated).
Sessions work best with 30 or fewer students. However, if you are bringing larger groups it may be possible to accommodate more depending on the specific session. Please contact us to discuss this in more detail.
Our sessions are limited in availability and very popular.
Please book as early as possible to avoid disappointment.
If you have any questions about these sessions or wish to check availability on a specific date, please contact our education department directly at 01206 332511 or 01206 332512 or email education@colchesterzoo.org
*Colchester Zoo reserves the right to charge a £20 fee educational sessions which are booked but not attended.
Available Secondary Sessions:
Click on an education session for more details including curriculum links
Unsure which session to book? Click here to open our session matrix in a new tab, it highlights the specific subjects and key skills covered in each session.
All sessions will assist you in the teaching of ‘British Values’ and spiritual, moral, social and cultural development. (SMSC)
Detailed Session Descriptions:
Adaptations Talk KS3 or KS4
What specific adaptations do animals have? Students will learn about structural, physiological, and behavioural adaptations. Volunteers are dressed in costumes and the group will discuss the benefits of their adaptations. For lower groups, this is then elaborated on by exploring some of the key adaptions of predator/prey animals and animals living in hot/cold habitats. Higher groups focus entirely on hot/cold habitat adaptations with a focus on homeostasis, including enzyme functions.
Click for National Curriculum links-
Science – Genetics and Evolution: differences between species; the variation between species and between individuals of the same species means some organisms compete more successfully.
Science – Relationships in an ecosystem: the interdependence of organisms in an ecosystem, including food webs (herbivores, carnivores); how organisms affect, and are affect by, their environment.
Science – Biology: nutrition and digestion: the importance of bacteria in the human digestive system (discussed with reference to animal digestion).
Biology AQA – 4.7.1.4 Adaptations: Students should be able to explain how organisms are adapted to live in their natural environment. Organisms have features (adaptations) that enable them to survive in the conditions in which they normally live. These adaptations may be structural, behavioural or functional.
Biology AQA – 4.5.1 Homeostasis: Students should be able to explain that homeostasis is the regulation of the internal conditions of a cell or organism to maintain optimum conditions for function in response to internal and external changes.
Biology OCR – B4.1 Ecosystems: Living organisms are interdependent and show adaptations to their environment.
Biology Edexcel – Topic 7 – Animal coordination, control and homeostasis 7.10B: Explain the importance of homeostasis, including: a) thermoregulation – the effect on enzyme activity b) osmoregulation – the effect on animal cells; 7.12B Explain how thermoregulation takes place, with reference to: a) shivering, b) vasoconstriction, c) vasodilation
Animal Careers KS3 or KS4
This session will provide your students with information about the range of jobs available in the animal industry (not just being a zookeeper!). Details of these jobs including typical daily tasks as well as specific job requirements will be discussed. Suggestions on volunteering experience and what courses are useful are also covered. For each job role discussed in detail, an interview with a staff member working in that job provides a real life context for their career path.
This session works well if your students are interested in pursuing a career in the animal industry, or if your students need to know details about zoo job roles including specific requirements and qualifications.
Art at the Zoo KS3 or KS4
Please note this session is for a maximum of 30 students.
This session opens with a brief introduction to Colchester Zoo and how we use art. Then students have the opportunity to sketch, draw, or photograph from a variety of still life resources, including: furs, skins, skulls, feathers, and more. These resources allow students to get up close and pay attention to textures, patterns, shape, and structure.
Students attending this session must bring their own dry drawing materials, sketchbooks, cameras, etc. Art materials will not be provided.
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Art and Design: use a range of technique to record their observations in sketchbooks and other media; to increase their proficiency in the handling of different materials.
Design and Technology: use research and exploration; use a variety of approaches, including biomimicry, to generate creative ideas.
GCSE Art and Design: develop artistic skills, knowledge and understanding; understand arts in context; record ideas and designs from a range of objects and artefacts.
Planning a trip to the zoo with a focus on Art? Why not download our Colchester Zoo Art Trail!
Classification Session KS3 or KS4
Please note this session is for a maximum of 40 students.
After discovering why we classify things, students will learn how modern classification developed. Following this, students get the chance to guess what characteristics define animals in different phyla, with particular focus on the five main vertebrate groups. Students will then get the chance to get hands-on with a variety of animal biofacts (furs, skulls, etc.) and practice sorting these objects into groups. After going through the other levels of organisation, students learn about what makes a species a species.
