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Program Flyer: Engineering for Animals: Exhibit Design & Beyond

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Content Provider   Minnesota Zoo  2011-12 Honorable Mention, 2012-13, 2013-14
Contact Information   Galen Sjostrom
13000 Zoo Blvd
Apple Valley, MN  55124
United States
Phone: (952) 431-9522
Program Type   Program Series
This program, as well as "Engineering by Animals: Inventive Nature" and "Engineering from Animals: The Science of Biomimicry" make up a three-part series exploring the intersection between engineering and the animal world.

Audiences are free to book these three programs together (buy two, get one free!) or individually.
Program Rating      based on 12 evaluation(s).
Target Audience   Education: Grade(s): 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Parent, Adult Learners, Community Groups, Public Library: Library Patrons
Maximum Number of Participants   45
Minimum Number of Participants   5
Primary Disciplines   Problem Solving, Sciences, Standards
Secondary Disciplines   Social Studies/History
Video Clip  
Program Description   Zoos have come a long way in the last 75 years: blank concrete cells with steel bars have given way to lush, naturally-inspired enclosures with live plants and jungle-gyms that put our own playgrounds to shame. During this program you’ll visit a variety of the Minnesota Zoo’s cutting-edge animal enclosures live, and learn about the smart engineering that goes into designing a modern zoo exhibit. You’ll also test your own ingenuity by whipping up exhibit designs for animals that don’t even exist yet!
Program Format   1. The meaning of Engineering
2. What do animals need to live?
3. Habitats as home: diverse ecosystems
4. "Who's Habitat?" guessing game
5. "Exhibit Design Elements" activity
6. Zoos of the past: Not all bad, not very good
7. What's changed? Modern Zoo info + training video
8. Review and questions
Objectives   Participants will:
•Introduce the basic principles of the engineering process and how it applies to developing animal habitats in captivity.
•Examine the environmental needs of animals both in the wild and in captivity.
•Apply an understanding of the engineering process by attempting to design a functioning exhibit for a fictional animal.
•Examine the differences and similarities between historical and modern zoo engineering.
•Explore a few practices outside exhibit design where skilled engineering and inventiveness contribute to the health of a zoo’s animal community.
National/Common Core Standards to which this program aligns   •NS.K-12.1 SCIENCE AS INQUIRY
-Abilities necessary to do scientific inquiry
-Understandings about scientific inquiry

-Interdependence of Organisms
-Behavior of organisms

-Abilities of technological design
-Understandings about science and technology

-Natural resources
Environmental quality
-Science as a human endeavor
-Historical perspectives

-Students understand the ethical, cultural, and societal issues related to technology.
-Students practice responsible use of technology systems, information, and software.
-Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

-Students use technology resources for solving problems and making informed decisions.
-Students employ technology in the development of strategies for solving problems in the real world.
State/Regional Standards to which this program aligns   This program utilizes the following Minnesota Academic Science benchmarks:
• – Identify a need or problem and construct an object that helps solve it.
• – Some materials are better than others for making particular objects; other materials may be better in some ways but worse in others.
• – Many questions can be answered when scientific knowledge is combined with knowledge from one’s own observations or investigations.
• – Anyone can use evidence to learn about the natural world, identify patterns in nature, and develop tools.
• – The practice of science and/or engineering involves many different kinds of work and engages men and women of all ages and backgrounds.
• – Each potential engineered solution for a problem carries its own possible constraints.
• – Often one invention will lead directly to the development of other inventions.
• – Describe a natural system in terms of the relationships among its living and nonliving parts, as well as inputs and outputs.
• – Explain what would happen to a system (such as a wetland, prairie, garden, or zoo habitat) if one of its parts were changed.
• – Give examples of beneficial and harmful human interaction with natural systems.
• – Explain the importance of learning from past failures in order to inform future versions of similar products or systems.
• – Describe a system in terms of its subsystems and parts, as well as its inputs & outputs.
• – Distinguish between open and closed systems.
• – Describe the way that human activities can change the populations and communities in an ecosystem.
• – Explain how economic, political, social and ethical expectations must be taken into account in designing engineering solutions or conducting a scientific investigation.
•9- – Explain how the traditions and norms of science define the bounds of professional scientific practice and reveal instances of scientific error or misconduct.
•9- – Explain how scientific innovations – as well as new evidence- can challenge portions of, or entire accepted theories and models; animal behavior and mental abilities, in this case.
•9- – Understand that engineering designs and products are often continually checked and critiqued for alternatives, risks, costs, and benefits, so that subsequent designs are refined and improved.
•9- – Explain and give examples of how, in the design of a device, process, or structure, engineers consider how it is to be manufactured, operated, maintained, replaced, and disposed of.
•9- – Identify a problem and the associated constraints on possible design solutions.
•9- – Analyze possible careers in science and engineering in terms of education requirements, working practices, and rewards.
•9- – Communicate, justify, and defend the procedures and results of a scientific inquiry or engineering design project using verbal, graphic, quantitative, virtual, or written means.
•9- – Describe how scientific investigations and engineering processes require multi-disciplinary contributions and efforts.
•9- – Describe factors that affect the carrying capacity of an ecosystem and relate these to population growth (in a captive environment, in this case).

This program utilizes the following Minnesota Academic Social Studies benchmarks:
•1- – Describe how people lived/worked at a particular time in the past, based on historical records and artifacts.
• – Compare and contrast buildings and other technologies from earlier times to today.
•1- – Identify causes and consequences of human impact on the environment and ways that the environment influences people.
• – Use photographs or satellite images to interpret spatial information about the United States
Program Length   1 hour for 4th grade and above, 45 minutes for 1st-3rd grades.
By Request   This program is available by request ONLY
Date/Time Notes   This and other Minnesota Zoo Programs can generally be booked by request between 8:30am and 4:00pm (CMT) Monday through Friday. Please feel free to contact our program coordinator directly by phone or email to inquire after specific dates and times.
Program Cost   By Request Cost: $125.00
Program Fee Notes   Thanks to funding by the Minnesota Clean Water, Land, and Legacy Amendment, schools and other audiences within Minnesota can order programs at a discounted price of $85.

Additionally, any audience that books two programs at the same time can book a third for free (buy two get one free).
Cancellation Policy   Audiences that cancel a program with less than 24 hours' notice may still be charged full price for the program.

If a program is canceled or interrupted due to unanticipated technical difficulties on either side of the connection, an effort will be made to reschedule at no additional charge.
Is recording allowed?   No
Program Delivery Mode(s)   Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Skype, iChat, FieldTripZoom, Vidyo, Movi/Jabber, Blue Jeans, etc...)
Minimum Technology Specifications for sites connecting to this provider   To participate in our programs audience groups will need either an H.323 video system (Tandberg, Polycom, LifeSize, etc.) OR a compatible web video service (Vidyo, Cisco Jabber, etc.) and a way to bridge that service to connect over IP.

* NEW* If you do not have an H.323 system OR a subscription to a web-based video conferencing service but you have a high definition webcam and standard high-speed internet service, we can provide you with a one-time Cisco Jabber login and password free of charge.
Please note: We do NOT offer programs via Skype at present, but if you are already using Skype for video calls your computer likely already has everything it needs to work with Cisco Jabber too.

Test connections are required no less than four days prior to a scheduled program, and we ask that audiences plan to dial into our IP address.

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For additional assistance, phone 866-826-2452.

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