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Science – Genetics and variation: the variation between species and between individuals of the same species means some organisms compete more successfully, which can drive natural selection; the variation between individuals within a species being continuous or discontinuous.
Science – Working scientifically: understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas; interpret observations and draw conclusions.
Biology AQA – 4.6.2.1 Variation: Differences in the characteristics of individuals in a population is called variation and may be due to differences in: genetic causes, environmental causes, a combination of genes and the environment.
Biology AQA – 4.6.2.2 Evolution: Students should be able to describe evolution as a change in the inherited characteristics of a population over time through a process of natural selection which may result in the formation of a new species. The theory of evolution by natural selection states that all species of living things have evolved from simple life forms that first developed more than three billion years ago.
Biology AQA – 4.6.4 Classification: Traditionally living things have been classified into groups depending on their structure and characteristics in a system developed by Carl Linnaeus. Linnaeus classified living things into kingdom, phylum, class, order, family, genus and species. Organisms are named by the binomial system of genus and species. Due to evidence available from chemical analysis there is now a ‘three domain system’ Evolutionary trees are a method used by scientists to show how they believe organisms are related. They use current classification data for living organisms and fossil data for extinct organisms.
Biology OCR – B5.2 Natural selection and evolution: B5.2a state that there is usually extensive genetic variation within a population of a species. B5.2b describe the impact of developments in biology on classification systems.
Biology Edexcel – Topic 3 – Genetics: 3.20 Describe the causes of variation that influence phenotype, including: a) genetic variation – different characteristics as a result of mutation and sexual reproduction b) environmental variation – different characteristics caused by an organism’s environment (acquired characteristics)
Biology Edexcel – Topic 4 – Natural selection and genetic modification: 4.7 Describe how genetic analysis has led to the suggestion of the three domains rather than the five kingdoms classification method.
Cures OR Conservation KS4
The Future and History of Animals in Traditional Medicine
Please note this session is for a maximum of 40 students.
Many human cultures around the world and throughout history have used and continue to use animals, and parts of animals, as medicine. In this session students will learn about some amazing, scientifically proven medicines that have been based on chemicals and compounds found in a variety of animals. We then discuss the conservation issues associated with this, explained through the problem of bear bile farms.
We will then take a look how animals have been used throughout the history of European Medicine. The use of animals in modern Traditional Medicine is then linked back to endangered species with this concept explored in more detail with the explanation of how rhino horn is not medicine. Students will then get the chance to see real animal artifacts up close and learn how they have traditionally been used as medical treatment. We will then discuss the step by step process that scientists and researchers use when they attempt to find out if something is medicine and how they would go about creating new drugs. The session ends with a look at medicines of the future, and what the future could hold for Traditional Medicine with reference to the World Health Organisation.
Click for National Curriculum linksNew medical drugs have to be tested and trialled before being used to check that they are safe and effective. New drugs are extensively tested for toxicity, efficacy and dose. Preclinical testing is done in a laboratory using cells, tissues and live animals. Clinical trials use healthy volunteers and patients.
Biology AQA – 4.6.3.6 Extinction: Extinctions occur when there are no remaining individuals of a species still alive. Students should be able to describe factors which may contribute to the extinction of a species.
Biology AQA – 4.7.3.1 Biodiversity: Many human activities are reducing biodiversity and only recently have measures been taken to try to stop this reduction.
Biology AQA – 4.7.3.6 Maintaining biodiversity: Students should be able to describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity.
History AQA – 3.3.1 Section A: AA Britain: Health and people: The session describes in brief the use of animals in European Medicine through the main stages: prehistoric (shamanism), ancient medicine (Egyptian/Greek/Roman), medieval medicine, medical revolution, modern medicine, and the future of medicine.
Biology OCR – B6.3 Monitoring and maintaining health B6.3o explain the use of vaccines and medicines in the prevention and treatment of disease B6.3q describe the processes of discovery and development of potential new medicines (preclinical and clinical testing).
Biology OCR – Topic B6: Global challenges B6.1b: describe both positive and negative human interactions within ecosystems and explain their impact on biodiversity. B6.1c explain some of the benefits and challenges of maintaining local and global biodiversity.
Biology Edexcel- Topic 5 – Health, disease and the development of medicines: 5.20 Describe that the process of developing new medicines, including antibiotics, has many stages, including discovery, development, preclinical and clinical testing.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.9: Explain the positive and negative human interactions within ecosystems and their impacts on biodiversity, including: a) fish farming b) introduction of non-indigenous species c) eutrophication.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.10: Explain the benefits of maintaining local and global biodiversity, including the conservation of animal species and the impact of reforestation.
History Edexcel – Option 11: Medicine in Britain students should understand how key features in the development of medicine were linked with the key features of society in Britain in the periods studied; They should develop an understanding of the nature and process of change. This will involve understanding patterns of change, trends and turning points, and the influence of factors inhibiting or encouraging change within periods and across the theme. The key factors are: individuals and institutions (Church and government); science and technology; and attitudes in society.
Ecosystems – KS3 or KS4
Please note this session is for a maximum of 30 students.
Up and active games will help illustrate the complexities of food webs, ecosystems, bioaccumulation and biomagnification. Through the accompanying talk, we’ll explore these concepts in more detail. We’ll then discover the problem of plastic litter, and what it is doing to the world’s ocean. This leads into the surprising and deadly link between ocean plastics and persistent organic pollutants. The session ends with a look at what can be done to help solve these complex environmental problems.
- Science – Interactions and interdependencies: Relationships in an ecosystem: the interdependence of organisms in an ecosystem, including food webs; how organisms affect, and are affected by, their environment, including the accumulation of toxic materials.
Science – Material cycles and energy: Photosynthesis: the dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic molecules that are an essential energy store.
Geography – Human and physical geography: understand human geography relating to population and urbanization, international development, and the use of natural resources; understand how human and physical processes interact to influence, and change landscapes, environments and the climate.
Citizenship: the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities.
Biology AQA – 4.6.3.6 Extinction: Extinctions occur when there are no remaining individuals of a species still alive. Students should be able to describe factors which may contribute to the extinction of a species.
Biology AQA – 4.7.1.1 Communities: Students should be able to describe: different levels of organisation in an ecosystem from individual organisms to the whole ecosystem; An ecosystem is the interaction of a community of living organisms (biotic) with the non-living (abiotic) parts of their environment; Within a community each species depends on other species for food, shelter, pollination, seed dispersal etc. If one species is removed it can affect the whole community. This is called interdependence. A stable community is one where all the species and environmental factors are in balance so that population sizes remain fairly constant.
Biology AQA – 4.7.1.3 Biotic factors: Students should be able to explain how a change in a biotic factor might affect a given community given appropriate data or context.
Biology AQA – 4.7.2.1 Levels of organisations: Students should understand that photosynthetic organisms are the producers of biomass for life on Earth. Feeding relationships within a community can be represented by food chains. All food chains begin with a producer which synthesises molecules. This is usually a green plant or alga which makes glucose by photosynthesis. Producers are eaten by primary consumers, which in turn may be eaten by secondary consumers and then tertiary consumers. Consumers that kill and eat other animals are predators, and those eaten are prey. In a stable community the numbers of predators and prey rise and fall in cycles.
Biology AQA – 4.7.2.2 How materials are cycles: Students should be able to explain the role of microorganisms in cycling materials through an ecosystem by returning carbon to the atmosphere as carbon dioxide and mineral ions to the soil.
Biology AQA – 4.7.3.1 Biodiversity: Many human activities are reducing biodiversity and only recently have measures been taken to try to stop this reduction.
Biology AQA – 4.7.3.2 Waste management: Rapid growth in the human population and an increase in the standard of living mean that increasingly more resources are used and more waste is produced. Unless waste and chemical materials are properly handled, more pollution will be caused. Pollution kills plants and animals which can reduce biodiversity.
Biology AQA – 4.7.3.6 Maintaining biodiversity: Students should be able to describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity. These include: recycling resources rather than dumping waste in landfill.
Biology AQA – 4.7.4.1 Trophic levels: Students should be able to describe the differences between the trophic levels of organisms within an ecosystem. Decomposers break down dead plant and animal matter by secreting enzymes into the environment. Small soluble food molecules then diffuse into the microorganism.
Biology AQA – 4.7.4.2 Pyramids of biomass: Pyramids of biomass can be constructed to represent the relative amount of biomass in each level of a food chain. Trophic level 1 is at the bottom of the pyramid.
Biology AQA – 4.7.4.3 Transfer of biomass: Students should be able to: describe pyramids of biomass; explain how biomass is lost between the different trophic levels. Students should be able to explain how this affects the number of organisms at each trophic level.
Biology OCR – Topic B4.1: Ecosystems: B4.1b explain the role of microorganisms in the cycling of materials through an ecosystem; B4.1e describe different levels of organisation in an ecosystem from individual organisms to the whole ecosystem; B4.1f explain how abiotic and biotic factors can affect communities; B4.1h describe the differences between the trophic levels of organisms within an ecosystem; B4.1i describe pyramids of biomass and explain, with examples, how biomass is lost between the different trophic levels.
Biology OCR – Topic B6: Global challenges: B6.1b describe both positive and negative human interactions within ecosystems and explain their impact on biodiversity. B6.1c explain some of the benefits and challenges of maintaining local and global biodiversity.
Biology Edexcel – Topic 6 – Plant structure and their functions: 6.1): Describe photosynthetic organisms as the main producers of food and therefore biomass.
Biology Edexcel – Topic 9 – Ecosystems and material cycles: 9.1): Describe the different levels of organisation from individual organisms, populations, communities, to the whole ecosystem. 9.2): Explain how communities can be affected by abiotic and biotic factors. 9.3): Describe the importance of interdependence in a community. 9.7B): Explain how some energy is transferred to less useful forms at each trophic level and that this affects the number of organisms at each trophic level, limits the length of a food chain and determines the shape of a pyramid of biomass in an ecosystem. 9.9): Explain the positive and negative human interactions within ecosystems and their impacts on biodiversity, including: a) fish farming b) introduction of non-indigenous species c) eutrophication. 9.10): Explain the benefits of maintaining local and global biodiversity.
English – Debating Skills KS3 or KS4
Please note this session is for a maximum of 40 students.
Spoken English, including formal debates and structured discussions are key components of the English curriculum. At Colchester Zoo we recognise that zoos are an often debated topic. In this session, students are introduced to key debating terms and practice their speaking and listening skills. Through a series of debating games students learn the concepts of agreement, disagreement, and persuasive speaking. After the session, students are provided with worksheets for them to record first-hand observations about the pros and cons of the zoo. At the end of the session, teachers are provided with our detailed ‘Zoo Debate’ lesson plan, which includes two critical reading exercises. These classroom activities, in conjunction with the worksheets students complete at the zoo, culminate in a classroom debate about the purpose and benefit of zoos.
- Citizenship: students are equipped with the skills to think critically and debate political questions..
English – Spoken Language: Giving short speeches and presentations, expressing their own ideas and keeping to the point; Participating in formal debates and structured discussions, summarising and/or building on what has been said; Planning for different purposes and audiences, including selecting and organising information and ideas effectively and persuasively for formal spoken presentations and debates; Listening and responding in a variety of different contexts, both formal and informal, and evaluating content, viewpoints, evidence and aspects of presentation
English AQA – Spoken Language: presenting information and ideas: selecting and organising information and ideas effectively and persuasively for prepared spoken presentations; planning effectively for different purposes and audiences; making presentations and speeches; responding to spoken language: listening to and responding appropriately to any questions and feedback.
English OCR – Spoken Language: Learners will have the opportunity to prepare spoken presentations, planning effectively for different audiences and purposes. They will listen and respond to others and express themselves using spoken Standard English when appropriate.
English Edexcel – Spoken Language 3.1.1: presenting information and ideas: selecting and organising information and ideas effectively and persuasively; planning effectively for different purposes and audiences; making presentations and speeches.
Evolutionary Biology KS3 or KS4
Please note this session is for a maximum of 40 students.
In this session, your students will get hands-on and examine real scientific study skins. They will then use their observations to create evolutionary hypotheses based on real historical data from natural history collections around the world. Prior to developing their hypotheses, the session introduces the concept of evolution, based on Darwin’s work and the Galapagos Finches. This includes a discussion of variation (environmental/genetic and continuous/discontinuous). For higher level groups, the session delves into phenotype and genotype in more detail (and their inherent complexities).
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Science – Working Scientifically:Scientific Attitudes: understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas.
Science – Genetics and evolution: Inheritance, chromosomes, DNA and genes: heredity as the process by which genetic information is transmitted from one generation to the next; differences between species; the variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation; the variation between species and between individuals of the same species means some organisms compete more successfully, which can drive natural selection; changes in the environment may leave individuals within a species, and some entire species, less well adapted to compete successfully.
Biology AQA – 4.6.1.6 Genetic inheritance: Most characteristics are a result of multiple genes interacting, rather than a single gene.
Biology AQA – 4.6.2.1 Variation: Students should be able to describe simply how the genome and its interaction with the environment influence the development of the phenotype of an organism; Differences in the characteristics of individuals in a population is called variation and may be due to differences in: genetic causes, environmental causes, a combination of genes and the environment; state that there is usually extensive genetic variation within a population of a species; recall that all variants arise from mutations and that: most have no effect on the phenotype; some influence phenotype; very few determine phenotype; Mutations occur continuously. Very rarely a mutation will lead to a new phenotype. If the new phenotype is suited to an environmental change it can lead to a relatively rapid change in the species.
Biology AQA – 4.6.2.2 Evolution: Students should be able to describe evolution as a change in the inherited characteristics of a population over time through a process of natural selection which may result in the formation of a new specie; Students should be able to explain how evolution occurs through natural selection of variants that give rise to phenotypes best suited to their environment; If two populations of one species become so different in phenotype that they can no longer interbreed to produce fertile offspring they have formed two new species.
Biology OCR – B5.2 – Natural selection and evolution: B5.2a state that there is usually extensive genetic variation within a population of a species; B5.2c explain how evolution occurs through the natural selection of variants that have given rise to phenotypes best suited to their environment; B5.2d describe evolution as a change in the inherited characteristics of a population over time, through a process of natural selection, which may result in the formation of new species; B5.2f describe the work of Darwin in the development of the theory of evolution by natural selection and explain the impact of these ideas on modern biology.
Biology Edexcel – Topic 3 – Genetics: 3.19 State that most phenotypic features are the result of multiple genes rather than single gene inheritance; 3.20 Describe the causes of variation that influence phenotype, including: a) genetic variation – different characteristics as a result of mutation and sexual reproduction b) environmental variation – different characteristics caused by an organism’s environment (acquired characteristics); 3.22 State that there is usually extensive genetic variation within a population of a species and that these arise through mutations; 3.23 State that most genetic mutations have no effect on the phenotype, some mutations have a small effect on the phenotype and, rarely, a single mutation will significantly affect the phenotype.
Biology Edexcel – Topic 4: Natural selection and genetic modification: 4.1B Describe the work of Darwin and Wallace in the development of the theory of evolution by natural selection and explain the impact of these ideas on modern biology; 4.2 Explain Darwin’s theory of evolution by natural selection; 4.8 Explain selective breeding.
Maths Session KS3
Please note this session is for a maximum of 30 students.
Students work in small groups practicing real world hands-on maths skills. Groups rotate around different stations involving biological animal artifact (e.g. confiscated fur rug), or real world equipment (e.g. veterinary pill bottles or animal diets). At each station, students work together to solve a maths problem including designing enclosures, calculating medicine dosages, and converting currencies.
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KS3 Maths
Develop fluency: select and use appropriate calculation strategies to solve increasingly complex problems; substitute values in expressions, rearrange and simplify expressions, and solve equations.
Reason mathematically: interpret when the structure of a numerical problem requires additive, multiplicative, or proportional reasoning.
Solve problems: develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems; develop formal mathematical knowledge to interpret and solve problems, including in financial mathematics.
Number: order integers; use the four operations; define percentages and interpret percentages interpret percentages as operators; use standard units of mass, length, time and money; use a calculator and other technologies to calculate results accurate accurately.
Geometry and measures: derive and apply formulae to calculate and solve problems involving perimeter and area.
Statistics: describe, interpret and compare observed distributions of a single variable through appropriate measures of central tendency.
Colchester Zoo – Educational Session PLOs – Maths KS3
Q & A Session KS3 and KS4
Please note this session is for a maximum of 50 students.
This session is a bookable timeslot for your students to ask Colchester Zoo staff questions. Zoo staff are prepared to answer questions on a wide range of topics including how we use science at Colchester Zoo, how we meet the needs of our customers, health and safety concerns of a zoo, case study examples of our conservation projects around the world, or a focus on any other topic.
This session is ideal for students who are required to gather specific information for completing mock assessment, portfolios, workbooks, etc.
Students attending this session MUST come prepared with a list of question to ask the speaker.
Saving Endangered Species KS3 or KS4
Please note this session is for a maximum of 40 students.
Many animals are endangered and threatened with extinction. In this session, students will learn about the major threats facing endangered animals: habitat loss, over use, pollution, and for older students, invasive species and poaching. Students will get the chance to see real animal artefacts up close, and learn some of the shocking facts about endangered species. These problems are contrasted with positive actions students can take to help endangered animals, with a specific focus on product labelling and how to make smart consumer choices.
This talk focuses on a variety of issues causing endangered species and what people can do to help. If you would like to focus specifically on poaching and the illegal wildlife trade, book the Wildlife Forensics Session. If you would like to focus specifically on ways zoos are helping endangered animals, book the Zoos & Conservation Session.
Click for National Curriculum links- Geography – Human and physical geography: understand human geography relating to population and urbanization, international development, and the use of natural resources; understand how human and physical processes interact to influence, and change landscapes, environments and the climate.
Science – Relationships in an ecosystem: the interdependence of organisms in an ecosystem; how organisms affect, and are affected by, their environment.
Citizenship: students are equipped with the skills to think critically and debate political questions; the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities.
Biology AQA – 4.6.3.6 Extinction: Extinctions occur when there are no remaining individuals of a species still alive. Students should be able to describe factors which may contribute to the extinction of a species.
Biology AQA – 4.7.3.1 Biodiversity: Many human activities are reducing biodiversity and only recently have measures been taken to try to stop this reduction.
Biology AQA – 4.7.3.2 Waste management: Rapid growth in the human population and an increase in the standard of living mean that increasingly more resources are used and more waste is produced. Unless waste and chemical materials are properly handled, more pollution will be caused. Pollution kills plants and animals which can reduce biodiversity.
Biology AQA – 4.7.3.3 Land Use: Humans reduce the amount of land available for other animals and plants by building, quarrying, farming and dumping waste.
Biology AQA – 4.7.3.4 Deforestation: Large-scale deforestation in tropical areas has occurred to: provide land for cattle and rice fields; grow crops for biofuels.
Biology AQA – 4.7.3.6 Maintaining biodiversity: Students should be able to describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity.
Biology OCR – Topic B6: Global challenges B6.1b: describe both positive and negative human interactions within ecosystems and explain their impact on biodiversity. B6.1c explain some of the benefits and challenges of maintaining local and global biodiversity.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.9: Explain the positive and negative human interactions within ecosystems and their impacts on biodiversity, including: a) fish farming b) introduction of non-indigenous species c) eutrophication.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.10: Explain the benefits of maintaining local and global biodiversity, including the conservation of animal species and the impact of reforestation.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.11B: Describe the biological factors affecting levels of food security, including: a) increasing human population b) increasing animal farming and the increased meat and fish consumption c) the impact of new pests and pathogens d) environmental change caused by human activity e) sustainability issues, e.g. use of land for biofuel production and the cost of agricultural inputs.
Science in the Wild KS3
Please note this session is for a maximum of 30 students.
Students will learn how our real life wildlife ranger team use science in the wild at our nature reserve in South Africa. After an introduction to the topic, students learn a variety of real wildlife sampling techniques, including tracks, scat, browse, and mark-recapture calculations. The students then get hands-on in the classroom with real field skills and identify animals found on the reserve through a variety of methods to answer the question: what part of the reserve has the greatest biodiversity.
- Science – Relationships in an ecosystem: the interdependence of organisms in an ecosystem.
Science – Working Scientifically: Experimental Skills and Investigations: ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience; make predictions using scientific knowledge and understanding; make and record observations and measurements using a range of methods for different investigations, and evaluate the reliability of methods and suggest possible; apply sampling techniques.
Science – Working Scientifically: Analysis and Evaluation: apply mathematical concepts and calculate results; interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions.
Science – Working Scientifically: Measurement: use and derive simple equations and carry out appropriate calculations; undertake basic data analysis including simple statistical techniques.
Wildlife Forensics Session KS3 or KS4
Please note this session is for a maximum of 40 students.
Students explore the issues of illegal wildlife crime, learning about the problems of hunting, poaching, pets, souvenirs, medicine, and bushmeat. While examining real, seized artefacts of the illegal wildlife trade, students learn how organisations are helping to stop these crimes by identifying criminals and identifying the animal victims. Some of the methods, such as finger print analysis and firearm analysis may be familiar, but students will also get to try feather identification, and skull identification as well as learning about DNA analysis for species and parentage. Students will leave with new science skills and an appreciation of the threat caused by wildlife crime.
This session focuses on the illegal wildlife trade including poaching. If you would like a more general talk on the many other reasons for endangered species, and human actions to help endangered species, book the Saving Endangered Species Talk. If you would like to focus specifically on ways zoos are helping endangered animals, book the Zoos and Conservation Talk.
Click for National Curriculum links-
Citizenship – develop a sound knowledge and understand of the role of law and the justice system; are equipped with the skills to think critically and debate political questions; the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities.
Science – Working scientifically: ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience; make predictions using scientific knowledge and understanding.
Biology AQA – 4.6.3.6 Extinction: Extinctions occur when there are no remaining individuals of a species still alive. Students should be able to describe factors which may contribute to the extinction of a species.
Biology AQA – 4.7.3.1 Biodiversity: Many human activities are reducing biodiversity and only recently have measures been taken to try to stop this reduction.
Biology AQA – 4.7.3.2 Waste management: Rapid growth in the human population and an increase in the standard of living mean that increasingly more resources are used and more waste is produced. Unless waste and chemical materials are properly handled, more pollution will be caused. Pollution kills plants and animals which can reduce biodiversity.
Biology AQA – 4.7.3.3 Land Use: Humans reduce the amount of land available for other animals and plants by building, quarrying, farming and dumping waste.
Biology AQA – 4.7.3.4 Deforestation: Large-scale deforestation in tropical areas has occurred to: provide land for cattle and rice fields; grow crops for biofuels.
Biology AQA – 4.7.3.6 Maintaining biodiversity: Students should be able to describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity.
Citizenship Studies AQA – 3.3.1 What laws does a society require and why? Rights in local to global situations where there is conflict and where rights and responsibilities need to be balanced.
Citizenship Studies AQA – 3.3.5 How do citizens play a part to bring about change in the legal system? The roles played by pressure and interest groups, trade unions, charities and voluntary groups, public institutions and public services in providing a voice and support for different groups in society campaigning to bring about a legal change or to fight an injustice.
Biology OCR – Topic B6: Global challenges B6.1b: describe both positive and negative human interactions within ecosystems and explain their impact on biodiversity. B6.1c explain some of the benefits and challenges of maintaining local and global biodiversity.
Citizenship Studies OCR – 2.6 Citizenship participation in the UK: Analyse the roles played by public institutions, public services, interest and pressure groups, trade unions, charities and voluntary groups in providing a voice for and support to different groups of citizens.
Law OCR – understand the role of law in underpinning relationships among individuals, groups, and institutions; develop enquiry, critical thinking and decision-making skills through investigation of legal uses that are important, real, and relevant to the world in which they live, and base reasoned judgements and arguments on this evidence.
Law OCR – Police powers: the balance between supporting the rights of individuals and allowing the police the power to investigate crime.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.9: Explain the positive and negative human interactions within ecosystems and their impacts on biodiversity, including: a) fish farming b) introduction of non-indigenous species c) eutrophication.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.10: Explain the benefits of maintaining local and global biodiversity, including the conservation of animal species and the impact of reforestation.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.11B: Describe the biological factors affecting levels of food security, including: a) increasing human population b) increasing animal farming and the increased meat and fish consumption c) the impact of new pests and pathogens d) environmental change caused by human activity e) sustainability issues, e.g. use of land for biofuel production and the cost of agricultural inputs.
Citizenship Studies Edexcel – Theme C: Law and Justice: The role of law in everyday life in dealing with complex problems.
Citizenship Studies Edexcel – Theme E: Taking citizenship action: Identify an issue, problem, cause of social need that relates to citizenship concepts and issues studied as part of the course.
Zoos & Conservation Talk KS3 or KS4
The Role of Zoos in the 21st Century
What do zoos do, and why? Students learn the main goals of a modern zoo. Based on these goals, students can consider their own opinions about zoos while discovering how zoos play vital roles in conservation. Colchester Zoo’s contributions to in-situ and ex-situ conservation will be discussed using specific case studies.
This talk includes details on ways zoos are helping endangered animals, including specific examples. If you would like to focus specifically on poaching and the illegal wildlife trade, book the Wildlife Forensics Session. If you would like to focus on the variety of issues causing endangered species and what individuals can do to help, book the Endangered Species Session.
Click for National Curriculum links- Citizenship – think critically and debate political questions; the roles played by public institutions and voluntary groups in society.
Science – Relationships in an ecosystem: the interdependence of organisms in an ecosystem; how organisms affect, and are affected by, their environment, including the accumulation of toxic materials.
English – Spoken language: participating in formal debates and structured discussions, summarising and/or building on what has been said.
Biology AQA – 4.6.3.6 Extinction: Extinctions occur when there are no remaining individuals of a species still alive. Students should be able to describe factors which may contribute to the extinction of a species.
Biology AQA – 4.7.3.1 Biodiversity: Many human activities are reducing biodiversity and only recently have measures been taken to try to stop this reduction. These include: breeding programmes for endangered species.
Biology AQA – 4.7.3.2 Waste management: Rapid growth in the human population and an increase in the standard of living mean that increasingly more resources are used and more waste is produced. Unless waste and chemical materials are properly handled, more pollution will be caused. Pollution kills plants and animals which can reduce biodiversity.
Biology AQA – 4.7.3.3 Land Use: Humans reduce the amount of land available for other animals and plants by building, quarrying, farming and dumping waste.
Biology AQA – 4.7.3.4 Deforestation: Large-scale deforestation in tropical areas has occurred to: provide land for cattle and rice fields; grow crops for biofuels.
Biology AQA – 4.7.3.6 Maintaining biodiversity: Students should be able to describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity.
Citizenship Studies AQA – 3.3.5 How do citizens play a part to bring about change in the legal system? The roles played by pressure and interest groups, trade unions, charities and voluntary groups, public institutions and public services in providing a voice and support for different groups in society campaigning to bring about a legal change or to fight an injustice.
Biology OCR – Topic B6: Global challenges B6.1b: describe both positive and negative human interactions within ecosystems and explain their impact on biodiversity. B6.1c explain some of the benefits and challenges of maintaining local and global biodiversity.
Citizenship Studies OCR – 2.6 Citizenship participation in the UK: Analyse the roles played by public institutions, public services, interest and pressure groups, trade unions, charities and voluntary groups in providing a voice for and support to different groups of citizens.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.9: Explain the positive and negative human interactions within ecosystems and their impacts on biodiversity, including: a) fish farming b) introduction of non-indigenous species c) eutrophication.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.10: Explain the benefits of maintaining local and global biodiversity, including the conservation of animal species and the impact of reforestation.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.11B: Describe the biological factors affecting levels of food security, including: a) increasing human population b) increasing animal farming and the increased meat and fish consumption c) the impact of new pests and pathogens d) environmental change caused by human activity e) sustainability issues, e.g. use of land for biofuel production and the cost of agricultural inputs.
Citizenship Studies Edexcel – Theme E: Taking citizenship action: Identify an issue, problem, cause of social need that relates to citizenship concepts and issues studied as part of the course.
Zoo Visitor Social Science KS4
Real world case studies of psychology and sociology in context
45 min session – focusing on Social & Environmental OR Cognitive & Conservation
90 min session -combined version covering all four topics.
Students will discover how psychology and sociological concepts are applied in practice at Colchester Zoo to help us meet our mission statement goals. These goals are: ‘Be a Great Visitor Attraction’ explored through Social and Environmental (the physical environment around visitors) aspects of social science, ‘Help Visitors Learn about Animals’ explored through a Cognitive lens, and ‘Help Endangered Animals’ explored through a Conservation lens.
Various peer-reviewed, published studies are used as the basis for concepts and ideas explored throughout the session, and real-world specific studies we have conducted at Colchester Zoo. These include explanations of research method used.
- Social & Environmental social science:
- Main factors that drive social behaviour
- Typological visitor categories
- Primary vs. secondary data – what are they and what benefits do they have
- Qualitative vs quantitative data
- Bias, in reference to visitor surveys
- Questionnaire design
- Maslow’s Hierarchy of needs including deficiency and growth needs (8 Level version)
- Experimental methods (lab, field, and natural)
- Variety of learning theories
- Multiple Intelligence theory (including criticism and counter arguments)
- Classical and operant conditioning
- Methods of measuring emotion
- Environmental behavioural change
- The effect of situational factors on behaviour
- Tri-component model of attitude
- Theory of planned behaviour
Cognitive & Conservation social science: